AN ANALYSIS OF PHRASAL VERBS USAGE IN SPEAKING …eprints.iain-surakarta.ac.id/1912/1/SKRIPSI MANDA...

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AN ANALYSIS OF PHRASAL VERBS USAGE IN SPEAKING CLASS AT THE

SECOND SEMESTER OF ENGLISH EDUCATION DEPARTMENT OF THE STATE

ISLAMIC INSTITUTE OF SURAKARTA IN ACADEMIC YEAR 2017/2018

THESIS

Submitted as A Partial Requirements

for the Undergraduate Degree in English Education Department

Arranged by:

Manda Radina Agni SRN 14.32.2.1.128

ENGLISH EDUCATION DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

STATE ISLAMIC INSTITUTE OF SURAKARTA

2018

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DEDICATION

This thesis is fully dedicated to:

My beloved Mom and Dad,

Ibu DAMINI and Bapak SUKIRMAN

Thanks for your sacrifice.

All my Sister and Brother,

Thanks for your support

And all my friends

Fighting!

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MOTTO

Dream! Because God will embrace those dreams.

(Andrea Hirata)

Learning is not attained by chance, it must be sought for with ardor and attended to

with diligence.

(Abigail Adams)

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ACKNOWLEDGEMENT

ـب ـب ب الر س م ب الر ب س ــــــــــــــــــ ب س

All praises be to Allah, the Lord of the world, who has given the writer His

mercy, blessing, guidance, and the strength to finish this research. Sholawat and

salam may Allah send to our prophet Muhammad SAW (Peace be upon him), his

families, his companions, and his followers.

The researcher is sure that this thesis would not be completed without the

helps, supports, and suggestions from several sides. Thus, the researcher would like

to express her deepest thanks to all of those who had helped, supported, and

suggested her during the process of writing this thesis. This goes to:

1. Dr. H. Mudofir Abdullah, S.Ag, M.Pd., as the Rector of the State Islamic Institute

of Surakarta. Thanks for giving permission for the researcher‟s research.

2. Dr. H. Giyoto, M. Hum., as the Dean of Islamic Education and Teacher Training

Faculty. Thanks for giving permission for the researcher‟s research.

3. Dr. Imroatus Solikhah, M. Pd., as the Head of English Department of Teacher

Training and English Education Faculty. Thanks for giving permission for the

researcher‟s research.

4. SF. Luthfie Arguby Purnomo, S.S., M.Hum, as the advisor who has given his

time to guide the researcher until this thesis finished. Thanks for the advice,

suggestion, and guidance

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5. All the lecturers and officials employees of the English Department of Teacher

Training and English Education Faculty of State Islamic Institute of Surakarta.

Thanks for giving the service and the time during the researcher‟s study.

6. Mr. Sabariyanto, M.Pd., as the lecturer of Formal Speaking class at second

semester. Thanks for giving permission for the researcher‟s research.

7. The Students of 2A who are willing to contribute their effort during the study.

The researcher realizes that this thesis is still far for being perfect. The

researcher hopes that this thesis is useful for the researcher in particular and the

reader in general.

Surakarta, June 28th

, 2018

The Research

MANDA RADINA AGNI

SRN.14.32.2.1.128

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TABLE OF CONTENTS

TITLE ............................................................................................................................ i

ADVISORS SHEET .................................................................................................... ii

RATIFICATION ......................................................................................................... iii

DEDICATION ............................................................................................................ iv

MOTTO ....................................................................................................................... v

PRONOUNCEMENT ................................................................................................. vi

ACKNOWLEDGMENT ............................................................................................ vii

TABLE OF CONTENTS ............................................................................................ ix

ABSTRACT ................................................................................................................ xi

LIST OF FIGURE ...................................................................................................... xii

LIST OF TABLE ...................................................................................................... xiii

LIST OF APPENDICES ........................................................................................... xiv

LIST OF FIELD NOTE ............................................................................................. xv

CHAPTER I: INTRODUCTION ................................................................................. 1

A. Background of study ........................................................................................ 1

B. Limitation of study ........................................................................................... 4

C. Identification of problem .................................................................................. 4

D. Problem Formulation ....................................................................................... 4

E. The Objective of study ..................................................................................... 5

F. The Benefit of study ......................................................................................... 5

G. Definition of key terms .................................................................................... 6

CHAPTER II: REVIEW ON RELATED LITERATURE ........................................... 7

A. Definition of Speaking ..................................................................................... 7

B. Definition of Phrasal Verbs ............................................................................ 10

C. Properties of Phrasal Verbs ............................................................................ 13

D. The Characteristics of Phrasal Verbs ............................................................. 15

E. Kinds of Phrasal Verbs .................................................................................. 19

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F. Errors made by learners ................................................................................. 22

G. Difficulties and Errors in Acquisition of Phrasal Verbs ................................ 28

H. Previous Related Studies ................................................................................ 33

CHAPTER III: RESEARCH METHODOLOGY ..................................................... 37

A. Research Design ............................................................................................. 37

B. Research Setting ............................................................................................. 38

C. Subject of the Research ................................................................................. 39

D. The Source of Data ......................................................................................... 39

E. Instrument of the Research ............................................................................. 40

F. Technique of Collecting Data ........................................................................ 41

G. Data Coding ................................................................................................... 44

H. Technique of Analysis Data ........................................................................... 45

I. Trustworthiness of the Data ........................................................................... 52

CHAPTER IV: THE RESULT OF THE STUDY ..................................................... 54

A. Research Findings ........................................................................................... 54

B. Discussion .................................................................................................... 106

CHAPTER V: CONCLUSION AND SUGGESTION ............................................ 111

A. Conclusion ................................................................................................... 111

B. Suggestion .................................................................................................... 112

BIBLIOGRAPHY .................................................................................................... 113

APPENDICES ......................................................................................................... 133

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ABSTRACT

Agni, MandaRadina. 2018. An Analysis Of Phrasal Verbs Usage In Speaking Class

At The Second Semester Of English Education Department Of The State

Islamic Institute Of Surakarta In Academic Year 2018/2019. Thesis.English

Letters Study Program, Islamic Education and Teacher Training.

Advisors: SF. LuthfieArgubyPurnomo, S.S., M.Hum

Key words: Phrasal Verbs; Speaking; Error; Difficulties

The researcher investigates phrasal verbs in the speaking class at second

semester in the State Institute Islamic of Surakarta. Phrasal verbs are the combination

of verb and particle like preposition or adverb to usher a new meaning. The objectives

of this research are to describe the phrasal verb errors made by the students and to

investigate the difficulties the students face in delivering speaking material with

phrasal verbs.

This research employed descriptive qualitative. The sources of the data were

the recording of the student‟s performances and transcripts. Techniques of collecting

data are observation, interview, and documentation. The researcher observed the

performance in speaking class and made note on the phrasal verb‟s errors made by

students then interviewing the students to reveal the difficulties they faced.

The researcher found that there were phrasal verbs errors made by 15 students

with 27 errors. Five types of difficulties are based on Liao and Fukuya and

Kharitonova (2004) are found such as lack of knowledge with 9 data, incomplete

learning with 14 data, ignorance and passive learning for comprehensionwith 4 data,

and two difficulties with none. The most dominant phrasal verb error found is

semantic error while the most dominant difficulty found is incomplete learning.

These findings suggest that the students tend to separate the meaning of each word,

from which the whole meaning of the phrasal verbs might suffer from losses.

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LIST OF FIGURE

Page

FIGURE 1: Independence Day ................................................................................ 117

FIGURE 2: Kartini‟s Day ........................................................................................ 119

FIGURE 3: Graduation ............................................................................................ 121

FIGURE 4: Interview ................................................................................................ 123

FIGURE 5: Sales ....................................................................................................... 125

FIGURE 6: Seminar ................................................................................................. 127

FIGURE 7: News Anchor ........................................................................................ 129

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LIST OF TABLE

Page

TABLE 1: Table 4.1 .................................................................................................... 55

TABLE 2: Table 4.2 .................................................................................................... 62

TABLE 3: Table 4.3 .................................................................................................... 65

TABLE 4: Table 4.4 .................................................................................................... 70

TABLE 5: Table 4.5 .................................................................................................... 72

TABLE 6: Table 4.6 .................................................................................................... 74

TABLE 7: Table 4.7 .................................................................................................... 76

TABLE 8: Table 4.8 .................................................................................................... 79

TABLE 9: Table 4.9 .................................................................................................... 83

TABLE 10: Table 4.10 ................................................................................................ 86

TABLE 11: Table 4.11 ................................................................................................ 87

TABLE 12: Table 4.12 ................................................................................................ 88

TABLE 13: Table 4.13 ................................................................................................ 89

TABLE 14: Table 4.14 ................................................................................................ 92

TABLE 15: Table 4.15 ................................................................................................ 93

TABLE 16: Table 4.16 ................................................................................................ 94

TABLE 17: Table 4.17 ................................................................................................ 95

TABLE 18: Table 4.18 ............................................................................................... 98

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LIST OF APPENDIX

Page

APPENDIX 1: Students List ..................................................................................... 133

APPENDIX 2: Transcript 1 ..................................................................................... 136


APPENDIX 4: Transcript 3 ...................................................................................... 146





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LIST OF FIELD NOTE

Page

FIELD NOTE 1: Observation .................................................................................. 191

FIELD NOTE 2: Interviews ..................................................................................... 194

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CHAPTER I

INTRODUCTION

A. Background of Study

The importance of multiword expressions to gain fluency in language learning

has been asserted by many researchers (Wood, 2004; Folse, 2004). In particular,

mastering them is considered an essential part of speaking skills. Richards and

Renandya (2002: 210) said that speaking is one of the central elements of

communication. Comprehending the meaning of multiword expressions is

essential, yet, it is not only in speaking or productive skills but also in listening or

receptive skills. One of the reasons is that there are many layers and kinds of

multiword expressions such as idioms, fixed expressions, phrasal verbs, prefabs

etc (Moon, 1997; Wray, 2002). Amongst them, the present study narrowly focuses

on phrasal verbs, which are considered a proper feature in English.

Phrasal verbs are usually found in grammar courses in the ESL/EFL

curriculum, but they also appear in vocabulary textbooks. A phrasal verb is a

phrase which consists of a verb in combination with a preposition or adverb or

both, the meaning of which is different from the meaning of its separate parts:

'look after', 'work out' and 'make up for' are all phrasal verbs based on Koprowski,

(2005: 322-332). Surely we often say the word phrasal verb, isn‟tt it? In fact, the

phrasal verbs are often spoken by others around us without us knowing it.

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There are some phrasal verbs that we use in our daily activities such as „check

this out‟ when we show the picture or video displayed, „come on‟ when we invite

someone or friend and etc. Maybe some people out there still do not understand it.

Even so, the phrasal verbs are very attached to us without us knowing it. We often

say the words of phrasal verb with our habits that, we often hear it either on

television or hear it directly. Although we do not know the words before or may

not know how the writing, we still say the word. It can be identified that phrasal

verbs are very important in communicating or speaking English.

There are two major subcategories of the phrasal verb: inseparable and

separable. With transitive phrasal verbs or separable, the particle can be placed

after the direct object. This is the normal word order then the object is a pronoun,

for example: we put the book back. The book here we can change into “it”. While

inseparable from the opposite of the separable means, it is not necessarily

separated by the example "come on, guys". Both of these types will identify the

phrasal verbs are either separable or inseparable.

The researcher is challenging her-self to observe the second semester from

English Education Department with the lecturer that is Mr. Sabariyanto and ask

permission from the lecturer to attend the class to observe whether the word

phrasal verbs are spoken in the class. Before observing, the researcher interviewed

the lecturer about the state of the class and he said that the classes he taught

included as classes with active students and often phrasal verbs spoken in informal

speaking even though they had not been taught about phrasal verbs. Not only was

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the lecturer interviewed, but also the students, they said that they have not been

taught about phrasal verbs but often pronounce those words because of the habit of

hearing.

Finally, the researcher observes one of his classes that are A class. The

researcher got something interesting from the class as students say words included

as phrasal verbs like "look after", "stand up", "in order to" in the class of speaking

formal setting. But in its use, some of them are still less precise like “look after”

which means caring in the student's sentence to be looked after. Therefore, the

researcher wanted to study phrasal verb in the second-semester student especially

the speaking class of A class.

The researcher concludes that the students of the second semester have

knowledge of the phrasal verbs even if they are not aware of it. For the semester

which is still as early as the second semester and the students from the speaking

classes especially in A class can say words of the phrasal verbs, it is a wonderful

thing. Although, they have not received detailed learning of phrasal verbs.

From the background above, the researcher is interested to conduct a research

entitled “AN ANALYSIS OF PHRASAL VERBS USAGE IN SPEAKING

CLASS AT THE SECOND SEMESTER OF ENGLISH EDUCATION

DEPARTMENT OF THE STATE ISLAMIC INSTITUTE OF SURAKARTA

IN ACADEMIC YEAR 2017/2018”. The researcher focused on the placement to

use phrasal verb correctly and resolve if they forgot to speak up in front of class.

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B. Limitation of the Problem

Obviously, this study will have a broad scope. The limitation of the problem

is follows: An Analysis of Phrasal Verbs Usage in Speaking Class at 2nd Semester

of English Education Department of The State Islamic Institute of Surakarta in

Academic Year 2017/2018. The researcher has a very limited ability to study all of

the problems that have been identified. Based on background of the study above,

researcher will only focus on phrasal verbs errors and the difficulties. The

researcher will limit the type of phrasal verbs errors is semantic errors from five

types of phrasal verbs errors baed on Riguel (2014). Furthermore, the researcher

will describe the students‟ difficulties of the phrasal verbs errors made by the

students.

C. Identification of Problem

Based on the background of the study above, there are several problems

which arise. The problems can be identified as follows:

1. The students get phrasal verbs‟ error.

2. The students are still difficult to speak phrasal verbs.

3. The students still lack of knowledge of meaning about phrasal verbs.

D. Problem Formulation

From the background of the study stated above, the researcher formulated

the questions as follows:

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1. What phrasal verb errors are made by the students of 2nd

Semester of the State

Islamic Institute of Surakarta in Academic Year 2017/2018?

2. What difficulties do the students face in delivering speaking material with

phrasal verb of 2nd

Semester of the State Islamic Institute of Surakarta in

Academic Year 2017/2018?

E. The Objective of the Study

The objectives of the research are intended:

1. To describe the phrasal verb errors are made by the students of 2nd

Semester of

the State Islamic Institute of Surakarta in Academic Year 2017/2018.

2. To investigate the difficulties do the students face in delivering speaking

material with phrasal verb of 2nd

Semester of the State Islamic Institute of

Surakarta in Academic Year 2017/2018.

F. The Benefit of the Study

This research has contribution for two aspects; theoretical and practical.

1. Theoretical Benefit

a. To improve knowledge of phrasal verb, the researcher hopes that this

research will give contribution for the development of education.

b. Giving contribution as the reference for the next research about using of

phrasal verb in speaking class not only at the 2nd


Islamic Institute of Surakarta.

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2. Practical Benefit

a. This research will be useful especially for the students on 2nd

semester of the

State Islamic Institute of Surakarta who use phrasal verb.

b. This research will give consideration for students in their speaking class.

c. To solve the difficulties that faced by students in using phrasal verb.

G. Identification of Key terms

The purpose of this clarification of terms is to avoid misunderstanding. The

terms are:

1. Phrasal Verb

A phrasal verb is a phrase which consists of a verb in combination with a

preposition or adverb or both, the meaning of which is different from the

meaning of its separate parts: 'look after', 'work out' and 'make up for' are all

phrasal verbs based on Koprowski, (2005: 322-332). Wishon, Burks (1980:

319) says: “Phrasal verb consists of a simple verb + 1 or two particle where the

meaning of the compound is often different from the meaning of the individual

parts.”

2. Speaking skills

Speaking skill in this study refers to a skill to express arguments, ideas, and

daily conversations through English as an oral communication (Brown, 2001)

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CHAPTER II

REVIEW ON RELATED LITERATURE

A. Definitions of speaking

In our experience as the language teacher, speaking has always been

the most challenging skill for most of our freshman students. Richards and

Renandya (2002: 210) said that speaking was one of the central elements of

communication. The ability to speak which is one of the language skills are

the major factor in mastering English. Speaking skill in this study refers to a

skill to express arguments, ideas, and daily conversations through English as

an oral communication based on Brown (2001). Speaking is the process of

transmitting ideas and information orally in different situations. Transmitting

information means giving information to others in a communication.

Therefore in communication speakers produce messages and conveying the

message in the various skills, articulation, and nonverbal signals.

Tarigan (1990: 3-4), defines that speaking is a language skill that is

developed in child life, which is produced by listening skill, and at the period

when speaking skill is learned. Furthermore, Tarigan (1990: 8), adds that

“Talking is a way to communicate that affect our daily lives”. It means that

speaking is the way of communication that influences our individual life

strongly.

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Besides that, speaking has some difficulties. There are many

characteristics that make speaking English difficult according to Brown

(2001: 270), there are eight characteristics; each of them will be explained as

follow:

1. Clustering

Fluent speech is phrasal, not word by word. Learners can organize

their output both cognitively and physically (in breath groups) through

such clustering based on Brown (2001: 270).

2. Redundancy

The speaker has an opportunity to make meaning clearer through the

redundancy of language. Learners can capitalize on this feature of spoken

language based on Brown (2001: 270).

3. Reduced Form

Contractions, elisions, reduced, vowels, etc. all form special problems

in teaching spoken English. Students who do not learn colloquial

contractions sometimes develop a stilted bookish quality of speaking that

turn stigmatize them based on Brown (2001: 270).

4. Performance Variable

One of the advantages of spoken language is that the process of

thinking as you speak allows you to manifest a certain number of

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performance hesitations, pauses, backtrackings, and corrections based on

Brown (2001: 270).

5. Colloquial Language

Make sure that your students are reasonably well acquainted with the

words, idioms, and phrases of colloquial language and they get practice in

producing these forms based on Brown (2001: 270).

6. Rate of Delivery

Another salient characteristic of fluency is rate of delivery. One of

your tasks in teaching spoken English is to help learners achieve an

acceptable speed along with other attributes of fluency based on Brown

(2001: 270).

7. Stress, Rhythm, and Intonation

This is the most important characteristics of English pronunciation, as

will be explained below. The stress-timed rhythm of spoken English and

its intonation patterns convey important message based on Brown (2001:

271).

8. Interactions

Learning to produce waves of language in vacuum-without

interlocutors-would rob speaking skill of its richest component: the

activity of conversational negotiation based on Brown (2001: 271).

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There are eight characteristics that make speaking English difficult for

the students based on Brown (2001). We know that the students are not native

speakers so that they definitely get some difficulties in speaking English,

therefore the researcher discusses those characteristics the students face in

speaking English.

B. Definitions of Phrasal Verb

There are many definitions based on experts, such as based on

Koprowski, (2005: 322-332) that a phrasal verb is a phrase which consists of a

verb in combination with a preposition or adverb or both, the meaning of

which is different from the meaning of its separate parts: 'look after', 'work

out' and 'make-up for' are all phrasal verbs. A phrasal verb is the combination

of a verb with an adverb or preposition and occasionally with an adverb and

preposition.

According to McArthur (1992:72- 6), the term "phrasal verb" was first

used by Logan Pearsall Smith, in "words and idioms" (1925), in which he

states that the editor or Henry Bradley Suggested the term to him. That

statement above is similar with the statement or opinion of Kollin, Martha,

and Rober Funk (1998:35) says: “Phrasal verb only form an idiom, a phrase

whose meaning cannot be predicted from the meaning of its parts.” Both

theories said that phrasal verbs are like an idiom, but actually different

because an idiom is an expression whose meaning is different from the

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meaning of the individual word. For example, to have your feet on the ground

is an idiom meaning to be sensible.

While phrasal verb is a combination of words that is used as a verb

and consists of a verb and an adverb or preposition, for example, give in or

come up with. So, the meaning of a single word is not clear yet. Like

according to Trask, (1977:169) he says, “Phrasal verb: a verb consisting of a

simple verb plus one or more particles, the meaning is no generally

predictable from the meaning of the component part”.

There are phrasal verbs that we cannot predict the meaning because

every meaning of a single word is far from the meaning of those words we

combine it. We can know from giving up, call on, hand-down and etc. they

are phrasal verbs that we cannot predict their meaning of every word. As we

know from the statement of Wishon, Burks (1980: 319) says: “Phrasal verb

consists of a simple verb + 1 or two particle where the meaning of the

compound is often different from the meaning of the individual parts.” Like

the example above such as, give up, call on, hands-down.

Every word from “give up” has a meaning itself, “give” is a verb that

similar with share and “up” like a bird fly in the sky then we combine it

become one and has a different meaning become adjective toward someone

that we don‟t want to effort again. Crowell (1964: 401) says: “Phrasal verb is

a combination of a verb and a particle which together have a meaning

different from the customary meaning of the two words.”

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Most of the theories about phrasal verbs are similar; many experts said

that phrasal verbs consist of one word or simple word added with a

preposition, particle or adverb then change to become one meaning although

there is meaning for every word before. And one theory again said about it

like Allsop (1982: 210) says; “A phrasal verb consists of a simple verb + 1 or

two particles where the meaning of the compound is often different from the

meaning of the individual parts.” Such as growing + up, every word has the

meaning itself. It does not combine 2 words that have meaning itself but one

word that has a clear meaning and add it one preposition.

Different from the opinion of Downing and Locke (1992:335) stated:

“Phrasal verbs examined so far display a high degree of semantic

cohesiveness and idiomatic”. This statement and explanation from this book

help me to give more information about the meaning of phrasal verbs clearly.

From Geoffrey Leech (1975:263) in his book “A Communication Grammar of

English” stated: “Some phrasal verbs retain the individual meaning of the

verb and the adverb, whereas for other phrasal verbs the meaning of

combinations cannot be built up from the meanings of the individual verb and

adverb”.

So, we can know that we cannot translate the phrasal verbs in every

word. We must determine the condition or situation when we speak phrasal

verb. The Phrasal verbs appear around us to make us easier when we speaking

English because the words of phrasal verbs are a common word that we often

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use in daily life. Then, we can know about the differences between phrasal

verbs and prepositional verbs and how to use phrasal verbs effectively in a

sentence.

C. Properties of Phrasal Verbs

Traditional grammarians define a phrasal verb as a verb followed by a

particle (variously described as a preposition, adverb, or some of the

combination of the two). For examples:

I put back the book.

Put back means replace.

We will look into the problem.

Look into means investigate.

She will talk over the case later.

Talk over means discuss.

I got up at 5 a.m yesterday.

Got up means arise.

Certain particles such as up, down, on, off, and back can be readily for

phrasal verbs combining with common verbs such as come, go, do, make and

give. (For these particles and verbs, we will discuss them in the characteristics

of phrasal verbs). According to Wishon and Burks (1980:320) the properties

of Phrasal verbs are:

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1. Tense formal and verbs

Phrasal verbs operate with all auxiliaries, that is, all the tenses and

other constructions, like any other verbs. They occur in verbal (participle,

infinitive, and gerund) form. For examples:

a) Has Mr. Liberti looked into the coats of boat travel? (present perfect)

b) She can‟t find out the sailing dates. (with modal auxiliary)

c) Anyone else would have given up long ago. (with modal auxiliary)

d) Looking up phone numbers takes all her time. (gerund)

e) She wants to line up my different offerings, than compare them.

(infinitive)

f) Soon she will have been told off by all the travel agencies in town.

(future perfect tense)

2. Sentences patterns

Like other verbs, some phrasal verbs are in certain sentence patterns

and some in others. Verbs not followed by + a/an objects (intransitive

verbs) occur in the noun + verb + adverbial pattern. Phrasal verbs in this

pattern are not separated. They tend to be combinations that cannot be

separated without a change in meaning. For examples:

a) We get up at five o‟clock every morning.

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b) Did Rubin get off on time?

c) Did the monster get away?

Verbs followed by an object (transitive verbs) occur in the noun + verb

+ noun pattern. Not many phrasal verbs (and not many verbs in general)

are used in the noun + verb + noun + noun pattern. When the phrasal verb

occurs, its parts tend to be separated by the indirect object. For examples:

a) Mix me up a large salad.

b) The police gave him back his wallet.

Phrasal verbs are not found in the sentence patterns using linking

verbs, noun + linking verb + noun/ adjective (honey is sweet) and noun +

linking verb + adverbial (the honey in on the shelf), nor in there

transformation of this pattern (there is a jar of honey on the table). The

description that can be taken from explanations and examples above is that

phrasal verbs occur primarily in the noun + verb + noun pattern. A small

number of verbs can be used in the noun + verb + noun + noun pattern.

D. The Characteristics of Phrasal Verbs

In learning phrasal verbs, we have to know the characteristic of

phrasal verbs. An important fact which must be stressed is that phrasal verbs

are not only colloquial expressions, as many people believe. They can appear

informal style and sling. Crowell (1964:402) says “phrasal verbs are

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extremely frequent in conversation and in all but the most formal writing. The

phrasal verb that almost all of the words which make them up are very

common.”

The verbs are usually these:

Give go get pass see do

Take carry call pick catch stand Come

Break put hold bring try throw

Particles are usually these:

About around back over Down Off

Through across away forward on Up

The way in which the words are put together is often odd, illogical or

even grammatically incorrect. These are the special features of phrasal verbs.

It is difficult to identify those phrasal verbs. So to recognize them, whether

they are the phrasal verb or prepositional phrase, it is important to recognize

the characteristics of phrasal verbs first. According to Downing and Locke

(1982:234) they classified the characteristics of phrasal verbs by putting them

in sentences, and how to identify them clearly.

For examples:

Sentence 1: We have already set up the database.

Sentence 2: Something sparkled at the bottom of the trunk.

1. Put them in Question:

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In sentence 1: The particle and the noun group could not answer a

question about circumstances.

Where have you already set?

Answer: Up the database (unrelated answer)

In sentence 2: The preposition + noun group could answer a question

about circumstances

Where did something sparkle?

Answer: At the bottom of the trunk.

1) In sentence 1: The particle and the noun group cannot be omitted both

without either producing an ungrammatical clause or changing the

basic meaning of the verb.

We have already set. (?)

In sentence 2: Both preposition and noun group can be omitted

and the clause will still be grammatical and the basic meaning of

the verb will not change.

Something sparkled.

2) In sentence 1: The particle and the following noun group cannot be

moved as one constituent to the beginning of the clause.

Up the database, we have already set.

In sentence 2: The preposition and noun group can be moved to the

beginning of the clause.

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At the bottom of the trunk, something sparkled.

3) In sentence 1: The particle can be moved to a position following the

noun group and in fact, must be moved to this position when the noun

group is a pronoun.

We have already set the database up.

We have already set it up.

In sentence 2: The particle can‟t be moved to a position following the

noun group.

Something sparkled the bottom of the trunk at.

4) In Sentence 1: The noun group following the particle could become

the subject of a passive version of the clause.

The database has been already set up.

In sentence 2: The noun group following the preposition cannot

become the subject of a passive version of the clause.

The bottom of the trunk was sparkled at. (incorrect)

5) In sentence 1: The constituent of verb plus particle can be replaced by

a single word verb with similar meaning.

We have already established the database.

19

In sentence 2: There is no similar meaning for sparkled at for “at” is a

preposition.

Based on the explanation above, we can see that the

characteristics of phrasal verbs clearly found in sentence 1, whereas

sentence 2, it is not the phrasal verb. Other examples:

The boys are called up the stairs.

The boy called up his friends.

The verb call in the first sentence has a customary meaning of

“speak loudly”, and up has its customary meaning of “from below to a

higher point”. However, the second sentence, the words call and up

have the meaning of the verb “telephone”. So in the first sentence, the

combination of call and up is not classified as phrasal verbs, but in the

second sentence, the combination of call and up is classified as a

phrasal verb.

E. Kinds of Phrasal Verb

After discussing the properties of phrasal verbs, now we will discuss

the following sub chapter that is about kinds of phrasal verbs. According to

Biber (1999:403) Phrasal verbs in English fall into one of two categories:

transitive or intransitive. Transitive phrasal verbs are those that occur with a

direct object. In semantic terms, the direct object is the entity or thing that is

20

affected by the action described by the verb. Intransitive phrasal verbs are

those that do not.

There are two kinds of phrasal verbs, they are:

1. Separable phrasal verbs

According to Wishon (1980:321), he defined that when phrasal verbs

are transitive, they usually can be separated. The object is placed between

the verb and the particle. Phrasal verbs are used in the same way as normal

verbs.

We put back the book

Verb particle noun object

It can be: We put the book back or We put it back.

The point to keep in mind is that when a two-word verb is followed by

an object noun, we have the option of separating the verb and the

adverb, but when the phrasal verb is followed by object pronoun, we

must separate the verb and the adverb. More examples;

1) We took apart the bicycle.

We took it apart.

Took apart means „disassemble‟

2) He promised to help me, but then he let me down.

Let (someone) down means „disappoint (by failing to act as

expected/promised)‟

3) We found out the truth.

21

We found it out.

Found out means „discover‟.

4) We talked over the situation.

We talked it over.

Talked over means „discuss‟.

2. Inseparable phrasal verbs

Intransitive phrasal verbs are inseparable. For examples:

Come on, tell me about Nick.

Hold on! What are doing there?

But some transitive phrasal verbs are inseparable. The object is placed

after the particle. Transitive Inseparable Phrasal verbs are marked by placing

„a/an‟ after the preposition/adverb (Wishon and Burks, 1980:320). For

examples:

I run into an old friend yesterday. <Incorrect: I run an old friend into

yesterday.>

Run into means „meet‟.

We made up a story about a poor girl. <Incorrect: We made a story

up.>

Made up means „create‟.

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I came across an interesting article. <Incorrect: I came an interesting

article across.>

Came across means „find‟.

The difference of separable and inseparable phrasal verbs are, in

speech, the particle separable phrasal verb usually receives more stress than

the verb, but the particle of an inseparable verb does not.

Another difference between the two kinds of phrasal verbs arises when

a short, one syllable pronoun like me, you, him, and they are used as an

object. The pronoun object is placed before a separable particle, and it is

placed after an inseparable particle, for examples:”The man will call them

up”. Compare with “The man call up them” (incorrect).

F. Errors made by learners

There are different types of errors and misinterpretations were clearly

identified based on Emilie Riguel (2014: 9): style deficiency, semantic errors,

lack of collocational awareness, incorrect and inappropriate phrasal verbs

thought up by learners, and syntactic errors.

a. Style deficiency

Non-English speaking learners are somewhat unaware of the

existing differences between informal speech and formal writing. As a

result, they tend to use phrasal verbs belonging to the informal or

23

colloquial register, or even slang, in formal contexts and/or writings (and

vice versa), as illustrated by the following examples:

1) Try to knock back a few glasses some evening watching the lights in

an opposite prefabricated house.

2) At that moment I did not know at all what to do, what would be better,

how they would react: if I bumped off one of these boys I could have

problems as a teacher because physical punishment is not permitted or

I could be hit with any punch as well.

3) So Tony helps the couple Hastings-Neville, or tries to do so, for he

mucks things up.

b. Semantic errors

The most common mistakes made by learners are semantic errors,

responsible for major misinterpretations, as shown by the examples

below.

Verb errors

Learners use the correct particle but they combine it with the

wrong supporting verb.

1) Butter went out in the course of the week and new one not

bought.

2) You can get your energy from peas, beans, cheese, and bread in

the same way as from steaks. There are lots of people that feel

better since they have put away with meat.

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In (1), the student should have used the phrasal verb run out

(have none left, be depleted) instead of go out (exit, go outdoors). In

(2), the phrasal-prepositional verb put away with does not exist. The

phrasal verb put away means tidy up, put in correct place, or save

money. Here, however, the student should have used the phrasal-

prepositional verb do away with (abolish, eliminate, get rid of).

Particle errors

Learners use the correct main verb but they associate it with

the wrong particle.

1) Every time I read the newspaper I learn more about the terrible

actions against people that should be our friends. Their houses

are set on fire, they‟re beaten down with bottles or baseball rags

or they are even killed in fights.

2) It will then be much easier and rapid to find a job that suits you if

you can search for it in different countries at the same time, and

if you do not have to fill up many forms and to do a lot of

administration work.

In (1), the student should have used the phrasal verb beat up

(assault) instead of beat down (break down/knock down a door, or

negotiate lower price). In (2), the student should have employed the

phrasal verb fill in/out (complete a form, a questionnaire, write)

instead of fill up (fill a container, a room, etc.).

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c. Lack of collocation awareness

The word collocation comes from the Latin collocare meaning

“place together”. Learners are, however, unaware of the special and

privileged relationships which naturally exist between certain words

within a statement and they tend to combine awkwardly and in an

inappropriate manner some phrasal verbs with other words, as illustrated

by the following statements:

1) In former days girls did not often have the chance to enjoy

education or to get a job beside traditional professions like

chambermaids or housemaids. Usually they had to marry and to set

up a family.

2) This well established middle-class still didn‟t give women the same

opportunities as men, so in the seventies due to the ferments

developed feminism broke out.

3) Anyway, it is also true that others problems have showed up as

consequences of the fights that have been carried out.

In (1), the student should have used the single-word verb start in

this context (start a family) instead of the phrasal verb set up. Indeed, set

up naturally occurs with words relating to business (set up a business,

create something or start it). In (2), the student should have used the

simple verb emerge (start to exist, appear, become known) because it is

the birth of the feminist movement, whereas the phrasal verb break out

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rather occurs with words belonging to the lexical field of war, battle,

violence, revolt, rebellion, etc.

In (3), the student should have used the phrasal verb put up instead

of carry out. Indeed, the phrasal verb put up something means “to show a

particular level of skill, determination, etc. in a fight or contest”. As a

result, put up perfectly fits with the given context (lead the fight, fight,

defend, resist), whereas carry out naturally occurs with words referring to

experiments, researches, surveys, inquiries, investigations, etc. (conduct,

do and complete a task).

d. Incorrect and inappropriate phrasal verbs thought up by learners

In order to make up for a lack or deficiency in the target language,

learners feel necessary to create new phrasal verbs which often do not

exist in English.

1) The “insiders”, that is her family including me of course, know that

she has got a fancy about “Freundin” not because of the latest hair-

cuts, about “Brigitte” not because of the instructions to fashion your

jeans up by stone-washing and colouring them.

2) Tennis courts and clubs mushroomed up all over the place.

3) It is obvious that we cannot reach absolute equality but we sure can

level down social differences.

Although the phrasal verbs fashion up (1) and mushroom up (2) do

not exist in English, we cannot strictly speak of mistakes in learners‟

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productions. Indeed, in these examples, the particle up means “more”,

“greater”; it acts as an intensifier or emphasizer. This clearly shows that

non-English speaking learners have well understood and memorized the

aspectual value of phrasal verbs formed with up, and that they properly

apply the rule and use it in a creative manner in (1) and (2). In (2),

mushroom up can be corrected by using the phrasal verb pop up (spring

up suddenly) or by using the idiomatic expression spring up like

mushrooms.

As for the example (3), the phrasal verb level down does not exist

in the dictionary. The student has deliberately associated the supporting

verb level (make something flat or smooth, make something equal or

similar) with the particle down (decrease) since he speaks of “reducing

social differences” in his/her essay. His/her intention is interesting and

clearly shows that he/she is aware of the semantic value of the particle

down. His/her production is, however, incorrect since the phrasal verb

level down does not exist. The most judicious correction would thus be

the phrasal verb iron out (reduce, eliminate, eradicate, get rid of any

problems or difficulties that are affecting something) or the phrasal verb

smooth out (resolve, eliminate, make problems or difficulties disappear).

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e. Syntactic errors

Non-native learners are unaware of the syntactic properties of

phrasal verbs and they transitively use non-transitive phrasal verbs, and

vice versa.

1) Although parents use light or heavy manners in growing up their

children, they are not able to control the future and the idea of

having to pay a large sum of money for their children‟s offences

cannot change the situation.

2) Then, the hormones having ceased to be excessively produced,

which is only after two or three years, he or she begins to look for

another love, splitting up the relationship.

In (1), the student transitively used the phrasal verb grow up, which

is, however, non-transitive. He should have used the transitive phrasal

verb bring up. In (2), the student transitively used the non-transitive

phrasal verb split up. He should have used the transitive one-word verb

end or the transitive phrasal verb end up.

G. Difficulties and Errors in Acquisition of Phrasal Verbs

Despite the growing number of publications devoted to these lexical

and grammatical phenomena, the use of Phrasal Verbs and their lexical

features cause a lot of problems. Furthermore, most linguists share the opinion

that phrasal verbs constitute one of the most distinctive and creative features

29

of the modern English language. In addition, Phrasal Verbs are always of

great importance in the English lexicon. A significant increase in the number

of phrasal verbs along with the regular phrases and nominative complex

expression contribute to a rise in the degree of idiomatic English.

From the perspective of a learner of English as a foreign language

(EFL), Phrasal Verbs are not only an important feature of English grammar

whose degree of mastery reveals the command of lexicon and style based on

Vasbieva (2015: 61). But, due to their heterogeneity and complexity, they are

difficult to master and provide a vast potential for mistakes but they are also

very complex and heterogeneous. According to Darwin and Grey (Darwin and

Grey, 1999), many particle verbs have entirely idiomatic meaning although

both parts of the construction seem very familiar to the learners. This

idiomaticity leads to avoidance or to errors because phrasal verbs constitute “a

syntactic [and semantic] oddity in the language” to include the quotation by

Darwin and Gray (Darwin and Grey, 1999). This is also the reason why

phrasal verbs are difficult to describe.

Vasbieva (2015: 61), said that the most difficult thing about phrasal

verbs is that in addition to a single literal and/or figurative meaning, some

phrasal verbs can have a multitude of different meanings depending on the

context. For example, here are some of the many ways in which the phrasal

verb pick up is currently used:

1. The phone rang and I picked it up. (to lift something up)

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2. He picked her up from the airport. (to take on)

3. She picked up a little Italian during her holiday in Rome. (to acquire

knowledge or learning)

4. My daughter picks up her room after school. (to tidy up)

5. He picked up this watch on sale. (to acquire casually)

6. He picked up his package at the post office. (to claim)

7. He picked up some flowers on his way home. (to buy)

8. Her boss picked up the tab for lunch. (to pay a bill)

9. He picked up a virus on his trip. (to come down with a disease)

10. The home team picked up eight yards on the play. (to gain)

11. He picked up a date at the singles bar. (to make casual acquaintance)

12. The police picked up the bank robber. (to take into custody)

13. The police dog picked up the scent of the kidnapper. (to come upon and

follow)

14. The lawyer picked up his argument after the noon recess. (to continue

after a break)

15. The company‟s sales always pick up around the holidays. (to improve)

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16. She just picked up and left home. (to pack one‟s belongings)

17. We sold our red pick up last year. (noun derived from the verb--a type of

truck)

Some examples above show us if there are different meaning of

phrasal verb „pick up‟. As we can know that „pick up‟ will change meaning

based on the context. If we use „pick up‟ to speak English especially speak

phrasal verb, we must know what kind of context we will say.

Some linguists say that a phrasal verb is always idiomatic and the

meaning cannot be understood by knowing the meaning of the individual

words. I think it‟s more useful to say that some phrasal verbs are easy to guess

from the context and others are much more difficult.

Researchers Liao and Fukuya and Kharitonova attribute under-

representation of phrasal verbs to „avoidance‟. However, it is difficult to

differentiate avoidance from ignorance even if a student uses a single word

(e.g. stop) rather than a phrasal verb (give up). The non-use of phrasal verbs

by EFL students needs explaining carefully. The difficulties for this might be

as follows:

1. Lack of knowledge

They frequently have to make decisions without certain

knowledge of all the relevant facts. One of the ways people might

manage in spite of this is by taking advantage of metaknowledge

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about the mind: by using their patterns of knowledge as sources of

information.

2. Incomplete learning

The research on incomplete learning is very recent and this

area is undergoing further development. We note also that even if

the model is not mis-specified.

3. Ignorance and passive learning for comprehension

The use of the term „avoidance‟ not only exaggerates the

problem of the under-representation of phrasal verbs but it also

ignores „ignorance‟ and passive learning as its possible reasons.

4. A strategy used to avoid errors such as the use of the wrong verb

or leaving out or wrong order of the particle

It is a strategy used to avoid error. Instead of worrying about

the „foreignness‟ of EFL learners‟ language due to the non-use of

phrasal verbs.

5. Use of alternative language forms.

This lack of competence in the language leads to the use of

cognitive strategies in communication such as avoidance,

interlingual and intralingual transfer.

The under-representation of phrasal verbs in speaking is as normal as

the lack of knowledge of any single-word vocabulary items. Avoidance of

33

phrasal verbs is considered to be a communication strategy to avoid errors.

Besides, avoidance does not necessarily lead to an error. It is no use blaming

EFL learners for using alternative language forms to express their ideas. Thus,

the students might have avoided the possible phrasal verb errors due to the

above difficulties.

On the other hand, phrasal verbs help EFL learners develop fluency

and spontaneity in speech and in writing as well. So there is a need for

devising an effective teaching strategy on learning Phrasal Verbs by EFL

students.

H. Previous Related Studies

The researcher includes the previous studies in line with this study,

they are as follows: First, Dinara G. Vasbieva (2015) wrote the journal

entitled Teaching Strategy on Learning of English Phrasal Verbs by

Economics Major Students in Russia. The journal investigates research into

the use of the lexical set strategy for teaching phrasal verbs in Russia. Even

though the incidence of phrasal verbs is significant in English-speaking

countries, little has been written about other causes of the non-use of the

forms of PVs except for avoidance.

The result of this journal is phrasal verbs are most dynamic,

productive, semantically rich group of English verb lexicon. Phrasal verbs are

especially useful in the quest to reach fluency in English – this type of

34

language will not only make students sound natural (more like a native

speaker) but very often it will also allow them to be more efficient with the

foreign language. Phrasal verbs are efficient because they „say‟ a lot. They

contain a lot of meanings. Thus, the level of development of Economic Major

students' foreign language competence depends on their skills and abilities to

use the productive vocabulary in speech for implementing communication

tasks in the professional sphere.

Second, Dina Furi Kuntari (2013) wrote the thesis entitled An

Analysis of Phrasal Verb “GET” on Some Novels by Stephenie Meyer. The

objective of this study is to describe the particle that follows the verb “get”, to

know the type of phrasal verb “get” and its particles also to describe the

meaning shift in the phrasal verb in Indonesian translation of some novels by

Stephenie Meyer. The novels by Stephenie Meyer were translated based on

syntax and semantics and this is a descriptive research.

The steps in this research are retrieving the data including the phrasal

verb “get” and grouping them based on the types of phrasal verb.

Furthermore, the author draws conclusions from the analysis. The data which

have been analyzed can be concluded: a) particles that can be followed by

phrasal verb get are preposition and adverbial, b) data Inseparable phrasal

verbs can be followed by particles in, around, ahead, together, at, better, and

up while data separable phrasal verb can be followed by the particles away,

35

back, out, off, into, over, on, and through, c) There are switch meaning in

some data of separable and inseparable phrasal verb.

Third, Fitriya Elina (2012) wrote the thesis, entitled The Phrasal Verbs

Analysis in Some Selected Children Stories. This study was conducted to

analyze and to know the construction and the function of phrasal verbs of

books chosen.

The research product is hoped to be able to increase the development

of linguistic semantics and language learning. Literature is the study of

writing and art like drama, fiction, essay, poetry, novel, and prose. When we

study literature, short story or storybooks, we would like to find out many

types of meaning in each word, phrase, clause, and sentence form. They could

be acquired stiltedly and impliedly.

Fourth, Rosa Adriana May Melendez, MA; Gandy Griselda, Quijano

Zavala, MA And Rafael Ferrer Mendez, MA wrote the journal entitled

Teaching Speaking Strategies To Beginner. In our experience as language

teachers, speaking has always been the most challenging skill for most of our

freshman students, at the Foreign Language Bachelor Degree at the Facultad

de Ciencias Educativas in the Universidad Autónoma del Carmen. Despite the

fact that various oral activities including strategies are implemented in the

classroom, it is difficult to monitor each student‟s progress.

For that reason, it was decided to invite some students to develop

extracurricular sessions. During these sessions, they could practice the use of

36

speaking strategies: Fillers, circumlocution, asking for clarification and

expressing not understanding. Our main objective was to train the students on

these basic speaking strategies so that they could use them regularly. The

methodology to develop the sessions consisted of three stages: 1) a pre-task to

know the participants‟ previous knowledge of speaking strategies, 2) the

training sessions, which were taught through formal instruction and practice

in oral tasks and, 3) a post-task to show if the frequency of strategy use

increased after instruction. In order to analyze the progress of the participants,

a questionnaire to collect previous knowledge about the students‟ oral

strategies, and a checklist to analyze the video record sessions were used. The

results from the post-task showed there was an increase in the use of the

strategies. Satisfactorily, the students showed more confidence when

communicating or expressing themselves orally.

37

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research used qualitative approach to analyze the data. Creswell

(2007: 15-18) stated that the research design process in qualitative research

begins with philosophical assumption that the inquire make in deciding to

undertake a qualitative study. Creswell (1994: 146), stated that the research

designs are plans and the procedures for research that span the decisions from

broad assumptions to detailed methods of data collection and analysis. The

selection of a research design is also on the nature of the research problem or

issue being addressed, the researchers‟ personal experiences, and the

audiences for the study.

As explain in the previous discussion, the research design that was

used by the researcher is qualitative research. Creswell (1994: 146),

qualitative research is a mean for exploring and understanding the meaning

individuals or groups described to a social or human problem. The process of

research involves emerging questions and procedures, data typically

collections in the participant‟s setting, data analysis inductively building from

particulars to general themes, and the researcher make interpretations of the

meaning of the data. The final written report has a flexible structure.

38

Moleong (1995: 4), quoted the definitions of qualitative research from

Bogdan and Taylor as a research procedure that product the descriptive data

such written words or spoken words from people or activities that can be

observed. This research used descriptive qualitative research in the work of

case study. According to Arikunto (2006: 35), the descriptive research is

research to explain phenomena.

In details, the researcher used descriptive qualitative research to

present the data about the students of 2nd

Semester in The State Islamic

Institute of Surakarta during participating in speaking for formal setting class

in 2017/2018 Academic Year. The researcher focused on how the students of

2nd

Semester in The State Islamic Institute of Surakarta get difficulties in

speaking phrasal verb in speaking for formal setting class and what phrasal

verbs error is made by the students.

B. Research Setting

The researcher took the setting at the students of 2nd

Semester in The

State Islamic Institute of Surakarta. The location of this college is in

Pucangan, Kartasura. The researcher has conducted this research in some

steps. The first step was observing the A class of 2nd

Semester on speaking for

formal setting class at 14th

February 2018. The second, the researcher

collected the data from the informants by interviewing the lecturer that was

39

Mr, Sabariyanto and the students of the A class then made note-taking of the

interview.

C. Subject of The Research

The subjects of this research are the students of 2nd

Semester in The

State Islamic Institute of Surakarta on speaking formal class, there are 35

students in the A class in 2017/2018 Academic Year. The researcher chose

this subject because the researcher found the students of 2nd

semester spoke

phrasal verbs in speaking class naturally and some students still made phrasal

verb error. In fact, the students found difficulties in speaking phrasal verbs.

D. The Source of Data

According to Sutopo (2002: 50-54), that the data source in the

descriptive research can be humans, events or activities, places or locations,

things, various pictures and records, documents and archives. Another

statement about the data source in descriptive qualitative research is

conducted by Loflands‟ which is quoted by Moleong (1995: 112), he stated

that the main sources of the data in qualitative research are words and the

actions, and other things as the additional data like documents or others.

The data of this research are written data based on the observation of

AN ANALYSIS OF PHRASAL VERB IN SPEAKING CLASS ON 2nd

SEMESTER of The State Islamic Institute of Surakarta. The data are records,

40

questionnaire and observation. The last data are interview scripts with the

lecturer and some students.

In this research, the source of the data was obtained from:

1. Events

The events in this research are activities in Speaking Formal

Setting. The researcher took observation at the 2nd

Semester of The

State Islamic Institute of Surakarta. The event of this research was in the

classroom of Speaking Formal Setting.

2. Informant

Hornby (1995: 150), states that informant is a person who gives

information about something. In this research, the researcher collected

information from some informants, those were Mr. Sabariyanto as the

lecturer of speaking and some students of A class at the 2nd

Semester in

The State Islamic Institute of Surakarta in academic year 2017/2018.

E. Instrument of The Research

According to Creswell (2007: 261), the instrument of qualitative

research is the researcher itself. It meants that instrument of this research is

the researcher itself, because the researcher has function to decide the focus of

the research, determine source of data, collect the data, analyze the data, and

make conclusion.

41

Based on the explanation above, it can be concluded that the researcher

was the main instrument in the qualitative research because the researcher is a

data collector, analyst and result reporter of the research. Beside, the other

instruments which can be used are the data of phrasal verb spoken by students

of 2nd

Semester in Speaking Formal Setting class. In the process of collecting

the data, the researcher also used some additional instruments such as

recording equipment, field note, and other supporting tools to collect the data.

F. Technique of Collecting Data

The technique of collecting data is way that used by investigator to

gain a data. According to Creswell (2007: 139,140,141), the required data and

information are taken from observation, interview, documentation and

recording. The data of this study were gained from interview, observation, and

documentation and if we need to make the data are stronger can use

questionnaire.

1. Interview

Arikunto (2010: 198) states interview as a dialog which is

constructed by interviewer to get information from interviewer. One of the

ways to get deep and more information of the students‟ abilities, the

researcher did an interview is a dialogue done by the interview to get

information from interview, Arikunto (1998: 145). Another explanation,

Frankael and Walken (2003: 450), state that interview is an important way

42

for researcher to check the accuracy of the impression he or she has gained

through observation. Arikunto (2010: 199) classifies type of interview into

two, unguided interview and guided interview. Unguided interview is an

interview which there is no specific questions that the interviewer must

ask. The interviewer is free to ask anything, but the interviewer must

remember the data which are needed. Guided interview is an interview in

which there are specific questions that the interviewer must ask. The

interviewer has arranged a series of complete and detailed questions. In

this research, the researcher used guided interview.

The researcher interviewed the lecturer and the students of 2nd

Semester in A class. It is described as follow:

a. The researcher interviewed the lecturer on 3rd

January 2018, it

purposed to get information of which class was suitable to observe

about speaking and the possibility of the students could speak phrasal

verb.

b. The researcher interviewed the students on 3rd

January 2018, it

purposed to get information about phrasal verb and how often the

students speak phrasal verb then the difficulties when they speaking in

the class.

2. Observation

Observation is a technique of collecting data by conducting direct

monitoring toward a subject on certain period and conducting systematic

43

record about things which is observed (Nurkancana, 1993: 35). Arikunto

(1998: 136), stated that it is a effort of doing research in order to gain the

information from other people in order the peoples are be able to give the

information needed. It is a one important way to collecting the data.

Because people do not always do what they do Fraenkel and Walken

(2003: 445), the researcher observed all of the activities in the classroom,

the participation of the students during the learning process in Speaking

Formal Setting class:

a. The way the students speak on subject Speaking Formal Setting. In the

case, the researcher observed all of the students‟ speaking phrasal

verbs spoken by the students in the classroom.

b. The researcher recorded every performance by all of the students when

speaking about the theme given by lecturer.

c. The researcher analyzed whether the students used phrasal verb in

speaking or not.

3. Documentation

According to Arikunto (2002: 206), documentation study is

searching for data of things or variables in forms of notes, transcripts,

book, letters, magazines, agendas, etc.

This process involves recording information through various forms,

such as observational field-notes, interview write-ups, mapping, census

taking, photographing, sound recording, and documents. An informal

44

process may occur in recording information composed of initial "jottings"

(Emerson, Fretz, & Shaw, 1995), daily logs or summaries, and descriptive

summaries (see Sanjek, 1990, for examples of field-notes). Recording on

videotape raises issues for the qualitative researcher such as keeping

disturbing room sounds to a minimum, deciding on the best location for

the camera, and determining whether to provide close-up shots or distant

shots.

The researcher used recording to record every student‟s

performance in Speaking Formal Setting. Then, the researcher analyzed

one by one to get how many phrasal verb they used and the difficulties

found by them when they were performing.

G. Data Coding

In this research, the researcher gave some codes of each datum I order

to be easy in analyzing the data. The coding of the types of speech style is as

follows:

1. The use of Arabic number-to-number data. 01 means that the datum is

number 01.

2. The use of abbreviation with Romans word in capital characters to show

the types of Phrasal Verbs‟ error.

S : Separable

In : Inseparable

45

3. The use of abbreviation with Romans word capital characters to show

the types of difficulties.

LK : Lack of knowledge

IL : Incomplete learning

IP : Ignorance and passive learning for comprehension

SAE : A strategy used to avoid errors such as the use of the wrong

verb or leaving out or wrong order of the particle

AL : Use of alternative language forms

4. The use of people name as the informant

Here is the example to read the coding data:

01/S/LK/DL means that it is the datum number 01. The datum contains words

of types of phrasal verb‟s error is separable. The difficulty found by the

informant is lack of knowledge. And the name of the informant who gave the

information is DL.

H. Technique of Analysis Data

Data analysis is the process of systematically searching and compiling

the data which were obtained from interviews, field notes, and other material,

so, it can be understood easily, and its finding can inform others. In analyzing

the data, after the researcher collected the data, the researcher used descriptive

qualitative research. As using this technique, the researcher collected the data,

46

arranged the data and presented the data. The qualitative method is kind of

research without using any calculation or statistic procedure.

Participant observation takes place as a qualitative research cycle that

begins with the researcher‟s selection of a project in a social setting, from

which the researcher proceeds by asking ethnographic questions, collecting

data, making a record, analyzing data, and writing based on Spradley (1980).

The process of participant observation requires the researcher to become

involved as a participant in a social setting and make descriptive observations

of him/her-self, of others, and of the setting. The extent to which the

researcher becomes involved needs to be made explicit. The degree of

involvement both with people and in the activities will vary considerably

between researchers and between events and the researcher must decide on the

extent of participation.

Another statement according to Creswell (2003), the analysis of the

observational data is a critical step, which may be taken in various ways in a

search for patterns and themes. Spradley (1980), data analysis comprises a

detailed sequential process that begins with an overview of the cultural scene

and a search for cultural domains – categories of meaning that often contain

subcategories. Data analysis model used in this research is model Spradley's

analysis, the qualitative data analysis model proposed by James Spradley in

1980. Spradley put forward four deep stages data analysis on qualitative

47

research, ie, Domain, Taxonomy, Component, and Cultural Themes. The

explanation is as follows:

1. Domain Analysis

Domain Analysis based on the explanation from Sugiyono (2012: 256)

is done to acquire a general and comprehensive picture of the social

situation researched or research object. The researcher got the data from

„Speaking Formal Setting‟ class at the 2nd

semester. The result is a general

description of the object under study, which is never before been known.

In this analysis the information obtained is not yet deep, still on the

surface, but it has found the domains or categories of social situations

studied.

Here, at the beginning of the study, the researchers collected any data

needed to get the general idea. All possible data that can be used in this

research are collected one by one. Then the data are successfully separated

based on the needs of researchers and conducted observations of the data

so that the researcher can make a preliminary conclusion. Once found in

general, the researchers began to develop interview guidelines contains

questions that are still general, to get confirmation from preliminary

conclusion. To get the required data, the researchers tried to get

permission from the lecturer of speaking that was Mr. Sabariyanto and

made an observation letter to be evidence that the researcher was going to

do an observation as conduct.

48

In the speaking class, the researcher got some data of phrasal verbs

that made by the students when performing speaking. The researcher

found some phrasal verbs error spoken by the students, so, the researcher

decided to observe phrasal verb made by the students of 2nd

semester.

2. Taxonomy Analysis

Taxonomy analysis in the explanation from Sugiyono (2012: 261) is

Continuation of Domain Analysis. From domain analysis, the researcher

found that the researcher was going to analyze phrasal verbs made by the

students of 2nd

semester in Speaking Formal Setting. In this case, the

researcher was interested to analyze it because the students didn‟t know

what phrasal verb is. Therefore, the researcher searched the data deeply of

this case. The researcher interviewed the student one by one related to

phrasal verb and majority of the students said that they didn‟t know about

phrasal verb. After the researcher gave some examples the students

understood about it but they didn‟t know that the name of those examples

was phrasal verb.

As we know, that phrasal verb has two types that are separable and

inseparable. The researcher analyzed the phrasal verb based on these

types.

3. Componential Analysis

According to Sugiyono (2012: 264), on Component Analysis, which

sought to organized is the difference in domains or gaps contrast in the

49

domain. These data are searched through observation, follow-up

interview, or selected documentation. With data collection techniques that

are triangulation a number of specific and different dimensions on each

element can be found.

Once found similarity of traits or similar patterns of data from the

analysis taxonomy, the researchers further make a deeper observation to

reveal a particular picture or pattern in the data. In this case, researchers

do it by randomly generating data with ratios used and other things.

Having found a certain picture, or patterns certain from the data, then the

researchers continue to make the guidelines interview by adding some

capable questions confirm the researchers' findings in componential

analysis.

The form of the data included types of matrices, graphs, charts, or

networks. These types of data can be used to support component analysis

according to (Spradley, 1980; Santoso, 2017: 65). This component

analysis basically connects between components and aspects, in this case

are among the components in the domain and components in the

taxonomy that have been done on the analysis of the domain and

taxonomy according to (Spradley, 1980; Santoso, 2017: 84). In this case,

the researcher makes table to analyze the data easily. The table is to help

the researcher know how many phrasal verbs spoken by the students of 2nd

50

semester and what type of phrasal verb it is. Then, what difficulties are

found by the students every speaking phrasal verb.

Name of

students

Phrasal Verb

Separable Inseparable

LK IL IP SAE AL LK IL IP SAE AL

Alida 1

Dian 1

Divi 1

The table above is to explain the interrelationship between every

problem done by students of 2nd

Semester in uttering phrasal verb. We

can know the phrasal verbs errors made and belong to what categories,

they are made by the students of 2nd

Semester then what difficulties found

by the students as they were saying it. From this table, we can know

amplification and simplification to find theme of culture in analyzing the

phrasal verb.

4. Analysis of Cultural Themes

Analysis of Cultural Themes, according to Sugiyanto (2012: 264) is a

search for "red threads" that integrate cross an existing domain. With red

threads found from the results of domain analysis, taxonomy, and the

compound, it will then be arranged a "building construction" of the social

situation/previous research object still dark or dim, and after doing

research, then it becomes brighter and clearer.

After the researcher collected all the data in domain analysis, the

researcher interpreted the pattern of the relationship between categories

51

based on the situationl context and cultural context surrounding the focus

of this research, used as an approach according to (Spradley, 1980;

Santoso, 2017: 65). The researcher describes and interprets the data so that

the conclusions of phrasal verb spoken by students can be drawn.

From the explanation, the researcher knows why majority of students

still get difficulties in speaking phrasal verbs because the students didn‟t

get many knowledge of phrasal verb in 2nd

semester, so, the students must

study hard to understand it although the students usually use it in the daily

activities.

Figure 1.1 Techniques of Analyzing Data based on Spradley (1980)

This is a chart to explain the circulation of the data analyzed by the

researcher. As you can see, the domain can explain taxonomy as well as

in taxonomy we can know the domain in this research. Continued

taxonomy can be crammed in detail on componential so vice versa but in

componential the researcher created a table to understand an amplification

and simplification to find theme of culture in analyze the phrasal verb.

Domain Analyze

Determine a culture theme

Taxonomy Analyze Componential Analyze

52

After that, the researcher got the common thread of the existing problems

on the cultural theme. Therefore the cultural theme is closely related to

componential. On the cultural theme, it is back again to the issue

appointed by the researcher that is the phrasal verb.

I. Trustworthiness of the Data

Before some information is used for the research data, the trustworthiness

of the information must be checked first. This is because the data must be

responsible as the point of departure to make conclusion. In this research, the

technique used to check the trustworthiness of the data was triangulation.

Sugiyono (2012: 330) defines triangulation as data collection techniques are

combining of various data collection techniques and sources of existing data.

The researcher of qualitative is often to check the validation of data using

triangulation techniques. There are four triangulations that are often used to

check the validation of data in qualitative research. According Lincoln & Guba

(1985) and Patton (1980), there are four triangulations those are source of data

triangulation, methodological triangulation, theory triangulation, and research

triangulation.

In this research, the researcher used methodological triangulation.

Methodological triangulation is a triangulation technique relationship between

techniques of obtaining or collecting data. The researcher collected the data

through techniques of observation or technique of note-taking, then the

53

technique involved is skillful depending on the focus of this research. For

source of data, the researcher did in-depth interview with the students about

phrasal verbs.

The researcher observed the A class of 2nd

Semester in Speaking Formal

Setting class then the researcher recorded the students every time they did

performance of speaking in front of class based on the theme that given by the

lecturer. The researcher analyzed every record of student to find the phrasal

verbs spoken by the students during performing. The researcher analyzed the

phrasal verbs error made by students and explained how to use that phrasal

verbs correctly, so, the researcher heard carefully and made a note-taking to

remind every phrasal verb spoken by students. Therefore, the researcher

interviewed the students about the difficulties they found in speaking phrasal

verb although they didn‟t know what the phrasal verb was. And to make the

students know what the phrasal verb is.

54

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

In this chapter, the researcher describes the identification of the

phrasal verbs errors and the difficulties found by the students. After

identifying the phrasal verbs errors and the difficulties, the researcher

describes the results of the research. In this description, the researcher uses the

tables to classify the phrasal verbs errors and the difficulties found by

students. In this case, the researcher focuses on the use of phrasal verbs and

the difficulties in speaking performance at second semester of The State

Islamic Institute of Surakarta.

In the research, the researcher gained the data about the phrasal verbs

in speaking class in the second semester of English Education Department of

The State Institute Islamic of Surakarta. The researcher collected the data by

observing those performances of students in speaking class and document like

records. The researcher took all of the data of the study related the phrasal

verbs in speaking class at the second semester of English Education

Department of The State Institute Islamic of Surakarta.

55

1. Phrasal verbs errors made by students of 2nd Semester of the State Islamic

Institute of Surakarta in Academic Year 2017/2018

After the researcher analyzed the video when the students were

performing, the researcher found there are many phrasal verbs spoken by

students. The students spoke the phrasal verbs in their utterances and the

resarceher collect the phrasal verbs data in the table. The table below shows

the phrasal verbs made by the students:

Table 4.1

The phrasal verbs made by students

NO RESPONDENT UTTERANCE PHRASAL VERB

1. YH In order to welcome

Indonesia Independence

day.

Let‟s see the video together,

check this out!

In order to

Check out

2. AL Our sholawat and greeting

are always delivered to our

prophet Muhammad SAW

who has brought us from

the darkness to the

brightness.

Delivered to

3. IEF Which is an event attended

by several food vendors

from various legend in

Solo.

Solo Indonesian culinary

festival be hold on Tuesday

to Sunday 12-15 april 2018

in the south parking of

Manahan stadium during

the past five years culinary

in the past still remains on

the theme of the festival.

Here, you can look in

several food and drinks start

from the appetizer, main

Attended to

Hold on

Look in

Waiting for

Back to

56

course, dessert, then let ask

the visitor.

So, what do you waiting

for? just come here

immediately.

Okay, ladies and gentleman

enough for me Iam Ines as

the reporter just report the

news, now back to the Era

and Ayu in studio.

4. DZN Please, sit down! Sit down

5. SYA - -

6. VZ And say thank you to all

students and parents have

attend to this graduation.

Now I will ask someone to

more certain.

Back to the studio Vivi and

Zigma.

Attend to

Ask … to

Back to

7. NK I look for a Tupperware.

Good afternoon viewers.

Back with me, Naviah and

Annisa on breaking news to

pride the actual, sharp and

reliable news.

Look for

Back with

8. UNH I‟m looking for a green

rectangle veil.

Looking for

9. S I come from Banjar Negara.

I come from here with my

friends.

Come from

Come from

10. N - -

11. SH - -

12. DRA But, I want continue to

work in this area.

Continue to

Work in

13. AFA - -

14. DL We‟ll always work out our

best for this occasion.

We‟re as the committee

respected that we can look

after our district together.

I don‟t have how much to

this job and depend on your

company.

Work out

Look after

Happening on

Depend on

Gather on

Deliver to

Come from

Come to

57

This is one of the best

colors happening on this

season area.

Because of him, today we

can gather on this occasion.

Second of all, let‟s deliver

to shalawat and salam to

our prophet Muhammad

SAW who has brought us

from the darkness to the

brightness.

I come from Jakarta.

I love historical building,

that is why I come to this

palace.

15. APK Please, the audiences stand

up!

We will continue in main

section.

Please to Fauzan Cahyo

Kawedar come to the stage

to give the certificates as

the present in this seminar.

Apologize if there is some

mistake, please wait in the

seminar next years.

Stand up

Continue in

Come to

Wait in

16. NRA The ice is fast and the price

cheap and according to

students‟ pocket.

The food also heap and the

interior is nowadays,

suitable for teenagers‟

hangout.

According to

Suitable to

17. AWS I will ask to Miss naviah,

how is the law of

consumption drug in

emergency, as well as the

use of warm drug in ancient

time according to the law in

Islam.

According to

18. UZ And I hope for you will

always stay our pray on

your prayer.

Stay … on

Covered for

Continue to

58

First of all, let‟s us praise

and thanks to present Allah

SWT who has give us a

mercy and bless always and

covered for us.

Lets us continue to fight

together to make our

country more be firm than

crash.

We apologize for our

mistakes and see you.

Please, inform the news that

you get in the location.

Apologize for

Get in

19. MBMH Now, let‟s go together and

ask for some tourism.

And then, where are come

from?

I want to ask for few

questions to this place.

Where are you come from?

I‟m Basyair and the

cameraman is Rozan report

back to the studio, Anin and

Shahiroh.

Ask for

Come from

Ask for

Come from

Back to

20. ER We can attend to this place

with healthy condition to

celebrate the Independence

Day of Republic Indonesia.

And I want to say thanks to

Mr. Sabariyanto as special

guess of IAIN SKA, Miss

Vivi Virelia as a chief of

village and all citizens of

Pucangan village who have

attended to this event.

actually there is still very

much Javanese Culture that

is still preserved in Kraton

Surakarta and still able to

attract the visitors both

tourist domestic and foreign

tourist.

We apologize for our

Attend to

Attended to

Able to

Apologize for

59

mistakes and see you.

21. SMJ First of all, let us praise to

the gratitude and greeted of

Almighty Allah SWT

because of his blessing in

this morning we can gather

in this place, to attend a

farewell ceremony for the

students of Senior High

School 8 Surakarta.

Please, pick it up for me.

I come from Pati.

Gather in

Pick … up

Come from

22. RNAP Because of him, today we

can gather on this national

seminar.

To proof way the illegal

drugs and or nature achieve

in order to be better in the

future.

Gather on

In order to

23. AGK Ladies and gentleman,

stand up please!

Stand up

24. AKN Ladies and gentleman,

stand up please!

Now, I‟ve been in one of

the tourist attraction in

Surakarta place firstly in

Keraton Surakarta, just we

buy ten thousands only you

can get in and seeing the

building of this Solo

history.

As much as is, that‟s all we

can report. Back to studio.

Stand up

Get in

Back to

25. VVS Progressing as well as

nations name and fill out

this can move Indonesia

independence with as well.

We mostly that we will be

successor able to give

chance for this beloved

nation.

Fill out

Able to

26. FCK - -

60

27. AF - -

28. MBK She can develop all of her

ability and she does not

depend to other people.

First of all let‟s say that to

Allah was giving us mercy

and all blessing we can

gather in this place without

any obstacle.

For all the Indonesian

generation, let‟s build our

country based on appliances

yourself to the better nation

and to the better generation.

Let‟s see..... on drug you

can‟t run away or far away.

To make sure, let‟s try to

go and ask the visitors what

they think about blenger ice

club, come on.

Would you came to this

restaurant again at the time?

Have you been come here

in this restaurant before and

when you knowing about

the existence the restaurant?

Thank you, I am Bella, back

to the studio.

Depend to

Back to

Gather in

Based on

Run away

Come on

Come to

Come … in

29. RP - -

30. PN Please, the audiences to

stand up.

Stand up

31. EA The honorable all teacher

and all my beloved students

who have come in this

event for an event Kartini‟s

day.

Our shalawat and greeting

are always delivered to our

prophet Muhammad SAW

who has brought us from

the darkness to the

brightness.

The name of Kartini is not

Come in

Delivered to

Taken from

Able to

Come from

Related to

61

taken from foreign

anymore.

It is not exaggerating when

she says that she is now

able to speak on equal terms

with men.

Thanks for come for the

first speaker.

For Mrs Navi from Mrs

Adila “some research

believe that drug is related

to the social problem such

as friend how it is happend?

32. K I‟m graduated from IAIN

Surakarta on English

education department.

And I‟m applying this to

work on your company.

Okay, it is usual that the

price of food is very

expensive but no matter

how much the price, the

price is according with

service include interior is so

nice, delicious food, and

comfortable place.

Graduated from

Work on

According with

33. MS - -

34. ANJ We have so many examples

around us, what happens to

the user.

I think we do not want such

things to happen to

ourselves.

Let us do the above efforts

consistently and never give

up.

Happens to

Happen to

Give up

35. AAN - -

From the table above, we can know how many phrasal verbs made by

students of 2nd

semester in A class. The researcher analyzed the phrasal verbs

made by students from the sentences and found their phrasa verbs errors. The

phrasal verbs errors depend on the context of sentences whether suitable or

62

not. After the researcher collect the data of phrasal verbs, the researcher

shown the phrasal verbs errors with the type of phrasal verbs and the

researcher analyzed the phrasal verbs errors made by students of 2nd

semester.

The table below consists of the name of respondent with the phrasal verbs and

type of phrasal verbs with the phrasal verbs errors then the type of errors:

Table 4.2

Type of Phrasal Verbs Errors made by the students

NO RESPONDENT PHRASAL

VERBS

TYPE OF

PHRASAL

VERBS

PHRASAL

VERBS

ERROR

TYPE OF

ERROR

1. YH In order to

Check…out

Inseparable

Separable

NO ERROR -

2. AL Delivered to Inseparable NO ERROR -

3. IEF Attended to

Hold on

Look in

Waiting for

Back to

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Hold on

Waiting

for

Back to

Semantic

Errors

Semantic

Errors

Semantic

Errors

4. DZN Sit down Inseparable NO ERROR -

5. SYA - - - -

6. VZ Attend to

Ask … to

Back to

Inseparable

Separable

Inseparable

Attend to

Ask …

to

Back to

Semantic

Errors

Semantic

Errors

Semantic

Errors

7. NK Look for

Back with

Inseparable

Inseparable

Back with Semantic

Errors

8. UNH Looking for Inseparable NO ERROR -

9. S Come from

Come from

Inseparable

Inseparable

NO ERROR -

10. N - - - -

11. SH - - - -

12. DRA Continue to

Work in

Inseparable

Inseparable

Work in Semantic

Errors

13. AFA - - - -

63

14. DL Work out

Look after

Happening on

Depend on

Gather on

Deliver to

Come from

Come to

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Work out

Happenin

g on

Gather on

Come to

Semantic

Errors

Semantic

Errors

Semantic

Errors

Semantic

Errors

15. AKP Stand up

Continue in

Come to

Wait in

Inseparable

Inseparable

Inseparable

Inseparable

Wait in Semantic

Errors

16. NRA According to

Suitable to

Inseparable

Inseparable

NO ERROR -

17. AWS According to Inseparable NO ERROR -

18. UZ Stay … on

Covered for

Continue to

Apologize for

Get in

Separable

Inseparable

Inseparable

Inseparable

Inseparable

Stay…on

Covered

for

Get in

Semantic

Errors

Semantic

Errors

Semantic

Errors

19. MBMH Ask for

Come from

Ask for

Come from

Back to

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Back to Semantic

Errors

20. ER Attend to

Attended to

Able to

Apologize for

Inseparable

Inseparable

Inseparable

Inseparable

Attend to

Attended

to

Semantic

Errors

Semantic

Errors

21. SMJ Gather in

Pick…up

Come from

Inseparable

Separable

Inseparable

Gather in Semantic

Errors

22. RNAP Gather on

In order to

Inseparable

Inseparable

NO ERROR -

23. AGK Stand up Inseparable NO ERROR -

24. AKN Stand up

Get in

Back to

Inseparable

Inseparable

Inseparable

Back to Semantic

Errors

64

25. VVS Fill out

Able to

Inseparable

Inseparable

Fill out Semantic

Errors

26. FCK - - - -

27. AF - - - -

28. MBK Depend to

Back to

Gather in

Based on

Run away

Come on

Come to

Come…in

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Separable

Depend

to

Back to

Gather in

Semantic

Errors

Semantic

Errors

Semantic

Errors

29. RP - - - -

30. PN Stand up Inseparable NO ERROR -

31. EA Come in

Delivered to

Taken from

Able to

Come from

Related to

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Inseparable

Come in Semantic

Errors

32. K Graduated

from

Work on

According

with

Inseparable

Inseparable

Inseparable

Work on Semantic

Errors

33. MS - - - -

34. ANF Happens to

Happen to

Give up

Inseparable

Inseparable

Inseparable

NO ERROR -

35. AAN - - - -

From the table, we can know that there are 27 errors made by 15

students. The researcher found the phrasal verbs errors because the researcher

looks from the suitable from the phrsaal verbs and the context of sentences.

The most type of phrasal verbs errors are inseparable, so, the dominant of the

type that used by students are inseparable. Inseparable is type of phrasal verbs

that the object placed after the particle. In speaking phrasal verbs, the students

65

still follow the forms of phrasal verbs in their mother tongue. The researcher

used Macmillan dictionary to analyze the phrasal verbs errors. After the

researcher shows the table above, the researcher analyzed about the phrasal

verbs errors with the type of phrasal verbs. Here, the explanation of the

phrasal verbs errors with the type of phrasal verbs made by students:

1. Respondent 1 (DL)

Table 4.3

Student‟s Error Description

The error form The right form Type of phrasal verbs Type of

Error

We‟ll always work

out our best for this

occasion.

We‟ll always

work our best for

this occasion.

Inseparable Semantic

errors

This is one of the best

colors happening on

this season area.

This is one of the

best colors this

season area.


errors

First of all, let‟s

thanks to Allah SWT

the most merciful and

bless to Allah one of

the world. Because of

him today, we can

gather on this

occasion the national

seminar with a theme

A Gold Generation is

Generation without

Drugs.

First of all, let‟s

thanks to Allah

SWT the most

merciful and bless

to Allah one of the

world. Because of

him today, we can

gather here in this

occasion the

national seminar

with a theme A

Gold Generation

is Generation

without Drugs.


errors

I love historical

building that is why I

come to this palace.

I love historical

building that is

why I come here.


errors

The student made four errors when using phrasal verb. The

first one, the student added preposition „out‟ after verb „work‟. She

66

assumed that work out has meaning work hard to hold the event. She

doesn‟t know that „work out‟ is phrasal verb form.

According to Macmillan dictionary „work out‟ has sixth

meaning in the sentences, there are:

1. Solve a problem

to solve a problem by considering the facts.

Example: I can‟t work out what to do.

2. How something ends

(intransitive) to be successful, or to end in a particular way.

Example: if it doesn‟t work out, you can always come back

here.

3. Manage to do something

(transitive) to find saticfactory way of doing something.

Example: An international peace plan has been worked out.

4. Be an amount/cost/value

Used for saying what the actual cost or value of something

is when you calculate it.

Example: Taking the train works out more expensive than

going by car.

5. So physical exercise

(intransitive) to do physical exercise as a way of keeping

fit.

67

Example: He works out at the local gym every day.

6. Understand someone/something

(transitive) to understand someone or something.

Example: I can‟t work him out.

The meanings above are true in phrasal verb form, so, we must

pay attention to the word before using in a sentence. But, we

commonly use phrasal verb „work out‟ if we want to practice.

The second one, the student used „happening on‟ in the

sentence when she acted as sales in the performance. According to

Macmillan dictionary, „happening on‟ has meaning to meet someone

or to find something without planning to, so, we must delete the

phrasal verb to be a right form for the sentence.

The third error, the student chose the wrong preposition to

complete the sentence. The student used verb „gather‟ and added

preposition „on‟. In the phrasal verb, there is no „gather on‟, so, „gather

on‟ is not the phrasal verb. Therefore, we must make the sentence right

and we must change „gather on‟ becomes „gather here in‟. It makes the

sentence better than before.

The student also made an error of phrasal verb when she said

„come to‟ in news anchor theme. The phrasal verb „come to‟ has seven

meanings based on Macmillan dictionary are:

68

1. Remember something

(Transitive) (Come to someone) if something comes to you, you

think of it or remember it.

Example:

The idea came to me when we were on holiday.

Her name will come to me in minute.

It comes to someone that: it came to her that it was foolish to

expect him to help.

2. Reach a total

(Transitive) (Come to something) to reach a particular total when

everything is added together.

Example: With salaries and overtime the bill came to £752,000.

3. Deal with

(Transitive) (Come to something) same as come on to.

Example: I‟ll come on to some of the effects of this policy in a

moment.

4. Reach a bad point/state

(Transitive) (Come to something) to reach a particular state or

point especially one that is bad or unpleasant.

Example: If it comes to war, NATO forces will be stronger in the

air.

69

a. Used for emphasizing how bad a situation is and how

shocked or upset you are about it.

Something has come to this: So, has our relationship

come to this? Two people with nothing to say to each other.

What something is coming to: You wonder what the

world is coming to when young children are dying of

hunger.

It comes to something when: It comes to something when

you don‟t even remember your own mother‟s birthday.

5. Become owned by someone

(Transitive) (Come to someone) to become someone‟s property,

especially because the previous owner has died.

6. Achieve something + phrase

(Transitive) (Come to something) to finally achieve a particular

level of success.

Come to nothing/something/not much etc: His teachers all

agreed that he wouldn‟t come to anything much.

7. When it comes to (doing) something when the subject being

discussed is a particular thing.

Examples:

When it comes to holidays, I prefer something lazy.

When it comes to writing letters, she‟s hopeless.

70

These are some meaning and usage of phrasal verb „come to‟

correctly. Therefore the phrasal verb „come to‟ in the sentence has to be

changed „come here‟. „Come here‟ is better than „come to‟ in the

sentence because after „come to‟ will add someone or something, not a

place. All of the phrasal verbs made by the student are inseparable type

because it is common to use in daily activities.

2. Respondent 2 (ER)

Table 4.4


The error form The right form Type of phrasal

verbs

Type of Error

We can attend

to this place

with healthy

condition to

celebrate the

independence

day of

Republic

Indonesia.

We can attend

at this place

with healthy

condition to

celebrate the

independence

day of

Republic

Indonesia.


errors

And I want to

say thanks to

Mr.

Sabariyanto as

special guess

of IAIN SKA,

Miss

ViviVirelia as

a chief of

village and all

citizens of

Pucangan

village who

have attended

to this event.

And I want to

say thanks to

Mr.

Sabariyanto as

special guess

of IAIN SKA,

Miss

ViviVirelia as

a chief of

village and all

citizens of

Pucangan

village who

have attended

at this event.


errors

71

The student chose wrong preposition „to‟ after the verb „attend‟

in the sentence. Actually, the meaning of „attend to‟ is to deal with

someone or something or to serve a customer in a shop, restaurant etc.

Therefore, the true preposition after „attend‟ in the sentence is „at‟ not

„to‟. Because the context of the sentence doesn‟t tell us about to deal

or to serve but to appreciate who has come to the event.

According to Macmillan dictionary „attend to‟ has two

meanings in phrasal verb form are:

1. To deal with someone or something.

Examples:

We still have a number of other matters to attend to.

He likes work that requires him to attend to a lot of

detail.

Please take a seat and I‟ll ask someone to attend to

you.

2. To serve a customer in a shop, restaurant etc.

Example: Are you being attended to?

As we know in the phrasal verb form, „attend to‟ has the two

meaning. Therefore, we must use the phrasal verb carefully if we will

make a sentence and others. The types of phrasal verb made by the

student are inseparable because there is no object between verb and

preposition or particle.

72

3. Respondent 3 (VVS)

Table 4.5



verbs

Type of Error

Progressing

as well as

nations name

and fill out

this can move

Indonesia

independence

with as well.

Progressing as

well as

nations name

and fill in this

can move

Indonesia

independence

with as well.


errors

The student chose the wrong word to arrange the sentence. She

should have chosen „fill in‟ in the sentence but the student chose „out‟

after verb „fill‟. „fill in‟ is to add information based on the blank. And

there are some meanings of the phrasal verb „fill in‟ based on

Macmillan dictionary are:

1. (transitive) to add information such as your name or address in the

empty spaces on an official document.

Examples:

Please fill in your name and address in the space provided.

I spent over two hours filling in the application form.

Fill in the missing words.

Fill in the blanks(=to give or learn information that is

needed in order to understand something properly):

73

We know roughly how the system works, but Brian is here

to fill in the blanks.

2. (transitive) same as fill

Example: The canal is now disused and party filled in.

3. (transitive) (fill someone in) informal. To give someone details

about something.

Examples:

Did Sam fill you in about the new project?

My secretary will fill you in on the details.

4. (intransitive) to do someone‟s job for them while they are away.

Example: fill in for: I‟m filling in for the participant at the

moment.

Whereas, we can know the meanings of „fill out‟ according to

Macmillan dictionary:

1. (transitive) to add information such as your name or address in the

empty spaces on an official document.

Example: It took me several hours to fill out the application form.

2. (intransitive) informal. If someone fills out, their body becomes

less thin.

Example: Sam‟s really filled out, has‟nt he?

The student used the phrasal verb‟s type that is inseparable

because there is no an object in the middle of the words. And

74

inseparable is common used by students because they unnecessary

think a loud to make sentences to speak.

4. Respondent 4 (EA)

Table 4.6


The error form The right form Type of phrasal verbs Type of Error

The honorable all

teacher and all my

beloved students

who have come in

this event for an

event Kartini‟s day.

The honorable all

teacher and all my

beloved students

who have come

this event for an

event Kartini‟s

day.


errors

The student should use a simple present perfect in the sentence.

The structure of the tense is „have + verb 3‟, so, after „have‟ the

student should add verb 3 of come that is come because come -> came

-> come. But, the student added „in‟ after „come‟ and became phrasal

verb form. She didn‟t know the rule about the phrasal verb. According

to Macmillan dictionary „come in‟ has eleven meaning in phrasal verb

form those are:

1. Enter

To enter a room, building, or other place.

Example: Come in and sit down.

2. Arrive

To arrive somewhere.

Example: what time does his train come in?

3. Be received

75

If something money comes in, it is earned or received by

someone.

Example: We‟ve got absolutely no money coming in at the

moment.

4. Go to work

To go to work. Exemple: He‟s too ill to come in today.

5. Come to house to work

If someone comes in, they come to your house in order to do

work.

Example: I‟ve got the plumber coming in tomorrow.

6. Start to be used/done

If something such as a law or practice comes in, it starts to be

used or done.

7. When the sea gets higher

When the tide comes in, the sea moves higher up the beach.

8. Join conversation etc

To join conversation or discussion by saying something.

Example: I‟d like to come in here and make a suggestion.

9. Become involved

To join other people who are involved in something such as a

bussiness project come in on.

76

Example: if your frined wants to come in on the deal, he‟ll

need to put a lot of money on the table.

10. Become fashionable

To become fachonable at a particular time.

Example: It was a time when short hair for men was just

coming in.

11. Finish a race + phrases

To finish a race in a particular position.

Example: come in first/second/third etc: My horse came in

third.

From some examples above, we can know how to use „come

in‟ in the sentence. The student had less knowledge about the phrasal

verb, so, she didn‟t know if she was wrong in the sentence. The right

form of the sentence is „come‟. We don‟t need to add preposition or

particle after the verb. The word is not the phrasal verb, it is just

presents perfect, so we don‟t need the phrasal verb. The type of

phrasal verb error is inseparable. There is no object between verb and

the particle.

5. Respondent 5 (MBK)

Table 4.7



verbs

Type of

Error

She can develop all She can develop all Inseparable Semantic

77

of her ability and

she does not

depend to other

people.

of her ability and

she does not

depend on other

people.

errors

Thank you; I am

Bella, back to the

studio.

Thank you; I am

Bella, get back to

the studio.


errors

Assalamualikum

wr.wb. First of all

let‟s say that to

Allah was giving us

mercy and all

blessing we can

gather in this place

without any

obstacle.

Assalamualikum

wr.wb. First of all

let‟s say that to

Allah was giving us

mercy and all

blessing we can

gather here in this

place without any

obstacle.


errors

The student chose the wrong preposition after the verb

„depend‟. After „depend‟, we must add preposition „on‟ not „to‟.

According to Macmillan dictionary, „depend on‟ has four meanings as

follows:

1. To need someone or something in order to survive or to be

successful.

Example: The project‟s success depends on the support of

everyone concerned.

2. If you can depend on someone or something, you are sure

that they will do it.

Example: I wasn‟t worried, I knew I could depend on you.

3. As if your life depend on it with as much effort as

possible.

Example: She began to sing as if her life depended on it.

78

4. Depending on according to.

Example: Prices vary depending on the area you chose.

After that, the student said phrasal verb twice again. The first,

the student said phrasal verb „back to‟ but „back‟ is not the verb, so,

we cannot categorize it as the phrasal verb. Then, „to‟ is preposition

that is also characteristic of the phrasal verb. So that, the word spoken

by the student was phrasal verb but the phrasal verb was not right. The

researcher adds „get‟ before „back to‟ and it becomes the right phrasal

verb to use in the sentence.

According to Macmillan dictionary, „get back to‟ has meaning:

(Get back to someone) to phone, write, or, speak to someone

at a later time because you were busy or could not answer their

question earlier.

Get back to on: Can you get back to me on those figures by

the end of the day?

The second, the student made an error when she said phrasal

verb „gather in‟. According to Macmillan dictionary, „gather in‟ has

meaning to collect crops from the field when they are ready or we are

often called it „harvest‟. Therefore, phrasal verb „gather in‟ is not

suitable in the sentence that tells us I seminar. The student didn‟t know

that the word has a different meaning. To make the sentence right, we

must insert „here between „gather … in‟. it will make the sentence

79

correct. All types of the phrasal verbs made by the student are

inseparable.

6. Respondent 6 (UZ)

Table 4.8


The error

form

The right form Type of phrasal

verbs

Type of Error

And I hope

for you will

always stay

our pray on

your

prayer.

And I hope

for you

will always

be faithful

on your

prayer.

Separable Semantic

errors

First of all,

let‟s us

praise and

thanks to

present

Allah SWT

who has

give us a

mercy and

bless

always and

covered for

us.

First of all,

let‟s us

praise and

thanks to

present

Allah SWT

who has

give us a

mercy and

bless

always and

covered for

our

mistake.


errors

Please,

inform the

news that

you get in

the

location.

Please,

inform the

news that

you get

information

in the

location.


errors

In this case, the student lacked of knowledge about the phrasal

verb. Therefore, the student is still arranged word in English using

Indonesian perspective. And the student translates the word one by

80

one and arranged the word into a sentence. If we look at the sentence

carefully, we will find a wrong case in the sentence. „Stay‟ has

meaning definitely or permanent and „on‟ as a conjunction to object.

The student made an error in another theme when she was

performing. The student made an error when she added the object after

use phrasal verb. The phrasal verb spoken by the student was „covered

us‟ when she gave opening speech. There are two meanings of

„covered for‟ based on Macmillan dictionary those are:

1. (Cover for someone) to do someone‟s work while they are

away or ill.

Example: I‟m just covering for Mrs. Tyler, so please bear

with me.

2. (Cover for someone) to protect someone from punishment,

for example by telling a lie for them.

Example: If Pauline asks where I am, will you cover for

me?

Those are the meaning of phrasal verb „covered for‟, so, we

can use the phrasal verb correctly then. But, the student used the

phrasal verb and added the object „us‟. It should be „our mistake‟

because „covered for‟ has meaning always forgive our mistake. The

word has a correlation with Allah.

81

The student made an error when she acted as a news anchor.

She said that „Please, inform the news that you get in the location‟.

The phrasal verb „get in‟ has seven meanings based on Macmillan

dictionary those are:

1. Arrive at home/work

(Intransitive) to arrive at home or at work.

Examples:

You got in very late last night!

Mark never gets in before 930.

a. If a train, plane etc gets in, it arrives.

Examples:

Our flight got in on time.

The London train gets in at 10.05.

2. Be accepted/chosen

(Intransitive) to be accepted to study at a school or chosen

to play for a team etc.

Example: It‟s a very exclusive school and you have to pass

an exam to get in.

3. Be elected

(Intransitive) to be elected for a political job.

Example: The Labour Party got in again in 2001.

4. Deliver/send something

82

(Transitive) to deliver or send something to a person or

place.

Example: I have to get this homework in by the end of the

week.

5. Ask someone to come

(Transitive) British. To ask someone to come to your

house, office etc in order to do something for you.

Example: We‟re getting a plumber in to fix the leak.

6. Have time for something

(Transitive) to manage to fit something such as an activity

or comment into a small amount of time.

Example: One writer managed to get in 20 plugs for his

new book in a single interview.

7. Buy/collect things

(Transitive) British. To buy or collect things that you need.

Kara‟s friends are coming at the weekend, so get lots of

chocolate in.

The right form of the error become separable type from

inseparable, it should be „get information in‟, so, it changes to be a

transitive type or separable. Because it must be more specific to do in

that place and the news anchor ordered the reporter to get information

in that place.

83

7. Respondent 7 (VZ)

Table 4.9



verbs

Type of

Error

And say thank you

to all students and

parents have attend

to this graduation.

And say thank you to

all students and

parents have attended

at this graduation.


errors

AAnd this is the

condition damaged

in IAN Surakarta.

Now I will ask

someone to more

certain.

And this is the

condition damaged in

IAN Surakarta. Now I

will ask for someone

more certain.

Separable Semantic

errors

This report from

IAIN Surakarta. I

am Zahiroh and the

camera Yudi

Hartanto reported.

Back to the studio

Vivi and Zigma.

This report from IAIN

Surakarta. I am

Zahiroh and the

camera Yudi Hartanto

reported. Get back to

the studio Vivi and

Zigma.


errors

The student spoke phrasal verbs three times when she was

performing in speaking class. The first error, the student used the

phrasal verb after „have‟, we know that it is present perfect form. The

pattern of simple present perfect is „have + verb3‟ but the student used

the phrasal verb. So, the right form is „have attended‟. „Attend‟

becomes „attended‟ because verb3 and after the verb, we must add „at‟

as the conjunction of the object. The student didn‟t know about it,

because she didn‟t learn phrasal verb completely.

84

The researcher gives the right form to use „attend to‟ in the

sentence. According to Macmillan dictionary „attend to‟ has two

meanings in phrasal verb form as follows:

1. To deal with someone or something.

Examples:

We still have a number of other matters to attend to.

He likes work that requires him to attend to a lot of

detail.

Please take a seat and I‟ll ask someone to attend to

you.

2. To serve a customer in a shop, restaurant etc.

Example: Are you being attended to?

The second one, the student chose wrong preposition or

particle. The student said the separable phrasal verb was „ask…to‟ and

the right form of the phrasal verb become inseparable type, it should

be „ask for‟. The phrasal verb „ask for‟ based on Macmillan dictionary

has four meanings those are:

1. (Ask for something) to speak or write to someone because

you want them to give you something.

Example: He‟s always reluctant to ask for anyone‟s help.

2. (Ask for someone) to say that you want someone to come

and speak to you.

85

Example: There‟s someone in the shop asking for the

manager.

3. Be asking for something to behave I a way that makes it

likely that a particular unpleasant thing will happen to you.

Example: She‟s asking for trouble speaking to people like

that.

Be asking for it: Anyone who drives while they‟re drunk is

just asking for it.

4. Someone couldn’t ask for something (informal) used for

emphasizing that something is so good that nothing could

be better.

Examples:

I couldn‟t ask for a more caring bunch of people to

work with.

We couldn‟t have asked for better weather.

After the researcher shows the meaning of the phrasal verb

„ask for‟, the researcher hopes it can help the student to use phrasal

verb easily. The student made an error again when the student act as a

reporter and the student had less knowledge of phrasal verb then the

student forgot to add verb „get‟ before „back to‟. The phrasal verb „get

back to‟ has the following meanings according to Macmillan

dictionary:

86

(Get back to someone) to phone, write, or speak to someone


question earlier.

Get back to on: Can you get back to me on those figures by the

end of the day?

8. Respondent 8 (SMJ)

Table 4.10



verbs

Type of Error

First of all,

let us praise

to the

gratitude and

greeted of

almighty

Allah SWT

because of

his blessing

in this

morning we

can gather in

this place, to

attend a

farewell

ceremony for

the students

of Senior

High School

8 Surakarta.

First of all, let

us praise to the

gratitude and

greeted of

almighty Allah

SWT because

of his blessing

in this morning

we can gather

here in this

place, to attend

a farewell

ceremony for

the students

of Senior High

School 8

Surakarta.

Inseparable

Semantic

errors

The student use wrong words to speak a sentence. The student

speaks the phrasal verb „gather in‟ that the type of phrasal verb is

inseparable. The meaning „gather in‟ itself is harvest or to collect

87

crops from the field when they are ready according to Macmillan

dictionary.

Therefore, it‟s not suitable if we insert „gather in‟ in the

sentence of a graduation speech. We must insert „here‟ in the middle

of „gather … in‟ then the sentence will be perfect.

9. Respondent 9 (K)

Table 4.11


The error form The right form Type of phrasal verbs

I‟m applying this

to work on your

company.

I‟m applying this

to work at your

company.

Inseparable

The student chose the wrong word to complete the sentence.

The phrasal verb „work on‟ has meaning to do something seriously.

Therefore, we must change the phrasal verb into „work at‟ because

after „work on‟ we cannot add a place but we must add something.

According to Macmillan dictionary, „work on‟ has two meanings those

are:

1. (Work on something) to spend time producing or

improving something.

Example: He‟ll have to work on getting fit before the

game.

a. I‟m working on it (informal) used for saying that you

are dealing with something.

88

Example: Don‟t worry about that, I‟m working on it.

2. (Work on someone) to try to influence someone.

Example: We‟ll have to work on Joey to find out what‟s

going on.

The type of phrasal verb is inseparable because there is no

object in middle of the words.

10. Respondent 10 (DRA)

Table 4.12



verbs

Type of Error

But, I want

to continue

to work in

this area.

But, I want

to continue

to work at

this area.


errors

The student spoke inseparable phrasal verb „work in‟ that means

doing something in working. But, the student did a mistake in arranging

the sentence. The phrasal verb „work in‟ must be followed by profession

not place, so, we must change „work in‟ into „work at‟. The meaning of

phrasal verb „work in‟ based on Macmillan dictionary is:

To add one thing or idea to another, or include one thing or idea in

another. Example: If you can work in the word „objective‟, that

would be good.

89

The phrasal verb of „work in‟ has similar meaning to phrasal

verb „work into‟. Work something into something: They work a

lot of Brazilian sounds and rhythms into their music.

11. Respondent 11 (IEF)

Table 4.13



verbs

Type of

Error

So

Indonesian

culinary

festival be

hold on

Tuesday to

Sunday 12-

15 2018 in

the south

parking of

Manahan

stadium

during the

past five

years

culinary in

the past still

remains on

the theme of

the festival.

So

Indonesian

culinary

festival be

held on

Tuesday to

Sunday 12-

15 2018 in

the south

parking of

Manahan

stadium

during the

past five

years

culinary in

the past still

remains on

the theme of

the festival.


errors

Well, all of

the

statement

from the

visitors and

EO from

this event.

So, what do

you waiting

for? Just

come here

Well, all of

the

statement

from the

visitors and

EO from

this event.

So, what are

you waiting

for? Just

come here


errors

90

immediately

.

immediately

.

Okay, ladies

and

gentleman

enough for

me I am

Ines as the

reporter just

report the

news, now

back to the

Era and Ayu

in studio.

Okay, ladies

and

gentleman

enough for

me I am

Ines as the

reporter just

report the

news, now

get back to

the Era and

Ayu in

studio.


errors

The students spoke inseparable phrasal verbs here. In this case,

the student had the problem in the tenses. The student acted as the

reporter and described the event, but the student didn‟t know that she

must use past tense not present tense. The phrasal verb used is not a

problem, but only she used present tense to complete the sentence. The

student used phrasal verb „hold on‟ but that‟s not right, the right form

is „held on‟. According to Macmillan dictionary, there are six

meanings of the phrasal verb „hold on‟ those are:

1. Hold something tightly

To hold something tightly or carefully so that you do not

drop it or do not fall.

Example: Hold on tight: Hold on tight everyone – the

driver‟s getting ready to go.

2. Wait

91

To wait.

Examples:

We‟ll hold on another minute, then we‟ll have to go

Can you hurry up in the bathroom – I can‟t hold on

much longer.

3. Try to win/succeed

To keep trying to win or succeed.

Example: Aberdeen held on to go level with Motherwell.

4. Continue in danger

To manage to stay alive or continue to do something or

deal with something in difficult or dangerous situation.

Example: You just have to hold on until the ambulance

arrives.

5. Telling someone to stop

(Always in imperative) used for telling someone to stop or

wait.

Example: Hold on! You forgot your card!

6. Telling someone to listen

(Always in imperative) used for telling someone to listen or

think.

Examples:

Hold on, that won‟t work.

92

Now hold on a minute! I never said that.

The student made an error of phrasal verb twice. The second

error, the student chose wrong to be when she asked the viewers. The

sentence of the student above was „what do you waiting for?‟. The

right form is „what are you waiting for?‟, so, „do‟ must be changed to

be „are‟.

The student spoke phrasal verb „back to‟ but „back‟ is not the

verb, so, we cannot to categorize it as the phrasal verb. Then, „to‟ is

preposition that is also characteristic of the phrasal verb. So that, the

word spoken by the student was phrasal verb but the phrasal verb was

not right. The researcher adds „get‟ before „back to‟ and it becomes the

right phrasal verb to use in the sentence.




question earlier.


the end of the day?

12. Respondent 12 (MBMH)

Table 4.14


The error form The right form Type of phrasal verbs

I‟m Basyair and I‟m Basyair and the Inseparable

93

the cameraman is

Rozan report back

to the studio, Anin

and Shahiroh.

cameraman is Rozan

report get back to the

studio, Anin and

Shahiroh.

The student spoke phrasal verb „back to‟ but „back‟ is not the



word spoken by the student was phrasal verb but the phrasal verb was

not right. The researcher adds „get‟ before „back to‟ and it becomes the

right phrasal verb to use in the sentence.




question earlier.


the end of the day?

13. Respondent 13 (NK)

Table 4.15


The error

form

The right

form

Type of phrasal

verbs

Type of Error

Good

afternoon

viewers.

Back with

me, Naviah

and Annisa

on breaking

news to

pride the

Good

afternoon

viewers.

Get back

with me,

Naviah and

Annisa on

breaking

news to


errors

94

actual,

sharp and

reliable

news.

pride the

actual,

sharp and

reliable

news.

The student says phrasal verb „back with‟ but „back‟ is not the

verb, so, we cannot to categorize it as the phrasal verb. Then, „with‟ is


word spoken by the student was the phrasal verb but the phrasal verb

was not right. The researcher adds „get‟ before „back with‟ and it

becomes the right phrasal verb to use in the sentence. According to

Macmillan dictionary, „get back with‟ has meaning:

(Get back with someone) to start to have a sexual or romantic

relationship with someone that you had a relationship with before.

Example: He‟s getting back with his ex‟wife.

14. Respondent 14 (AKP)

Table 4.16



verbs

Type of Error

Apologize if there

is some mistake,

please wait in the

seminar next years.

Apologize if there is

some mistake, please

wait in for the

seminar next years.


errors

The student didn‟t realize saying phrasal verb when she acted

as master of ceremony in the seminar. When she gave closing speech,

95

she spoke phrasal verb „wait in‟ but the phrasal verb is not right. We

must add „for‟ after „wait in‟ then it becomes „wait in for‟. That‟s the

right phrasal verb that it suitable to use in the sentence. According to

Macmillan dictionary, „wait in for‟ has meaning to stay at home

because you expect someone to come or to telephone you. Example

for „wait in for‟ is I have to wait in for a delivery this morning.

15. Respondent 15 (AKN)

Table 4.17


The error

form

The right

form

Type of phrasal

verbs

Type of Error

As much

as is, that‟s

all we can

report.

Back to

studio.

As much as

is, that‟s all

we can

report. Get

back to

studio.


errors

The student says phrasal verb „back to‟ but „back‟ is not the



word spoken by the student was the phrasal verb but the phrasal verb

was not right. The researcher adds „get‟ before „back to‟ and becomes

the right phrasal verb to use in the sentence.


96



question earlier.


the end of the day?

After the researcher transcripts the video, the researcher found

phrasal verbs errors made by the student at second semester in

speaking class especially in speaking formal interactions. Totally the

phrasal verbs errors are 27 times from 15 students in the A class of the

second semester.

1. Difficulties faced by the students in delivering speaking material with

phrasal verb of 2nd

Semester of the State Islamic Institute of Surakarta in

Academic Year 2017/2018

After the researcher analyzed the phrasal verbs errors, the researcher

interviewed the respondent who made the phrasal verbs errors about the

difficulties they face in delivering speaking material with phrasal verbs. The

researcher displayed the data consisting of with the difficulties in form of

table.

In this research, the researcher gave some codes of each datum I order

to be easy in analyzing the data. The coding of the types of speech style is as

follows:

97

1. The use of Arabic number-to-number data. 01 means that the datum is

number 01.

2. The use of abbreviation with Romans word in capital characters to show

the types of Phrasal Verbs‟ error.

S : Separable

In : Inseparable

3. The use of abbreviation with Romans word capital characters to show

the types of difficulties.

LK : Lack of knowledge

IL : Incomplete learning

IP : Ignorance and passive learning for comprehension

SAE : A strategy used to avoid errors such as the use of the wrong

verb or leaving out or wrong order of the particle

AL : Use of alternative language forms

4. The use of people name as the informant

Here is the example to read the coding data:

01/S/LK/DL means that it is the datum number 01. The datum contains words

of types of phrasal verb‟s error is separable. The difficulty found by the

informant is lack of knowledge. And the name of the informant who gave the

information is DL.

The table consists of the difficulties of respondent when they spoke

phrasal verbs errors:

98

Table 4.18

Table for the coding

Name of

students

Phrasal Verb

Separable Inseparable

LK IL IP SAE AL LK IL IP SAE AL

DL 4

ER 2

VVS 1

EA 1

MBK 3

UZ 1 2

VZ 1 2

SMJ 1

K 1

DRA 1

IEF 3

MBMH 1

NK 1

AKP 1

AKN 1

From the table, we can know the difficulties of the respondent when

they spoke phrasal verbs errors. The researcher classified the difficulties

faced by the students in articulating phrasal verbs at the second semester

at speaking class as follow:

1. Lack of knowledge is 9 times

2. Incomplete learning is 14 times

3. Ignorance and passive learning for comprehension is 4 times

4. A strategy used to avoid errors such as the use of the wrong verb

or leaving out or wrong order of the particle is none

5. Use of alternative language forms is none

99

Based on the classification above, we can know that there are three

difficulties found by the researcher based on the interview with the

respondents. Here, the researcher will explain one by one from the difficulties

of respondents through their coding.

1. DL (04/IS/IL/DL)

The student made four phrasal verbs errors when she was

performing. The researcher found her difficulty is incomplete learning, it

can be proved by the following interview transcription:

“Lebih ke Incomplete Learning Karena Tidak Mempelajari Secara

Keseluruhan.“

From the interview transcription above, we can know that the

student got the difficulty incomplete learning when she spoke the phrasal

verbs errors in her performance. It is because she didn‟t learn more about

the phrasal verb before although she ever heard it.

2. ER (02/IS/IL/ER)

The student made two phrasal verbs errors when she was

performing are „attend to‟ and „attended to‟. The researcher found her

difficulty is incomplete learning, it can be proved by the following

interview transcription:

“kesulitan yang saya alami karena saya belum mempelajari phrasal verb

secara keseluruhan.”



100

verbs errors in her performance. It is because she didn‟t learn more about

the phrasal verb before although she ever heard it.

3. VVS (01/IS/IP/VVS)

The student made one phrasal verbs errors when she was

performing is „fill out‟. The researcher found her difficulty is Ignorance

and passive learning for comprehension, it can be proved by the following


“Iya Belum Paham Tentang Phrasal Verb sama ragu juga Dan Cuek

Juga Mbk.”


student got the difficulty Ignorance and passive learning for

comprehension when she spoke the phrasal verbs errors in her

performance. It is because she didn‟t want learning the phrasal verb as it

has not been taught yet.

4. EA (01/IS/LK/EA)

The student made one phrasal verbs errors when she was

performing is „come in. The researcher found her difficulty is lack of

knowledge, it can be proved by the following interview transcription:

“Mungkin lebih lack of knowledge karena tidak pernah diajarkan

sebelumnya.”


student got the difficulty lack of knowledge when she spoke the phrasal

verbs errors in her performance. It is because she never taught about the

phrasal verb before.

101

5. MBK (03/IS/IP/MBK)

The student made three phrasal verbs errors when she was

performing are „depend to‟, „back to‟ and „gather in‟. The researcher

found her difficulty is Ignorance and passive learning for comprehension,

it can be proved by the following interview transcription:

“lebih ke ignorance mbk, bukannya benar-benar tidak peduli hanya saja

karena masih semester dua jadi belajar yang mudah-mudah dulu saja.”


student got the difficulty Ignorance and passive learning for

comprehension when she spoke the phrasal verbs errors in her

performance. She wants to learn basic level of English not hard level

because she still second semester.

6. UZ (03/S/IS/LK/UZ)


performing are „stay .. on‟, „get in‟ and „covered for‟. The researcher

found her difficulty is lack of knowledge, it can be proved by the

following interview transcription:

“semuanya mbk, tapi lebih ke lack of knowledge mbk karena benar-benar

tidak tahu sebelumya.”



verbs errors in her performance. She never taught the phrasal verbs

before, it make the student didn‟t know about the phrasal verbs before.

102

7. VZ (03/S/IS/IL/VZ)


performing are „ask .. to, „attend to‟ and „back to‟. The researcher found

her difficulty is incomplete learning, it can be proved by the following


“Respondent: Mungkin karena dulu pernah diajarkan tapi lupa sekarang

dan kurang berlatih Mbk.“

“Researcher: tidak mempelajarinya secara detail ya berarti. Yang

penting tidak keluar Di UTS gitu Ya.”



verbs errors in her performance. She never learns the phrasal verb again

although she ever heard it before.

8. SMJ (01/IS/LK/SMJ)

The student made one phrasal verb error when she was performing

is „gather in‟. The researcher found her difficulty is lack of knowledge, it


“Respondent: Kayak tidak tahu tentang vocabularynya.“

“Researcher: Kurangnya pengetahuan ya, kebanyakan kurangnya

pengetahuan ya.”



verbs errors in her performance. She never taught the phrasal verb before

and it make the student didn‟t know about the phrasal verb.

9. K (01/IS/LK/K)

103


is „work on‟. The researcher found her difficulty is lack of knowledge, it


“Respondent: Tidak tahu kalau itu phrasal verb.”

“Researcher: Berarti kurangnya pengetahuan ya.”





10. DRA (01/IS/LK/DRA)


is „work in‟. The researcher found her difficulty is lack of knowledge, it


“Kurang pengetahuan karena belum pernah diajarkan.”





11. IEF (03/IS/IL/IEF)


performing are „hold on‟, „waiting for‟ and „back to‟. The researcher

104

found her difficulty is incomplete learning, it can be proved by the

following interview transcription:

“Pernah dengar sih mbk tapi tidak pernah mempelajarinya.”



verbs errors in her performance. She ever heard the phrasal verb but she

never learn it again.

12. MBMH (01/IS/IL/MBMH)

The student made three phrasal verbs error when she was

performing is „back to‟. The researcher found her difficulty is incomplete

learning, it can be proved by the following interview transcription:

“Tidak pernah mempelajarinya mbk.”





13. NK (01/IS/IL/NK)

The student made one phrasal verbs error when she was performing

is „back with‟. The researcher found her difficulty is incomplete learning,

it can be proved by the following interview transcription:

“Belum mempelajarinya secara detail atau incomplete learning.”

105





14. AKP (01/IS/LK/AKP)


is „wait in‟. The researcher found her difficulty is lack of knowledge, it


“Yang Kurangnya Pengetahuan Mbk.”



verbs errors in her performance. She never heard the phrasal verbs before,

it make she didn‟t know about it.

15. AKN (01/IS/LK/AKN)


is „back to‟. The researcher found her difficulty is lack of knowledge, it


“Kayak Menggabungkan Satu Kata Dengan Kata Setelahnya Seperti

Stand Dengan Up Sama Tidak Tahu Artinya Mbk.”



verbs errors in her performance. She never heard the phrasal verbs before,

it make she didn‟t know about it.

106

From the evidences of the difficulties found above, the researcher can

know what the dominant of the students‟ difficulties are after the researcher

interviewed the students. The results of interviews are mostly the students‟

chose incomplete learning for their difficulties when the students spoke

phrasal verbs errors.

B. Discussion

1. Phrasal verbs errors made by students of 2nd


Islamic Institute of Surakarta in Academic Year 2017/2018

After analyzing the data, the researcher found the phrasal verbs

errors that made by students in speaking class are 27 errors made by 15

students. According to Riguel (2014: 9), there are different types of errors

and misinterpretations were clearly identified: style deficiency, semantic

errors, lack of collocation awareness, incorrect and inappropriate phrasal

verbs thought up by learners, and syntactic errors. Every errors made by

students are similar type of errors that mentioned by Emilie Riguel. But,

the most common mistakes made by the students are semantic errors,

responsible for major misinterpretations.

The student could speak about the phrasal verb but the student is

not aware. Then, the students didn‟t know how to use the word of the

phrasal verbs when they want to speak. Sometimes the students make the

mistake when using the phrasal verb. The students didn‟t know about the

107

phrasal verb meaning and how to add the preposition/particle in the

phrasal verb. Besides that, the students didn‟t know that the words were

the phrasal verb because the students searched the text from the internet

before the performances. It makes the student think that the text was right

for their performance.

2. Difficulties faced by the students in delivering speaking material with

phrasal verb of 2nd

Semester of the State Islamic Institute of

Surakarta in Academic Year 2017/2018

Besides that, there are five difficulties that chosen by students when

the researcher interviewed them. There is five classification of difficulty in

phrasal verb based on Liao and Fukuya and Kharitonova (2004) are:

1. Lack of knowledge

The students chose the difficulties were 7 students from 9

phrasal verbs errors. The students opinion that phrasal verb have never

been taught in the class for second semester of English Education

Department in The State Institute Islamic of Surakarta in Academic

Year 2018/2019. The phrasal verb can make the students confuse

because never heard or taught before. Although, the students never

taught about the phrasal verb they often heard the word of phrasal verb

such as give up, get out etc. The students often heard the phrasal verb

around them such as in television, another people and some event on

108

television like music. However, the students still do not understand the

word of phrasal verb they use. The students still think that the word

only vocabularies.

For example, the student spoke phrasal verb „work out‟ in the

sentence „We‟ll always work out our best for this occasion‟. The

phrasal verb has meaning practice, so, it is not suitable for the sentence

that tells us about the effort before the event.

2. Incomplete learning

Incomplete learning is most difficulties that chose by students

when they said phrasal verbs. The students chose the difficulties were

7 students from 14 phrasal verb‟s error. Some students knew about

phrasal verb before but, the students still didn‟t learn phrasal verb

completely. It makes the students are always make mistakes when they

use phrasal verb. Because the students guess that phrasal verb is right.

In fact, the phrasal verb is still not right yet.

For example, they often spoke „back to‟ and „back with‟.

Actually, the words are the phrasal verb but they are not complete yet,

so, we must complete the word and add the verb before becoming „get

back to‟ and „get back with‟.

Therefore, the dominant of the case is the students still don‟t

want to learn about phrasal verb because they think that the phrasal

verb is not important in their material right now.

109

3. Ignorance and passive learning for comprehension

The student made an error 4 data in this difficulty from two

students. The students said that they ignored what the phrasal verb was

because they thought that the phrasal verb would not be out for the

exam and want to learn about the basic of English than learn about

hard material. But, the students spoke phrasal verbs when they were

performing in speaking class that were fill out, depend to, back to,

gather in. Although the students spoke the phrasal verb, they didn‟t

know that the words were phrasal verb.

4. A strategy used to avoid errors such as the use of the wrong verb or

leaving out or wrong order of the particle is none

The student usually avoided error on the phrasal verb, so, the

student seldom spoke phrasal verb when performance. Therefore, there

is no student chose this difficulty because it was complicated.

5. Use of alternative language forms is none

There is no student chose this option because the students have

never been taught about phrasal verb before in previous semester or in

senior high school.

Based on the discussion above, we can know that the most of students

made error in speaking phrasal verbs because semantic error. The students

tend to separate the meaning of each word, from which the whole meaning of

the phrasal verbs might suffer from losses. For the examples of the description

110

of phrasal verbs errors above, „gather in‟ has meaning harvest but the student

separate the meaning of each word like „gather‟ was do anything together to

discuss something and „in‟ shows a place where they going to do.

Another example was „work out‟, „work out‟ has meaning practices

but the student was also separate the meaning of each word liked „work‟ was

to do something in the job and „out‟ was go outside. The students still thought

that these words have separate of the meaning.

Besides that, the dominant type of phrasal verbs errors were

inseparable because the students did not think that the words spoken by them

were phrasal verb and the students still separate the meaning of each word

such as „attend to‟ that had meaning to deal with something or someone. But,

the students thought „attend‟ was come to the place in event and „to‟ was the

purpose of someone when want to come the place.

Meanwhile, the dominant difficulty found is incomplete learning

because based on Liao, Fukuya and Kharitonova, incomplete learning is very

recent and this area is undergoing further development. We note also that even

if the model is not mis-specified. Therefore, the most of the students never

learn phrasal verb more detail before. It made the students got difficult to

speak phrasal verbs correctly. The students ever heard the phrasal verb but

still doubt to learn more about the phrasal verb. And the students must learn

more about phrasal verb when they hear it first time.

111

CHAPTER V

THE CONCLUSION AND SUGGESTION

A. The Conclusion

In this chapter, the researcher comes to the conclusion of the result of

this research. Based on the research finding and the discussion, the researcher

found 27 phrasal verbs‟ error made by 15 students at second semester in

speaking class of English Education Department in The State Islamic Institute

of Surakarta such as „work out‟, „happening on‟, ‟ gather in‟, „come to‟,

„attend to‟, „fill out‟, „come in‟, „depend on‟, „back to‟, „covered on‟, „get in‟,

„ask to‟, „work on‟, „work in‟, „hold on‟, „waiting for‟, and „back with‟. The

type of error is semantic errors because the students are still confused about

the phrasal verb‟s meaning and how to use phrasal verb correctly. The

researcher showed the phrasal verb‟ error on research finding and changes the

sentences correctly.

In this research, it is also shown the characteristics or types of the

phrasal verbs spoken by students at second semester in speaking class and the

difficulties found by the students when they spoke the phrasal verbs. Many

students said that their difficulties were incomplete learning because the

students never learn more about phrasal verbs. Therefore, the students still

confused what the phrasal verb is. But, the students were often using the

phrasal verbs in daily activities.

112

111

B. Suggestion

After having the conclusion of this research, the researcher has some

suggestions for lecturers, students, and readers. The researcher has some

suggestion to the lecturer that phrasal verb can be taught in speaking class in

evaluation after the students' performance, at least the lecturer can show the

students about the meaning or usage of phrasal verbs little by little, so, the

students will be familiar with the phrasal verb.

This suggestion is for the students, students have to attend anything in

English when the lecturer explains to them. Furthermore, students should

respect about the phrasal verbs next semester if the lecturer explains about it

and learn about the meaning until the usage of phrasal verbs when the

students will use the phrasal verb in the sentence. The phrasal verb is not

difficult if we often use the phrasal verb routinely.

And for the reader, the readers who want to know about the phrasal

verb must learn or understand about the meaning and the usage of the phrasal

verb. This research can help reader make some researches about the phrasal

verb. The researcher hopes the research will make the reader understand.

113

111

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https://www.macmillandictionary.com/ (June 27th

, 2018 at 22:17)

https://www.macmillandictionary.com/

117

FIGURE 1:

Independence Day

118

February 14th

, 2018

119

FIGURE 2:

Kartini’s Day

120

February 21st, 2018

121

FIGURE 3:

Graduation

122

February 21st, 2018

123

FIGURE 4:

Interview

124

April 11th

, 2018

125

FIGURE 5:

Sales

126

May 9th

, 2018

127

FIGURE 6:

Seminar

128

May 16th

, 2018

129

FIGURE 7:

News Anchor

130

May 23rd

, 2018

1. 1st group

2. 2nd group

131

3. 3rd group

4. 4th group

132

5. 5th group

6. 6th group

133

APPENDIX 1:

Students List

134

STUDENT LIST

NO NAME

1. YUDI HARTANTO

2. AYU LESTARI

3. INNES ELITA FATMA

4. DIAH ZIGMA NARULITA

5. SANDRA YULIANA A.

6. VIVI ZAHIROH

7. NAVIAH KURNIAWATI

8. USWATUN NUR HASANAH

9. SOVIANTI

10. NURHIDAYAH

11. SHOHIROH

12. DINI RESTU AMIKA

13. ADILA FAAIZA ALVI

14. DIAN LARASATI

15. AFIFAH KURNIA PRATIWI

16. NANDHEA RESTU ATIKA

17. ANINDIA WAHYU SAHITA

18. UNAISATUZ ZULFA

19. MUHAMMAD BASYAIR M. H.

20. ENDANG RISMAWATI

21. SISKA MIFTAHUL JANAH

22. ROZAN NAUFAL AJI PRATAMA

135

23. ALDIRA GUSMIARA KURNIA

24. AWWALINA KHOIRUN NISA

25. VIVI VIRELIA SARI

26. FAUZAN CAHYO KAWEDAR

27. AKHYARUL FAJARANI

28. MENIK BELA KUSUMAWARDANI

29. RISA PERTIWI

30. PUTRI NURSHOLIKHAH

31. ERA AFIDAH

32. KRISMIYATI

33. MILA SARASWATI

34. ANNISA NURUL FAJARRANI

35. ANISA AYU NAIMAH

136

APPENDIX 2:

Transcript 1

137

INDEPENDENCE DAY

Welcome for all of audiences

Mila : First of all, lets us introduce myself. My name is Mila Saraswati,

Alida : My name is Arlida Kusmiada. We are representative of Prida Budaya Organization. We

are to attend this event. Ladies and Gentleman, lets us read the order of car free night of the

independence. Firstly, opening.

Mila : secondly, singing Indonesia Raya anthem

Alida : reading a proclamation stated by representative of Prida Budaya Organization

Mila : welcome speech by coming to the reader

Alida : welcome speech by of side of Prida Budaya Organization

Mila : some entertainer

Alida : and an announcement of some independence competition winners

Mila : okay, ladies and gentleman. First of all, lets us say shalawat by Allah SWT. Because of his

praise and guidance, we can take this event with a good condition. Let‟s say bassmallah together.

Alida : the next agenda is singing Indonesia items, Indonesia Raya and Hari Merdeka. Ladies

and gentleman, stand up please!

Mila : Dian Larasati as the committee of reader. Dian Larasati time is yours.

Dian: Bissmillahirrohmannirrohim, Assalammualaikm wr. Wb.

The honorable Mr. Sabariyanto as special guess of IAIN SKA.

The honorable of head of village is Miss Vivi Virelia Sari.

The honorable of the leader of GEABUDA and also the netizens of Pucangan.

First of all, lets us thanks to Allah SWT. The most merciful and the praise to Allah, the one of

the world. Because of him, today we can gather in this occasion for celebrate our 72th years

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independence day. Second of all, lets us say shalawat and salam to prophet Mohammad SAW

who has brought us from the darkness to brightness. So, we are always in direct way.

Ladies and gentleman, lets us the committee of this even today. Thank you for your supporting

us, so this event can be hold by us. Hopefully your kindness will be rewarded by Allah SWT and

also the committee, apologize if there are still make a lot of mistake that we did during the event.

We‟ll always work out our best for this occasion. We‟re as the committee respected that we can

look after our district together. That‟s all our serve this occasion, lets more I do apologize so

much, Happy Indonesia Independence Day. Freedom, Freedom, Freedom.

Wassalammualaikum wr. wb.

Mila : thank you Mrs. Dian Larasati,

Alida : the next agenda is welcome speech by Endang Rismawati as the serve Prida Budaya

Organization. Endang Rismawati, time is yours.

Endang : Freedom, Freedom, Freedom.

Assalammualaikum wr.wb.

The honorable Mr. sabariyanto as special guess of IAIN SKA.

The honorable Miss Vivi Virelia as a head of Pucangan village.

The honorable all citizens of Pucangan village.

And all members of Prida Budaya Organization and also all members of the commit.

First of all, let‟s say thanks to Allah SWT because of all his praise tonight. We can attend to this

place with healthy condition to celebrate the independence day of Republic Indonesia. Secondly,

blessing and greeting to prophet Mohammad SAW because only he as arrow of the lives of his

people. In here, I as a chief of Prida Budaya Organization of Pucangan village want to say thank

you so much because I have the opportunity give a little speech in this event. And I want to say

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thanks to Mr. Sabariyanto as special guess of IAIN SKA, Miss Vivi Virelia as a chief of village

and all citizens of Pucangan village who have attended to this event. And I hope this event can

smoothly until the end. I think enough speech for me as a chief of Prida Budaya Organization of

Pucangan village. If there are mistake, I want to say sorry, thank you.

Wassalammualaikum wr.wb.

Mila : next agenda is welcome speech by a chief of Pucangan village. Miss Vivi time is yours.

Vivi : Assalammualaikum wr.wb.

If I say Indonesia, you say Freedom okay.

Audiences : yesss

Vivi : Indonesia, audiences : Freedom 3x

Vivi : good luck and embraces for you. Before I‟m speech, thanks to Allah SWT who has given

his mercy and graceful to us. So, we can gather in this room with health and good condition. And

don‟t forget praise to our great prophet Mohammad SAW who always praying for and his people

to goodness and salvation. Thank you for the opportunity has been given to me to deliver my

speech at this event of 72th anniversary of Republic Indonesia.

Ladies and gentleman, today we are celebrating our country independence day. And our

government practices so that in this year. Working together for Indonesia, working is action that

makes us free property, differentiate, economic disability, and social inferences. But in fact, this

independent is there are a lot of the individual problems such as unemployment and social

inequality. Working together for Indonesia, we should be peace of our self, we should be always

optimist and always eager to provide the best for beloved homeland. Progressing as well as

nations name and fill out this can move Indonesia independence with as well. Working together

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is a concrete proof for us and we‟ll get the result that we want. So, let us source the problem by

working together from right now.

Ladies and gentleman, its time together, it‟s time to prove it with all we concrete. This

independence is not just legacy. It‟s not time to enjoy the heavy things. From that, let us give the

contribution and achievement in working together. We mostly that we will be successor able to

give chance for this beloved nation. Good luck. Work hard to be better generation from the

future of our nation and our future. I think what I say is enough, if there any mistake, I apologize.

The last I say, thank you for your attention. Long life Indonesia, Freedom, Freedom, Freedom.

(check di macmillen)


Wahyudi : good evening ladies and gentleman, here, I will show you the competition that have

been held by Prida Budaya Organization too. In order to welcome Indonesia Independence day.

The competition as held in Pucangan, Kartasura, Sukoharjo. The competition such as: first

competition for children, second competition for moms/mothers, the third competition for dads.

To make time more effective, here, I will only show you some of competition created by Prida

Budaya Organization. Let‟s see the video together. Check this video out.

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APPENDIX 3:

Transcript 2

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KARTINI DAY

MC : first of all, lets us pray to Allah who have given us also we can meet in this morning.

Today is April 21th 2018 is a day commutated for component of all Indonesia citizen especially

woman. By commutating Kartini day, we shall mainly remember the struggle that she did. That

struggle as can the most teacher woman to the better. Lets us open this event with say basmallah

together.

Next agenda is singing Indonesia Raya and Ibu Kita Kartini. Ladies and gentleman, stand up

please!

The next agenda is speech will deliver by Miss Ayu as the statement of ability. Miss Ayu time is

yours.

Ayu : Assalammualaikum wr.wb.

The honorable Miss Era as a headmaster of Senior High School from Jepara

The honorable Mr. Sabariyanto as vice headmaster of Senior High School from Jepara

The honorable of teachers of Senior High School from Jepara

And all my beloved friends

First of all, let us give thanks to the presents of the greatest Allah SWT who has given guidance

and blessing to us. So, we can gather here to celebrate Kartini day in a good condition. Our

shalawat and greeting are always delivered to our prophet Mohammad SAW who has brought us

from the darkness to the brightness. Secondly, I would like to give thanks to all the committees

who had worked hard to this event. Kartini is a national hero who fight for woman rise. Present

in this day, we always remember Kartini‟s struggle.

At this moment, we are not only remember at this day. We must continue her struggle. We

especially woman, we must be success woman, we must be strong woman, we must be inspiring

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women. Exactly we must be a great woman generation. Please, give applause for women here.

Alright I think enough of my speech, please give an apologize if we as the committee have any

imperfection of your especially this who presented. Thank you so much for your nice attention.


MC : give applause for Miss Ayu. The next agenda is speech will deliver by Miss Era as

headmaster of Senior High School from Jepara. Miss Era time is yours.

Era : Assalammualaikum wr.wb.

The honorable Mr. Sabariyanto as vice principle of Senior High School from Jepara.

The honorable all teacher and all my beloved students who have come in this event for an event

Kartini‟s day.

First of all, lets us say to thanks to Allah SWT which has guidance and blessing to us. Therefore,

we can gather here to celebrate Kartini‟s day. Our shalawat and greeting are always delivered to

our prophet Mohammad SAW who has brought us from the darkness to the brightness. Today,

we celebrate the Karini‟s Day and what shall we do?

In my opinion, Kartini‟s day celebration not only means that we have to wear traditional clothes.

The most important thing we have to remember about the struggle against of women

discrimination. Kartini‟s day also means that we cannot take for granted and the idea of equality

between men and women. However, there are natural differences women and men. Kartini‟s day

should be an inspiration for women to get the same rights as women, education and

accomplishment.

The name of Kartini is not taken from foreign anymore. Even, this life has carved out a position,

especially mothers in the position. The position of teenage girls and young women reflects our

ideals of Kartini. As a woman who will not leave nature as women, it appears that the seat is the

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same with a fellow warrior nation. Indonesia is able to develop its-self as a fighter who doesn't

want to say against one.

The psychology of women reflects the majesty of Kartini's aspiration directly. This situation also

explains how human rights in Indonesia. In addition, the right women establish themselves and

build a homeland of Indonesia. It is not exaggerating when she says that she is now able to speak

on equal terms with men. Even in the village, we have many women who stood taller than most

men. This shows that our nation's foremost women already realized the importance of the role

and capacities of women in maintaining the life of the nation.

That‟s all my speech, may what I have delivered be useful in our life. If you found many

mistakes in my speech please forgive me. Then the last I say. Wassalamualaikum Wr. Wb.

MC : the best contestants of Kartini and Kartono, Kartini and Kartono time is yours.

Kartini : this is our opportunity. Kartini in my opinion is our woman‟s emancipation hero

because RA Kartini said that women must be educated so that women can work and make money

by her-self. She can develop all of her ability and she does not depend to other people.

Remember in this situation at the time that Kartini was surrounded of tradition. It‟s of all friend

and progressing her proved. Now, we life in better day. It‟s time for us to change our future, so,

we firstly that we have to stop it is stop discriminate gender action. For all of Indonesia women,

all of Indonesia people, lets brave our country and protected our self. Be better generation and

better nation. I think enough for me and how about you Kartono?

Kartono : in expression to our Kartini. She is a woman‟s emancipation in Indonesia which as of

the thinking of women for you to be women not treated of women being. And finally modern

women are mostly expressing to life of started of RA Kartini. Women being for the same in

attending occasion in the case. There is gender toughly that pro of education.

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MC : Okay, please give applause to our Kartini and Kartono. Miss Era please comes to the stage

to give reward to Kartini and Kartono. Miss Era time is yours.

MC : give applause, please!

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APPENDIX 4:

Transcript 3

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GRADUATION

MC : the honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta.

The honorable Miss Unes as the headmaster of Senior High School 8 Surakarta.

And the honorable teachers and staffs of Senior High School 8 Surakarta and our beloved

friends.

Firstly, lets us introduce our self, my name is Putri Nur Cantika.

MC 2 : my name is Santi Yulisari.

MC : we are representative of graduation to held in Senior High School 8 Surakarta and we are

master to guide this event.

Santi : ladies and gentlemen, lets us to read the menu of graduation of Senior High School 8

Surakarta. firstly, opening. Secondly, singing Indonesia anthem. Welcome speech by

headmaster. Welcome speech by master to graduate, graduation process. Welcome speech by

student in English core. Singing Terimakasihku. Closing.

Putri : ladies and gentlemen, let‟s say thanks to Allah SWT because of his bless and guidance we

can attend this event in good condition and let‟s say basmallah together. We hope this event held

successful. The next agenda is singing Indonesia anthem is Indonesia Raya. Please, the audiences

to stand up. The next agenda is welcome speech by Mrs unes, Mrs Unes time is yours.

Unesa : Assalammualaikum wr.wb.

The honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta

The honorable teachers and staffs of Senior High School 8 Surakarta

And not forget my beloved students.

First of all bless and thanks a praise of Allah SWT Almighty brought to brightness and the

covered of Qur‟an. So, we can together in this place healthier and a good condition. Secondly,

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may shalawat and greeting to our prophet Muhammad SAW who has guided us from the

darkness to the brightness.

My beloved students, Now, the graduation has finally come. After 3 years you stay here together

and now you will continue in the university or other. Suppose it longer than everything. But,

bringing of everything, lets us to our teacher. Teacher is the best experience. You skill from

teacher and don‟t forget of your teacher. Nerveless, I also reach it all. There is loving and care,

teacher would say goodbye and pray for you that I work for you and hope for you to be better

people in the future. And I hope for you will always stay our pray on your prayer.

Finally, thank you for your attention and I apologize to my mistake.

Good luck and fighting. Wassalammualaikum wr.wb.

Santi : the next agenda is welcome speech by Vivi Zairoh as OSIS‟s leader. Vivi time is yours.

Vivi : Assalammualaikum wr.wb.


The honorable Mrs. Unes as headmaster of Senior High School 8 Surakarta

The honorable for all teachers and staffs of Senior High School 8 Surakarta

And not forget my beloved friends.

First of all, let‟s pray and praise to our God Allah SWT who has guiding us and blessing so we

can attend and gather in this place with good condition. Secondly, make peace and celebration to

greet our prophet Muhammad SAW who has bring us from the dark era to the bright era. Thanks

to all teachers and staffs of Senior High School 8 Surakarta who has taught us. And say thank

you to all students and parents have attend to this graduation. I hope you‟ll be success in the

future to continue your study in the university. I think enough, thanks for your attention. I

apologize if there are any mistakes.

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MC : thank you for your speech Vivi and give applause to OSIS‟s leader. Okay, the next agenda

is welcome speech by Siska as the vise of Senior High School 8 Surakarta. Mrs siska time is

your.

Siska: assalammualaikum wr.wb.


The honorable the principle of Senior High School 8 Surakarta Mrs. Unes

The honorable for all teachers and staffs of Senior High School 8 Surakarta

And the audience of Senior High School 8 Surakarta

Let‟s be started from your memorize of previous study of this period in Senior High School 8

Surakarta.

First of all, let us praise to the gratitude and greeted of almighty Allah SWT because of his

blessing in this morning we can gather in this place, to attend a farewell ceremony for the

students of Senior High School 8 Surakarta. Secondly, may shalawat and salam be upon the

prophet Muhammad saw who has guided us from the darkness into the brightness.

There is the win of a lot studying here so far of message. It with does in front of punishment and

fill this value of individual. Treat all of as to impress to beasiswa such as Mrs. Unes, Mrs. or Mr.

Education. For hour after we went before we celebrate for us we feel treat well and to the best

student congratulation.

Ladies and gentlemen,

I apologize if there is mistake, that‟s all and thank you.


MC : the next agenda is a graduation process. To all audiences stand up!

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The next agenda is welcome speech from Diah Zigma Narulita

Diah: assalammualaikum wr.wb

The honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta.

The honorable Miss Unes as the headmaster of Senior High School 8 Surakarta.

And the honorable teachers and staffs of Senior High School 8 Surakarta and our beloved friends

in twelve.

And the name of Allah was praising best and merciful all praise and thanks who has given us a

merci and blessing in the farewell ceremony of Senior High School 8 Surakarta who has

successful in the final occasion. Not forget, we embracing salam and shalawat to our prophet

Muhammad SAW who has brought us from darkness to brightness.

In this special occasion, we as student of grade twelve here. I would like to thank you for all

committee make this event possible. This event brings emotion from our heart happiness and

sadness. People say that we must say goodbye to this school. This school we can share our

beautiful memories to three years. However, we also feel know that we finally be ex-student

make this account cement. Other hard word has finally find an attitude we also realize that we

could not break the ruler. From bottom of my heart and I would like to say thank you to all

teacher for professional teaching us for this full process. After we make nothing well become a

lot of viability after you better. The word thank you just a justice. You have all done so much do

it. Not just in three years but for my present life. Thank you for passing me, thank you make

people that I am deep for my hope. Finally for my beloved friends, thank you so much you gave

to me a beautiful memories who goes to me. We here, our journey, our new step begin. That‟s

my speech, wherever we go and whatever we do I hope we can do best and meet again.

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MC: this is the last of the event, we as master of ceremony ant to apologize if there is mistake.

Thank you for your attendance to held this event.


152

APPENDIX 5:

Transcript 4

153

INTERVIEW

Interviewer : good morning

Applicant : good morning

Interviewer : please, sit down!

Applicant : okay, thank you

Interviewer : lets introduce yourself to me

Applicant : my name is Krismiyati, I‟m 22 years old. I‟m graduated from IAIN Surakarta on

English education department and I‟m applying this to work on your company.

Interviewer : what is the job do you think?

Informant : this job is good so much especially speaking and science to English department.

Interviewer : okay, I this is enough to interview you. Thank you for today

Informant : thank you very much

Interviewer : thank you very much for this interview

Informant : thank you

Informant : actually this job suitable for me. But, I want to continue to work in this area. Because

it is in a big city. I found a job from advertisement and I want apply the job.

Interviewer : how about your beloved family?

Informant : I have a little sister and I‟m 20 years old. And in spare time, I think I get.

Interviewer : I think end to the day for interview a job. And I will call you later after we discuss

it. Thank you s much for your coming. Thank you.

154

Informant : so, I apply a job in your company. Yes, I am when I expect your answer.

Interviewer : there is any question?

Informant : Thank you very much, I think I don‟t a full question.

Interviewer : you can explaining to fulfill

Informant : okay, this is my fulfill. Okay thank you.

Interviewer : lets introduce yourself? Why you apply this job in our company?

Informant : my name is Dian Larasati. And I apply this job from advertiser company. This job

have a lot of experience, and this job I can many beneficial. So, this is why I apply this job in

your company.

Interviewer : how much your to this job I mean in this company?

Informant : I don‟t have how much to this job and depend on your company.

Interviewer : any question?

Informant : when the result to this interview?

Interviewer : yeah, it‟s a week and beginning on this day. Thank you for coming interview today,

good luck.

Informant : thank you.

Informant : yes, I can expect your answer.

Interviewer : there are still job interview here. We will call you again.

Informant : thank you

Interviewer : thank you very much to come here and have a nice day. See you.

155

Informant : it‟s a great chance to improve a quality of this company.

Interviewer : how do you know about our company?

Informant : because company edge from the street.

Interviewer : what do you want from our company ?

Informant : I responsibility and I positive responsive. What are your cook?

Interviewer : I‟m professional to cook. How about your other job?

Informant : when I receive your positive responds and I will stop to work on there.

Interviewer : do you have any question?

Informant : yes, Mom. Can I expect your answer.

Interviewer : okay, there are one more to be and we will look at your fulfill to compare. Thank

you

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APPENDIX 6:

Transcript 5

157

SALES

Sales : can I help you?

Costumer : I look for a Tupperware

Sales: it‟s a good one

Costumer : I‟m looking for a green rectangle veil. I cannot use pasmina veil. Ok, I will try it.

How much is this price? Can the price be less. Yes, I bought this one. No, this one only. This

money and thank you.

Sales : oh, this is one of cell phone imports from Korea. This is a new variety of features makes

it sophisticated mobile phone. This is Samsung Galaxy J7 Pro. You can get some more of the

features of mobile phones, cell phone is equipped with a finger print, camera 13 MP and the

memories of internal 32 GB you can add a memory card with capacity up to 128 GB, with RAM

3 GB and advantaged of the signal max that can stabilize signal. There are various of color is

blue silver, gold, black and pink. You can get earphones, memory card and touch screen guard

for free.

Sales : you can to try this perfumes.

Sales : you get discount 50%, only today. This color is so beautiful. Its so nice, you like it?

Costumer : I like it

Sales : this bottle made by plastic so its not heavy, its so light. You can touch it.

Costumer : actually, this is very good but do you have other color?

Sales : what a minutes, I will ask my friend first. Is there any other color to this bottle? Sorry Sir,

there is no other color because red I very brave color. This is one of the best colors happening on

this season area. Because this is summer. You can buy this one and this.

Costumer : how cost this one?

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Sales : this is Rp 25.000, you want ?

Costumer : please, pick it up for me

Costumer : two water on spoon and then?

Sales : spread to your nose area then your blackhead will clean slowly.

Costumer : it is cold or warm water?

Sales : in warm water. Then any question?

Costumer : how much the price of the mask?

sales : you can get memory card

costumer : how much this cell phone?

Sales : ten million

Costumer : how about one million only?

Sales : sorry, this is an expensive price

Costumer : okay, no problem and thank you.

Sales : this is a good veil because more colorful than that. How about this? This is only Rp

25.000 and you can try it?

Sales : this color is so wonderful.

Costumer : it is so expensive?

Sales : you can get 50% for discount

Costumer : there is no dress?

Sales : oh, dress.

Sales : if you buy this one, you can get a toy that useful for your children if you have. You can

take a look kurang at our other thing. Because this is a summer season so we have a yellow and

orange color.

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Costumer : if I buy this one of products but do you have any other color? Other of red?

Costumer : which one a good for me? Any other color?

Sales : this is good for you?

Costumer : no, no I dislike this color. But, I like this.

Sales : I think this one is a good for you?

Costumer : what is the price?

Sales : Rp 60.000

Costumer : but, its so expensive for me. I want to it

Costumer : how much this is?

Sales : Rp 15.000

Costumer : yes, I want this

Sales : because you are couple, I will give you a discount 50%

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APPENDIX 7:

Transcript 6

161

SEMINAR

MC : a good generation and a generation without drugs. Give applause.

Thanks for coming, welcome to Mr. sabariyanto as a special guess.

Welcome to this is example from IAIN Surakarta.

Welcome to Unes satuzulfa as a head of environment.

Welcome to Mr. ajudan norman as a corps

Welcome to Mrs. Kusumawardani as first speaker

Welcome to Mrs. Nafiah krismiyati as speaker two.

And welcome to all audiences.

Ladies and gentlemen. Lets us to read our rundown in this event.

Firstly, opening. Secondly, singing Indonesia anthem. The next is read a holy Qur‟an. There are

welcome speech by the readers continue welcome speech by reviewer of IAIN Surakarta. then

welcome speech by the corps. The next is seminar will be represented by readers. Then, here are

certificates and then the last is closing.

Ladies and gentlemen. First of all, let‟s say praise to Allah SWT who has give us guidance and

happiness and healthy so we can attend and participate in this special event. Praise and

celebration to our prophet Muhammad SAW who has brought us to brighter life from the

darkness. We hope this event will success to you.

Ladies and gentlemen. Let‟s begin this event by saying basmallah together.

The next agenda is singing Indonesia anthem is Indonesia Raya. Please the audiences stand up!

The next agenda is the holy Qur‟an.

Thank you Mrs. Ameliana and you have to beside it a Holy Qur‟an so Allah always beside us.

The next agenda is welcome speech by Mrs. Dian Larasati. Mrs. Dian time is yours.

162

Dian : assalamualaikum wr.wb.

The honorable the special guess Mr. sabariyanto

The honorable the dean of State Islamic of Surakarta Mrs. Anisa nur fajarani

And the dean of the head of IAIN Surakarta Mrs. Unes

And the head of corps Mr. rozan

And also for these speakers today.

First of all, let‟s thanks to Allah SWT the most merciful and bless to Allah one of the world.

Because of him today, we can gather on this occasion the national seminar with a theme A Gold

Generation is Generation without Drugs. Second of all, let‟s deliver to shalawat and salam to our

prophet Muhammad SAW who has brought us from the darkness in to brightness. I as the

committee leader of this national seminar would like to say thank you for attending this seminar

and also for these speakers and the special guess would give us a lot of information about how

dangerous drugs in. we as the committee choose a theme about drugs that a lot of issues content

about young generation get attacked by drugs. And I think we as a young generation should

compare and remember each others about how a bad effect about the drugs is. So, we help each

others to safe each others.

Second, I apologize if there are still a lot of mistake from the committee did during the event. We

always do our best for this occasional seminar. That‟s all I can say to this occasion, sorry if I‟ve

do apologize. Wassalamualaikum wr.wb.

MC : the next agenda is welcome speech by Mrs. anisa nur fajarini as a head of State Islamic

Institute of Surakarta. Mrs. Anisa time is yours.

Anisa : assalammualaikum wr.wb


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The honorable Mrs. Unes as the head of State Islamic of Surakarta

The honorable Mr. rozan as the head of corps

And also all speakers today

And my beloved students

First of all, let's thanks Allah the Al Mighty who has been giving us mercy and blessing so we

can attend this meeting without any obstacles in this great occasion.

The Ladies and Gentlemen

As teachers and parents, we should prevent any drug abuse. We can make a variety of programs

and activities such as playing music, exercising, making the clubs studied, and various social

activities. In essence, we make a wide range of activities that aim to distract the students.

All students as the young generation in particular

This is a very serious problem for us. A generation of this nation will be lost if we do not take

action together and soon. In short, we must be willing to go to against illicit drugs, and war must

start from within.

So, what can we do as a young generation? Prevention is better than cure. Avoid drugs because

once you try it, you will be stuck and then became addicted. You will eventually be turned into

criminals or take your life. We have so many examples around us, what happens to the user.

They are all loose on their future. I think we do not want such things to happen to ourselves.

Let us do the above efforts consistently and never give up. I am sure that we could eradicate

drugs in Indonesia.

That‟s all my speech. I do hope my speech will be useful in our life.

Wassalamualaikum. Wr. Wb.

164

MC : thank you Mrs. Anisa. The next is welcome speech by Mrs. Unes. Mrs. Unes time is

yours.

Unes : assalammualaikum wr.wb.



And the dean of the head of IAIN Surakarta Mrs. Unes

And the head of corps Mr. rozan

And also for these speakers today.

First of all, let‟s us praise and thanks to present Allah SWT who has give us a mercy and bless

always and covered for us. So, we can gather in this event with a good condition. Secondly, may

shalawat and greeting to our prophet Muhammad SAW who has guided us from darkness to

brightness.

In this occasion, I will to say thank you to all companions of nation world central and local

government community organization and the students who have committee and co tribulation

award to say that Indonesia for the dangers. And abuse and credibility I want to express high

appreciation to all efforts of Indonesia voice, central, and regional level. Whatever I work and

full high dedication in order to converted girlfriends and I would like to explain gratitude to the

leader of local government, governments, region, mayor and their staff who have committed and

supported the effort on program abuse in their area. The existence of the BNN specifically

violence and have the power to be competent to investigate for cases. This is stuffily how bright

native.

Ladies and gentlemen, in this case about the generation without drugs student movement. The

student must be a proof prayer in era complex of drugs. Lets just spectral. Students are expatiated

165

to become an ideal smile, proof, and effort norms and moral. Also its change especially in

Indonesia, what we can do? Award to man drugs insert we can start from the normal

environment which is the first step in create a nation movement to healthy life without drugs. So

much peace in the agenda national seminar „A Gold Generation is A Generation without Drugs‟.

Lets us continue to fight together to make our country more be firm than crash. Thank you for

your attention. I apologize for my mistake. Say No to Drugs.


MC: thank you Mrs Unes for the speech. The next agenda, welcome speech delivered by Mr.

Rozan. Mr. Rozan time is yours.

Rozan: assalammualaikum wr.wb.


The honorable of guess of CNN Mrs. Unes


First of all, lets thanks to Allah SWT the most merciful and praise to Allah. Because of him

today we can gather on this national seminar.

Ladies and gentlemen, consume the illegal drugs is one precision there is to depilation to

consume the drugs. Consume the illegal drug has full of effect to our body.

Ladies and gentlemen, try to not consume drugs its mean try to discreet to our live. Therefore,

we should give information the power of crime. To proof way the illegal drugs and our nature

achieve in order to be better in the future.

That‟s all my speech. If any mistake, I‟m so sorry. The last I say.


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MC : Ladies and gentlemen, now we are close the opening agenda. We will continue in main

section. Miss Era Mufidah to guide this section. Okay Miss Era Mufidah, she was born Klaten,

2nd September 1999, address Buloharjo, Delanggu, Klaten. Junior High School in Bulunan, so

let‟s well come and give applause to Miss Era Mufidah.

Lets begin to this section. The topic is “A Gold Generation is generation without Drugs” will

delivered by our speaker today. First section to Miss Era as a moderator. Miss Era time is yours.

Era : Assalamualaikum wr wb. Here I will guide the seminar in the tittle “A Gold generation is

Generation without Drugs”. The first sepaker‟s name Menik Kusumawardani, she was born in

Demak January 27th 2000, address in Mijen, Klaten Elementary School 1 Klaten, Junior High

School 1 Mijen, Senior High School 1 Mijen, college school IAIN Surakarta. Thanks for come

for the first speaker. please give applause. The second sepeaker‟s name Naviah Kurniawati. Can

call her Navi, May 24th 1999, address Meniro, Klarangbe, Ngawi. Elementry school Klarangbe,

Junior High School Al-Mukminu Karangbe, Senior High School 4 Ngawi, College IAIN

Surakarta. She will come our speaker, please give applause.

Next listen to the material that you need term for Miss Menik Kusumawardani, Miss Menik

Kusumawardani time is yours, please give applause.

Menik : Assalamualikum wr.wb. first of all lets say that to Allah was giving us mercy and all

blessing we can gather in this place without any obstacle. Don‟t forget sholawat and salam

always deliver to our proppet mohammand SWA who was guided in here. Okay thanks for some

articling in this time, I want to explain our effect the dangerous of drug in our health, let see our

material today. What is drug? Drug as sure that your already know and maybe better that the

drug it, whether the advantages and disadvantages are drug the actually are medicine and all

antistatic subbmical. But the expect perception was a afraid with some people. Drugs have been

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sprite by some people for a lot of time. Some people will choose drug behind the medical

treatment consider frightened that make they will feel better when they messy in some problems.

Make them easy find new relief or just a pressure. Actually we will never forget, the accidents

that arties the same time as the anti drug Ambassador Roro Fitria. Arties for proved to use drug.

The drug have many negative effect if as the experience by Roro Fitria surely. She feel embrace

and loss the anti drug ambassador already is mare. The effect of drug are not only dangerous for

drug users but also the people sure rounded. For the user drug are risk because so many link to

overdose. HIV AIDS, presentable damage. Drug are also dangerous for people around because

already the mention above. The dangerous of consuming drug are might upon to be aids that the

used over the medical treatment in concrete drugs. Because the drug just a laid as the depression

for the users thats all, and for other people surrounded. But it‟s so sad if we heard many of young

generation present many consume that drug such a heroin, cocaine, ecstasy or marijuana that

they consume to enjoy the time without consider the risk. Okay, lets see there are many kind of

drug the first is Marijuana, next is heroin or Poteau, the thirth is Cocaine, next is PCP or angle

drug, last is gorilla. The impact of drug on physical and health. First is disorders of the nervous

system neuroid, such as stress, imagination and hallucination, second is disorders the heart and

blood vessel radio vascular. The third is disorder of skin hematology. The fourth is Frequent

headaches, noisy, big mouthy per volt, and high temperature of the body and insomnia. Fifth is

disorder reproductive blood art in the crimes disorders such as a create function of reproductive

hormone estrogen, progesterone, testosterone, and sexual disruption. And disorders of

reproductive called another girls include change infantile target nation insularity or other called

sexuality. The the last is for injection drug users especially sharing with else the risk is

constructing the hepatitis B, C, and HIV. The dangerous of drugs can be better when they are

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start our dusk attract consumption under the body ability to save overdoses until to died. How

terrible the effect of drug when we are younger generation consume that regret the future. For all

the Indonesian generation, lets build our country based on appliances your self to the better

nation and to the better generation. We are young generation say no to drugs. And in the last I

want to show you some video that show how dangerous use drugs. Lets see..... on drug you can‟t

run away or far away. A drugs can caught you and bring you to died. I think enough for me.

Thanks for your attention and wassalamualikum wr wb.

Moderator : Okay thank you to Miss Menik Kusumawardani, now the present material will

present to the next by Miss Naviah Kurniawati. Miss Naviah Kurniawati time is yours. Please

give applause

Nofiah : First of all, lets us pray to the present of Allah SWT because of the best in his guided we

can meet here with condition. Not forgot it to say shalawat and salam to our prophet Muhammad

SAW. Okay, it we have themes about the decision of Drug, effect the drug, here I will discuss

about three point, the first point is how about the drug in the view of Islam?, The second point is

the drug zaman now, and the last point is how should be do to and we get the drug? Okay the

first point is “how about the drug in the view of Islam?” has been described in Al-Qur‟an surah

Al-A‟rof number 157........... Means “And lawful for them all good and forbid for them all that is

bad”. In Hadist Abu Daud no. 33636 and Ahmad No. 309. “ the prophet mohammad SWA...

intoxicating and mufattir (which is)”. And hadist Ibnu Majah No. 2340. “Should it have a

celebrate impact”.

Than Ibnu Taimiyah said “Drugs as well as the intoxicating substances are forbidden a forbid to

the consent of the Ulama. Even any substance that can dispel the main, it is a main consume

event if not intoxicating” Ibnu taimiyah Fatwa, 34 :204)

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Has been regulated law No. 15 of 2009 about drug

February 10, 1976 majelis Ulama Indonesia was introductions that is abuse and characteristic the

drug is forbidden.

But Drugs in Indonesia keep increasing, Why? What is wrong?

The last data of 2017, BNN has more 58.365 people and...... 471 tons and more 3 ekstetesi pils

and less 5 ton.... vitamin and 600 tons...... liquid ekstension.

The effect of drug, the number of dirty place 30-50 was death everyday because of drug. To the

effect of drug that if the drug user is phones, how enforce a strong drug users, if empower less

some people are lazy to works. Three the last of a good young generation, in Indonesia junior

high school children already far for should drug. Fourth to memorize to people who consume the

drug will be destruct their mind and intellect one phratcdomental. So? What should we do? As

the agent of changes? Answer only one “C A R E” Care to yourself, Care to other, and Care

around the environment. Thanks for your attention, Wassalamualikum wr wb.

Moderator: Okay thank you Miss Naviah Kurniawati

MC: Ladies and gentlemen, lets give applause to our speaker today was give all the material.

Now we move to the next section. It is Question and Answer to Mrs Era as the moderator. To

Mrs Era time is yours.

Moderator : here about the section Question and Answer, for the first for all participant who

want to ask the question please rise your hand. Okay yeah you miss.

Quest 1 : Assalamualaikum wr wb. My name is Sovianti from English education department. For

the speaker was explained about the definition of drug and the dangerous of drug, I know that the

drug are not good for our health. And I want to ask, to Miss Bela why the drug can be addictive

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and dangerous, what are the effect, so what do you think about that? Thank you

wassalamualikum wr wb.

Moderator : okay for the next question please rise your hand...

Quest 2 : assalamualaikum wr wb. My name is Adila Faaiza Alvi, I‟m from English Education

Department. I want to ask Miss Naviah, some research believe that the drug has the related with

social problem such as drug how it did was born? and how the rule in related too. Thanks

wassalamualaikum wr wb.

Moderator : next question

Quest 3 : first I want to introduce myself, my name is Anindia Wahyu Sahita, I‟m from English

Education Department. According to the material that give to us. I will ask to Miss naviah, how

is the law of consumption drug in emergency, as well as the use of warm drug in ancient time

according to the law in Islam. Thanks wassalamialikum wr wb.

Moderator : Okay you sir...

Question 4: Assalamualikum wr wb. My name is Fauzan Cahyo Kawedar. I‟m from English

Education Department. We know that the drug is dangerous and I want to ask to you Mrs Bela.

How do we avoid from the drug? Thank you. wassalamualaikum wr wb.

Moderator : that all the question from the participant. The first question for Mrs Bela from

Sovianti “carried is the plan, why can it be an addictive and dangerous, what can the effect for

about that?”

Bella: thanks for Mrs sovianti for your attention for me. Drug can be addictive because the

substance of alcohol, nicotine, cocaine. It very dangerous because have damage of someone

consume it. the effect like emotion control, lungs problem, mental and high temperament. thank

you.

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Moderator : for Mrs Navi from Mrs Adila “some research believe that drug is related to the

social problem such as friend how it is happend? And what the rule of religion space a rule?”

Navi : okay Mrs Adila. Abuse of narcotic is social problem such as crime because someone is

breaking the influent of the drug has forbidden has the effect of religion, education, theory to get

someone can choose a good place to socially. Thanks.

Moderator : the next question, for Miss Novi from Miss Ani “how is the law of consumption

drug in emergency? As well as we use of warm drug at ancient time.”

Navi : okay No problem miss. I eat well it in the emergency condition, that ulama states that

emergency a lot probidden team.

Moderator : Okay thank you the last question for Miss Bella from Mr. Cahyo “how can we can

far away from drug and not concert it?”

Bella: Okay thanks you for cahyo for that question for me. We get a far away from drug if we

want to do this 5 thing that I said, the first is for our ability, the second is religion presentence,

the third heard the parent advice and the four live in positive atmosphere, and the last live in

positive environment such as organization in school and other. Thanks.

Moderator: okay, the seminar “A Gold Generation is Generation without Drug” Drug for a

younger generation is very dangerous for mentally, bodies and physicological. But it can be

prevented the base attracting on religion and choose well in sociality. Thank you for the all

participation for all students who has attention in seminar as the title “A Gold Generation is

Generation without Drug”. See you next time, wassalamualaikum wr wb.

MC: give applause for all speakers, Mrs. Bela and Mrs. Naviah. Miss Era as the moderator today

and all audience to participate here. Okay the last section is give a certificate to our honorable

guest, Mrs Bella and Mrs Navi as the speaker today, also to Mrs Era as the moderator. Please to

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Fauzan Cahyo Kawedar come to the stage to give the certificates as the present in this seminar.

And please welcome to our lead Mrs Annisa to give certificates to appreciation to our honorable

guests today. Mr Sabariyanto, Mrs Annisa.......

Apologize if there is some mistake, please wait in (wait in for) the seminar next years.

Wassalamuaikum wr wb.

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APPENDIX 8:

Transcript 7

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NEWS ANCHOR

1. 1st GROUP

News Anchors: Assalamualaikum.wr.wb.

Good afternoon, viewers

Today on Saturday 14th

April 2018 is in studio five comeback with me Ayu Lestari and

my partner Era Afidah on the breaking news diamond tv

The most act today in tv channel in Indonesia to spread the news that actual, sharp, and

reliable. We will deliver the most interesting news that is Indonesian culinary the biggest

event in Solo. The event that started at 9 o‟clock was very crowded the visitor came to

the event to fill the variety food and very cheap price. See how best in the visitor are in

the reporter we are Ines already in Solo to report. Ines please explain the condition in

Solo culinary.

Okay thank you, era and ayu from the studio. Good afternoon ladies and gentlemen

Reporter: Here I am Ines elitafahma from Manahan stadion solo central java, you can

look behind me, there are so many people that fulfill this event. This event is solo

Indonesian culinary festival this event is celebrate at 12-15 april 2018. Which is an event

attended by several food vendors from various legend in Solo.

Narator: Solo Indonesian culinary festival be held on Tuesday to Sunday 12-15 april

2018 in the south parking of Manahan stadium during the past five years culinary in the

past still remains on the theme of the festival. There are about 1070 stans that fall this

festival. This event can be used as an educational event and it is intended for Solo city

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community to be more familiar with the culinary varieties that existed. In addition, there

is expect to be positive influence on the solo tourist visit the city.

Reporter: Here, you can look in several food and drinks start from the appetizer, main

course, dessert, then let ask the visitor

Reporter: Excuse me: may ask some question

Why are you attending this event?

Visitor: Because this event is very unique and very interesting

Reporter: Are you a culinary lovers?

Visitor: Yes, I am, me and family like sweet.

Reporter: How often you the price here?

Visitor: About the price maybe here is more than expensive, the price usually

Reporter: And then, for all the food here, which one is you most prefer?

Visitor: Maybe ice milo

Reporter: Why?

Visitor: Because milo is my favorite

Reporter: Thank you, you can continue your seen sight and continue your holiday trip

Visitor: Yes

Reporter: Thank you

Reporter: Well that was the opinion from the visitor. Let us meet the EO from this event.

Excuse me

EO: Yes

Reporter: Are you EO from this event?

EO: Yes

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Reporter: May I ask something?

EO: Okay

Reporter: Okay, first why this event are celebrated by the government?

EO: This event is expect that people don‟t forget to the culinary in Solo

Reporter: What are the purpose of this event?

EO: Due to the existence of this festival is expect to culinary variety in solo will increase

to give orientation to society about culinary diversity.

Reporter: And then, it held every years?

EO: Yes, this event is held every year and this is already the 5th

times in this event

Reporter: Okay thank you for your information

Reporter: Well, all of the statement from the visitors and EO from this event. So, what

do you waiting for? just come here immediately. Okay, ladies and gentleman enough for

me Iam Ines as the reporter just report the news, now back to the Era and Ayu in studio.

Okay, thank you Ines for the information. alright viewers, that is our breaking news

today we will return 60 minutes later. To provide a news and other letters development.

IamAyulestariand my partner Era we express our gratitude, thank you so much. Godd

afternoon and wassalamualaikum.wr.wb.

2. 2nd

GROUP

News Anchors: Assalamualaikum wr.wb.

Good Morning viewers, I‟m Aldira Gusmiara Kurnia and I‟m Afifah Kurnia Pratiwi

welcome to the ANN breaking news from Monday April 16, 2018. The news today

about the revitalization of the sugar factory „De Tjolomadoe‟. Reading news is about the

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revitalization of the sugar factory Colomadu. The factory become now „De Tjolomadoe‟

as we can as well as national edutainment. There is something viral in social media in

café de Tjolomadoe. We have a reporter there named Saraswati report there.

Reporter: Good morning viewers wherever you are, now I am at the new to reason for is

very popular in social media because this place is very instagramable. Located in district

Colomadu, Karanganyar regency. De tjolomadoe is the revitalization of colomadu sugar

factory. This place was planned to in outdoor on March 26th

2018 but it was cancelled

and the official has not been making the discussion but it has open to public on March

26th 2018. Since this place has just opened I want to know what the visitor think about

de tjolomadoe last here to interview some visitors.

Reporter: Good morning

Visitor: Good morning

Reporter: What is your name?

Visitor: My name is Sandra

Reporter: Is this your first time come here?

Visitor: Yes

Reporter: What is you impression about this place?

Visitor: This place is very interesting and instagrammable. But, in the sally café the price

of food I very expensive, make the visitor was shock.

Reporter: Okay, so what is your hope about this place in the future.

Visitor: My hope, colomadu sugar factory in the future so us not only the develop aspect

of art, heritage, and tourist. I hope this region will also rage the regional product.

Reporter: Okay thank you, and that‟s all

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Visitor: Okay

Reporter: Good morning, miss

Visitor: Good morning

Reporter: What is your name?

Visitor: My name Uswatun Nur Hasanah

Reporter: Is it your first time here?

Visitor: Yes, this is my first time I‟m visiting de tjolomadoe.

Reporter: So what it you impression about it?

Visitor: It is so awesome, but the café is super expensive it is not normal like another

café. And the variation of food is good.

Reporter: So what is your hope about this place in the future?

Visitor: I hope for the factory has the better service, to fixing the machine especially the

room.

Reporter: Okay thank you

Visitor: Yes

Reporter: See you

Official: Here I‟m with Miss Krismiyatias the official of de tjolomadoe

Good morning, many people don‟t know what is de tjolomadoe, maybe you can explain

it to us

This factory? Okay. Sugar factory is the first industry building in Java, the factory was

established by Kanjeng Gusti Pangeran Adipati Aria Mangkunegara 4 on Dec 18th 1876.

And then the factory was established in 1998 and then this factory began to revitalize on

April 18th

2017 and then became a touris object.

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Okay I have interviewed the visitor and many people complain about the café and they

said that the café is very expensive.

Okay, it is usual that the price of food is very expensive but no matter how much the

price, the price is according with service include interior is so nice, delicious food, and

comfortable place.

How about the rope?

Okay, about the fourteen roots without rope is true. Because, the factory here is so hot.

And we often try to the visitor and the facility so the visitor will not feel hot anymore

and comfortable to be here.

Okay, thank you for your information. The conclusion is de tjolomadoe is quiet

interesting for many people but the complain about the public service. The official said

that they will give a better service. I think that‟s all from me, Mila district Colomadu,

Karanganyar Regency, wassalamualaikum.wr.wb.

That‟s all the news today if you have some critics and suggestion please visits us in

www.annnews.com I‟m Aldira and I‟m Afifah, and all of me and all crews say thank you

for your attention and have a wonderful day and wasslamaualaikumwr. Wb

3. 3rd

GROUP

News anchor A : Good afternoon viewers, welcome to the “News for Today”. I am

Unaizatus Zulfa.

News anchor B : I am Endang Rismawati

News Anchor A : You‟re seeing Javanese Culture Program at 4 pm on April 15 2018, we

will bring you some actual informations happening around the country.

http://www.annnews.com/

180

News Anchor B : viewers, if we review about the culture and tour attractions in

Indonesia, we know that Kraton Surakarta is part of the historic palaces that exist in

Central Java. And if you want to explore the culture and tour attraction in Kraton

Surakarta, actually there is still very much Javanese Culture that is still preserved in

Kraton Surakarta and still able to attract the visitors both tourist domestic and foreign

tourist.

News anchor A : for the detail information it will delivered by Awwalina Khoirun Nisa

in location, we will connect to Awwalina Khoirun Nisa. Hello Awwalina Khoirun Nisa

can you hear me? Please.. inform the news that you get in the location.

Reporter : alright, thanks for Ms. Unes and Ms. Endang. Good afternoon viewers I will

give you information about the tourist interaction in Solo area. Now, I‟ve been in one of

the tourist attraction in Surakarta place firstly in Keraton Surakarta, just we buy ten

thousands only you can get in and seeing the building of this Solo history. Many also

visitors who spent the weekend in here just to take photos with their family. The

atmosphere here look so crowded visitors, and now beside me there is already Keraton

Surakarta guard we will try to interview. Good Afternoon Miss...

Guard : Good afternoon...

Reporter : Can you tell me briefly about the history of this Keraton Surakarta?

Guard : Okay, Surakarta is Javanese monarchy center in the City of Surakarta, the

province of Central Java. The place was built by Pakubowono II in 1744 as a

replacement Kartasura placement devasted.

Reporter : okay, I see. Since when did you become guiding of this place?

Guard : I have become this place about 2010.

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Reporter : okay, does everyday as many visitors on a weekend like this?

Guard : about 500 visitors one week

Reporter : okay, I see I think that‟s all. Thank you miss...

Guard : you‟re welcome..

Reporter : so that is our interview with the Keraton Surakarta guard and now we will

trying to interview visitor who have been taking a lot of photos.

Reporter : excuse me miss,

Visitor : yes..

Reporter : what is your name?

Visitor : my name is laras

Reporter : may I know which city did you come from?

Visitor : I come from Jakarta

Reporter : what attracted you to visit this Keraton Surakarta?

Visitor : i love historical building, that is why I come to this palace.

Reporter : yeah I see, including object tourist what is also the reason you spend the

weekend in here?

Visitor : yeah of course, because the ticket is so priceythat‟s why I come here.

Reporter : alright, thank you miss, enjoy your weekend.

Visitor : Yes.

Reporter : So, that is our interview with the one of the visitor. Keraton Surakarta can be

referrence for cheap places for those of you who want to spend the weekend here. As

much as is, that‟s all we can report. Back to studio.

182

News Anchor B : Alright, thank you miss Awwalina Khoirun Nisa for your

informations.

New Anchor A : Viewers, this is Headline News for Today. I am Unaisatuz Zulfa

News Anchor B : I am Endang Rismawati

News Anchor A&B : We apologize for our mistakes and see you.

4. 4th

GROUP

News Anchor : Assalammualaikum wr.wb

Good morning viewers, you still with us in the ON AIR RNAP TV.

My date on approach 2018, 8th

May. My name is Anin and my partner is Shahiroh.

Deadline news in this time with peace of The Hiden Wonder of Hutan Pinus Mangunan

Gunung Kidul.

Well, we will connect my partner Basyair in Hutan Pinus Mangunan Gunung Kidul.

Reporter : thanks to fair of head Anin. Good Morning viewers. I‟m on Hutan Pinus

Gunung Kidul, Jogjakarta.

The destination is best has become a favorite vacation. Because some research of

beautiful and interesting with this destination. Now, let‟s go together and ask for some

tourism.

Narrator : Hutan Pinus Mangunan located in Mangunan Gunung Kidul. Hutan Pinus

Mangunan is one part the Mangunan Forest as management reaserch. And this location,

visitors can relax while living the fresh air; take a pictures, seatback or just for a walk

while enjoy the typical pine an forest‟s atmosphere with the scene of pine woods.

183

Reporter : excuse me, I want to ask you for this vacation. Would you please? Do you

have a time?

Informant : oh yes, of course.

Reporter : okay, the first question. what is your name?

Informant : my name is Sofianti.

Reporter : and then, where are come from?

Informant : I come from Banjar Negara.

Reporter : okay, that‟s all piece of my question. The first question, what do you think

about this place?

Informant : this is very beautiful place and very interesting in my opinion. The air is still

wake and shady green place has seasonal for me. Still impress natural and fresh very

suitable for someone would everyday in busy then have schedule in the city.

Reporter : the second question is you feel happy right?

Informant : yes, I‟m very happy because I can spend a time with my friends and I can

read of text from the task what I have to do.

Reporter : the third question, with whom do you come in this destination?

Informant : I come from here with my friends.

Reporter : and fourth question, can you mention what are interesting sports in this

destination?

Informant : Oh, I don‟t know about that because this is my first time I come here.

Reporter : the last question is do you know about the story of this place? If you know, is

still ask?

184

Informant : I know this place just to be a forest area would managed by government.

And since the areal inform photos of beauty in the area here become famous and many

people visit here.

Reporter : okay, that last question. Thanks for the time and enjoy your vacation.

Informant : okay thank you.

Reporter : excuse me

Informant : oh ya

Reporter : I want to ask for few question to this place. Do you have a time?

Informant : yes, of course.

Reporter : what is your name ?

Informant : my name is Siska.

Reporter : and then, where are you come from?

Informant : I come from Pati.

Reporter: okay, now Siska. Let‟s begin our question. The first question, what is your

opinion about this place?

Informant: my opinion I this place, this place is very interesting, nice, good and friendly

unity with nature.

Reporter : the second question is are you enjoy with his place?

Informant: yes

Reporter: okay, what makes you enjoy with this place?

Informant: me and my friends is very enjoy because the atmosphere is very cold,

beautiful and nice to photo‟s spot.

Reporter: the third question, what makes you interesting with this place?

185

Informant: I am like traveling and have been to this place.

Reporter: finally, last question is what is your goal to this vacation n the future?

Informant: my goal is this part of community to him this part as well and this is why of

part of nation must be our be good.

Reporter: okay, thank you for answer the questions. It‟s all about the questions, enjoy

your time and enjoy your vacation Siska.

Informant: yes, thank you

Reporter : excuse me Sir, I want to ask you something in this place.

Informant: sure

Reporter: what do you think about this place?

Informant: this place is very ethic and the most beautiful here and still lot of wind

strongly and fresh. Visit around a long but you still burden.

Reporter: then Sir, second question. Are enjoy in this place?

Informant: yes, of course.

Reporter: okay, what passion to this place?

Informant: outline to enjoy about this place when you visit the place from another city. It

likes the United Kingdom.

Reporter: what is your hope about this place?

Informant: I know this place will be more better than before for you but restaurant,

people will complete does it not only outside.

Resporter: okay Sir, thank you for time. And enjoy your vacation.

Informant: alright, thank you so much. have a nice day

186

Reporter: that‟s report from vacation spot Hutan Pinus Gunung Kidul. So, for you want

to take a pictures and you still confuse. You can here because recommended for you. To

relax your body from activities. As report of Hutan Pinus Gunung Kidul to Jakarta. I‟m

Basyair and the cameraman is Rozan report back to the studio, Anin and Shahiroh.

News Anchor : alright, thank you Basyair who has reported the Hiden of beauty of

Hutan Pinus Mangunan Gunung Kidul. Viewers this is lat for today. You can follow the

next headline news of RNAP. I‟m Shahiroh and Anin see you. Wassalammualaikum

wr.wb.

5. 5th

GROUP

Two women as news anchor named, DiahZigma and ViviVirelia.

This news tells about “Damaged Infrastructure in IAIN Surakarta”.

Dialogue (studio):

Monday, April 16th

2018 for 5 minutes we will company you to listen some brand news,

and actual news.

In the Place of tragedy (TKP)

Reporter :Vivi Zahiroh

Cameramen :YudiHartanto

Reporter:

We all know, if IAIN Surakarta is the one if favorite campus in Indonesia. But there are

some problems here, you can watch the road besides me has been broken.

And this is the condition damaged in IAN Surakarta. Now I will ask someone to more

certain.

187

Informant, there are two informant named, Dini and Putri

Interview

R: Oke, Miss Dini when the road has been broken?

D: I do not know for the true, but when I am starting course in here, there road has been

broken.

R: where is any suggestion to fix the problem?

D: Whereas, the consequent is damaged road, the students who have been complain.

Because many impacts in this feel

R: What your respond about it?

D: It makes me and all students feel uncomfortable, because this road has been broken.

R: Miss Putri, do you want to ask something?

P: Evaluating without action is problem. So far and we hope there will be immediately

repairs around here. It is very deter mended comfortable for students.

Reporter : This report from IAIN Surakarta. I am Zahiroh and the camera YudiHartanto

reported. Back to the studio Vivi and Zigma.

V: Thank you for the report ViviZahiroh and Yudi.

Z: Choose the news present to you and you have suggestion or some critics about this

programs, please visit us at www.toptv.com

Finally, I am DiahZigma and Vivi Virelia and some crew tops tv said wonderful day.

See you in the hours.

http://www.toptv.com/

188

6. 6th

GROUP

There two women in the studio. Naviahkurniawati and AnnisaAyu as the news anchor.

This news tells about the hits fruite ice in Surakarta, named “ES BUAH BLENGER”

Studio:

Good afternoon viewers. Back with me, Naviah and Annisa on breaking news to pride

the actual, sharp and reliable news. Talking about drink, that is the hit ice of Surakarta in

Solo Resident especially almost for students.

This food place behind of Muhammadiyah University and the named is Fruit ice blenger.

The fast and very adorable that is 8.000. In addition to cheap and delicious portion of

with this ice students pocket. Of course can make people with full in Blenger.

For more information, please Bella convey your information that you can.

Reporter named Bella:

Ok, well thanks to my fellow, news anchor in studio and now at the time. I am in Ice

Buah Blenger Solo located in the hall of campus. Preciously, at the course road. At the

moment, I am reported. This is very crowded because a lot of motorcycle in front of this

Ice shop. To make sure, let‟s try to go and ask the visitors what they think about blenger

ice club, come on.

The visitor 1, names Annisa. The visitor 2 named Nadia

Visitor 1:

R: Hi, whatsyour named?

A: My named Annisa

R: Have you been in this store and where will you knowing about the existence of this

shop?

189

A: This is my first time here. I know this place, because many people posted it in IG.

R: How your first impression in this restaurant?

A: The place clear and food save.

R: So, could you feel about the food and interior about the shop?

A: Delicious, the drinks are also a lot of choices and cheap and the interior design is very

beautiful

R: Would you came to this restaurant again at the time?

A: Yes, ofcourse

R: Ok, thanks for your answer, see you bye

Visitor 2:

R: Hi, what‟s your name?

N: my name Nadia

R: I would ask you something about this shop. Have you been come here in this

restaurant before and when you knowing about the existence the restaurant?

N: Yes, I have been come here. I know this form my friend. She invited me after we do

the task

R: so when did you last visit this restaurant? What do you remember about this

restaurant?

N: last week I come here. The ice is fast and the price cheap and according to students‟

pocket.

R: How do you feel about the food, interior of this restaurant?

N: The food also heap and the interior is nowadays, suitable for teenagers‟ hangout.

R: Do you come here again at the times?

190

N: Yes, ofcourse

R: ok, thank you

Well viewers, that covered of this time located behind the campus of UMS and a lot of

visitors in this place. Thank you, I am Bella, back to the studio.

Studio:

News anchor:

Thank you Menik Bella. Very adorable about your information in Ice Blenger.

Especially, this is also close of the ice and the food can be favorite. May be it can be the

references.

Thank you, see you next time.

191

FIELD NOTE:

Observation

192

Kode :

Judul : Observasi proses pembelajaran

Informan : Mahasiswa kelas 2A

Tempat : Ruang kelas E.102 di Gedung E IAIN Surakarta

Waktu : Tanggal 14 Februari 2018 Jam 08:40 – 10:20 WIB

Pada hari Rabu, 14 Februari 2018, peneliti melakukan observasi terhadap proses

pembelajaran di kelas E.102 untuk mahasiswa semester 2A di IAIN Surakarta. Dosen yang

mengajar saat itu adalah Bp. Sabariyanto. Peneliti melakukan pengamatan dari dalam kelas

setelah mendapat ijin dari Bp. Sabariyanto. Mahasiswa di kelas 2A berjumlah 35 mahasiswa

yang terdiri dari 31 perempuan dan 4 laki-laki. Pada hari itu, mahasiswa tersebut sedang sibuk

menata panggung untuk performance kelompok satu dengan tema Independence Day dengan

jumlah anggota pada kelompok tersebut ada 6 anggota yang terdiri dari 2 orang sebagai MC, satu

sebagai ketua acara, satu sebagai kepala desa, satu sebagai ketua dari GEABUDA.

Dalam proses pembelajaran tersebut, Bp dosen langsung mempersilahkan kelompok satu

untuk melaksanakan performance mereka tanpa pembukaan kelompok satu langsung bergegas

memulainya. Kelompok satu melakukan performance selama 13 menit. Selama mereka perform,

peneliti mencatat beberapa phrasal verb yang telah diucapkan seperti work out, fill out, stand up,

check out, able to, look after. Ketika mendengarnya peneliti langsung mencatat phrasal verb

tersebut untuk mengumpulkan datanya. Setelah kelompok satu selesai melakukan perform, Bp

dosen segera mengevaluasi performance mereka diantaranya seperti banyak pronunciation yang

masih belum tepat dan mengevaluasi beberapa aturan saat berceramah didepan dan sebagainya.

193

Kode :

Judul : Observasi proses pembelajaran

Informan : Mahasiswa kelas 2A

Tempat : Ruang kelas E.102 di Gedung E IAIN Surakarta

Waktu : Tanggal 21 Februari 2018 Jam 08:40 – 10:20 WIB

Pada hari Rabu, 21 Februari 2018, peneliti mengamati lagi dikelas 2A yang dilaksanakan

di ruang E.102 di gedung E IAIN Surakarta. Pada hari ini, ada dua kelompok yang akan tampil

yang pertama kelompok yang akan menampilkan dengan tema Kartini‟s Day dan yang kedua

dengan tema Graduation Day. Jumlah setiap kelompok terdiri dari 6 mahasiswa dengan tugas

masing-masing. Mahasiswa sangat bersemangat pada kelas speaking kali, bisa kita lihat mereka

mengenakan kebaya untuk putri dan jas atau beskap untuk lelakinya.

Setelah Bp dosen memasuki kelas, beliau megijinkan kelompok Kartini tampil terlebih

dahulu. Setelah kelompok Kartini selesai tampil, dilanjutkan dengan kelompok Graduation untuk

tampil. Saat tampil mereka menggunakan banyak properti seperti beberapa piala, piagam, hingga

spanduk. Peneliti juga menemukan beberapa phrasal verb yang mereka ucapkan seperti stand up,

gather in, attend to dan sebagainya. Setelah penampilan mereka selesai, seperti biasa Bp dosen

mengevaluasi setiap kelompok. Setelah selesai evaluasi, Bp dosen memberikan materi yang akan

mereka tampilkan minggu depan.

194

FIELD NOTE:

Interviews

195

Name of Informant: Mr. Sabariyanto

Date on Interview: 03 Januari 2018

A: Assalammualaikum sir, bisa minta waktunya sebentar?

B: iya mbk, silakan. Ada perlu apa yaa?

A: begini pak, saya mau interview bapak bisa pak?

B: oh iya bisa mbk, interview untuk apa ya?

A: ini pak untuk penelitian skripsi saya.

B: oh iya silakan.

A: apakah bapak pernah mengajarkan phrasal verb dikelas speaking pak?

B: belum mbk, karena saya lebih menekankan pronounce.

A: lalu bagaimana metode yang bapak gunakan dalam mengajar?

B: saya lebih menekankan anak-anak untuk aktif jadi setiap pertemuan akan ada performance.

A: kalau begitu, apakah bapak pernah mendengar mahasiswa yang sedang perform mengucapkan

kata-kata phrasal verb?

B: phrasal verb? Setau saya sering mbk.

A: lalu apakah mereka tahu kalau yang mereka katakan itu merupakan phrasal verb?

B: sepertinya tidak mbk, kalau saya belum pernah mengajarkannya. Tapi pernah member tahu

mereka entah mereka sadar atau tidak.

A: lalu darimana mana mereka dapat tahu mengenai phrasal verb?

B: mungkin karena film bisa, acara-acara di televisi atau musik juga bisa.

A: jadi, mereka sering mengatakannya tanpa mengetahuinya ya pak?

B: iya mbk.

196

A: apakah mereka pernah melakukan kesalahan saat mengatakan phrasal verb pak?

B: sepertinya pernah mbk.

A: kalau pernah, kira-kira mereka mendapatkan kesulitan apa saja ya pak?

B: biasanya kesulitan mereka seperti tidak mengetahui arti ataupun tidak tahu bagaimana

menyusun kata-kata phrasal verb dalam kalimat.

A: terimakasih ya pak atas waktunya.

B: iya mbk, semoga lancer skripsinya ya.

A: iya pak, makasih.

197

Name Of Informant: Afifah

Date On Interview: 18 April 2018

A: Assalammualaikum Wr.Wb. Namanya Siapa Dek?

B: Dengan Afifah

A: Dek, Tau Tidak Phrasal Verb Itu Apa?

B: Belum Mbk, Mungkinpernah Tahu Tapi Lupa

A: Pernah Tidak Kamu Ngucapin Check This Out, Look For, Get Out. Pernah?

B: Iya Pernah Mbk

A: Itu Phrasal Verb Dek.

B: Oh Itu Kayak Ngajak Gitu Mbk.

A: Phrasal Verb Tediri Dari Dua Kata, Yang Pertama Verb Lalu Diberi Preposisi Atau Adverb.

Contohnya Look Itu Verb Dan For Adalah Preposisi Digabung Dan Berubah Arti Menjadi

Mencari.

B: Oh Gitu Ya Mbk

A: Pernah Tidak Kamu Diberi Pembelajaran Mengenai Phrasal Verb Dikelas Speaking?

B: Belum Pernah Mbk, Soalnya Ini Langsung Speaking.

A: Oh Langsung Speakignya Ya?

B: Iya

A: Kalau Dikelas Lain Bagaimana?

B: Belum Juga

A: Mungkin Semester Depan Ya Dek. Hehe

B: Iyaa. Hehe

198

A: Jika Belum, Kata-Kata Phrasal Verb Apa Yang Pernah Kamu Ucapkan. Selain Yang Saya

Sebutkan Tadi.

B: Yang Look For, Get Off, Switch On, Turn It Off, Itu Aja Mbk

A: Lalu Phrasal Verb Apa Yang Pernah Kamu Ucapkan Di Kelas Speaking?

B: Look For, Kala Kia Lagi Bercerita Disuruh Mencari Apa Gitu. Lalu Get Off, Terus Check

This Out.

A: Pernah Tidak Kamu Ngucapin Phrasal Verb Tapi Salah? Contohnya Seperti Look After, Okay

You Can Look After Him/Her.

B: Oh Iya Mbk, Pernah. Saya Pernah Mengucapkan Itu Saya Kira Benar Tapi Ternyata Salah.

Saya Kira Juga Artinya Melihat Setelah Mbk.

A: Padahal Kamu Tahu Arti Sebenarnya Adalah „Merawat‟. Tapi Banyak Yang Mebuat

Kesalahan Dalam Mengucapkan Ini. Selain Ini Ada Tidak Dek?

B: Belum Mbk

A: Berapa Banya Phrasal Verb Yang Kamu Tahu, Penah Menghitungnya Tidak?

B: Tidak Mbk. Get Off, Look For, Turn Off, Look After, Get Up, Open Up, Swith On Apa Lagi

Ya Mbk . Tidak Pernah Menghitungnya.

A: Tapi Lumayan Kamu Dek, Lumayan Tahu Banyak Tentang Phrasal Verb Walupun Tidak

Tahu Kalau Itu Phrasal Verb. Oh Ya Kira-Kira Adakah Kesulitan Disaat Kamu Mengucapkan

Phrasal Verb?

B: Iya Pernah Ada Mbk

A: Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkannya. Ini Ada 5 Kesulitan Yang Saya

Sediakan, Kira-Kira Manakesulitan Yang Kamu Hadapn Saat Mengucapkan Phraal Verb Dikelas

Maupun Diluar? Apakah Kurangnya Pengetahuan Mengenai Phrasal Verb, Lalu Belum

199

Mempelajari Phrasal Verb Secara Keseluruhan. Ketiga, Mengabaikan Pembelajaran Phrasal

Verb Saat Dikelas. Keempat, Kamu Menghindari Phrasal Verb Karena Takut Salah. Terakhir,

Terlalu Rumit Karena Banyak Bentuk-Bentuk Atau Jenis-Jenisnya.

B: Yang Kurangnya Pengetahuan Mbk.

A: Berarti Lack Of Knowledge. Lalu Kalau Kamu Mengucapkan Phrasal Verb Tapi Salah, Apa

Yang Kamu Lakukan?

B: Karena Aku Tidak Tahu Itu Salah Ya Cuek Aja Mbk. Kalau Tahu Salah, Ya Diperbaiki

Kedepannya Supaya Tidak Membuat Kesalahan Lagi.

A: Terimaksih Dek Afifah Untuk Waktunya.

200

Name Of Informant: Vivi Zahiroh


A: Tahu Tidak Phrasal Itu Apa?

B: Seperti Yang Dijelaskan Afifah Mbk, Tidak Tahu.

A: Maksudnya Pengertiannya, Pernah Tidak Diajarkan Phrasal Verb?

B: Itu Sudah Dulu Mbk

A: Tahu Kan Check This Out, Look For Dek?

B: Iya Tahu Mbk

A: Pernah Tidak Diajarkan Phrasal Verb Di Speaking Class?

B: Kalau Saat Ini Belum Mbk Sama Kemarin Juga Belum

A: Pernah Tidak Diajarkan Di Sma Gitu Dek?

B: Mungkin Pernah Tapi Lupa Mbk.

A: Terus Kata Apa Saja Yang Kamu Tahu Tentang Phrasal Verb?

B: Look For, Turn On, Turn Off, Check This Out, Ya Itu Aja Mbk.

A: Kamu Prnah Dengar Kata-Kata Itu Dimana Dek?

B: Di Tv Kalau Tidak Dengar Orang Mengucapkan Itu. Sama Acara Musik Mbk.

A: Phrasal Verb Apa Saja Yang Kamu Ucapkan Di Kelas Speaking Kayak Kemarin Saat

Perfoms.

B: Ya, Look For Lalu Check This Out. Mungkin Cuma Itu Kali Mbk.

A: Itu Saja, Yakin. Kalau Stand Up, Please! Pernah Tidak?

B: Oh Iya Pernah Mbk.

201

A: Stand Up, Sit Down Itu Juga Termasuk Phrasal Verb Dek. Pernah Tidak Kamu Mengucapkan

Phrasal Verb Tapi Salah.

B: Pernah, Look After.

A: Oh Sama Kayak Afifah. Sudah Itu Saja, Ada Yang Lain? Atau Mungkin Open Up?

B: Iya Itu Juga Mbk, Kadang Terkecoh Sama Arti Sendiri-Sendiri.

A: Berapa Banyak Phrasal Verb Yang Kamu Ketahui?

B: Look For, Turn Off, Turn On, Check This Out, Switch On, Break Out, Stand Up, Sit Down,

Itu Saja Mbk.

A: Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkan Phrasal Verb, Selain Lack Of

Knowledge?

B: Mungkin Karena Dulu Pernah Diajarkan Tapi Lupa Sekarang Dan Kurang Berlatih Mbk.

A: tidak mempelajarinya secara detail ya berarti. Yang Penting Tidak Keluar Di Uts Gitu Ya.

B: Iya Mbk.

A: Cara Kamu Menanggulangi Saat Mengucapkan Phrasal Verb Tapi Ternyata Salah.

B: Ya Belajar Lagi Dan Memperbaikinya.

A: Oke Baiklah, Terimakasih Dek Untuk Waktunya.

B: Iya Mbk Sama-Sama.

202

Name Of Informant: Siska Miftahul Janah


A: Namanya Siapa Dek?

B: Siska Miftahul Janah.

A: Tahu Tidak Kamu Phrasal Verb Itu Apa?

B: Hmm, Gabungan Verb Sama Preposisi.

A: Iya, Itu Yang Saya Jelasin Sama Temenmu Yaa. Hehe

B: Iya Mbk

A: Pernah Tidak Mendengar Kata-Kata Seperti Get Out, Check This Out, Look For?

B: Iya Pernah Dulu.

A:Pernah Dengar Dimana Dek?

B: Dengar Disini Mbk. Hehe

A: Selain Dikampus Dimana Dek?

B: Iya Kayak Di Acara-Acara Yang Ada Di Tv.

A: Jadi, Dengar Dari Orang Bicara Seperti Itu Dan Kamu Ikut-Ikut Gitu Ya? Padahal Kamu

Tidak Tahu Kalau Itu Phrasal Verb.

B: Iya Mbk.

A: Pernah Tidak Kamu Diajarkan Phrasal Verb Sebelumnya?

B: Sebelum Disini?

A: Iya

B: Kayaknya Pernah Mbk Tapi Lupa, Di Ma Dulu.

A: Oh Di Ma Pernah?

203

B: Iya. Dulu Inget Tapi Sekarang Sudah Lupa.

A: Sma Mana Kamu Dek?

B: Di Madrasah Aliyah Di Pati

A: Oh Dari Pati, Karena Kamu Sudah Tahu Sebelumnya. Apa Saja Kata-Kata Phrasal Verb Yang

Pernah Kamu Sebutkan Atau Ucapkan Selama Ini?

B: Ya Seperti Yang Disebutkan Mbk Tadi, Hehe.

A: Kalu Di Kelas Speaking Ini?

B: Wake Up, Turn Off, Hmm

A: Bagaimana Saat Kamu Perform Kemarin? Pernah Ucapkan Kata-Kata Tersebut Tidak?

B: Tidak Sepertinya Mbk.

A: Look For, Get Out, Dan Masih Banyak Lagi. Oh Ya, Pernah Tidak Kamu Ucapkan Phrasal

Verb Tapi Ternyata Salah? Jadi, Kamu Menggunakan Phrasal Verb Tapi Kamu Artikan Sendiri-

Sendiri Yang Ternyata Itu Memiliki Arti Sendiri.

B: Itu Mbk, Kayak Give Up. Itu Kan Arti Sebenarnya Menyerah Namun Dulu Saya Kiranya

Memberi Karena Dikamus Give Itu Memberi.

A: Berapa Banyak Phrasal Verb Yang Kamu Tahu?

B: Tidak Tahu Mbk, Tidak Pernah Menghitungnya. Hehe

A: Tidak Tahu Ya. Lalu, Apa Kesulitan Yang Kamu Hadapi Saat Mengucapkan Phrasal Verb?

B: Kayak Tidak Tahu Tentang Vocabularynya.

A: Kurangnya Pengetahuan Ya, Kebanyakan Kurangnya Pengetahuan Ya.

B: Sama Tahu Tapi Takut Salah Mbk.

A: Oh Berarti, Kamu Menghindari Phrasal Verb Karena Takut Salah Ya. Dan Bagaimana

Tindakanmu Saat Melakukan Kesalahan?

204

B: Ya, Memperbaikinya Untuk Kedepannya.

A: Oke Terimakasih Siska Untuk Waktunya.

B: Iya Mbk.

205

Name Of Informant: Vivi Virelia Sari


A: Dengan Siapa Dek?

B: Vivi Virelia Sari.

A: Pernah Tahu Phrasal Verb?

B: Belum Sih, Baru Dengar Ini.

A: Pernah Dengar Check This Out, Look For, Get Out?

B: Kalau Itu Kayak Kalimat Perintah Ya Mbk.

A: Sebenarnya Bukan Perintah Dek, Hanya Saja Penekanan Saat Mengucapkan Sedikit Tegas.

Kalau Dkalimat Contohnya Seperti Ini, I Look For Something Artinya Saya Mencari Sesuatu.

Dan Look For Menjadi Mencari Kalau Arti Masing-Masingnya Kan Look Itu Melihat Dan For

Itu Untuk. Itu Namanya Phrasal Verb Dek? Jadi Susunannya Ada Verb Dan Preposisi.

B: Oh, Beda Arti Gitu Ya.

A: Iya, Nanti Kalau Digabungn Artinya Jadi Beda. Kamu Pernah Tidak Diajarkan Phrasal Verb

Seblumnya?

B: Kalau Phrasal Verb Sih Belum Tapi Kalau Kata-Kata Tersebut Tahu Beberapa.

A; Pernah Tahu Kata-Kata Tersebut Dimana?

B: Dari Film Sama Acara Tv.

A: Contohnya Apa Saja Dek?

B: Sebentar Mbk, Belum Kepikiran Tapi Ada Pernah Kalau Disuruh Gini Bingung.

A: Setahunya Kamu Saja Dek?

B: Bentar, Hmm.

206

A: Pernah Tidak Kamu Tahu Di Film Ada Kata Jangan Menyerah.

B: Never Give Up, Oh Ya Itu Mbk. Hehe

A: Keluar Kamu?

B: Get Out

A: Jadi Kalau Ada Verb An Preposisi Itu Namanya Phrasal Verb. Seperti Stand Up, Sit Down,

Break Out. Nah, Pernah Tidak Kamu Mengucapkan Phrasal Verb Dikelas Ini?

B: Jarang Mbk, Tidak Pernah Pakai Bahasa Inggris Sih Kalau Dikelas.

A: Kalau Perfoms?

B: Kalau Performs, Yaa Jarang Sih Mbk.

A: Kemarin Perfomsnya Jadi Siapa?

B: News Anchor

A: Sebelumnya.

B: HRD.

A: Oh, Kalau Kemarin Mbk Manda Sering Dengar Kebanyakan Dari Mc. Pernah Tidak

Mengucapkan Phrasal Verb Tapi Salah.

B: Pernah, Soalnya Kalau Beda Arti Ragu Mau Ngomongnya Takut Salah.

A: Masih Bingung Ya Ini Phrasal Verb Atau Bukan?

B: Terus Kalau Diartikan Dalam Terjemahan Beda Lagi Mbk.


B: Sedikit Mbk.

A: Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkan Atau Menggunakan Kata Phrasal

Verb?

B: Iya Belum Paham Tentang Phrasal Verb Sama Ragu Juga Dan Cuek Juga Mbk.

207

A: Kesulitan Yang Benar-Benar Kamu Hadapi Yang Mana?

B: Cuek Itu Saja Mbk.

A: Terimakasih Ya Dek Waktunya.

208

Name Of Informant: Awwalina Khoirunnisa


A: Dengan Siapa Dek?

B: Amalina Khoirunnisa.

A: Tahu Tidak Phrasal Verb Itu Apa?

B: Tidak Tahu.

A: Pernah Bilang Check This Out, Get Out, Look For, Turn Off. Pernah?

B: Iya Pernah.

A: Tahunya Darimana?

B: Dari Video-Video Dan Juga Televisi.

A: Kamu Pernah Tidak Diajarkan Phrasal Verb Sebelumnya?

B: Belum Pernah Kayaknya.

A: Belum Sama Sekali? Semester Ini Juga Belum?

B: Iya Belum.

A: Phrasal Verb Apa Yang Pernah Kamu Ucapkan?

B: Let‟s Check This Video Out, Give Up.

A: Jadi, Phrasal Verb Adalah Gabungan Dua Kata Yang Terdiri Dari Verb Dan Preposisi.

Setelah Itu Artinya Menjadi Berbeda. Seperti Give Up, Arti Dari Give Adalah Member Namun

Diberi Up Menjadi Menyerah.

B: Oh Iya Benar Mbk.

A: Penah Tidak Mengucapkan Phrasal Verb Dikelas Ini?

B: Lupa Kayaknya Pernah Mbk.

209

A: Waktu Perfom Kemarin?

B: Kayaknya Pernah Mbk, Tapi Lupa.

A: Sebelumnya Jadi Apa Kamu Waktu Perform?

B: Mc.

A: Pernah Ucapkan Stand Up Tidak?

B: O Iya Itu Mbk.


B: Stand Up, Sit Up, Shut Up, Sit Down, Check It Out, Sudah Inilah Mbk.

A: Terus Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkan Phrasal Verb?

B: Kayak Menggabungkan Satu Kata Dengan Kata Setelahnya Seperti Stand Dengan Up Sama

Tidak Tahu Artinya Mbk.

A: Lalu Bagaimana Sikap Kamu Saat Melakukan Kesalahan Saat Mengucapkan Phrasal Verb?

B: Tenang Saja Mbk dan Tetap Dihadapi.

210

Name Of Informant: Krismiyati


A: Namanya Siapa Dek?

B: Krismiyati

A: Tahu Phrasal Verb Tidak Dek?

B: Tahu Soalnya Saya Dengerin Mbk Manda Jelasin.

A: Jadi Apa Itu Phrasal Verb?

B: Eh Lupa Mbk.

A: Pernah Dengar Check This Out, Get Out?

B: Pernah Mbk.

A: Itu Phrasal Verb Dek. Pernah Tidak Diajarkan Phrasal Verb Sebelumnya?

B: Belum Mbk.

A: Disekolah ?

B: Lupa Mbk.

A: Jika Belum, Kata-Kata Phrasal Verb Apa Yang Kamu Tahu?

B: Wake Up, Turn On, Turn Off Sudah Itu.

A: Mungkin Masih Banyak Yang Kamu Tahu Cuman Kamu Tidak Tahu Kalau Itu Phrasal Verb.

B: Iya Mbk.

A: Darimana Kamu Tahu Tentang Kata-Kata Phrasal Verb Tersebut?

B: Dari Tv Atau Waktu Nonton Film Dan Dengerin Musik Juga.

A: Pernah Tidak Ucapkan Phrasal Verb Tapi Salah?

B: Tidak Tahu Mbk.

211

A: Berapa Banyak Phrasal Verb Yang Kamu Tahu Selain Yang Kamu Sebutkan Tadi?

B: Put On Mbk, Sudah Tidak Tahu Lagi.

A: Kesulitan Apa Yang Kam Hadapi Saat Mengucapkan Phrasal Verb?

B: Tidak Tahu Kalau Itu Phrasal Verb.

A: Berarti Kurangnya Pengetahuan Ya. Lalu, Bagaimana Sikap Kamu Saat Mengucapkan

Phrasal Verb Namun Ternyata Salah?

B: Mungkin Lawan Bicara Saya Yang Akan Memberi Tahu Saya Kalau Ternyata Salah.

A: Terimakasih Ya Dek Waktunya.

B: Iya Sama-Sama Mbk

Name Of Informant: Dian Larasati

Date On Interview: 23 Juli 2018

A: Apa Kamu Pernah Dengar Mengenai Phrasal Verb?

B: Saya Pernah Mendengar Tentang Phrasal Verb

A: Kalau Pernah Coba Jelaskan Apa Itu Phrasal Verb Dan Sebutkan Contohnya, Tp Kalau

Belum, Apa Kamu Pernah Dengar Look After, Give Up, Pick Up, Sejenis Dua Kata Yg Dr Verb

Dan Presposisi Akan Memiliki Arti Berbeda?

B: Contohnya Break Out

A: Kalau Pernah Dengar, Dimana Kamu Sering Mendengar Kata Kata Tersebut?

B: Saya Pernah Mendengar Saat Menonton Film

A: Pernahkah Kamu Menggunakan Kata Kata Phrasal Verb? Coba Sebutkan!

B: Contohnya Yang Tadi Break Out Di Kalimat „I Broke Out With Him‟

A: Sesering Apakah Kamu Menggunakannya, Dan Dalam Hal Apa Kamu Menggunakannya?

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B: Gak Terlalu Sering Karena Gak Terlalu Ngerti Phrasal Verb

A: Apakah Kamu Pernah Menggunakan Phrasal Verb Di Kelas Speaking? Kalau Pernah Coba

Sebutkan Seingat Kamu!

B: Pernah Menggunakan Phrasal Verb Dikelas Speaking Contohnya „Work Out‟, „Happening

On‟, „Gather On‟ Dan „Come To‟

A: Apakah Kamu Pernah Diajarkan Phrasal Verb Sebelumnya?

B: Kayaknya Belum Pernah Diajarin Sebelumnya

A: Saat Perform Di Kelas Speaking Kemarin, Apakah Kamu Pernah Membuat Kesalahan Dalam

Mengucapkan Phrasal Vern Kalau Kamu Sadar Sedanga Mengucapkannya?

B: Gak Sadar Kala Membuat Kesalahan Saat Mengucapka Phrasal Verb Karena Sebelumnya

Belum Pernah Diajarin Sama Tidak Tahu Cara Menggunakannya.

A: Sebenarnya Kamu Membuat Kesalahan Saat Perform Kemarin Selama 4 Kali Yaitu Work

Out Kamu Kira Kerja Keras, Happening On Yg Punya Arti Bertemu Seseorang Tp Kamu

Gunakan Saat Jd Sales, Gather On Di Opening Seminar Harusnya Gather Here In Sama Come

To Pada Kalimat Come To This Palace Saat Jd Pengunjung Di Kraton Harusnya Come Here

Saja.

B: Ya Mbk, Tidak Tahu

A: Selama Mengucapkan Phrasal Verb Pasti Kamu Mempunyai Kesulitan Bukan, Apa Aja

Kesulitan Yang Kamu Hadapi Saat Mengucapkannya? Disini Ada 5 Kesulitan, Pertama Karena

Kurangnya Pengetahuan (Lack Of Knowledge), Kedua Karena Kamu Belum Mempelajarinya

Dengan Detail (Incomplete Learning), Ketiga Kamu Mengabaikannya Atau Tidak Peduli,

Keempat Kamu Takut Membuat Kesalahan Saat Mengucapkannya, Kelima Ribet Sama

Structurenya.

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B: Kurang Pengetahuan Terus Belum Pernah Mempelajari Secara Detail Cuma Secara

Sekelebat, Yang Ketiga Mungkin Gak Sengaja Terabaikan Soalnya Tidak Tahu Sebelumnya Dan

Tidak Pernah Diajarin Terus Takut Juga Mengucapkan Sama Membuat Phrasal Verb. Lebih Ke

Incomplete Learning Karena Tidak Mempelajari Secara Keseluruhan.

A: Apa Reaksimu Saat Membuat Kesalahan?

B: Reaksi Saat Membuat Kesalahan Biasa Aja Karena Belum Pernah Diajarkan Jadi Reaksinya

Biasa Saja.

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Name Of Informant: Era Afidah



B: Aku Sih Belum Pernah Mengerti Itu Apa.

A: Kalau Pernah Coba Jelaskan Apa Itu Phrasal Verb Dan Sebutkan Contohnya, Tp Kalau

Belum, Apa Kamu Pernah Dengar Look After, Give Up, Pick Up, Chek Out, Get Out, Get In

Sejenis Dua Kata yang dari Verb Dan Presposisi Akan Memiliki Arti Berbeda?

B: Belum Tahu.


B: Kalau Pernah Mungkin Pas Ada Kuliah Saat Ada Yang Mengucapkannya.


B: Kayaknya Pernah Dengar Saat Praktik Dkelas Bahasa Inggris Gitu.


B: Tidak Begitu Sering.



B: Pernah Kayaknya.


B: Belum Pernah Diajarkan Sebelumnya.


Mengucapkan Phrasal Vern Kalau Kamu Sadar Sedang Mengucapkannya?

B: Kalau Dikelasku Pernah Diucapkan Tapi Tidak Sadar Kalau Itu Phrasal Verb.

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A: Sebenarnya Kamu Membuat Kesalahan Saat Perform Kemarin Satu Kali Yaitu Come In

Harusnya Kalimatnya Tidak Memerlukan Phrasal Vern Jadi Yang Benar Come.

B: Oh Ya Mbk.


Kesulitan Yg Kamu Hadapi Saat Mengucapkannya? Disini Ada 5 Kesulitan Pilih Salah Satu Ya,

Pertama Karena Kurangnya Pengetahuan (Lack Of Knowledge), Kedua Karena Kamu Belum

Mempelajarinya Dengan Detail (Incomplete Learning), Ketiga Kamu Mengabaikannya Atau

Tidak Peduli, Keempat Kamu Takut Membuat Kesalahan Saat Mengucapkannya, Kelima Ribet

Sama Structurenya.

B: Mungkin Lebih Lack Of Knowledge Karena Tidak Pernah Diajarkan Sebelumnya.


B: Reaksinya Bingung Atau Lupa Apa Yang Akan Diatakan Selanjutnya.

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Name Of Informant: Dini Restu Amika



B: Pernah Dengar Tapi Tidak Tahu Itu Phrasal Verb Atau Bukan.

A: Kalau Pernah Coba Jelaskan Apa Itu Phrasal Verb Dan Sebutkan Contohnya, Tapi Kalau

Belum, Apa Kamu Pernah Dengar Look After, Give Up, Pick Up, Chek Out, Get Out, Get In

Sejenis Dua Kata Yg Dari Verb Dan Presposisi Akan Memiliki Arti Berbeda?

B: Pernah Dengar Mbk


B: Dari Teman-Teman Saat Bicara Bahasa Inggris.


B: Kayaknya Pernah Bicara Check In, Check Out Ya Sejenisnya.


B: Kayaknya Sering Tapi Tidak Tahu Kalau Itu Phrasal Verb,



B: Kayaknya Pernah Tapi Tidak Tahu Kalau Itu Phrasal Verb.


B: Kayaknya Pernah Diajarin Di TOSE Dulu Sama Miss Laili Tapi Cuman Sedikit Dikasih Tahu

Gitu.


Mengucapkan Phrasal Verb Kalau Kamu Sadar Sedang Mengucapkannya?

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B: Tidak Tahu Salahnya Dimana, Mungkin Tahu Beda Tap Tergantung Kalimatnya Jelas. Tapi

Erring Salah Sih Karena Structurenya Itu Susah Sama Ribet.

A: Sebenarnya Kamu Membuat Kesalahan Saat Perform Kemarin Satu Kali Yaitu Work In

Harusnya Jadi Work At.


Kesulitan Yang Kamu Hadapi Saat Mengucapkannya? Disini Ada 5 Kesulitan Pilih Salah Satu

Ya, Pertama Karena Kurangnya Pengetahuan (Lack Of Knowledge), Kedua Karena Kamu

Belum Mempelajarinya Dengan Detail (Incomplete Learning), Ketiga Kamu Mengabaikannya

Atau Tidak Peduli, Keempat Kamu Takut Membuat Kesalahan Saat Mengucapkannya, Kelima

Ribet Sama Structurenya.

B: Kurang Pengetahuan Karena Belum Pernah Diajarkan.


B: Takut, Malu Tapi Lebih Ke Takutnya.

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Name of Informant: Endang Rismawati

Date on Interview: 23 Juli 2018

A: apa kamu pernah dengar mengenai phrasal verb?

B: saya belum pernah mendengar sebelumnya

A: kalau pernah coba jelaskan apa itu phrasal verb dan sebutkan contohnya, tp kalau belum, apa

kamu pernah dengar look after, give up, pick up, chek out, get out, get in sejenis dua kata yg dr

verb dan presposisi akan memiliki arti berbeda?

B: walaupun belum pernah tahu apa itu phrasal verb, saya pernah mendengar kata-kata tersebut.

A: kalau pernah dengar, dimana kamu sering mendengar kata kata tersebut?

B: pernah mendengar saat menonton TV atau sedang menonton film.

A: pernahkah kamu menggunakan kata kata phrasal verb? coba sebutkan!

B: saya pernah menggunakan kata give up tapi saya tidak tahu kalau kata tersebut termasuk

phrasal verb.

A: sesering apakah kamu menggunakannya, dan dalam hal apa kamu menggunakannya?

B: saya jarang menggunakan kata – kata phrasal verb.

A: apakah kamu pernah menggunakan phrasal verb di kelas speaking? kalau pernah coba

sebutkan seingat kamu!

B: tapi saat kelas speaking saya perna mengatakan kata – kata seperti give up, back up, check out

dan get out tapi kembali lagi saya tidak tahu kalau itu termasuk phrasal verb.

A: apakah kamu pernah diajarkan phrasal verb sebelumnya?

B: saya belum pernah diajarkan phrasal verb sbelumnya.

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A: saat perform di kelas sepaking kemarin, apakah kamu pernah membuat kesalahan dlm

mengucapkan phrasal vern kalau kamu sadar sedanga mengucapkannya? (sebenarnya kamu

membuat kesalahan saat perform kemarin dua kali saat mengucapkam attend to sama attended to

harusnya attend at sama attended at)

B: saat perform dikelas speaking, saya sering melakukan kesalahanan saat mengucapkan kata

yang mungkin phrasal verb, jelasnya saya masih belum mengerti phrasal verb itu gimana.

A: selama mengucapkan phrasal verb pasti kamu mempunyai kesulitan bukan, apa aja kesulitan

yg kamu hadapi saat mengucapkannya? disini ada 5 kesulitan pilih salah satu ya, pertama karena

kurangnya pengetahuan (lack of knowledge), kedua karena kamu belum mempelajarinya dengan

detail (incomplete learning), ketiga kamu mengabaikannya atau tidak peduli, keempat kamu

takut membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya.

B: kesulitan yang saya alami karena saya belum mempelajari phrasal verb secara keseluruhan.

A: apa reaksimu saat membuat kesalahan?

B: reaksinya minder, malu dan kurang percaya diri.

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Name of Informant: Naviah Kuriawati



B: pernah, karena prnah ada dosen yang mengatakannya dan saya mencarinya di google.




B: phrasal verb itu dua kata yang memiliki arti berbeda dari sebelumnya, jadi yang satunya ada

preposisi atau particlenya gitu. Contohnya get out sam give up.


B: pernah mendengarnya di film, di lagu juga di status sosmed.


B: iya pernah, contohnya cumin get out, check out, give up.


B: sebenarnya tidak sering, karena saya masih speaking pasif.



B: sepertinya belum pernah.


B: belum pernah secara keseluruhan.


mengucapkan phrasal vern kalau kamu sadar sedanga mengucapkannya? (sebenarnya kamu

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membuat kesalahan saat perform kemarin satu kali yaitu back with harusnya get back with

karena harus ada verb sebelumnya)

B: sepertinya tidak. Mungkin iya.





takut membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya.

B: belum mempelajarinya secara detail atau incomplete learning.


B: malu iya, tapi dengan ini saya bisa mengetahui mana yang benar

Name of Informant: Unaisatuz Zulfa



B: aku belum pernah dengar mbk.




B: tapi aku pernah sekelibat dengar istilah-istilahnya tau kata-katanya seperti wake up, get out,

check out.


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B: dengar dari bapak dosen Sabar saat ngasih tahu di kelas sama dosen-dosen lain juga pernah

sih mbk. Tapi aku gak tahu itu istilah apa.


B: kayaknya pernah sih mbk seperti wake up, get out. Saat pak Sabar memberikan direction

pernah megucapkan turn off juga


B: gak sering mbk.



B: mungkin pernah mbk.


B: kayaknya aku belum pernah mempelajari phrasal verb sebelumnya. Belum atau lupa gitu

mbk.


mengucapkan phrasal vern kalau kamu sadar sedanga mengucapkannya?

B: mungkin atau sering mbk, aku sering bange bikin kesalahan.

A: sebenarnya kamu membuat kesalahan saat perform kemarin selama 3 kali yaitu stay on bukan

phrasal verb tapi kalimatnya kurang benar karena berhub dgn keagamaannya saat opening jd yg

benae be faithful on, lalu covered for us harusnya covered for our mistake krn memiliki arti

menutupi atau mengampuni yaa, sama get in the location harusnya get information in the

location harus disisipi object dulu yaa

B: iya aku juga gak tahu mbk, kalau membuat kesalahan karena pak Sabar tidak ngasih tahu tapi

makasih banget mbk sudah dikasih tahu mbk jadi besok tidak membuat kesalahan lagi.

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yg kamu hadapi saat mengucapkannya? disini ada 5 kesulitan, pertama karena kurangnya

pengetahuan (lack of knowledge), kedua karena kamu belum mempelajarinya dengan detail

(incomplete learning), ketiga kamu mengabaikannya atau tidak peduli, keempat kamu takut

membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya.

B: semuanya mbk, tapi lebih ke lack of knowledge mbk karena benar-benar tidak tahu

sebelumya.


B: bingung bagaimana melanjutkannya mbk.

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Name of Informant: Menik Bela Kusumawardhani



B: setahu bela, phrasal verb itu ada frase terus kata kerja yang diikuti adverb atau preposisi atau

bisa dua-duanya mbk.




B: iya pernah dengar mbk, bukannya berbeda sih mbk menurutku melainkan menjadi satu

kesatuan yang sam artinya.


B: pernah dengar mbk, karena aku tinggal diasrama kampong inggrisnya pak Kurniawan itu ada

kelas grammar dan speaking jadi bela pernah dengar kata phrasal verb.


B: pernah mbk saat sedang ngobrol dikelas terus suasana jadi tegang karena ada yang marah

setelah itu kita gak sengaja mengucapkan calm down yang tidak tahu kalau itu phrasal verb.


B: sepertinya jarang deh mbk



B: sepertinya jarang deh mbk karena bela tuh sering improve dari teks yan sudah disediakan.

Atau mungkn tidak sadar mbk.

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B: pernah di Kampung Inggris Solo tapi tidak secara intens karena itu hanya sekedar tambahan

saja.

A: saat perform di kelas speaking kemarin, apakah kamu pernah membuat kesalahan dlm

mengucapkan phrasal vern kalau kamu sadar sedang mengucapkannya? (sebenarnya kamu

membuat kesalahan saat perform kemarin 3 kali yaitu depend to hrsnya depend on, back to

hrsnya get back to, sama gather in yg hrsnya gather here in.. )

B: kembali lagi karena saya sering improve dari teks yang sudah siapkan, jadi it hal biasa kalau

saya banyak kesalahan karena grammarnya belum benar rasanya. Dan secara tidak sadar mbk.





takut membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya. Dan apa

reaksimu saat membuat kesalahan?

B: lebih ke ignorance mbk, bukannya benar-benar tidak peduli hanya saja karena masih semester

dua jadi belajar yang mudah-mudah dulu saja. Dan lebih koreksi diri saja setelah mengucapkan.

AN ANALYSIS OF PHRASAL VERBS USAGE IN SPEAKING …eprints.iain-surakarta.ac.id/1912/1/SKRIPSI MANDA...

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