FARIDA RABIATUL ADAWIYAH (2017) STUDENTS’ ERROR IN WRITING INDIRECT SPEECH AT THE ELEVENTH GRADE OF MADRASAH ALIYAH AL-IHSAN BULUH RAMPAI INDRAGIRI HULU REGENCY. Skripsi thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

Based on the writer’s preliminary research, it was found that some of the eleventh grade students at Madrasah Aliyah Al-Ihsan have been taught about indirect speech but still get difficulties and make error in writing indirect speech. The writer formulated the problems into two research questions, 1) what form of indirect speech are the most often errors made by the students? 2) Which dominant factors cause students’ error in writing indirect speech? Therefore, the objectives of this research were to find out the form of indirect speech that the students tend to make error and to find out the factors that influence students’ error in writing indirect speech. This study was a descriptive research. The subject of this research was the eleventh grade students of Madrasah Aliyah Al- Ihsan Buluh Rampai Indragiri Hulu Regency while the object of this research was students’ error in writing indirect speech. The writer used random sampling technique to take the sample, there were 20 students as sample from 117 students. To collect the data, the writer used test and questionnaire. The test was conducted to find out the form of indirect speech that the students tend to make error. The questionnaire was used to find out the factors that influence students’ error in writing indirect speech. The writer used SPSS 22 version to analyze the data. Based on data analysis, the writer found that the form of indirect speech that students tended to make error was changing tenses. The percentage of students’ error in writing indirect speech when changing tenses at the first test was 73% and at the second test was 65%. There were two factors that influenced students’ error in writing indirect speech,internal factor and external factor. The dominant factor was internal factor. The internal factors are 1.Students pay less attention to the teacher’s explanation 2.Students have no motivation to learn indirect speech 3. Students thought that direct and indirect speech is difficult materials to understand. Key words: Error, Writing, Indirect Speech

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