ERROR
ANALYZIS ON PASSIVE VOICE IN ORAL EXAMINATION BY USING MOVING SENTENCE AT
CANDIDATE TRAINING CLASS (CTC) PROGRAM IN HAPPY ENGLISH COURSE 1 (HEC 1), PARE,
KEDIRI
Thesis
Proposal
Written
By:
ENGLISH
TEACHING AND LEARNING PROGRAM (TBI)
TARBIYAH
DEPARTMENT
STATE
ISLAMIC INSTITUTE (IAIN) OF MADURA
2019
A.
Title
Error Analysis on
Passive Voice in Oral Examination by Using Moving Sentence at Candidate
Training Class (CTC) Program in Happy English Course 1 (HEC 1), Pare, Kediri.
B.
Research Context
The English learners study about grammar at the
school, college, or course because it is the material that will be included in
every practice of English weather spoken or written. Moreover, they are still
the young learner who only knows some vocabularies or expressions. Actually,
grammar will be useless when it meets the culture, but no spoken and written
practice of English is better without good grammar.
After learning grammar, the learner get the test to
measure the result, because test is a method of measuring a person’s ability,
knowledge, or performance in a given domain .[1] Every
teacher, lecture or tutor has different way to give assesment for the members
or students. He or she can use the written or oral examination, but the common
way to score the grammatical mastery in grammar subject is written examination.
Actually, the grammar unit test has covered verb
tenses. The curriculum specifies 45-minute test is to be divided into three
sections. They are multiple choice items, fill in the blank items, and grammar
editing task. All them refer to written examination.
In the fact, there are still many institutions such
as some courses in Pare, Kediri using the oral examination. Here are the
examples like Basic English Course (BEC), Happy English Course 1 (HEC 1), Happy
English Course 2 (HEC 2) and Holiday Program that is conducted by Cambridge
English Course (CEC) and Wavi Team. They have the oral and written examination
for grammar, eventhough oral examination is uncommon way to use.
According
to Lisiswanti, Oral examination
is the assessment method of college student’s ability that uses ‘face to face’
with some examiners [2].
So it looks like the assesment model to measure speaking skill because of testing
orally.
Talking
about oral examination, it is not the easy test. Based on the courses above,
only a few students get success in joining the exam. So that, the researcher is
interseted in choosing the topic, so the result of researching can be used for
avoiding the mistakes and solving the error.
This
research differs from Rika Lisiswanti’s reaserch that focuses on the benifit
and weakness of oral examination, espicially the Medical Education student. The
result of researching is oral
examination can still be used as a method of the assessment in medical education
and it’s depends[3]. Here, the reasercher will try to find the
student’s passive voice error to face it.
Other
research which was conducted by Badrus Shalih is also not same. Its result
shows that there is an effect of question and answer exercises techneque by
using picture on student’s English speaking skill at X - C grade of SMAN 1 Pamekasan. It was proven
from the value t0 (15.30) is higher than
t1 (2,76). It also proved that the significant effect of question and answer
exercises techneque by using picture on students English speaking skill is 99%
because the value of t0 is higher than the value t1 in significant level of 1%.[4]
The following different research belongs to Daimatuz
Zakiyah. Its result shows about errors in using simple past tense by Samar
English Course students. Most students do errors. The kind of errors that
appeared the most is archi-form with fifty seven errors. It is the most errors
that happened in the study. It was followed by alternating form errors with ten
errors, omission errors with eleven errors. Then, followed by simple addition
with two errors and misordering with one
error. So, all of the errors amount to eighty one errors.[5]
It also differ from what the researcher will do, because it focuses on the
kinds of error in using grammatical morphemes (simple past tense).
Based on the statements above, this topic is good
problem to research soon, in order to make every student knows the common
errors and factors. That’s why, the problem can be solved soon and can menimize
the unsuccess students in joining the grammatical oral examination, especially
passive voice material.
C.
Research Problem
According
to John W. Creswell, he said that research problem was general education issue, controversy, concern, in
research that narrow the topic and help researcher to conducting study.[6]
Here, a researcher has devided into two kinds, based on the topic in the
research context above. They are:
1. What are the student’s errors in passive
voice oral examination at Candidate Training Class (CTC) Program in Happy
English Course 1 (HEC 1), Pare, Kediri?
2. What are the factors at student’s error
in passive voice oral examination at Candidate Training Class (CTC) Program in
Happy English Course 1 (HEC 1), Pare, Kediri?
3. How does the tutor solve passive voice
error based on his way at Candidate Training Class (CTC) Program in Happy
English Course 1 (HEC 1), Pare, Kediri?
D.
Research Objective
According to John W Creswell
research objective is a statement of intent use in quantitative research that
specifies goals that investigator plans to achieve the study.[7]
Research objective have same meaning with research
problem but the objective is stated as the goal of the research problem that
has to be achieved.[8]
So, a researcher has two research objectives such as the researcher problem
taken. They are:
1. To identify the passive voice errors in
oral examination at Candidate Training Class (CTC) Program in Happy English Course
1 (HEC 1), Pare, Kediri?
2. To describe the supporting factors that
makes passsive voice error in oral examination at Candidate Training Class
(CTC) Program in Happy English Course 1 (HEC 1), Pare, Kediri, in order to
solve the error.
3. To explain the way to solve the problem
that is done by tutor at Candidate Training Class (CTC) Program in Happy
English Course 1 (HEC 1), Pare, Kediri.
E.
Significant of Study
The
significant of study refers to the benefit of research above. Here, there are
two kinds to implent, such as the theoritical significant and practical
significant. They are:
1.
Theorotical significant
a) The result of this research can be used
for the evaluation of Happy English Course 1 (HEC 1), Pare, Kediri, espicially
to avoid the student’s error in facing oral examination at its Basic Training
Class (BTC) and Candidate Training Class (CTC) Program.
b) The following usage is for reference
that can be used by researcher that holds the mutual research.
2.
Practical significant
a) Grammar teacher and tutor of Basic
Training Class (BTC) and Candidate Training Class (CTC) Program in Happy
English Course 1 (HEC 1), Pare, Kediri, can know the student’s error and their
factors to increase their score and understanding of grammar.
b) Basic Training Class (BTC) and Candidate
Training Class (CTC) Programe students can realize the errors and factors to
change the method used in learning grammar in order to increase the score and
understanding of grammar.
F.
Scope and Limitation
Scope is focus on the thing
which intended to research by the researcher. Limitation is a potential weaknesses or problems with the study that identified by the
researcher.[9]
Here,
the scope that a researcher takes
focuses on A Class of Candidate Training Class (CTC) Program in Happy
English Course 1 (HEC 1), Pare, Kediri. The limitation is the grammatical
errors that is founded in facing the oral examination at A Class of Candidate
Training Class (CTC) Program in Happy English Course 1 (HEC 1), Pare, Kediri.
G.
Definition of Key Term
There are some key terms that reasercher
uses in the study above. They are:
1. Oral Examination is the test that is
used by facing to face between student and eximer to measure the grammar
understanding by giving 4 questions that
is no objection.
2. Student’s error is the student that
makes a mistakes in doing oral examination of grammar subject and the mistake
it self.
3.
Passive
voice error is the student’s mistake to change from active sentence to passive
sentence of tense.
H.
Riview Related Literature
To simplify the reader, the researcher
will help by using any kinds of terms that will be explained bellow. They are
related with topic discussed. It is about the error and examination. All of the
terms bellow are the theories.
1.
Language Testing
a)
Definision
Language testing is the practice and the
study of evaluating the proficiency of an individual in using a particular
language effectivelly.[10]
It means the test to measure the ability, espicially for language. All aspects
of language testing will be covered to save best result and it will be same as
expectation. It can be the grammar, pronountation, diction, intonation, cross
culture understanding, etc.
b)
Characteristics of a good test
In
measering the ability of mastering language must be appropriate. So it will be
good test and objective test. To know it is good or not. it must be
characterisize. There are three kinds. They are,
1) Reliability
It is clear from the foregoing that two
somewhat different types of consistency
or reliability are involved:reliability of the test itself, and reliability of
the scoring of the test. [11]
it refers to the objectives and it can be believed. It can be tested also. So
the test can be said reliability test.
2) Validity
It is found to be based upon a sound analysis
of the skills we wish to measure, and if there is suffecient evidence that test
scores correlate fairly highly with actual ability in the skills area being
tested, then we may feel reasinably safe in assuming that the test is valid for our purposes.[12]
The test mut be believed that is correct and can be used for the test.
3) Practicality
It is a highly reliable and valid
instrument but still be beyond our means or facilities.[13]
It focus on the test or shape of test and also the orientation of test is mutual.
c)
Technique
To measure the ability of mastering
language has many ways. Here the technique to do it are six kinds. They are,
1) Translation
It was formerly one of the most common
teaching and testing devices, and it remains quite popular today in many parts
of the world.[14]
It focuses on how to test by the way of trasfering language to other language
by any kinds of tecjniques of translation.
Even the language changes, but the essence is still same as itself.
2) Dictation
It is another testing device that retains
some of its former popularity in certain areas.[15]
It is same as the translation, but it can be written and oral, not only that it
has many ways such as showing picture, listening to song, etc.
3) Composition
It is somewhat less frequently employed
in foreign-language course now than formerly-at lest in this country-the
rincipal reason is probably the growing ppopularity of the audio-[ingual method
of teaching, not the long-standing objections of the ducaional-measurement.[16]
This test is as like the examiner who gives the questions, but for the anwer
can be composed by another answer and supported by the own reason.
4) Scored interview
It is roughly parallel to the
compisition as a measure of a students’ written language is the scored
interview as a device for asseeing oral competence.[17]
It is done orally. The examiner gives the question oarally not writtenly. He or
she directly mention the question and it must be answered derictly. So the
examiner will save or know the score based on the answer. It is suitable or
not.
5) Multiple-choice items
It is developed overcome a number of the
weaknesses of the composition test that we noted earlier. Because of the highly
structured nature of these items, the test writer can get directly at many of
the specific skills and learnings he wishes to measure, and the examinee canot evade
difficult promblems as he often can with compositions.[18] It
is one of the tests that has any obtions. It means there is the question and
for the answer will be mentioned also, but must be choosen before. Because only
ane answer is correct.
6) Short answer items
It is to combine some of the virtues of
both multiplechoice and composition tests: the problems are short and highly
strutured, yet they provide the examinee with the opportunity to compose his
own answers.[19]
This test is the test that has the question tath the answer is simple and not
to long.
2.
Oral Examination
a)
Definision
Oral examination is the assessment
method of college student’s ability that uses ‘face to face’ with some
examiners.[20]
It means the test is used by oral way to measure the ability of mastering
language. It is done one by one, meaning the way is facing to face.
In other definition, Oral examination is
a practice in many schools and disciplines in which an examiner poses questions
to the students in spoken form.[21]
It same as the previous examination but only does not mention the way is facing
to face. But it is doen by oral way.
It can identify that is mutual tehcnique
with scored interview. It can see from designing assessment task, especially
responsive speaking. When ‘oral production assessment’ is mentioned, the first
thing that comes to mind is an oral interview. Menaing that its designing
assessment task of interview is a test administrator ant a test-taker sit down
in a direct face-to-face exchange and proceed throught a protocol of questions
and directives.[22]
Other side, it does not only talk about
the designing classrom, but it supported by to make the question. the
curriculum allow to do the concept. It can see from oral production section that
is allow to design own oral interview protocol, and so you draft questions to
conform to the accepted pattaern of oral interviews.[23]
The way to design the questions is
moving sentence. It menas the change of tenses for tense material. But for
other material as lika modal, it only changes the time from past to present or
present to past. It can see on the theory that names gramatical transformation
task. Meaning that, change the tense in a paragraph. How can it be in
paragraph? Because, it is comes from assessing writing.
b)
Format
1) Interview style. It means the examinee
is quizzed on the general topics.
2) Clinical style. It means the questions
are specifically regarding diagnosis and treatment plans for a particular
patient.
3) Cognitive style. It is to require
problem solving around specific cases.
4) Role-playing style. It means the
students assume various “roles” with the examinee.[24]
3. Grammar
Discription
of the structure of language and the way in which linguistics units such as
words and phrases are combined to produce sentence in the language.[25]
In this case, its material focuses on passive voice because it is based on
program CTC HEC 1 at April.
The
first explanations of passive voice focus on basic uses of the passive and using
and not mentioning the agent.
1. Agent and instrument : a) The person who
performs an action in a passive sentence is called the agent, introduced by by.
The agent may or may not be mentioned. E.g. My handphone was found by
one of the students at IAIN. b) An object which causes something to happen
is called an instrument, introduced by with. E.g. Faiz was slapped on the face with Edy’s left hand.
2. Verbs can not be passive : a) some of
the transitive verbs can not be passive. They are become, like, suit, let, get, have, lack, resemble and fit (be the
right size). E.g. this pen is had by me, the sentence is wrong, because the
right one is this pen belongs to me. b) fall is an intransitive verb, so we
need not use object. It can not be passive, becaise it is impossible to be
passive voice. E.g the tree was fallen (false). It must be active such
as The tree fell (true).
3.
Unknown
agent : there is nouse using agent, if the agent is unknown such as somebody
and someone, etc. E.g. someone stole
my money becomes my money was stolen without using someone anymore.[26]
The
second explanations of passive voice focus on Have and get
something done,need doing, Passive get, Reporting verbs and Verbs
with prepositions.
1.
Have/get something done : This typically describes a
service performed for us by someone else. E.g. a) I've just had/got my car serviced. b) I must get (have) my hair cut (there
is a feeling that something must be done).
2. Get can
be used instead of be to form the passive in spoken language. E.g Ipul
got cried at his home.
3. Present reference : with verbs such as believe, know, say and think report
people’s opinion. It is followed by present
infinitive. E.g. the problem is known to confuse every person.
4. Past reference : the verbs are such as
present reference’s report people’s opinion. It is followed by past infinitive. E.g. Sitting in
front of the door is believed to have been so difficult finding a couple.
5. Continous infinitive: e.g Edy is said
to be staying an england.
6. Past reporting verbs : If the reporting
verb is in the past, the past infinitive tends to follow. E.g People thought Sue had paid too much becomes Sue was thought to have paid too
much.
7. Ending a sentence with a preposition : Somebody broke into our house becomes Our house was broken into.[27]
4.
Errors
a)
Definition
Many linguists have defined differently
what an error is based on their concept. Making error is the most natural thing
in the world and it is evidently attached to the human being. An error is
deviation in learner language which result from lack of knowledge of the
correct rule.[28]
Grammatical errors accur when students
make errors in using grammar, especially passive voice because this research
focus on it. The date grammatical error does not comprise two but three
sentence; what learners said, what they were attempting to say and what the
native speaker would have said and written.[29]
b)
Type
1) Error of Omission
Error of
omission are indicated by the absence of an item that must appear in a well-from
utterance. Some mo rphome or words in a sentenceare potential part of sentence
for omision. Basically, there are two morphomes consist of a noun, verbs,
adjective, and verbs. The second, types are grammatical that has a miror re in
conveying the meaning of a sentence, include.[30]
-
Noun
and verb inflection.(E.g.: the-s in ther-s)
Uncorrect : He always study every
night
The correct : He always studies
every night
-
Article
(E.g.: a, an, the,etc)
Uncorrect : An beautiful panorama
The correct : A beautiful panorama
-
Verb
auxiliaries (E.g.: is, am, are, etc)
Uncorrect : ‘She has brought books’
change to passive voice to be ‘ books has brought by her
The correct : books have brougth by
her (correct change)
-
And
preposition (E.g.: In, on, under, Etc)
Uncorrect : The book in the table
The correct : The book on table.
2) Error of Additions
Error of
addition are characteristic by the presence of an item which must not appear in
well-formed sentence. It is the opposite of omssion. According to Duly there are three types of addition errors :
-
Doubles
Markings
Many additions
errors are more accurately describe as the failure to delete certain not items
which are required in some linguistic constructions.
E.g. : He doesn’t respects
Because the item rather than one
are marked for the same feature, these types of addition error have been called
double marking.
-
Regularization
The
regularization errors that fall under the addition category are those in which
a marker that is typically added to a linguistic item is erroneously added to
the exceptional items of the given class. That do not marker.
E.g. : My uncle has many sheeps.
From utterance, the word sheeps is
regulazatin in which the regular plural marker –s, respectivey, have been added
to items which don’t take markers.[31]
-
Error
of Misordering
Error of
misordering occurs as there is incorrect placement of a morpheme or a group of
morpheme in a sentence. These error occurrences are usually performed by
students as they have had a good mastery in certain construction. The error of
this kind is error of word order.
E.g.: You speak can English. So,
the correct you can speak English.[32]
- Errors of Misformation
Error of
misformation occurs when the students use the wrong from of the morpheme or
stucture in a sentence. In this case, student use and supply something in a
sentence incorrectly.
-
Regularization
error that fall under the misinformation category is those in which a regular
marker is used in place of an irregular one and also in a comprehension of
grammar.
-
Archi-form.
The selection of one number of a class of the represent others in the class in
common characteristic of all stages of second language acquisition. For
example, the learner substitute does for are, do and is.[33]
I.
Research Method
The research method is to show the process
of how the researcher re searches. The discussion bellow will make the reader
and researcher understand more what the way to do. The contains are approach
and kind or research, attendance of research, setting of research, data source,
instrument of research, data analysis, and step of research.
1.
Approach and Kind of Research
Approach is the level at the which
assumptions and beliefs about language and language learning are specified.[34]
Then according to Donald Ary, qualitative research focuses on understanding
social phenomena from the perspective of the human participants in natural
settings.[35]
The choosen method of research is suitable with the topic, so it is taken.
Because qualitative research is an inquiry approach useful for exploring and understanding
a central phenomenona.[36]
For the kind of research, the researcher
will not use the descriptive. Its research means the research describe
something and investigate of the situation, condition, events, activity, dan
that result of data is explained in form of world in research report.[37]
2.
Attandence of Researcher
According to Amos Hatch the principle
data for qualitative researchers are gathered directly by the researcher
themselves. These data usually include field notes from participant observation,
note from or transcriptions of interviews with informants, and unobtrusive data
such as artifacts from the research site or records related to the social
phenomena under investigation.[38]
So that, it is very important for
researcher. It means the researcher must do it in order to know more detail.
Why is it very important? It is because the researcher is as the research
instrument.[39]
So the researcher must be in the place or the location as a passive observer.
3.
Seatting of Research
In this research, the researcher will
choose CTC Program of HEC 1, Pare Kediri. Because that institutation always
does it. It means the oral examination has been used to being done there. Other
reason is because the course becomes a reference or the example many courses in
Pare Kediri.
4.
Data Source
The main source of data in qualitative
are some words and actions, document and another are as the primary source of
data.[40]
Then according to
Suharsimi Arikunto, Data source is a subject where the data can get from.[41]
He also defines data source is a subject which the data will be
taken.”[42]
Data sourse can be said it is very
important and must be approprite for the target. In conducting this research,
the researcher will decide that the data sourse will come from the CTC Students
of HEC 1 Pare Kediri as subject and the Tutors who come from Mastering System
Program of HEC 1 or Teacher of CTC Programe in HEC 1 Pare Kediri.
5.
Instrument of Research
Instrument of research is very
important, because the data will get from that ways. It is same as data
collection which means one of the ways to collect and to get valid information.
Data collection is more than simply deciding on whether will observe or
interview people.[43]
Here the researcher has three kinds of instrument that will be used. They are
observation, interview, and documentation.
a) Observation
Observation is an activity to focus all
five senses to the subject of research.[44]
So the researcher will be the observer in this research by coming to the class
to know derictly the situation and condition.
1. Participant observer is an observational
role adopted bay researcher when they take part in activites in the setting the
observe.
2. Nonparticipant observer is observer who
visits a site and records notes whitout becoming involved in the activities of
the participatns.[45]
A researcher can collect data from
observing. In this research, the researcher will observe student’s passive
voice errors in oral examination at CTC Program of HEC 1, Pare Kediri. The
researcher wil come the the location as passive observe or nonparticipant
observer.
b) Interview
It
occurs when researchers ask one or more participants general; open ended
questioned and records responses on the survey. There are two kinds of
interviewing, namely structured interview and unstructured interview.
1)
Structured interview
The structured interview used as a technique of data
collection. It is done if the researcher knew the information will be gotten.
In this type of interview the researcher prepare a research instrument like
questions and answers to give several correspondents with the same questions.
2) Unstructured interview
Unstructured interview is free interview where the
researcher does not use manual
interview systematically and complete. The interview only asks the point
problem will be asked.[46]
The researcher will use structured
interview to collect the data. The targets are CTC students of HEC 1 and tutor
of TC in HEC 1 or teacher of CTC in HEC 1. The questions must have been
prepared befor interviewing.
EXAMPLE OF INTERVIEW
1) Do you always use oral examination to
meusure the student’s gramatical mastery?
2) When do you conduct grammatical oral
examination?
3) Hom many questions do you give the
students?
4) What mistake dod your students always
make?
5) In your experince, what factor makes
your students do mistake?
6) How do you solve that problem?
7) After doing oral examination, Why do you
only infor the score whitout mentioning the mistake to your students?
8) How do your students know the mistake in
order to solve it?
c) Documantation
It consists of public and private records that qualitative
researcher can obtained about a site or participants in a
study, such as news paper, minutes of meeting, personal journals, or diaries.[47]
The documentation
is very needed to make the data gotten has authentic proof in this research.
The researcher collects the data such as photos of the activities during oral
examination happens in the class, the student’s result of oral examination,
especially for the grammatical errors.
The
documantations used are
1)
Photos.
2)
The
ttendance list of CTC students in HEC 1.
3)
The
report of oral examination.
6.
Data Analysis
Data analysis is the process of
systematically searching and arranging the interview transcripts, field notes and
other materials, that
the researcher accumulates to increase her own understanding of them and enable
you to present what you have discovered to others.[48]
a)
Data Reduction
In
this case all information that is got from observation, documentation and interview,
will be summarized and then the research will choose the important data. Here
the researcher focuses on the important data and the researcher finds the
appropriate term and pattern.
b)
Data Display
After the data is
reduced, the researcher will display the data that the researcher be easy to
understand anything that happens and plan to next step based on the previous
understanding.
c)
Drawing Conclusion/verification
The following, the researcher displays the data and will take conclusion/verification based on the
data display, the researcher writes a conclusion based on
the data that the researcher gets from observation, interview
and documentation.
7.
Data Validity
Validity is the development of sound evidence to
demonstrate that the intended test interpretation (of the concept or construct
that the test is assumed to measure) matches the proposed purpose of the test.[49] In this research, the
researcher uses triangulation to verify the data. There are three kinds of
triangulation are source triangulation, technique triangulation, and time
triangulation. But this research uses triangulation of data sources and
triangulation of data collecting data.
a) Triangulation of data sources
b) Triangulation of collection technique
c) Trianggulation of time
In this case, the researcher uses source
triangulation, because the source of data comes from the BTC students of BEC
and the MS tutor of BEC and the BTC
teacher of BEC. In this case, the researcher compares the result of observation
and the result of interview to gain the data validity.
8.
Step of Research
There are 8 steps which researcher will
do in finishing this research. They are,
1. Researcher will come to HEC 1 Pare
Kediri
2. Researcher meets with the Director of
BEC to give permiting letter observation that is given by IAIN Madura.
3. The researcher will visit the TC tutor
and CTC teacher to permit and confirm about the will coming there and also show
the recomandation of BEC director.
4. The researcher will observe the process
of oral examination in CTC Programe of HEC 1.
5. Researcher wiil take picture to get the
proof in supporting the validity of data.
6. The researcher will interview the tutor
and teacher about the errors and students about the factor and the common
error.
7. Researcher will analysis the data gotten
from all of instruments that used in the process of research.
8. The researcher will make the conclusion
from the data.
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Jack C., et al. (1986) Approaches and
Methods in Language Teaching, United Kingdoom: Cambridge University Press.
Sugiyono (2011), Metode
Penelitian Kuantitatif Kualitatif R & D. Bandung : Alfabeta.
Badrus
Shalih, The Effect Question and Answer
Exercise Techneque by Using Picture on Student’s English Speaking Skill at
Tenth C Grade of SMAN 1 Pamekasan.
Lisiswanti,
Rika,The Benifit and Waknesses of Oral
Examination in Medical Education, the article in Department of Medical
Education, Faculty of Medicine, Universitas Lampung .
Fulcher, Glenn, What is Language Testing?, accessed on http://language
testing.info/whatis/lt.html at 22.51 PM on Friday, 26 May 2017
No writer, Oral Exam, accessed on http://en.m.wikipedia.org/wiki/oral_exam
at 12.12 on Saturday, 27 May 2017.
No writer, Oral Examination, accessed on http://pogsinc.org/files/annaual_trainors/Oral%20Examination.pdf at 12.31 on Saturday, 27 May 2017.
Michael Vince and Peter
sunderland. Advanced Language Practice.
Macmillan. 2003
Rod Ellis, Second Language Acquition. USA: Oxford
University Press, 1985
[1] H.
Douglas Brown and Priyanvada Abeywickrama, Language
Assesment Principles and Classroom Practices, Second Edition, (United
States of America: Pearson Longman, 2010), p.3
[2] Rika Lisiswanti,The Benifit and Waknesses of Oral Examination in Medical Education,
the article in Department of Medical Education, Faculty of Medicine,
Universitas Lampung .
[3] Ibid.,
[4] Badrus
Shalih, The Effect Question and Answer
Exercise Techneque by Using Picture on Student’s English Speaking Skill at
Tenth C Grade of SMAN 1 Pamekasan.
[5]
Daimatuz Zakiyah, An Error Analysis On
The Use of Grammatical Morphemes (Simple Past Tense) On Students Speaking Skill
AT Samar English Course Kalianget, Sumenep.
[6] John W. Creswell, Educational
Research Planning Conducting, and Evaluating Quantitative and Qualitative
Research ( University of Nebraska Linclon: PEARSON, 2012)
p. 59
[7] Ibid,
P.111
[8] Mohammad Adnan Latief, Research
Methods In Language Learning An Introduction, (Malang: Universitas Negeri
Malang, 2015). P.27
[10] Glenn
Fulcher, What is Language Testing?, accessed
on http://language
testing.info/whatis/lt.html at 22.51 PM on Friday, 26 May 2017
[11] David
P. Harris, Language Testing As a Second
Language, (United State: McGraw-Hill, 1969), P. 14
[12] Ibid,
P.19
[13] Ibid,
P. 21
[14] Ibid,
P. 4
[15] Ibid,
P. 5
[16] Ibid.,
P. 6
[17] Ibid.,
P. 6
[18] Ibid.,
P. 7
[19] Ibid,.
P. 8
[20] Lisiswanti, The
Benefit and Weakness of Oral Examination
in Medical Education.
[21] No
writer, Oral Exam, accessed on http://en.m.wikipedia.org/wiki/oral_exam
at 12.12 on Saturday, 27
May 2017.
[22] H.
Douglas Brown and Priyanvada Abeywickrama, Language
Assessment Principles and Class Romm Practice, (No Place: Pearson Longman,
2010), P.207
[23] Ibid, 65.
[24] No
writer, Oral Examination, accessed on
http://pogsinc.org/files/annaual_trainors/Oral%20Examination.pdf at
12.31 on Saturday, 27 May 2017.
[25] David
Nunan, Second Language Teaching and
Learning, (Boston:Heinle Publisher, 1999), P. 97
[26] Michael
Vince and Peter sunderland. Advanced
Language Practice. (Macmillan.2003), P. 33-34.
[27] Ibid P.
40-41
[28]
Creswell, P. 105
[29] Rod
Ellis, Second Language Acquition
(USA: Oxford University Press, 1985), P. 10
[30] Dulay
Kart and Krashen, Error Analysis in
Teaching English, (USA: Oxford
Univercity Press, 1982), P. 146
[31] Ibid,
156
[32] Ibid,
157
[33] Ibid,
158
[34] Jack C.
Richard, et al., Approaches and Methods
in Language Teaching, (United Kingdoom: Cambridge University Press, 1986),
p. 15
[35] Donald
Ary and Jacob Lucky, Introduction in
Research in Education (Canada: Nelson Education,2006),P,22.
[36]
Creswell, P. 626.
[37]
Suhasini Arikunto, Prosedur Penelitian
Suatu Pendekatan Praktik, (Yogyakarta: Reneka Cipta, 2010), P.3
[38] J Amost
Hatch, Doing Qualitative Research in
Education Setting, State University of New York Press, 2002, p. 7
[39] Lexy J.
Moleong, Metodologi Penelitian Kualitatif, (Bandung, PT Remaja
Rosdakarya, 2008), P. 9.
[42]Ibid P. 21.
[43]
Creswell, P. 204
[44] Ibid.
[47]
Ibid.,P. 199
