Students’ Self-Correction on Their Grammar Accuracy on Speaking in Daily Conversation

Maharrani, Dinda (2019) Students’ Self-Correction on Their Grammar Accuracy on Speaking in Daily Conversation. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Speaking is an interactive process which consists of producing systematic verbal utterances to convey meaning. This process should run smoothly in order to avoid misunderstanding. Therefore, speaking can be considered to be the language skill requires learners to spend a long period of time for learning and practicing. Speaking English, however, is not a simple job since English is not easy to learn its grammar that is rather complicated. This research used a qualitative approach which focused on the students’ self-correction on their grammar accuracy on speaking English in their daily conversation. The study was aimed (1) to describe students’ grammar errors on speaking (based on Dulay’s surface taxonomy theories), and (2) to describe their self-correction on these errors (based on Levelt’s theories on self-correction). Furthermore, this research employed observation and interviews in order to collect the data. This research was conducted at State Islamic University of Sunan Gunung Djati Bandung involving six respondents, using the purposive sampling, of the 6th semester students of English Education Department. Based on the result of the research, related to the speaking accuracy in grammar, students could not perfectly be accurate in speaking English since they made some errors. Misformation was the most-faced error encountered by the students since its number was the highest one, 100 times. Following in the second place was omission that appeared 35 times. The third place was misordering that appeared 9 times. The last place was addition that appeared 8 times. Furthermore, the respondents made self-correction when they realized that they made errors in grammar when speaking. Editing terms was the most performed self-correction by the respondents since its number was the highest one with 50 times of occurrences (36.50%). Following in the second place was correction to its original utterances that appeared 48 times (35.03%). The third place was interrupting utterances that appeared 39 times (28.47%). This research concluded that students’ grammar accuracy in speaking English was not perfect. The students made some grammatical errors in their speeches that affected their speaking accuracy. Related to self-correction, some students had already been aware about the errors they made in the speaking. They mostly noticed the errors they made so that they performed self-correction to their ill-formed grammar in speaking mostly by performing editing terms. Therefore, it is important for teachers/lecturers to find interesting methods to teach grammar in speaking.

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