THE RECEPTIONISTS’ STRATEGIES IN OVERCOMING SPEAKING …
Transcript of THE RECEPTIONISTS’ STRATEGIES IN OVERCOMING SPEAKING …
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THE RECEPTIONISTS’ STRATEGIES IN OVERCOMING SPEAKING
ERROR AT ARYADUTA HOTEL OF MAKASSAR
THESIS
To Fulfill One of the Requirements to Obtain a Degree in the Department of
English Education, Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar
BY:
RATNA WIDIA NINGSIH
105351100316
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Alamat: Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
Website: fkip.unismuh.ac.id / website prodi: bg.fkip.unismuh.ac.id
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini :
Nama : Ratna Widia Ningsih
Nim : 105351100316
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Receptionists’ Strategies in Overcoming Speaking
Error at Aryaduta Hotel of Makassar
Dengan ini menyatakan bahwa skripsi yang saya ajukan didepan tim penguji
adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh
siapa pun.
Demikian surat pernyataan ini saya buat dan saya bersedia menerima sanksi
apabila pernyataan ini tidak benar.
Makassar, 07 September 2021
Yang Membuat Pernyataan
Ratna Widia Ningsih
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Alamat: Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
Website: fkip.unismuh.ac.id / website prodi: bg.fkip.unismuh.ac.id
SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini :
Nama : Ratna Widia Ningsih
Nim : 105351003516
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan sebagai berikut :
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya
yang menyusun sendiri skripsi ini ( tidak dibuatkan oleh siapa pun).
2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, 3 maka saya
bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 07 September 2021
Yang Membuat Pernyataan
Ratna Widia Ningsih
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MOTTO AND DEDICATION
Life is always about risk.
Not about how we avoid those risks
But how we take risks
to make our lives safe from what other people think, wise from what others don't
notice, and sense from what others call dreams.
I dedicate this thesis…
To my beloved parents, and all of my dearest family who always support and
motivate me with painful words, and never stop pray the best things of me. Thank
you for loving me with all of your heart.
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ABSTRACT
Ratna Widia Ningsih. 2021. The Receptionists’ Strategies in Overcoming Speaking
Error at Aryaduta Hotel of Makassar. A thesis, English Education Department (S1),
Faculty of Teacher Training and Education Education, Muhammadiyah University of
Makassar. Supervised by Nurdevi Bte abdul and Wildhan Burhanuddin.
This study aimed at identifying the errors made by receptionists in speaking at
Aryaduta Hotel of Makassar; identifying the receptionists‟ strategies in overcoming
errors in speaking at Aryaduta Hotel of Makassar. The type of this research was
descriptive qualitative. The subject of this research were the receptionists of Aryaduta
Hotel of Makassar. The research instrument used was interview as the primary
instrument and recording as the secondary instrument.
The results of the study showed that receptionists made error in omission,
addition, misformation, and mis-ordering which categorized as grammatical error
(syntactic error). And also the receptionists‟ strategies in overcoming speaking error
by using media that was electronic dictionary.
Keywords : Speaking error, grammar, strategy.
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ABSTRAK
Ratna Widia Ningsih. 2021. Strategi Resepsionis dalam Mengatasi Kesalahan
Berbicara di Hotel Aryaduta Makassar. Skripsi, Jurusan Pendidikan Bahasa Inggris
(S1), Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah
Makassar. Dibimbing oleh Nurdevi Bte abdul dan Wildhan Burhanuddin.
Penelitian ini bertujuan untuk mengidentifikasi kesalahan yang dilakukan
resepsionis dalam berbicara di Hotel Aryaduta Makassar; mengidentifikasi strategi
resepsionis dalam mengatasi kesalahan dalam berbicara di Hotel Aryaduta Makassar.
Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian ini adalah
resepsionis Hotel Aryaduta Makassar. Instrumen penelitian yang digunakan adalah
wawancara sebagai instrumen utama dan rekaman sebagai instrumen sekunder.
Hasil penelitian menunjukkan bahwa resepsionis melakukan kesalahan
penghilangan, penambahan, kesalahan formasi, dan kesalahan pengurutan yang
dikategorikan sebagai kesalahan tata bahasa (syntactic error). Serta strategi
resepsionis dalam mengatasi kesalahan berbicara dengan menggunakan media yaitu
kamus elektronik.
Kata kunci : Kesalahan berbicara, tata bahasa, strategi.
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ACKNOWLEDGEMENT
Praises be to the presence of Allah SWT, the lord of the world, who is the
beginning of all that is and the end of all that exists. For the blessing of His grace, so
that the researcher can complete this thesis.
Likewise, greeting, and prayers are always poured out to the king of the
Prophet Muhammad SAW and his friends as followers. The researcher realizes that in
the process of writing this thesis there are many obstacles, but thanks to the help,
guidance, cooperation of various parties and blessing from Allah SWT almighty so
that the obstacles faced can be overcome. Therefore the writer would like to thank
both parents, father Malik Ibrahim and Mother I.Saharu who have sacrificed
selflessly and are full of compassion in raising, educating and praying for the success
of the writer, who constantly provides support with all sincere and sacrifices in
completing this thesis.
Likewise the highest appreciation and gratitude to:
1. Prof. Dr. H. Ambo Asse, M.Ag,, Rector of the Muhammadiyah University of
Makassar.
2. Erwin Akib, M.Pd, Ph.D, Dean of the faculty of Teacher Training and Education,
Muhammadiyah University of Makassar.
3. Dr. Ummi Khaerati Syam, S.Pd., M.Pd, Head of English Education Department.
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4. Dr. Nur Devi BTE Abdul, S.Pd.,M.Pd, Supervisor I Wildhan Burhanuddin,
S.Pd., M.Hum, Supervisor II have spent time during their busy schedule to
provide guidance, direction, and attention in completing this thesis.
5. All lecturers of the English Education Department have a provided a lot of
knowledge and various experiences during the researcher‟s study at
Muhammadiyah University of Makassar.
6. Human Resources Develompent, Receptionists, and all of the staff of Aryaduta
Hotel of Makassar who have spared their time and activities for being subject of
this research.
7. To beloved brother and sisters whom always gives motivation to finishing my
study, also Iqbal and all of my best friends who have sincerely sacrificed their
time, material, energy, prayers and support to the researcher in completing this
research.
Accompanying the researcher‟s appreciation and gratitude to all parties who
helped directly and indirectly to the researcher during the completion of this thesis.
Hopefully, all the help given will get multiple rewards from Allah SWT.
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Finally, the researcher realizes that this thesis still has many shortcomings, so
with all humility the writer expects suggestions and constructive criticism for the
perfection of this thesis. I hope this thesis can be useful for all those who need it.
Aamiin, yarabbal „alamin.
Makassar, 07 September 2021
Researcher
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TABLE OF CONTENTS
TITLE ............................................................................................................... i
LEMBAR PENGESAHAN ............................................................................. ii
APPROVAL SHEET ....................................................................................... iii
CONSELLING SHEET 1 ................................................................................ iv
CONSELLING SHEET 2 ................................................................................ v
SURAT PERNYATAAN................................................................................. vi
SURAT PERJANJIAN .................................................................................... vii
MOTTO AND DEDICATION ........................................................................ viii
ABSTRACT ..................................................................................................... ix
ABSTRAK ....................................................................................................... x
ACKNOWLEDGEMENT ............................................................................... xi
TABEL OF CONTENT ................................................................................... xiv
CHAPTER I: INTRODUCTION
A. Background .......................................................................................... 1
B. Problem Statement ............................................................................... 4
C. Objective of Study ............................................................................... 5
D. Significant of the Study ........................................................................ 5
E. Scope of study ...................................................................................... 6
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Previous Research Findings ................................................................. 7
B. Concept of Speaking ............................................................................ 9
C. Concept of Error ................................................................................... 16
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D. Concept of Strategies ........................................................................... 21
CHAPTER III: RESEARCH METHOD
A. Research Design ................................................................................... 25
B. Research Subject .................................................................................. 25
C. Research Instrument ............................................................................. 25
D. Data Collection..................................................................................... 26
E. Data Analysis ...................................................................................... 27
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings ................................................................................................ 29
B. Discussion ............................................................................................ 44
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ........................................................................................... 48
B. Suggestion ............................................................................................ 49
BIBLIOGRAPHY
APPENDIX
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CHAPTER I
INTRODUCTION
A. Background
English for tourism and hospitality has been categorized in English for
specific purposes (ESP). This is an area of specialization that is important and
dynamic in the field of teaching and learning English. Language proficiency is very
important and essential in all professional fields, especially in the tourism and
hospitality industry because of its specific nature and concept.
English for Specific Purposes (ESP) can be defined as teaching and learning
English as a second or foreign language for the purpose of using it in certain needs or
majors. Pauline C. Robinson (1989) describes ESP as a type of ELT (English
Language Teaching) and defines it as: “Goal-oriented language learning“. (Robinson,
Pauline C., ed. Hywel Coleman, 1989, p 398) that means student has a specific goal
that is going to be attained. The origin of ESP and its development is closely related
to students' interest in certain scientific disciplines such as English for the Hotel
Industry or English for Tourist Management.
In this research, researcher will examine English Specific Purpose about how
the English speaking of receptionist in hotel and Aryaduta Hotel of Makassar is the
choice of where the researcher does the research. ESP (English Specific Purpose) is
commonly used in English for certain uses in certain fields of science and
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professions. Therefore, ESP is seen as an approach, concept and method that
is indeed different from general English. Robinson goes on to say "It (here ESP) is
generally used to refer to the teaching and learning of foreign languages for clear
purposes which are beyond doubt."
As it is known that there are always tourists visiting in every city with various
interests such as tourism, business affairs, or others. Hotel is one of the choices where
they rest especially foreign tourists mostly choose five-star hotels because the
facilities are quite complete so they feel comfortable. In this situation, five-star hotels
are not only seen from the facilities but also from the service, especially the service
from the receptionist as the person who is at the front desk.
According to Sirait (2012) the grammatical error of receptionists in Golden
Virgo Hotel is error in the use of preposition (in, on, and at). Similar to Simbolon
(2015) found that there are six aspects of errors; errors in production of verb groups,
errors in the distribution of verb groups, errors in the use of article, errors in the use
of preposition, errors in the use of questions and miscellaneous errors. On the other
hand, Arifianto Wahyu Andri (2018) found that types of error in tenses usage were
error of False Concepts Hypothesized and omission, error of selection and error of
addition, particularly in using verb -ing, conjunction, and auxiliary and be going to.
According to Adib (2012), the grammatical errors were classified as in producing
verb group, errors in subject-verb agreement, errors in the use of articles, errors in the
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use of prepositions, errors in noun pluralization, errors in the use of pronouns, and
errors in the use of conjunctions.
It is normally if Indonesian‟s people cannot speak English well because
English is not the first and the second language in Indonesia, but it just as a foreign
language. According to Richards (1971:87), “English in Japan, French, Indonesia,
Russia and so on is a purely cultural object of study and it is not involved in societal
function”. In Indonesia, English language just used in formal education such as
school, not in daily activities. Based on the researcher‟s experience in the
environment and also the fact that mostly Indonesian students don‟t interest to study
English because they claimed that English is a difficult subject to learn. It can raise
the errors when they start to learn how to speak English. But every mistake or
problem that arises, it has a solution or a way to solve it. So, the research aims to
determine the receptionists‟ strategies in overcoming speaking error at Aryaduta
Hotel. As for, the hotel that researcher chose to be the object of research that hotel
which has strategic place and located in the center of Makassar.
Aryaduta is one of the five-stars hotel in Makassar. There are many tourist
guests who come to this hotel because the area is closer to tourist attractions such as
Losari Beach, Fort Rotterdam, Tanjung Bunga, Masjid 99 Kubah, several islands,
Mall and others. Not only because of that, but also there are few tourists staying in
the hotel to visit one of the tourist location in South Sulawesi, Toraja. Although, the
hotel is quite far from the airport, but the tourists still chose the hotel because it has
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excellent service. So that is why also researcher chooses the receptionists at Aryaduta
Hotel of Makassar. This study aims to determine the survey of receptionists so that
researcher can observe the receptionists‟ error in English speaking and also the
strategies of the receptionist in overcoming speaking error.
According to Hidayah (2012), some learning strategies to overcome speaking
error are cognitive strategies, metacognitive strategies, memory-related strategies,
compensatory strategies, affective strategies, and social strategies. Similar to
Rianingsih (2015) found that the strategies to overcome speaking error are lecturing,
review, sharing, discussion and telling story.
B. Problem Statement
Related to the background above, the following research questions are necessary
to answer:
1. What are errors made by receptionists in speaking at Aryaduta Hotel of
Makassar?
2. What are receptionists‟ strategies in overcoming errors in speaking at
Aryaduta Hotel of Makassar?
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C. Objective of the Study
Related to problem statement above, the objective of the studies are:
1. To identify the errors made by receptionists in speaking at Aryaduta Hotel
of Makassar.
2. To identify the receptionists‟ strategies in overcoming errors in speaking at
Aryaduta Hotel of Makassar.
D. Significance of the Study
The significant of the study will be useful theoretically and practically, as
follows:
1. Theoretical Significance
The result of this research can give a description about The
Receptionists‟ strategies in overcoming speaking error at Aryaduta Hotel of
Makassar.
2. Practical Significance
a. For other researches, the results of this research are expected to be
useful information and reference for future researchers who will
investigate further about the same thing.
b. For the institution, it is able to enrich the treasury of knowledge of the
institution.
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E. Scope Of The Study
In this research, the researcher observes and identifies the receptionists‟
errors in speaking by measuring grammar by looking for the errors in omission,
addition, misformation, and misordering that receptionists used inaccurately. Also,
the researcher identifies the strategies that receptionists used in overcoming speaking
errors at Aryaduta Hotel of Makassar.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research Findings
This previous research became one of the researcher‟s references in
conducting research so that the researcher can enrich the theories used in studying
research conducted. From the previous studies, the researcher did not find same title
as the researcher‟s research title but the researcher raised some research as the
references in enriching the materials study in this research. There are some researches
related to this research.
According to Sirait (2012) the grammatical error of receptionists in Golden
Virgo Hotel is error in the use of preposition (in, on, and at). This research used
descriptive qualitative method.
Similar to Simbolon (2015) found that there are six aspects of errors; errors in
production of verb groups, errors in the distribution of verb groups, errors in the use
of article, errors in the use of preposition, errors in the use of questions and
miscellaneous errors. The method that the researcher used is descriptive qualitative.
According to Arifianto Wahyu Andri (2018) found that types of error in tenses usage
were error of False Concepts Hypothesized and omission, error of
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selection and error of addition, particularly in using verb -ing, conjunction, and
auxiliary and be going to. The researcher used descriptive qualitative method in this
research.
According to Adib (2012), the grammatical errors were classified as in
producing verb group, errors in subject-verb agreement, errors in the use of articles,
errors in the use of prepositions, errors in noun pluralization, errors in the use of
pronouns, and errors in the use of conjunctions. The researcher used quantitative
method.
In the other side, Maylasari (2018), staff front liners at Sakata Convenxia
Tours and Travel nervous when facing foreign guests need for grammar knowledge
and vocabulary more. The method that researcher used is qualitative descriptive
method.
According to Rajitha and Alamelu (2019) state that there are internal and
external factors that causing speaking anxiety, and some strategies to improve the
students‟ speaking skill such as using media, using social strategy, and using meta-
cognitive strategy.
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B. Concept of Speaking
1. Definition of Speaking
Speaking is the ability to speak articulation sounds or words to express,
and convey thoughts, ideas, and feelings. According to Tarigan, (2008:16)
speaking is related of pronunciation words that aims to convey what will be
conveyed either feelings, or ideas. Therefore, to convey the message effectively,
the speaker must understand what will be communicated. Someone who speaks
them should be able to express their feeling to get the target language
communication. With this communication means people can interact with other
languages. Similar to Devi (2016) in her Article states that “People who have
ability to speak will be better in sending and receiving information or message to
another”. In Webster New World Dictionary, speaking is to say words orally, to
communicate as by talking, to make a request, and to make a speech (Nunan,
1995). According to Chaney (1998), speaking is the process of making and sharing
meaning by using verbal and non-verbal symbols in different contexts.
Brown (1994) and Burns and Joyce (1997) defined speaking as an
interactive process of making meaning that includes producing, receiving, and
processing information. Bygate (1987) defined speaking as the production of
auditory signals to produce different verbal responses in listeners. It is regarded as
combining sounds systematically to form meaningful sentences. On the other
hand, Eckard and Kearny (1981), Florez (1999), Howarth (2001), and Abd El
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Fattah Torky (2006) defined speaking as a two–way process including a true
communication of opinions, information, or emotions. From the explanation
above, it could be concluded that speaking is ability to communicate with the aims
to convey or sharing message.
Speaking skill could be judge from five aspects, they are; Intonation,
pronunciation, grammar, fluency and diction. According to Florez (1999) “a good
English speaker is who fulfilled the elements as follows:
1. Producing the sound, stress patterns, rhythmic structures and intonation of
the language.
2. Using grammar structures accurately.
3. Assessing characteristics of the target audience, including shared
knowledge or shared points of references in perspectives.
4. Selecting vocabulary that is understandable and appropriate for the
audience, the topic being discussed and the setting in which the speech act
occurs.
2. Functions of Speaking
Having the ability to speak is very helpful for work needs, especially in
English speaking skills. English speaking ability are not only used in the world of
education, but it can also uses in the field of tourism, banking, and others so that it
is not used monotonously in the field of education.
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According to Brown and Yule there are three function of speaking,
“…three part version of Brown and Yule‟s framework (after Jones 1996 and Burns
1998): talk as interaction: talk as transaction: talk as performance. It is described
as follows:
a. Talk as Interaction
This function refers to conversation. It means that two or more people
communicate with the aims to convey the message to other person
spontaneously. The main intention in this function is social relationship. The
focus is more on the speakers and how they wish to present themselves to
each other than on the message.
b. Talk as Transaction
Talk as transaction is the function that refers on the situation where focus on
what the speaker said or what the message conveyed. It means that, the central
focus on this function is the message and making oneself understand, not seen
in how people interact each other or socially such as offering something,
asking for direction, discussion class, and etc.
c. Talk as Performance
Talk as performance is activity that focuses on monolog rather than dialog.
Usually, speaking as performance happened at speeches, public talks, public
announcements, retell story, telling story and so on.
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3. Characteristics of Speaking
According to Mazouzi (2013), learners‟ activities should be designed
based on equivalence between fluency and accuracy achievement. Both fluency
and accuracy are important elements of communicative approach. Classroom
practice can help learners develop their communicative competence. So they
should know how the language system works appropriately.
The first characteristic of speaking performance is fluency. Fluency is
how people twists and efficiency when they convey the ideas. It makes it easier to
socialize and avoid misunderstanding. According to Hughes (2002), fluency is the
learners‟ ability to speak in understandable way in order not to break down
communication because listeners may lose their interest. Hedge (2000) expressed
that fluency is the ability to answer coherently by connecting the words and
phrases, pronouncing the sounds clearly, and using stress and intonation.
The second characteristic of speaking performance is accuracy. Accuracy
is about using grammar in speaking correctly. It is about understanding the deeper
meaning and usage of vocabulary and also involves the pronunciation of words
correctly. According to Mazouzi (2013) Learners should pay enough attention to
the exactness and the completeness of language form when speaking such as
focusing on grammatical structures, vocabulary, and pronunciation. According to
Thornbury (2005), learners‟ correct use of grammatical structures requires the
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length and complexity of the utterances and the well-structured clauses. To gain
accuracy in terms of vocabulary means to select suitable words in the suitable
contexts. Learners sometimes apply similar words or expressions in various
contexts which do not mean similar things. So learners should be able to use words
and expressions correctly.
4. The Components of Speaking Skill
a. Pronunciation
Pronunciation is the way to produce word by word clearly when we
are speaking. It means that we can communicate effectively when we have
good pronunciation and intonation even though they have limited vocabulary
and grammar. It can be minimize understanding conversation or speaking up
if we have a good pronunciation. Pronunciation refers to the traditional or
customary utterance of words. From that statement can be concluded that
pronunciation is the way for students to produce the utterance words clearly
when they are speaking (Kline, 2001:69).
Moreover, pronunciation includes all those aspects of speech which
make for an easily intelligible flow of speech, including segmental
articulation, rhythm, intonation and phrasing, and more peripherally even
gesture, body language and eye contact (Fraser, 2001:6). Based on the
statement above can be concluded that Pronunciation includes many aspects
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that include articulation, rhythm, intonation and phrasing, and more
peripherally even gesture, body language and eye contact.
b. Grammar
Grammar is needed for the students to arrange correct sentences in
conversation both in written and oral forms. Grammar is defined as a
systematic way of accounting for and predicting an ideal speaker‟s or hearer‟s
knowledge of the language. This is done by a set of rules or principles that can
be used to generate all well form or grammatical utterances in the language
(Purpura, 2004:6). Moreover, the other definition of grammar stated by
Greenbaum and Nelson (2002:1) argue that Grammar refers to the set of rules
that allow us to combine words in our language into larger units. The grammar
of a language is the description of the ways in which words can change their
forms and can be combined into sentences in that language (Harmer,
2001:12). Thus, from the statements above can be concluded that the function
of grammar is to arrange the correct meaning of sentences based on the
context; in addition, it is used to avoid misunderstanding in each
communicator.
c. Vocabulary
Vocabulary means the appropriate diction or the most important thing
in a language especially in speaking; furthermore, knowing many
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vocabularies we will be easier to express our ideas, feeling and thoughts both
in oral or written form. In spoken language, the vocabulary tends to be
familiar and everyday (Turk, 2003:87). It means that in spoken language or
speaking, the vocabulary use must be very familiar and it is used in everyday
conversation in order to understand the spoken discourse.
d. Fluency
Fluency is defined as the ability to speak communicatively, fluently
and accurately. Fluency usually refers to express oral language freely without
interruption. In teaching and learning process, if the teacher wants to check
students‟ fluency, the teacher allows students to express themselves freely
without interruption. The aim is to help students speak fluently and with ease.
The teacher does not correct immediately whereas the idea being that too
much correction interferes with the flow of conversation (Pollard, 2008:16).
e. Comprehension
Comprehension is an ability to perceive and process stretches of
discourse, to formulate representations the meaning of sentences.
Comprehension of a second language is more difficult to study since it is not;
directly observable and must be inferred from overt verbal and nonverbal
responses, by artificial instruments, or by the intuition of the teacher or
researcher. Comprehension refers to the fact that participants fully understand
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the nature of the research project even when procedures are complicated and
entail risks (Cohen et al., 2005:51). Therefore, in speaking can be concluded
that the comprehension refers to the speakers‟ understanding about what are
they saying to the listeners in order avoid misunderstanding information; in
addition, its function is to make the listeners easily to catch the information
from the speaker.
C. Concept of Errors
1. Definition of Error
An error is noticeable grammar from the adult grammar of native
speaker, reflecting the interlanguage competence of the learners (Brown,
1980:165). In simple words, it could be concluded that error refers to the
failure in using the system of language correctly. It is caused by the lack of
the students‟ competence, knowledge and comprehension.
Similar to Erdogan (2005) states that an error is the use of
linguistic item in a way that a fluent or native speaker of the language
regards it as showing faulty or incomplete learning. In other words, it
occurs because the learner speaks English as a foreign language and does
not know what is correct, and thus it cannot be self-corrected. Errors are
sometimes classified according to vocabulary (lexical error),
pronunciation (phonological error), grammar (syntactic error),
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misunderstanding of a speaker‟s intention or meaning (interpretive error),
production of the wrong communicative effect, eg. Through the faulty use
of a speech act or one of the rules of speaking (pragmatic error)”.
2. Cause of Error
It has been argued by Richards, as quoted by Nababan (1993), that
there are two causes in making the error:
a. Interlingual error
Error caused by the interference of the target language called
interlingual errors. This error has the relevance with the negative
influences of students‟ language in language target including phonology,
morphology, syntax, lexis and culture. Corder (1981) states that this
interlingual error occurs when the learner's pattern, system, or rule is
disturbed so that it affects the pattern or rule of the second language. Lado
(1964) says Interference (negative transfer) is the negative influence of the
first language or mother tongue (L1) on target language performance (L2).
Similar to Cheli (2013) defines that interlingual errors as a result of
language transfer, and the effect of the learner's first language.
According to Allen and Corder (1974), Interlingual errors caused
of transfer error. Transfer Error is an error caused by the emergence of the
influence of the mother tongue. The learners who don't know the rules of
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the target language will use the same rules as their mother tongue. Touchie
(1986) suggested that interlingual errors caused mainly by mother tongue
interference. Mother tongue interference is an error when learners prefer
to discover the structure of the target language rather than transfer their
first language model. Another researcher is Al-Khresheh (2010), he
suggested that interlingual errors committed by literal translation. Literal
translation is an error that occurs because a learner translates the first
language sentence or expression into the target language.
b. Intralingual Error
Error caused by the difficulties faced by the students due to that
target language, including analogy. This kind of error is called intralingual
errors. Interference from students' own language is not the only reason for
making mistakes. Students can make mistakes in the target language,
because they have difficulty in using it and they do not know the target
language well. Richard (1974: 6) states, intralingual interference refers to
items generated by the learner, which do not reflect the structure of the
mother tongue, but are based on generalizations on partial exposure of the
target language.
Richard (1974: 120) classifies the intralingual errors into four
categories including over generalization, ignorance of rule restrictions,
19
incomplete application of the rules, and false concept hypothesized or
semantic errors.
1) Overgeneralization occurs when a learner makes the wrong structure
based on his experience of other structures in the target language.
Kayu Kecil (1984) cites examples of plural formation by adding "s"
even irregular plurals, also generalizing the past tense "-ed".
2) Ignorance of Rules Restriction. James (1998:63) says that a person is
usually said not to know the structure of the target language or second
language. In this type of error, the learner fails to observe the existing
structural constraints. Some rule-limiting errors can be accounted for
in terms of analogy and can result from learning the role of rules.
3) Incomplete Application of the Rule is an error that occurs when the
learner fails to fully apply the rule due to the stimulus sentence.
4) False Concepts Hypothesized (semantic error) is a misunderstanding
of the different target language items that leads to a falsely
hypothesized conceptualization.
According to Richards (1974:124) distinguishes three sources of
competence errors:
1. Interference errors occur as a result of the use of element from one
language while speaking another.
20
2. Intralingua errors reflect the general characteristics of rule learning such
as faulty generalization, incomplete application of rules and failure to
learn conditions under which rules apply.
3. Developmental errors occur when the learner attempts to build up
hypotheses about the target language on the basis of limited experience.
Based on the explanation above, the researcher formulated that error
was part of process in learning English as Foreign Language. The process
could allow the improvement to get a progress in being better if students
could correct the errors. In correcting the errors, students need lecturer‟s
evaluation to identify the errors made by students in speaking.
In order to analyze errors, the researchers surface strategy taxonomy
and communicative effect taxonomy proposed by Dulay, et al. (1982). The
surface strategy taxonomy consists of omission, additions, misformation, and
misordering.
1) Omission is the reduction of one element in a sentence that should exist,
so that it makes the sentence correct in grammatically. For example, the
omission of “s/es” in plural words, omission of auxiliary, omission of to
be which should exist in the sentence, and so on.
2) Addition is the appearance of an item which must not presence in a well-
formed construction. For example adding s/es to words that shouldn't be
21
necessary, adding an auxiliary, adding to be, adding an inappropriate -ing
suffix, and so on.
3) Mis-formation is the incorrect form of the structure. For example, the use
of first form of the verb but use the second form of the verb, or when to be
that used should following the subject.
4) Mis-ordering is the process of putting things in the wrong order.
D. Concept of Strategies
According to Brown (2007:119) stated that strategies are specific
method of approaching a problem or task, modes of operation for achieving a
particular end or planned designs for controlling and manipulating certain
information. Similar to Gagne (1974:3) asserts that strategy is someone‟s
internal ability for thinking, solving problems. In addition, Mintzberg
(1994:12) proposes several different definitions of strategy, as these
followings:
1. Strategy is a plan, a means to get some movements.
2. Strategy is a pattern to act overtime.
3. Strategy is a position reflecting decisions to offer particular products or
services in particular markets.
4. Strategy is perspective, vision and direction.
22
Based on the definitions above, the researcher concluded that strategy
is way, preparation, or trick to solve the problem. Especially in speaking,
strategy is the way the speaker overcomes the mistakes, problems, difficulties,
or errors faced when speaking.
According to Rajitha and Alamelu (2019), the types of strategies to
improve the students‟ speaking skill as follows:
1. Majority of students are reading newspaper, books, watching TV News or
news channels, cartoon and movies.
2. Using social strategy by trying to improve through conversing with
friends, colleagues or peers etc.
3. Using meta-cognitive strategy, i.e. using their own learning process by
using dictionary and by sending messages as easy methods for
overcoming the factors, and others by speaking with siblings at home, by
listening to others speaking in English, speaking in front of the mirror.
In the other hand, there are several strategies in overcoming speaking
error according to Oxford (1990, P.1) namely:
1. Cognitive Strategy, which relate to how learner think about their learning.
Cognitive strategy is an internal ability that can help learners in the
learning process, think, solve a problem and make decisions
23
2. Metacognitive Strategy is using their own learning process by using
dictionary and by sending messages as easy methods for overcoming the
factors, and others by speaking with siblings at home, by listening to
others speaking in English, speaking in front of the mirror.
3. Memory-related Strategies, related to how the learner remembers the
language by understand the material and repeat it.
4. Compensatory Strategies are techniques or modifications to our behavior
or environment that are used to compensate for perceived weakness, or
incompetence in a particular area or skill.
5. Affective Strategies, relating to learner‟s feelings in speaking such as how
the learner speaks in front of the class confidently.
6. Social Strategies, which involve learning by interaction with others such
as improve through conversing with friends, colleagues or peers etc.
To be a good speaker, people need openness to realize the mistakes
they made. And also, they can accept constructive critics and suggestions for
the learning process. The strategy is really important part of learning process
to improve speaking skill.
24
Conceptual Framework
Based on the conceptual framework above, the researcher analyzes about the
receptionists‟ error in speaking especially in grammar, and also the receptionists‟
strategies in overcoming speaking error.
Speaking
Error
Overcoming
speaking error
Grammar
25
CHAPTER III
RESEARCH METHOD
A. Research Design
The type of research in this study was descriptive research. The researcher
used a qualitative method and used interview and recording as the instrument of this
research. This research analyzed about The Receptionists‟ Strategies in Overcoming
Speaking Error at Aryaduta Hotel of Makassar.
B. Research Subject
Two receptionists from Aryaduta Hotel were the subject of this research.
There are criteria of the receptionist as the subject of the research, as follows:
1. Receptionists who have been given the researcher permission to do the research.
2. Receptionists who have a good skill in speaking English.
3. Receptionists have worked at least two years at the hotel.
C. Research Instrument
The primary instrument was used by the researcher in this study was
interview. For the secondary instrument was recording. The researcher recorded and
noted the receptionists when answered the question of interview to analyzed the
English Speaking at Aryaduta Hotel of Makassar to know the speaking error and the
26
receptionists‟ way in overcoming the errors.
D. Data Collection
In gathered the data, the researcher used the following procedures:
1. The researcher was conducted administration before so that HRD could make a
schedule of the researcher to interview and recorded.
2. The researcher observed the receptionists‟ activity while filled the observation
checklist.
3. The researcher interviews the receptionist and recorded what the receptionist
said.
4. The researcher made scripts based on the interview that had been recorded.
5. The researcher continue the interview by mobile phone (WhatsApp) then
capture it.
6. The researcher analyzed the error of words and sentences that produced by the
receptionists, which for the words were analyzed by using the Oxford
dictionary and for the sentences were analyzed by looking at the correct
patterns of the tenses in some books.
7. The researcher made a result of the data that had been collected.
27
E. Data Analysis
After collected the data, the researcher reviewed about the error in
English speaking of each receptionist at Aryaduta Hotel of Makassar than made
conclusions descriptively to analyze the data. According to Gay, Mills, and
Airasian in their book Educational Research Competencies for Analysis and
Applications (2012) state that “One way to proceed with analysis is to follow
three iterative steps; reading/memoing, describing, and classifying”. According
to Miles & Huberman (1992) the data analysis consists of three streams of
activity that occur simultaneously, namely: data reduction, data display, and
drawing conclusions/verification. The processed of data analysis such as :
1. Data Reduction
The result of the data explained in detail. After collected the data, the
researcher through the reduction stage such as made a summary, coding,
tracing the theme of making clusters and wrote memos. Researchers took the
data from the conversation scripts of receptsionists who are as the subject of
research to determined their speaking ability.
2. Data display
In this study, researchers saw the limitations given in presenting data,
namely a collection of structured information and provided the possibility to
draw conclusions and took action. In presented this data, the researcher look
28
at the grammatical error made by the receptionists at Aryaduta Hotel of
Makassar and also the receptionists‟ way to overcome it.
3. Drawing Conclusions
In this stage, the researcher took the conclusions based on the
summary that have been noted and made a conclusion descriptively.
29
CHAPTER VI
FINDINGS AND DISSCUSSION
A. Findings
This chapter presented findings of the research which included the types of
error made by receptionists at Aryaduta Hotel of Makassar. The objective of the study
was aimed to know the receptionists‟ error in speaking, and the strategies in
overcome the speaking errors at Aryaduta Hotel of Makassar. Those speaking errors
and the way to overcoming it had been identified as follows:
1. Errors made by receptionists in Speaking
Based on the interview that conducted by the researcher, there were some
errors in grammar made by receptionists that did not suitable with the structure of
grammar such as follows:
Extract 01
A : “Okay, the first question is, did you graduate from the receptionist
school?”
B : “Actually, I don’t have school from the receptionist, I am majoring for
hospitality for cruise ship and I trained here so I can be a receptionist.”
R.1
30
Based on the extract above, the italicized sentence was not suitable
with the context that the researcher and the receptionist talked about. From the
implication it was understandable and had answered the researcher‟s question,
but it was mis-formation grammatically. Because the researcher asked by
using simple past tense “did you graduate from the receptionist school?” so to
said no, it was best for receptionist to say “no, I didn‟t” or “no, my
educational background was not receptionist” or “I did not graduate from the
receptionist school”.
Extract 02
A : “Okay next, do you have any experience in working in hotel
before?”
B : “No, I have not.”
R1
Based on the extract above, the sentence “No, I have not” was a mis-
formation in grammar error, because the researcher asks “Do you have any
experience in working in hotel before?” with the first word was “Do” so the
receptionists should be answered “No, I don‟t”.
31
Extract 03
A : “So, you just learn how to speak English by yourself”
B : “Actually, I like to listening music so I…”
R1
To infinitive was infinitive verb that used as noun or modal auxiliary
replacement. Based on the extract above, found that the sentence above was
wrong in addition. The sentence leaded into to infinitive theory, which the
formula was S + Certain Verb + to infinitive. It meant that the verb that used
must “bare infinitive” after the word “to”. So, the receptionist should say “I
like to listen music” or “I like listening music”.
Extract 04
A : “…The third question is how long have you been working as
receptionist in this hotel?”
B : “Hm... is almost, maybe two years”
R1
Based on the extract above, the researcher found that the sentence
above was wrong in omission. The first word of the sentence must begin with
subject. It was better if the receptionist said “it is almost two years”.
32
Extract 05
A : “…okay the last question is could you please explain how you serve
tourist guest simply?”
B : Well, when the tourist come to our hotel, we will greeting like how
to SOP in this hotel…”
R1
Based on the extract above, the researcher found that the sentence „We
will greeting” was wrong in addition based on the future tense. Because the
formula of future tense was S+Will/shall+V1, but the receptionist used
V1+ing after will. It was best for receptionist to say “We will greet the tourist
guest based on SOP in this hotel”.
Extract 06
A : “…okay the last question is could you please explain how you serve
tourist guest simply?”
B : “…and then we ask to the guest “have you make a reservation for
today?”...”
R1
Based on the extract above, the researcher found that the sentence
“have you make a reservation today?” was the wrong sentence grammatically
33
in mis-formation. Because it was not suitable to tenses that applied to the
simple past tense. The rules of simple past was used Verb 2 after the subject,
and also used before, yesterday, last month, and etc. as adverb of time. So, it
could be said “have you made a reservation before?”.
Extract 07
A : “The first question is, did you graduate from the receptionist
school?”
B : “Hm... not”
R2
Based on the extract above, the researcher found that the answer of the
receptionist could be understood but it was error in omission and not relevant
with grammar or tenses. The question of the researcher was “did you graduate
from the receptionist school?”, the sentence was beginning with “did”. So, the
answer of the question was “No, I did not”. Although, the answer could be
understood but it was not appropriate with tenses.
Extract 08
A : “… Next why are you interested in this job role?”
B : “Because, I am feel comfortable with my job.”
R2
34
Based on the extract above, the researcher found that the sentence
above was error in addition. The sentence “I am feel comfortable” was wrong
based on the formula of Simple Present Tense, where the sentence was a
verbal sentence so the receptionist should not use to be “am” after the subject
such as “I feel comfortable”.
Extract 09
A : “Why did you choose the receptionist as your job?”
B : “Because I feel I have passion in reception job”
R2
Based on the extract above, the researcher found that the sentence
above leaded to opinion and error in mis-formation. Actually, giving opinion
was a dialogue that used to express opinion to something by using “In my
opinion, I think…, I think that…, from my point of view…, and so on. So, the
receptionist should not say “I feel I have passion” but said “I think that I have
a passion”
35
Extract 10
A : “How long have you been working as receptionist in this hotel?”
B : “In this aryaduta hotel?”
A : Yes
B : Two thousand and six months
R2
The sentence above was an error in grammar namely mis-formation.
Based on the research conducted by the researcher, found that the receptionist
mind to said 2016 by saying “two thousand and six months”. And also, the
answer of the receptionist‟s sentence has not answered the researcher‟s
question. So, the receptionist‟s mistake was a discrepancy between the spoken
word and the context that being discussed.
Extract 11
A : “Next, do you have any experience in working in hotel before?”
B : “Hm…yes, I have an experience working in another hotel...”
R2
Experience was knowledge that people got by doing something. Based
on the extract above, the researcher found that the question from that answer
leaded to the simple past tense. It means that verb that used must the verb 2,
36
and also it was error in mis-formation. So, it should be “I had an experience
working in another hotel”.
Extract 12
A : “Okay, how could you speak English?”
B : “… I can speak English by my daily activity, and then repeat
everyday with same activity, and…”
R2
Based on the research conducted by the researcher, found that the
sentences above needed an addition of article “the” between the word “with”
and “same”.
Extract 13
A : “All right. What are the difficulties that you get in serving the
tourist guest?”
B : “The difficulty I feel in serving tourist guest is when I am not feel
confident in English speaking and not same accent in English speaking”
R2
The sentence above was an error in omission and mis-formation.
Based on the research conducted by the researcher, found that the receptionist
had two points in the sentences above, they are “I am not feel confident” and
37
“not same accent in English speaking”. It means that the receptionist had
plural reason, so the receptionist should said “the difficulties that I feel in
serving tourist guest are…”. And also the sentence “not same accent in
English speaking”. Actually, the receptionist meant to say the different accent
between the receptionist and the tourist guest was the difficulty that the
receptionist faced in serving tourist guest. Sometimes, it made the receptionist
did not understand what the guest said. So, it was better if the receptionist said
“The difficulties that I feel in serving tourist guest are when I don‟t feel
confident with my English speaking and also because we have different accent
with the tourist guest”.
Extract 14
A : “What do you do if there is a word you don‟t understand during
your conversation with tourist guest?”
B : “If I have some problem in speak with tourist, maybe can I use a
google translate and I am ask for help with my friend.”
R2
Based on the research conducted by the researcher, found that the
sentence “If I have some problem…” was an error in omission. In plural
context, it should added “s/es” for noun which the quantity was more than
one. In this case, problem changed into problems. And also at the sentence
38
“maybe can I use a google translate” was an error in mis-ordering. It leaded
into a sentence of question. The receptionist meant to say “I can use a google
translate” to answer the researcher question.
Extract 15
A : “... Could you please explain how you serve the tourist guest
simply? …”
B : “First greeting”
R2
Based on the extract above, the researcher found that the italicized
sentence was a present continuous tense but it was error in omission. As we
know that the formula of present continuous tense was S + to be + V.ing +
Object. It meant that the receptionist should put “is” before “greeting” so it
could be “first is greeting”.
Extract 16
A : “…okay. What else?”
B : “…If him have a reservation, before please ask for identity card like
passport...”
R2
39
Based on the extract above, the researcher found an error in mis-
formation in the italicized sentence that leaded to simple past tense, where the
rules of it must begin with subject whereas “him” was an object of pronoun.
And also, for the word “have” should use “had” according to the rules. It will
be better if the receptionist said “If he had a reservation before…”.
Extract 17
A : “…okay. What else?”
B : “… and then you help for check in…”
R2
Based on the extract above, the researcher found that the word “for”
on the sentence above was a preposition but the sentence error in mis-
formation. The preposition should be followed by a noun that ending by ing.
It meant that the sentence “you help for check in” was a wrong sentence and
should be changed into “you help for checking in”.
Extract 18
A : “…okay. What else?”
B : “…and we as a reception explain the facilities that include with him
room…”
R2
40
Based on the extract above, the researcher found that the italicized
sentence above leaded to simple present tense which categorized as nominal
sentence nut it was error in omission. It was known that nominal sentence
must use “to be” before the word of adjective, noun, or adverb. And also, the
subject “we” showed that the receptionists were more than one so, the
receptionist should say “We are as receptionists explain the facilities that
include with his room”.
Extract 19
A : “…okay. What else?”
B : “… Then we give room keys, and we show the room.”
R2
Based on the extract above, the researcher found an error in mis-
formation in “room keys” that it leaded to phrase. Phrase was a set of words
that had a meaning but did not have pattern such as S + V. This phrase
pertained to a word order which contained Head (H) and Modifier (M). In this
case, room as a head, and key as a modifier. But the receptionist should say
“we give a key room”.
41
2. Receptionists‟ Strategies in Overcoming Error in Speaking
Based on the research that conducted by the researcher, there are
several strategies of the receptionist in overcoming their error in speaking
such as follows:
a. Receptionist 1
Based on the interviewed of the receptionist 1 to obtain the
information, the researcher found some strategies used by the receptionist
in overcoming error in speaking such as follows:
Extract 1
A : “…If you have that experienced, how do you solve the error?”
B : “…My first strategy is to translate it first on google translate or in
the electronic dictionary…”
R1
Extract 2
B : “…and if I have free time I will search and learn it on Google
about the material…”
R1
42
Extract 3
B : “…I have a friend who is pretty good at English so sometimes I
contact him to ask...”
R1
Based on the extracts above, the researcher found that there are
some strategies of receptionist in overcoming error in speaking. The first
strategy was use a Google translator or electronic dictionary as a simple
media and accessible. But the receptionist thought, learned from the
Google translator or electronic dictionary was not really good because
Google isn't always right either. The second strategy used by receptionist
was looked for the material on Google and studied it. But the receptionist
did it if she has free time so that the receptionist can study it well. The
third strategy was asked to her friend because the receptionist had a friend
who is pretty good at English.
b. Receptionist 2
Based on the interviewed of the receptionist 2 to obtain the
information, the researcher found some strategies used by the receptionist
in overcoming error in speaking such as follows:
43
Extract 1
A : “…If you have that experienced, how do you solve the error?”
B : “…I use Google translate more often …”
R2
Extract 2
B : “…But it doesn't always depend on google translate
…Personally, I learned it by myself…”
R2
Extract 3
B : “…Sometimes I share with friends also.…”
R2
Based on the extracts above, the researcher found that there are some
strategies of receptionist in overcoming error in speaking. The first
strategy was use Google translate. But the receptionist thought, the
receptionist does not depend on Google translate because the receptionist
knows that Google not always showed the correct answer so the
receptionists only used it to crosschecking her grammar. The second
44
strategy was learned by her. Actually, the receptionist meant that
receptionist realized by herself when the receptionist made errors in
grammar when receptionist spoke. It can be concluded that the second
strategy of the receptionist in overcoming speaking error was realized the
errors first.
B. Discussion
The finding of the study reported the data related to the receptionists‟ error
in speaking and the strategies that receptionists used in overcoming speaking error
at Aryaduta Hotel Makassar. The data in this research were taken by using
interview and record. There were two major findings revealed from this study
based on the research question. The first part was what errors are made by
receptionists in speaking at Aryaduta Hotel of Makassar. The second part was
what are receptionists‟ strategies in overcoming error in speaking at Aryaduta
Hotel of Makassar.
In analyzing the data, the researcher used the following steps. First, the
researcher interviewed the receptionists and recorded it. After that, the researcher
made transcripts based on the result of the record. Then, the researcher made list of
the errors in speaking and the strategies of the receptionists in overcoming
45
speaking error. Finally, the researcher classified the receptionists‟ error in English
speaking and the strategies that the receptionists used.
1. Errors Made by Receptionists in Speaking
Based on the research that conducted by the researcher found that the
receptionists at Aryaduta Hotel of Makassar made error in grammar. Those
were grammatical error such as omission, addition, and mis formation. The
same result of this research was proven by Sirait (2012) who was equally
researching speaking but the differences lines in the result. The result of the
previous research found that the grammatical error made by the employees at
Golden Virgo Hotel Batam are about preposition (in, on, at), where the result
of this research found that the grammatical error in speaking made by the
receptionists at Aryaduta Hotel of Makassar were misusing tenses which
categorized as mis-formation, added the item unnecessary which categorized
as addition, omitted the item that should be exist which categorized as
omission, and put the word not in sequence. Similar to Sari (2018) who was
also equally researching speaking but the differences lines in the result. The
result of the previous research found that the dominant kind of grammatical
errors are about number, where the result of this research found that the
dominant kind of grammatical error in speaking made by the receptionists at
Aryaduta Hotel of Makassar was misusing tenses which categorized as mis-
formation. The result of this study were also in line with previous research
46
conducted by Andri (2018) who stated that the types of error in tenses usage
were error of selection and error in addition, particularly using verb, and
auxiliary. But generally, it did not lead misunderstanding because the
researcher still could understand what the receptionists tried to say.
2. The Receptionists‟ Strategies in Overcoming Error in Speaking
Strategy is way, preparation, or trick to solve the problem. Especially
in speaking, strategy is the way the speaker overcomes the mistakes, problems,
difficulties, or errors faced when speaking.
Based on the research conducted by the researcher, found that the
receptionists at Aryaduta Hotel of Makassar had some strategies in overcoming
speaking error. During the conversation processed, the receptionist still said
the word they wanted to say even though they didn't know the correct of the
sentences. If there was an error, then the receptionist will looked for the correct
of the sentence by found it in a Google dictionary or used an electronic
dictionary. The receptionists said that Google dictionary did not always show
the correct answer and also Google provided difficult words. So, it did not
effective to crosscheck or overcome the grammar error. The second strategy by
the receptionists to overcoming speaking error was asked to friend. This
strategy was able to help the receptionist in overcoming speaking errors
47
because the receptionist got more explanation about the error so the
receptionists can remember and overcome it. But most of the receptionists
chose to use electronic dictionary in overcoming speaking error. This result
was supported by Rianingsih (2015) who was found the strategies in overcome
speaking errors were review, sharing, and discussion such as the receptionists‟
strategies. But the difference between this research and Rianingsih research
was in the research subject. The subjects of Rianingsih research were the
students, while in this research were the receptionists. The same result was
proven by Rajitha and Alamelu (2019) but the difference line between this
research and Rajitha and Alamelu research was in the subject of research
where the subject of Rajitha and Alamelu research were students, while in this
research were receptionists. But it had same result in overcoming speaking
error such as media usage; electronic dictionary.
48
CHAPTER V
CONCLUSSION AND SUGGESTION
In this chapter consisted of two sections. The first was conclusion which
presented the finding of this research based on data analysis and discussion in
previous chapter. The second one was suggestion which deal with the researcher
recommended doing.
A. Conclusion
The description from the previous section, there were two points related to
this research. First, there were three types of grammatical error committed by the
receptionists at Aryaduta Hotel of Makassar in speaking based on theory by Dulay et
al. (1982: 154). They were omission, addition, misformation, and misordering errors.
But in this research, receptionists did not error in misordering. But the answers of the
receptionists did not reduce the meaning of the message to be conveyed so it was
understandable even though there were grammatical error used by the receptionists.
The receptionist also didn't detract himself by allowing the errors happen. But they
are still learning and overcoming their error with or without them realizing it.
49
B. Suggestion
1. The Receptionists
The receptionists should get more knowledge about grammar. It is important
to increase the awareness about grammar to avoid misunderstanding in convey the
messages or the ideas. It is better if the receptionists have a basic book about
grammar to learn, or using grammatical application to overcoming speaking error
because it effective and can help the receptionists in studying about grammar.
The receptionists can also pay attention to each other or admonish each other
if receptionist hears one of them makes an error in speaking, and gives the task of
finding the correct on their own. It is a practice of the receptionists so that the
receptionists easy to remember. Even, the receptionists are good in mastering the
vocabularies so that increasing knowledge of the grammar can make the receptionists
better in serving tourist guest, and also as a speaker.
2. The Researcher
Further similar research in necessary to be conducted in different aspects
about speaking skill. At the end, the researcher hope this research can use as
references for future and further research related to the problem of this research.
50
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OBSERVATION CHECKLIST
Hotel :
Receptionist :
Observer :
Date :
Time :
No. Activities Yes No
1. Receptionist starts to serve the guest by greetings
2. Receptionist shows the price list room to the guest
3. Receptionist asks for kind of bed to the guest
4. Receptionist asks for the guest‟s identity and input the form
5. Receptionist asks for payment and deposit room
6. Receptionist gives the key room while inform the number of
room, breakfast time, and check out time
7. Receptionist asks to housekeeper to take the guest to room
8. Receptionist calls the guest to inform check out time
9. Receptionist asks for the key back and deposit form
10. Receptionist asks to housekeeping to check the room
11. Receptionist says thanks and good bye
OBSERVATION CHECKLIST
Hotel : Aryaduta Hotel
Receptionist : Evi Dewi
Observer : Ratna Widia Ningsih
Date : 28th
March 2021
Time : 16.45
No. Activities Yes No
1. Receptionist starts to serve the guest by greetings
2. Receptionist shows the price list room to the guest
3. Receptionist asks for kind of bed to the guest
4. Receptionist asks for the guest‟s identity and input the form
5. Receptionist asks for payment and deposit room
6. Receptionist gives the key room while inform the number of
room, breakfast time, and check out time
7. Receptionist asks to housekeeper to take the guest to room
8. Receptionist calls the guest to inform check out time
9. Receptionist asks for the key back and deposit form
10. Receptionist asks to housekeeping to check the room
11. Receptionist says thanks and good bye
OBSERVATION CHECKLIST
Hotel : Aryaduta Hotel
Receptionist : Dewi
Observer : Ratna Widia Ningsih
Date : 28th
March 2021
Time : 17.14
No. Activities Yes No
1. Receptionist starts to serve the guest by greetings
2. Receptionist shows the price list room to the guest
3. Receptionist asks for kind of bed to the guest
4. Receptionist asks for the guest‟s identity and input the form
5. Receptionist asks for payment and deposit room
6. Receptionist gives the key room while inform the number of
room, breakfast time, and check out time
7. Receptionist asks to housekeeper to take the guest to room
8. Receptionist calls the guest to inform check out time
9. Receptionist asks for the key back and deposit form
10. Receptionist asks to housekeeping to check the room
11. Receptionist says thanks and good bye
INTERVIEW QUESTION
1. Did you graduate from the receptionist school?
2. Why are you interested in this job role?
3. How long have you been working as receptionist in this hotel?
4. Do you have any experience in working in hotels before?
5. How can you speak English?
6. Have you ever join English course before?
7. Do you often get tourist guest?
8. What is the difficulty you feel in serving tourist guest?
9. What do you do if there is a word you don‟t understand during your
conversation with a tourist guest?
10. Could you please explain how you serve tourist guest simply?
Interview Receptionist 1
A : First of all, I would like say thanks for the chance, and there are several
questions that I am going to ask you but before that I want to ask you, are you ready
for that?
B : Yes, sure
A : Okay, the first question is, did you graduate from the receptionist school?
B : Actually, I don‟t have school from the receptionist, I am majoring for
hospitality for cruise ship and I trained here so I can be a receptionist
A : Oh okay, the second question is why are you interested in this job role?
B : Why I interest, because this job is hmm okay I will explain to you that I am
the person who easy to socialize with others
A : Okay
B : And I, I like to meet with other people in every day, every hour
A : Okay, that is a good person. The third question is how long have you been
working as receptionist in this hotel?
B : Hm... is almost, maybe two years
A : Two years?
B : Yes
A : Okay next, do you have any experience in working in hotel before?
B : No, I have not
A : Oh, so this is your first hotel, right?
B : Ya, this is my first time
A : Okay, how can you speak English?
B : Umm... maybe it‟s my daily…
A : Your daily?
B : I could speak English because I learn by my self
A : Oh okay, next have you ever joined English course before?
B : No, I have not
A : So, you just learn how to speak English by yourself
B : Actually, I like to listening music so I will interest to study English
A : Oh ya, next do you often get tourist guest?
B : Ya
A : Okay, the next question is what are the difficulties that you get in serving
tourist guest?
B : The difficulty that I feel is when the guest is very fast to...
A : Speak?
B : Yes speak, and also maybe from their accent
A : Oh okay, so the difficulties are come from how the tourist speak and the
accent that the tourist used. Next question is what do you do if there is a word that
you don‟t understand during your conversation with a tourist guest?
B : Hm.. sure, I am looking for the translate
A : Oh you translating what the tourist said, okay the last question is could you
please explain how you serve tourist guest simply?
B : Well, when the tourist come to our hotel, we will greeting like how to SOP
in this hotel like “Selamat siang, welcome to aryaduta” and then we ask to the guest
“have you make a reservation for today?” then we will ask for the passport and then
we will make sure like, we will make sure that for example how long you will stay,
and the type of room, and then we will give them registration card
A : Okay, just it?
B : Ya
A : Okay, I think that‟s enough for our interview today. It nice to talk to you.
The last I say, thank you very much
B : Thank you for the chance.
Interview Receptionist 2
A : Fist of all I would like say thanks for your time. There are several questions
that I am going to ask you, are you ready for that?
B : Of course
A : The first question is, did you graduate from the receptionist school?
B : Hm...not
A : So, what is your educational background?
B : Now, I am a second semester in STIEM BONGAYA
A : Oh, the second semester. Next why are you interested in this job role?
B : Because, I am feel comfortable with my job
A : Why did you choose the receptionist as your job?
B : Because I feel I have passion in reception job
A : So, is that the reason you are being a receptionist, isn‟t it?
B : Ya
A : How long have you been working as receptionist in this hotel?
B : In this aryaduta hotel?
A : Yes
B : Two thousand and six months
A : From two thousand and sixteen?
B : Ya, eh no... no… from two thousand and eighteen?
A : So, its almost 3 years, right?
B : Yes
A : Next, do you have any experience in working in hotel before?
B : Hm..yes, I have an experience working in another hotel, can I say the place?
A : Ya..ya..just say it
B : Okay, at Lariz hotel
A : Lariza hotel?
B : Lariz hotel, in lagaligo street
A : Okay, how could you speak English?
B : How could I speak English? I feel, I can speak English by my daily activity,
and then repeat everyday with same activity, and..just it
A : Have you ever joined English course before?
B : No
A : Do you often get tourist guest before the pandemic?
B : Before the pandemic? Yes, of course
A : All right. What are the difficulties that you get in serving the tourist guest?
B : The difficulty I feel in serving tourist guest is when I am not feel confident
in English speaking and not same accent in English speaking
A : Oh okay. So you mean, it is because we have a different accent with tourist
and you feel difficult to understand what the tourist said
B : Yes
A : What do you do if there is a word you don‟t understand during your
conversation with tourist guest?
B : If I have some problem in speak with tourist, maybe can I use a google
translate and I am ask for help with my friend.
A : Okay, the last question. Could you please explain how you serve the tourist
guest simply? For example, when the guest comes, you greet them based on SOP in
this hotel or is there another way?
B : First greeting
A : Greeting, okay. What else?
B : Maybe you can say good morning and etc, and then you ask for the
reservation. If him have a reservation before please ask for identity card like passport,
and then you help for check in, for registration and we as a reception explain the
facilities that include with him room. Then we give room keys, and we show the
room.
A : Well, that‟s enough for our interview today. Nice to talk to you, thank you.
ONLINE INTERVIEW
Receptionist 1
A : Assalamualaikum ** I am sorry to bothering you again. I just want to ask,
may I?
B : Waalaikumsalam yes, of course.
A : May I send it by voice notes?
B : Yeah
A : Have you ever experienced a situation where after serving a foreign guest or
after talking to a foreign guest, you just realized that a few moments ago there was a
sentence you said but it didn't match with the grammar rules? Or it was wrong in
grammatically? If you have that experienced, how do you solve the error? For
example, after talking to a foreign guest and realizing that there was a grammar error,
you translated these error on Google translate then you memorized and learned it. The
second example, maybe you have learned through movies. Listen to the dialogue in
the film while paying attention to structure of the words. Maybe you have used these
two strategies or do you have another strategy?
B : Yes, always. Actually, I am the one of those people who are not confident
enough to talk to people who can speak English more, I feel pessimistic. But because
of the demands of the job whether you know it or not, it must be said even though it
turns out to be wrong. My first strategy is to translate it first on Google translate or in
the electronic dictionary, and if I have free time I will search and learn it on Google
about the material. Also, I have a friend who is pretty good at English so sometimes I
contact him to ask hehe that‟s all from me.
A : Have you ever learned from a grammar book?
B : Almost never because I don't have a grammar book. But when I was in
college, I once learned from books.
A : Do you think learning from electronic dictionary can have an effect or can
help you in overcoming the error in grammar?
B : Yes, a little bit. Because Google isn't always right either.
A : That‟s right. Once again, thank you for your help
B : You‟re welcome.
Receptionist 2
A : Assalamualaikum ** I am sorry to bothering you. I just want to ask again
B : Waalaikumsalam. Yes, what‟s going on, Wid?
A : It still about my research
B : What is that?
A : May I send it by voice note? I don‟t know how to type it.
B : Haha yes please!
A : Have you ever experienced a situation where after serving a foreign guest or
after talking to a foreign guest, you just realized that a few moments ago there was a
sentence you said but it didn't match with the grammar rules? Or it was wrong in
grammatically? If you have experienced that, how do you solve the error? For
example, after talking to a foreign guest and realizing that there was a grammar error,
you translated these error on Google translate then you memorized and learned it. The
second example, maybe you have learned through movies. Listen to the dialogue in
the film while paying attention to structure of the words. Maybe you have used these
two strategies or do you have another strategy? It doesn‟t matter to answer later if you
are busy right now.
B : Yes I have and definitely have. When it comes to strategies or how to
overcome them so that next time I will be more confident and make sure that my way
of speaking is correct... well for grammar, I use Google translate more often. But
when it comes to pronunciation, personally I learn a lot from songs or movies,
because my hobby is listening to music wkwkwk
A : Oh but for grammar, you just use Google translate.
B : Yes, I use Google translate more often. But it doesn't always depend on
Google translate… Personally, I learned it by myself like “oh, I think this mistake
was here”. Because sometimes Google translate is also inaccurate. Also, I do not
depend on Google translate. But only for crosscheck if my grammar is correct.
Sometimes I share with friends also.
A : Yes, it's correct, because Google sometimes isn't right. Thank you **
Documentation
Research Control
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CURRICULUM VITAE
RATNA WIDIA NINGSIH, was born on November 08th
,
1997, Ujung Pandang, Sulawesi Selatan. She is the third
child of the marriage of Malik Ibrahim and I. Saharu. She
has two sisters and one brother. In 2002 she began her
study at TK Nurul Qalam, and 2003 continued her study at
SD Inpres Pajjaiang and graduated in 2009. Then she
continued at SMPN 25 Makassar and graduated in 2012. Afterwards, she continued
her study at SMK SMTI Makassar and graduated in 2015. In 2016, she was
registered as a student of English Education Department of Teacher Training and
Education Faculty at Universitas Muhammadiyah Makassar. And at the end of her
study, she could finish her thesis entitle “The Receptionists’ Strategies in
Overcoming Speaking Error at Aryaduta Hotel of Makassar”