Error Analysis On Speaking Of The Second Semester Students Of Widya Mandira Catholic University Academic Year 2019/2020

LISU, Yolenta Bete (2020) Error Analysis On Speaking Of The Second Semester Students Of Widya Mandira Catholic University Academic Year 2019/2020. Undergraduate thesis, Unika Widya Mandira.

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Abstract

It was conducted to answer the following questions: (a.) What types of errors do the students make in speaking composed by the second semester students of Widya Mandira Catholic University in the academic year 2019/2020 in Speaking? (b.) What is the most common error in speaking committed by second semester students of Widya Mandira Catholic University in the academic year 2019/2020 in descriptive text? The writer used a descriptive qualitative method for this research, and the subject of this study was the second-semester students of Music Education Program at Widya Mandira Catholic University Kupang in the academic year 2019/2020. The data was gathered through students’ recorded speaking tests that were uploaded on youtube with their English teacher’s approval. Based on the result of error analysis, the conclusions of study were: 1) the highest number of errors type is Misformation 11(44%), followed by Omission 9 (36%), Addition 4 (16%) and Misordering 1 (4%). 2) 25 (100%) the students made error Omission with the total number of error is 9 (36%) committed by 3 students, Misformation 11 (44%) committed by 3 students, Addition 4 (16%) committed by 6 students and Misordering 1(4%)committed by 9 students. Thus, the most common error made in the students speaking is misformation. Based on this study, some suggestions are as follows: (1) Students of Widya Mandira Catholic University learn more grammar, specially 3 tenses, simple present, past tense and future tense. Learn more vocabulary for practice accuracy to practice fluency, can practice pronunciation, speak briefly, recorded and then heard again and understood the resulting error so that another time an error occurs again. (2) English teachers are suggested to teach grammar in communicative ways and provide more speaking activities in the classroom which focus on both fluency and accuracy, such as, short talks, think-pair-share activity, surveys and interviews, listen and talk, and many other communicative language games.

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