E-GRAM GROUPS RESEARCHER

GRAMMATICAL ERROR ANALYSIS IN SPEAKING ENGLISH AT THE

FIRST SEMESTER OF STKIP PGRI LUBUKLINGGAU

Theory
a. Error Analysis

In recent years, studies of second language acquisition have

tended to focus on learners errors since they allow for prediction of
the difficulties involved in acquiring a second language. In this way,
teachers can be made aware of the difficult areas to be encountered
by their students and devote special care and emphasis to them.
Error Analysis is a type of linguistic analysis that focuses on the
errors learners make. It consists of a comparison between the errors
made in the target language and that target language itself. Error
analysis emphasizes the significance of learners errors in second
language. It is important to note here that Interferences from the
learners mother tongue is not only reason for committing errors in
his target language. As Richards (1971) classified errors observed in
the acquisition of English as a second language as follows:
a) Overgeneralization, covering instances where the learners create
a deviant structure on the basis of his experience of other structure
of the target language;
b) Ignorance of rule restriction, occurring as a result of failure to
observe the restrictions or existing structures;
c) Incomplete application of rules, arising when the learners fail to
fully develop a certain structure required to produce acceptable
sentences;
d) False concepts hypothesized, deriving from faulty comprehension
of distinctions in the target language.
Some errors can be attributed to weaknesses or failure of memory
(Gorbet, 1979).He added that the theory of error analysis proposes
that in order to learn a language, a person creates a system of
rules from the language data to which he is exposed; and this
system enable him to use it.
According to Sharma (1980)Error analysis can thus provide a strong
support to remedial teaching, he added that during the teaching
program, it can reveal both the successes and the failures of the
program. In general, Error analysis has several implications for the
handling of learners errors in the classroom as follows:
1. evising remedial measures
2. Preparing a sequence of target language items in class rooms
and text books with the difficult items coming after the easier,
ones
3. Making suggestions about the nature or strategies of second
language learning employed by both first and second language
learners.

b. Error Sources

There are three error sources; those are interlingua transfer,

intralingua transfer, and context of learning. Errors caused by
interlingua transfer occur because the system of mother tongue
influence the second language learned. E.g. the book of John it
can be expressed Johns book. Then, intralingua transfer occurs
because learners dont master second language learned. E.g.
Does John can sing, I dont know what time is it. These example
should be Can John sing?, I dont know what time it is.(Ellis 1994).

c. Interlanguage Theory

The concept of interlanguage was suggested by Selinker

(1972) in order to draw attention to the possibility that the learners
language can be regarded as a distinct language variety or system
with its own particular characteristics and rules (jie,2008).Based on
the theory that while learning a second language , learners build up
a system for themselves which is different in some ways from their
first language and second language systems. The system which the
learners build up for themselves has been called interlanguage.
According to Adjemian (1976) interlanguages consist of a set of
linguistic rules which can generate novel utterances. He clamied
about the structure of interlanguages can be derived from
grammatical theory; and like natural language, interlanguages can
be idealized to make them amenable to linguistic analysis.He added
that the universal generalizations that hold for the primary
languages also hold for interlanguages. Eckman (1991) claimed that
interlanguages are languages and, further, that proposed linguistic
universals are fully universal, in the sense that they apply to non-
primary as well as primary languages. Ellis (1990) maintains that
interlanguage theory can provide an explanation for how both
children and adults acquire a second language. According to
Tarone,et al (1976) interlanguge productions have the following
characteristics:

Second Language speakers rarely conform to what one expects

native speakers of the target language to produce , b) Interlanguage
Productions are not an exact translation of native language
utterances (i.e., first language interference does not play the
primary role in the information of interlanguages), c) Utterances in
the second language are not randomly produced, and d)
Interlanguages are spoken either by adults or by children when
second language acquisition is not simultaneous with that of the
first language.

Selinker (1972) used the term fossilization to refer to the

tendency of many learners to stop developing their interlanguage
grammar in the direction of the target language. He argued that
interlanguage is a separate linguistic system resulting from the
learners attempted production of the target language norm; he
identified five fossilization processes as follows:

a) Language Transfer: sometimes rules and subsystems of the

interlanguage may result from transfer from the first language.
 b) Transfer of Training: some elements of the interlanguage may
result from specific features of the training process used to teach
the second language.
c) Strategies of Second Language Learning: some elements of the
interlanguage may result from a specific approach to the
material to be learned.
d) Strategies of Second Language Communication: some elements
of the interlanguage may result from specific ways people learn
to communicate with native speakers of the target language.
e) Overgeneralization of the Target Language Linguistic Materials:
some elements of the interlanguage may be the product of
overgeneralization of the rules and semantic features of the
target language.
Research Question / Formulation
This research proposal guided though following major questions:
1. What type of grammatical error in using tenses are found in
students speaking ?
2. How is the percentage of the grammatical error ?
3. What are factor influencing their grammatical errors ?
Objective of the Research
This research proposal is intended to meet the following objectives:
1. To describe what types of error the 2010 class students speaking
are.
2. To find out how is the percentage of their errors.
3. To find out the factors influencing English department students
speaking errors .
Processes in Data Analysis
There are some processes in data analysis; the first process is
recording their speaking to know find there are some errors or not.
Data analysis on the field was done when collecting data and after
collecting the data. The activities on the qualitative data were done
interactively and continue until complete. There are three activities
on data analysis; interview, oral test, analisis
Limitation
They are : error in tenses, describing something like describe their
idols, hobbies, experiences, and their introduction.
Design for Subject
In this research, researchers will choose 4 students at first
semester of STKIP-PGRI Lubuklinggau, because they are new
 students to study about foreign language after mother tongue and
also second language. Of course they still have many error
especially in grammar.
Finding and Discussion the Data
Here, researchers give the instruction to the students to find the
data. The were taken to tell something like introduction, idol,
experience based on their interesting, and all of those are the way
to answer the research question.
a. Finding the Deta
1. Dwi Kurnia

Ok my name is Dwi Kurnia

I am student of STKIP PGRI Lubuklinggau
I want to tell you about my hobby.
My hobby is update status in facebook.
I think with updating status in facebook I can express my idea,
my poem, on the status.

But, seldom, I write my poem on my facebook or my diary

Because I think my poem my expressing idea.
And I always updating status if I get a problem or e or get
sadness or something.
And with my facebook I can know other person in Indonesia or
other country
But, seldom, I I know the foreign person but it is not impo
impolite because they also talk talk talk about from
something but I dont like
But I like updating status in facebook
But, seldom, I like like ex expressing my poem on the status
Just like that

My hobby is unique right!!.

Thanks

2. Rahayu
 Ok, guys
actually I dont know.
When I was child, I always playing, I was always play with my
friend, foot ball, fishing anything.
But sometime, I go to field but thats not often
And what I was most like
But like the most is playing foot ball.
But now I dislike playing football,
I dont know why..may be because I ever got like accident.
Thats make my my hand brake and it was very hard.
And what else?
My childhood is just so so Nothing special..
More There is nothing special in my childhood
Ok enough ach

Thanks you so much

3. Anshora Simastori

My name is .
I want to tell u about my holiday last year.
Last year, I went to Bali. Bali has many beautiful tourism
object. One of them is Kuta Beach. In Kuta Beach, I see the
large of white sand, the blue sea, sunset and also foreign
tourist from the various of countries.

I did many activities in Kuta Bali e Kuta Beach. I played the

white sand with my friends. My the toys from sand like castle,
mountain, house and so on. Beside that, we also played water
in seashore chased with my friends. Then we introduce with
foreign tourist from France and Korea. They are very kind with
us. Then, we take the photos with them.

Before we leaved Kuta Beach, we saw the scenery of sunset. It

looks beautiful. After spent time in Kuta Beach, we unforgot to
 buy somethings for my family at home. We visited Joger shop,
a shopping center that popular in Bali. Today, we were so tired.
We must came back to Demak tomorrow.
Its my holiday that interesting. We was enjoyed.

4. Wandi Putra

My school of elementary school is number 1kecamatan

Argamakmur, kabupaten Bengkulu Utara
There, I have unforgettable experience and it happened when I
was I was in elementary school.
At the school holiday, my friends and I went to visit to uncles
house in lubuklinggau. Because the distance is not so far, we
went there on foot. We spent your school holiday here
After we arrived at my uncles house, my friend dont know the
location of the his uncles house, so we decided to return to
our house.

We take a rest for a moment, we went home. On the way, we

saw we saw a dog. I was afraid if the dog chase us. Suddenly,
the dog chase us, because there were two students of junior
high school disturbed it. We run quickly..
heeeeeeeheeeeeeee..

That all my experience, then Thank you so much.

See you..

5. Yossy

Hallo, guys!!1
Oke my name is Yossy You can call me Yossy
I want to tell about artist Indonesia, Agnes Monica. maybe
there are many people know with her.
 Agnes Monica is talented girl.
He has he has beautiful voice and beautiful face.
I think Indonesia I think Agnes Monica bring the Indonesia
good.
So, I think Indonesia can be can be make other artist to be
like Agnes Monica. Just like that.
Ok I want to tell about my mother
My mother is excellent woman to me because mother was
born me, and then my mother care me.
When I sad, I can tell about my problem to my mother.
Although my mother long distance with me, but but my heart
always near with my mother.
I always miss with her because long time I not see.
And I want to I want to I want to invite my mother to join with
me in here.
Thanks for your time guys.

b. The finding of research question what types of grammatical errors are found at
students speaking? is presented in the following data

1. Dwi Kurnia
 N Error Types Speakers Error
o
1 Missing to be is of I think my poem _ my expressing idea
present tense
2 Misplacement of But, Seldom, I write my poem on my facebook
seldom of present tense
3 Misformation of simple I always updating status
and progressive aspect
in present tense

2. Rahayu

N Error Types Speakers Error

o
1 Missing the to be on I always playing
past tense
2 Replacement of ing by I was always play with my friend
the simple verb of past
tense
3 Mistake using of verb I go to field
in past tense
4 Mistake using of verb My hand brake and is was very hard
in past tense

3. Ansora Simastori

N Error Types Speakers Error

o
1 Mistake using of verb I see the large of white sand
in past tense
2 Mistake using of verb We take the photos with them
in past tense
 4. Wandi Putra

N Error Types Speakers Error

o
1 Mistake using of did in My friend dont know the location
negative sentence of past
tense
2 Mistake using of verb in We take a rest for a moment
past tense

c. The findings of research question what are factors influencing their grammatical
errors? is presented in the following data.
As we know in theory that there are three sources of errors; those are interlingua
transfer, intralingua transfer and context of learning. From the category of error
sources the researchers classify the speakers errors as follow:

1. Dwi Kurnia
Error made by Dwi Kurnia are categorized as interlingua transfer
a. I think my poem (is) my expressing idea
The sentence above should be added by is because the sentence is in
nominal form.
The sentence (a) is the sample of speakers error that is course by
interlingua source. The speakers mother tongue doesnt have the to be in
the speaking.

2. Rahayu
Errors made by Rahayu are categorized as interlingua transfer and intralingua
transfer.
a. I always playing.
The sentence above should be added by was and the word always isnt
appropriate with the past context.
The sentence (a) is categorized in interlingua transfer source because of the
influence of mother tongue. In sentence (a) there is no to be because
Rahayu mother tongue doesnt have any to be.
b. I was always play with my friend.
The sentence above should be added ing on the word play because the
sentence is in past progressive condition.
 c. I go to field but thats not often
In the sentence above, the word go should be changed by went because it
isnt appropriate with the past context.
The sentences (b) and (c) are the samples of speakers errors that are caused
by intralingua transfer sources. The speaker over generalizes the language
as well as he knows in the second language.

3. Ansora Simastori
Errors made by Ansora are categorized as intralingua transfer
a. I see the large of white sand
In the sentence above, the word see should be changed by saw because it
isnt appropriate with the past context
b. We take the photos with them
In the sentence above, the word take should be changed by took because it
isnt appropriate with the past context

The sentences (a) and (b) are the samples of speakers errors that are caused
by intralingua transfer sources. The speaker over generalizes the language
as well as he knows in the second language.

4. Wandi Putra
Errors made by Wandi are categorized as intralingua transfer
a. My friend dont know the location
In the sentence above, the word dont should be changed by didnt because
it isnt appropriate with the past verbal.
b. We take a rest for a moment
In the sentence above, the word take should be changed by took because it
isnt appropriate with the past context

The sentences (a) and (b) are the samples of speakers errors that are caused
by intralingua transfer sources. The speaker over generalizes the language
as well as he knows in the second language.
5. Yossi