AN ERROR ANALYSIS OF THE TEACHERS’ SPOKEN LANGUAGEudIN THE MATHEMATICS TEACHING-LEARNING PROCESSudAT DESIGNATED INTERNATIONAL RATING SCHOOLud(A Descriptive Study at SMP Negeri 1 Boyolali in the Academic Year ofud2011/2012)

摘要

This study investigates the spoken language errors of the mathematicsudteachers of Designated International Rating School. It aims to find the types ofuderrors, the frequency of errors, and the sources of errors that the mathematicsudteachers made in their spoken language during mathematics teaching learningprocess.udThe research method employed in this study is descriptive research. Theudstudy was carried out at SMP Negeri 1 Boyolali in May 2012. The data sources ofudthis research are recorded audios of the mathematics teachers’ spoken languageudand their transcriptions. In collecting the data, the writer uses recording technique.udThe writer is present as a passive participant in the research setting that is theudclassroom where the research subjects teach the mathematics lesson. The writerudfollows and records all the mathematics teachers’ spoken language from theudbeginning till the end of the mathematics lesson. All recorded audios areudtranscribed and coded into Teacher A, B, C, and D. Then, they are analyzed usingudCorder’s procedures of error analysis to identify which utterances containinguderrors, the errors types, the errors frequency, and the errors sources.udThe results of the data analysis show that the most errors type committedudby the mathematics teachers is grammatical errors, and followed by phonologicaluderrors and lexical errors. The grammatical errors cover errors in article, noun-verbudformation, noun word order, possessive pronoun, relative pronoun, third personudsingular verb, plural noun marker, preposition, parallelism, passive voice, subjectverbudagreement, tenses, interrogative sentence, imperative sentence, and sentenceudcomponents. In phonological errors, the mathematics teachers pronounce theudsegmental phonemes of the target language incorrectly. In lexical errors, theudmathematics teachers choose some inappropriate diction in their speech. For theuderrors sources, the sources of grammatical errors are mainly caused byudsimplification. All the phonological errors done are resulted from the mathematicsudteachers’ first language interference. Meanwhile, the causes of lexical errors areudmostly caused by false concept hypothesized.udKey words: spoken language errors, linguistic taxonomy, bilingual mathematicsudteachers.