an analysis on students’ difficulties in...
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AN ANALYSIS ON STUDENTS’ DIFFICULTIES IN LEARNING
REPORTED SPEECH (A Case Study at the First Year students of MA Pembangunan UIN Jakarta)
A “ Skripsi “
Presented to the Faculty of Tarbiyah and Teachers’ Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd in English Language Education
By:
Iiq Qodariah
105014000341
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2010
AN ANALYSIS ON STUDENTS’ DIFFICULTIES
IN LEARNING REPORTED SPEECH (A Case Study at the First Year students of MA Pembangunan UIN Jakarta)
A “ Skripsi “
Presented to the Faculty of Tarbiyah and Teachers’ Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd in English Language Education
By:
Iiq Qodariah
105014000341
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
2010
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ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers’ Training
certifies that the ‘Skripsi’ entitled “An Analysis on Students’ Difficulties in
Learning Reported Speech (A Case Study at the First Year of MA Pembangunan
Jakarta)”, Written by Iiq Qodariah, student’s registration number: 105014000341
was examined by the committee on Thursday 2nd September 2010 and was
declared to have fulfilled one of the requirements for the degree of S.Pd in
English Language Education at the Department of English Education.
Jakarta, September 2, 2010
Examination Committee
Chairman : Drs. Syauki, M.Pd ( _____________________ )
NIP. 1964 1212 1991 031002
Secretary : Neneng Sunengsih, S.Pd ( _____________________ )
NIP. 1973 0625 1999 032001
Examiner I : Drs. Nasrun Mahmud, M.Pd ( _____________________ )
NIP. 151 041 070
Examiner II : Drs. H. Bahrul Hasibuan. M.Ed ( _____________________ )
Acknowledgement by:
Dean of Tarbiyah and Teachers’ Training
Prof. Dr. Dede Rosyada, MA
NIP. 150 231 356
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ABSTRACT Qodariah, Iiq, 2010, An Analysis on Students’ Difficulties in Learning Reported Speech (A Case Study at the First Year Students of MA Pembangunan UIN Jakarta), Skripsi, English Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University. Key word : Difficulties-Reported Speech Competence : Grammar The aim of this research is to analyze the difficulties which are faced by the first year students in learning reported speech. As it has already known that reported speech is one of subject matter in grammar that must be learnt by students when they learn English language. In fact, grammar is one of difficult sub skills for students to learn because Indonesian language doesn’t involve similar grammar such as in English language. In this research, the writer will study about what the difficulties which are faced by students when they transformed direct speech into indirect/reported speech especially in reporting question. The writer focuses on difficulty in change of tense and pronoun in its transformation. The writer used the quantitative method and descriptive analysis technique to analyze the data by using formula: P= F x100%. The data is taken from the students’ test. N By analyzing the error answer of students’ test, the writer finds the average of students’ difficulty in the change tense and pronoun. To know the causes of the students’ difficulties in learning reported speech the writer also takes the data by doing observation in their classroom and interviews the English teacher and some students. The population of this research is the first year students of MA Pembangunan. The writer only took one class as a sample in her research. It was about 30 students. The result of this research is the first year of students MA Pembangunan are still get difficulty in transforming direct speech into indirect/reported speech.
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ABSTRAK
Iiq, Qodariah, 2010, An Analysis on Students’ Difficulties in Learning Reported Speech (Studi Kasus di MA Pembangunan UIN Jakarta) Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Uin Syarif Hidayatullah Jakarta. Kata Kunci : Kesulitan-kesulitan- kalimat laporan Kompetensi: Grammar Tujuan dari penelitian ini adalah untuk menganalisa kesulitan-kesulitan yang dihadapi siswa dalam mempelajari kalimat laporan. Sebagaimana telah diketahui bahwa kalimat laporan adalah salah satu materi dalam tata bahasa Inggris (grammar) yang harus dipelajari oleh siswa ketika dia belajar bahasa Inggris. Pada faktanya grammar adalah salah satu sub skill yang sulit untuk dipelajari oleh siswa karena bahasa Indonesia tidak memiliki tata bahasa seperti yang dimiliki Bahasa Inggris. Dalam penelitian ini, penulis akan melakukan penelitian tentang kesulitan-kesulitan yang dihadapi oleh siswa ketika siswa merubah dari kalimat langsung menjadi kalimat tidak langsung khususnya dalam kalimat Tanya. Penulis menfokuskan kepada kesulitan dalam perubahan tense and pronoun pada kalimat langsung menjadi kalimat tidak langsung. Penulis menggunakan metode kuantitatif dan tekhnik analisa deskriptif untuk menganalisa data dengan menggunakan rumus: P= F x 100%. Data diambil dari test siswa. N Dengan menganalisa jawaban yang salah dari siswa maka penulis mendapatkan rata-rata kesulitan siswa dalam perubahan tense dan kata ganti. Untuk mengetahui tentang penyebab kesulitan siswa dalam mempelajari kalimat laporan. Penulis juga mengambil data melalui observasi dikelas siswa dan mewawancara guru bahasa Inggris dan beberapa siswa. Populasi pada penilitian ini adalah siswa kelas tahun pertama di Madrasah Aliyah Pembangunan UIN Jakarta. Penulis hanya mengambil 1 kelas sebagai sampel pada penelitiannya. Sampelnya berjumlah 30 siswa. Hasil penelitian ini adalah siswa tahun pertama MA Pembangunan UIN Jakarta masih mendapatkan kesulitan dalam merubah kalimat langsung menjadi kalimat tidak langsung.
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ACKNOWLEDGEMENT
بسم اهللا الرحمن الرحيمIn the name of Allah most gracious most merciful
Alhamdulillah, all praises be to Allah, the writer thanks to Allah SWT,
lord of the universe who has given the writer some mercies and blessing until the
writer can finish the “Skripsi” entitled “An Analysis on Students’ Difficulties in
Learning Reported Speech” at first year students of MA Pembangunan UIN
Jakarta properly. Moreover, peace and salutation be upon to our prophet
Muhammad SAW and his family, his companions, and his followers.
This “Skripsi” is proposed as one of requirements to get Strata I Degree
(S1) of English Language Education (S.Pd).
In this lovely opportunity, the writer would like to express her deepest
gratitude and thanks to her beloved father H.M. Amrullah and ALMH Hj. Tati
Heryati who have given her the greatest love, prayer, financial and moral support
and unforgettable sweet moment. Her lovely sisters Ita Fauziah S.ThI and Eva
Fairuz Farhani, and her best brother A. Bisyral Hafil for their biggest love and
kindness to support her in finishing this “Skripsi”. The writer also would like to
express her thanks and gratitude to her adviser Drs. Nasifuddin Djalil M.Ag for
his valuable help, guidance, corrections, suggestion, and kindness in compiling
this “Skripsi”.
Her appreciation and thank also go to:
1. All lecturers of English Department who have dedicated
themselves for education and taught the writer during her study in
State Islamic University Syarif Hidayatullah Jakarta.
2. Drs. Syauki M.Pd, the head of English Department.
3. Neneng Sunengsih S.Pd, as the secretary of English Department.
4. Prof. Dr. Dede Rosyada M.A, the dean of Faculty of Tarbiyah and
Teachers’ Training State Islamic University Syarif Hidayatullah
Jakarta.
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5. All staff of English Department and Faculty of Tarbiyah and
Teachers’ Training State Islamic University Syarif Hidayatullah
Jakarta.
6. Darul Janin S.Ag, the principal of MA Pembangunan UIN Jakarta,
who allowed the writer to do research in his school.
7. Ms. Isma Maryam S.Pd, the English Teacher of MA Pembangunan
UIN Jakarta who had spent time to help the writer in doing his
research.
8. All friends in English Department especially classmates of PBI
class B for academic year 2005 who have endeavored together in
improving English skill. May Allah SWT bless them to succeed in
the world as well as in the next world.
May this “Skripsi” can be useful for the writer in particular, and for the
readers in general. The writer realizes that this “Skripsi” is far from being perfect.
Therefore, the writer would like to accept suggestions for valuable improvement
in another research. Finally, the writer thanks very much.
Jakarta, 10th August 2010
The Writer
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TABLE OF CONTENTS Page
ABSTRACT................................................................................................... ii
ACKNOWLEDGEMENT............................................................................ vi
TABLE OF CONTENTS.............................................................................. vii
LIST OF TABLES......................................................................................... ix
LIST OF APPENDICES............................................................................... x
CHAPTER I: INTRODUCTION
A. The Background of the Study......................................... 1
B. The Identification of the Problem................................... 6
C. The Limitation and Formulation of the Problem............ 6
D. The Method of the Study……………………………… 6
E. The Use of the Study...................................................... 7
F. The Organization of the Study........................................ 7
CHAPTER II: THEORETICAL FRAMEWORK
A. Grammar.......................................................................... 8
1. Definitions of Grammar............................................ 8
2. Types of Grammar.................................................... 9
B. Reported Speech.............................................................. 10
1. Meaning of Reported Speech................................... 10
2. The Kinds of Speech................................................ 11
3. The Transformational Rules from Direct
Question into Reported Question............................. 15
C. The Students’ Difficulties in Learning Reported
Question........................................................................... 19
1. Definitions of Learning............................................. 19
2. Learning Difficulty...................................... 20
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3. Difficulty in the Change of Tenses and
Pronoun........................................................ 21
CHAPTER III: RESEARCH METHODOLOGY
A. The Purpose of the Study................................................. 23
B. The Time and Place of the Study..................................... 23
C. The Population and Sample of the Study......................... 23
D. The Instrument of the Research………………………... 24
E. The Technique of Collecting Data................. …………. 24
F. The Technique of Data Analysis...................................... 25
CHAPTER IV: RESEARCH FINDINGS
A. Data Description............................................................. 26
B. Data Analysis.................................................................. 27
C. Data Interpretation.......................................................... 35
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion....................................................................... 37
B. Suggestions...................................................................... 38
BIBLIOGRAPHY
APPENDICES
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LIST OF TABLES Page
1. Table 2.1 : List of Reporting Verb.............................................. 13
2. Table 2.2 : The Changes of expression time in indirect/reported
speech.................................................................................................. 14
3. Table 2.3 : List of verbs used before if and whether clause......... 16
4. Table 2.4 : List of verbs used before WH-words......................... 16
5. Table 2.5 : Characteristics changes in tense form....................... 17
6. Table 2.6 : Changes in pronoun and possessive adjectives......... 18
7. Table 4.1 : Area tested of change tenses and pronoun................ 27
8. Table 4.2 : Student’s score of test result..................................... 28
9. Table 4.3 : Frequency of Difficulty in change of tenses………… 29
10. Table 4.4 : Frequency of Difficulty in change of pronoun……… 32
11. Table 4.5 : Percentage of difficulty in the change of tense and
pronoun................................................................................................ 35
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x
LIST OF APPENDICES 1. Appendix 1 : Test Instrument
2. Appendix 2 : Answer Key
3. Appendix 3 : Hasil Wawancara
4. Appendix 4 : Surat Pengajuan Judul Skripsi
5. Appendix 5 : Surat Bimbingan Skripsi
6. Appendix 6 : Surat Perubahan Judul
7. Appendix 7 : Surat Izin Penelitian
8. Appendix 8 : Surat Keterangan Telah Melakukan Penelitian
9. Appendix 9 : Profil MA Pembangunan UIN Jakarta
CHAPTER I
INTRODUCTION
A. The Background of the Study
By the time a human does the communication with others by means of
speaking or writing, they will use a language. Language is an important
communication tool that people can use it to express their feelings, thoughts and
also share ideas so they can interact and get in contact with others easily. It is
necessity to human life and civilization is certainty not possible without it. All
sciences depend upon it and also all education in human life is conducted
through it.
Nowadays, the existences of English language are not odd anymore in
the world. It has become the popular language which is learnt by most people in
many areas of the globe. English is an international language.1 It is the world’s
most widely used language by society for communication and international
contact.
English has become the most popular language in the world, through the
long road of its historical background. The predominance of English is mainly
the result of two periods of world domination by English speaking countries:
1Christopher Brumfit, English for International Communication, (London: Pergamon Press, 1982), p. 1.
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British imperialism in the nineteenth century and the economic influence of the
United States in the twentieth century.2
In another word, it may be shortly concluded that these are two dominant
reasons for popularity of English as a world language and the factors which have
influenced and sustained the spread of the language.
In this globalization era, everyone is demanded to prepare a great
resources for his/her life particularly in science and technology. Of course, to
compete the global requirement, the people should have an adequate knowledge
and good skills. Therefore, mastering English language both oral and written
English actively is necessity for academic and global media communication
requirement because it has become compulsory for everyone who wants to
compete against the globalization era.
The Indonesian government itself considers that mastering English is one
way to absorb the sciences and technology in order to create the great human
resources. Of course, the great human is important for Indonesian development
and existence toward other nations. Therefore, English language is the 1st foreign
language which has been taught to the students since them in elementary school.
In addition, English language is the medium of instruction in teaching
particular subject in certain school. As in the International school and the school
based on International standard.
When students are learning English, they will learn language skills and
language components. Grammar is one of English language components that it
must be learnt and understood by students. It is a very basic knowledge and an
important tool for students to master English. It is a science that teaches students
how the way to speak, to read, and to write English correctly. Besides, by
learning grammar the students will know about system of language so they will
be able to combine and build words into meaningful sentence.
As Penny Ur stated in her book A Course in Language Teaching Practice
and Theory, “Grammar is defined as words are put together to make correct
2 Christopher Brumfit, English for International Communication ..., p. 2.
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sentences it does not only affect how the units of words are combined in order to
make correct sentences but also affects their meaning.”3
It can be concluded from the statements above, it is no doubt that by
mastering grammar, the students will have a way to be able to speak, to read, and
to write English correctly and understandable, so finally the students can create a
good communication and interaction in English language actively both in oral or
written English between each other in their lives.
In English grammar, reported speech is one of many grammatical
categories which is important to be learnt by students. It is needed to be learnt
because it is one of three ways for students to report or share their statements or
thoughts to other people especially when they communicate between each other.
It is as Marianne Celce Murcia and Diane Larsen Freeman stated in The
Grammar Book An ESL/EFL Teacher’s Course, “Grammar and rhetoric books
generally recognize three ways for a speaker and writer to attribute statements or
thoughts to other people: direct quotation, indirect reported speech, and
paraphrase.”4
Reported speech is commonly used to report what other people have said
or thought without reporting the exact word. With reported speech, one wishes to
report the content of the original source without necessarily repeating sentences
exactly as they were originally uttered.5
To report people word’s, thoughts, and beliefs there are two main ways:
direct and indirect speech. Reported speech is also used when people are
interested not in the words that someone has chosen, but in the essential
information they conveyed.6
Reported speech is found in newspaper reports, fiction, talking or writing
in conversation, reports, articles or speeches peoples have heard or read.
3Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge University Press, 1996), p. 75. 4 Marianne Celce and Diane Larsen, The Grammar Book an ESL/EFL Teacher’s Course, (NewYork: Heinle Publisher, 1999), 2nd ed, p. 68. 5 Marianne Celce and Diane Larsen, The Grammar Book..., p. 687. 6Martin Parrott, Grammar for English Language Teacher, (London: Cambridge University, 2000), p. 217.
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By learning reported speech definitely students will able to quote
somebody’s words or thoughts, whether in direct or indirect speech and also the
students will learn and understand the way to report speeches such as statements,
questions and commands.
In addition, the students should learn reported speech because it is one of
the linguistic features that are used by students when they try to write the text of
news item or report text.
Therefore, it can be denied that the use of reported speech has important
role because it is often used by people in writing or communicating in their daily
conversation.
It is as Marianne Celce Murcia and Diane Larsen Freeman stated in The
Grammar Book an ESL/EFL Teacher’s Course, “Indirect reported speech plays
an important role in everyday conversations.”7
Furthermore, reported speech is also included in English syllabus as a
subject matter which is must be learnt by the students at the first year or after
considering to these importances that has been explained above.
Learning reported speech is not easy for many Indonesian students as it
has already known that Indonesian language doesn’t has similar grammar such
as in English grammar. They have many different aspects in grammatical form.
Of course, by this differentiation, there are many difficulties will be faced by
students when they learn reported speech.
In fact, there is a little different process which is happened when the
students want to report somebody’s word from direct into indirect form in
English language, that the students should have made grammatical changes in
their effort to reproduce the words.
It is as Llewelyn and Menezes stated in Matriculation English, “When
turning the direct into indirect form certain grammatical changes have to be
made.”8
7 Marianne Celce and Diane Larsen, The Grammar Book..., p. 687. 8Llewelyn Tipping and Menezes, Matriculation English, (London: Macmillan, 1937), 2nd ed, p. 106.
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As it can be known that the words that are spoken, thought or asked in
one place by one person may be reported in another place at a different time, and
perhaps by another person. Therefore, they should change the tenses in other
word the students reporting uses tenses that relate to the time when they make
the report, not to the time when the authentic words were used, and they need to
change the pronoun or speaker in order to make it acceptable and meaningful
within a language.
On the contrary, when the students want to report somebody’s word,
thoughts and ideas in Indonesia language, then, the grammatical changes won’t
be happened or they do not need to change the tense or pronoun like in English
language. It means there are often grammatical differences between Indonesia
and English language. That is why students often do mistake and find difficulty
when they quote direct into indirect/reported speech in English.
It can be concluded from statement above, that the grammatical changes
which happened when the direct form transformed into indirect form has become
one of difficulties that occur when the students learn reported speech. Therefore,
it is important for learner to have a good understanding on it and memorize the
rule or form very well.
Based on the description above, the writer would like to conduct the
research on the students’ difficulties in learning reported speech. The study is
done in first year students of MA Pembangunan UIN Jakarta. So, the writer
would like to discuss it in her “Skripsi” under the title:
“An Analysis on Students’ Difficulties in Learning Reported
Speech at the First Year Students of MA Pembangunan UIN
Jakarta”
B. The Identification of the Problem
Based on the background of the study above, there are many problems
that can be identified in this research such as: (1) The students’ difficulties in
learning reported speech. (2) The causes of the difficulties in learning reported
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speech which is faced by the first year students of MA Pembangunan UIN
Jakarta.
C. The Limitation and Formulation of the Problem
1. The Limitation of the Problem
Based on the identification of problem above, the writer is going
to analyze the students’ difficulties in learning reported speech. Of course, it can
be seen that study is still general and abroad. Therefore, she limits the problem
especially on reported question.
2. The Formulation of the Problem
In line with limitation of problem above, the writer formulates the
problem of the study as follows: (1)What are the difficulties faced by the first
year students in learning reported question? (2)Why do the students face
difficulties in learning reported of question?
D. The Method of the Study
The writer used the descriptive method in this study. It is a research
method where the person doing the research presents in a descriptive manner.9
Its aim is to describe the nature of situation as it exist at the time of the study and
to explore the causes of particular phenomena.10 This type of research is also
grouping that includes many particular research methodologies and procedures,
such as observations, surveys, self reports and tests.11
E. The Use of the Study
The use of this study is expected to provide a contribution of knowledge
for students who still find problem and confuse when learning a reported
question, so they can overcome their difficulties in their learning activity. Then,
for the teacher of English language, it is also expected to be useful information,
9 www. answers. yahoo. com. 19 September 2010 10 www. slideshare.net. com. 19 September 2010 11 www. answer. yahoo. com. 19 September 2010
7
so they will know how far the students comprehend about reported question, the
difficulties which are faced by students when they learn this subject matter, and
the causes of those difficulties. Besides, the result of this study will direct the
English teacher to do some evaluation and revision in their teaching-learning
activity.
It is also expected that both teacher and students will have a good
collaboration to overcome all problems that happen especially in learning
reported question. Next, for further researchers: it can be as a reference in
conducting similar study in the next time. Finally, for the writer and other
readers who are concerned with this paper, it is as one of resource which can
enhance their perception and knowledge in learning reported question.
F. The Organization of the Study
This “Skripsi” systematically consists of five chapters. Here are the short
description of it’s contain:
Chapter one is introduction. It contains of the background of the study,
the identification of the problem, the limitation and formulation of the problem,
the method of the study, use of the study and the organization of the study.
Chapter two is theoretical framework. It discusses the concept of
grammar (definitions and types of grammar), reported speech (meaning, kinds
and transformational rules from direct question into reported question), and the
students’ difficulties in learning reported question (definition of learning,
learning difficulty, and difficulty in the change of tense and pronoun).
Chapter three is research methodology. Research methodology consists
of the purpose of the study, the time and place of study, the population and
sample of the study, the instrument of the research, the technique of collecting
data, and the technique of data analysis.
Chapter four is research findings. They consist of data description, data
analysis, and interpretation data.
Last chapter is conclusion and suggestions.
CHAPTER II
THEORETICAL FRAMEWORKS
A. Grammar
1. Definitions of Grammar
Grammar is the natural, inherent meaning-making system of the language,
a system that governs the way words come together to form meanings; grammar is
also the study of that system, the various theories or perspective that attempt to
understand and describe it.1
According to David Crystal in the Cambridge Encyclopedia of Language,
“Grammar is a device of some sort for producing the sentences of the language
under analysis.”2
David Nunan defined in Second Language Teaching and Learning
Grammar as “A description of the structure of a language and the way which
linguistic unit such as words and phrases are combined to produces sentences in
the language.”3
1 Craig Hancock, Meaning-Centered Grammar, (London: Equinock Publishing ltd, 2005),
p. 6. 2 David Crystal, The Cambridge Encyclopedia of Language, (New York: Cambridge
University Press, 2003), 2nd, p. 88. 3 David Nunan, Second Language Teaching and Learning, (Boston: Heinle publisher,
1999), p. 97.
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Grammar is the study of all the contrasts of meaning that it is possible to
make within sentences.4
Scott Thornburry in Uncovering Grammar stated “Grammar is a system of
rules (or patterns) which describe the formation of a language sentences.”5
According to many English dictionaries:
a. Grammar is the study of the classes of words, their inflections, and
their functions and relations in the sentence.6
b. Grammar is the study and practice of the rules by which words change
their forms and are combined into sentences.7
From all definitions above, it can be concluded that grammar is the study
of the systematic rules which describe the way words change their form and are
combined into good sentences. It is as a tool that must be learnt by students to
master English.
2. Types of Grammar
According to David Crystal in The Cambridge Encyclopedia of Language, grammar is divided into six types:8
1. Descriptive Grammar: An approach that describes the grammatical constructions that are used in language, without making any evaluative, judgments about their standing in society.
2. Pedagogical Grammar: A book specifically designed for teaching a foreign language, or for developing an awareness of the mother tongue.
3. Prescriptive Grammar: A manual that focuses on constructions where usage is divided, and lays down rules governing the socially correct use of language.
4. Reference Grammar: A grammatical description that tries to be as comprehensive as possible, so that it can act as a reference book for those interested in establishing grammatical facts (in much the same way as a dictionary is used as a ‘reference lexicon’).
5. Theoretical Grammar: An approach that goes beyond the study individual languages, to determine what constructs are needed in order to any kind of grammatical analysis, and how these can be applied consistently in the investigation of a human language
4 http://grammar about.com, 2 November 2009 5 Scott Thornburry, Uncovering Grammar, (Oxford: Macmillan Publisher, 2001), p. 1. 6 Merriam Webster’s Collegiate Dictionary eleventh edition, New York, 2003. p. 543. 7 Longman Dictionary of Comtemporary English International Student Edition (England:
longman group, 1980), p.494. 8 David Crystal, The Cambridge Encyclopedia..., p.88
10
6. Traditional Grammar: A term often used to summarize the range of attitudes and methods found in the period of grammatical study before the advent of linguistics science.
In addition, the following are the other types of grammar that was found
by the writer from internet, there are ten types of grammar;9 1. Comparative Grammar: The analysis and comparison of the
grammatical structures of related languages. 2. Generative Grammar: The rules determining the structure and
interpretation of sentences that speakers accept as belonging to the language.
3. Mental Grammar : The generative grammar stored in the brain that allows a speaker to produce language that other speakers can understand.
4. Pedagogical Grammar: Grammatical analysis and instruction design for second language students.
5. Performance Grammar: a description of the syntax of English as it is actually used by speakers in dialogues.
6. Reference Grammar: A description of the grammar of a language, with explanations of the principles governing the construction of words, phrases, clauses, and sentences.
7. Theoretical Grammar: The study of the essential components of any human language.
8. Traditional Grammar: The collection of prescriptive rules and concepts about the structure of the language.
9. Transformational Grammar: A theory of grammar that accounts for the constructions of a language by linguistic transformations and phrase structures.
10. Universal Grammar: The system of categories, operations and principles shared by all human languages and considered to be innate.
Based on various types above, it can be concluded that all types of
grammar have their own point of view. However, they are concerned with their own aims and functions. B. Reported Speech
1. Meanings of Reported Speech
Reported speech refers to reproducing the idea of another person’s words.
Not all of the exact words are used: verb forms and pronoun may change.10
9 http://www.grammar.about.com 2 November 2009 10 Betty Schrampfer Azar, Fundamental of English Grammar, (UK: Prentice Hall, 1992),
2nd ed, p.366.
11
Michael Swan stated in Practical English Usage that reported speech was
to quote somebody’s words or thoughts without quoting the exact words that had
been used and connected it more closely to our own sentence.11
Betty Schramper Azar stated in Understanding English Grammar,
“Reported Speech refers to using a noun clause to report what someone has
said.”12
A .J. Thompson and A.V. Martinet stated in A Practical English
Grammar, “In indirect speech we give the exact meaning of a remark or a speech,
without necessarily using the speaker’s exact words.”13
Reported Speech (also called Indirect Speech) is used to communicate
what someone else said, but without using the exact words.14
It can be known from several definitions above that reported speech is to
quote somebody’s idea or thoughts without exactly repeating the exact word
produced by the speaker.
2. The Kinds of Speech
When one wishes to report what someone else says or has said (thinks or
has thought) or what one said or thought on a previous occasion oneself; two ways
are open to one, either to give the exact words: direct speech, or to adapt the
words according to the circumstances in which they are new quoted: indirect
speech.15 In other word, there are two main ways of reporting people’s words,
thoughts, and beliefs:
a. Direct Speech
It may be given the exact words (more or less) that were said, or imagine
that were thought. This kind of structure is called “direct speech”
11 Michael Swan, Practical English Usage, (Oxford University Press, 1980), p. 533. 12 Betty Schrampfer Azar, Understanding And...,p. 275. 13 A.J. Thompson and A.V. Martinet, A Practical English Usage, (New York: Oxford
University Press, 1986), 4th ed, p.269. 14 http://www.usingenglish.com/glossary/reported-speech.html, 2 November 2009 15 Otto Jespersen, Essentials English Grammar, (London: George Allen &Unwin Ltd
Publisher, 1954), p.260.
12
Direct speech conveys exactly what someone has said, often to dramatize and to create sense immediacy. It is found in newspaper reports, fiction, and oral narratives.16
Example: So he said, ‘I want to go home,’ and just walked out. Did she say, ‘What do you want?’17
It uses quotation marks when it quotes direct speech. Single quotation marks (‘...’) are more common in British English, and double quotation marks (“...”) in American English.18
In direct speech, usually the words quoted are introduced by one of the
words say or think, put before the quotation. In writing, quotation marks (‘...’ or
“...”) are used. In literary writing, a large number of other verbs are used (to add
variety and to give additional information); for example, ask, exclaim, suggest,
reply, cry, reflect, suppose, grunt, snarl, hiss, and whisper.
b. Indirect Speech
It can be made a speaker’s words or thoughts part of his sentence, using
conjunction (e.g. that), and changing pronouns, tenses and other words where
necessary. This kind of structure is called ‘indirect speech’ or ‘reported
speech’.19
Example:
So he said that he wanted to go home, and just walked out.
Did she just ask what I wanted?
Commas are not put before that, what, where, etc in indirect speech
structures.
Example:
Everybody realised that I was a foreigner.
(Not Everybody realised that,..)
16 Martin Parrot, Grammar for English Language Teacher, (London: Cambridge
University Press, 2000), p.217. 17 Michael Swan, Practical English Usage, (Oxford University Press, 1995), p.500. 18Michael Swan, Practical English..., p. 471. 19 Michael Swan, Practical English..., p. 501.
13
Reported speech is used when it is interested not in the words that
someone has chosen, but in the essential information they conveyed. It is often
used far fewer words to report this than were originally spoken. Reported speech
is found in newspaper reports, fiction, talking, or writing about conversation,
reports, articles or speeches that have been heard or read.20
In reported speech, the tenses, word-order, pronouns and other words may
be different from those in the original sentence.21
Example:
Direct Speech Reported Speech
He said, ‘I am going home.’ He said he was going home.
‘Is it raining?’ He asked if it was raining.
He said ‘I love you.’ He said he loved me.
To indicate that is quoting or reporting what someone has said or thought
by using a reporting verb. Every reporting clause contains a reporting verb.22 The
most neutral and most common verbs to use to introduce what are reported are say
and tell, and choosing between these verbs often poses a problem to learners. Say
is never followed by an indirect object (e.g. him, us, them, my sister) whereas it
has to use an indirect object after tell. It is better to choose to tell when to draw
attention specifically to the person who is being addressed.
Example:
He said (that) he was ill. He told me (that) he was ill.23
Here is a list of reporting verbs which can be used to report what people say:24
Table .2.1
The List of Reporting Verbs
Acknowledge Add Admit Advise Agree
Concede Confess Confirm Continue Convince
Imply Inform Inquire Insists Instruct
Predict Proclaim Promise Propose Reassure
Say Scream Shout Shriek State
20 Martin Parrot, Grammar for..., p.217. 21 Michael Swan, Practical English..., p. 533-534 22 John Sinclair, Collins Cobuild Grammar, (London: Harper Collins, 1990). P.314. 23 Martin Parrot, Grammar for English..., p. 217-218. 24 John Sinclair, Collins Cobuild ..., p.315
14
Announce Answer Argue Ask Assert Assure Beg Begin Boast Call complain
Cry Decl are Decree Demand Deny Describe Direct Discuss Dispute Enquire Explain
Invite Maintain Mention Mumble Murmur Muse Mutter Note Notify Object observe Order
Recall Recite Recommend Record Refuse Remark Remind Repeat Reply Report Request
Stipulate Storm Suggest Swear Teach Tell Threaten Urge Vow Warn Yell
The following table is some common changes in expression of time in
indirect speech:25
Table.2.2
The Common Changes of Expression Time
Direct Speech Indirect Speech
Today That day
Yesterday The day before
The day before yesterday Two days before
tomorrow The next day/the following day
The day after tomorrow In two days’ time
Next week/year, etc. The following week/year, etc.
Last week/year, etc. The previous week/year, etc.
A year, ago, etc. A year before/ the previous year
But if the speech is made and reported on the same day these time changes
are not necessary.
Example:
At breakfast this morning he said, ‘I’ll be very busy today’
At breakfast this morning he said that he would be very busy today.
25 A.J. Thomson & A.V. Martinet. A Practical English..., p.274-275
15
3. The Transformational Rules from Direct Question into Reported
Question
a. Reported Question
As mentioned in chapter one, the writer limited her study only in reported
question. Reported question is used when people want to relate a question that
someone has asked.26 As well as reporting what someone says or thinks, it can be
also reported a question that one asks or wonders about.
John Sinclair stated in Collins Cobuild Grammar, “Questions in report
structures are sometimes called reported question or indirect questions.27
There are two main types of report structure for questions. One type of
questions is called a ‘yes/no’ question. These are questions which can be answered
simply with ‘yes’ or ‘no’. The other type of question is called a ‘WH’-question.
These are questions in which someone asks for information about an event or
situation. ‘WH’ questions cannot be answered with ‘yes’ or ‘no’.28 The most
common verbs for reporting questions are ask and want to know. Ones also use
inquiry for formal question and wonder for ask oneself.29
When one reports a ‘yes/no questions, he/she uses an ‘if’-clause beginning
with the conjunction ‘if’, or a ‘whether’-clause beginning with the conjunction
‘whether’. ‘If’ uses when the speaker has suggested one possibility that may be
true. Meanwhile, ‘whether’ uses when the speaker has suggested one possibility
but has left open the question of other possibilities.30
There are a few verbs which can be used before ‘if’-clauses or ‘whether’-
clauses, because they refer to being unsure of facts or to discovering facts.
Here is a list of other verbs which can be used before ‘if’-clauses and
‘whether’-clauses:31
26 http://. www.bbc.co.uk 25 april 2010 27 John Sinclair, Collins Cobuild..., p. 322. 28 John Sinclair, Collins Cobuild..., p. 323. 29 Mark Folley &Diane Hall, Longman advanced Learner’s Grammar, (Pearson
Education Limited:2003), p. 114. 30 John Sinclair, Collins Cobuild..., p. 323 31 John Sinclair, Collins Cobuild..., p. 324
16
Table.2.3
The Verbs Used Before ‘If’ and ‘Whether’-Clauses
Discover Remember See
Know Say Wonder
On the other hand, when ones report a ‘WH’ question, he/she uses a ‘WH’
word at the beginning of the reported clause. There are few verbs which can be
used before clauses beginning with ‘WH’ words, because they refer to knowing,
learning, or mentioning one of the circumstances of an event or situation.
Here is a list of verbs which can be used before clauses beginning with ‘WH’-
words.32
Table.2.4
The Verbs Used before Clauses Beginning ‘WH’-words
Decide Forget Realize Suggest
Describe Guess Remember Teach
Discover Imagine Say Tell
Discuss Know See Think
Explain Learn Wonder Understand
And the following are the form of grammar for reported question:33
1) Normal word order is used in reported questions, that is, the subject
comes before the verb, and it is not necessary to use 'do' or 'did':
Example: “Where does Peter live?”
She asked him where Peter lived.
2) Yes / no questions: This type of question is reported by using ask +
if / whether + clause:
Example: "Do you speak English?"
He asked me if I spoke English.
32 John Sinclair, Collins Cobuild..., p. 324 33http://www.edufind.com 2 November 2009
17
"Are you British or American?"
He asked me whether I was British or American.
3) Question words: This type of question is reported by using ask
+question word + clause. The clause contains the question, in
normal word order and with the necessary tense change.
Example: "What is your name?" he asked me.
He asked me what my name was.
"How old is your mother?” he asked.
He asked how old her mother was.
Note: When someone reports questions with ‘who, what or which’ +
to be+ complement, the verb ‘to be’ can come before or after the
complement.34
The other changes to note when one reports the question is that there is no
inversion (or change of the word order) of subject and verb in reported speech and
no do/does/did when the question is reported.35 On the contrary, do can be used in
indirect negative questions, as a negative auxiliary.36
In addition, when someone reports another person’s words in indirect
question, he/she often has to change the tenses and pronouns used in the direct
question.
Here is a list of characteristic changes in tense forms:37
Table.2.5
The Characteristics Changes in Tense
Direct Question Indirect/Reported Question
Simple Present
‘What is the matter?’
Simple Past
She asked me what the matter
was
Simple Past Past Perfect
34 http://www.eslbase.com 12 Desember 2009 35 http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit, 2 November 2009 36 Michael Swan, Practical English.., p. 506. 37 http://www.athabascau.ca/courses/engl. 12 Desember 2009
18
‘How did you make this
salad?’
I wondered how she had made
that salad.
Present Perfect
‘Have you bought a new
outfit for it?’
Past Perfect
She wondered whether I had bought
a new outfit for it.
Present Progressive
‘Where are you going?’
Past Progressive
I wanted to know where she was
going.
Future
‘Will you be in Paris on
Monday?’
Conditional
He asked me if I would be in Paris on
Monday.
Here is some commons change in pronouns and possessive adjectives:38
Table.2.6
The Changes of Pronoun and Possessive Adjectives
Direct Question Indirect/Reported Question
I He or she
Me Him or her
My His or her
we They
Then, pronoun and possessive adjectives, of the 1st and 2nd persons, are all
turned into the 3rd persons in the indirect form, as follows:39
a. I, you, (singular) my, your turn into he, she, his, her, their.
b. We, you (plural), our, your turn into they, their.
In addition, when one reports the question, the word order is generally the
same as that of statements.40 Reported questions do not have the same word –
38 Martin Parrot, Grammar For English..., p. 223. 39 Llewelyn Tipping A. Menezes, Marticulation..., p.108. 40 Martin Parrot, Grammar For English..., p. 223.
19
order (auxiliary verb before subject) as direct questions often have. Do and
Question mark are not used.41
Example: ‘Do you have the time, please?’
Someone asked me if I had the time
C. The Students’ Difficulties in Learning Reported Question
1. Definitions of learning
Learning is a relatively permanent influence on behavior, knowledge, and
thinking skills, which comes about through experience.42
According to Cronbach in his book Educational Psychology he stated,
“Learning is shown by a change in behavior as a result of experience”. It is as
Harold Spears stated “Learning is to observe, to read, to imitate, to try something
themselves, to listen, to follow direction”.43
Learning is a change in organism due to experience which can affect the
organism’s behavior.44
According to Wittig in his book Psychology of Learning he defined
learning as “Any relatively permanent change in an organism’s behavioral
repertoire that occurs as a result of experience.” 45
Learning is acquiring new knowledge, behaviors, skills, values,
preferences or understanding, and may involve synthesizing different types of
information. The ability to learn is possessed by humans, animals and some
machines. Progress over time tends to follow learning curves.46
In addition, there is another of many experts in psychology who have
defined the definition of learning as follows:47
41 Michael Swan, Practical English.., p. 536. 42 John W. Santrock, Educational Psychology, (McGraw-Hill: 2004), p. 210. 43 Drs. Sumardi Suryabrata Phd, Psikologi Pendidikan, (Raja Grafindo Persada: 2008),
p.230 44 Drs. Muhibbin syah M.Ed, Psikologi Pendidikan Suatu Pendekatan Baru, (Bandung:
Remaja Rosdakarya, 1995), p. 89. 45 Drs. Muhibbin syah M.Ed, Psikologi Pendidikan..., p.89-90. 46 http://en.wikipedia.org/wiki/Learning 47 http://www.masbow.com/2009/07/pendapat-para-ahli-psikologi-dalam.
20
a. Skinner (1958) defined “Learning is a process progressive behavior
adaptation.”
b. Kimble defined “Learning is a relative permanent change in
behavioral potentiality occurs as a result of reinforced practice.”
c. Horgen (1984) defined “Learning can be defined as any relatively,
permanent change in behavior which occurs as a result of practice or
experience.”
From several definitions above, it can be concluded that learning is a
process to acquire new knowledge, behavior, skill and understanding through
experience and practice in progressive.
2. Learning difficulty
Learning activity is not always going properly for students, sometimes it
does well and sometimes it does not do well. Once, they understand the material
they learn easily and the other time they are hard to understand it.
Learning difficulty happened when students can not study as usual. It is a
lack that can not be seen physically. Learning difficulty is not always caused by
low intelligence factor but it is also caused by another factor outside intelligence.
Therefore, high intelligence is not always guarantee successful learning.
In other word, it can be concluded that learning difficulty is a condition of
learning process that is signed by certain obstacle in learning achievement.
In fact, in teaching and learning activity it is often found some students
who face difficulty in their learning. In this case, it can be seen from their learning
achievement or score. Commonly they will get low score when they face the
difficulty in learning. As in English subject, some students will face the difficulty
in learning it because Indonesian language has not grammatical form like English
language.
Generally, the causal factors of learning difficulty are divided into two
categories, as follows:48
48Drs.Muhibbin Syah M.ed, Psikologi Pendidikan..., p. 173-174.
21
a. Student Internal Factor
It includes of disruption or lack of students psycho-physic:
1) Cognitive, such as, intellectual low capacity of students
intelligence.
2) Affective, such as, the unstable emotional of behavior students.
3) Psychomotor, such as, the students have disruption in sense. Ex.
Sightless and deaf.
b. Student External Factor
It includes of all situations and conditions in students’ environment which
is not advocated their learning activity. Those factors are divided into three
categories, as follows:
1) Family Environment, such as, inharmonious relationship between
father and mother, and low economics.
2) Social Environment, such as, the students live in slum area and
they have a naughty friends.
3) School Environment, such as, the location of school is close to
market, the school building is not good, and lack of learning
facilities.
3. Difficulty in the Changes of Tenses and Pronoun
When one reports another person’s words in indirect speech, he/she often
changes the tenses and pronouns used in the direct speech.
It is as Llewellyn Tipping and Menezes stated in Matriculation English,
“When turning the direct into indirect form certain grammatical changes have to
be made.49
In addition, several changes are usually made in converting direct speech
to indirect speech. If the time of reporting is expressed as later than the time of the
utterance, there is generally a change of verb forms. The change is termed
49 Llewelyn Tipping & A. Menezes, Marticulation..., p.106.
22
backshift, and the resulting relationship of verb forms in the reporting and
reported clause is known as the sequence of tense.50
A change of speaker may mean a change of pronoun. A change of time
may mean a change of tense; the person reporting uses tenses that relate to the
time when he/she is making the report, not to the time when the original words
were used.51 In other word, when one turns direct question into indirect question,
the following changes are necessary. Tenses, pronouns, possessive adjective,
adverbs of time and place change as in statements.
Martin Parrot stated in Grammar for English Language Teacher, “Learner
is sometimes confused by the tense and pronoun changes that can occur in
reported speech, particularly if their first language doesn’t involve making similar
or parallel changes.”52
From the statements above, it can be concluded that the grammatical
changes that occur in converting direct into indirect question becomes one
difficulty for students whose their mother tongue or first language does not have
grammatical changes in reporting somebody’s word or question.
50 Sidney Greenbaum & Randolph Quirk, A Students Grammar of The English Language,
(England: Longman Group, 1990), p. 298-299. 51 Michael Swan, Practical English..., p. 501-502. 52 Martin Parrot, Grammar For English..., p. 225
CHAPTER III
RESEARCH METHODOLOGY
A. The Purposes of the Study
This study is entitled “An Analysis on Students’ Difficulties in Learning
Reported Speech”. Then, the purposes of this study as follows:
1. To know the difficulties encountered by the first year students of MA
Pembangunan UIN Jakarta in learning reported speech.
2. To find out the reason why the students face the difficulties.
B. The Time and place of the study
The writer conducted her research at MA Pembangunan UIN Syarif
Hidayatullah which is located on Jl. Ibnu Taimia IV Ciputat, South Jakarta. The
research was carried on 22 February up to 15 March 2010.
C. The Population and sample of the study
In this study the writer took the population of the first year students of MA
Pembangunan UIN Jakarta. The students consist of two classes. The number of
the first year students of MA Pembangunan UIN Jakarta is 71.
The writer decided not to take the whole population as sample in her
study. She only took one class which consists of 35 students. Unfortunately, there
23
24
were five absent when the writer gave the test. Therefore, the sample is 30
students. The sample is taken by using cluster sampling technique and the
determining of class that will be studied based on the policy and ease from the
school.
D. The Instrument of the Research
In her research, the writer used test as an instrument to obtain the data, she
made the test about reported speech. The writer gave a written test focused on the
subject matter that would be studied. The test consists of 20 questions. It is
divided into two parts. The first part consists of ten questions asking the students
to change the direct question into reported question with the suitable tenses. The
second part consists of other ten questions directing the students to complete the
sentences by filling in the blank spaces with the suitable pronouns.
E. The Technique of Collecting Data
1. Observation
In this way, the writer observed the school where the research would be
studied out in order to obtain the accurate data that can support her study, such as
monitoring how the teaching and learning process and students’ behavior in
learning.
2. Giving English test
The writer gave the written test to know what kinds of difficulties that
students faced in learning reported question and to get the frequency of error in
answering the test in order to know the average of students’ difficulties.
3. Interview
The writer interviewed an English teacher and some students who got bad
and good scores to reinforce the analysis and to find out the reasons why the
students faced the difficulties in learning reported speech especially on reported
question.
25
F. The Technique of Data Analysis
The technique of data analysis used by the writer in this research is
descriptive analysis technique (percentage), she used formula as follows:
P = F X 100 % N P = Percentage
F = Frequency of wrong answer
N = Number of sample which is observed
After having the frequency and percentage of difficulty, the writer then
looked for the average mark by using formula:
P = F X 100 % N X n
P = Percentage
F = Frequency of wrong answer
N = Number of sample
n = Number of items test
Besides the percentage, she also uses the result of interview and
observation for analyzing the students’ difficulties.
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
In this chapter, the writer will report the description of data. These two
parts of test were given to take student’s score in reported question;
1. Part A : To test student’s ability to change the direct question into indirect
question by applying the rule for sequence of tenses in its transformation.
2. Part B : To test student’s ability to change the direct question into indirect
question by using suitable pronoun in its transformation.
Having done the test, the writer collected the data needed. The data
covered the reported question areas. After that, the writer analyzed students’
difficulties in reported question, and calculated the difficulties by tabulating and
calculating the result of errors. Finally, the writer changed the result of the
difficulties into percentage.
The following table is the classification of each item about the test of
reported question into area tested.
26
27
Table 4.1: Area Tested of Reported Question and Each Item
No Reported Question Number of Item
I. Part A Change the direct question into indirect question by applying the rule for sequence of tenses:
Simple Present changes into Simple Past
Present Continuous changes into Past Continuous
Present Perfect changes into Past Perfect
Present Perfect Continuous changes into Past Perfect Continuous
Simple Past changes into Past Perfect Future changes into Conditional
1, 8, 9 4 3, 6 10 2, 5 7
II. Part B Change the direct question into indirect question with suitable pronouns:
The 1st and 2nd person turns into 3rd person;
• My turns into Her/ His • You turns into He, She, They,
and Me • We turns into They • I turns into He/She • Me turns into Him/Her
1 5, 4, 3, 6, 7, 8 2 9 10
In the table, the test consists of 20 questions which are divided into two
parts. First is part A, it consists of 10 questions. It focuses on the change of tense, the number 1, 8, 9 concerns to the change of simple present into simple past. In the change present continuous into past continuous is in number 4. The number 3 and 6 in the change present perfect into past perfect. In the change present perfect continuous into past perfect continuous is in number 10.The number 2 and 5 in the change simple past into past perfect. In the change future tense into conditional is in number 7.
Then, the part B consists of 10 questions. It focuses on the change of pronoun. The number 1 concerns to the change of pronoun “My” turns into “Her/His”. In the change of pronoun “You” turns into “He, She, They, Me” each of those pronoun are in number 5, 4, 3, 6, 7, 8. The number 2 concerns to the change of pronoun “We” turns into “They”. In the change of pronoun “I” turns
28
into “He and She” in number 9. And the last the number 10 concerns to the change of pronoun “Me” turns into Him or Her.
B. Data Analysis
After the writer did the research, she got the English test score, the
frequency and percentage of students’ difficulty in the change of tenses and
pronouns of reported question.
TABLE 4.2
Student’s Score of Test Result
No Sample Score No Sample Score
1 Student 1 50 16 Student 16 70
2 Student 2 45 17 Student 17 55
3 Student 3 40 18 Student 18 35
4 Student 4 55 19 Student 19 40
5 Student 5 50 20 Student 20 50
6 Student 6 50 21 Student 21 75
7 Student 7 40 22 Student 22 55
8 Student 8 60 23 Student 23 50
9 Student 9 50 24 Student 24 40
10 Student 10 45 25 Student 25 70
11 Student 11 80 26 Student 26 55
12 Student 12 55 27 Student 27 50
13 Student 13 60 28 Student 28 40
14 Student 14 40 29 Student 29 60
15 Student 15 50 30 Student 30 55
Average 52,33
Highest
Score
80
Lowest Score 35
29
Based on the table 4.2 above, the writer got the English score from the test
about reported question that had average score 52.33, the highest score is 80 and
the lowest score is 35.
After the writer got the students’ test score, she analyses the students’
error. Then, she counts the number of difficulties. She processes the calculation of
result of the test by changing the result into percentage.
Next, in the explanation below, the writer would like to analyze about
students’ difficulties when the students learn reported question with the
observation, test, and interview. Then, the analysis as follows:
a. Observation
The writer observes the students’ activity when they were in the
teaching-learning process. From the observation, the writer could state
that the atmosphere of the study didn’t support the students to learn
effectively. It happened because learning activity is not going well for
students, sometimes the students paid attention and sometimes they
didn’t pay. There were some students made noise by talking or joking
with each other during the teacher explained about the reported
question.
b. Test
1. Change of tense
The following table will present the frequency of difficulties in the
change of tense and pronoun in reported question.
TABLE 4.3
The Frequency of Difficulty in the Change Tense of Reported
Question
No Tenses Item
Number
Frequency
of Difficulty
(F)
Percentage
of Difficulty
(P)
1. Simple Present changes 1 18 9.2%
30
into Simple Past
2. Simple Past changes into
Past Perfect 2 20 10.2%
3. Present Perfect changes
into Past Perfect 3 16 8.2%
4.
Present Continuous
changes into Past
Continuous
4 15 7.7%
5. Simple Past changes into
Past Perfect 5 21 10.7%
6. Present Perfect changes
into Past Perfect 6 16 8.2%
7. Future changes into
Conditional 7 24 12.2%
8. Simple Present changes
into Simple Past 8 22 11.2%
9. Simple Present changes
into Simple Past 9 23 11.7%
10.
Present Perfect Continuous
changes into Past Perfect
Continuous
10 21 10.7%
Total 10
Items 196 100%
The table above shows about the students’ error answers in the change
tense of reported question. It consists of 10 questions. The explanation from the
table above is that in item number 1 there are 18 error answers (9.2%), in number
2 there are 20 error answers (10.2%) and 16 error answers (8.2%) in number 3.
Then, in number 4 there are 15 error answers (7.7%) and 21 error answers
(10.7%) in number 5. There are 16 error answers (8.2%) in number 6, 24 error
31
answers (12.2%) in number 7, 22 error answers (11.2%) in number 8, 23 error
answers (11.7%) in number 9 and 21 error answers (10.7%) in number 10).
The percentage of error in number 4 is the lowest that is 7.7 % and it also
known that number 7 as the highest one with percentage 12.2%.
To look for the whole average of error in the change of tenses in reported
question, the writer uses the formula below:
P = F x 100 % NX n
P = 196_ x 100 % 30 X 10
P = 196 x 100 % 300
P = 65%
From the data above, it can be concluded that there are 65 % students who
got difficulty in the change of tense. After the writer got the average, she would
like to analyze the difficulty of each item in the change of tense in reported
question as follows:
1. In item number 1, there were 18 students or (9.2%) who faced the
difficulty in the change of simple present to simple past.
2. In item number 2, there were 20 students or (10.2%) who faced the
difficulty in the change of simple past to past perfect.
3. In item number 3, there were 16 students or (8.2%) who faced the
difficulty in the change of present perfect to past perfect.
4. In item number 4, there were 15 students or (7.7%) who faced the
difficulty in the change of present continuous to past continuous.
5. In item number 5, there were 21 students or (10.7%) who faced the
difficulty in the change of simple past to past perfect.
6. In item number 6, there were 16 students or (8.2%) who faced the
difficulty in the change of present perfect to past perfect.
7. In item number 7, there were 24 students or (12.2%) who faced the
difficulty in the change of future to conditional.
32
8. In item number 8, there were 22 students or (11.2%) who faced the
difficulty in the change of simple present to simple past.
9. In item number 9, there were 23 students or (11.7%) who faced the
difficulty in the change of simple past to past perfect.
10. In item number 10, there were 21 students or (10.7%) who faced the
difficulty in the change of present perfect continuous to past perfect
continuous.
Then, after the writer analyzed the frequency and got the average of
difficulty in the change tense in reported question. She would like to analyze the
frequency of difficulty in the change of pronoun. The following table is the
frequency of difficulty in the change of tense in reported question.
Table 4.4
Frequency of Difficulties in the Change of Pronoun in Reported
Question
No The Changes Of Pronoun In Reported
Question
Item Number
Frequency of
Difficulties (F)
Percentage of
Difficulties (P)
1 My turns into Her 1 8 7.6%
2 We turns into They 2 8 7.6%
3 You turns into she 3 10 9.6%
4 You turns into she 4 12 11.5%
5 You turns into He 5 7 6.7%
6 You turns into They 6 9 8.6%
7 You turns into Me 7 6 5.7%
8 You turns into Me 8 9 8.6%
9 I turns into He 9 10 9.6%
10 Me turns into Him 10 25 24.5%
Total 10 Items 104 100 %
33
The table above shows about the students’ error answers in the change
pronoun of reported question. It consists of 10 questions. The explanation from
the table above is that in item number 1 there are 8 error answers (7.6%), in
number 2 there are 8 error answers (7.6%) and 10 error answers (9.6%) in number
3. Then, in number 4 there are 12 error answers (11.5%) and 7 error answers
(6.7%) in number 5. There are 9 error answers (8.6%) in number 6, 6 error
answers (5.7%) in number 7, 9 error answers (8.6%) in number 8, 10 error
answers (9.6%) in number 9 and 25 error answers (24.5%) in number 10).
The percentage of error in number 7 is the lowest that is 5.7% and it also
known that number 10 as the highest one with percentage 24.5%.
To find out the average of total frequency error made by the students in
change of pronoun, the writer uses the formula below:
P = F x 100 % N X n
P = 104_ x 100 % 30 X 10
P = 104 x 100 % 300
P = 34 %
From the data above, it can be inferred that there are 34 % students who
got difficulty in the change of pronoun in reported question. After the writer got
the average, she would like to analyze the difficulty of each item in the change of
pronoun in reported question as follows:
1. In item number 1, there were 8 students or (7.6%) who faced the
difficulty in the change of pronoun “My turns into Her”.
2. In item number 2, there were 8 students or (7.6%) who faced the
difficulty in the change of pronoun “We turns into They”.
3. In item number 3, there were 10 students or (9.6%) who faced the
difficulty in the change of pronoun “You turn into She”.
4. In item number 4, there were 12 students or (11.5%) who faced the
difficulty in the change of pronoun “You turn into She”.
34
5. In item number 5, there were 7 students or (6.7%) who faced the
difficulty in the change of pronoun “You turns into He”
6. In item number 6, there were 9 students or (8.6%) who faced the
difficulty in the change of pronoun “You turn into They”.
7. In item number 7, there were 6 students or (5.7%) who faced the
difficulty in the change of pronoun “You turn into me”.
8. In item number 8, there were 9 students or (8.6%) who faced the
difficulty in the change of pronoun “You turn into me”.
9. In item number 9, there were 10 students or (9.6%) who faced the
difficulty in the change of pronoun “I turn into Him”.
10. In item number 10, there were 25 students or (24.5%) who faced the
difficulty in the change of pronoun “Me turns into Him”.
Then, the following below is the analysis of the reason why the students
faced the difficulty in learning reported question that the writer got from by giving
oral question to some students and the English teacher.
c. Interview
To find the reasons why students got difficulties in learning reported
question, the writer did the interview. She interviewed the English teacher of MA
Pembangunan and 15 students of class X-B. They consisted of 10 students who
got low score and 5 students who got high score. In doing her interview, the writer
proposed 6 questions related to the topic which must be answered clearly by the
teacher and students.
After the writer finished interviewing some students, the writer found the
reasons why students got difficulties in learning reported question.
It was happened because there were many students haven’t mastered yet
about the rule for sequence of tenses and the change of pronoun, so that the
students felt hard to apply the right tenses and pronoun in transforming direct
speech into indirect or reported question. They noticed that they were still
confused to change the time from the original question uttered to the time of the
question which is reported and also to change the speaker or the 1st and 2nd person
35
turned into 3rd person. In other word, they still felt difficult to apply the tenses and
pronoun correctly in converting direct question into reported question.
Finally, the internal factor and external factor influenced the students’
difficulties in their learning. First, they faced the difficulties because of their
worse mind set or opinion. They believe that grammar is difficult subject. Then,
they have low enthusiasm and motivation in learning reported question. Lastly,
they have not understood yet the explanation given by the teacher because of the
noisy class. It made them doesn’t have much attention to the teacher’s
explanation.
C. Data Interpretation After classifying the items into area tested and analyzing the frequency
and percentage of difficulty in each item, the writer presented the all kind of
difficulty in learning reported question as follows:
Table. 4.5
The Average of Difficulty in Learning Reported Question
No. The Difficulty Average of Difficulty
(%)
1. The change of tense in transformation
direct question into reported question
65 %
2. The change of pronoun in
transformation direct question into
reported question
34 %
The table above shows that many students faced the difficulty in the
change of both tense and pronoun. There are 65 % students who faced the
difficulty in the change of tense in transformation direct question into reported
question and 34 % students who faced the difficulty in the change of pronoun in
the transformation direct question into reported question. And, it also shows that
the range of their percentage is not too wide. Furthermore, the average of the
36
overall difficulties faced by the students are the highest is 65% in the change of
tense and the lowest is 34% in the change of pronoun. Therefore, the writer can
interpret that most of the first year students of MA Pembangunan were still hard
to change the tenses in the right form when they transformed direct question into
reported question. It means they have not mastered yet the rule. Then, from the
interview and observation can be seen that the students’ difficulties is came from
internal and external factor. They have worse mind set in learning grammar. They
believe that grammar is difficult subject and the noisy class is made by the student
caused ineffective learning process.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusions
Based on data analysis which is discussed in the previous chapter, the
writer would like to conclude as follows:
1. Some students of MA Pembangunan UIN Jakarta still faced
difficulty in learning reported speech especially when they
transformed the direct question into indirect question. The data
result shows that the difficulty in the change of tenses has the
highest percentage of error. It was about 65 % error was made by
students. Therefore, it is collocated the difficulty in the change of
tense in the first rate while the difficulty in the change of pronoun
in the second for about 34%. Then, it means reported question is a
subject that still hard enough for students because its high
percentage of error especially in changing tense and it is also
caused the rate of the students mastery in this subject is not too
high.
2. According to the observation and interview data, the writer got the
reason why they faced difficulties as follows:
37
38
Internal factor: They have the worse mind set that grammar
is difficult subject of course it influences their motivation in
learning. They confused about the rule in the change of
tense and pronoun in transforming direct question and
reported question.
External factor: They have less attention to teachers’
explanation because some students make noisy when they
were in learning process.
B. Suggestions
Based on the conclusion above, the writer would like to give some
suggestions as follows:
1. The teacher should change students’ opinion about grammar as it has
already discussed before.
2. The teacher should create the class comfortable for studying and do an
improvisation to attract students’ enthusiasm and motivation in teaching-
learning process.
3. The teacher should give more exercise and explanation about reported
speech especially reported question to the students who got bad scores.
BIBLIOGRAPHY
Azar, Betty Schrampher, Fundamentals of English Grammar,2nd edition. London:
Prentice Hall Regents, 1992.
______, Understanding and Using English Grammar, 2nd edition. London: Prentice Hall Regents, 1992.
Brumfit, Christhopher, English for International Communication, London: Pergamon Press, 1982.
Celce, Marianne &Diane Larsen, The Grammar Book An ESL/EFL Teacher’s Course, 2nd edition. New York: Heinle&Heinle Publisher, 1999.
Crystal, David, The Cambridge Encyclopedia of Language, 2nd edition. New York: Cambridge University Press, 2003.
Folley, Mark &Diane Hall, Longman advanced Learner’s Grammar, Pearson EducationLimited: 2003.
Greenbaum, Sidney & Randolph Quirk, A Students Grammar of The English Language, London: Longman Group, 1990.
Hancock, Craig, Meaning-Centered Grammar, London: Equinock Publishing ltd. 2005.
http://www.grammar about.com/od/fh/g/grammar term.htm, 2 November 2009.
http://www.usingenglish.com/glossary/reported-speech.html, 2 November 2009.
http://www.edufind.com/english/grammar/reported_speech_questions_forms,2November 2009.
http://www.masbow.com/pendapat-para-ahli-psikologi-dalam.html, 2 November 2009
http://www.wikipedia.org/wiki/Learning “Learn” and “Learned” redirect here, 2 November2009.
http://www.eslbase.com 12 Desember 2009
http://www.athabascau.ca/courses/engl. 12 Desember 2009
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39
http://. www.bbc.co.uk 25 april 2010
Jespersen, Otto, Essentials English Grammar, London: George Allen&Unwin Publisher, 1954.
Longman Dictionary of Comtemporary English International Student Edition, England: longman group, 1980
Merriam Webster’s Collegiate Dictionary Eleventh Edition,USA, 2003.
Nunan, David, Second Language Teaching and Learning, Boston: Heinle-heinle publisher, 1999.
Parrot, Martin, Grammar For English Language Teacher, London: Cambridge University Press, 2000.
Santrock,W, John, Educational Psychology, Mcgraw-Hill: 2004.
Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2004
Sumardi Suryabrata, Sumardi , Psikologi Pendidikan, Jakarta: Raja Grafindo Persada: 2008.
Swan, Michael, Practical English Usage, Oxford University Press, 1980.
______, Practical English Usage, Oxford University Press, 1995.
Syah, Muhibbin, Psikologi Pendidikan Suatu Pendekatan Baru, Bandung: Remaja Rosdakarya, 1995.
Thomson, A.J and A.V.Martinet, A Practical English Usage, NewYork: Oxford University Press,1986
Thornburry, Scott, Uncovering Grammar, Oxford: Macmillan Publisher, 2001.
Tipping, Llewelyn and Menezes, Matriculation English, 2nd edition, London: Macmillan, 1937.
Ur, Penny, A Course in Language Teaching Practice and Theory, London: Cambridge University Press, 1996.
THE PROFILE OF MA PEMBANGUNAN UIN JAKARTA
A. Vission
To create MP UIN Jakarta as an elementary and secondary institute which has a
superior and foremost quality in islamic, scientific, and nationality founding by
appreciating students’ potential and the development of globalization era.
B. Mission
To create an elementary and secondary school which is expected to produce a
faithful graduate who has competitive skill and comparative predominance.
To develop physical health in order to curve a balance between scientific energy
and physical students development, and to afford brilliant,powerful and healthy
students.
To conduct a curriculum innovation as much as possible by accentuating in
Islam, science, and technology development, and to appreciate the globalization
based on Indonesia identity.
To create an educator as a professional teacher who master scientific, teaching
skill, pedagogic personality and global communication based on spirit of good
character or moral.
To create an establishment toward a professional teacher who master a science
which support her/his duty, ethic work, and religious.
To create a serious effort to provide the facilities of teaching learning activity in
order to give the students an oppurtunity to follow the learning activity broadly
to make the school as a center of learning.
To build an autonomous self and team work through several learning activity both of intracurricular and exstracurriculer.
C. Curriculum
The curriculum of MP UIN Jakarta is a curriculum of DEPAG which is combined by
curriculum of
DIKNAS and it is managed with the vission and mission of MP UIN Jakarta.
D. School’s facilities
• The Classrooms
• The Headmaster’s room
• The Vice of Headmaster’s room
• The Teacher’s room
• Musholla
• Library
• Basket field
• Computer Laboratory
• Physics Laboratory
E. Teachers’ name
• English : Isma Maryam S.Pd
• Mathematic : Ahmad Sohibul Wafa S.Pd
Denden Permana S.Pd
Physics : Iwan Permana M.Pd
Chemical : Fitriyuni Siregar S.Pd
Tonih Feronika M.Pd
Biology : Eny S. Rosyidatun S.Si, M.A
Putri Nuryani S.Pd
History and Sosiology : Wage Wardana S.Pd
Geography : Dra. Tri Sunarsih
Economy : Tri Harjawati M.pd
Counseling : Dra. Sumarji
Civic Education : Zaki Mubarok S.Pd
Islamic Education : Ade Masturi M.A
Arabic Language : Zakariya S.Pd.I
Indonesian Language : Drs. Samingan
Nidya Khoerina S.Pd
Japan Language : Dini Andriani S.S
Sport : Wahyu Ramdani S.Pd
Hasil Wawancara
Date : 14 April 2010 Place : Classroom Interviewer : Ms. Isma Maryam S.pd. 1. Sejak kapan ibu mengajar di sekolah MA Pembangunan UIN Jakarta? Jawaban: Sejak Februari 2008 2. Bagaimanakah antusiasme atau ketertarikan siswa terhadap mata pelajaran bahasa Inggris ketika berada didalam kelas? Jawaban: Antusiasme anak berbeda pada setiap pertemuannya jadi setiap kali mengajar harus ada sesuatu yang menarik yang dapat membuat mereka bersemangat dan termotivasi dalam belajar. 3. Apa sajakah fasilitas yang tersedia disekolah ini yang dapat menunjang anak didik anda
dalam belajar bahasa Inggris? Jawaban: Internet connection yang dapat memberikan siswa kesempatan mengetahui banyak hal perihal bahasa Inggris, DVD pengajaran b. Inggris, LCD yang tersedia di setiap kelas yang memungkinkan guru mengeksplore lebih luas. 4. Apa buku teks yang ibu gunakan sebagai sumber bahan ajar untuk mengajar pelajaran
bahasa Inggris? Jawaban: Link to the world by yudisthira 5. Seberapa pentingkah pengajaran grammar bagi siswa anda menurut sudut pandang ibu? Jawaban : Setiap aspek mempunyai peranan yang penting dalam pengajaran tidak terkecuali grammar. Jadi walaupun tidak termaktub dalam SK dan KD saya rasa grammar tetap harus diajarkan di sekolah. 6. Kendala apa sajakah yang ibu rasakan, ketika mengajarkan materi grammar? Jawaban: Siswa sudah mempatri bahwa grammar sulit jadi karena pikiran-pikiran tersebut perlu pengulangan dalam penjelasannya selain itu jarangnya mereka mempraktekkan grammar membuat mereka cepat lupa. 7. kesalahan-kesalahan apa saja yang sering dilakukan siswa dalam mempelajari reported question? Jawaban: Tensesnya
Hasil Wawancara Date : 26 April 2010 Place : Classroom
1. Bagaimana pendapatmu tentang mata pelajaran Bahasa Inggris? Apakah kamu menyukai mata pelajaran Bahasa Inggris? Jawab : Student 1 : Bahasa Inggris sangat sulit. Suka. Student 2 : Sangat menarik, saya tidak terlalu menyukai bahasa Inggris Student 3 : Iya suka, walaupun pel. B.Inggris sangat sulit Student 4 : Bahasa Inggris sangat sulit. Suka Student 5 : Sangat seru dan menyenangkan jadi saya suka Student 6 : mengasyikan, ya saya menyukainya Student 7 : B.Inggris cukup menyenangkan tapi tergantung gurunya. Biasa aja, tdk terlalu suka dan tidak suka-suka bgt.
2. Apakah gurumu selalu memberikan latihan pelajaran Bahasa Inggris di kelas? Jawab : Student 1 : Iya sering Student 2 : Sering tauu Student 3 : Kadang-kadang Student 4 :Kadang-kadang Student 5 : Jarang, palingan games atau nerangin, kalau latihan juga ga terlalu banyak Student 6 : Selalu dan malahan sering Student 7 : Iya
3. Apakah kamu dapat memahami penjelasan guru tentang materi reported question? Jawab : Student 1 : Sedikit tetapi masih dapat memahami Student 2 : Tidak terlalu memahami Student 3 : Kurang Student 4 : Tidak terlalu memahami Student 5 : Sedikit-sedikit Student 6 : Iya saya paham Student 7 : paham
4. Apakah kamu menghadapi kesulitan dalam mempelajari materi reported question? Dimanakah letak kesulitannya? Jawab :
Student 1 : Sedikit ketika harus merubah tensesnya Student 2 : agak sulit,perubahan tenses Student 3 : kadang-kadang karena masih suka bingung untuk merubah ke bentuk kalimat yang benar Student 4 : sedikit pas merubah verb nya Student 5 : biasa aja Student 6 : Tidak kok Student 7 : sedikit, dalam nentuin kata ganti nya
5. Cara belajar apa yang kamu sukai ketika belajar mata pelajaran Bahasa Inggris? Jawab : Student 1 : Cara belajar yang santai atau ga bermain sambil belajar Student 2 : Belajar sambil bermain games Student 3 : Berkelompok Student 4 : Berdialog Student 5 : Games dan sedikit latihan Student 6 : Conversation Student 7 : Belajar dan games
6. Bagaimana pendapat kamu tentang suasana belajar di kelas disaat gurumu sedang menerangkan materi reported question? Jawab : Student 1 : Berisik suasananya jadi tidak kondusif Student 2 : Berisik Student 3 : Suasananya sedikit gaduh Student 4 : kadang memperhatikan guru, kadang bercanda Student 5 : Cukup nyaman Student 6 : Menyenangkan Student 7 : Biasa aja
Test Instrument
A. Change the direct speech in each sentence to indirect speech; apply the rule for
sequence of tenses carefully!
1. “Do you see what I see, Mary?” said the young man.
________________________________________
2. “Who owned this revolver?” said the detective.
________________________________________
3. “Have you turned the lamp off?” said the mother.
________________________________________
4. “Are you leaving today or tomorrow?” said his secretary.
_______________________________________
5. “Whose car did you borrow last night?” she said to him.
_________________________________________
6. Mandy asked us, “Have you seen the movie ?”
__________________________________________
7. Andrew asked, “Will you be in Paris on Monday?”
______________________________________
8. Bella said, “What is your new house like?”
_________________________________________
9. The teacher asked, “How well does Miss Wang speak English?”
___________________________________
10. Anne said, “Have you been waiting for an hour?”
_____________________________________
B. Fill in the blank spaces with the suitable pronoun!
1. “Where is my umbrella?” she asked.
She asked where ______ umbrella was.
2. The woman asked the receptionist, “Where can we find the director’s office?”
The woman asked the receptionist where could find the director’s office.
3. I said to her, “Do you understand that lesson?”
He asked her if ______understood that lesson.
4. “Where have you been?” the mother asked her daughter.
The mother asked her daughter where______ had been.
5. “Which dresses do you like best?” she asked her boyfriend.
She asked her boy friend which dresses_____ liked best.
6. “What are you doing?” she asked them.
She wanted to know what_____ were doing.
7. “Are you going to the cinema?” he asked.
He asked (me) whether _____was going to the cinema.
8. “Where did you put my hat and gloves?” Martha asked.
Martha asked (me) where ______had put her hat and gloves.
9. “How can I get from the station to the airport?” she asked.
She asked (me) how______ could get from the station to the airport.
10. “How do you know me?” she asked.
She asked (me) how I knew______
Answer Key
Part A:
1. The young man asked (me) whether I saw what he saw.
2. The detective asked the suspect who had owned that revolver.
3. The mother asked (me) whether I had turned the lamp off.
4. His secretary asked him whether he was leaving that day or the next day.
5. She asked him whose car you had borrowed the previous night.
6. Mandy asked us whether we had seen the movie.
7. Andrew asked (me) whether I would be in Paris on Monday.
8. Bella asked (me) what my new house was like.
9. The teacher asked us how well Ms. Wang spoke English.
10. Anne asked (me) if I had been waiting for an hour.
Part B:
1. Her
2. They
3. She
4. She
5. He
6. They
7. I
8. I
9. She
10. Her