CHAPTER I

INTRODUCTION

A. Background of the Study

By the time a human does the communication with others by means of
speaking or writing, they will use a language. Language is an important
communication tool that people can use it to express their feelings, thoughts and also
share ideas so they can interact and get in contact with others easily. It is necessity to
human life and civilization is certainty not possible without it. All sciences depend
upon it and also all education in human life are conducted through it.
Nowadays, the existences of English language are not odd anymore in the
world. It has become the popular language which is learnt by most people in many
areas of the globe. English is an international language. It is the world’s most widely
used language by society for communication and international contact.
English has become the most popular language in the world, through the long
road of its historical background. The predominance of English is mainly the result of
two periods of world domination by English speaking countries: British imperialism
in the nineteenth century and the economic influence of the United States in the
twentieth century.
In another word, it may be shortly concluded that these are two dominant
reasons for popularity of English as a world language and the factors which have
influenced and sustained the spread of the language.
In this globalization era, everyone is demanded to prepare a great resources
for his/her life particularly in science and technology. Of course, to compete against a
global demanding, the people should have an adequate knowledge and good skills.
Therefore, mastering English language both oral and written English actively is
necessity for academic and global media communication requirement because it has
become compulsory for everyone who wants to compete against the globalization era.
In Indonesia, it is acknowledged that English is the first foreign language that
must be learnt by students from elementary school level up to senior high school level
because the government considers that mastering English is one way to absorb the
sciences and technology in order to create great human resources. And, it is no doubt
that great human resources are very important for national development and
existences toward other nations. Besides that, English has become a medium
instruction in teaching-learning activity especially for particular lesson in certain
school.
When students are learning English, they will learn language skills and
language component. Grammar is one of English language component that it must be
learnt and understood by students. It is a very basic knowledge and an important tool
for students to master English. It is a science that teaches students how the way to
speak, to read, and to write English correctly. Besides, by learning grammar the
students will know about system of language so they will be able to combine and
build words into meaningful sentence.
It is as Penny Ur stated in A Course in Language Teaching Practice and
Theory, “Grammar is defined as words are put together to make correct sentences;s it
does not only affect how the units of words are combined in order to make correct
sentences but also affects their meaning.”
It can be concluded from the statements above, it is no doubt that by
mastering grammar, the students will have a way to be able to speak, to read, and to
write English correctly and understandable, so finally the students can create a good
communication and interaction in English language actively both in oral or written
English between each other in their lives.
In English grammar, reported speech is one of many grammatical categories
which is important to be learnt by students. It is needed to be learnt because it is one
of three ways for students to report or share their statements or thoughts to other
people especially when they communicate between each other. It is as Marianne
Celce Murcia and Diane Larsen Freeman stated in The Grammar Book An ESL/EFL
Teacher’s Course, “Grammar and rhetoric books generally recognize three ways for a
speaker and writer to attribute statements or thoughts to other people: direct
quotation, indirect reported speech, and paraphrase.”
Reported speech is commonly used to report what other people have said or
thought without reporting the exact word. With indirect reported speech, one wishes
to report the content of the original source without necessarily repeating sentences
exactly as they were originally uttered.
To report people word’s, thoughts, and beliefs there are two main ways: direct
and indirect speech. Reported speech is also used when people are interested not in
the words that someone has chosen, but in the essential information they conveyed.
Reported speech is found in newspaper reports, fiction, talking or writing
about conversation, reports, articles or speeches peoples have heard or read. By
learning reported speech definitely students will able to quote somebody’s words or
thoughts, whether in direct or indirect speech and also the students will learn and
understand the way to report speeches such as statements, questions and commands.
Besides, It is an essential for students to learn reported speech because
reported speech is one of the linguistic features which is should be mastered by
students when they try to write the text of news item or report text and also it can be
denied that it has important role because it is often used by people to communicate in
their daily conversation.
It is as Marianne Celce Murcia and Diane Larsen Freeman stated in The
Grammar Book an ESL/EFL Teacher’s Course, “Indirect reported speech plays an
important role in everyday conversations.”
Therefore, the school has attached reported speech in syllabus as a subject
matter that must be learnt by students considering to these importance that has been
explained above.
Learning grammar is not easy for many Indonesian students as it has already
known that English and Indonesian have many different aspects in grammatical form.
Of course, by this differentiation, there are many difficulties will be faced by students
when they learn grammar.
As the writer found in her research, there are many students still have
difficulties in learning reported speech. They notice that they often do mistake when
they quote the direct into indirect form. Some students still confuse with certain
grammatical changes that have to be made by them. Sometimes they feel so hard to
decide what kind of tenses and pronoun that should be used when they quote the
word. It can be known that Indonesian language has not a grammatical form like
tenses and pronoun.
 It is as Martin Parrott stated in Grammar for English Language Teachers,
“Learners are sometimes confused by the tense and pronoun changes that can occur in
reported speech, particularly if their first language doesn’t involve making similar
changes.”
In fact, there is a little different process happened when the students want to
report somebody’s word from direct into indirect form in English language, that the
students should have made grammatical changes in their effort to reproduce the
words. They should change its tense and pronoun to make it acceptable and
meaningful within a language. It is as Llewelyn and Menezes in Matriculation
English stated “When turning the direct into indirect form certain grammatical
changes have to be made.”
On the contrary, when the students want to report somebody’s word, thoughts
and ideas in Indonesia language, then, the grammatical changes won’t be happened or
they do not need to change the tense or pronoun like in English language. That is why
students often do mistake and find difficulty when they quote direct into
indirect/reported speech in English.
It can be concluded from statement above, that the grammatical changes
which happened when the direct form transformed into indirect form has become one
of difficulties that occur when the students learn reported speech. Therefore, it is
important for learner to have a good understanding on it and memorize the rule or
form very well.
Based on the description above, the writer would like to conduct the research
on the students’ difficulties in learning reported speech of question sentence. The
study is done in first year students of MA Pembangunan UIN Jakarta. So, the writer
would like to discuss it in her “skripsi” under the title:
“An Analysis on Students’ Difficulties in Learning Reported Speech of Question
Sentence at the First Year Students of MA Pembangunan UIN Jakarta”

B. Identification of the Problem

Based on the background of the study above, there are many problems that
can be identified in this research such as: (1) The students’ difficulties in learning
 reported speech of question sentence. (2) The causes of the difficulties in learning
reported speech of question sentence which is faced by the first year students of MA
Pembangunan UIN Jakarta.

C. Limitation and Formulation of the Problem

1. Limitation of the Problem
Based on the identification of problem above, it can be seen that the study is
still general and abroad. There are many difficulties happened when turning direct
speech into reported speech such as difficult in the change of tenses, pronoun,
word order and adverb. Beside that, reported speech is divided into three kinds:
statements, questions, and commands. Therefore, to make it better and more
specific, of course, it is effective and efficient to limit the problem. Then, the
writer is interested in the difficulties of reported question in the change of tenses
and pronoun, where the object of this research is the first year students of MA
Pembangunan UIN Jakarta.
2. Formulation of the Problem
In line with limitation of problem above, the writer formulates the problem
of the study as follows: (1)What are the difficulties faced by the first year students
in learning reported speech of question sentence?(2)Why do the students face
difficulties in learning reported speech of question sentence?

D. Use of the Study

The use of this study is expected to provide a contribution of knowledge for
students who still find problem and confuse when learning a reported speech of
question sentence, so they can overcome their difficulties in their learning activity.
Then, for the teacher of English language, it is also expected to be useful information,
so they will know how far the students comprehend about reported speech of question
sentence, the difficulties which are faced by students when they learn this subject
matter, and the causes of those difficulties. Besides, the result of this study will direct
the English teacher to do some evaluation and revision in their teaching-learning
activity so it is expected that both teacher and students will have a good collaboration
 to overcome all problems that happen especially in learning reported speech of
question sentence. Next, for further researchers: it can be as a reference in conducting
similar study in the next time. Finally, for the writer particularly and readers broadly
who are concerned with this paper, it is as one of resource which can enhance their
perception and knowledge in learning reported speech of question sentence.

E. Organization of the Study

This “skripsi” systematically consists of five chapters. Here are the short
description of its contain:
Chapter one is introduction. It contains of background of the study,
identification of the problem, limitation and formulation of the problem, use of the
study and organization of the study.
Chapter two is theoretical framework. It discusses about concept of grammar
(definition and types of grammar), reported speech (meaning, kinds and
transformational rules from direct question into reported speech of question
sentence), and student’s common difficulties in learning reported speech of question
sentence (definition of learning, learning difficulty, and difficulty in the change of
tense and pronoun).
Chapter three is research methodology. Research methodology consists of
the purpose of research, time and place of study, population and sample of the study,
Method of the study, instrument of the research, technique of collecting data, and
technique of data analysis.
Chapter four is research findings. They consist of data description, data
analysis, and interpretation data.
Last chapter is conclusion and suggestion.

CHAPTER II
THEORETICAL FRAMEWORKS

A. Grammar
1. Definition of Grammar
 Grammar is the natural, inherent meaning-making system of the language,
a system that governs the way words come together to form meanings; grammar
is also the study of that system, the various theories or perspective that attempt to
understand and describe it.
According to David Crystal in the Cambridge Encyclopedia of Language,
“Grammar is a device of some sort for producing the sentences of the language
under analysis.”
David Nunan defined in Second Language Teaching and Learning
Grammar as “A description of the structure of a language and the way which
linguistic unit such as words and phrases are combined to produces sentences in
the language.”
Grammar is the study of all the contrasts of meaning that it is possible to
make within sentences.
Scott Thornburry in Uncovering Grammar stated “Grammar is a system of
rules (or patterns) which describe the formation of a language sentences.”
According to many English dictionaries:
a. Grammar is the study of the classes of words, their inflections, and their
functions and relations in the sentence.
b. Grammar is the study and practice of the rules by which words change their
forms and are combined into sentences.
From all definitions above, it can be concluded that grammar is the study
of the systematic rules which describe the way words change their form and are
combined into good sentences. It is as a tool that must be learnt by students to
master English.

2. Types of Grammar
According to David Crystal in The Cambridge Encyclopedia of Language,
grammar is divided into six types :
1. Descriptive Grammar: An approach that describes the grammatical
constructions that are used in language, without making any
evaluative judgments about their standing in society.
2. Pedagogical Grammar: A book specifically designed for teaching a
foreign language, or for developing an awareness of the mother
 tongue.
3. Prescriptive Grammar: A manual that focuses on constructions where
usage is divided, and lays down rules governing the socially correct
use of language.
4. Reference Grammar: A grammatical description that tries to be as
comprehensive as possible, so that it can act as a reference book for
those interested in establishing grammatical facts (in much the same
way as a dictionary is used as a ‘reference lexicon’).
5. Theoretical Grammar: An approach that goes beyond thestudy
individual languages, to determine what constructs are needed in
order to any kind of grammatical analysis, and how these can be
applied consistently in the investigation of a human language
6. Traditional Grammar: A term often used to summarize the range
ofattitudes and methods found in the period of grammatical study
before the advent of linguistics science.

In addition, the following are the other types of grammar that was found
by the writer from internet, there are ten types of grammar;
1. Comparative Grammar : The analysis and comparison of the
grammatical structures of related languages.
2. Generative Grammar : The rules determining the structure and
interpretation of sentences that speakers accept as belonging to the
language.
3. Mental Grammar : The generative grammar stored in the brain that
allows a speaker to produce language that other speakers can
understand.
4. Pedagogical Grammar : Grammatical analysis and instruction design
for second language students.
5. Performance grammar : a description of the syntax of English as it is
actually used by speakers in dialogues.
6. Reference Grammar : A description of the grammar of a language,
with explanations of the principles governing the construction of
words, phrases, clauses, and sentences.
7. Theoretical Grammar : The study of the essential components of any
human language.
8. Traditional Grammar : The collection of prescriptive rules and
concepts about the structure of the language.
9. Transformational Grammar : A theory of grammar that accounts for
the constructions of a language by linguistic transformations and
phrase structures.
10. Universal Grammar : The system of categories, operations and
principles shared by all human languages and considered to be
innate.

Based on various types above, it can be concluded that all types of grammar
have their own point of view. However, they are concerned with their own aims and
 functions.

B. Reported Speech
1. Meaning of Reported Speech
Reported speech refers to reproducing the idea of another person’s words.
Not all of the exact words are used: verb forms and pronoun may change.
Michael Swan stated in Practical English Usage that reported speech was
to quote somebody’s words or thoughts without quoting the exact words that had
been used and connected it more closely to our own sentence.
Betty Schramper Azar stated in Understanding English Grammar,
“Reported Speech refers to using a noun clause to report what someone has said.”
A.J.Thompson and A.V. Martinet stated in A Practical English Grammar,
“ In indirect speech we give the exact meaning of a remark or a speech, without
necessarily using the speaker’s exact words.”
Reported Speech (also called Indirect Speech) is used to communicate
what someone else said, but without using the exact words.
It can be known from several definitions about that reported speech is to
quote somebody’s idea or thoughts without exactly repeating the exact word
produced by the speaker.

2. The Kinds of Speech

When one wishes to report what someone else says or has said (thinks or
has thought) or what one said or thought on a previous occasion oneself; two
ways are open to one, either to give the exact words: direct speech, or to adapt the
words according to the circumstances in which they are new quoted: indirect
speech. In other word, There are two main ways of reporting people’s words,
thoughts, and beliefs:
a. Direct Speech
It may be given the exact words (more or less) that were said, or
imagine that were thought. This kind of structure is called “direct speech”
Direct speech conveys exactly what someone has said, often to
 dramatise and to create a sense immediacy. It is found in newspaper reports,
fiction, and oral narratives.
Example :
So he said, ‘I want to go home,’ and just walked out.
Did she say, ‘What do you want?’
It uses quotation marks when it quotes direct speech. Single quotation
marks (‘...’) are more common in British English, and double quotation marks
(“...”) in American English.
In direct speech, usually the words quoted are introduced by one of the
words say or think, put before the quotation. In writing, quotation marks (‘...’
or “...”) are used. In literary writing, a large number of other verbs are used
(to add variety and to give additional information); for example; ask, exclaim,
suggest, reply, cry, reflect, suppose, grunt, snarl, hiss, whisper.
b. Indirect Speech
It can be made a speaker’s words or thoughts part of his sentence,
using conjunction (e.g that), and changing pronouns, tenses and other words
where necessary. This kind of structure is called ‘indirect speech’ or ‘reported
speech’.

Example :
So he said that he wanted to go home, and just walked out.
Did she just ask what I wanted?
Commas are not put before that, what, where, etc in indirect speech
structures.
Example :
Everybody realised that I was a foreigner.
(NOT Everybody realised that,...)
Reported speech is used when it is interested not in the words that
someone has choosen, but in the essential information they conveyed. It is often
used far fewer words to report this than were originally spoken. Reported speech
is found in newspaper reports, fiction, talking, or writing about conversation,
reports, articles or speeches that have been heard or read.
 In reported speech, the tenses, word-order, pronouns and other words may
be different from those in the original sentence.
Example :

Direct speech Reported speech

He said, ‘ I am going home.’ He said he was going home.
‘Is it raining?’ He asked if it was raining
He said ‘ I love you.’ He said he loved me.

In some cases, words may disappear or be expressed in other ways (yes,

no, well, exclamations and question-tags, for example, cannot be fitted into the
reported construction.)

Example :
Direct speech Reported speech
‘Yes, I suppose so,’ he said. He agreed unenthusiastically,
‘It’s difficult, isn’t it?’ saying that it was difficult.
To indicate that it is quoting or reporting what someone has said or
thought is by using a reporting verb. Every reporting clause contains a reporting
verb. The most neutral and most common verbs to use to introduce what are
reported are say and tell, and choosing between these verbs often poses a problem
to learners. Say is never followed by an indirect object (e.g. him, us, them, my
sister), whereas it has to use an indirect object after tell. It is better to choose to
say when the person who has spoken to is unimportant or already known. It is
better to choose to tell when to draw attention specifically to the person who is
being addressed.
Example :
He said (that) he was ill. He told me (that) he was ill.
Here is a list of reporting verbs which can be used to report what people
say:
 Acknowledge Concede Imply Predict Say
Add Confess Inform Proclaim Scream
Admit Confirm Inquire Promise Shout
Advise Continue Insists Prophesy Shriek
Agree Convince Instruct Propose State
Announce Cry Invite Reassure Stipulate
Answer Declare Maintain Recall Suggest
Argue Demand Mention Recite Swear
Ask Deny Mumble Recommend Teach
Assert Describe Murmur Record Tell
Assure Direct Mutter Refuse Threaten
Beg Discuss Note Remark Urge
Begin Dispute Notify Remind Vow
Boast Enquire Object Repeat Wail
Call Explain observe Reply Warn
complain Order Report yell
Request

The following table are some common changes in expression of time and
place in indirect speech:

Direct Speech Indirect Speech

Today
Yesterday
The day before yesterday
tomorrow
The day after tomorrow
Next week/year, etc.
Last week/year, etc.
A year, ago, etc.
That day
The day before
Two days before
The next day/the following day
In two days’ time
The following week/year, etc.
The previous week/year, etc.
A year before/ the previous year

But if the speech is made and reported on the same day these time changes
are not necessary.
Example:
At breakfast this morning he said, ‘I’ll be very busy today’
At breakfast this morning he said that he would be very busy today.
3. The Transformational Rules from Direct Question into Reported Speech of
Question Sentence
c. Reported Question
As mentioned in chapter one, the writer limited her study only in reported
question. Reported question is used when people want to relate a question that
someone has asked. As well as reporting what someone says or thinks, it can be
also reported a question that one asks or wonders about.
John Sinclair stated in Collins Cobuild Grammar, “Questions in report
structures are sometimes called reported question or indirect questions.
There two main types of report structure for questions. One type of
questions is called a ‘yes/no’ question. These are questions which can be
answered simply with ‘yes’ or ‘no’. The other type of question is called a ‘wh’-
question. These are questions in which someone asks for for information about an
event or situation. ‘Wh’-questions cannot be answered with ‘yes’ or ‘no’. The
most common verbs for reporting questions are ask and want to know. Ones also
use inquiry for formal question and wonder for ask oneself.
When one reports a ‘yes/no’ questions, he/she uses an ‘if’-clause
beginning with the conjunction ‘if’, or a ‘whether’-clause beginning with the
conjunction ‘whether’. ‘If’ uses when the speaker has suggested one possibility
that may be true. Meanwhile, ‘whether’ uses when the speaker has suggested one
possibility that may be true.
There are a few verbs which can be used before ‘if’-clauses or ‘whether’-
clauses, because they refer to being unsure of facts or to discovering facts.
Here is a list of other verbs which can be used before ‘if’-clauses and
‘whether’-clauses:
Discover Remember See
Know Say Wonder

On the other hand, when one reports a ‘wh’ question, he/she uses a ‘wh’
word at the beginning of the reported clause. There are a few verbs which can be
used before clauses beginning with ‘wh’ words, because they refer to knowing,
learning, or mentioning one of the circumstances of an event or situation.
Here is a list of verbs which can be used before clauses beginning with
‘wh’-words:
Decide Forget Realize Suggesst
Describe Guess Remember Teach
Discover Imagine Say Tell
Discuss Know See Think
explain learn Wonder Understand

And the following are the form of grammar rules for reported question:
1) Normal word order is used in reported questions, that is, the subject comes
before the verb, and it is not necessary to use 'do' or 'did':
Example: “Where does Peter live?”
She asked him where Peter lived.
2) Yes / no questions: This type of question is reported by using ask + if /
whether + clause:
Example: "Do you speak English?"
He asked me if I spoke English.
"Are you British or American?"
He asked me whether I was British or American.
3) Question words: This type of question is reported by using ask + question
word + clause. The clause contains the question, in normal word order and
with the necessary tense change.
Example: "What is your name?" he asked me.
He asked me what my name was.
"How old is your mother?” he asked.
He asked how old her mother was.
Note: When someone reports questions with ‘who, what or which’ + to
be+ complement, the verb ‘to be’ can come before or after the complement.
The other changes to note when one reports the question is that there is no
inversion (or change of the word order) of subject and verb in reported speech and
no do/does/did when the question is reported. On the contrary, do can be used in
indirect negative questions, as a negative auxiliary.
In addition, when someone reports another person’s words in indirect
question, he/she often has to change the tenses and pronouns used in the direct
question.
Here is a list of characteristic changes in tense forms:
Direct Question Indirect Question
Simple Present Simple Past
‘What is the matter?’ She asked me what the matter was
Simple Past Past Perfect
‘How did you make this I wondered how she had made that
salad?’ salad.
Present Perfect Past Perfect
‘Have you bought a new She wondered whether I had
outfit for it?’ bought a new outfit for it.
Present Progressive Past Progressive
‘Where are you going?’ I wanted to know where she was
going.
Future Conditional
‘Will you be in Paris on He asked me if I would be in Paris
Monday?’ on Monday.

Here is some common change in pronouns and possessive adjectives:

Direct Question Indirect Question
I He or she
Me Him or her
My His or her
we They

Then , pronouns and possessive adjectives, of the 1st and 2nd persons, are
all turned into the 3rd persons in the indirect form, as follows:
a. I, you, (singular) my, your become he, she, his, her, their.
b. We, you (plural), our, your become they, their.
 In addition, when one reports the question, the word order is generally the
same as that of statements. Reported questions do not have the same word –order
(auxiliary verb before subject) as direct questions often have. Do and question
mark are not used.
Example: ‘Do you have the time, please?’
Someone asked me if I had the time

C. Student’s Common Typical Difficulties in Learning Reported Speech of

Question Sentence
1. Definition of learning
Learning is a relatively permanent influence on behavior, knowledge, and
thinking skills, which comes about through experience.
According to Cronbach in his book ‘Educational Psychology’ he stated,
“learning is shown by a change in behavior as a result of experience”. It is as
Harold Spears stated “Learning is to observe, to read, to imitate, to try something
themselves, to listen, to follow direction”.
Learning is a change in organism due to experience which can affect the
organism’s behavior.
According to Wittig in his book ‘Psychology of Learning’ he defined
learning as “Any relatively permanent change in an organism’s behavioral
repertoire that occurs as a result of experience.”
Learning is acquiring new knowledge, behaviors, skills, values,
preferences or understanding, and may involve synthesizing different types of
information. The ability to learn is possessed by humans, animals and some
machines. Progress over time tends to follow learning curves.
In addition, there are another of many experts in psychology who have
defined the definition of learning as follows:
a. Skinner (1958) defined “Learning is a process progressive behavior
adaptation.”
b. Kimble defined “Learning is a relative permanent change in
behavioral potentiality occur as a result of reinforced practice.”
 c. Horgen (1984) defined “Learning can be defined as any relatively,
permanent change in behavior which occured as a result of practice or
experience.”
From several definitions above, it can be concluded that learning is a
process to acquire new knowledge, behavior, skill and understanding through
experience and practice in progressive.

2. Learning difficulty
Learning activity is not always going properly for students, sometimes it
does well and sometimes it does not do well. Once, they understand the material
they learn easily and the other time they are hard to understand it.
Learning difficulty happened when students can not study as usual. It is a
lack that can not be seen physically. Learning difficulty is not always caused by
low intelligence factor but it is also caused by another factor outside intelligence.
Therefore, high intelligence is not always guarantee successful learning.
In other word, it can be concluded that learning difficulty is a condition of
learning process that is signed by certain obstacle in learning achievement.
In fact, in teaching and learning activity it is often found some students
who face difficulty in their learning. In this case, it can be seen from their learning
achievement or score. Commonly they will get low score when they face the
difficulty in learning. As in English subject, some students will face the difficulty
in learning it because Indonesian language has not grammatical form like English
language.
Generally, the causal factors of learning difficulty are divided into two
categories, as follows:
a. Student Internal Factor
It includes of disruption or lack of students psycho-physic:
1) Cognitive, such as, intellectual low capacity of students intelligence.
2) Affective, such as, the unstable emotional of behavior students.
 3) Psychomotor, such as, the students have disruption in sense. Ex. Sightless
and deaf.

b. Student External Factor

It includes of all situations and conditions in students’ environment
which is not advocated their learning activity. Those factors are divided into
three categories, as follows:
1) Family Environment, such as, inharmonious relationship between father
and mother, and low economics.
2) Social Environment, such as, the students live in slum area and they have
a naughty friends.
3) School Environment, such as, the location of school is close to market, the
school building is not good, and lack of learning facilities.

3. Difficulty in the Changes of Tenses and Pronoun

When one reports another person’s words in indirect speech, he/she often
changes the tenses and pronouns used in the direct speech.
It is as Llewelyn Tipping and Menezes stated in Matriculation English,
“When turning the direct into indirect form certain grammatical changes have to
be made.
In addition, several changes are usually made in converting direct speech
to indirect speech. If the time of reporting is expressed as later than the time of the
utterance, there is generally a change of verb forms. The change is termed
backshift, and the resulting relationship of verb forms in the reporting and
reported clause is known as the sequence of tense.
A change of speaker may mean a change of pronoun. A change of time
may mean a change of tense; the person reporting uses tenses that relate to the
time when he/she is making the report, not to the time when the original words
were used.
In other word, when one turns direct question into indirect question, the
 following changes are necessary. Tenses, pronouns, possessive adjective, adverbs
of time and place change as in statements.
Martin Parrot stated in Grammar For English Language Teacher,
“Learner are sometimes confused by the tense and pronoun changes that can
occur in reported speech, particularly if their first language doesn’t involve
making similar or parallel changes.”
From the statements above, it can be concluded that the grammatical
changes that occur in converting direct into indirect question becomes one
difficulty for students whose their mother tongue or first language does not have
grammatical changes in reporting somebody’s word or question.

CHAPTER III
RESEARCH METHODOLOGY

A. The Purpose of the Research

This study is entitled “An Analysis on Students Difficulties in Learning
Reported Speech of Question Sentence”. Then, the purpose of this study is as follows:
1. To know the difficulties encountered by the first year students of MA
Pembangunan UIN Jakarta in learning reported speech of question sentence.
2. To find out the reason why the students face the difficulties.

B. Time and place of the study

The writer conducted her research at MA Pembangunan UIN Syarif
Hidayatullah which is located on Jl. Ibnu Taimia IV Ciputat, South Jakarta. The
research was carried on 22 February up to 15 March 2010.

C. Population and sample of the study

In this study the writer took the population of the first year students of MA
Pembangunan UIN Jakarta. The students consist of two classes. Class X-A consist of
 36 students and class X-B consist of 35 students. So, the number of the first year
students of MA Pembangunan UIN Jakarta is 71.
The writer decided not to take the whole population as sample in her study.
She only took one class (X-B) which consists of 35 students. The sample is taken by
using purposive sampling technique, the determining of class that will be studied
based on the policy and ease from the school.

D. Method of the study

In conducting her study, the writer used field research supported by library
study. The writer did the library study to gain the data such as definition and ideas
from experts. By doing this way, the writer can read many references book which are
related to the topic. She also browsed internet and visited some libraries such as FITK
library, UIN library, National library, and Unika Atmajaya library. Meanwhile, in the
field research the writer did the observation directly to the school. In this case, the
writer gave the test to the student about the topic would be studied and interviewed
both English teacher and first year students of MA Pembangunan UIN Syarif
hidayatullah Jakarta.

E. Instrument of the research

In her research, the writer used test as an instrument to obtain the data, she
made the test about reported speech of question sentence. The writer gave a written
test focused on the subject matter that would be studied. The test consists of 20
questions. It is divided into two parts. The first part consists of ten questions asking
the students to change the direct question into reported question with the suitable
tenses. The second part consists of other ten questions directing the students to
complete the sentences by filling in the blank spaces with the suitable pronouns.

F. Technique of Collecting Data

1. Observation
In this way, the writer observed the school where the research would be
carried out in order to obtain the accurate data that can support her study, such as,
 location and population of study.

2. English written test

The writer gave the written test to get the data about the frequency of the
difficulty in the transform or change of tense and pronoun in learning reported
speech of question sentence.
3. Interview
The writer interviewed an English teacher and some students who got bad
and good scores to reinforce the analysis and to find out the reasons why the
students faced the difficulties in learning reported speech of question sentence.

G. Technique of Data Analysis

The technique of data analysis used by the writer in this research is descriptive
analysis technique (percentage), she used formula as follows:
P = F X 100 %
N
P = Percentage
F = Frequency of error made
N = Number of sample which is observed
After having the frequency and percentage of difficulty, the writer then looked
for the average mark by using formula:
P = F X 100 %
NXn
p = percentage
f = frequency
N = Number of students
n = Number of items
 CHAPTER IV
RESEARCH FINDINGS

A. Data Description
In this chapter, the writer will report the description of data. She gave the test
to the thirty five students of the first year of MA Pembangunan UIN Jakarta.
However, there were five students absent when the writer gave the test. The test
consisted of 20 items divided into two parts (A and B). These two parts of test were
given to take student’s score in reported speech of question sentence;
1. Part A : To test student’s ability to change the direct question into indirect
question by applying the rule for sequence of tenses in its transformation.
2. Part B : To test student’s ability to change the direct question into indirect
question by using suitable pronoun in its transformation.
The following table is the classification of each item about the test of reported
speech of question sentence into area tested.

Table 4.1:
Area tested of change tenses and pronoun

No Area Tested Number of

Items
I Part A
Change the direct question into indirect
question by applying the rule for sequence of
tenses:
 Simple Present-Simple Past 1,8,9
 Present continuous-past 4
continuous 3,6
 Present perfect-past perfect 10
  Present perfect continuous-
past perfect continuous 2,5
 Simple past-past perfect 7
 Future-conditional
II Part B
Change the direct question into indirect
question with suitable pronouns:
 The 1st and 2nd person turns
rd
into 3 person;
1 My-her/his 1
•2 You-he/she/they/me 5,4,3,6,7,8
•3 We-they 2
•4 I-he/she 9
10
•5 Me-him/her

B. Data Analysis
After the writer did the research, she had the English test score, the frequency
and percentage of students’ error in the change of tenses and pronouns of reported
speech of question sentence.

TABLE 4.2
Student’s score of test result
No Sample Score No Sample Score
1 Student 1 50 16 Student 16 70
2 Student 2 45 17 Student 17 55
3 Student 3 40 18 Student 18 35
4 Student 4 55 19 Student 19 40
5 Student 5 50 20 Student 20 50
 6 Student 6 50 21 Student 21 75
7 Student 7 40 22 Student 22 55
8 Student 8 60 23 Student 23 50
9 Student 9 50 24 Student 24 40
10 Student 10 45 25 Student 25 70
11 Student 11 80 26 Student 26 55
12 Student 12 55 27 Student 27 50
13 Student 13 60 28 Student 28 40
14 Student 14 40 29 Student 29 60
15 Student 15 50 30 Student 30 55
Average 52,33
Highest Score 80
Lowest Score 35

Based on the table above, the writer had the English score from the test about
reported question. The average score is 52.33 the highest score is 80 and the lowest
score is 35.

TABLE 4.3
Frequency of error made in the change of tenses
Frequency
Item of
No Change of tenses Percentage
Number Error
Made
Simple Present to
1 1 17 56.66%
Simple Past
2 Simple Present to 8 20 66.66%
Simple Past
3 Simple Present to 9 22 73.33%
Simple Past
 4 Present Continuous to 4 13 43.33%
Past Continuous
5 Present Perfect to Past 3 15 50%
Perfect
6 Present Perfect to Past 6 13 43.33%
Perfect
7 Present Perfect 10 21 70%
Continuous to Past
Perfect Continuous
8 Simple Past to Past 2 18 60%
Perfect
9 Simple Past to past 5 20 66.66%
Perfect
10 Future to Conditional 7 23 76.66%
Total 10 182 60.66%

To find out the average of total frequency error made by the students in change of
tenses, the writer uses formula:
P= F x 100 %
NXn
P = 182_ x 100 %
30 X 10

P = 182 x 100 %
300
P = 60.66 %

These are the items related to the students’ difficulty in the change of tense in
transformation from direct question into indirect question. First, the writer discussed
about the change of simple present to simple past. There are 17 students or 56.66 % who
made error in item number 1, there are 20 students or 66.66 % who made error in item
number 8 and there are 22 students or 73.33 %who made error in item number 9.
Second, the writer discussed about the change of present continuous to past
continuous. There are 13 students or 43.33% who made error in item number 4.
Third, the writer discussed about the change of present perfect to past perfect. There
are 15 students or 50 %who made error in item number 3 and there are 13 students or
43.33 % who made error in item number 6.
Fourth, the writer discussed about the change of present perfect continuous to past
perfect continuous. There are 21students or 70% who made error in item number 10.
Fifth, the writer discussed about the change of simple past to past perfect. There are
18 students or 60% who made error in item number 2 and there are 20 students or 66.66%
who made error in item number 5.
Sixth, the writer discussed about the change of future tense to conditional. There are
23 students or 76.66% who made error in item number 7.
The total averages of frequency error made by students are 60.66 % students who
got difficulty in the change of tense.

Table 4.4
Frequency of error made in the change of pronoun
Frequency
Item Percentage
No Changes of Pronoun of Error
Number
made
1 My become her 1 8 26.66%
2 You become he 5 7 23.33%
3 You become she 3 10 33.33%
4 You become she 4 12 40%
5 You become they 6 9 30%
6 you become me 7 6 20%
7 You become me 8 9 30%
8 We become they 2 8 26.66%
9 I become he 9 10 33.33%
10 Me become him 10 25 83.33%
Total 10 104 34.66%

To find out the average of total frequency error made by the students in change of
pronoun, the writer uses formula:
P= F x 100 %
NXn
P = 104_ x 100 %
30 X 10
P = 104 x 100 %
300
P = 34.66 %

These are the items about the students’ difficulty in the change of pronouns. First,
the writer discussed about the change of pronoun my become her. There are 8 students or
26.66% who made error in item number 1.
Second, the writer discussed about the change of pronoun you become he.
There are 7 students or 23.33% who made error in item number 5.
Third, the writer discussed about the change of pronoun you become she.
There are 10 students or 33.33 % who made error in item number 3 and there are 12
students or 40% who made error in item number 4.
Fourth, the writer discussed about the change of pronoun you become they.
There are 9 students or 30% who made error in item number 6.
Fifth, the writer discussed about the change of pronoun you become me. There
are 6 students or 20% who made error in item number 7 and there are 9 students or
30% who made error in item number 8.
Sixth, the writer discussed about the change of pronoun we become they.
There are 8 students or 26.66 % who made error in item number 2.
Seventh, the writer discussed about the change of pronoun I become he. There
are 10 students or 33.33% who made error in item number 9.
 Eighth, the writer discussed about the change of pronoun me become him.
There are 25 students or 83.33% who made error in item number 10.
The total averages of frequency error made by students are 34.66 % students
who got difficulty in the change of pronoun.
To find the reasons why students got difficulties in learning reported speech of
question sentence, the writer did the interview. She interviewed the English teacher of
MA Pembangunan and 15 students of class X-B. They consisted of 10 students who
got low score and 5 students who got high score. In doing her interview, the writer
proposed 7 questions related to the topic which must be answered clearly by the
teacher and students.
After the writer finished interviewing some students, the writer found the
reasons why students got difficulties in learning reported speech of question sentence.

It was happened because there were many students who have not mastered yet
about the rule for sequence of tenses and the change of pronouns, so that the
students felt hard to apply the right tenses and pronoun in transforming direct speech
into indirect or reported speech of question sentence. They noticed that they were still
confused to change the time from the original question uttered to the time of the
question which is reported and to change the speaker or the 1st and 2nd person turned
into 3rd person. In other word, they still felt difficult to apply the tenses and pronoun
correctly in converting direct speech into reported speech of question sentence.
However, the internal factor and external factor influenced the students’
difficulties in their learning. First, they faced the difficulties because of their worse
mind set or opinion. They believe that grammar is difficult subject. Then, they have
low enthusiasm and motivation in learning reported speech of question sentence.
Lastly, they have not understood yet the explanation given by the teacher because of
the crowded class until they have less attention to listen teachers’ explanation.

C. Data Interpretation
 After classifying the items into area tested and analyzing the frequency of
error in each item, the writer described the difficulty in the change of tense and
pronoun in transformation direct speech into reported speech of question sentence in
the percentage as follows:

No. Difficulties Percentage

1. The change of tense in transformation
60.66%
direct question into reported question
2. The change of pronoun in
transformation direct question into 34.66 %
reported question

The table above shows that many students made error in the change of both
tense and pronoun. There are 60.66 % students who made error in the change of tense
in transformation direct speech into reported speech of question sentence and 34.66 %
students who made error in the change of pronoun in the transformation direct
question into reported question. And, it also shows that the range of their percentage
is not too wide. However, the higher difficulty in learning reported speech of question
sentence is in the change of tense.
Furthermore, the writer can interpret that most of the first year students of MA
Pembangunan still hard to change the tenses and pronouns in the right form in
converting direct speech into reported speech of question sentence. It means they
have not mastered yet the rule. They also noticed they confused to change the time of
the original question uttered to the time of question reported and the speaker that was
of 1st and 2nd person turned into 3rd person. Then, having opinion that grammar is
difficult, less enthusiasm and motivation caused the students get difficulties in
reported speech of question sentence. Besides, they have not understood yet the
explanation given by the teacher because the class was crowded so it made the
students unable to give attention to the teachers’ explanation.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the data analysis discussed in the previous chapter, the writer infered
most of first year students of MA Pembangunan UIN Jakarta made error in the
change of tenses when they transformed the direct question into indirect/reported
question in learning this subject. The data result showed that the difficulty in the
change of tenses has the highest percentage of error. It was about 60.66 % error made
by students. It means the rate of the students’ mastery in this subject is still low
enough especially in grammatical changes therefore it is collocated the change of
tenses in the first while the change of pronouns is in the second rank.

B. Suggestion
Based on the conclusion above, the writer would like to give some
suggestions as follows:
1. To the students; they should understand very well how to change the direct speech
into reported speech of question sentence and memorize the rule for the sequence
of tense and pronoun in its transformation.
2. To the teacher; firstly, the teacher should change students’ opinion about grammar
as it has already discussed before. Secondly, the teacher should create the class
comfortable for studying and do an improvisation to attract students’ enthusiasm
and motivation in teaching-learning process. Finally, the teacher should give more
exercise and explanation about reported speech of question sentence to the
students especially who got bad scores.