The Error Analysis on the Students of English Department Speaking Scripts

Speaking skill is different from writing skill. Writing is a formal skill, soas a writer he or she must be consistently follow the formal procedures.It is different from the speaking skill which doesn‘t so strict inaccommodating the formal rules. The Writing of script at Speaking 2lecture is the focus of this study because the scripts are presented afterthey prepare for having conversation. Through writing the speakingscript the students learn carefully of khow to deliver a conversationpurposefully and use the language features correctly even in oralcommunication. Moreover, in speaking they are able to convey theirfeeling, emotion and thought. The purposes of this study are to know thekind of grammatical errors made by the students of the EnglishDepartment in writing their speaking scripts and the sources of studentsin making error in writing the speaking scripts. The researcher takes thesubjects of students of the second semester of the English DepartmentSTAIN Salatiga in academic year of 2012/2013 as they took Speaking 2subject. And to collect the data the researcher used test anddocumentation. The result of this study explains that the writer analyzedthe errors made by the students included the use of grammatical rules,vocabulary choice by implementing error analysis. In addition, the errors are analyzed such as the use of preposition, subject pronoun, objectpronoun, verbs and nouns, irregular verbs, tenses, pronouns andpossessive case, word choice, writing questions, and conditionalsentence. Keterampilan berbicara berbeda dari keterampilan menulis dalampembelajaran bahasa Inggris. Menulis adalah keterampilan formal,sehingga para penulis harus konsisten untuk mengikuti prosedur resmidalam menulis. Hal ini berbeda dengan keterampilan berbicara yangtidak mengikuti aturan formal seperti halnya keterampilan berbicara.Fokus dari penelitian ini adalah penulisan naskah speaking di matakuliah speaking 2 yang mana nantinya naskah dibuat setelah mahasiswamempersiapkan rancangan untuk percakapan. Dengan menulis naskahuntuk berbicara mahasiswa dapat belajar dengan lebih teliti untukberbicara atau dalam percakapan dalam bahasa Inggris dengan baik danbenar. Tujuan dari penelitian ini adalah untuk mengetahui jenis kesalahanpada tata bahasa yang ditulis oleh mahasiswa Jurusan Bahasa Inggrisdalam penulisan naskah berbicara dan mengetahui penyebab kesalahandalam menulis naskah mata kuliah Speaking 2.


Introduction
Speaking is a skill that can be mastered through continuous practices. This skill cannot be generated genetically. Speaking skill is different from writing skill. Writing is a formal skill, so as a writer he or she must be consistently follow the formal procedures. It is different from the speaking sNLOO ZKLFK GRHVQ ¶W VR VWULFW LQ DFFRPPRGDWLQJ WKH formal rules. For instance, the discourse markers must be clearly seen within the text. On the other hand, in speaking the phrases can be represented by an interval when someone is speaking.
Speaking 2 is a subject covers some topic to be practiced by the second semester students of the English Department at STAIN Salatiga.
In these two classes the teacher weekly asks the students to practice speaking by using Role Play Method. The students make a group of 4 or five to discuss about one topic that has been arranged and presenting each topic weekly. Before presenting their dialogue based on the scripts, the students submit also the scripts.
The focus of this study is on the writing speaking 2 scripts, because the scripts are presented after they prepare for having conversation. By writing the speaking script they learn carefully of how to deliver a conversation purposefully and use the language features correctly even in oral communication. Moreover, in speaking they are able to convey their feeling, emotion and thought. Baker (2011;13) said that the skills of language cover listening, speaking, reading and writing; meanwhile the components cover grammar, vocabulary, phonology and graphology. Those skills and components of language are related to each other. As an example when someone wants to deliver his feeling or thought by writing, he has to notice not only the vocabulary but also the grammar. In writing, as one of the components of a language, grammar is necessary in order to create meaningful and understandable sentences. Moreover, for many people, grammar is an aspect which becomes the most difficult to learn in English.

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A language without grammar would be disorganized and causes misunderstanding, like grammatical errors in writing speaking scripts. Therefore, learners need to know the grammatical system of the language so that they can communicate with others properly. The learners frequently make mistakes and even errors in learning English, especially when they try to arrange sentences or use tenses in writing. As a result, they will write sentences grammatically incorrect.

Research Methodology
In doing this research, the data is taken from the scripts of speaking 2 classes which are submitted through email and print outs.
Two Speaking 2 classes in the English Department in the second semester at STAIN Salatiga in academic year of 2012/2013 as the population of this research As Arikunto (2006;134) stated that if the population is less than one hundred, the subjects should be taken entirely. Therefore, the researcher takes the subjects of students of the second semester of the English Department STAIN Salatiga in academic year of 2012/2013 as they took Speaking 2 subject and submit the scripts of the speaking 2 tests through email. The other groups of students submit the scripts in printed sheets. There are only 5 groups who submitted the scripts of speaking 2 tests through email.

Method of Data Analysis
In this study the writer used descriptive method to solve problems in education fields for making revisions (Mohammad Ali, 1985) Meanwhile Moh. Nazir (1983) explained that this method is used to scrutinize the status of a group of people, object, condition, system of thought and recent events. It has the purpose to describe facts, characteristics of the object of the study systematically and accurately. This is a survey research, as stated by Mohammad Ali (1985) that this kind of study is aimed at identifying a group of objects in a certain period. Furthermore Moh Nazir (1983) stated that it is used to get the symptoms and search for information. Analysis survey document is used to solve the problems like in descriptive study; and the object of this study is Speaking 2 Test Scripts written by students of the English Department of STAIN Salatiga.
The writer selected 5 samples of the Speaking 2 test scripts written by the students of the English Department of STAIN Salatiga in academic year 2012/2013 randomly and then the writer followed the steps started from identifying, describing, explaining, and revising the errors.

Error Analysis
Writing in the first language is a complex process and of course, it will be more complicated to write in a foreign language. Many researchers have tried to identify the common errors made by students in writing the second language. Having better understanding of errors and WKH VRXUFH RI HUURUV ZLOO KHOS WHDFKHUV WR NQRZ VWXGHQWV ¶ GLIILFXOWLHV LQ learning that language.
As Hydari and Bagheri (2012( cited in Keshavaez, (1999  The existence of error analysis is not far from the development and changes in language teaching. One of the basic changes is about the the only source of information is teachers, so language teaching and learning focuses on the teacher; it means that teacher becomes the subject and the students are the object. According to Nababan (1993), the changes in that paradigm improve the attention on the achievement analysis toward the language target by learners in a certain time called Error Analysis. He stated that it LV D SURSHU WRRO WR LGHQWLI\ WKH DFKLHYHPHQW WDUJHW RQ WKH OHDUQHUV ¶ language target.

Mistakes and Errors
In language learning context, the difference between mistake and error is clearly defined. Nababan (1993) stated that differing between those terms is very crucial in language error analysis because those terms are different in concept. He said that the characteristics of mistake are that it is done unpurposively by the speaker, and he will repair by himself. Most native speakers can make mistakes, but the sooner they repairs it, the better they realize their mistakes consciously because of fatigue or sleepy.
On the contrary, Nababan (1993) stated that error is the speaker of the language target subconsciously produces the error so that he cannot repair it soon. He will always make the same errors in the oral or written work. The basic characteristic of error is that it is not done systematically by the TL (target language) speaker. It can be repaired by his teacher, native speaker or the experts.

The Steps in Doing Error Analysis
According to Van Elk as quoted by Nababan (1993), that there are some steps in language error analysis; a. Identifying error; Nababan (1993) stated that in this step a teacher must be sensitive in identifying the types of error and also the non structural factor, such as on fair and unfairness of forms, because target language learners will make error on the language varieties b. Describing error; Generally, error can be explained in the form of addition, lessen, replacing the element and word order. This step must be followed by reconstructing the form of error. Reconstructing the form of error is rearranging the wrong sentences purposefully. It becomes the guidance to determine what is wrong and how to revise it. c. Explaining error; finding the causes of error based on its classification. The advantage is that teacher can refer to which point that has most errors done by the target language learners. d. Evaluating error; evaluating error either qualitatively e. Revising error. revising the error by giving remedial training/teaching through focusing on general errors either on the structural contexts or unstructured elements. It has been argued by Richards, as quoted by Nababan (1993), that there are two causes for students in making the error: 1) Error caused by the interference of the target language called interlingual errors. This error has the relevance with the negative LQIOXHQFHV RI VWXGHQWV ¶ ODnguage in language target including phonology, morphology, syntax, lexis and culture.
2) Error caused by the difficulties faced by the students due to that target language, including analogi. This kind of error is called intralingual errors.

The Benefit of Error Analysis
Error analysis has its significance from the point of view of the teacher and from the learner of language. This kind of significance is seen at the peak of the sixth level, after the steps are passed. In the final steps, both students and teacher are interacting in remedial training or teaching. Students know their error and then revise it continuously.
While identifying the error, the teacher gets the advantages, but in describing the error, teachers get whether the speech are true or false. So as in explaining the error, students are able to know what is wrong and why it is wrong when teacher evaluate them. Finally, students are invited to revise their errors so that they will not encounter the same trouble again.
Nababan (1993) discovered that although there are many benefits RI HUURU DQDO\VLV WKHQ WHDFKHUV PD\ QRW IRFXV RQ VWXGHQWV ¶ HUURU ,W LV suggested that the four language skills can be implemented sinergically, in both oral and written forms. Lado (1983) explained that writing is arranging the graphical symbols that represent any language known by people to be communicated.

The Notion of Writing
Bell and Burnaby, as quoted by Nunan (1989) explained that writing is a very complicated cognitive process in which the writer is required to control toward variables simultaneously. In a sentence, the control can be on the content, format, sentence structure, punctuation, pronunciation and letters arrangement.

The Characteristic of Writing
Nunan (1989) stated that learning to write expressively is the most difficult macro skill for language users, and ignoring whether it is a first or second or even foreign language. All children except the physically incapable ones learn to comprehend their mother tongue. Not all of them can write, but some others tries to learn to write easily. White, as quoted by Nunan (1989) also stated that writing is not a genetic skill instead of learning how to write. Writing requires the possibility of the movable information but actually it is permanent.

Basic Concept of Writing
Writing is a process. Shoemaker (1985) defined process as a chain of events, changes or jobs which produce a result. To understand the writing process, there are many steps that lead us to the written communication like a spiral. The components are interacted continuously, or even we can do it together. For example, when the writers get an idea, they can find their focus of writing and basically, finding new ideas, making focus, explaining and revising occurs at any activities. Even though there is continuity on each component; they can be done separately by good writers. Shoemaker (1985) in his book Write in the Corner mention that there are five assumptions about writing; (1) Writing is personal, because the main purpose of doing it is a need for self actualizing; (2) Writing is a process for better result; (3) writing is a continuous interaction between components; (4) in its process also covers finding ideas; dan (5) LGHQWLI\LQJ WKH ZULWHU ¶V SURFHGXUDO ZHDNQHVVHV WKDQ RQ WKHLU PLVWDNHV Writing is a written means of communication between the writer and the reader and it must be written clearly to avoid ambiguity. It is the way of presenting ideas. Numerous studies have attempted that those rules consist of grammar, writing style, punctuation, capitalization that lead to the purposive academic writing effectively. (Sullivan, 1984;APA, 1990;Gibaldi 1990) . Krashen (1984) in his book Writing: Research, Theory, and Applications explained that there were many recent studies in evaluating the improvement of training in writing toward the writing skill itself.
Some studies agreed on it, some others are not. The results of the effect of frequent writing compared with the effect of reading development shows that reading has great impact toward writing competence. To be a good writer must be a good reader first. Kirszner (1983) identified that there are many steps in writing.

Steps in Writing
The first is invention. At this stage a good writer has to understand with what will be written to determine the length of the text, the purposes of writing, the reader, and the whole knowledge he has. Second the arrangement, the writer has to identify about what will be written, the limitation on theme and topic through some investigative questioning, imagining, selecting and grouping ideas, also formulating the main idea.
Finally is writing and revision. In this step the writer delivers his ideas and corrects the scripts. Even, a good writer makes crosschecking among his colleagues. Krashen (1984) observed that there are four important steps to be noticed by a good writer; the first is planning. Secondly is rescanning.
Krashen stated that a good writer will always stop writing frequently for rereading during his writing. It functions to add, lessen, or revise his text. Thirdly is revision. A good writer will revise his writings many times to complete it. The final step is recursion. The writer crosses checks through non-linear approach such as by reformulating and harmonizing among those three previous steps Considering the complexity of the writing rules, it needs regularity and consistency. Moreover doing scientific writing is not just taking shorter time and instantly. Ron White and Valerie Arndt, as quoted by Harmer (2001), stressed on rewriting and revising has important roles in writing process. They proposed that writing is a continuous activity such as; drafting, structuring, reviewing, focusing and generating ideas and evaluation Nunan (1989) explained that those who are succeeded in mastering the writing skill are those who master word arrangement, master and obey pronunciation and punctuation, use purposive grammatical rules, organize content in the script and text to describe new LQIRUPDWLRQ DQG FRPPHQWV UHYLVH DQG FRPSOHWH WKH SUHYLRXV ZULWHUV ¶ activity, choose appropriate language style for the reader.

The Relationship between Writing and Error Analysis
Writing is considered as the most difficult skill among the other language skills. One of the reasons is that it is not a heritage. It needs learning and practices continuously.
Secondly, the writer has to master and obey formally on the language rules, such as structural (grammar usage, lexical items, and punctuation) and non structural rules (ideas, language styles cohesion and coherence). Due to its formality, many students often get difficulties in writing, but they must keep on spirit to practice writing. They do not need to be afraid of making mistakes in writing processes.
In this case, teachers as facilitator invite students to analyze the errors together in class for evaluating and revising the errors done by the

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analysis is also a formal process to revise and improve writing skills.
Through error analysis both teachers and students are able to find errors GXH WR WKHLU PRWKHU WRQJXH ¶V LQWHUIHUHQFHV LQ WKH FRQWH[W RI SKRQRORJ\ morphology, syntax, lexical and culture.

Basic English Grammar
There are many points to be discussed in Basic English Grammar.
Here the writer took the source of information from http://www.englischhilfen.e/en/grammar.htm which is retrieved on the October 24 th, 2013.  Ellis (1997). The errors that are analyzed such as the use of preposition, subject pronoun, object pronoun, the use of verbs and nouns, irregular verbs, tenses, pronouns and possessive case, word choice, writing questions, conditional sentence etc.
Below are some of the data of the speaking 2 tests scripts which were analyzed for its grammatical errors points. According to the data that show some mistake in the transcript of speaking project, the researcher found that the types of errors were as follows: 1. Deletion of the indefinite article. 10. How to construct of past tense, simple present 11. How to construct conditional sentence.
12. How to make passive voice.