ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM OF RIAU OF INDONESIA 2015

1. 1
1stGroup paper Lecturer :
ERROR ANALYSIS YASIR AMRI, M.PD
ERROR ANALYSIS IN SPEAKING
By:
ANNESA J. RETAMI :11314206192
PUJI ASTUTUI :11314205923
SELA MULIANTI :11314201046
RANDRA KURNIAWAN :11314100224
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM
2015

2. 2

3. 3
CHAPTER 1
INTRODUCTION
Nowadays, people around the word tend to be more interested in learning English. They
learn it for certain purposes. Learning English means learning language components and
language skills. Grammar, vocabulary, pronunciation, and spelling are examples of language
components. Meanwhile, language skill covers listening, writing, reading, and speaking. Among
the four skills, speaking is often considered as the most difficult skill to be learned by the
students.
Speaking is always an important aspect to people in their life. Because by speaking
people can communicate their feeling, share the ideas and opinions. Furthermore, English
speaking as a kind of skill used to show that the people have superiority in mastering English. Or
some people give a judgment about English competence based on speaking ability rather than
from any other language skills. In addition, student’s languages are considered successful if they
can communicate effectively in their second or a foreign language.
As a foreign language in our country, English has become popular for the people to use it
in daily conversation or as a language reference like in teaching learning process in the
classroom, the direction of using technological things, etc. Practically, in teaching learning
process in the classroom, some students do lots of mistakes or even some errors in their speaking
activity. Based on language testing book, the criteria of evaluation of testing speaking have five
criteria, including pronunciation, vocabulary, structure, comprehension, and fluency.
As a student, it is important to make a good communication with the interlocutors. The
good speaker should be able to deliver his/her purposes clearly. Furthermore, when we are
talking about learning, learning is about making mistakes. No succesful one in the world is
succesful without making mistake, learning is a process, and learning is to make people clever.
Mistake is performance error. It means that when someone knowing the grammar, but failing to
use it correctly. According to Corder 1967, error is referring to the competence of learner.
Error analysis is an activity to identify, classify and interpreted or describe the errors
made by someone in speaking or in writing and it is carried out to obtain information on
common difficulties faced by someone in speaking or in writing English sentences. Thereby, this
paper will focus on error in speaking. The writers hope this paper will be able to assist the
readers and fulfill their needs to be good speaker.

4. 4
CHAPTER 2
DISCUSSION
A. What is Error?
Error analysis is an activity to reveal errors found in writing and speaking. Richards et.al
(1985:96) state that error analysis is the study of errors made by the second and foreign language
learners. According to Brown (1980:166), he defined error analysis as the process to observe,
analyze, and classify the deviations of the rules of the second language and then to reveal the
systems operated by learner. It seems this concept is the same as the one proposed by Crystal
(1987:112) i.e. error analysis is a technique for identifying, classifying and systematically
interpreting the unacceptable forms produced by someone learning a foreign language, using any
of the principles and procedures provided by linguistics.
The three definitions above clarify that error analysis is an activity to identify, classify
and interpreted or describe the errors made by someone in speaking or in writing and it is carried
out to obtain information on common difficulties faced by someone is speaking or in writing
English sentences.
Error has two equivalent in English those are; error and mistake. Error refers to the
competence of learner (corder 1967) while mistake is performance error (knowing the grammar,
but failing to use it correctly.
Indeed, error cannot always be easily identified, because the notion of error presupposes
a norm, and norms, in the turn, are dependent on amongst other things, the medium (spoken or
written language), the social context (formal or informal) and the relation between speaker and
hearer (symmetrical or asymmetrical). Hence, as a teacher must prepare promptly before
teaching and she/he can analyze what error his/her students have done.
Error occurs for many reasons. One of strategies to prevent students making the same
error again and again is by looking at the error itself. In discussing error, Corder claims there are
three major causes of error that arise in second language learning.
There are two steps in error analysis those are identifying and explaining error. In
addition, there are three sources of error; those are; Interlingua transfer, intralingua transfer, and

5. 5
context of learning. Interlingua transfer may be a source of error because influencing of mother
tongue that has been mastering to the second language learned..
Second error source is intralingua transfer. It happened after second language or third
language learners get new language system they learned then apply the system in all language
unit. e.g. when the learners have just known that English has verb that showing time, example
verb wash has time in present, and washed has time in past.
Third error source is context of learning. It can be source of error because error in
explaining when it has got in a learning process. It may be happened if in learning got wrong
explanation or not appropriate with language using.
B. Speaking
Speaking is always an important aspect to people in their life. Because by speaking
people can communicate their feeling, share the ideas and opinions. Furthermore, English
speaking as a kind of skill used to show that the people have superiority in mastering English. Or
some people give a judgment about English competence based on speaking ability rather than
from any other language skills.
Like writing, speaking is a complex skill requiring the simultaneous use of a number of
different abilities, which often develop at the different rates. Either four or five components are
generally recognized in analysis of the speech process such us pronunciation (including the
segmental features-vowels and consonant-and the stress and intonation patterns), grammar,
vocabulary, fluency (the ease and speed of the flow of speech), and comprehension.
1. Pronunciationthe way to produce or pronounce the word. Sometimes, we do some
mistakes in producing both consonants and vowels. Furthermore, the correct pronunciation
which pronounced by the teacher as a good model can be followed by the students with corrects
pronunciation. Suprasegmental features are features of speech which generally apply to groups
of segments, or phonemes (stress, intonation, ad how sounds change in connected speech. e,g.
the way to produce graduate. graduate as noun (it)graduate as verb(eit).
2. GrammarIn producing verb group, errors in subject-verb agreement, errors in the use
of articles, errors in the use of prepositions, errors in plural noun , errors in the use of pronouns,

6. 6
errors in the use of conjunctions and so forth.e,g. everybody are happy. The correct one is
everybody is happy. Because, everybody is singular.
3. VocabularyLack of vocabulary or miss-vocabulary is use, vocabulary development,
and so forth can affect the Speaking skills.In addition, when you want to be a good speaker, you
have to charge your vocabulary skill by knowing some vocabularies and practicing regularly.
Hence, when you know some vocabulary, it means you can speak clearly and understand what
people said. e,g. I have two brothers and they….”apasih”
4. FluencyThe ease and speed of the flow of speech. It means that when the speaker
stopped speaking for a while or stopped speaking at all. These indication shows that they have
some errors in their fluency.
5.ComprehensionThe speakers who have made misinterpretation or miscomprehension
in answering question. e,g. when teacher asked the greeting and students answered by the wrong
expression.
If these factors conducted in teaching speaking in the classroom, we would not find the
errors on students’ speaking performance especially in students’ pronunciation.
In designing speaking techniques, teachers have to pay attention to some principles to
achieve a better performance in the classroom. According to Brown, there are seven principles
for designing speaking techniques: 1.Techniques should cover the spectrum of student needs,
fromlanguage based focus on accuracy to message-based focus oninteraction, meaning and
fluency. 2.Techniques should be intrinsically motivating. 3.Techniques should encourage the use
of authentic language inmeaningful contexts. 4. Provide appropriate feedback and correction.
5.Capitalize on the natural link between speaking and listening.6. Give students opportunities to
initiate oral communication. 7. Encourage the development of speaking strategies.
Speaking has purposes. These may involve expressing ideas and opinions; expressing a
wish or adesire to do something, negotiating and/ or solving a particular problem; orestablishing
and maintaining social relationship and friendships. Toachieve these speaking purposes, we need
to activate a range ofappropriate expressions used in daily communication.
The strategies for developing students speaking skills, we can applyit by conditioning the
classroom speaking activities in such away, theyare:

7. 7
1. Acting from a script
Some communication situations are associated with a predictableset of spoken
exchanges-a script. Instructors can help students developspeaking ability by making them aware
of the scripts for different situations so that they can predict what they will hear and what
theywill need to say in response.By giving students practice in these thingsbefore they give their
final performances, we ensure that acting out isboth a learning and a language producing activity.
2. Communication Games
Speaking activities based on games are often useful way of givingstudents valuable
practice, especially, although by no means exclusively, where younger learners are involved.
3. Discussion
Discussion is one of the way speaking activity that used to engagestudent speaking, even
the discussion sometimes failed. One of thereason that this discussion fail (when they do) is that
students arereluctant to give an opinion in front of the whole class, particularly ifthey cannot
think of anything he says and are not, anyway, confidentof the language they might use to say it.
Many students feel extremelyexposed in discussion situation.
C. Some Alternative Ways for Overcoming the Error in Speaking
There are some solutions, which the writer can be offered. They can be seen from four
viewpoints. They are:
1. Class Programs or Activities:
 Using pair work and group work maximallythese can increase the students
talking time. In pair workstudents can practice language together
 Make a careful choice of topic and task to stimulate interestOn the whole,
the clearer the purpose of the discussion the more motivated participants will
be interested.
 Use ‘acting out’ and Reading AloudThe teacher has to work with students
like a drama coach, working out when the voice should rise and fall, where the
emphasis goes, and what emotion the actor should try to convey. When the
student acts out the role, the teacher can be confident that it will sound good

8. 8
 Use Role-PlayMany teachers have found that quiet students speak more
freely when they are playing a role; it is in which when they are not having to
be themselves. The use of rule cards allows students to take on a new identity.
 Use the tape recorder If teachers have time, they can tell students to record
what they would like to say, outside the lesson. Then, the teacher listen to the
tape and points out possible errors.
2. Extracurricular Activities:
a. Extracurricular Activities for Students
 English Corner or Sunday Meeting ProgramThese programs can be a good
culture in building up the language skills.
 Speech Contest, Debate, and Story TellingThese programs are very good
for improving students’speaking skills. They have a good motivation for
achieving the best.
 Out-Class Program Students can look for some foreigners in a public spot.
They can interview them. So that, they can speak and listen directly to the
speaker of the language.
b. Extracurricular Activities for Teachers
 Teacher’s Training ProgramFor teachers who do not have educational
background faculty, they can follow this program intensively held by the
headmaster of the institution.
 Refresher Course This program is good for senior teachers. Because they
can get some innovative ways in teaching English, especially for teaching
speaking.

9. 9
CHAPTER 3
CLOSING
A. Conclusion
After we are discussing about this paper, we can conclude that speaking means a lot in
communication. So it means that speaking is an activity that people can communicate what they
want directly and the others can grasp and give responses in a short time.
Practically, in teaching learning process, there are some speakers do lots of mistakes or
even some errors in their speaking activity. Based onlanguage testing book, the criteria of
evaluation of testing speaking have fivecriteria, including: pronunciation (including the
segmental features-vowels and consonant-and the stress and intonation patterns), grammar,
vocabulary, fluency (the ease and speed of the flow of speech), and comprehension.
Based on the findings, better condition of the classroom will make the teachinglearning
process more comfortable and interesting method. Moreover, being confidentis an important
thing in learning process. The better understanding among the studentsin a class, the better the
process of learning will be. While the most important thing inimproving the quality of students’
learning process in speaking comes from themselves.The students should study hard and more
active to get good English achievement; besides, the students should have motivation and also
think that English is interesting by being able to speak fluently.
Thereby, the are some alternative ways in order to solve the error in speaking such us
class programs or activitiesincluding: using pair work and group work maximally , make a
careful choice of topic and task to stimulate interest, use ‘acting out’ and reading aloud, use role-
play, use the tape recorder and so forth. And also extracurricular activities such as debate, speech
story telling competitions, out class program, meeting in Sunday and so on.

10. 10
SOURCES
Abdul Gopur in Educated Journal. 2008. Error Analysis on Students’
SpeakingPerformance.Accessed in(6th April 2015).
SunardiHasyim in Educated Journal. 2002. Error Analysis in the Teaching of English. Accessed
in (6th April 2015).