SPEECH ERROR IN ENGLISH AS FOREIGN LANGUAGE OF THE EFL

LEARNERS AT MAN 1 JOMBANG

THESIS

FITRI DEWI WULANDARI

14320038

ENGLISH LETTERS DEPARTMENT

FACULTY OF HUMANITIES

UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM

MALANG

2018
SPEECH ERROR IN ENGLISH AS FOREIGN LANGUAGE OF THE EFL

LEARNERS AT MAN 1 JOMBANG

THESIS

Presented to:
The State Islamic University of Malang
In partial fulfillment of the requirement for the degree of Sarjana Sastra (S.S)

Advisor:

Dr. H. Langgeng Budianto, M. Pd.

NIP: 197110142003121001

By:

FITRI DEWI WULANDARI

14320038

ENGLISH LETTERS DEPARTMENT

FACULTY OF HUMANITIES

UNIVERSITAS ISLAM NEGERI MAULANA MALIK IBRAHIM

MALANG

2018
 APPROVAL SHEET

LEGITIMATION SHEET

i
LEGITIMATION SHEET

ii
STATEMENT OF AUTHENTICITY

iii
 MOTTO

“Hate Less, Love More”

iv
 DEDICATION

I proudly dedicate this thesis to my beloved family, my best parents in this world,
Bapak Machsun Hadi and Ibu Maisaroh, also my three beloved brothers,
Miftahusyurur, Miftahudin, and Agus Ariyanto. Equally important, the other
members of my family that I cannot mention one by one. I deliver my gratitude to
them who have given all of their pray, love, support, affection during my study for
about four years until I can accomplish my final task.

v
 ACKNOWLEDGEMENT

All praise to Allah S.W.T. who has given His guidance and blessing for all

creatures in the universe, so I can accomplish this thesis entitled “Speech Error in

English as Foreign Language of the EFL Learners at MAN 1 Jombang”. Shalawat

and Salam are always praised to our beloved Prophet Rasulullah Muhammad

SAW., the messenger as well as the one who has guide us into the brighter life.

I would like to express my gratitude for these following people who have

given me advise, guidance, and suggestion in order to accomplish this thesis.

Without the support of all, I would never finish this thesis and I would never find

the courage to overcome all these difficulties during this work. I extend my sincere

thanks and appreciation for their help, direction, and insight to:

1. Dr. Hj. Syafiyah, M.A. as Dean of the Faculty of Humanities Maulana Malik

Ibrahim State Islamic University, Malang.

2. Rina Sari, M. Pd, as Head of English Letters Department Maulana Malik

Ibrahim State Islamic University, Malang.

3. My deepest gratitude is to all lecturers at English Letters Department, and

all of lecturer in Faculty of Humanities who have taught me during my study

for several semesters, I will not forget every knowledge that have been

transferred to me.

4. I will include my supervisor, Dr. H. Langgeng Budianto, M. Pd. whose ideas

have contributed a lot to my project.

vi
vii
 ABSTRACT

Wulandari, Fitri Dewi. 2018. Speech Error in English as Foreign Language of the
EFL Learners at MAN 1 Jombang. Thesis. English Letters Department.
Faculty of Humanities. Maulana Malik Ibrahim State Islamic University
of Malang. Advisor: Dr. H. Langgeng Budianto, M. Pd.
Keywords: Speech Error, Foreign Language, EFL Learners

English language is an international language that is taught in many

countries. The students in Indonesia are also taught English language in their
school. Hence, due to English is not their mother language, it needs time to learn
and understand the language. Besides, although they have been taught from
Elementary school to senior high school, but still several students experience
difficulties that cause error in producing the utterances in English. Speech error is
a mistakes when the speakers are wrong to produce the appropriate form of
sentence. The error of speaking can be in the form of the grammatical, lexical, or
even phonological form. Those errors will be observed at second year of MAN
(Islamic senior high school) 1 Jombang students.
This research concerns on what are the categories and the causes of speech
error found in the second year of senior high school students at MAN 1 Jombang.
It will go in depth into textual analysis to find the distribution of speech error on
the students’ utterances and the causes that influence the errors. The researcher
gained the data from the utterances produced by the 20 second year students of
MAN 1 Jombang. Furthermore, the focus of this study is only on the grammatical
and the lexical error found in the students utterances that have been given the
tasks by the researcher to produce the utterances.
This study implements descriptive qualitative research method since it
explores and understands the distribution of the speech error and the cause that
influence the errors while they produce the utterances. Descriptive method is used
because it will analyze deeper not only to find out the types of speech errors but
also the explanation of why it is categorized as speech error. In doing so, this
research utilizes Kormos' bilingual speech production model (2006) based on
Levelt's model (Levelt 1989; 1993; 1995; 1999) to analyze the speech errors
produce by the students and Clark and Clark (1977:271) to analyze the factors that
influence speech error.
The result shows that from the two tasks given to the students, the first
task shows that the speech error happened due to the students were lack of
preparation to produce the utterances from the video played. Mostly, the student
only could retell 20 to 30 percent from the information provided on the video and
they commonly did a mistakes in syntactical errors. Moreover, from the second
task, mostly the students produce the morphological errors due to the students had
already known the plot of the story, but they were still confused how to use the
time signal in form of past tense.

viii
 ABSTRAK
Wulandari, Fitri Dewi. 2018. Kesalahan Ujaran dalam Bahasa Inggris sebagai
Bahasa Asing pada Pelajar Bahasa Asing di MAN 1 Jombang. Skripsi.
Jurusan Sastra Inggris. Fakultas Humaniora. Universitas Islam Negeri
Maulana Malik Ibrahim Malang. Dosen Pembimbing: Dr. H. Langgeng
Budianto, M. Pd.
Kata Kunci: Kesalahan Ucapan, Bahasa Asing, Pelajar Bahasa Asing

Bahasa Inggris adalah bahasa internasional yang diajarkan di banyak

negara. Para siswa di Indonesia juga diajarkan bahasa Inggris di sekolah mereka.
Oleh karena itu, karena bahasa Inggris bukan bahasa ibu mereka, perlu waktu
untuk belajar dan memahami bahasa ini. Selain itu, meskipun mereka telah
diajarkan bahasa Inggris dari sekolah dasar sampai sekolah menengah atas, tetapi
masih ada beberapa siswa yang mengalami kesulitan yang menyebabkan
kesalahan dalam mengucapkan ujaran dalam bahasa Inggris. Kesalahan ucapan
adalah kesalahan ketika pembicara salah untuk menghasilkan bentuk kalimat yang
tepat. Kesalahan berbicara bisa dalam bentuk bentuk gramatikal, leksikal, atau
bahkan fonologis. Kesalahan tersebut akan diamati pada siswa kelas 2 MAN 1
Jombang.
Penelitian ini berkenaan dengan kategori dan penyebab kesalahan wicara
yang ditemukan pada siswa kelas 2 di MAN 1 Jombang. Penelitiahan ini akan
membahas analisis tekstual secara mendalam untuk menemukan distribusi
kesalahan ucapan pada ucapan siswa dan penyebab yang memengaruhi kesalahan
tersebut. Peneliti memperoleh data dari ucapan-ucapan yang dihasilkan oleh 20
siswa kelas 2 di MAN 1 Jombang. Selain itu, fokus dari penelitian ini hanya pada
kesalahan gramatikal dan leksikal yang ditemukan dalam ujaran siswa yang telah
diberi tugas - tugas oleh peneliti untuk menghasilkan ujaran.
Penelitian ini menerapkan metode penelitian deskriptif kualitatif karena
mengeksplorasi dan memahami distribusi kesalahan bicara dan penyebab yang
mempengaruhi kesalahan ketika mereka mengucapkan ujaran. Metode deskriptif
digunakan karena akan menganalisa lebih dalam tidak hanya untuk mengetahui
jenis-jenis kesalahan wicara tetapi juga penjelasan mengapa itu dikategorikan
sebagai kesalahan wicara. Dalam melakukannya, penelitian ini menggunakan
Kormos' bilingual speech production (2006) berdasarkan model dari Levelt
(Levelt 1989; 1993; 1995; 1999) untuk menganalisis kesalahan bicara yang
dihasilkan oleh siswa dan Clark dan Clark (1977: 271) untuk menganalisis faktor-
faktor yang mempengaruhi kesalahan ucapan.
Hasilnya menunjukkan bahwa dari dua tugas yang diberikan kepada siswa,
tugas pertama menunjukkan bahwa kesalahan bicara terjadi karena siswa kurang
persiapan untuk menghasilkan ujaran dari video yang diputar. Sebagian besar,
siswa hanya bisa menceritakan 20 hingga 30 persen dari informasi yang diberikan
pada video dan mereka biasanya melakukan kesalahan dalam kesalahan sintaksis.
Selain itu, dari tugas kedua, sebagian besar siswa menghasilkan kesalahan
morfologis karena siswa sudah mengetahui alur cerita, tetapi mereka masih
bingung bagaimana menggunakan sinyal waktu dalam bentuk lampau.

ix
 ‫ملخص البحث‬
‫ووالنداري‪ ،‬فطر ديوي‪ .8102 .‬األطخطء ي منطق اللغة اإلجنليزية بوصفهء اللغة األنجنيية على تالمذة اللغة االنجنيية ي‬
‫املدرسة املتوسطة احلكومية ‪ 0‬جبوميءنج‪ .‬اليحث اجلءمعي‪ .‬قسم آداب اإلجنليزيء‪ .‬كلية اإلنسءنية‪ .‬نجءمعة اإلسالمية احلكومية موالنء‬
‫مءلك إبراهيم مبءالنج‪ .‬املشرف‪ :‬الدكتور احلءج الجنينج بوديءنطو املءنجستري‬
‫الكلمات الرئيسية‪ :‬أطخطء املنطق‪ ،‬لغة أنجنييه ‪ ،‬تالمذة اللغة الإلجنلية‪.‬‬

‫اللغة اإلجنليزيء هي اللغة الدولية اليت تدرس ي أكثر اليالد‪ .‬وكذالك تالمذة اإلندونيسيء الذي يدرس ي مدرسةهم اللغة‬
‫اإلجنليزية‪ .‬وبسيب ذالك‪ ،‬اهنء ليست اللغة األم‪ ،‬فيحتءج الوقت لتعلم وتفهم هذه اللغة‪ .‬إضءفة على ذلك‪ ،‬قد يدرس ي املدرسة من‬
‫املدرسة االبتدائية إىل املدرسة املتواسطة‪ ،‬ولكن بعض التالمذة يشعرون صعوبء‪ ،‬فيخطئ ي منطقهء أي كالمء‪ .‬أطخطء املنطق هي‬
‫األطخطء ي ن طخط املتكلم ليحل تركيب اجلللة صحيحء‪ .‬وكءن منهء األطخطء ي أشكءل النحوية‪ ،‬أو املعجلية‪ ،‬أو يىت الفونولونجية‪.‬‬
‫سيتم ماليظه اخلطء ي اللف ‪ 8‬املدرسة احلكومية املتوسطة ‪ 0‬نجوميءنج‪.‬‬
‫وتتنءول هذه اليحوث فئءت وأسيءب أطخطء النطق اليت ونجدت ي اللف ‪ 8‬املدرسة حلكومية املتوسطة ‪ 0‬نجوميءنج‪.‬‬
‫وسييحث التحلي النلي عليقء ليجد توزيع طخطء منطق التالمذة واألسيءب اليت تؤثر علي اخلطء ‪ .‬ويللت اليءيثة على التالمذة‬
‫من التلرحيءت اليت أنتجهء ‪ 81‬تالمذة ي اللف ‪ 8‬املدرسة احلكومية املتوسطة ‪ 0‬نجوميءنج‪ .‬إضءفة على ذلك‪ ،‬فءن الرتكيز علي هذا‬
‫اليحث يعين على األطخطء اللغوية والنحوية ونجدت ي طخطءب التالمذة الذين مت تكليفهم من قي اليءيثة إلنتءج املنطق‪.‬‬
‫اسخدمت اليءيثة هذا املنءهج هو تلليم اليحث من دراسة الكيفيّة الوصفيّة‪ .‬وفهم توزيع وأسيءب أطخطء‬
‫املنطق اليت تؤثر على اخلطء عندمء ينطق الكالم‪ .‬واستخدمت الطريقة الوصفية ألهنء ستحل أكثر علقء ليس ملعرفة أنواع أطخطء املنطق‬
‫فقط‪ ،‬ولكن أيضء تفسري ملءذا اهنء تلنف على أطخطء املنطق ‪ .‬وعند القيءم بذلك‪ ،‬يستخدم هذا اليحث إنتءج الكللءت الثنءئية اللغة‬
‫(‪ )8112‬بءالستنءد إىل منوذج التسوية ليفيلت (‪ 0121( )Levelt‬؛ ‪ 0111‬؛ ‪ 0111‬؛ ‪ )0111‬لتحلي أطخطء النطق اليت‬
‫ولدهء التالمذة وكالرك (‪ )Clark‬وكالرك (‪ )0199:890( )Clark‬لتحلي العوام اليت تؤثر علي أطخطء املنطق‪.‬‬
‫تظهر النتءئج ان املهلت ن األولي ن املعطيت ن للتالمذة تظهر ان األطخطء يدثت الن التالمذة يتحدثون عن اعداد اق‬
‫إلنشء منطق من فيديو يتم تشغيله‪ .‬ي الغءلب ‪ ،‬ميكن لتالمذة فقط ان أقول ‪ 81‬إىل ‪ 11‬ي املئة من املعلومءت املقدمة على الفيديو‪،‬‬
‫واهنء عءده مء خيطئ ي بنء اجلللة األطخطء ‪ .‬إضءفة على ذلك‪ ،‬من املهلة الثءنية ‪ ،‬ومعظم التالمذة تنتج أطخطء مورفولونجية الن‬
‫التالمذة يعرفون بءلفع املؤامرة‪ ،‬لكنهء ال تزال مشوشة كيفية استخدام إشءرات الوقت ي املءضي املتوترة‪.‬‬

‫‪x‬‬
 TABLE OF CONTENT

APPROVAL SHEET ......................................................................................................... i

LEGITIMATION SHEET ............................................................................................... ii
STATEMENT OF AUTHENTICITY ............................................................................ iii
MOTTO .............................................................................................................................iv
DEDICATION................................................................................................................... v
ACKNOWLEDGEMENT ................................................................................................vi
ABSTRACT ..................................................................................................................... viii
TABLE OF CONTENT ....................................................................................................xi
CHAPTER I ...................................................................................................................... 1
INTRODUCTION............................................................................................................. 1
1.1 Background of the Study .................................................................................. 1
1.2 Problem of the Study ........................................................................................ 5
1.3 Objective of the Study....................................................................................... 5
1.4 Significance of the Study .................................................................................. 5
1.5 Scope and Limitation ........................................................................................ 6
1.6 Definition of Key Terms ................................................................................... 6
1.7 Research Method .................................................................................................... 7
CHAPTER II ................................................................................................................... 11
REVIEW OF RELATED LITERATURE .................................................................... 11
2.1 Psycholinguistics ................................................................................................... 11
1. Language Production...................................................................................... 12
2. Kormos' Bilingual Speech Production Model .............................................. 14
2.2 Speech Error.......................................................................................................... 14
2.3 Type of Speech Error in Language Production ................................................. 15
2.4 Factors Influencing Speech Error ....................................................................... 19
2.6 Previous Studies .................................................................................................... 20
CHAPTER III ................................................................................................................. 23
FINDING AND DISCUSSION ...................................................................................... 23
3.1 The Distribution of Speech Errors ...................................................................... 23
3.1.1 First task (watching video) ............................................................................ 23
3.1.2 Second task (telling story) ............................................................................. 32
3.2 Factors Influencing speech Errors ...................................................................... 52

xi
CHAPTER IV.................................................................................................................. 54
CONCLUSION AND SUGGESTION .......................................................................... 54
4.1 Conclusion ............................................................................................................. 54
4.2 Suggestion .............................................................................................................. 55
BIBLIOGRAPHY ........................................................................................................... 56

xii
 CHAPTER I

INTRODUCTION
This chapter presents: (1) Background of the study; (2) The Problem of the

Study; (3) Objective of the Study; (4) Significance of the Study; (5) Scope and

Limitation; (6) Definition of Key Terms

1.1 Background of the Study

Every country or even region have a different language to communicate,

thus massive languages exist in this world. Hammond, Alex (2014) said that

Five hundred years ago, between five and seven million people spoke English,

almost all of them living in the British Isles. Now, anywhere up to 1.8 billion

people around the world speak English. Accordingly, in order to unite the

diversity concerning to the language, English was chosen as an international

language, thus people will not be confused to choose what language they used

if they go out from their country, they only need to learn English from those

massive languages exist.

For this reason, English is taught in most of the countries in this world,

also in Indonesia. In spite of this, English is not a mother language for

Indonesian, each of us lives in his/her own private linguistic world constructed

to deal with data to which each of us has been uniquely exposed, thus it needs

process which is not easy to learn English language with much of differences

with our native language, Indonesia language. Brumfit (1987) cited in Lester,

Mark, Peter Strevens and John Norrish. (1978): “If we really want to consider

English as a world language, we must be prepared to recognize dialectical

1
 2

differences whenever a different cultural framework is to be expressed

through English"

Further, English has already been taught as a foreign language in many

schools in Indonesia, started from kindergarten to university. Although it has

been taught from the early age, but there are many people who often make

errors in speaking English. Several causes can happen in speaking English,

whether it is the structure of the sentence (grammatically), since the form of

conveying the utterances are different, or the way how to pronounce

(phonologically), some regions will get difficulties to pronounce English

words due to their native accent and dialect.

Alan (1994:8) had divided language into three form, those are spoken

language, written language, and gesture or silent language. This research

focuses on the observing of the error of speech. Those problems of speaking

English can be observed by conducting this research. The researcher observed

the speech error uttered by the students by giving them several tasks. By

conducting this research, the teacher who teaches English will be able to

minimalize speech error happened in the classroom by knowing the problem

that is yielded by the students toward the research processes.

School is one of the place where people can gain knowledge, learning

foreign language can be acquired at school. The methods used in teaching

language are various in order to achieve the excellent result. Moreover,

language is habit, we can speak fluently with certain language due to we

accustomed to use it in daily life. Language is a habit structure, that language

is a system of skills and ought to be taught by a drill and by the formation of

 3

stimulus-response association. Because of this, learning another language is

not easy due to many factors influence it, therefore numerous utterances will

be mispronounced although it has been taught several times in the schools

because English language is only used in several situations.

The error of the speech cannot be separated from speech production since

the mistakes of uttering the sentence is from the problem on the process

producing speech. According to (Meister, Wilson, Deblieck, Wu, &lacoboni,

2007) cited in Traxler, M. J. (2012), Speech requires physical action - a

process called articulation. Actually, speech is more complex than many other

physical actions that human perform, because speech requires exquisitely tight

control over more than 100 muscles moving simultaneously. Speech

production entails at least three kinds of mental operations (Griffin &Ferreira,

2006) cited in (Traxler, M. J., 2012). First, what you want to say should be

thought, the process that accomplish are called conceptualization. Once you

have something to say, you must figure out a good way to express that idea

given the tools that your language provides, this type of processing is called

formulation. Finally you need to actually move your muscles to make a sound

wave that a listener can perceive, these processes are called articulation.

As a matter of fact, the sequences of speech production sometimes do not

run fluently that cause speech error. According to (Goldrick and Daland,

2007) Speech errors are unintentional deviations from the target form one

intends to produce. Sigmund freud viewed speech error as a window in the

unconscious mind. He believed that speech error disclosed our true inner

thoughts - thought that we suppressed in order to be polite (Traxler, M. J.,

 4

2012). In particular, systematic patterns occur in the slip of the tongue, and

those patterns can be correlated back to aspects of the speech production

processes.

There were several studies that had been conducted related to speech error,

but I provide two previous studies in this part to emphasize the difference with

this study. The first study is from Dahlya (2007), the research finds that the

dominant grammatical errors in the abstracts are errors in omission followed

by addition errors, then misformation errors and finally misordering errors.

The next study was conducted by Ulfa (2015), the result of his study is that the

frequent slip occurred are substitutions, while the fewer slip are

misderivations, additions, and deletions. According to the previous studies, the

researcher has a different focus on the study conducted, this research will

focus on the utterances produced by the second year of MAN 1 Jombang

students with the theory from Kormos' bilingual speech production model

(2006) is based on Levelt's model.

With this in mind, the researcher chooses the second year students of

MAN 1 Jombang as the subject to gain the data of speech error. MAN

Jombang is one of the senior high school in Jombang who has a good quality,

it creates very good students and gains many achievements both in academic

and nonacademic. Thus, it is expected that the researcher will gain enough and

valid data to be analyzed and reveal the causes of the speech error found in

MAN 1 Jombang. Accordingly, the researcher chose the title “Speech Error in

English as Foreign Language of the EFL learners at MAN 1 Jombang”

 5

1.2 Problem of the Study

The problem of the study in this research are:

1. What are the categories of speech error found in the second year of senior

high school students at MAN 1 Jombang?

2. What are the causes that influence speech error produced by second year of

senior high school students at MAN 1 Jombang?

1.3 Objective of the Study

The objective of the study are:

3. To find out and analyze the distribution of speech error in the second year of

senior high school students at MAN 1 Jombang

4. To find out and analyze the causes of speech error in the second year of

senior high school students at MAN 1 Jombang

1.4 Significance of the Study

This study is conducted in order to achieve two aspects, those are

theoretically and practically. Theoretically, the result of this study is expected

to enlarge the insight about speech error, especially in the school field.

Furthermore, this research becomes one of the references to conduct another

research related to speech error, which is about the types and the causes of

speech error.

Practically, the result of this research can be applied in the learning

activities in order to decrease the producing of speech error in the learning

process of English. By conducting this research started from the school

environment, the students are expected to be accustomed to speaking English

 6

fluently whether in the school or outside the school. Furthermore, by knowing

the causes of the speech error, the students can be more careful to speak.

1.5 Scope and Limitation

This research focuses on the utterances of second-year students of the

senior high school who produce the types of speech error from the Levelt

theory. The researcher chose this theory since it is rarely conducted in the

previous studies. This research describes Kormos' bilingual model (2006) of

speech production, which is based on Levelt's model (1989) as the empirically

most accepted theory for monolingual speech processing. The researcher only

focused on lexical error and grammatical error from the utterances produced

during the observing process when the subjects are given several tasks by the

researcher.

1.6 Definition of Key Terms

1. Speech Error

Speech error is the fault when pronouncing the words, phrase or

sentences. It happens unintentionally due to several reasons, such as

lack of preparation or insight toward the language spoken.

2. Foreign Language

Foreign language is a language that is not used in a daily

conversation due to it is from another country. In short, foreign

language is a language that is not usually used by native speakers. For

example, the Indonesian speak Indonesia language and if they speak

the language of another country such as England, thus they will speak
 7

English language. English language that is used by Indonesian to speak

is called as a foreign language.

3. EFL Learners

English foreign language learners is learners who learn about the

language besides their native language, that is English. Due to English

is categorized as an International language, it is taught in several

countries including Indonesia.

1.7 Research Method

This chapter discusses some research method concerning this study. It is

divided into five subtopics, those are research design, data source, research

instrument, data collection and data analysis.

1. Research Design

The researcher conducted this research by using a descriptive

qualitative method. Qualitative approaches to data collection, analysis,

interpretation, and report writing differ from the traditional, quantitative

approaches (Creswell, 2014). Accordingly, due to the data of this study

will be in the form of the text, the researcher used a qualitative method as

the research design. Besides, descriptive means that the researcher does

not only analyze the data in the form of the words but also give the

obvious explanation toward the data analyzed.

The aim of this study is to find out the distribution of different

categories of speech error and the causes influenced. Further, the

researcher will give different tasks in order to make the students speak and
 8

find out the mistakes, hence, the researcher will find which task that makes

the students do mistakes the most.

2. Data Source

The data of this study are acquired from the utterances produced by the

students. The utterances are produced by conveying the statements

concerning to the tasks given. Every task given will ask the students to

speak. Accordingly, the researcher will find out the speech error

concerning to the utterances conveyed by the students. The tasks that will

be applied to gain the data are retelling the story from the video and telling

a story based on the pictures provided by the researcher.

3. Research Instrument

The instrument of the research becomes the principle thing in

conducting the research. Sukmadinata (2007:111) said that the researcher

is the main observer and the researcher is outside the situation of the

object which is being observed. Thus, in this research, the researcher

becomes the main instrument for analyzing data. Beside the researcher as

the main instrument, the other supporting instruments such as the students

and several tasks are needed to make this study well conducted.

4. Data Collection

Several steps are conducted sequentially in order to accomplish this

study accurately. The first step is preparing the tasks that will be applied to

the students, such as selecting the suitable video and the picture. Next, the

researcher choose 20 students, 10 from social class and 10 from science

class to be the subject of the study. The researcher will ask the student one
 9

by one to watch the short video provided then retelling what is on the

video. The next task is describing the picture given by the researcher.

The process of collecting the data is conducted around 10 minutes for

each of students. While giving the different treatments to the students, the

researcher will record the utterances from the students. The utterances

become the data toward this research. Moreover, to gain the data from

second research question, the researcher observed the students while they

produce the utterances. After gaining the utterances as the data, the

researcher will transcribe and analyze to find out the speech error.

5. Data analysis

After gaining the data, the researcher started to analyze the data by

following these steps. The first is transcribing the students’ utterances then

classifying to the type of speech error concerning to the Kormos model

about speech production, those are lexical error, grammatical error.

The researcher will identify the utterances and classify which utterances

belong to lexical error and grammatical error. The classifying of those

errors is started from the first task, about retelling the video and followed

with telling a story. The classifying of speech error will be divided from

the different tasks given in order to find out which tasks that make the

students do mistakes the most.

After identifying all the utterances and get the data of the different type

of speech error, the researcher will find the causes of the error by

observing when they speak concerning to the data that will be related to

the theory and the last is making the conclusion toward the study that has
 10

been conducted and give the suggestion to the next researcher based on

this study.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will discuss the language production, speech production, and

the distribution of speech error in speech production and the previous studies

concerning to this study.

2.1 Psycholinguistics

Psycholinguistics is the combination of the word “psycho” and

“linguistics” with the study of how language processed as the meaning.

According to Forrester, Michael A. (1996), during the late 1960s and 1970s,

the bringing together of descriptive linguistics with the experimental

methodology of psychology resulted in a creative and mutually beneficial

antidote to the rather stilted conservatism of late behaviorism. However, the

emergence of psycho- linguistics glossed over or ignored many areas of

language, some of which should be of considerable interest to the psychology

student. Such topics as conversational analysis, social semiotics, deixis,

power relations in a talk, narrative analysis, and so on, can be found in

domains which border psychology (e.g. sociology).

The central significance was given of language as a human activity, many

academic disciplines which have an interest in the study of language, and for

several different reasons. Speech therapists conducted a study about language

because they want to know how best to assist people who display some

difficulty in communicating; computer scientists study language because they

wish to build artificial intelligence systems that can communicate with us;

11
 12

neuroscientists study language because they want to understand those parts of

the brain with a causal physical role in language comprehension and

production.

Social psychologists study the ways in which individuals are influenced

by, and in tum influence, their membership of different groups. For them,

questions about language have to be answered with respect to issues such as

personal and social identity, social categorization and power relations

between people.

Psycholinguistics continues to have considerable interest in how people

understand words and sentences, their knowledge of sentence construction,

their comprehension of metaphors and numerous other topics. For now, it can

be noted an increasing interest in study of language from other areas of the

natural sciences. Neuroscientists and neuropsychologists, for example,

attempt to map out those areas of the brain which underpin language

processing. Given the central hypothesis of neuroscience, i.e. the brain is the

source of behavior, research which identified areas of the brain responsible

for language contributed significantly to the emergence of neuropsychology

as a distinct research field.

1. Language Production

Language Production refers to the process of how language is produced.

Speech has four important components: (a) conceptualization, planning

what one wants to say; (b) formulation, which includes the grammatical,

lexical, and phonological encoding of the message; (c) articulation, in

 13

other words, the production of speech sounds; and (d) self-monitoring,

which involves checking the correctness and appropriateness of the

produced output. There is also agreement on the questions that

conceptualization, formulation, and articulation follow each other in this

order, and that in first language production planning the message requires

attention, whereas formulation and articulation are automatic, and

therefore processing mechanisms can work in parallel, which makes first

language speech generally smooth and fast.

The speech-processing system is assumed to consist of hierarchical

levels (conceptualization, formulation, articulation), among which

information is transmitted in terms of activation spreading, that is a

metaphor adapted from brain research, which is based on the finding of

neurological studies that neural networks consist of interconnected cells

(neurons) that exchange simple signals called activations via the

connections they have with each other (Hebb, 1949), and of knowledge

stores such as the lexicon and conceptual memory store, within which

activation can also spread from one item to related items. Decisions are

made on the basis of the activation levels of the so-called nodes that

represent various units such as concepts, word forms, phonemes, and so

on.

Accordingly, in producing utterances human often experience error in

one of the steps of speech production, the error of speaking can be in

conceptualization, formulation, or articulation. Those errors can be

 14

influenced by several causes. Thus this research will observe the errors

while students producing utterances.

2. Kormos' Bilingual Speech Production Model

Kormos' bilingual speech production model (2006) is based on Levelt's

model (Levelt 1989; 1993; 1995; 1999), as the most accepted and most

widely used model in studies of speech production. She assumed that the

bilingual speech production is modular and can be described as a series of

relatively independently functioning processing components: the

conceptualizer, the formulator, the articulator and the acoustic-phonetic

processor, and finally, the speech comprehension system or parser.

There are also three knowledge stores: the mental lexicon, the syllabary

(a set of written symbols that represent the syllables or (more frequently)

moras which make up words) and the store for the knowledge of external

and internal world. She proposed that the new model contains one large

memory, called long-term memory, which is subdivided into several

subcomponents: episodic memory, semantic memory including the mental

lexicon, the syllabary, and a store for declarative knowledge of second

language rules.

2.2 Speech Error

Speech errors are unintentional deviations from the target form one intends

to produce speech (Goldrick and Daland, 2007). Error in speech is a common

phenomenon usually done by several people, it happens due to many reasons

that influence it. According to Freud cited in Fromkin (1999) that speech

errors are caused from repressed thoughts which a speaker makes. While it is
 15

possible that Freud is correct in some cases, such error reveals as much if not

much more about the structure of language as they do about repressed

thoughts.

According to Levelt (1989) cited in Indah (2017) has produced the most

detailed model of speech production. It includes three major processes –

conceptualising, formulating and articulating. The Conceptualiser chooses a

certain proposition, selects and orders the appropriate information and relates

it to what has gone before. The Formulator translates this conceptual structure

into a linguistic one. It first engages in a process of grammatical encoding

which builds an abstract syntactic structure. This is followed by phonological

encoding, in which the syntactic structure is tagged for inflection and is then

given phonological form. Other processes specify the form and duration of

the syllables as they are to occur in connected speech and add rhythm and

prosody. The result of these operations is a phonetic or articulatory plan, a

representation of how the planned utterance is to be articulated. It is

temporarily stored in an articulatory buffer. The articulator then retrieves

chunks of internal speech from the buffer, unpacks them into sets of motor

commands and issues the commands to the muscles controlling the larynx,

the articulators and the respiratory system.

2.3 Type of Speech Error in Language Production

a) Lexical errors

The first type of error to be discussed is lexical errors. Three

subcategories of lexical errors have been established:

 16

a. Idioms, collocations, functional and content words, errors of

derivational morphology. Example: And then they hear some

beautifully singing and er, er, knew it was Johnny’s mother.

b. Unintentional use of L1 lexemes. Example: Johnny Bravo went to

the šum-sorry, to the wood

c. Non-existent words. Example: er, so, Johnny Bravo, his mother

was making him a sweater of /pineko/

d. One of the problems in the classification of lexical errors are errors

within idioms and collocations. the subject choses the preposition

'on' and then replaces with 'in'. Example: On the second -in the

second picture I can see a lamp and a vase.

It can be assumed that in the case of L2 speakers many idioms and

collocations are not fully automated, therefore they are not stored as

complete lexical entries. It is assumed that the mechanisms by which the

L2 speakers produce these phrases are similar to those by which new

words are created (Kormos, 1998), and for this reason these errors are

classified as lexical errors, which do not occur at the stage of lemma

activation, but in the process of lexical encoding.

b) Grammatical errors

 Syntactic errors

Opposite to lexical errors that arise as a result of incorrect lexical

approach, grammatical errors occur as a result of problems in grammatical

encoding (Levelt, 1989). The differentiation between lexical and

 17

grammatical errors is not simple, since the processes of lexical access and

grammatical encoding are closely related. For example, prepositions are in

some cases classified as lexical, whereas in some other instances as

grammatical errors. In order to overcome these difficulties of

classification, it is important to distinguish function words which have

conceptual specifications from those which do not have them.

The preposition “under“(e.g. the ball is under the desk) has its

conceptual specification, whereas the preposition “to“(e.g. She listens to

music) has no conceptual specification and is addressed via the syntactic

building procedures and therefore regarded as a syntactic error. Syntactic

errors were analyzed according to where they occurred in the three stages

of the grammatical encoding phase, that is, (i) when the various

complements, specifies and parameters are encoded and (ii) handled by the

different subroutines, and (iii) when these processed materials are ordered

(Kormos, 1999). The next phase involves the production of speech errors

that occur at the stage of grammatical encoding. The following

subcategories of syntactic errors have been established:

a. Wrong word order. Example: Johnny met a bear who was, er,

sleeping…er, he woke up him in the middle of, er, winter.

b. Unfinished expressions or false starts. Example: And he came to

er, er, cave… er, er, that cave was er, er -in that cave he saw

er, a bear
 18

c. Completely unacceptable morpho-syntactic and/or semantic

structure. Example: They start to arguing and hunting into the

woods but er, it er, didn't er, was success.

d. Wrongly encoded complements and specifiers, which are

accessed via syntactic building procedures. Example: The bear

and Johnny listened--- beautiful singing of Johhny's mother.

 Morphological errors

Morphology is the study of the internal structure of words. The errors

are including:

a. Inflexional errors, when the speaker chooses the wrong verb

form. Example: well Johnny Bravo's mum was mading er, was

making a coat for Johhny

b. Incorrect plural of nouns. Example: Lots of womans wear black

shoes

c. Errors for "time and aspect", when the speaker uses the wrong

time or aspect. In Levelt's classification of errors (1989) this

category does not exist, probably because these errors are very

rare in L1 (Van Hest, 1996). Example: He er, er, was trying to

find er, er, to find his mum and he wants to escape from er,

forest.

d. Omitted article. Example: er Johnny was in -- wood with his

mum

e. Misused article. Example: we are now er in front of the my

room.
 19

2.4 Factors Influencing Speech Error

Conveying an utterance is not a sudden spoken. It needs several processes

that finally human can produce the words. According to Levelt (1989), the

process of speech production incorporates three major processes, those are

conceptualizing, formulating, and articulating. Notwithstanding, some factors

influence those processes that cause speech error in speaking. Clark and Clark

(1977:271) have discovered three possible sources of factors influencing

speech error are cognitive reasons, anxiety, and social reasons.

1. Cognitive Difficulty

People take longer time to produce sentences on topic using the

abstract word than the concrete words. Moreover, there are more

hesitations scattered through the explanations than through descriptions,

presumably because it is harder to come up with explanation and the

right words to express them. In addition, at the level of word selection,

hesitations appear when the speaker has difficulty finding just the right

word

2. Anxiety

Situational Anxiety happens due to a certain situation that makes a

speaker become tense, anxious or worries about it. They tend to produce

the hesitation in speaking. The anxiety breaks up the planning and

execution that become less efficient. Besides, the speakers get difficulty

to talk cognitively when they are anxious. When people anxious about

the topic that will be delivered, they tend to be more careful in choosing
 20

the words that will be organized to be a sentence. They pay more

attention in the diction they are going to speak.

3. Social Reasons

Uttering sentences will be difficult when conversation takes in under

pressure place. Clark and Clark said under the press of a conversation

speakers must make clear when they still have something to say and they

have not finished in conveying the utterances. It indicates that the

speaker try to be conductive in speaking a word with selecting the word

they will use. But when the speaker try to speak understandably, they

often do speech error. The limited time and lack of preparation can be the

reason of the speech error

2.6 Previous Studies

There were several researchers who had already conducted the study

related to this study about speech error. They are Dahlya (2007), Ulfa (2015),

Badriyah (2008). Those related studies will be described in this following

paragraphs.

The first research is from Dahlya (2007) about the study on grammatical

errors in abstracts of “Ulul Albab” Scientific Journal. This study shows that

there are many types of errors in the abstract of Ulul Albab scientific journal.

The research finds that the dominant grammatical errors in the abstracts are

errors in omission followed by addition errors, then misformation errors and

finally misordering errors. in the error of omission, the highest number is

omission of article, followed by omission of plural inflectional suffix -s/-es,

then omission on preposition, nominalization, and pronoun that have the same
 21

number, next, possessive and past participle case incorrect, and the last is

omission on the third person inflectional suffix -ed. The research conducted by

Dahlya has similarity concerning to the grammatical error. The different is

located in the form of data gained. The research that I am going to conduct is

in the form of speech, which is observing the utterances, while the research

that has been conducted by Dahlya is in the form of written text.

The next research was conducted by Ulfa (2015) about slip of the tongue

on George W. Bush’s Interview at the presidential scholar graduation. This

research observed about the slip of the tongue which is also categorized as the

speech error in the utterances produced by George. The result of his study is

that the frequent slip occurred are substitutions, while the fewer slip are

misderivations, aditions, and deletions. The researcher also found that the

problem of speech errors are caused by several factors, those are cognitive

difficulties, social anxiety, and social factors. The most factor that is

influenced the most is the cognitive difficulties due to the speaker got

difficulty in choosing the right word for his speech. This research is not kind

of field research and also the Theory used is from Clark that become the

differences with my research.

Another related research was about common types of diction error made

by the second year students of SMP Negeri 13 Malang, conducted by

Badriyah (2008). This research will only focus on the diction error made by

students. The finding of this research is that many diction error were found on

fifteen written text made by the second year students of SMP Negeri 13

Malang. The discussion reveal that the common types of diction errors made
 22

by the second year students of SMP Negeri 13 Malang are inaccurate use of

diction and uncommon use of diction. Meanwhile, inappropriate use of style

are not found on the data. The finding of data analysis also reveal the causes

of diction errors made by the second year students of SMP Negeri 13 Malang

are caused by interlingual transfer, intralingual transfer, and communication

strategy. The similarity with my research is on the subject, the students, but I

will go farther to observe beyond the diction error.

 CHAPTER III

FINDING AND DISCUSSION

In this chapter, the researcher presents the finding and discussion toward

the observation conducted. This chapter covers both finding and discussion

explained bellow:

3.1 The Distribution of Speech Errors

3.1.1 First task (watching video)

Datum 1

Water is important thing in this world. Every human and plants need water,
we must to drink 8 liters of water every day. The human body conside about sixty
five percent waters, many fruit conside water like strawberry, kiwi and broccoli
have ninety percent water. Water is very important things in the world. Everything
like in earth need water, so it is so important.
The errors from this utterances are:

1. We must to drink 8 liters of water every day.

This sentence is not proper because the use of “must” should be followed

directly by verb, it does not need to be added with “to”, and thus this kind of

error is categorized as syntactic error. The correct sentence is we must drink 8

liters of water every day.

2. The human body conside about sixty five percent waters, many fruit conside

water like strawberry, kiwi and broccoli have ninety percent water.

In this sentence, the speaker was wrong to choose the suitable word

“conside”, the word conside has no meaning in English, concerning to the

context of the sentence, the word that was intended by the speaker is actually

“consist” with the meaning is to have something as a main and necessary part

or quality. This error is categorized as lexical error due to the speaker was

23
 24

wrong to choose the appropriate word. Another error happens in the phrase

“five percent waters”, this kind of error is categorized as morphological

errors, the correct phrase is five percent water without adding “s” because

water is classified as uncountable noun.

3. Water is very important things in the world.

The fault of speaking in this sentence is located in the word “things” this

kind of error is categorized as morphological errors, the correct phrase is

“thing” without adding “s” because the word “thing” here explains the noun

“water” which is uncountable noun.

4. Everything like in earth need water.

The selected word of “like” in this sentence does not have a proper

meaning with the sentence, this kind of error is categorized as lexical

errors. Also, in this sentence the word “need” should be in the form of

singular “needs” due to the subject of the sentence is everything, this error is

categorized as syntactic errors. So, the correct sentence is “Everything in

earth needs water”.

Datum 2

How if our bodies lack water? If our body lacks water will cause stroke,
diabetes and cancer. Therefore we need fruits and vegetable such and as
cucumber, strawberry and broccoli. In addiction, we also have to drink water as
much as one liter or equivalent to eight glasses. Because water is better drink than
tea and coffee.
The errors from this utterances are:

1. In addiction, we also have to drink water as much as one liter or equivalent to

eight glasses.
 25

The word “addiction” is not suitable with this sentence, this kind of error of

speaking is categorized as lexical error. In this sentence, the speaker wanted to

say “In addition” which has the similarity of pronunciation with “In addiction”.

2. Because water is better drink than tea and coffee

The existence of the word “drink” in this sentence should be omitted

because the sentence “Because water is better than tea and coffee” has already

had the proper meaning. This kind of error is classified as lexical error

because of the fault of choosing the word.

Datum 3

Water is important thing in the world. Everything need water. The human
body conside about fifty five to enam puluh, sixty five percent water, the baby
conside seventy five percent water and reduce to sixty five percent when the baby
is one year. The water is part of our body. Beside human, plants needs water too,
the plants will die if it not have a water. So water is important thing in the world,
everything need it.
The errors from this utterances are:

1. Everything need water

In this sentence the word “need” should be in the form of singular “needs”

due to the subject of the sentence is everything, this error is categorized as

syntactic errors. So, the correct sentence is “Everything needs water”.

2. The human body conside about fifty five to enam puluh, sixty five percent

water

In this sentence, the speaker was wrong to choose the suitable word

“conside”, the word “conside” has no meaning in English, concerning to the

context of the sentence, the word that was intended by the speaker is actually

“consist” with the meaning is to have something as a main and necessary part
 26

or quality. Also, there are non-existent words in this sentence “enam puluh”.

Those errors are categorized as lexical error due to the speaker was wrong to

choose the appropriate word.

3. The baby conside seventy five percent water and reduce to sixty five percent

when the baby is one year

In this sentence, the speaker was wrong to choose the suitable word

“conside”, the word “conside” has no meaning in English, concerning to the

context of the sentence, the word that was intended by the speaker is actually

“consist” with the meaning is to have something as a main and necessary part

or quality. This error is categorized as lexical error due to the speaker was

wrong to choose the appropriate word. Another mistake is located in “the baby

is one year”, because it indicates the age, the correct clause is “when the baby

is one year old”. This error is classified as grammatical error, in sub menu of

syntactic error

4. The plants will die if it not have a water

The clause “it not have a water” is classified as syntactic error, because

“have” is a verb, thus it needs auxiliary to make the clause correct. The correct

is “it does not have water”, and the existence of “a” should be omitted because

water is uncountable noun.

Datum 4

Water is component that is essential for power of endurance the body. Body
is remarkably need water. The plants if the crops and did not watered with water,
so the plant will die. This is also if excess water so the plant will quickly
decaying. So also the body of the water do not better if water shortage and fatal if
your bodies express water.
The errors from this utterances are:
 27

1. Body is remarkably need water.

In this sentence the word “need” should be in the form of singular “needs”

and delete the word “is” due to the subject of the sentence is “Body”, this error

is categorized as syntactic errors. So, the correct sentence is “Body

remarkably needs water”.

2. The plants if the crops and did not watered with water

The error of speaking experienced by the speaker toward this sentence is

wrong word order which is classified as syntactic errors. In this sentence, the

meaning is random. The speaker’s intention of speaking is “If the plants is not

watered with water”.

3. This is also if excess water so the plant will quickly decaying

The selection of the word “decaying” in the phrase “the plant will quickly

decaying” is not proper due to after modal “will” should be followed with the

verb of simple present, thus the correct clause is “the plant will quickly

decaying” . This kind of error is classified as syntactic errors.

4. So also the body of the water do not better if water shortage and fatal if your

bodies express water.

This sentence does not have a proper meaning and structure, thus it can be

classified as lexical error and syntactic errors. What was intended by the

speaker is that “There will be some problem in our body if we do not consume

enough water”.

Datum 5

Ee the benefit of water e benefit manfaat intinya, manfaat just and the water
bagi for the global universal ee itu for human. The first is itu kesehatan health,
 28

second kekebalan the imunity, and three ee human of strong. And the sakit sakit
sick, the sick cancer, diabetes and then, ee itu the dehydration.
The error from this utterances is:

1. This paragraph has completely unacceptable morpho-syntactic and semantic

structure that happen in almost all of each sentences. Thus, the speaker

experienced syntactic errors.

Datum 6

Water is very important of our body, because seven tujuh lima seventy four
eh five seventy five percent of our body water. And human will weak and can
cause disease because of consumes 3 liter of water in a day. Disease, jantung,
paru, stroke, and cancer.
The errors from this utterances are:

1. Because seven tujuh lima seventy four eh five seventy five percent of our body

water.

The first error is located in the phrase “tujuh lima”, this error is categorized

as lexical error due to there is non-existence words in the sentence. Another

error experienced by the speaker is “five percent of our body water”, this error

is called as syntactic errors due to the speaker did not add to be in the clause.

This clause is categorized as nominal, thus the proper clause should be “five

percent of our body is water”.

2. And human will weak and can cause disease because of consumes 3 liter of

water in a day.

There are two error clauses appear in this sentence, those are “human will

weak” and “because of consumes”. Both clauses are categorized as syntactic

errors due to the speaker was wrong to construct the correct one. The first

clause should be “human will be weak” because weak is adjective, so it should

 29

be followed with “be”. The next clause is “because of consuming” due to after

preposition of, the verb should be in the form of present participle.

3. Disease, jantung, paru, stroke, and cancer

The first error is located in the words “jantung, paru”, this error is

categorized as lexical error due to there is non-existence words in the

sentence.

Datum 7

Water is important in this worlrd. The human body mengandung contain water
about sixty five percent, the baby contain about seventy five percent and reduce to
sixty five percent ee on when he is one year. The water is eh, many fruits contain
water in for example like a strawberry contain of ninety percent of water, kiwi.
The we must drink water eight liter a day. eee eee if we don’t drink water can
causes cancer, low stamina, and can causes diabetes.
The errors from this utterances are:

1. The human body mengandung contain water about sixty five percent

Speech error in this sentence is located in the word “mengandung”, this

error is categorized as lexical error due to there is non-existence words in the

sentence. Another error is located in the phrase “contain water about”, this

error is categorized as syntactic errors because the word “contain” should be

followed with “s” due to the subject is singular (the human body), also the

proper sentence is “The human body contain about sixty five percent water”.

2. The baby contain about seventy five percent and reduce to sixty five percent ee

on when he is one year

The word “contain” should be followed with “s” due to the subject is

singular (the baby). This kind of speech error is categorized as syntactic

errors.
 30

3. The we must drink water eight liter a day

The existence of article “the” should be omitted due to it is misused to be

placed in this sentence. This kind of error is categorized as morphological

errors.

4. Water can causes cancer, low stamina, and can causes diabetes.

The word “causes” contains “s” that should be omitted due to after modal

“can” should be followed with verb in the form of present tense. This kind of

speech error is categorized as syntactic errors.

Datum 8

Water is very important for body because seventy five percent of your the body
is water. We must we fell weak and can cause disease because of that we must
consume three liter of water in seharu.
The errors from this utterances are:

1. Seventy five percent of your the body is water.

The existence of article “the” should be omitted due to it is misused to be

placed in this sentence. This kind of error is categorized as morphological

errors.

2. We must we fell weak

The existence of the word “we” should be omitted due to it is misused to be

placed in this sentence. This kind of error is categorized as morphological

errors.

3. We must consume three liter of water in seharu.

Speech error in this sentence is located in the word “seharu”, this error is

categorized as lexical error due to there is non-existence words in the sentence

 31

Datum 9

How is our body lack water? Drinking is one of the obligatory activities for
our body. In addition to refreshing the throat. Drinking is also benefit, beneficial
to health the body and increase the body metabolism. If our body lack water will
cause stoke, diabetes and cancer. Therefore we need fruit and vegetable.
The errors from this utterances are:

1. How is our body lack water?

This kind of speech error is called as syntactic errors due to the speaker did

not arrange the sentence properly, the correct sentence is “ How if our boy is

lack of water?”.

2. In addition to refreshing the throat

The speaker was wrong to produce the word “refreshing” after “to”, the

existence of “to” in this sentence is as “to” infinitive, therefore after “to”

should be followed with verb in the form of present tense, and thus the correct

sentence is “In addition to refresh the throat”. This kind of error is categorized

as syntactic errors.

3. Drinking is also benefit, beneficial to health the body and increase the body

metabolism.

In this sentence, the speaker was not proper to construct the correct

sentence. What was actually intended by the speaker is “Drinking is also

beneficial to make the body healthy and increase the body metabolism”, the

speaker experienced syntactic errors.

Datum 10

Drinking is one of the obligatory activities for our body, in addition to

refreshing the throat. Drinking is also beneficial to heal smooth the body’s
 32

metabolism. If our body lacks water will cause stroke, diabetes and cancer.
Therefore we need fruits and vegetable.
The errors from this utterances are:

1. In addition to refreshing the throat.

The speaker was wrong to produce the word “refreshing” after “to”, the

existence of “to” in this sentence is as “to” infinitive, therefore after “to”

should be followed with verb in the form of present tense, and thus the correct

sentence is “In addition to refresh the throat”. This kind of error is categorized

as syntactic errors.

2. Drinking is also beneficial to heal smooth the body’s metabolism

In this sentence, the underlined words should be replaced with another word

in order to make the sentence has a good meaning. This kind of error is

classified as lexical error due to the speaker was wrong to choose the

appropriate words in constructing the sentence. The suitable word that can be

placed in the sentence is “increase”.

3.1.2 Second task (telling story)

Datum 1

One day there’s a boy named Malin Kundang and his mom but his father has
died, they live poor. Malin think to wonder to the city looking for work.
Originally his mom did not allow for fear of master will forget it. Then Malin
arrived in the city and meet to someone who give a job, and then Malin meet with
a beautiful woman and then married. After that, mom Malin come on to see him
but Malin consider his mom died. And finally his moms curse be a stone.
The errors from this utterances are:

1. One day there’s a boy named Malin Kundang and his mom

The underlined words are not suitable with the context of the text. This kind

of text is called as narrative text which needs past tense to construct the text.
 33

Thus the correct one is “there was”. This kind of error is called as

morphological errors due to the speaker was wrong to use time and aspect.

2. They live poor

The word “poor” is not suitable in this sentence due to it is in the form of

adjective, therefore it should be replaced with “poorly”, the word “poor”

should be in the form of adverb because it explains the condition of “live”. This

kind of error is classified as lexical error due to the speaker was wrong to

choose the suitable word.

3. Malin think to wonder to the city looking for work

The underlined phrase doesn’t have a good meaning, the speaker

experienced syntactic errors due to the speaker did not arrange the sentence

properly. The sentence will be proper if it is changed to this “Malin wanted to

look for the job in the city”

4. Originally his mom did not allow for fear of master will forget it

The word “originally” is not appropriate in this sentence, it should be

changed with “actually”, choosing the word “originally” made the speaker

experienced lexical error due to the speaker was wrong to choose the suitable

word. The phrase “for fear of master will forget it” does not have a proper

meaning that cannot be understood by the hearer.

5. Then Malin arrived in the city and meet to someone who give a job

In this sentence, the speaker experienced morphological errors due to the

speaker was wrong to use the time and aspect. The underlined words should be

replaced with “met” and “gave”.

 34

6. Malin meet with a beautiful woman and then married

In this sentence, the speaker experienced morphological errors due to the

speaker was wrong to use the time and aspect. The underlined words should be

replaced with “met”.

7. Mom Malin come on to see him

The correct sentence is “Malin’s mother came to see him”, the speaker was

wrong to construct the word order and choose the form of verb. Thus it is

classified as syntactic errors and morphological errors.

8. Malin consider his mom died

The word “consider” is not suitable with the context of this sentence, it

should be replaced with “thought”. The speaker experienced lexical error in

producing this sentence.

9. And finally his moms curse be a stone.

The speaker should omit the word “s” in “moms” due to it indicates

singular, this kind of error is classified as classified as morphological errors

because of choosing incorrect plural of noun. Also, the word “curse” should be

replaced with the past form “cursed” and followed by “to” in order to make a

proper sentence, this error is categorized as syntactic errors due to the speaker

was wrong to choose the correct form of verb. The proper sentence is “And

finally his mom cursed to be a stone”.

Datum 2

Once upon a time there was a boy and his mother. He didn’t have father. He
is a poor and he is very poor in the village and he wanna go, he wanted to go to
the city to look for job and after that he found a beautiful wife and then he came
back to the village and he found her mother over there. Her mother tried to
recognize him to ee say that he is her son, and after that, that was a very big fight
 35

over there between Malin Kundang and her mother. Her mother is fall down, and
he cursed him into a stone.
The errors from this utterances are:

1. He is a poor and he is very poor in the village and he wanna go

The underlined clauses in this sentence are classified as morphological

errors due to the speaker was wrong to choose the suitable verb and time

aspect. The correct sentence is “He is a poor in the village and he wanted to

go”.

2. Her mother is fall down

This error is categorized as morphological errors due to the speaker was

wrong to choose the correct form of verb. The proper sentence is “her mother

felt down”.

Datum 3

Oce upon a time in the some place, there’s live a man and his mother and his
name is Malin Kundang. Malin Kundang is good boy. He always obey his mother.
And one day he want eh he went eh want went to the city. He wanted look for
some job and maybe a wife. And finally he find a good job and beautiful wife and
and one day he miss with his village and he wanted to comeback. But in the
travelling, travel he met ugly woman and eee the woman mengira she thought he
is her son and Malin Kundang tidak merasa didn’t feell is her his mother. So they
fight eee Malin Kundang thought he didn’t have mother like her, then Malin
Kundang mendorong push up, push the woman and the woman falling down, fall
down, and then the woman very angry and cursed Malin Kundang to be a stone.
The errors from this utterances are:

1. Once upon a time in the some place

The speaker was wrong to choose the suitable preposition, therefore it is

classified as lexical error. The correct preposition is “at” because it indicates

the place.
 36

2. There’s live a man and his mother

The existence of “‘s” in the word “there” should be omitted because it is

followed with verb, and the verb should be in the form of past “lived”. Thus the

speaker experienced morphological errors due to the speaker was wrong to

choose the correct form of verb.

3. He always obey his mother

Due to the text is narrative, it should be in the form of past tense, thus the

speaker was wrong to construct this sentence and it is classified as

morphological errors due to the speaker was wrong to choose the correct

form of verb. The correct sentence is “He always obeyed his mother”.

4. And one day he want eh he went eh want went to the city

The speaker was confused to choose the form of correct verb to use,

therefore it is categorized as syntactic errors due to the speaker was confused

to choose the suitable word. The speaker actually wanted to say “and one day

he wanted to go to the city”.

5. He wanted look for some job and maybe a wife.

The speaker missed to put preposition “to” after the word “wanted”. This

error is classified as syntactic errors.

6. And finally he find a good job and beautiful wife

This error is classified as morphological errors due to the speaker was

wrong to choose the correct form of verb. The correct verb should be “found”.
 37

7. One day he miss with his village

This error is classified as morphological errors due to the speaker was

wrong to choose the correct form of verb. The correct verb should be “missed”.

8. But in the travelling

The word “travelling” should be replaced with “journey” in order to make

the sentence suitable with the context. This kind of error is categorized as

lexical error due to the speaker was wrong to choose the suitable word.

9. Travel he met ugly woman and eee the woman mengira she thought he is her

son and Malin Kundang tidak merasa didn’t feel is her his mother.

In this sentence, the speaker experienced lexical error and syntactic errors

due to the speaker did not know how to construct the sentence by producing

another language of English.

10. So they fight

This error is classified as morphological errors due to the speaker was

wrong to choose the correct form of verb. The correct verb should be

“fought”.

11. Then Malin Kundang mendorong push up, push the woman

In this sentence, the speaker experienced lexical error due to the speaker

produce non-existent word in English.

12. The woman falling down

This error is classified as morphological errors due to the speaker was

wrong to choose the correct form of verb. The correct verb should be “felt”.
 38

13. The woman very angry

The speaker missed to add “was” in the sentence, therefore it is

categorized as syntactic errors. The correct sentence is “The woman was

very angry”.

Datum 4

One upon a time there live a man and his mother ee they are very poor and and
ee that man didn’t have job so he want to come to city to get a job and when he
got job he went so far so so he never come back to his home. And after long time
that man Malin Kundang came back to home and he found a woman who was said
he is my son and then Malin Kundang didn’t recognize that the woman is his
mother. After that Malin Kundang push that woman and then she falling down
and the woman was so angry and then cursed Malin Kundang to be a stone.
1. There live a man and his mother

The verb should be in the form of past “lived”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

2. They are very poor

The verb should be in the form of past “were”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

3. So he want to come to city to get a job

The verb should be in the form of past “wanted”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

 39

4. He never come back to his home

The verb should be in the form of past “came back”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

5. He found a woman who was said he is my son

The existence of “was” in this sentence should be omitted due to it will

change the meaning, this kind of error is categorized as syntactical errors.

6. After that Malin Kundang push that woman

The verb should be in the form of past “pushed”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

7. She falling down

The verb should be in the form of past “felt down”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

Datum 5

Once upon a time there was a man and his mother live in Sumatra. They were
very poor and didn’t have father. One day he want to come to city and look for job
ee in the city he had already get a job and find beautiful wife ee after that after a
long time he come to his village in Sumatra ee he his mother consider Malin
Kundang is her son Malin Kundang recognize his mother and his mother ee and
he fought with his mother, he mother felt down and she was very angry and she
cursed Malin to be a stone.
The errors from this utterances are:
 40

1. One day he want to come to city and look for job

The verb should be in the form of past “wanted”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

2. He had already get a job and find beautiful wife

The verbs should be in the form of past “got” and “found”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

3. After that after a long time he come to his village in Sumatra

The verb should be in the form of past “came”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

4. He his mother consider Malin Kundang is her son

The speaker was wrong to choose the suitable pronoun, it should be in the

form of relative pronoun in order to indicate ownership. This kind of error is

categorized as lexical error.

5. Malin Kundang recognize his mother

The verb should be in the form of past “recognized”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

6. He mother felt down

The speaker was wrong to choose the suitable pronoun, it should be in the

form of relative pronoun in order to indicate ownership. This kind of error is

categorized as lexical error.

 41

Datum 6

Once upon a time there is in north of Sumatra live a there is a Malin Kundang
and his mother in the small house and they are so poor and Malin Kundang want
to get job in city and they he is want permission to mother to go to city and after
in city and in the city he’s get a good job and get a beautiful wife. And after a long
day, he is come back to the village and he is meet ee the old man and the old man
claim is Malin Kundang is her daughter, eh her son. But the Malin Kundang
doesn’t want claim is the old man is her mother and the old mother feel like very
angry and she is curse Malin Kundang to be a stone and finally Malin Kundang to
be a stone.
The errors from this utterances are:

1. There is in north of Sumatra live a there is a Malin Kundang and his mother

This sentence does not have a good structure and the use of time aspect in

the verbs are wrong, the speaker experienced syntactic errors and

morphological errors. The correct sentence is “In north Sumatra, there lived

Malin Kundang and his mother”

2. They are so poor

The verb should be in the form of past “were”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

3. Malin Kundang want to get job in city

The verb should be in the form of past “wanted”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

4. He’s get a good job and get a beautiful wife

The speaker experienced morphological errors due to the speaker was

wrong to choose the correct form of verb. The correct sentence is “He got a
 42

good job and a beautiful wife”, in order to make the sentence efficient, the

speaker only need to use one verb.

5. He is come back to the village

In this sentence, the speaker should omit the word “is” and change the word

“come” into the past form. This kind of error is classified as morphological

errors due to the speaker was wrong to use the time aspect in the verb. The

correct sentence is “He is come back to the village”

6. He is meet ee the old man and the old man claim is Malin Kundang is her

daughter, eh her son

“He is meet” and “claim” should be replaced with “He met” and “claimed”,

this error is classified as morphological errors due to the speaker was wrong

to use the time aspect. “The old man” here should be changed with “the old

woman”due to it refers to Malin’s mother, and “her daughter” should be

changed with “her son” since it refers to Malin, this kind of error is called as

lexical error due to the speaker was not proper to choose the suitable diction.

7. The Malin Kundang doesn’t want claim is the old man is her mother

Misused of article “the” is called as morphological errors. The correct

clause of “Malin Kundang doesn’t want claim” is “Malin Kundang did not

want to claim”, this error is categorized as syntactic errors. The word “is” is

not proper in this sentence, therefore it should be replaced with “that”, and “the

old man” should be changed with “the old woman”, this kind of error is

categorized as lexical error due to the speaker was wrong the suitable diction.
 43

8. The old mother feel like very angry

The verb should be in the form of past “felt”. Thus the speaker experienced

morphological errors due to the speaker was wrong to choose the correct

form of verb.

9. She is curse Malin Kundang to be a stone

The verb should be in the form of past “cursed”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

10. Finally Malin Kundang to be a stone

The underlined word should be changed into “became”. Thus the speaker

experienced syntactic errors due to the speaker was wrong to constuct the

correct sentence.

Datum 7

Once upon a time there live in Sumatra ee the mother and his son named
malin kundang ee Malin Kundang is obey his mother ee. And then one day Malin
Kundang ee look for a job ee several years later, Malin Kundang come back to
Sumatra become rich and have a wife and then his mother came to malin
kundang. Setelah ketemu Malin Kundang tidak mau mengakui ibunya, ibunya
diusir. Malin kundang push her mother his mother. And his mother angry and
curse Malin Kundang to be a stone.
The errors from this utterances are:

1. Malin Kundang is obey his mother

The speaker experienced syntactic errors due to the speaker was wrong to

construct the sentence. The speaker should omit “is” and change the verb into

past form “obeyed”.

 44

2. Then one day Malin Kundang ee look for a job

The verb should be in the form of past “looked for”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

3. Malin Kundang come back to Sumatra become rich and have a wife

The verb should be in the form of past “came back” and “had”. Thus the

speaker experienced morphological errors due to the speaker was wrong to

choose the correct form of verb.

4. His mother angry and curse Malin Kundang to be a stone

The verb should be in the form of past “cursed”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

Datum 8

One day, once upon a time there live a boy and his mom. He was a good boy
named malin kundang. They live in poverty. He was a good boy has a good
attitude. One day his mom getting sick. Malin Kundang ee confuse how to heal
his mom because they have no money to buy medicine. Then Malin Kundang
have an idea to look for job in the city and then he asked permit to his mom, at
first his mom didn’t give the permit, but finally his he gave him permit to go to
the city. He went to city by a simple ship. And then, after having a job in the city
and became rich boy, he got married with the girl there, a city girl. And then they
are back to his hometown, Malin hometown with eh by a luxury ship, ee his
neighbor who saw him told to his mother that his son went home. Directly his
mom ee went to the harbor near his house, his mom was surprised because Malin
chase his mom away, he was shy to admit his mom because his mom was,
because of poverty. And then his mom get angry with him and cursed to be a
stone.
The errors from this utterances are:
 45

1. They live in poverty

The verb should be in the form of past “lived”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

2. He was a good boy has a good attitude

The verbs should be in the form of past “had” and add transitional word

“and” before “had”. Thus the speaker experienced morphological errors due

to the speaker was wrong to choose the correct form of verb.

3. His mom getting sick

The speaker missed to put “was” before the verb due to this sentence

indicates an event that happened in the past. Thus the speaker experienced

syntactic errors

4. Malin Kundang ee confuse how to heal his mom because they have no money

to buy medicine

The verbs should be in the form of past “confused” and “had”. Thus the

speaker experienced morphological errors due to the speaker was wrong to

choose the correct form of verb.

5. Malin Kundang have an idea

The verb should be in the form of past “had”. Thus the speaker experienced

morphological errors due to the speaker was wrong to choose the correct

form of verb.
 46

6. He asked permit to his mom

The speaker experienced lexical error due to the speaker was wrong to

choose the suitable part of speech of the word, the verb “permit” should be

changed into noun “permission” in order to make the sentence proper.

7. His mom didn’t give the permit

The speaker experienced lexical error due to the speaker was wrong to

choose the suitable part of speech of the word, the verb “permit” should be

changed into noun “permission” in order to make the sentence proper.

8. Finally his he gave him permit to go to the city

The speaker was wrong to choose the suitable pronoun and the suitable part

of speech of the word, the verb “permit” should be changed into noun

“permission”, this kind of error is categorized as lexical error.

9. They are back to his hometown

The verb should be in the form of past “were back”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

10. Malin hometown with eh by a luxury ship

In this sentence, the speaker wanted to tell that Malin Kundang came back

to his home town by a luxury ship, but the speaker could not construct a

proper sentence, thus the speaker experienced syntactic errors.

11. His mom was surprised because Malin chase his mom away

The verb should be in the form of past “chased”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose

the correct form of verb.

 47

Datum 9

Once upon a time in a small village near the beach ee live a woman and

her son, Malin Kundang. Malin Kundang is a diligent boy, he always pray

because he ee need to ee wealthy man. One day she ask permission to his mom,

his mother ee “mother I want to ee went to countryside ee so realize me” my

mother hear that sad but she still give permission to him ee and then in a

countryside she work diligently and he have married with his wife and he became

a wealthy man and then they ee back to his village ee when they arrive his mother

recognize if there is her son she run to him and hug him, but he push her so her

felt down ee she said “my son I am your mother” she said while crying, but Malin

said “I don’t have mother like you, dirty, ugly and poor woman” eeehh his mother

very sad while crying she said “ my God, if he is my son I curse him to the stone”

suddenly become a thunderstorm and slowly Malin’s body become a stone.

The errors from this utterances are:

1. Malin Kundang is a diligent boy

The verb should be in the form of past “was”. Thus the speaker experienced

morphological errors due to the speaker was wrong to choose the correct

form of verb.

2. He always pray because he ee need to ee wealthy man.

The verb should be in the form of past “prayed”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb. Also the speaker was wrong to choose the suitable verb,

the verb “need” should be changed with “wanted”, and this kind of error is
 48

classified as lexical error. The correct sentence is “He always prayed because

he wanted to be a wealthy man”.

3. One day she ask permission to his mom

The verb should be in the form of past “asked”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

4. “mother I want to ee went to countryside ee so realize me”

In this sentence, the speaker used direct speech, in direct speech, the

sentence should be in the form of present, and this kind of error is classified as

syntactic errors. Moreover, the speaker also experienced lexical error due to

the speaker was wrong to choose the suitable verb “realize”, it should be

changed with “permit”. The correct sentence is “mother I want to go to

countryside, so permit me”

5. My mother hear that sad

The adjective “sad” should be changed into adverb “sadly” in order to

indicate manner, which is an unhappy situation. This kind of error is called as

lexical error due to the speaker was wrong to choose the part of speech.

6. She still give permission to him

The verb should be in the form of past “gave”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

 49

7. She work diligently

The verb should be in the form of past “worked”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

8. They ee back to his village

The speaker missed to put verb in this sentence, thus the speaker

experienced syntactic errors. The correct sentence is “they were back to his

village”.

9. When they arrive

The verb should be in the form of past “arrived”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

10. His mother recognize if there is her son she run to him and hug him

Concerning to the context of the sentence, the speaker was wrong to

choose the correct verb, the verb “recognize” should be changed into

“realized”, thus it is categorized a lexical error. The speaker also

experienced morphological errors due to the speaker was wrong to use the

time signal, and the speaker should change “is” into the past form “was”.

11. But he push her so her felt down

The verb should be in the form of past “pushed”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose

the correct form of verb.

 50

12. His mother very sad

The speaker missed to put verb in this sentence, thus the speaker

experienced syntactic errors. The correct sentence is “His mother was very

sad”.

13. Suddenly become a thunderstorm and slowly Malin’s body become a stone.

The selection of the word “become” in the first sentence is not appropriate,

thus the speaker experienced lexical error. Also the verb should be in the

form of past “became”. Thus the speaker experienced morphological errors

due to the speaker was wrong to choose the correct form of verb. The correct

sentence is “Suddenly there was a thunderstorm and slowly Malin’s body

became a stone”.

Datum 10

Once upon a time there was a boy, his name is Malin Kundang. He live with
her mother, eee he always prayed to the God every night because he want to go to
city for look for the job. After in there he get job and have a beautiful wife. After
a long time, he come back to his village in Sumatra. He meet a poor ugly mother
which is his mother. His mother consider her son but Malin kundang not
recognize his mother. He fought with his mother. She pulled her and very angry,
then she cursed his son into stone.
The errors from this utterances are:

1. He live with her mother

The verb should be in the form of past “lived”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

2. He want to go to city for look for the job

The verb should be in the form of past “wanted”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the
 51

correct form of verb. Also the speaker experienced lexical error due to the

speaker was wrong to add the transitional word. The correct sentence is “He

wanted to go to city to look for the job”

3. After in there he get job and have a beautiful wife

The verbs should be in the form of past “got” and “had”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

4. He come back to his village in Sumatra

The verb should be in the form of past “came back”. Thus the speaker

experienced morphological errors due to the speaker was wrong to choose the

correct form of verb.

5. He meet a poor ugly mother which is his mother.

The verb should be in the form of past “met”. Thus the speaker experienced

morphological errors due to the speaker was wrong to choose the correct

form of verb.

6. His mother consider her son

The verb should be in the form of past “considered”. Thus the speaker

experienced grammatical error, in sub menu of morphological errors due to

the speaker was wrong to choose the correct form of verb.

7. Malin kundang not recognize his mother.

The speaker also experienced syntactic errors due to the speaker was error

to produce the proper sentence. The correct sentence is “Malin kundang did not

recognize his mother”.

 52

8. She pulled her and very angry

The speaker was wrong to choose the suitable pronoun, pronoun “she”

should be changed into “he” since it refers to Malin Kundang. This kind of

error is categorized as lexical error.

3.2 Factors Influencing speech Errors

From the observation conducted in two classes, the researcher also

observed the causes that influenced the error of speaking produce by the

students. The causes happened in both classes are quiet similar although the

researcher gave the different tasks, therefore the researcher conclude all the

causes in this discussion, but the duration of the time to observe the students

is the same, thus it made the students experienced several causes that

influence their speaking.

Social reason happens to the students since the researcher gave limited

time and lack of preparation. In the first class, the researcher showed the

video about water that will be retold by the students, the video was played

two times, and after watching the video, the researcher gave the students 10

minutes to prepare. The duration of the video watched by the students is 4

minutes and 51 second, although the duration of the video is not too long, but

still the information on the video is not known before by the students, thus it

needs several times to watch and understand the video.

At the second class, the researcher gave the students the sequences of story

in pictures. The students were asked to narrate the story based on the picture

given. The story is about Malin Kundang which is urban legend from
 53

Indonesia and most of the students know it. The researcher provided the

pictures on the slide and gave the students 10 minutes to prepare. The

students were permitted to look at the pictures while they told the story. From

this classes, the social reason experienced by the students were as not many

as the first class. But, there were several students that lack of time and

preparation that cause speech error.

Furthermore the causes influenced the students both in the first class and

the second class is cognitive difficulty, in producing utterances they took

longer time to produce sentences on topic using the abstract word than the

concrete words, for example: seharu, addiction, conside, and many

untranslated words. At the level of word selection, hesitations appear when

the speaker has difficulty finding just the right word. Another, from the data

observed, the students experienced an error in constructing the sentences,

whether in lexically, syntactically and grammatically, whereas they had been

got the material about the tenses that should be used in speaking.

Situational Anxiety also happened in both classes due to a certain

situation that makes a speaker become tense, anxious or worries about it. They

tend to produce the hesitation in speaking. The anxiety breaks up the planning and

execution that become less efficient. Besides, the speakers get difficulty to talk

cognitively when they are anxious. When people anxious about the topic that will

be delivered, they tend to be more careful in choosing the words that will be

organized to be a sentence. They pay more attention in the diction they are going

to speak. It can be looked from their utterances that often use “eeee” while they

constructed the proper sentences.

 CHAPTER IV

CONCLUSION AND SUGGESTION

After presenting the finding and discussion toward the data analyzed, this

chapter will cover the conclusion and suggestion. The suggestion provided in

order to give ideas for the next research.

4.1 Conclusion

Concerning to the previous chapter, the researcher got the conclusion that

speech errors were found in the utterances produced by the students in both tasks.

The distribution of speech errors such as grammatical error and lexical error are

found in the students’ utterances. Also, the causes of speech errors were found by

the researcher when the students produced the utterances.

From the first task given to the students, the researcher found 29 error

sentences produced by 10 students. From those errors, the researchers found 24

grammatical errors that are distributed into 19 syntactical errors, 5 morphological

errors, also 11 lexical errors are found in their utterances. The speech error

happened due to the students were lack of preparation to produce the utterances

from the video played. Mostly, the student only could retell 20 to 30 percent from

the information provided on the video and they commonly did mistakes in

syntactical errors.

Further, from the second task applied to the students, which is about telling the

urban legend story by looking at the pictures provided, the researcher found 83

error sentences produced by 10 students. The error that commonly appeared is

54
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from morphological errors due to the students were still confused to differentiate

the use of time signal. The researcher found 18 syntactical, 57 morphological, and

19 lexical errors. Mostly, the students had already known the plot of the story, but

they were still confused about how to use the time signal in form of past tense.

Accordingly, the tasks can be used to be one of the learning materials in the

classroom, although there are still many mistakes in producing the sentences. But,

these tasks can be one of the materials used in increasing the students’ speaking

skill. Another, the second year students of MAN 1 Jombang were still confused

about how to construct a proper sentence.

4.2 Suggestion

Concerning to the significance of this study that is the result of this

research can be applied in the learning activities in order to decrease the

producing of speech error in the learning process of English. Since this study only

focuses on grammatical error and lexical error, the next researcher can add the

phonological error in when observing the students’ utterances.

 BIBLIOGRAPHY

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Year Students of SMP Negeri 13 Malang. Retrieved from:
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Clark, H.H, & Eve V. Clark. (1977). Psychology and Language: An Introduction
to Psycholinguistics. New York: Harcourt Brace Jovanich.
Creswell, John W. (2014). Research Design. United Kingsom: SAGE Production

Dahlya, Ulul Husna. (2007). The Study on Grammatical Errors in Abstracts of

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malang.ac.id/4638/1/03320054.pdf

Forrester, Michael A. (1996). Psychology of Language: A Critical Introduction.

London: SAGE Production

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Language. Harcourt Australia pty. Ltd
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language? Retrieved from: https://blog.esl-languages.com (02 November
2017)
Indah, Rohmani Nur. (2017). Language Production and Speech Error. Retrieved
from: http://repository.uin-malang.ac.id/1138/
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International Language. England: The British Council, Printing and
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Era. United Kingdom: Oxford, United Press
NY LE Jean, F and Kintsch Walter. (1982). Advances in Psychology: language
and Comprehension. New York: North Holand Publishing Company
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Traxler, M. J. (2012). Introduction to Psycolinguistics: Understanding Language

Science. United Kingdom: Blackwell publishing
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malang.ac.id/4070/1/12320120.p
  Table of Finding

Error Distribution
No. Sentences Grammatical Lexical
Syntactic Morphological
First Task
1. We must to drink 8 liters of water  - -
every day.
2. The human body conside about sixty -  
five percent waters, many fruit
conside water like strawberry, kiwi
and broccoli have ninety percent
water.

3. Water is very important things in the -  -

world.

4. Everything like in earth need water.  - 

5. In addiction, we also have to drink - - 

water as much as one liter or
equivalent to eight glasses.

6. Because water is better drink than - - 

tea and coffee

7. Everything need water  - -

8. The human body conside about  - 

fifty five to enam puluh, sixty five
percent water
9. The plants will die if it not have a  - -
water

10. Body is remarkably need water.  - -

11. The plants if the crops and did not  - -

watered with water

12. This is also if excess water so the  - -

plant will quickly decaying
13. So also the body of the water do not  - 
better if water shortage and fatal if
your bodies express water.
14. Ee the benefit of water e benefit  - -
manfaat intinya, manfaat just and
the water bagi for the global
universal ee itu for human. The first
is itu kesehatan health, second
kekebalan the imunity, and three ee
human of strong. And the sakit sakit
sick, the sick cancer, diabetes and
then, ee itu the dehydration.

15. Because seven tujuh lima seventy  - 

four eh five seventy five percent of
our body water.

16. And human will weak and can cause  - -

disease because of consumes 3 liter
of water in a day.

17. Disease, jantung, paru, stroke, and - - 

cancer

18. The human body mengandung  - 

contain water about sixty five
percent

19. The baby contain about seventy five  - -

percent and reduce to sixty five
percent ee on when he is one year
20. The we must drink water eight liter -  -
a day
21. Water can causes cancer, low  - -
stamina, and can causes diabetes
22. Seventy five percent of your the -  -
body is water.

23. We must we fell weak -  -

24. We must consume three liter of - - 
water in seharu.

25. How is our body lack water?  - -

26. In addition to refreshing the throat  - -
27. Drinking is also benefit, beneficial  - -
to health the body and increase the
body metabolism.
28. In addition to refreshing the throat.  - -
29. Drinking is also beneficial to heal - - 
smooth the body’s metabolism
Second task
1. One day there’s a boy named Malin -  -
Kundang and his mom
2. They live poor - - 
3. Malin think to wonder to the city  - -
looking for work
4. Originally his mom did not allow for - - 
fear of master will forget it
5. Then Malin arrived in the city and -  -
meet to someone who give a job
6. Malin meet with a beautiful woman -  -
and then married
7. Mom Malin come on to see him   -
8. Malin consider his mom died - - 
9. And finally his moms curse be a   -
stone.
10. He is a poor and he is very poor in -  -
the village and he wanna go
11. Her mother is fall down -  -
12. Once upon a time in the some place - - 
13. There’s live a man and his mother -  -
14. He always obey his mother -  -
15. And one day he want eh he went eh  - -
want went to the city
16. He wanted look for some job and  - -
maybe a wife.
17. And finally he find a good job and -  -
beautiful wife
18. One day he miss with his village -  -
19. But in the travelling - - 

20. Travel he met ugly woman and eee   -

the woman mengira she thought he
is her son and Malin Kundang tidak
merasa didn’t feel is her his mother.
21. So they fight -  -
22. Then Malin Kundang mendorong - - 
push up, push the woman
23. The woman falling down -  -
24. The woman very angry  - -
25. There live a man and his mother -  -
26. They are very poor -  -
27. So he want to come to city to get a -  -
job
28. He never come back to his home -  -
29. He found a woman who was said he  - -
is my son
30. After that Malin Kundang push that -  -
woman
31. She falling down -  -
32. One day he want to come to city and -  -
look for job
33. He had already get a job and find -  -
beautiful wife
34. After that after a long time he come -  -
to his village in Sumatra
35. He his mother consider Malin - - 
Kundang is her son
36. Malin Kundang recognize his -  -
mother
37. He mother felt down - - 
38. There is in north of Sumatra live a   -
there is a Malin Kundang and his
mother
39. They are so poor -  -
40. Malin Kundang want to get job in -  -
city
41. He’s get a good job and get beautiful -  -
wife
42. He is come back to the village -  -
43. He is meet ee the old man and the -  
old man claim is Malin Kundang is
her daughter, eh her son
44. The Malin Kundang doesn’t want   
claim is the old man is her mother
45. The old mother feel like very angry -  -
46. She is curse Malin Kundang to be a -  -
stone
47. Finally Malin Kundang to be a stone  - -
48. Malin Kundang is obey his mother  - -
49. Then one day Malin Kundang ee -  -
look for a job
50. Malin Kundang come back to -  -
Sumatra become rich and have a
wife
51. His mother angry and curse Malin -  -
Kundang to be a stone
52. They live in poverty -  -
53. He was a good boy has a good -  -
attitude
54. His mom getting sick  - -
55. Malin Kundang ee confuse how to -  -
heal his mom because they have no
money to buy medicine
56. Malin Kundang have an idea - 
57. He asked permit to his mom - - 
58. His mom didn’t give the permit - - 
59. Finally his he gave him permit to go - - 
to the city
60. They are back to his hometown -  -
61. Malin hometown with eh by a  - -
luxury ship
62. His mom was surprised because -  -
Malin chase his mom away
63. Malin Kundang is a diligent boy -  -
64. He always pray because he ee need -  -
to ee wealthy man.
65. One day she ask permission to his -  -
mom
66. “mother I want to ee went to  - 
countryside ee so realize me”
67. My mother hear that sad - - 
68. She still give permission to him -  -
69. She work diligently -  -
70. They ee back to his village  - -
71. When they arrive -  -
72. His mother recognize if there is her -  
son she run to him and hug him
73. But he push her so her felt down -  -
74. His mother very sad  - -
75. Suddenly become a thunderstorm -  
and slowly Malin’s body become a
stone.
76. He live with her mother -  -
77. He want to go to city for look for the -  
job
78. After in there he get job and have a -  -
beautiful wife
79. He come back to his village in -  -
Sumatra
80. He meet a poor ugly mother which -  -
is his mother.
81. His mother consider her son -  -
82. Malin kundang not recognize his  - -
mother.
83. She pulled her and very angry - - 
 Source text from video (first task)
Water is virtually everywhere, from soil moisture and ice caps, to the cell
inside our own bodies depending on factors like location, fat index, age, and sex.
The average human is between 55 - 60 % water. At birth, human babies are even
wetter. Being 75 % water, they are swimmingly similar to fish. But their water
composition drops to 65 % by their first birthday. So what role does water play in
our bodies, and how much do we actually need to drink to stay healthy? The H2O
in our bodies work to cushion and lubricate joints, regulate temperature, and
nourish the brain and spinal cord. Water is not only in our blood. An adult's brain
and heart are almost three quarters water.
That's roughly equivalent in a banana. Lungs are more similar to an apple at
83%. And even seemingly dry human bones are 31 % water. If we are essentially
made of water, and surrounded by water, why do we still need to drink so much?
Well, each day we lose two to three liters through our sweat, urine, and bowel
movements, and even just from breathing. While these functions are essential to
our survival, we need to compensate for the fluid loss. Maintaining a balanced
water level is essential to avoid dehydration or over-hydration, both of which can
have devastating effects on overall health. At first detection of low water levels,
sensory receptors in the brain's hypothalamus signal the release of antidiuretic
hormone.
When it reached the kidneys, it creates aquaporin’s, special channels that
enable blood to absorb and retain more water, leading to concentrated, dark urine.
Increased dehydration can cause notable drops in energy, mood, skin moisture,
and blood pressure as well as sign of cognitive impairment. A dehydrated brain
works harder to accomplish the same amount as a normal brain, and it even
temporarily shrinks because of its lack of water. Over-hydration, or
hypernatremia, is usually caused by overconsumption of water in a short amount
of time. Athletes are often the victims of over-hydration because of complications
in regulating water levels in extreme physical conditions. Whereas the dehydrated
brain amps up the production of antidiuretic hormone, the over-hydrated brain
slows, over and even stop, releasing it into the blood. Sodium electrolytes in the
body become diluted, causing cells to swell.
In severe cases the kidneys can't keep up with the resulting volumes of dilutes
urine. Water intoxication then occurs, possibly causing headache, vomiting and, in
rare instances, seizures or death. But that's a pretty extreme situation. On a
normal, day-to-day basis, maintaining a well-hydrated system is easy to manage
for those of us fortunate enough to have access to clean drinking water. For a long
time, conventional wisdom said that we should drink eight glasses a day that
estimate has since been fine-tuned. Now, the consensus is that the amount of
water we need to imbibe depends largely on our weight and environment. the
recommended daily intake varies from between 2.5 - 3.7 liters of water for men,
and about 2 - 2,7 liters for women, a range that is pushed up or down if we are
healthy, active, old, or overheating. While water is the healthiest hydrator, other
beverages even those with caffeine like coffee or tea, replenish fluids as well. And
water within food makes up about a fifth of our daily H2O intake. Fruits and
vegetables like strawberries, cucumbers, and even broccoli are over 90% water,
and can supplement liquid intake while providing valuable nutrients and fiber.
Drinking well might also have various long-term benefits. Studies have shown
that optimal hydration can lower the chance of stroke, help manage diabetes and
potentially reduce the risk of certain types of cancer. No matter what, getting the
right amount of liquid makes a world of difference, and how you'll feel, think, and
function day to day.

 Pictures (second task)

 Research permission letter