i
AN ANALYSIS OF PHRASAL VERBS USAGE IN SPEAKING CLASS AT THE
SECOND SEMESTER OF ENGLISH EDUCATION DEPARTMENT OF THE STATE
ISLAMIC INSTITUTE OF SURAKARTA IN ACADEMIC YEAR 2017/2018
THESIS
Submitted as A Partial Requirements
for the Undergraduate Degree in English Education Department
Arranged by:
Manda Radina Agni SRN 14.32.2.1.128
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
STATE ISLAMIC INSTITUTE OF SURAKARTA
2018
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DEDICATION
This thesis is fully dedicated to:
My beloved Mom and Dad,
Ibu DAMINI and Bapak SUKIRMAN
Thanks for your sacrifice.
All my Sister and Brother,
Thanks for your support
And all my friends
Fighting!
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MOTTO
Dream! Because God will embrace those dreams.
(Andrea Hirata)
Learning is not attained by chance, it must be sought for with ardor and attended to
with diligence.
(Abigail Adams)
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ACKNOWLEDGEMENT
ـب ـب ب الر س م ب الر ب س ــــــــــــــــــ ب س
All praises be to Allah, the Lord of the world, who has given the writer His
mercy, blessing, guidance, and the strength to finish this research. Sholawat and
salam may Allah send to our prophet Muhammad SAW (Peace be upon him), his
families, his companions, and his followers.
The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would like
to express her deepest thanks to all of those who had helped, supported, and
suggested her during the process of writing this thesis. This goes to:
1. Dr. H. Mudofir Abdullah, S.Ag, M.Pd., as the Rector of the State Islamic Institute
of Surakarta. Thanks for giving permission for the researcher‟s research.
2. Dr. H. Giyoto, M. Hum., as the Dean of Islamic Education and Teacher Training
Faculty. Thanks for giving permission for the researcher‟s research.
3. Dr. Imroatus Solikhah, M. Pd., as the Head of English Department of Teacher
Training and English Education Faculty. Thanks for giving permission for the
researcher‟s research.
4. SF. Luthfie Arguby Purnomo, S.S., M.Hum, as the advisor who has given his
time to guide the researcher until this thesis finished. Thanks for the advice,
suggestion, and guidance
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5. All the lecturers and officials employees of the English Department of Teacher
Training and English Education Faculty of State Islamic Institute of Surakarta.
Thanks for giving the service and the time during the researcher‟s study.
6. Mr. Sabariyanto, M.Pd., as the lecturer of Formal Speaking class at second
semester. Thanks for giving permission for the researcher‟s research.
7. The Students of 2A who are willing to contribute their effort during the study.
The researcher realizes that this thesis is still far for being perfect. The
researcher hopes that this thesis is useful for the researcher in particular and the
reader in general.
Surakarta, June 28th
, 2018
The Research
MANDA RADINA AGNI
SRN.14.32.2.1.128
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TABLE OF CONTENTS
TITLE ............................................................................................................................ i
ADVISORS SHEET .................................................................................................... ii
RATIFICATION ......................................................................................................... iii
DEDICATION ............................................................................................................ iv
MOTTO ....................................................................................................................... v
PRONOUNCEMENT ................................................................................................. vi
ACKNOWLEDGMENT ............................................................................................ vii
TABLE OF CONTENTS ............................................................................................ ix
ABSTRACT ................................................................................................................ xi
LIST OF FIGURE ...................................................................................................... xii
LIST OF TABLE ...................................................................................................... xiii
LIST OF APPENDICES ........................................................................................... xiv
LIST OF FIELD NOTE ............................................................................................. xv
CHAPTER I: INTRODUCTION ................................................................................. 1
A. Background of study ........................................................................................ 1
B. Limitation of study ........................................................................................... 4
C. Identification of problem .................................................................................. 4
D. Problem Formulation ....................................................................................... 4
E. The Objective of study ..................................................................................... 5
F. The Benefit of study ......................................................................................... 5
G. Definition of key terms .................................................................................... 6
CHAPTER II: REVIEW ON RELATED LITERATURE ........................................... 7
A. Definition of Speaking ..................................................................................... 7
B. Definition of Phrasal Verbs ............................................................................ 10
C. Properties of Phrasal Verbs ............................................................................ 13
D. The Characteristics of Phrasal Verbs ............................................................. 15
E. Kinds of Phrasal Verbs .................................................................................. 19
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F. Errors made by learners ................................................................................. 22
G. Difficulties and Errors in Acquisition of Phrasal Verbs ................................ 28
H. Previous Related Studies ................................................................................ 33
CHAPTER III: RESEARCH METHODOLOGY ..................................................... 37
A. Research Design ............................................................................................. 37
B. Research Setting ............................................................................................. 38
C. Subject of the Research ................................................................................. 39
D. The Source of Data ......................................................................................... 39
E. Instrument of the Research ............................................................................. 40
F. Technique of Collecting Data ........................................................................ 41
G. Data Coding ................................................................................................... 44
H. Technique of Analysis Data ........................................................................... 45
I. Trustworthiness of the Data ........................................................................... 52
CHAPTER IV: THE RESULT OF THE STUDY ..................................................... 54
A. Research Findings ........................................................................................... 54
B. Discussion .................................................................................................... 106
CHAPTER V: CONCLUSION AND SUGGESTION ............................................ 111
A. Conclusion ................................................................................................... 111
B. Suggestion .................................................................................................... 112
BIBLIOGRAPHY .................................................................................................... 113
APPENDICES ......................................................................................................... 133
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ABSTRACT
Agni, MandaRadina. 2018. An Analysis Of Phrasal Verbs Usage In Speaking Class
At The Second Semester Of English Education Department Of The State
Islamic Institute Of Surakarta In Academic Year 2018/2019. Thesis.English
Letters Study Program, Islamic Education and Teacher Training.
Advisors: SF. LuthfieArgubyPurnomo, S.S., M.Hum
Key words: Phrasal Verbs; Speaking; Error; Difficulties
The researcher investigates phrasal verbs in the speaking class at second
semester in the State Institute Islamic of Surakarta. Phrasal verbs are the combination
of verb and particle like preposition or adverb to usher a new meaning. The objectives
of this research are to describe the phrasal verb errors made by the students and to
investigate the difficulties the students face in delivering speaking material with
phrasal verbs.
This research employed descriptive qualitative. The sources of the data were
the recording of the student‟s performances and transcripts. Techniques of collecting
data are observation, interview, and documentation. The researcher observed the
performance in speaking class and made note on the phrasal verb‟s errors made by
students then interviewing the students to reveal the difficulties they faced.
The researcher found that there were phrasal verbs errors made by 15 students
with 27 errors. Five types of difficulties are based on Liao and Fukuya and
Kharitonova (2004) are found such as lack of knowledge with 9 data, incomplete
learning with 14 data, ignorance and passive learning for comprehensionwith 4 data,
and two difficulties with none. The most dominant phrasal verb error found is
semantic error while the most dominant difficulty found is incomplete learning.
These findings suggest that the students tend to separate the meaning of each word,
from which the whole meaning of the phrasal verbs might suffer from losses.
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LIST OF FIGURE
Page
FIGURE 1: Independence Day ................................................................................ 117
FIGURE 2: Kartini‟s Day ........................................................................................ 119
FIGURE 3: Graduation ............................................................................................ 121
FIGURE 4: Interview ................................................................................................ 123
FIGURE 5: Sales ....................................................................................................... 125
FIGURE 6: Seminar ................................................................................................. 127
FIGURE 7: News Anchor ........................................................................................ 129
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LIST OF TABLE
Page
TABLE 1: Table 4.1 .................................................................................................... 55
TABLE 2: Table 4.2 .................................................................................................... 62
TABLE 3: Table 4.3 .................................................................................................... 65
TABLE 4: Table 4.4 .................................................................................................... 70
TABLE 5: Table 4.5 .................................................................................................... 72
TABLE 6: Table 4.6 .................................................................................................... 74
TABLE 7: Table 4.7 .................................................................................................... 76
TABLE 8: Table 4.8 .................................................................................................... 79
TABLE 9: Table 4.9 .................................................................................................... 83
TABLE 10: Table 4.10 ................................................................................................ 86
TABLE 11: Table 4.11 ................................................................................................ 87
TABLE 12: Table 4.12 ................................................................................................ 88
TABLE 13: Table 4.13 ................................................................................................ 89
TABLE 14: Table 4.14 ................................................................................................ 92
TABLE 15: Table 4.15 ................................................................................................ 93
TABLE 16: Table 4.16 ................................................................................................ 94
TABLE 17: Table 4.17 ................................................................................................ 95
TABLE 18: Table 4.18 ............................................................................................... 98
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LIST OF APPENDIX
Page
APPENDIX 1: Students List ..................................................................................... 133
APPENDIX 2: Transcript 1 ..................................................................................... 136
APPENDIX 3: Transcript 2 ..................................................................................... 141
APPENDIX 4: Transcript 3 ...................................................................................... 146
APPENDIX 5: Transcript 4 ..................................................................................... 152
APPENDIX 6: Transcript 5 ..................................................................................... 156
APPENDIX 7: Transcript 6 ..................................................................................... 160
APPENDIX 8: Transcript 7 ..................................................................................... 171
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LIST OF FIELD NOTE
Page
FIELD NOTE 1: Observation .................................................................................. 191
FIELD NOTE 2: Interviews ..................................................................................... 194
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CHAPTER I
INTRODUCTION
A. Background of Study
The importance of multiword expressions to gain fluency in language learning
has been asserted by many researchers (Wood, 2004; Folse, 2004). In particular,
mastering them is considered an essential part of speaking skills. Richards and
Renandya (2002: 210) said that speaking is one of the central elements of
communication. Comprehending the meaning of multiword expressions is
essential, yet, it is not only in speaking or productive skills but also in listening or
receptive skills. One of the reasons is that there are many layers and kinds of
multiword expressions such as idioms, fixed expressions, phrasal verbs, prefabs
etc (Moon, 1997; Wray, 2002). Amongst them, the present study narrowly focuses
on phrasal verbs, which are considered a proper feature in English.
Phrasal verbs are usually found in grammar courses in the ESL/EFL
curriculum, but they also appear in vocabulary textbooks. A phrasal verb is a
phrase which consists of a verb in combination with a preposition or adverb or
both, the meaning of which is different from the meaning of its separate parts:
'look after', 'work out' and 'make up for' are all phrasal verbs based on Koprowski,
(2005: 322-332). Surely we often say the word phrasal verb, isn‟tt it? In fact, the
phrasal verbs are often spoken by others around us without us knowing it.
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There are some phrasal verbs that we use in our daily activities such as „check
this out‟ when we show the picture or video displayed, „come on‟ when we invite
someone or friend and etc. Maybe some people out there still do not understand it.
Even so, the phrasal verbs are very attached to us without us knowing it. We often
say the words of phrasal verb with our habits that, we often hear it either on
television or hear it directly. Although we do not know the words before or may
not know how the writing, we still say the word. It can be identified that phrasal
verbs are very important in communicating or speaking English.
There are two major subcategories of the phrasal verb: inseparable and
separable. With transitive phrasal verbs or separable, the particle can be placed
after the direct object. This is the normal word order then the object is a pronoun,
for example: we put the book back. The book here we can change into “it”. While
inseparable from the opposite of the separable means, it is not necessarily
separated by the example "come on, guys". Both of these types will identify the
phrasal verbs are either separable or inseparable.
The researcher is challenging her-self to observe the second semester from
English Education Department with the lecturer that is Mr. Sabariyanto and ask
permission from the lecturer to attend the class to observe whether the word
phrasal verbs are spoken in the class. Before observing, the researcher interviewed
the lecturer about the state of the class and he said that the classes he taught
included as classes with active students and often phrasal verbs spoken in informal
speaking even though they had not been taught about phrasal verbs. Not only was
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the lecturer interviewed, but also the students, they said that they have not been
taught about phrasal verbs but often pronounce those words because of the habit of
hearing.
Finally, the researcher observes one of his classes that are A class. The
researcher got something interesting from the class as students say words included
as phrasal verbs like "look after", "stand up", "in order to" in the class of speaking
formal setting. But in its use, some of them are still less precise like “look after”
which means caring in the student's sentence to be looked after. Therefore, the
researcher wanted to study phrasal verb in the second-semester student especially
the speaking class of A class.
The researcher concludes that the students of the second semester have
knowledge of the phrasal verbs even if they are not aware of it. For the semester
which is still as early as the second semester and the students from the speaking
classes especially in A class can say words of the phrasal verbs, it is a wonderful
thing. Although, they have not received detailed learning of phrasal verbs.
From the background above, the researcher is interested to conduct a research
entitled “AN ANALYSIS OF PHRASAL VERBS USAGE IN SPEAKING
CLASS AT THE SECOND SEMESTER OF ENGLISH EDUCATION
DEPARTMENT OF THE STATE ISLAMIC INSTITUTE OF SURAKARTA
IN ACADEMIC YEAR 2017/2018”. The researcher focused on the placement to
use phrasal verb correctly and resolve if they forgot to speak up in front of class.
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B. Limitation of the Problem
Obviously, this study will have a broad scope. The limitation of the problem
is follows: An Analysis of Phrasal Verbs Usage in Speaking Class at 2nd Semester
of English Education Department of The State Islamic Institute of Surakarta in
Academic Year 2017/2018. The researcher has a very limited ability to study all of
the problems that have been identified. Based on background of the study above,
researcher will only focus on phrasal verbs errors and the difficulties. The
researcher will limit the type of phrasal verbs errors is semantic errors from five
types of phrasal verbs errors baed on Riguel (2014). Furthermore, the researcher
will describe the students‟ difficulties of the phrasal verbs errors made by the
students.
C. Identification of Problem
Based on the background of the study above, there are several problems
which arise. The problems can be identified as follows:
1. The students get phrasal verbs‟ error.
2. The students are still difficult to speak phrasal verbs.
3. The students still lack of knowledge of meaning about phrasal verbs.
D. Problem Formulation
From the background of the study stated above, the researcher formulated
the questions as follows:
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1. What phrasal verb errors are made by the students of 2nd
Semester of the State
Islamic Institute of Surakarta in Academic Year 2017/2018?
2. What difficulties do the students face in delivering speaking material with
phrasal verb of 2nd
Semester of the State Islamic Institute of Surakarta in
Academic Year 2017/2018?
E. The Objective of the Study
The objectives of the research are intended:
1. To describe the phrasal verb errors are made by the students of 2nd
Semester of
the State Islamic Institute of Surakarta in Academic Year 2017/2018.
2. To investigate the difficulties do the students face in delivering speaking
material with phrasal verb of 2nd
Semester of the State Islamic Institute of
Surakarta in Academic Year 2017/2018.
F. The Benefit of the Study
This research has contribution for two aspects; theoretical and practical.
1. Theoretical Benefit
a. To improve knowledge of phrasal verb, the researcher hopes that this
research will give contribution for the development of education.
b. Giving contribution as the reference for the next research about using of
phrasal verb in speaking class not only at the 2nd
Semester of the State
Islamic Institute of Surakarta.
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2. Practical Benefit
a. This research will be useful especially for the students on 2nd
semester of the
State Islamic Institute of Surakarta who use phrasal verb.
b. This research will give consideration for students in their speaking class.
c. To solve the difficulties that faced by students in using phrasal verb.
G. Identification of Key terms
The purpose of this clarification of terms is to avoid misunderstanding. The
terms are:
1. Phrasal Verb
A phrasal verb is a phrase which consists of a verb in combination with a
preposition or adverb or both, the meaning of which is different from the
meaning of its separate parts: 'look after', 'work out' and 'make up for' are all
phrasal verbs based on Koprowski, (2005: 322-332). Wishon, Burks (1980:
319) says: “Phrasal verb consists of a simple verb + 1 or two particle where the
meaning of the compound is often different from the meaning of the individual
parts.”
2. Speaking skills
Speaking skill in this study refers to a skill to express arguments, ideas, and
daily conversations through English as an oral communication (Brown, 2001)
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CHAPTER II
REVIEW ON RELATED LITERATURE
A. Definitions of speaking
In our experience as the language teacher, speaking has always been
the most challenging skill for most of our freshman students. Richards and
Renandya (2002: 210) said that speaking was one of the central elements of
communication. The ability to speak which is one of the language skills are
the major factor in mastering English. Speaking skill in this study refers to a
skill to express arguments, ideas, and daily conversations through English as
an oral communication based on Brown (2001). Speaking is the process of
transmitting ideas and information orally in different situations. Transmitting
information means giving information to others in a communication.
Therefore in communication speakers produce messages and conveying the
message in the various skills, articulation, and nonverbal signals.
Tarigan (1990: 3-4), defines that speaking is a language skill that is
developed in child life, which is produced by listening skill, and at the period
when speaking skill is learned. Furthermore, Tarigan (1990: 8), adds that
“Talking is a way to communicate that affect our daily lives”. It means that
speaking is the way of communication that influences our individual life
strongly.
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Besides that, speaking has some difficulties. There are many
characteristics that make speaking English difficult according to Brown
(2001: 270), there are eight characteristics; each of them will be explained as
follow:
1. Clustering
Fluent speech is phrasal, not word by word. Learners can organize
their output both cognitively and physically (in breath groups) through
such clustering based on Brown (2001: 270).
2. Redundancy
The speaker has an opportunity to make meaning clearer through the
redundancy of language. Learners can capitalize on this feature of spoken
language based on Brown (2001: 270).
3. Reduced Form
Contractions, elisions, reduced, vowels, etc. all form special problems
in teaching spoken English. Students who do not learn colloquial
contractions sometimes develop a stilted bookish quality of speaking that
turn stigmatize them based on Brown (2001: 270).
4. Performance Variable
One of the advantages of spoken language is that the process of
thinking as you speak allows you to manifest a certain number of
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performance hesitations, pauses, backtrackings, and corrections based on
Brown (2001: 270).
5. Colloquial Language
Make sure that your students are reasonably well acquainted with the
words, idioms, and phrases of colloquial language and they get practice in
producing these forms based on Brown (2001: 270).
6. Rate of Delivery
Another salient characteristic of fluency is rate of delivery. One of
your tasks in teaching spoken English is to help learners achieve an
acceptable speed along with other attributes of fluency based on Brown
(2001: 270).
7. Stress, Rhythm, and Intonation
This is the most important characteristics of English pronunciation, as
will be explained below. The stress-timed rhythm of spoken English and
its intonation patterns convey important message based on Brown (2001:
271).
8. Interactions
Learning to produce waves of language in vacuum-without
interlocutors-would rob speaking skill of its richest component: the
activity of conversational negotiation based on Brown (2001: 271).
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There are eight characteristics that make speaking English difficult for
the students based on Brown (2001). We know that the students are not native
speakers so that they definitely get some difficulties in speaking English,
therefore the researcher discusses those characteristics the students face in
speaking English.
B. Definitions of Phrasal Verb
There are many definitions based on experts, such as based on
Koprowski, (2005: 322-332) that a phrasal verb is a phrase which consists of a
verb in combination with a preposition or adverb or both, the meaning of
which is different from the meaning of its separate parts: 'look after', 'work
out' and 'make-up for' are all phrasal verbs. A phrasal verb is the combination
of a verb with an adverb or preposition and occasionally with an adverb and
preposition.
According to McArthur (1992:72- 6), the term "phrasal verb" was first
used by Logan Pearsall Smith, in "words and idioms" (1925), in which he
states that the editor or Henry Bradley Suggested the term to him. That
statement above is similar with the statement or opinion of Kollin, Martha,
and Rober Funk (1998:35) says: “Phrasal verb only form an idiom, a phrase
whose meaning cannot be predicted from the meaning of its parts.” Both
theories said that phrasal verbs are like an idiom, but actually different
because an idiom is an expression whose meaning is different from the
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meaning of the individual word. For example, to have your feet on the ground
is an idiom meaning to be sensible.
While phrasal verb is a combination of words that is used as a verb
and consists of a verb and an adverb or preposition, for example, give in or
come up with. So, the meaning of a single word is not clear yet. Like
according to Trask, (1977:169) he says, “Phrasal verb: a verb consisting of a
simple verb plus one or more particles, the meaning is no generally
predictable from the meaning of the component part”.
There are phrasal verbs that we cannot predict the meaning because
every meaning of a single word is far from the meaning of those words we
combine it. We can know from giving up, call on, hand-down and etc. they
are phrasal verbs that we cannot predict their meaning of every word. As we
know from the statement of Wishon, Burks (1980: 319) says: “Phrasal verb
consists of a simple verb + 1 or two particle where the meaning of the
compound is often different from the meaning of the individual parts.” Like
the example above such as, give up, call on, hands-down.
Every word from “give up” has a meaning itself, “give” is a verb that
similar with share and “up” like a bird fly in the sky then we combine it
become one and has a different meaning become adjective toward someone
that we don‟t want to effort again. Crowell (1964: 401) says: “Phrasal verb is
a combination of a verb and a particle which together have a meaning
different from the customary meaning of the two words.”
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Most of the theories about phrasal verbs are similar; many experts said
that phrasal verbs consist of one word or simple word added with a
preposition, particle or adverb then change to become one meaning although
there is meaning for every word before. And one theory again said about it
like Allsop (1982: 210) says; “A phrasal verb consists of a simple verb + 1 or
two particles where the meaning of the compound is often different from the
meaning of the individual parts.” Such as growing + up, every word has the
meaning itself. It does not combine 2 words that have meaning itself but one
word that has a clear meaning and add it one preposition.
Different from the opinion of Downing and Locke (1992:335) stated:
“Phrasal verbs examined so far display a high degree of semantic
cohesiveness and idiomatic”. This statement and explanation from this book
help me to give more information about the meaning of phrasal verbs clearly.
From Geoffrey Leech (1975:263) in his book “A Communication Grammar of
English” stated: “Some phrasal verbs retain the individual meaning of the
verb and the adverb, whereas for other phrasal verbs the meaning of
combinations cannot be built up from the meanings of the individual verb and
adverb”.
So, we can know that we cannot translate the phrasal verbs in every
word. We must determine the condition or situation when we speak phrasal
verb. The Phrasal verbs appear around us to make us easier when we speaking
English because the words of phrasal verbs are a common word that we often
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use in daily life. Then, we can know about the differences between phrasal
verbs and prepositional verbs and how to use phrasal verbs effectively in a
sentence.
C. Properties of Phrasal Verbs
Traditional grammarians define a phrasal verb as a verb followed by a
particle (variously described as a preposition, adverb, or some of the
combination of the two). For examples:
I put back the book.
Put back means replace.
We will look into the problem.
Look into means investigate.
She will talk over the case later.
Talk over means discuss.
I got up at 5 a.m yesterday.
Got up means arise.
Certain particles such as up, down, on, off, and back can be readily for
phrasal verbs combining with common verbs such as come, go, do, make and
give. (For these particles and verbs, we will discuss them in the characteristics
of phrasal verbs). According to Wishon and Burks (1980:320) the properties
of Phrasal verbs are:
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1. Tense formal and verbs
Phrasal verbs operate with all auxiliaries, that is, all the tenses and
other constructions, like any other verbs. They occur in verbal (participle,
infinitive, and gerund) form. For examples:
a) Has Mr. Liberti looked into the coats of boat travel? (present perfect)
b) She can‟t find out the sailing dates. (with modal auxiliary)
c) Anyone else would have given up long ago. (with modal auxiliary)
d) Looking up phone numbers takes all her time. (gerund)
e) She wants to line up my different offerings, than compare them.
(infinitive)
f) Soon she will have been told off by all the travel agencies in town.
(future perfect tense)
2. Sentences patterns
Like other verbs, some phrasal verbs are in certain sentence patterns
and some in others. Verbs not followed by + a/an objects (intransitive
verbs) occur in the noun + verb + adverbial pattern. Phrasal verbs in this
pattern are not separated. They tend to be combinations that cannot be
separated without a change in meaning. For examples:
a) We get up at five o‟clock every morning.
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b) Did Rubin get off on time?
c) Did the monster get away?
Verbs followed by an object (transitive verbs) occur in the noun + verb
+ noun pattern. Not many phrasal verbs (and not many verbs in general)
are used in the noun + verb + noun + noun pattern. When the phrasal verb
occurs, its parts tend to be separated by the indirect object. For examples:
a) Mix me up a large salad.
b) The police gave him back his wallet.
Phrasal verbs are not found in the sentence patterns using linking
verbs, noun + linking verb + noun/ adjective (honey is sweet) and noun +
linking verb + adverbial (the honey in on the shelf), nor in there
transformation of this pattern (there is a jar of honey on the table). The
description that can be taken from explanations and examples above is that
phrasal verbs occur primarily in the noun + verb + noun pattern. A small
number of verbs can be used in the noun + verb + noun + noun pattern.
D. The Characteristics of Phrasal Verbs
In learning phrasal verbs, we have to know the characteristic of
phrasal verbs. An important fact which must be stressed is that phrasal verbs
are not only colloquial expressions, as many people believe. They can appear
informal style and sling. Crowell (1964:402) says “phrasal verbs are
16
extremely frequent in conversation and in all but the most formal writing. The
phrasal verb that almost all of the words which make them up are very
common.”
The verbs are usually these:
Give go get pass see do
Take carry call pick catch stand Come
Break put hold bring try throw
Particles are usually these:
About around back over Down Off
Through across away forward on Up
The way in which the words are put together is often odd, illogical or
even grammatically incorrect. These are the special features of phrasal verbs.
It is difficult to identify those phrasal verbs. So to recognize them, whether
they are the phrasal verb or prepositional phrase, it is important to recognize
the characteristics of phrasal verbs first. According to Downing and Locke
(1982:234) they classified the characteristics of phrasal verbs by putting them
in sentences, and how to identify them clearly.
For examples:
Sentence 1: We have already set up the database.
Sentence 2: Something sparkled at the bottom of the trunk.
1. Put them in Question:
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In sentence 1: The particle and the noun group could not answer a
question about circumstances.
Where have you already set?
Answer: Up the database (unrelated answer)
In sentence 2: The preposition + noun group could answer a question
about circumstances
Where did something sparkle?
Answer: At the bottom of the trunk.
1) In sentence 1: The particle and the noun group cannot be omitted both
without either producing an ungrammatical clause or changing the
basic meaning of the verb.
We have already set. (?)
In sentence 2: Both preposition and noun group can be omitted
and the clause will still be grammatical and the basic meaning of
the verb will not change.
Something sparkled.
2) In sentence 1: The particle and the following noun group cannot be
moved as one constituent to the beginning of the clause.
Up the database, we have already set.
In sentence 2: The preposition and noun group can be moved to the
beginning of the clause.
18
At the bottom of the trunk, something sparkled.
3) In sentence 1: The particle can be moved to a position following the
noun group and in fact, must be moved to this position when the noun
group is a pronoun.
We have already set the database up.
We have already set it up.
In sentence 2: The particle can‟t be moved to a position following the
noun group.
Something sparkled the bottom of the trunk at.
4) In Sentence 1: The noun group following the particle could become
the subject of a passive version of the clause.
The database has been already set up.
In sentence 2: The noun group following the preposition cannot
become the subject of a passive version of the clause.
The bottom of the trunk was sparkled at. (incorrect)
5) In sentence 1: The constituent of verb plus particle can be replaced by
a single word verb with similar meaning.
We have already established the database.
19
In sentence 2: There is no similar meaning for sparkled at for “at” is a
preposition.
Based on the explanation above, we can see that the
characteristics of phrasal verbs clearly found in sentence 1, whereas
sentence 2, it is not the phrasal verb. Other examples:
The boys are called up the stairs.
The boy called up his friends.
The verb call in the first sentence has a customary meaning of
“speak loudly”, and up has its customary meaning of “from below to a
higher point”. However, the second sentence, the words call and up
have the meaning of the verb “telephone”. So in the first sentence, the
combination of call and up is not classified as phrasal verbs, but in the
second sentence, the combination of call and up is classified as a
phrasal verb.
E. Kinds of Phrasal Verb
After discussing the properties of phrasal verbs, now we will discuss
the following sub chapter that is about kinds of phrasal verbs. According to
Biber (1999:403) Phrasal verbs in English fall into one of two categories:
transitive or intransitive. Transitive phrasal verbs are those that occur with a
direct object. In semantic terms, the direct object is the entity or thing that is
20
affected by the action described by the verb. Intransitive phrasal verbs are
those that do not.
There are two kinds of phrasal verbs, they are:
1. Separable phrasal verbs
According to Wishon (1980:321), he defined that when phrasal verbs
are transitive, they usually can be separated. The object is placed between
the verb and the particle. Phrasal verbs are used in the same way as normal
verbs.
We put back the book
Verb particle noun object
It can be: We put the book back or We put it back.
The point to keep in mind is that when a two-word verb is followed by
an object noun, we have the option of separating the verb and the
adverb, but when the phrasal verb is followed by object pronoun, we
must separate the verb and the adverb. More examples;
1) We took apart the bicycle.
We took it apart.
Took apart means „disassemble‟
2) He promised to help me, but then he let me down.
Let (someone) down means „disappoint (by failing to act as
expected/promised)‟
3) We found out the truth.
21
We found it out.
Found out means „discover‟.
4) We talked over the situation.
We talked it over.
Talked over means „discuss‟.
2. Inseparable phrasal verbs
Intransitive phrasal verbs are inseparable. For examples:
Come on, tell me about Nick.
Hold on! What are doing there?
But some transitive phrasal verbs are inseparable. The object is placed
after the particle. Transitive Inseparable Phrasal verbs are marked by placing
„a/an‟ after the preposition/adverb (Wishon and Burks, 1980:320). For
examples:
I run into an old friend yesterday. <Incorrect: I run an old friend into
yesterday.>
Run into means „meet‟.
We made up a story about a poor girl. <Incorrect: We made a story
up.>
Made up means „create‟.
22
I came across an interesting article. <Incorrect: I came an interesting
article across.>
Came across means „find‟.
The difference of separable and inseparable phrasal verbs are, in
speech, the particle separable phrasal verb usually receives more stress than
the verb, but the particle of an inseparable verb does not.
Another difference between the two kinds of phrasal verbs arises when
a short, one syllable pronoun like me, you, him, and they are used as an
object. The pronoun object is placed before a separable particle, and it is
placed after an inseparable particle, for examples:”The man will call them
up”. Compare with “The man call up them” (incorrect).
F. Errors made by learners
There are different types of errors and misinterpretations were clearly
identified based on Emilie Riguel (2014: 9): style deficiency, semantic errors,
lack of collocational awareness, incorrect and inappropriate phrasal verbs
thought up by learners, and syntactic errors.
a. Style deficiency
Non-English speaking learners are somewhat unaware of the
existing differences between informal speech and formal writing. As a
result, they tend to use phrasal verbs belonging to the informal or
23
colloquial register, or even slang, in formal contexts and/or writings (and
vice versa), as illustrated by the following examples:
1) Try to knock back a few glasses some evening watching the lights in
an opposite prefabricated house.
2) At that moment I did not know at all what to do, what would be better,
how they would react: if I bumped off one of these boys I could have
problems as a teacher because physical punishment is not permitted or
I could be hit with any punch as well.
3) So Tony helps the couple Hastings-Neville, or tries to do so, for he
mucks things up.
b. Semantic errors
The most common mistakes made by learners are semantic errors,
responsible for major misinterpretations, as shown by the examples
below.
Verb errors
Learners use the correct particle but they combine it with the
wrong supporting verb.
1) Butter went out in the course of the week and new one not
bought.
2) You can get your energy from peas, beans, cheese, and bread in
the same way as from steaks. There are lots of people that feel
better since they have put away with meat.
24
In (1), the student should have used the phrasal verb run out
(have none left, be depleted) instead of go out (exit, go outdoors). In
(2), the phrasal-prepositional verb put away with does not exist. The
phrasal verb put away means tidy up, put in correct place, or save
money. Here, however, the student should have used the phrasal-
prepositional verb do away with (abolish, eliminate, get rid of).
Particle errors
Learners use the correct main verb but they associate it with
the wrong particle.
1) Every time I read the newspaper I learn more about the terrible
actions against people that should be our friends. Their houses
are set on fire, they‟re beaten down with bottles or baseball rags
or they are even killed in fights.
2) It will then be much easier and rapid to find a job that suits you if
you can search for it in different countries at the same time, and
if you do not have to fill up many forms and to do a lot of
administration work.
In (1), the student should have used the phrasal verb beat up
(assault) instead of beat down (break down/knock down a door, or
negotiate lower price). In (2), the student should have employed the
phrasal verb fill in/out (complete a form, a questionnaire, write)
instead of fill up (fill a container, a room, etc.).
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c. Lack of collocation awareness
The word collocation comes from the Latin collocare meaning
“place together”. Learners are, however, unaware of the special and
privileged relationships which naturally exist between certain words
within a statement and they tend to combine awkwardly and in an
inappropriate manner some phrasal verbs with other words, as illustrated
by the following statements:
1) In former days girls did not often have the chance to enjoy
education or to get a job beside traditional professions like
chambermaids or housemaids. Usually they had to marry and to set
up a family.
2) This well established middle-class still didn‟t give women the same
opportunities as men, so in the seventies due to the ferments
developed feminism broke out.
3) Anyway, it is also true that others problems have showed up as
consequences of the fights that have been carried out.
In (1), the student should have used the single-word verb start in
this context (start a family) instead of the phrasal verb set up. Indeed, set
up naturally occurs with words relating to business (set up a business,
create something or start it). In (2), the student should have used the
simple verb emerge (start to exist, appear, become known) because it is
the birth of the feminist movement, whereas the phrasal verb break out
26
rather occurs with words belonging to the lexical field of war, battle,
violence, revolt, rebellion, etc.
In (3), the student should have used the phrasal verb put up instead
of carry out. Indeed, the phrasal verb put up something means “to show a
particular level of skill, determination, etc. in a fight or contest”. As a
result, put up perfectly fits with the given context (lead the fight, fight,
defend, resist), whereas carry out naturally occurs with words referring to
experiments, researches, surveys, inquiries, investigations, etc. (conduct,
do and complete a task).
d. Incorrect and inappropriate phrasal verbs thought up by learners
In order to make up for a lack or deficiency in the target language,
learners feel necessary to create new phrasal verbs which often do not
exist in English.
1) The “insiders”, that is her family including me of course, know that
she has got a fancy about “Freundin” not because of the latest hair-
cuts, about “Brigitte” not because of the instructions to fashion your
jeans up by stone-washing and colouring them.
2) Tennis courts and clubs mushroomed up all over the place.
3) It is obvious that we cannot reach absolute equality but we sure can
level down social differences.
Although the phrasal verbs fashion up (1) and mushroom up (2) do
not exist in English, we cannot strictly speak of mistakes in learners‟
27
productions. Indeed, in these examples, the particle up means “more”,
“greater”; it acts as an intensifier or emphasizer. This clearly shows that
non-English speaking learners have well understood and memorized the
aspectual value of phrasal verbs formed with up, and that they properly
apply the rule and use it in a creative manner in (1) and (2). In (2),
mushroom up can be corrected by using the phrasal verb pop up (spring
up suddenly) or by using the idiomatic expression spring up like
mushrooms.
As for the example (3), the phrasal verb level down does not exist
in the dictionary. The student has deliberately associated the supporting
verb level (make something flat or smooth, make something equal or
similar) with the particle down (decrease) since he speaks of “reducing
social differences” in his/her essay. His/her intention is interesting and
clearly shows that he/she is aware of the semantic value of the particle
down. His/her production is, however, incorrect since the phrasal verb
level down does not exist. The most judicious correction would thus be
the phrasal verb iron out (reduce, eliminate, eradicate, get rid of any
problems or difficulties that are affecting something) or the phrasal verb
smooth out (resolve, eliminate, make problems or difficulties disappear).
28
e. Syntactic errors
Non-native learners are unaware of the syntactic properties of
phrasal verbs and they transitively use non-transitive phrasal verbs, and
vice versa.
1) Although parents use light or heavy manners in growing up their
children, they are not able to control the future and the idea of
having to pay a large sum of money for their children‟s offences
cannot change the situation.
2) Then, the hormones having ceased to be excessively produced,
which is only after two or three years, he or she begins to look for
another love, splitting up the relationship.
In (1), the student transitively used the phrasal verb grow up, which
is, however, non-transitive. He should have used the transitive phrasal
verb bring up. In (2), the student transitively used the non-transitive
phrasal verb split up. He should have used the transitive one-word verb
end or the transitive phrasal verb end up.
G. Difficulties and Errors in Acquisition of Phrasal Verbs
Despite the growing number of publications devoted to these lexical
and grammatical phenomena, the use of Phrasal Verbs and their lexical
features cause a lot of problems. Furthermore, most linguists share the opinion
that phrasal verbs constitute one of the most distinctive and creative features
29
of the modern English language. In addition, Phrasal Verbs are always of
great importance in the English lexicon. A significant increase in the number
of phrasal verbs along with the regular phrases and nominative complex
expression contribute to a rise in the degree of idiomatic English.
From the perspective of a learner of English as a foreign language
(EFL), Phrasal Verbs are not only an important feature of English grammar
whose degree of mastery reveals the command of lexicon and style based on
Vasbieva (2015: 61). But, due to their heterogeneity and complexity, they are
difficult to master and provide a vast potential for mistakes but they are also
very complex and heterogeneous. According to Darwin and Grey (Darwin and
Grey, 1999), many particle verbs have entirely idiomatic meaning although
both parts of the construction seem very familiar to the learners. This
idiomaticity leads to avoidance or to errors because phrasal verbs constitute “a
syntactic [and semantic] oddity in the language” to include the quotation by
Darwin and Gray (Darwin and Grey, 1999). This is also the reason why
phrasal verbs are difficult to describe.
Vasbieva (2015: 61), said that the most difficult thing about phrasal
verbs is that in addition to a single literal and/or figurative meaning, some
phrasal verbs can have a multitude of different meanings depending on the
context. For example, here are some of the many ways in which the phrasal
verb pick up is currently used:
1. The phone rang and I picked it up. (to lift something up)
30
2. He picked her up from the airport. (to take on)
3. She picked up a little Italian during her holiday in Rome. (to acquire
knowledge or learning)
4. My daughter picks up her room after school. (to tidy up)
5. He picked up this watch on sale. (to acquire casually)
6. He picked up his package at the post office. (to claim)
7. He picked up some flowers on his way home. (to buy)
8. Her boss picked up the tab for lunch. (to pay a bill)
9. He picked up a virus on his trip. (to come down with a disease)
10. The home team picked up eight yards on the play. (to gain)
11. He picked up a date at the singles bar. (to make casual acquaintance)
12. The police picked up the bank robber. (to take into custody)
13. The police dog picked up the scent of the kidnapper. (to come upon and
follow)
14. The lawyer picked up his argument after the noon recess. (to continue
after a break)
15. The company‟s sales always pick up around the holidays. (to improve)
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16. She just picked up and left home. (to pack one‟s belongings)
17. We sold our red pick up last year. (noun derived from the verb--a type of
truck)
Some examples above show us if there are different meaning of
phrasal verb „pick up‟. As we can know that „pick up‟ will change meaning
based on the context. If we use „pick up‟ to speak English especially speak
phrasal verb, we must know what kind of context we will say.
Some linguists say that a phrasal verb is always idiomatic and the
meaning cannot be understood by knowing the meaning of the individual
words. I think it‟s more useful to say that some phrasal verbs are easy to guess
from the context and others are much more difficult.
Researchers Liao and Fukuya and Kharitonova attribute under-
representation of phrasal verbs to „avoidance‟. However, it is difficult to
differentiate avoidance from ignorance even if a student uses a single word
(e.g. stop) rather than a phrasal verb (give up). The non-use of phrasal verbs
by EFL students needs explaining carefully. The difficulties for this might be
as follows:
1. Lack of knowledge
They frequently have to make decisions without certain
knowledge of all the relevant facts. One of the ways people might
manage in spite of this is by taking advantage of metaknowledge
32
about the mind: by using their patterns of knowledge as sources of
information.
2. Incomplete learning
The research on incomplete learning is very recent and this
area is undergoing further development. We note also that even if
the model is not mis-specified.
3. Ignorance and passive learning for comprehension
The use of the term „avoidance‟ not only exaggerates the
problem of the under-representation of phrasal verbs but it also
ignores „ignorance‟ and passive learning as its possible reasons.
4. A strategy used to avoid errors such as the use of the wrong verb
or leaving out or wrong order of the particle
It is a strategy used to avoid error. Instead of worrying about
the „foreignness‟ of EFL learners‟ language due to the non-use of
phrasal verbs.
5. Use of alternative language forms.
This lack of competence in the language leads to the use of
cognitive strategies in communication such as avoidance,
interlingual and intralingual transfer.
The under-representation of phrasal verbs in speaking is as normal as
the lack of knowledge of any single-word vocabulary items. Avoidance of
33
phrasal verbs is considered to be a communication strategy to avoid errors.
Besides, avoidance does not necessarily lead to an error. It is no use blaming
EFL learners for using alternative language forms to express their ideas. Thus,
the students might have avoided the possible phrasal verb errors due to the
above difficulties.
On the other hand, phrasal verbs help EFL learners develop fluency
and spontaneity in speech and in writing as well. So there is a need for
devising an effective teaching strategy on learning Phrasal Verbs by EFL
students.
H. Previous Related Studies
The researcher includes the previous studies in line with this study,
they are as follows: First, Dinara G. Vasbieva (2015) wrote the journal
entitled Teaching Strategy on Learning of English Phrasal Verbs by
Economics Major Students in Russia. The journal investigates research into
the use of the lexical set strategy for teaching phrasal verbs in Russia. Even
though the incidence of phrasal verbs is significant in English-speaking
countries, little has been written about other causes of the non-use of the
forms of PVs except for avoidance.
The result of this journal is phrasal verbs are most dynamic,
productive, semantically rich group of English verb lexicon. Phrasal verbs are
especially useful in the quest to reach fluency in English – this type of
34
language will not only make students sound natural (more like a native
speaker) but very often it will also allow them to be more efficient with the
foreign language. Phrasal verbs are efficient because they „say‟ a lot. They
contain a lot of meanings. Thus, the level of development of Economic Major
students' foreign language competence depends on their skills and abilities to
use the productive vocabulary in speech for implementing communication
tasks in the professional sphere.
Second, Dina Furi Kuntari (2013) wrote the thesis entitled An
Analysis of Phrasal Verb “GET” on Some Novels by Stephenie Meyer. The
objective of this study is to describe the particle that follows the verb “get”, to
know the type of phrasal verb “get” and its particles also to describe the
meaning shift in the phrasal verb in Indonesian translation of some novels by
Stephenie Meyer. The novels by Stephenie Meyer were translated based on
syntax and semantics and this is a descriptive research.
The steps in this research are retrieving the data including the phrasal
verb “get” and grouping them based on the types of phrasal verb.
Furthermore, the author draws conclusions from the analysis. The data which
have been analyzed can be concluded: a) particles that can be followed by
phrasal verb get are preposition and adverbial, b) data Inseparable phrasal
verbs can be followed by particles in, around, ahead, together, at, better, and
up while data separable phrasal verb can be followed by the particles away,
35
back, out, off, into, over, on, and through, c) There are switch meaning in
some data of separable and inseparable phrasal verb.
Third, Fitriya Elina (2012) wrote the thesis, entitled The Phrasal Verbs
Analysis in Some Selected Children Stories. This study was conducted to
analyze and to know the construction and the function of phrasal verbs of
books chosen.
The research product is hoped to be able to increase the development
of linguistic semantics and language learning. Literature is the study of
writing and art like drama, fiction, essay, poetry, novel, and prose. When we
study literature, short story or storybooks, we would like to find out many
types of meaning in each word, phrase, clause, and sentence form. They could
be acquired stiltedly and impliedly.
Fourth, Rosa Adriana May Melendez, MA; Gandy Griselda, Quijano
Zavala, MA And Rafael Ferrer Mendez, MA wrote the journal entitled
Teaching Speaking Strategies To Beginner. In our experience as language
teachers, speaking has always been the most challenging skill for most of our
freshman students, at the Foreign Language Bachelor Degree at the Facultad
de Ciencias Educativas in the Universidad Autónoma del Carmen. Despite the
fact that various oral activities including strategies are implemented in the
classroom, it is difficult to monitor each student‟s progress.
For that reason, it was decided to invite some students to develop
extracurricular sessions. During these sessions, they could practice the use of
36
speaking strategies: Fillers, circumlocution, asking for clarification and
expressing not understanding. Our main objective was to train the students on
these basic speaking strategies so that they could use them regularly. The
methodology to develop the sessions consisted of three stages: 1) a pre-task to
know the participants‟ previous knowledge of speaking strategies, 2) the
training sessions, which were taught through formal instruction and practice
in oral tasks and, 3) a post-task to show if the frequency of strategy use
increased after instruction. In order to analyze the progress of the participants,
a questionnaire to collect previous knowledge about the students‟ oral
strategies, and a checklist to analyze the video record sessions were used. The
results from the post-task showed there was an increase in the use of the
strategies. Satisfactorily, the students showed more confidence when
communicating or expressing themselves orally.
37
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research used qualitative approach to analyze the data. Creswell
(2007: 15-18) stated that the research design process in qualitative research
begins with philosophical assumption that the inquire make in deciding to
undertake a qualitative study. Creswell (1994: 146), stated that the research
designs are plans and the procedures for research that span the decisions from
broad assumptions to detailed methods of data collection and analysis. The
selection of a research design is also on the nature of the research problem or
issue being addressed, the researchers‟ personal experiences, and the
audiences for the study.
As explain in the previous discussion, the research design that was
used by the researcher is qualitative research. Creswell (1994: 146),
qualitative research is a mean for exploring and understanding the meaning
individuals or groups described to a social or human problem. The process of
research involves emerging questions and procedures, data typically
collections in the participant‟s setting, data analysis inductively building from
particulars to general themes, and the researcher make interpretations of the
meaning of the data. The final written report has a flexible structure.
38
Moleong (1995: 4), quoted the definitions of qualitative research from
Bogdan and Taylor as a research procedure that product the descriptive data
such written words or spoken words from people or activities that can be
observed. This research used descriptive qualitative research in the work of
case study. According to Arikunto (2006: 35), the descriptive research is
research to explain phenomena.
In details, the researcher used descriptive qualitative research to
present the data about the students of 2nd
Semester in The State Islamic
Institute of Surakarta during participating in speaking for formal setting class
in 2017/2018 Academic Year. The researcher focused on how the students of
2nd
Semester in The State Islamic Institute of Surakarta get difficulties in
speaking phrasal verb in speaking for formal setting class and what phrasal
verbs error is made by the students.
B. Research Setting
The researcher took the setting at the students of 2nd
Semester in The
State Islamic Institute of Surakarta. The location of this college is in
Pucangan, Kartasura. The researcher has conducted this research in some
steps. The first step was observing the A class of 2nd
Semester on speaking for
formal setting class at 14th
February 2018. The second, the researcher
collected the data from the informants by interviewing the lecturer that was
39
Mr, Sabariyanto and the students of the A class then made note-taking of the
interview.
C. Subject of The Research
The subjects of this research are the students of 2nd
Semester in The
State Islamic Institute of Surakarta on speaking formal class, there are 35
students in the A class in 2017/2018 Academic Year. The researcher chose
this subject because the researcher found the students of 2nd
semester spoke
phrasal verbs in speaking class naturally and some students still made phrasal
verb error. In fact, the students found difficulties in speaking phrasal verbs.
D. The Source of Data
According to Sutopo (2002: 50-54), that the data source in the
descriptive research can be humans, events or activities, places or locations,
things, various pictures and records, documents and archives. Another
statement about the data source in descriptive qualitative research is
conducted by Loflands‟ which is quoted by Moleong (1995: 112), he stated
that the main sources of the data in qualitative research are words and the
actions, and other things as the additional data like documents or others.
The data of this research are written data based on the observation of
AN ANALYSIS OF PHRASAL VERB IN SPEAKING CLASS ON 2nd
SEMESTER of The State Islamic Institute of Surakarta. The data are records,
40
questionnaire and observation. The last data are interview scripts with the
lecturer and some students.
In this research, the source of the data was obtained from:
1. Events
The events in this research are activities in Speaking Formal
Setting. The researcher took observation at the 2nd
Semester of The
State Islamic Institute of Surakarta. The event of this research was in the
classroom of Speaking Formal Setting.
2. Informant
Hornby (1995: 150), states that informant is a person who gives
information about something. In this research, the researcher collected
information from some informants, those were Mr. Sabariyanto as the
lecturer of speaking and some students of A class at the 2nd
Semester in
The State Islamic Institute of Surakarta in academic year 2017/2018.
E. Instrument of The Research
According to Creswell (2007: 261), the instrument of qualitative
research is the researcher itself. It meants that instrument of this research is
the researcher itself, because the researcher has function to decide the focus of
the research, determine source of data, collect the data, analyze the data, and
make conclusion.
41
Based on the explanation above, it can be concluded that the researcher
was the main instrument in the qualitative research because the researcher is a
data collector, analyst and result reporter of the research. Beside, the other
instruments which can be used are the data of phrasal verb spoken by students
of 2nd
Semester in Speaking Formal Setting class. In the process of collecting
the data, the researcher also used some additional instruments such as
recording equipment, field note, and other supporting tools to collect the data.
F. Technique of Collecting Data
The technique of collecting data is way that used by investigator to
gain a data. According to Creswell (2007: 139,140,141), the required data and
information are taken from observation, interview, documentation and
recording. The data of this study were gained from interview, observation, and
documentation and if we need to make the data are stronger can use
questionnaire.
1. Interview
Arikunto (2010: 198) states interview as a dialog which is
constructed by interviewer to get information from interviewer. One of the
ways to get deep and more information of the students‟ abilities, the
researcher did an interview is a dialogue done by the interview to get
information from interview, Arikunto (1998: 145). Another explanation,
Frankael and Walken (2003: 450), state that interview is an important way
42
for researcher to check the accuracy of the impression he or she has gained
through observation. Arikunto (2010: 199) classifies type of interview into
two, unguided interview and guided interview. Unguided interview is an
interview which there is no specific questions that the interviewer must
ask. The interviewer is free to ask anything, but the interviewer must
remember the data which are needed. Guided interview is an interview in
which there are specific questions that the interviewer must ask. The
interviewer has arranged a series of complete and detailed questions. In
this research, the researcher used guided interview.
The researcher interviewed the lecturer and the students of 2nd
Semester in A class. It is described as follow:
a. The researcher interviewed the lecturer on 3rd
January 2018, it
purposed to get information of which class was suitable to observe
about speaking and the possibility of the students could speak phrasal
verb.
b. The researcher interviewed the students on 3rd
January 2018, it
purposed to get information about phrasal verb and how often the
students speak phrasal verb then the difficulties when they speaking in
the class.
2. Observation
Observation is a technique of collecting data by conducting direct
monitoring toward a subject on certain period and conducting systematic
43
record about things which is observed (Nurkancana, 1993: 35). Arikunto
(1998: 136), stated that it is a effort of doing research in order to gain the
information from other people in order the peoples are be able to give the
information needed. It is a one important way to collecting the data.
Because people do not always do what they do Fraenkel and Walken
(2003: 445), the researcher observed all of the activities in the classroom,
the participation of the students during the learning process in Speaking
Formal Setting class:
a. The way the students speak on subject Speaking Formal Setting. In the
case, the researcher observed all of the students‟ speaking phrasal
verbs spoken by the students in the classroom.
b. The researcher recorded every performance by all of the students when
speaking about the theme given by lecturer.
c. The researcher analyzed whether the students used phrasal verb in
speaking or not.
3. Documentation
According to Arikunto (2002: 206), documentation study is
searching for data of things or variables in forms of notes, transcripts,
book, letters, magazines, agendas, etc.
This process involves recording information through various forms,
such as observational field-notes, interview write-ups, mapping, census
taking, photographing, sound recording, and documents. An informal
44
process may occur in recording information composed of initial "jottings"
(Emerson, Fretz, & Shaw, 1995), daily logs or summaries, and descriptive
summaries (see Sanjek, 1990, for examples of field-notes). Recording on
videotape raises issues for the qualitative researcher such as keeping
disturbing room sounds to a minimum, deciding on the best location for
the camera, and determining whether to provide close-up shots or distant
shots.
The researcher used recording to record every student‟s
performance in Speaking Formal Setting. Then, the researcher analyzed
one by one to get how many phrasal verb they used and the difficulties
found by them when they were performing.
G. Data Coding
In this research, the researcher gave some codes of each datum I order
to be easy in analyzing the data. The coding of the types of speech style is as
follows:
1. The use of Arabic number-to-number data. 01 means that the datum is
number 01.
2. The use of abbreviation with Romans word in capital characters to show
the types of Phrasal Verbs‟ error.
S : Separable
In : Inseparable
45
3. The use of abbreviation with Romans word capital characters to show
the types of difficulties.
LK : Lack of knowledge
IL : Incomplete learning
IP : Ignorance and passive learning for comprehension
SAE : A strategy used to avoid errors such as the use of the wrong
verb or leaving out or wrong order of the particle
AL : Use of alternative language forms
4. The use of people name as the informant
Here is the example to read the coding data:
01/S/LK/DL means that it is the datum number 01. The datum contains words
of types of phrasal verb‟s error is separable. The difficulty found by the
informant is lack of knowledge. And the name of the informant who gave the
information is DL.
H. Technique of Analysis Data
Data analysis is the process of systematically searching and compiling
the data which were obtained from interviews, field notes, and other material,
so, it can be understood easily, and its finding can inform others. In analyzing
the data, after the researcher collected the data, the researcher used descriptive
qualitative research. As using this technique, the researcher collected the data,
46
arranged the data and presented the data. The qualitative method is kind of
research without using any calculation or statistic procedure.
Participant observation takes place as a qualitative research cycle that
begins with the researcher‟s selection of a project in a social setting, from
which the researcher proceeds by asking ethnographic questions, collecting
data, making a record, analyzing data, and writing based on Spradley (1980).
The process of participant observation requires the researcher to become
involved as a participant in a social setting and make descriptive observations
of him/her-self, of others, and of the setting. The extent to which the
researcher becomes involved needs to be made explicit. The degree of
involvement both with people and in the activities will vary considerably
between researchers and between events and the researcher must decide on the
extent of participation.
Another statement according to Creswell (2003), the analysis of the
observational data is a critical step, which may be taken in various ways in a
search for patterns and themes. Spradley (1980), data analysis comprises a
detailed sequential process that begins with an overview of the cultural scene
and a search for cultural domains – categories of meaning that often contain
subcategories. Data analysis model used in this research is model Spradley's
analysis, the qualitative data analysis model proposed by James Spradley in
1980. Spradley put forward four deep stages data analysis on qualitative
47
research, ie, Domain, Taxonomy, Component, and Cultural Themes. The
explanation is as follows:
1. Domain Analysis
Domain Analysis based on the explanation from Sugiyono (2012: 256)
is done to acquire a general and comprehensive picture of the social
situation researched or research object. The researcher got the data from
„Speaking Formal Setting‟ class at the 2nd
semester. The result is a general
description of the object under study, which is never before been known.
In this analysis the information obtained is not yet deep, still on the
surface, but it has found the domains or categories of social situations
studied.
Here, at the beginning of the study, the researchers collected any data
needed to get the general idea. All possible data that can be used in this
research are collected one by one. Then the data are successfully separated
based on the needs of researchers and conducted observations of the data
so that the researcher can make a preliminary conclusion. Once found in
general, the researchers began to develop interview guidelines contains
questions that are still general, to get confirmation from preliminary
conclusion. To get the required data, the researchers tried to get
permission from the lecturer of speaking that was Mr. Sabariyanto and
made an observation letter to be evidence that the researcher was going to
do an observation as conduct.
48
In the speaking class, the researcher got some data of phrasal verbs
that made by the students when performing speaking. The researcher
found some phrasal verbs error spoken by the students, so, the researcher
decided to observe phrasal verb made by the students of 2nd
semester.
2. Taxonomy Analysis
Taxonomy analysis in the explanation from Sugiyono (2012: 261) is
Continuation of Domain Analysis. From domain analysis, the researcher
found that the researcher was going to analyze phrasal verbs made by the
students of 2nd
semester in Speaking Formal Setting. In this case, the
researcher was interested to analyze it because the students didn‟t know
what phrasal verb is. Therefore, the researcher searched the data deeply of
this case. The researcher interviewed the student one by one related to
phrasal verb and majority of the students said that they didn‟t know about
phrasal verb. After the researcher gave some examples the students
understood about it but they didn‟t know that the name of those examples
was phrasal verb.
As we know, that phrasal verb has two types that are separable and
inseparable. The researcher analyzed the phrasal verb based on these
types.
3. Componential Analysis
According to Sugiyono (2012: 264), on Component Analysis, which
sought to organized is the difference in domains or gaps contrast in the
49
domain. These data are searched through observation, follow-up
interview, or selected documentation. With data collection techniques that
are triangulation a number of specific and different dimensions on each
element can be found.
Once found similarity of traits or similar patterns of data from the
analysis taxonomy, the researchers further make a deeper observation to
reveal a particular picture or pattern in the data. In this case, researchers
do it by randomly generating data with ratios used and other things.
Having found a certain picture, or patterns certain from the data, then the
researchers continue to make the guidelines interview by adding some
capable questions confirm the researchers' findings in componential
analysis.
The form of the data included types of matrices, graphs, charts, or
networks. These types of data can be used to support component analysis
according to (Spradley, 1980; Santoso, 2017: 65). This component
analysis basically connects between components and aspects, in this case
are among the components in the domain and components in the
taxonomy that have been done on the analysis of the domain and
taxonomy according to (Spradley, 1980; Santoso, 2017: 84). In this case,
the researcher makes table to analyze the data easily. The table is to help
the researcher know how many phrasal verbs spoken by the students of 2nd
50
semester and what type of phrasal verb it is. Then, what difficulties are
found by the students every speaking phrasal verb.
Name of
students
Phrasal Verb
Separable Inseparable
LK IL IP SAE AL LK IL IP SAE AL
Alida 1
Dian 1
Divi 1
The table above is to explain the interrelationship between every
problem done by students of 2nd
Semester in uttering phrasal verb. We
can know the phrasal verbs errors made and belong to what categories,
they are made by the students of 2nd
Semester then what difficulties found
by the students as they were saying it. From this table, we can know
amplification and simplification to find theme of culture in analyzing the
phrasal verb.
4. Analysis of Cultural Themes
Analysis of Cultural Themes, according to Sugiyanto (2012: 264) is a
search for "red threads" that integrate cross an existing domain. With red
threads found from the results of domain analysis, taxonomy, and the
compound, it will then be arranged a "building construction" of the social
situation/previous research object still dark or dim, and after doing
research, then it becomes brighter and clearer.
After the researcher collected all the data in domain analysis, the
researcher interpreted the pattern of the relationship between categories
51
based on the situationl context and cultural context surrounding the focus
of this research, used as an approach according to (Spradley, 1980;
Santoso, 2017: 65). The researcher describes and interprets the data so that
the conclusions of phrasal verb spoken by students can be drawn.
From the explanation, the researcher knows why majority of students
still get difficulties in speaking phrasal verbs because the students didn‟t
get many knowledge of phrasal verb in 2nd
semester, so, the students must
study hard to understand it although the students usually use it in the daily
activities.
Figure 1.1 Techniques of Analyzing Data based on Spradley (1980)
This is a chart to explain the circulation of the data analyzed by the
researcher. As you can see, the domain can explain taxonomy as well as
in taxonomy we can know the domain in this research. Continued
taxonomy can be crammed in detail on componential so vice versa but in
componential the researcher created a table to understand an amplification
and simplification to find theme of culture in analyze the phrasal verb.
Domain Analyze
Determine a culture theme
Taxonomy Analyze Componential Analyze
52
After that, the researcher got the common thread of the existing problems
on the cultural theme. Therefore the cultural theme is closely related to
componential. On the cultural theme, it is back again to the issue
appointed by the researcher that is the phrasal verb.
I. Trustworthiness of the Data
Before some information is used for the research data, the trustworthiness
of the information must be checked first. This is because the data must be
responsible as the point of departure to make conclusion. In this research, the
technique used to check the trustworthiness of the data was triangulation.
Sugiyono (2012: 330) defines triangulation as data collection techniques are
combining of various data collection techniques and sources of existing data.
The researcher of qualitative is often to check the validation of data using
triangulation techniques. There are four triangulations that are often used to
check the validation of data in qualitative research. According Lincoln & Guba
(1985) and Patton (1980), there are four triangulations those are source of data
triangulation, methodological triangulation, theory triangulation, and research
triangulation.
In this research, the researcher used methodological triangulation.
Methodological triangulation is a triangulation technique relationship between
techniques of obtaining or collecting data. The researcher collected the data
through techniques of observation or technique of note-taking, then the
53
technique involved is skillful depending on the focus of this research. For
source of data, the researcher did in-depth interview with the students about
phrasal verbs.
The researcher observed the A class of 2nd
Semester in Speaking Formal
Setting class then the researcher recorded the students every time they did
performance of speaking in front of class based on the theme that given by the
lecturer. The researcher analyzed every record of student to find the phrasal
verbs spoken by the students during performing. The researcher analyzed the
phrasal verbs error made by students and explained how to use that phrasal
verbs correctly, so, the researcher heard carefully and made a note-taking to
remind every phrasal verb spoken by students. Therefore, the researcher
interviewed the students about the difficulties they found in speaking phrasal
verb although they didn‟t know what the phrasal verb was. And to make the
students know what the phrasal verb is.
54
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
In this chapter, the researcher describes the identification of the
phrasal verbs errors and the difficulties found by the students. After
identifying the phrasal verbs errors and the difficulties, the researcher
describes the results of the research. In this description, the researcher uses the
tables to classify the phrasal verbs errors and the difficulties found by
students. In this case, the researcher focuses on the use of phrasal verbs and
the difficulties in speaking performance at second semester of The State
Islamic Institute of Surakarta.
In the research, the researcher gained the data about the phrasal verbs
in speaking class in the second semester of English Education Department of
The State Institute Islamic of Surakarta. The researcher collected the data by
observing those performances of students in speaking class and document like
records. The researcher took all of the data of the study related the phrasal
verbs in speaking class at the second semester of English Education
Department of The State Institute Islamic of Surakarta.
55
1. Phrasal verbs errors made by students of 2nd Semester of the State Islamic
Institute of Surakarta in Academic Year 2017/2018
After the researcher analyzed the video when the students were
performing, the researcher found there are many phrasal verbs spoken by
students. The students spoke the phrasal verbs in their utterances and the
resarceher collect the phrasal verbs data in the table. The table below shows
the phrasal verbs made by the students:
Table 4.1
The phrasal verbs made by students
NO RESPONDENT UTTERANCE PHRASAL VERB
1. YH In order to welcome
Indonesia Independence
day.
Let‟s see the video together,
check this out!
In order to
Check out
2. AL Our sholawat and greeting
are always delivered to our
prophet Muhammad SAW
who has brought us from
the darkness to the
brightness.
Delivered to
3. IEF Which is an event attended
by several food vendors
from various legend in
Solo.
Solo Indonesian culinary
festival be hold on Tuesday
to Sunday 12-15 april 2018
in the south parking of
Manahan stadium during
the past five years culinary
in the past still remains on
the theme of the festival.
Here, you can look in
several food and drinks start
from the appetizer, main
Attended to
Hold on
Look in
Waiting for
Back to
56
course, dessert, then let ask
the visitor.
So, what do you waiting
for? just come here
immediately.
Okay, ladies and gentleman
enough for me Iam Ines as
the reporter just report the
news, now back to the Era
and Ayu in studio.
4. DZN Please, sit down! Sit down
5. SYA - -
6. VZ And say thank you to all
students and parents have
attend to this graduation.
Now I will ask someone to
more certain.
Back to the studio Vivi and
Zigma.
Attend to
Ask … to
Back to
7. NK I look for a Tupperware.
Good afternoon viewers.
Back with me, Naviah and
Annisa on breaking news to
pride the actual, sharp and
reliable news.
Look for
Back with
8. UNH I‟m looking for a green
rectangle veil.
Looking for
9. S I come from Banjar Negara.
I come from here with my
friends.
Come from
Come from
10. N - -
11. SH - -
12. DRA But, I want continue to
work in this area.
Continue to
Work in
13. AFA - -
14. DL We‟ll always work out our
best for this occasion.
We‟re as the committee
respected that we can look
after our district together.
I don‟t have how much to
this job and depend on your
company.
Work out
Look after
Happening on
Depend on
Gather on
Deliver to
Come from
Come to
57
This is one of the best
colors happening on this
season area.
Because of him, today we
can gather on this occasion.
Second of all, let‟s deliver
to shalawat and salam to
our prophet Muhammad
SAW who has brought us
from the darkness to the
brightness.
I come from Jakarta.
I love historical building,
that is why I come to this
palace.
15. APK Please, the audiences stand
up!
We will continue in main
section.
Please to Fauzan Cahyo
Kawedar come to the stage
to give the certificates as
the present in this seminar.
Apologize if there is some
mistake, please wait in the
seminar next years.
Stand up
Continue in
Come to
Wait in
16. NRA The ice is fast and the price
cheap and according to
students‟ pocket.
The food also heap and the
interior is nowadays,
suitable for teenagers‟
hangout.
According to
Suitable to
17. AWS I will ask to Miss naviah,
how is the law of
consumption drug in
emergency, as well as the
use of warm drug in ancient
time according to the law in
Islam.
According to
18. UZ And I hope for you will
always stay our pray on
your prayer.
Stay … on
Covered for
Continue to
58
First of all, let‟s us praise
and thanks to present Allah
SWT who has give us a
mercy and bless always and
covered for us.
Lets us continue to fight
together to make our
country more be firm than
crash.
We apologize for our
mistakes and see you.
Please, inform the news that
you get in the location.
Apologize for
Get in
19. MBMH Now, let‟s go together and
ask for some tourism.
And then, where are come
from?
I want to ask for few
questions to this place.
Where are you come from?
I‟m Basyair and the
cameraman is Rozan report
back to the studio, Anin and
Shahiroh.
Ask for
Come from
Ask for
Come from
Back to
20. ER We can attend to this place
with healthy condition to
celebrate the Independence
Day of Republic Indonesia.
And I want to say thanks to
Mr. Sabariyanto as special
guess of IAIN SKA, Miss
Vivi Virelia as a chief of
village and all citizens of
Pucangan village who have
attended to this event.
actually there is still very
much Javanese Culture that
is still preserved in Kraton
Surakarta and still able to
attract the visitors both
tourist domestic and foreign
tourist.
We apologize for our
Attend to
Attended to
Able to
Apologize for
59
mistakes and see you.
21. SMJ First of all, let us praise to
the gratitude and greeted of
Almighty Allah SWT
because of his blessing in
this morning we can gather
in this place, to attend a
farewell ceremony for the
students of Senior High
School 8 Surakarta.
Please, pick it up for me.
I come from Pati.
Gather in
Pick … up
Come from
22. RNAP Because of him, today we
can gather on this national
seminar.
To proof way the illegal
drugs and or nature achieve
in order to be better in the
future.
Gather on
In order to
23. AGK Ladies and gentleman,
stand up please!
Stand up
24. AKN Ladies and gentleman,
stand up please!
Now, I‟ve been in one of
the tourist attraction in
Surakarta place firstly in
Keraton Surakarta, just we
buy ten thousands only you
can get in and seeing the
building of this Solo
history.
As much as is, that‟s all we
can report. Back to studio.
Stand up
Get in
Back to
25. VVS Progressing as well as
nations name and fill out
this can move Indonesia
independence with as well.
We mostly that we will be
successor able to give
chance for this beloved
nation.
Fill out
Able to
26. FCK - -
60
27. AF - -
28. MBK She can develop all of her
ability and she does not
depend to other people.
First of all let‟s say that to
Allah was giving us mercy
and all blessing we can
gather in this place without
any obstacle.
For all the Indonesian
generation, let‟s build our
country based on appliances
yourself to the better nation
and to the better generation.
Let‟s see..... on drug you
can‟t run away or far away.
To make sure, let‟s try to
go and ask the visitors what
they think about blenger ice
club, come on.
Would you came to this
restaurant again at the time?
Have you been come here
in this restaurant before and
when you knowing about
the existence the restaurant?
Thank you, I am Bella, back
to the studio.
Depend to
Back to
Gather in
Based on
Run away
Come on
Come to
Come … in
29. RP - -
30. PN Please, the audiences to
stand up.
Stand up
31. EA The honorable all teacher
and all my beloved students
who have come in this
event for an event Kartini‟s
day.
Our shalawat and greeting
are always delivered to our
prophet Muhammad SAW
who has brought us from
the darkness to the
brightness.
The name of Kartini is not
Come in
Delivered to
Taken from
Able to
Come from
Related to
61
taken from foreign
anymore.
It is not exaggerating when
she says that she is now
able to speak on equal terms
with men.
Thanks for come for the
first speaker.
For Mrs Navi from Mrs
Adila “some research
believe that drug is related
to the social problem such
as friend how it is happend?
32. K I‟m graduated from IAIN
Surakarta on English
education department.
And I‟m applying this to
work on your company.
Okay, it is usual that the
price of food is very
expensive but no matter
how much the price, the
price is according with
service include interior is so
nice, delicious food, and
comfortable place.
Graduated from
Work on
According with
33. MS - -
34. ANJ We have so many examples
around us, what happens to
the user.
I think we do not want such
things to happen to
ourselves.
Let us do the above efforts
consistently and never give
up.
Happens to
Happen to
Give up
35. AAN - -
From the table above, we can know how many phrasal verbs made by
students of 2nd
semester in A class. The researcher analyzed the phrasal verbs
made by students from the sentences and found their phrasa verbs errors. The
phrasal verbs errors depend on the context of sentences whether suitable or
62
not. After the researcher collect the data of phrasal verbs, the researcher
shown the phrasal verbs errors with the type of phrasal verbs and the
researcher analyzed the phrasal verbs errors made by students of 2nd
semester.
The table below consists of the name of respondent with the phrasal verbs and
type of phrasal verbs with the phrasal verbs errors then the type of errors:
Table 4.2
Type of Phrasal Verbs Errors made by the students
NO RESPONDENT PHRASAL
VERBS
TYPE OF
PHRASAL
VERBS
PHRASAL
VERBS
ERROR
TYPE OF
ERROR
1. YH In order to
Check…out
Inseparable
Separable
NO ERROR -
2. AL Delivered to Inseparable NO ERROR -
3. IEF Attended to
Hold on
Look in
Waiting for
Back to
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Hold on
Waiting
for
Back to
Semantic
Errors
Semantic
Errors
Semantic
Errors
4. DZN Sit down Inseparable NO ERROR -
5. SYA - - - -
6. VZ Attend to
Ask … to
Back to
Inseparable
Separable
Inseparable
Attend to
Ask …
to
Back to
Semantic
Errors
Semantic
Errors
Semantic
Errors
7. NK Look for
Back with
Inseparable
Inseparable
Back with Semantic
Errors
8. UNH Looking for Inseparable NO ERROR -
9. S Come from
Come from
Inseparable
Inseparable
NO ERROR -
10. N - - - -
11. SH - - - -
12. DRA Continue to
Work in
Inseparable
Inseparable
Work in Semantic
Errors
13. AFA - - - -
63
14. DL Work out
Look after
Happening on
Depend on
Gather on
Deliver to
Come from
Come to
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Work out
Happenin
g on
Gather on
Come to
Semantic
Errors
Semantic
Errors
Semantic
Errors
Semantic
Errors
15. AKP Stand up
Continue in
Come to
Wait in
Inseparable
Inseparable
Inseparable
Inseparable
Wait in Semantic
Errors
16. NRA According to
Suitable to
Inseparable
Inseparable
NO ERROR -
17. AWS According to Inseparable NO ERROR -
18. UZ Stay … on
Covered for
Continue to
Apologize for
Get in
Separable
Inseparable
Inseparable
Inseparable
Inseparable
Stay…on
Covered
for
Get in
Semantic
Errors
Semantic
Errors
Semantic
Errors
19. MBMH Ask for
Come from
Ask for
Come from
Back to
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Back to Semantic
Errors
20. ER Attend to
Attended to
Able to
Apologize for
Inseparable
Inseparable
Inseparable
Inseparable
Attend to
Attended
to
Semantic
Errors
Semantic
Errors
21. SMJ Gather in
Pick…up
Come from
Inseparable
Separable
Inseparable
Gather in Semantic
Errors
22. RNAP Gather on
In order to
Inseparable
Inseparable
NO ERROR -
23. AGK Stand up Inseparable NO ERROR -
24. AKN Stand up
Get in
Back to
Inseparable
Inseparable
Inseparable
Back to Semantic
Errors
64
25. VVS Fill out
Able to
Inseparable
Inseparable
Fill out Semantic
Errors
26. FCK - - - -
27. AF - - - -
28. MBK Depend to
Back to
Gather in
Based on
Run away
Come on
Come to
Come…in
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Separable
Depend
to
Back to
Gather in
Semantic
Errors
Semantic
Errors
Semantic
Errors
29. RP - - - -
30. PN Stand up Inseparable NO ERROR -
31. EA Come in
Delivered to
Taken from
Able to
Come from
Related to
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Inseparable
Come in Semantic
Errors
32. K Graduated
from
Work on
According
with
Inseparable
Inseparable
Inseparable
Work on Semantic
Errors
33. MS - - - -
34. ANF Happens to
Happen to
Give up
Inseparable
Inseparable
Inseparable
NO ERROR -
35. AAN - - - -
From the table, we can know that there are 27 errors made by 15
students. The researcher found the phrasal verbs errors because the researcher
looks from the suitable from the phrsaal verbs and the context of sentences.
The most type of phrasal verbs errors are inseparable, so, the dominant of the
type that used by students are inseparable. Inseparable is type of phrasal verbs
that the object placed after the particle. In speaking phrasal verbs, the students
65
still follow the forms of phrasal verbs in their mother tongue. The researcher
used Macmillan dictionary to analyze the phrasal verbs errors. After the
researcher shows the table above, the researcher analyzed about the phrasal
verbs errors with the type of phrasal verbs. Here, the explanation of the
phrasal verbs errors with the type of phrasal verbs made by students:
1. Respondent 1 (DL)
Table 4.3
Student‟s Error Description
The error form The right form Type of phrasal verbs Type of
Error
We‟ll always work
out our best for this
occasion.
We‟ll always
work our best for
this occasion.
Inseparable Semantic
errors
This is one of the best
colors happening on
this season area.
This is one of the
best colors this
season area.
Inseparable Semantic
errors
First of all, let‟s
thanks to Allah SWT
the most merciful and
bless to Allah one of
the world. Because of
him today, we can
gather on this
occasion the national
seminar with a theme
A Gold Generation is
Generation without
Drugs.
First of all, let‟s
thanks to Allah
SWT the most
merciful and bless
to Allah one of the
world. Because of
him today, we can
gather here in this
occasion the
national seminar
with a theme A
Gold Generation
is Generation
without Drugs.
Inseparable Semantic
errors
I love historical
building that is why I
come to this palace.
I love historical
building that is
why I come here.
Inseparable Semantic
errors
The student made four errors when using phrasal verb. The
first one, the student added preposition „out‟ after verb „work‟. She
66
assumed that work out has meaning work hard to hold the event. She
doesn‟t know that „work out‟ is phrasal verb form.
According to Macmillan dictionary „work out‟ has sixth
meaning in the sentences, there are:
1. Solve a problem
to solve a problem by considering the facts.
Example: I can‟t work out what to do.
2. How something ends
(intransitive) to be successful, or to end in a particular way.
Example: if it doesn‟t work out, you can always come back
here.
3. Manage to do something
(transitive) to find saticfactory way of doing something.
Example: An international peace plan has been worked out.
4. Be an amount/cost/value
Used for saying what the actual cost or value of something
is when you calculate it.
Example: Taking the train works out more expensive than
going by car.
5. So physical exercise
(intransitive) to do physical exercise as a way of keeping
fit.
67
Example: He works out at the local gym every day.
6. Understand someone/something
(transitive) to understand someone or something.
Example: I can‟t work him out.
The meanings above are true in phrasal verb form, so, we must
pay attention to the word before using in a sentence. But, we
commonly use phrasal verb „work out‟ if we want to practice.
The second one, the student used „happening on‟ in the
sentence when she acted as sales in the performance. According to
Macmillan dictionary, „happening on‟ has meaning to meet someone
or to find something without planning to, so, we must delete the
phrasal verb to be a right form for the sentence.
The third error, the student chose the wrong preposition to
complete the sentence. The student used verb „gather‟ and added
preposition „on‟. In the phrasal verb, there is no „gather on‟, so, „gather
on‟ is not the phrasal verb. Therefore, we must make the sentence right
and we must change „gather on‟ becomes „gather here in‟. It makes the
sentence better than before.
The student also made an error of phrasal verb when she said
„come to‟ in news anchor theme. The phrasal verb „come to‟ has seven
meanings based on Macmillan dictionary are:
68
1. Remember something
(Transitive) (Come to someone) if something comes to you, you
think of it or remember it.
Example:
The idea came to me when we were on holiday.
Her name will come to me in minute.
It comes to someone that: it came to her that it was foolish to
expect him to help.
2. Reach a total
(Transitive) (Come to something) to reach a particular total when
everything is added together.
Example: With salaries and overtime the bill came to £752,000.
3. Deal with
(Transitive) (Come to something) same as come on to.
Example: I‟ll come on to some of the effects of this policy in a
moment.
4. Reach a bad point/state
(Transitive) (Come to something) to reach a particular state or
point especially one that is bad or unpleasant.
Example: If it comes to war, NATO forces will be stronger in the
air.
69
a. Used for emphasizing how bad a situation is and how
shocked or upset you are about it.
Something has come to this: So, has our relationship
come to this? Two people with nothing to say to each other.
What something is coming to: You wonder what the
world is coming to when young children are dying of
hunger.
It comes to something when: It comes to something when
you don‟t even remember your own mother‟s birthday.
5. Become owned by someone
(Transitive) (Come to someone) to become someone‟s property,
especially because the previous owner has died.
6. Achieve something + phrase
(Transitive) (Come to something) to finally achieve a particular
level of success.
Come to nothing/something/not much etc: His teachers all
agreed that he wouldn‟t come to anything much.
7. When it comes to (doing) something when the subject being
discussed is a particular thing.
Examples:
When it comes to holidays, I prefer something lazy.
When it comes to writing letters, she‟s hopeless.
70
These are some meaning and usage of phrasal verb „come to‟
correctly. Therefore the phrasal verb „come to‟ in the sentence has to be
changed „come here‟. „Come here‟ is better than „come to‟ in the
sentence because after „come to‟ will add someone or something, not a
place. All of the phrasal verbs made by the student are inseparable type
because it is common to use in daily activities.
2. Respondent 2 (ER)
Table 4.4
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of Error
We can attend
to this place
with healthy
condition to
celebrate the
independence
day of
Republic
Indonesia.
We can attend
at this place
with healthy
condition to
celebrate the
independence
day of
Republic
Indonesia.
Inseparable Semantic
errors
And I want to
say thanks to
Mr.
Sabariyanto as
special guess
of IAIN SKA,
Miss
ViviVirelia as
a chief of
village and all
citizens of
Pucangan
village who
have attended
to this event.
And I want to
say thanks to
Mr.
Sabariyanto as
special guess
of IAIN SKA,
Miss
ViviVirelia as
a chief of
village and all
citizens of
Pucangan
village who
have attended
at this event.
Inseparable Semantic
errors
71
The student chose wrong preposition „to‟ after the verb „attend‟
in the sentence. Actually, the meaning of „attend to‟ is to deal with
someone or something or to serve a customer in a shop, restaurant etc.
Therefore, the true preposition after „attend‟ in the sentence is „at‟ not
„to‟. Because the context of the sentence doesn‟t tell us about to deal
or to serve but to appreciate who has come to the event.
According to Macmillan dictionary „attend to‟ has two
meanings in phrasal verb form are:
1. To deal with someone or something.
Examples:
We still have a number of other matters to attend to.
He likes work that requires him to attend to a lot of
detail.
Please take a seat and I‟ll ask someone to attend to
you.
2. To serve a customer in a shop, restaurant etc.
Example: Are you being attended to?
As we know in the phrasal verb form, „attend to‟ has the two
meaning. Therefore, we must use the phrasal verb carefully if we will
make a sentence and others. The types of phrasal verb made by the
student are inseparable because there is no object between verb and
preposition or particle.
72
3. Respondent 3 (VVS)
Table 4.5
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of Error
Progressing
as well as
nations name
and fill out
this can move
Indonesia
independence
with as well.
Progressing as
well as
nations name
and fill in this
can move
Indonesia
independence
with as well.
Inseparable Semantic
errors
The student chose the wrong word to arrange the sentence. She
should have chosen „fill in‟ in the sentence but the student chose „out‟
after verb „fill‟. „fill in‟ is to add information based on the blank. And
there are some meanings of the phrasal verb „fill in‟ based on
Macmillan dictionary are:
1. (transitive) to add information such as your name or address in the
empty spaces on an official document.
Examples:
Please fill in your name and address in the space provided.
I spent over two hours filling in the application form.
Fill in the missing words.
Fill in the blanks(=to give or learn information that is
needed in order to understand something properly):
73
We know roughly how the system works, but Brian is here
to fill in the blanks.
2. (transitive) same as fill
Example: The canal is now disused and party filled in.
3. (transitive) (fill someone in) informal. To give someone details
about something.
Examples:
Did Sam fill you in about the new project?
My secretary will fill you in on the details.
4. (intransitive) to do someone‟s job for them while they are away.
Example: fill in for: I‟m filling in for the participant at the
moment.
Whereas, we can know the meanings of „fill out‟ according to
Macmillan dictionary:
1. (transitive) to add information such as your name or address in the
empty spaces on an official document.
Example: It took me several hours to fill out the application form.
2. (intransitive) informal. If someone fills out, their body becomes
less thin.
Example: Sam‟s really filled out, has‟nt he?
The student used the phrasal verb‟s type that is inseparable
because there is no an object in the middle of the words. And
74
inseparable is common used by students because they unnecessary
think a loud to make sentences to speak.
4. Respondent 4 (EA)
Table 4.6
Student‟s Error Description
The error form The right form Type of phrasal verbs Type of Error
The honorable all
teacher and all my
beloved students
who have come in
this event for an
event Kartini‟s day.
The honorable all
teacher and all my
beloved students
who have come
this event for an
event Kartini‟s
day.
Inseparable Semantic
errors
The student should use a simple present perfect in the sentence.
The structure of the tense is „have + verb 3‟, so, after „have‟ the
student should add verb 3 of come that is come because come -> came
-> come. But, the student added „in‟ after „come‟ and became phrasal
verb form. She didn‟t know the rule about the phrasal verb. According
to Macmillan dictionary „come in‟ has eleven meaning in phrasal verb
form those are:
1. Enter
To enter a room, building, or other place.
Example: Come in and sit down.
2. Arrive
To arrive somewhere.
Example: what time does his train come in?
3. Be received
75
If something money comes in, it is earned or received by
someone.
Example: We‟ve got absolutely no money coming in at the
moment.
4. Go to work
To go to work. Exemple: He‟s too ill to come in today.
5. Come to house to work
If someone comes in, they come to your house in order to do
work.
Example: I‟ve got the plumber coming in tomorrow.
6. Start to be used/done
If something such as a law or practice comes in, it starts to be
used or done.
7. When the sea gets higher
When the tide comes in, the sea moves higher up the beach.
8. Join conversation etc
To join conversation or discussion by saying something.
Example: I‟d like to come in here and make a suggestion.
9. Become involved
To join other people who are involved in something such as a
bussiness project come in on.
76
Example: if your frined wants to come in on the deal, he‟ll
need to put a lot of money on the table.
10. Become fashionable
To become fachonable at a particular time.
Example: It was a time when short hair for men was just
coming in.
11. Finish a race + phrases
To finish a race in a particular position.
Example: come in first/second/third etc: My horse came in
third.
From some examples above, we can know how to use „come
in‟ in the sentence. The student had less knowledge about the phrasal
verb, so, she didn‟t know if she was wrong in the sentence. The right
form of the sentence is „come‟. We don‟t need to add preposition or
particle after the verb. The word is not the phrasal verb, it is just
presents perfect, so we don‟t need the phrasal verb. The type of
phrasal verb error is inseparable. There is no object between verb and
the particle.
5. Respondent 5 (MBK)
Table 4.7
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of
Error
She can develop all She can develop all Inseparable Semantic
77
of her ability and
she does not
depend to other
people.
of her ability and
she does not
depend on other
people.
errors
Thank you; I am
Bella, back to the
studio.
Thank you; I am
Bella, get back to
the studio.
Inseparable Semantic
errors
Assalamualikum
wr.wb. First of all
let‟s say that to
Allah was giving us
mercy and all
blessing we can
gather in this place
without any
obstacle.
Assalamualikum
wr.wb. First of all
let‟s say that to
Allah was giving us
mercy and all
blessing we can
gather here in this
place without any
obstacle.
Inseparable Semantic
errors
The student chose the wrong preposition after the verb
„depend‟. After „depend‟, we must add preposition „on‟ not „to‟.
According to Macmillan dictionary, „depend on‟ has four meanings as
follows:
1. To need someone or something in order to survive or to be
successful.
Example: The project‟s success depends on the support of
everyone concerned.
2. If you can depend on someone or something, you are sure
that they will do it.
Example: I wasn‟t worried, I knew I could depend on you.
3. As if your life depend on it with as much effort as
possible.
Example: She began to sing as if her life depended on it.
78
4. Depending on according to.
Example: Prices vary depending on the area you chose.
After that, the student said phrasal verb twice again. The first,
the student said phrasal verb „back to‟ but „back‟ is not the verb, so,
we cannot categorize it as the phrasal verb. Then, „to‟ is preposition
that is also characteristic of the phrasal verb. So that, the word spoken
by the student was phrasal verb but the phrasal verb was not right. The
researcher adds „get‟ before „back to‟ and it becomes the right phrasal
verb to use in the sentence.
According to Macmillan dictionary, „get back to‟ has meaning:
(Get back to someone) to phone, write, or, speak to someone
at a later time because you were busy or could not answer their
question earlier.
Get back to on: Can you get back to me on those figures by
the end of the day?
The second, the student made an error when she said phrasal
verb „gather in‟. According to Macmillan dictionary, „gather in‟ has
meaning to collect crops from the field when they are ready or we are
often called it „harvest‟. Therefore, phrasal verb „gather in‟ is not
suitable in the sentence that tells us I seminar. The student didn‟t know
that the word has a different meaning. To make the sentence right, we
must insert „here between „gather … in‟. it will make the sentence
79
correct. All types of the phrasal verbs made by the student are
inseparable.
6. Respondent 6 (UZ)
Table 4.8
Student‟s Error Description
The error
form
The right form Type of phrasal
verbs
Type of Error
And I hope
for you will
always stay
our pray on
your
prayer.
And I hope
for you
will always
be faithful
on your
prayer.
Separable Semantic
errors
First of all,
let‟s us
praise and
thanks to
present
Allah SWT
who has
give us a
mercy and
bless
always and
covered for
us.
First of all,
let‟s us
praise and
thanks to
present
Allah SWT
who has
give us a
mercy and
bless
always and
covered for
our
mistake.
Inseparable Semantic
errors
Please,
inform the
news that
you get in
the
location.
Please,
inform the
news that
you get
information
in the
location.
Inseparable Semantic
errors
In this case, the student lacked of knowledge about the phrasal
verb. Therefore, the student is still arranged word in English using
Indonesian perspective. And the student translates the word one by
80
one and arranged the word into a sentence. If we look at the sentence
carefully, we will find a wrong case in the sentence. „Stay‟ has
meaning definitely or permanent and „on‟ as a conjunction to object.
The student made an error in another theme when she was
performing. The student made an error when she added the object after
use phrasal verb. The phrasal verb spoken by the student was „covered
us‟ when she gave opening speech. There are two meanings of
„covered for‟ based on Macmillan dictionary those are:
1. (Cover for someone) to do someone‟s work while they are
away or ill.
Example: I‟m just covering for Mrs. Tyler, so please bear
with me.
2. (Cover for someone) to protect someone from punishment,
for example by telling a lie for them.
Example: If Pauline asks where I am, will you cover for
me?
Those are the meaning of phrasal verb „covered for‟, so, we
can use the phrasal verb correctly then. But, the student used the
phrasal verb and added the object „us‟. It should be „our mistake‟
because „covered for‟ has meaning always forgive our mistake. The
word has a correlation with Allah.
81
The student made an error when she acted as a news anchor.
She said that „Please, inform the news that you get in the location‟.
The phrasal verb „get in‟ has seven meanings based on Macmillan
dictionary those are:
1. Arrive at home/work
(Intransitive) to arrive at home or at work.
Examples:
You got in very late last night!
Mark never gets in before 930.
a. If a train, plane etc gets in, it arrives.
Examples:
Our flight got in on time.
The London train gets in at 10.05.
2. Be accepted/chosen
(Intransitive) to be accepted to study at a school or chosen
to play for a team etc.
Example: It‟s a very exclusive school and you have to pass
an exam to get in.
3. Be elected
(Intransitive) to be elected for a political job.
Example: The Labour Party got in again in 2001.
4. Deliver/send something
82
(Transitive) to deliver or send something to a person or
place.
Example: I have to get this homework in by the end of the
week.
5. Ask someone to come
(Transitive) British. To ask someone to come to your
house, office etc in order to do something for you.
Example: We‟re getting a plumber in to fix the leak.
6. Have time for something
(Transitive) to manage to fit something such as an activity
or comment into a small amount of time.
Example: One writer managed to get in 20 plugs for his
new book in a single interview.
7. Buy/collect things
(Transitive) British. To buy or collect things that you need.
Kara‟s friends are coming at the weekend, so get lots of
chocolate in.
The right form of the error become separable type from
inseparable, it should be „get information in‟, so, it changes to be a
transitive type or separable. Because it must be more specific to do in
that place and the news anchor ordered the reporter to get information
in that place.
83
7. Respondent 7 (VZ)
Table 4.9
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of
Error
And say thank you
to all students and
parents have attend
to this graduation.
And say thank you to
all students and
parents have attended
at this graduation.
Inseparable Semantic
errors
AAnd this is the
condition damaged
in IAN Surakarta.
Now I will ask
someone to more
certain.
And this is the
condition damaged in
IAN Surakarta. Now I
will ask for someone
more certain.
Separable Semantic
errors
This report from
IAIN Surakarta. I
am Zahiroh and the
camera Yudi
Hartanto reported.
Back to the studio
Vivi and Zigma.
This report from IAIN
Surakarta. I am
Zahiroh and the
camera Yudi Hartanto
reported. Get back to
the studio Vivi and
Zigma.
Inseparable Semantic
errors
The student spoke phrasal verbs three times when she was
performing in speaking class. The first error, the student used the
phrasal verb after „have‟, we know that it is present perfect form. The
pattern of simple present perfect is „have + verb3‟ but the student used
the phrasal verb. So, the right form is „have attended‟. „Attend‟
becomes „attended‟ because verb3 and after the verb, we must add „at‟
as the conjunction of the object. The student didn‟t know about it,
because she didn‟t learn phrasal verb completely.
84
The researcher gives the right form to use „attend to‟ in the
sentence. According to Macmillan dictionary „attend to‟ has two
meanings in phrasal verb form as follows:
1. To deal with someone or something.
Examples:
We still have a number of other matters to attend to.
He likes work that requires him to attend to a lot of
detail.
Please take a seat and I‟ll ask someone to attend to
you.
2. To serve a customer in a shop, restaurant etc.
Example: Are you being attended to?
The second one, the student chose wrong preposition or
particle. The student said the separable phrasal verb was „ask…to‟ and
the right form of the phrasal verb become inseparable type, it should
be „ask for‟. The phrasal verb „ask for‟ based on Macmillan dictionary
has four meanings those are:
1. (Ask for something) to speak or write to someone because
you want them to give you something.
Example: He‟s always reluctant to ask for anyone‟s help.
2. (Ask for someone) to say that you want someone to come
and speak to you.
85
Example: There‟s someone in the shop asking for the
manager.
3. Be asking for something to behave I a way that makes it
likely that a particular unpleasant thing will happen to you.
Example: She‟s asking for trouble speaking to people like
that.
Be asking for it: Anyone who drives while they‟re drunk is
just asking for it.
4. Someone couldn’t ask for something (informal) used for
emphasizing that something is so good that nothing could
be better.
Examples:
I couldn‟t ask for a more caring bunch of people to
work with.
We couldn‟t have asked for better weather.
After the researcher shows the meaning of the phrasal verb
„ask for‟, the researcher hopes it can help the student to use phrasal
verb easily. The student made an error again when the student act as a
reporter and the student had less knowledge of phrasal verb then the
student forgot to add verb „get‟ before „back to‟. The phrasal verb „get
back to‟ has the following meanings according to Macmillan
dictionary:
86
(Get back to someone) to phone, write, or speak to someone
at a later time because you were busy or could not answer their
question earlier.
Get back to on: Can you get back to me on those figures by the
end of the day?
8. Respondent 8 (SMJ)
Table 4.10
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of Error
First of all,
let us praise
to the
gratitude and
greeted of
almighty
Allah SWT
because of
his blessing
in this
morning we
can gather in
this place, to
attend a
farewell
ceremony for
the students
of Senior
High School
8 Surakarta.
First of all, let
us praise to the
gratitude and
greeted of
almighty Allah
SWT because
of his blessing
in this morning
we can gather
here in this
place, to attend
a farewell
ceremony for
the students
of Senior High
School 8
Surakarta.
Inseparable
Semantic
errors
The student use wrong words to speak a sentence. The student
speaks the phrasal verb „gather in‟ that the type of phrasal verb is
inseparable. The meaning „gather in‟ itself is harvest or to collect
87
crops from the field when they are ready according to Macmillan
dictionary.
Therefore, it‟s not suitable if we insert „gather in‟ in the
sentence of a graduation speech. We must insert „here‟ in the middle
of „gather … in‟ then the sentence will be perfect.
9. Respondent 9 (K)
Table 4.11
Student‟s Error Description
The error form The right form Type of phrasal verbs
I‟m applying this
to work on your
company.
I‟m applying this
to work at your
company.
Inseparable
The student chose the wrong word to complete the sentence.
The phrasal verb „work on‟ has meaning to do something seriously.
Therefore, we must change the phrasal verb into „work at‟ because
after „work on‟ we cannot add a place but we must add something.
According to Macmillan dictionary, „work on‟ has two meanings those
are:
1. (Work on something) to spend time producing or
improving something.
Example: He‟ll have to work on getting fit before the
game.
a. I‟m working on it (informal) used for saying that you
are dealing with something.
88
Example: Don‟t worry about that, I‟m working on it.
2. (Work on someone) to try to influence someone.
Example: We‟ll have to work on Joey to find out what‟s
going on.
The type of phrasal verb is inseparable because there is no
object in middle of the words.
10. Respondent 10 (DRA)
Table 4.12
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of Error
But, I want
to continue
to work in
this area.
But, I want
to continue
to work at
this area.
Inseparable Semantic
errors
The student spoke inseparable phrasal verb „work in‟ that means
doing something in working. But, the student did a mistake in arranging
the sentence. The phrasal verb „work in‟ must be followed by profession
not place, so, we must change „work in‟ into „work at‟. The meaning of
phrasal verb „work in‟ based on Macmillan dictionary is:
To add one thing or idea to another, or include one thing or idea in
another. Example: If you can work in the word „objective‟, that
would be good.
89
The phrasal verb of „work in‟ has similar meaning to phrasal
verb „work into‟. Work something into something: They work a
lot of Brazilian sounds and rhythms into their music.
11. Respondent 11 (IEF)
Table 4.13
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of
Error
So
Indonesian
culinary
festival be
hold on
Tuesday to
Sunday 12-
15 2018 in
the south
parking of
Manahan
stadium
during the
past five
years
culinary in
the past still
remains on
the theme of
the festival.
So
Indonesian
culinary
festival be
held on
Tuesday to
Sunday 12-
15 2018 in
the south
parking of
Manahan
stadium
during the
past five
years
culinary in
the past still
remains on
the theme of
the festival.
Inseparable Semantic
errors
Well, all of
the
statement
from the
visitors and
EO from
this event.
So, what do
you waiting
for? Just
come here
Well, all of
the
statement
from the
visitors and
EO from
this event.
So, what are
you waiting
for? Just
come here
Inseparable Semantic
errors
90
immediately
.
immediately
.
Okay, ladies
and
gentleman
enough for
me I am
Ines as the
reporter just
report the
news, now
back to the
Era and Ayu
in studio.
Okay, ladies
and
gentleman
enough for
me I am
Ines as the
reporter just
report the
news, now
get back to
the Era and
Ayu in
studio.
Inseparable Semantic
errors
The students spoke inseparable phrasal verbs here. In this case,
the student had the problem in the tenses. The student acted as the
reporter and described the event, but the student didn‟t know that she
must use past tense not present tense. The phrasal verb used is not a
problem, but only she used present tense to complete the sentence. The
student used phrasal verb „hold on‟ but that‟s not right, the right form
is „held on‟. According to Macmillan dictionary, there are six
meanings of the phrasal verb „hold on‟ those are:
1. Hold something tightly
To hold something tightly or carefully so that you do not
drop it or do not fall.
Example: Hold on tight: Hold on tight everyone – the
driver‟s getting ready to go.
2. Wait
91
To wait.
Examples:
We‟ll hold on another minute, then we‟ll have to go
Can you hurry up in the bathroom – I can‟t hold on
much longer.
3. Try to win/succeed
To keep trying to win or succeed.
Example: Aberdeen held on to go level with Motherwell.
4. Continue in danger
To manage to stay alive or continue to do something or
deal with something in difficult or dangerous situation.
Example: You just have to hold on until the ambulance
arrives.
5. Telling someone to stop
(Always in imperative) used for telling someone to stop or
wait.
Example: Hold on! You forgot your card!
6. Telling someone to listen
(Always in imperative) used for telling someone to listen or
think.
Examples:
Hold on, that won‟t work.
92
Now hold on a minute! I never said that.
The student made an error of phrasal verb twice. The second
error, the student chose wrong to be when she asked the viewers. The
sentence of the student above was „what do you waiting for?‟. The
right form is „what are you waiting for?‟, so, „do‟ must be changed to
be „are‟.
The student spoke phrasal verb „back to‟ but „back‟ is not the
verb, so, we cannot to categorize it as the phrasal verb. Then, „to‟ is
preposition that is also characteristic of the phrasal verb. So that, the
word spoken by the student was phrasal verb but the phrasal verb was
not right. The researcher adds „get‟ before „back to‟ and it becomes the
right phrasal verb to use in the sentence.
According to Macmillan dictionary, „get back to‟ has meaning:
(Get back to someone) to phone, write, or, speak to someone
at a later time because you were busy or could not answer their
question earlier.
Get back to on: Can you get back to me on those figures by
the end of the day?
12. Respondent 12 (MBMH)
Table 4.14
Student‟s Error Description
The error form The right form Type of phrasal verbs
I‟m Basyair and I‟m Basyair and the Inseparable
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the cameraman is
Rozan report back
to the studio, Anin
and Shahiroh.
cameraman is Rozan
report get back to the
studio, Anin and
Shahiroh.
The student spoke phrasal verb „back to‟ but „back‟ is not the
verb, so, we cannot to categorize it as the phrasal verb. Then, „to‟ is
preposition that is also characteristic of the phrasal verb. So that, the
word spoken by the student was phrasal verb but the phrasal verb was
not right. The researcher adds „get‟ before „back to‟ and it becomes the
right phrasal verb to use in the sentence.
According to Macmillan dictionary, „get back to‟ has meaning:
(Get back to someone) to phone, write, or, speak to someone
at a later time because you were busy or could not answer their
question earlier.
Get back to on: Can you get back to me on those figures by
the end of the day?
13. Respondent 13 (NK)
Table 4.15
Student‟s Error Description
The error
form
The right
form
Type of phrasal
verbs
Type of Error
Good
afternoon
viewers.
Back with
me, Naviah
and Annisa
on breaking
news to
pride the
Good
afternoon
viewers.
Get back
with me,
Naviah and
Annisa on
breaking
news to
Inseparable Semantic
errors
94
actual,
sharp and
reliable
news.
pride the
actual,
sharp and
reliable
news.
The student says phrasal verb „back with‟ but „back‟ is not the
verb, so, we cannot to categorize it as the phrasal verb. Then, „with‟ is
preposition that is also characteristic of the phrasal verb. So that, the
word spoken by the student was the phrasal verb but the phrasal verb
was not right. The researcher adds „get‟ before „back with‟ and it
becomes the right phrasal verb to use in the sentence. According to
Macmillan dictionary, „get back with‟ has meaning:
(Get back with someone) to start to have a sexual or romantic
relationship with someone that you had a relationship with before.
Example: He‟s getting back with his ex‟wife.
14. Respondent 14 (AKP)
Table 4.16
Student‟s Error Description
The error form The right form Type of phrasal
verbs
Type of Error
Apologize if there
is some mistake,
please wait in the
seminar next years.
Apologize if there is
some mistake, please
wait in for the
seminar next years.
Inseparable Semantic
errors
The student didn‟t realize saying phrasal verb when she acted
as master of ceremony in the seminar. When she gave closing speech,
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she spoke phrasal verb „wait in‟ but the phrasal verb is not right. We
must add „for‟ after „wait in‟ then it becomes „wait in for‟. That‟s the
right phrasal verb that it suitable to use in the sentence. According to
Macmillan dictionary, „wait in for‟ has meaning to stay at home
because you expect someone to come or to telephone you. Example
for „wait in for‟ is I have to wait in for a delivery this morning.
15. Respondent 15 (AKN)
Table 4.17
Student‟s Error Description
The error
form
The right
form
Type of phrasal
verbs
Type of Error
As much
as is, that‟s
all we can
report.
Back to
studio.
As much as
is, that‟s all
we can
report. Get
back to
studio.
Inseparable Semantic
errors
The student says phrasal verb „back to‟ but „back‟ is not the
verb, so, we cannot to categorize it as the phrasal verb. Then, „to‟ is
preposition that is also characteristic of the phrasal verb. So that, the
word spoken by the student was the phrasal verb but the phrasal verb
was not right. The researcher adds „get‟ before „back to‟ and becomes
the right phrasal verb to use in the sentence.
According to Macmillan dictionary, „get back to‟ has meaning:
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(Get back to someone) to phone, write, or, speak to someone
at a later time because you were busy or could not answer their
question earlier.
Get back to on: Can you get back to me on those figures by
the end of the day?
After the researcher transcripts the video, the researcher found
phrasal verbs errors made by the student at second semester in
speaking class especially in speaking formal interactions. Totally the
phrasal verbs errors are 27 times from 15 students in the A class of the
second semester.
1. Difficulties faced by the students in delivering speaking material with
phrasal verb of 2nd
Semester of the State Islamic Institute of Surakarta in
Academic Year 2017/2018
After the researcher analyzed the phrasal verbs errors, the researcher
interviewed the respondent who made the phrasal verbs errors about the
difficulties they face in delivering speaking material with phrasal verbs. The
researcher displayed the data consisting of with the difficulties in form of
table.
In this research, the researcher gave some codes of each datum I order
to be easy in analyzing the data. The coding of the types of speech style is as
follows:
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1. The use of Arabic number-to-number data. 01 means that the datum is
number 01.
2. The use of abbreviation with Romans word in capital characters to show
the types of Phrasal Verbs‟ error.
S : Separable
In : Inseparable
3. The use of abbreviation with Romans word capital characters to show
the types of difficulties.
LK : Lack of knowledge
IL : Incomplete learning
IP : Ignorance and passive learning for comprehension
SAE : A strategy used to avoid errors such as the use of the wrong
verb or leaving out or wrong order of the particle
AL : Use of alternative language forms
4. The use of people name as the informant
Here is the example to read the coding data:
01/S/LK/DL means that it is the datum number 01. The datum contains words
of types of phrasal verb‟s error is separable. The difficulty found by the
informant is lack of knowledge. And the name of the informant who gave the
information is DL.
The table consists of the difficulties of respondent when they spoke
phrasal verbs errors:
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Table 4.18
Table for the coding
Name of
students
Phrasal Verb
Separable Inseparable
LK IL IP SAE AL LK IL IP SAE AL
DL 4
ER 2
VVS 1
EA 1
MBK 3
UZ 1 2
VZ 1 2
SMJ 1
K 1
DRA 1
IEF 3
MBMH 1
NK 1
AKP 1
AKN 1
From the table, we can know the difficulties of the respondent when
they spoke phrasal verbs errors. The researcher classified the difficulties
faced by the students in articulating phrasal verbs at the second semester
at speaking class as follow:
1. Lack of knowledge is 9 times
2. Incomplete learning is 14 times
3. Ignorance and passive learning for comprehension is 4 times
4. A strategy used to avoid errors such as the use of the wrong verb
or leaving out or wrong order of the particle is none
5. Use of alternative language forms is none
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Based on the classification above, we can know that there are three
difficulties found by the researcher based on the interview with the
respondents. Here, the researcher will explain one by one from the difficulties
of respondents through their coding.
1. DL (04/IS/IL/DL)
The student made four phrasal verbs errors when she was
performing. The researcher found her difficulty is incomplete learning, it
can be proved by the following interview transcription:
“Lebih ke Incomplete Learning Karena Tidak Mempelajari Secara
Keseluruhan.“
From the interview transcription above, we can know that the
student got the difficulty incomplete learning when she spoke the phrasal
verbs errors in her performance. It is because she didn‟t learn more about
the phrasal verb before although she ever heard it.
2. ER (02/IS/IL/ER)
The student made two phrasal verbs errors when she was
performing are „attend to‟ and „attended to‟. The researcher found her
difficulty is incomplete learning, it can be proved by the following
interview transcription:
“kesulitan yang saya alami karena saya belum mempelajari phrasal verb
secara keseluruhan.”
From the interview transcription above, we can know that the
student got the difficulty incomplete learning when she spoke the phrasal
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verbs errors in her performance. It is because she didn‟t learn more about
the phrasal verb before although she ever heard it.
3. VVS (01/IS/IP/VVS)
The student made one phrasal verbs errors when she was
performing is „fill out‟. The researcher found her difficulty is Ignorance
and passive learning for comprehension, it can be proved by the following
interview transcription:
“Iya Belum Paham Tentang Phrasal Verb sama ragu juga Dan Cuek
Juga Mbk.”
From the interview transcription above, we can know that the
student got the difficulty Ignorance and passive learning for
comprehension when she spoke the phrasal verbs errors in her
performance. It is because she didn‟t want learning the phrasal verb as it
has not been taught yet.
4. EA (01/IS/LK/EA)
The student made one phrasal verbs errors when she was
performing is „come in. The researcher found her difficulty is lack of
knowledge, it can be proved by the following interview transcription:
“Mungkin lebih lack of knowledge karena tidak pernah diajarkan
sebelumnya.”
From the interview transcription above, we can know that the
student got the difficulty lack of knowledge when she spoke the phrasal
verbs errors in her performance. It is because she never taught about the
phrasal verb before.
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5. MBK (03/IS/IP/MBK)
The student made three phrasal verbs errors when she was
performing are „depend to‟, „back to‟ and „gather in‟. The researcher
found her difficulty is Ignorance and passive learning for comprehension,
it can be proved by the following interview transcription:
“lebih ke ignorance mbk, bukannya benar-benar tidak peduli hanya saja
karena masih semester dua jadi belajar yang mudah-mudah dulu saja.”
From the interview transcription above, we can know that the
student got the difficulty Ignorance and passive learning for
comprehension when she spoke the phrasal verbs errors in her
performance. She wants to learn basic level of English not hard level
because she still second semester.
6. UZ (03/S/IS/LK/UZ)
The student made three phrasal verbs errors when she was
performing are „stay .. on‟, „get in‟ and „covered for‟. The researcher
found her difficulty is lack of knowledge, it can be proved by the
following interview transcription:
“semuanya mbk, tapi lebih ke lack of knowledge mbk karena benar-benar
tidak tahu sebelumya.”
From the interview transcription above, we can know that the
student got the difficulty lack of knowledge when she spoke the phrasal
verbs errors in her performance. She never taught the phrasal verbs
before, it make the student didn‟t know about the phrasal verbs before.
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7. VZ (03/S/IS/IL/VZ)
The student made three phrasal verbs errors when she was
performing are „ask .. to, „attend to‟ and „back to‟. The researcher found
her difficulty is incomplete learning, it can be proved by the following
interview transcription:
“Respondent: Mungkin karena dulu pernah diajarkan tapi lupa sekarang
dan kurang berlatih Mbk.“
“Researcher: tidak mempelajarinya secara detail ya berarti. Yang
penting tidak keluar Di UTS gitu Ya.”
From the interview transcription above, we can know that the
student got the difficulty incomplete learning when she spoke the phrasal
verbs errors in her performance. She never learns the phrasal verb again
although she ever heard it before.
8. SMJ (01/IS/LK/SMJ)
The student made one phrasal verb error when she was performing
is „gather in‟. The researcher found her difficulty is lack of knowledge, it
can be proved by the following interview transcription:
“Respondent: Kayak tidak tahu tentang vocabularynya.“
“Researcher: Kurangnya pengetahuan ya, kebanyakan kurangnya
pengetahuan ya.”
From the interview transcription above, we can know that the
student got the difficulty lack of knowledge when she spoke the phrasal
verbs errors in her performance. She never taught the phrasal verb before
and it make the student didn‟t know about the phrasal verb.
9. K (01/IS/LK/K)
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The student made one phrasal verb error when she was performing
is „work on‟. The researcher found her difficulty is lack of knowledge, it
can be proved by the following interview transcription:
“Respondent: Tidak tahu kalau itu phrasal verb.”
“Researcher: Berarti kurangnya pengetahuan ya.”
From the interview transcription above, we can know that the
student got the difficulty lack of knowledge when she spoke the phrasal
verbs errors in her performance. She never taught the phrasal verb before
and it make the student didn‟t know about the phrasal verb.
10. DRA (01/IS/LK/DRA)
The student made one phrasal verb error when she was performing
is „work in‟. The researcher found her difficulty is lack of knowledge, it
can be proved by the following interview transcription:
“Kurang pengetahuan karena belum pernah diajarkan.”
From the interview transcription above, we can know that the
student got the difficulty lack of knowledge when she spoke the phrasal
verbs errors in her performance. She never taught the phrasal verb before
and it make the student didn‟t know about the phrasal verb.
11. IEF (03/IS/IL/IEF)
The student made three phrasal verbs errors when she was
performing are „hold on‟, „waiting for‟ and „back to‟. The researcher
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found her difficulty is incomplete learning, it can be proved by the
following interview transcription:
“Pernah dengar sih mbk tapi tidak pernah mempelajarinya.”
From the interview transcription above, we can know that the
student got the difficulty incomplete learning when she spoke the phrasal
verbs errors in her performance. She ever heard the phrasal verb but she
never learn it again.
12. MBMH (01/IS/IL/MBMH)
The student made three phrasal verbs error when she was
performing is „back to‟. The researcher found her difficulty is incomplete
learning, it can be proved by the following interview transcription:
“Tidak pernah mempelajarinya mbk.”
From the interview transcription above, we can know that the
student got the difficulty incomplete learning when she spoke the phrasal
verbs errors in her performance. She ever heard the phrasal verb but she
never learn it again.
13. NK (01/IS/IL/NK)
The student made one phrasal verbs error when she was performing
is „back with‟. The researcher found her difficulty is incomplete learning,
it can be proved by the following interview transcription:
“Belum mempelajarinya secara detail atau incomplete learning.”
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From the interview transcription above, we can know that the
student got the difficulty incomplete learning when she spoke the phrasal
verbs errors in her performance. She ever heard the phrasal verb but she
never learn it again.
14. AKP (01/IS/LK/AKP)
The student made one phrasal verbs error when she was performing
is „wait in‟. The researcher found her difficulty is lack of knowledge, it
can be proved by the following interview transcription:
“Yang Kurangnya Pengetahuan Mbk.”
From the interview transcription above, we can know that the
student got the difficulty lack of knowledge when she spoke the phrasal
verbs errors in her performance. She never heard the phrasal verbs before,
it make she didn‟t know about it.
15. AKN (01/IS/LK/AKN)
The student made one phrasal verbs error when she was performing
is „back to‟. The researcher found her difficulty is lack of knowledge, it
can be proved by the following interview transcription:
“Kayak Menggabungkan Satu Kata Dengan Kata Setelahnya Seperti
Stand Dengan Up Sama Tidak Tahu Artinya Mbk.”
From the interview transcription above, we can know that the
student got the difficulty lack of knowledge when she spoke the phrasal
verbs errors in her performance. She never heard the phrasal verbs before,
it make she didn‟t know about it.
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From the evidences of the difficulties found above, the researcher can
know what the dominant of the students‟ difficulties are after the researcher
interviewed the students. The results of interviews are mostly the students‟
chose incomplete learning for their difficulties when the students spoke
phrasal verbs errors.
B. Discussion
1. Phrasal verbs errors made by students of 2nd
Semester of the State
Islamic Institute of Surakarta in Academic Year 2017/2018
After analyzing the data, the researcher found the phrasal verbs
errors that made by students in speaking class are 27 errors made by 15
students. According to Riguel (2014: 9), there are different types of errors
and misinterpretations were clearly identified: style deficiency, semantic
errors, lack of collocation awareness, incorrect and inappropriate phrasal
verbs thought up by learners, and syntactic errors. Every errors made by
students are similar type of errors that mentioned by Emilie Riguel. But,
the most common mistakes made by the students are semantic errors,
responsible for major misinterpretations.
The student could speak about the phrasal verb but the student is
not aware. Then, the students didn‟t know how to use the word of the
phrasal verbs when they want to speak. Sometimes the students make the
mistake when using the phrasal verb. The students didn‟t know about the
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phrasal verb meaning and how to add the preposition/particle in the
phrasal verb. Besides that, the students didn‟t know that the words were
the phrasal verb because the students searched the text from the internet
before the performances. It makes the student think that the text was right
for their performance.
2. Difficulties faced by the students in delivering speaking material with
phrasal verb of 2nd
Semester of the State Islamic Institute of
Surakarta in Academic Year 2017/2018
Besides that, there are five difficulties that chosen by students when
the researcher interviewed them. There is five classification of difficulty in
phrasal verb based on Liao and Fukuya and Kharitonova (2004) are:
1. Lack of knowledge
The students chose the difficulties were 7 students from 9
phrasal verbs errors. The students opinion that phrasal verb have never
been taught in the class for second semester of English Education
Department in The State Institute Islamic of Surakarta in Academic
Year 2018/2019. The phrasal verb can make the students confuse
because never heard or taught before. Although, the students never
taught about the phrasal verb they often heard the word of phrasal verb
such as give up, get out etc. The students often heard the phrasal verb
around them such as in television, another people and some event on
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television like music. However, the students still do not understand the
word of phrasal verb they use. The students still think that the word
only vocabularies.
For example, the student spoke phrasal verb „work out‟ in the
sentence „We‟ll always work out our best for this occasion‟. The
phrasal verb has meaning practice, so, it is not suitable for the sentence
that tells us about the effort before the event.
2. Incomplete learning
Incomplete learning is most difficulties that chose by students
when they said phrasal verbs. The students chose the difficulties were
7 students from 14 phrasal verb‟s error. Some students knew about
phrasal verb before but, the students still didn‟t learn phrasal verb
completely. It makes the students are always make mistakes when they
use phrasal verb. Because the students guess that phrasal verb is right.
In fact, the phrasal verb is still not right yet.
For example, they often spoke „back to‟ and „back with‟.
Actually, the words are the phrasal verb but they are not complete yet,
so, we must complete the word and add the verb before becoming „get
back to‟ and „get back with‟.
Therefore, the dominant of the case is the students still don‟t
want to learn about phrasal verb because they think that the phrasal
verb is not important in their material right now.
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3. Ignorance and passive learning for comprehension
The student made an error 4 data in this difficulty from two
students. The students said that they ignored what the phrasal verb was
because they thought that the phrasal verb would not be out for the
exam and want to learn about the basic of English than learn about
hard material. But, the students spoke phrasal verbs when they were
performing in speaking class that were fill out, depend to, back to,
gather in. Although the students spoke the phrasal verb, they didn‟t
know that the words were phrasal verb.
4. A strategy used to avoid errors such as the use of the wrong verb or
leaving out or wrong order of the particle is none
The student usually avoided error on the phrasal verb, so, the
student seldom spoke phrasal verb when performance. Therefore, there
is no student chose this difficulty because it was complicated.
5. Use of alternative language forms is none
There is no student chose this option because the students have
never been taught about phrasal verb before in previous semester or in
senior high school.
Based on the discussion above, we can know that the most of students
made error in speaking phrasal verbs because semantic error. The students
tend to separate the meaning of each word, from which the whole meaning of
the phrasal verbs might suffer from losses. For the examples of the description
110
of phrasal verbs errors above, „gather in‟ has meaning harvest but the student
separate the meaning of each word like „gather‟ was do anything together to
discuss something and „in‟ shows a place where they going to do.
Another example was „work out‟, „work out‟ has meaning practices
but the student was also separate the meaning of each word liked „work‟ was
to do something in the job and „out‟ was go outside. The students still thought
that these words have separate of the meaning.
Besides that, the dominant type of phrasal verbs errors were
inseparable because the students did not think that the words spoken by them
were phrasal verb and the students still separate the meaning of each word
such as „attend to‟ that had meaning to deal with something or someone. But,
the students thought „attend‟ was come to the place in event and „to‟ was the
purpose of someone when want to come the place.
Meanwhile, the dominant difficulty found is incomplete learning
because based on Liao, Fukuya and Kharitonova, incomplete learning is very
recent and this area is undergoing further development. We note also that even
if the model is not mis-specified. Therefore, the most of the students never
learn phrasal verb more detail before. It made the students got difficult to
speak phrasal verbs correctly. The students ever heard the phrasal verb but
still doubt to learn more about the phrasal verb. And the students must learn
more about phrasal verb when they hear it first time.
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CHAPTER V
THE CONCLUSION AND SUGGESTION
A. The Conclusion
In this chapter, the researcher comes to the conclusion of the result of
this research. Based on the research finding and the discussion, the researcher
found 27 phrasal verbs‟ error made by 15 students at second semester in
speaking class of English Education Department in The State Islamic Institute
of Surakarta such as „work out‟, „happening on‟, ‟ gather in‟, „come to‟,
„attend to‟, „fill out‟, „come in‟, „depend on‟, „back to‟, „covered on‟, „get in‟,
„ask to‟, „work on‟, „work in‟, „hold on‟, „waiting for‟, and „back with‟. The
type of error is semantic errors because the students are still confused about
the phrasal verb‟s meaning and how to use phrasal verb correctly. The
researcher showed the phrasal verb‟ error on research finding and changes the
sentences correctly.
In this research, it is also shown the characteristics or types of the
phrasal verbs spoken by students at second semester in speaking class and the
difficulties found by the students when they spoke the phrasal verbs. Many
students said that their difficulties were incomplete learning because the
students never learn more about phrasal verbs. Therefore, the students still
confused what the phrasal verb is. But, the students were often using the
phrasal verbs in daily activities.
112
111
B. Suggestion
After having the conclusion of this research, the researcher has some
suggestions for lecturers, students, and readers. The researcher has some
suggestion to the lecturer that phrasal verb can be taught in speaking class in
evaluation after the students' performance, at least the lecturer can show the
students about the meaning or usage of phrasal verbs little by little, so, the
students will be familiar with the phrasal verb.
This suggestion is for the students, students have to attend anything in
English when the lecturer explains to them. Furthermore, students should
respect about the phrasal verbs next semester if the lecturer explains about it
and learn about the meaning until the usage of phrasal verbs when the
students will use the phrasal verb in the sentence. The phrasal verb is not
difficult if we often use the phrasal verb routinely.
And for the reader, the readers who want to know about the phrasal
verb must learn or understand about the meaning and the usage of the phrasal
verb. This research can help reader make some researches about the phrasal
verb. The researcher hopes the research will make the reader understand.
113
111
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Wishon, George E. and Julia M. Burks. 1980. Let‟s write English. New York: American Book
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https://www.macmillandictionary.com/ (June 27th
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FIGURE 1:
Independence Day
118
February 14th
, 2018
119
FIGURE 2:
Kartini’s Day
120
February 21st, 2018
121
FIGURE 3:
Graduation
122
February 21st, 2018
123
FIGURE 4:
Interview
124
April 11th
, 2018
125
FIGURE 5:
Sales
126
May 9th
, 2018
127
FIGURE 6:
Seminar
128
May 16th
, 2018
129
FIGURE 7:
News Anchor
130
May 23rd
, 2018
1. 1st group
2. 2nd group
131
3. 3rd group
4. 4th group
132
5. 5th group
6. 6th group
133
APPENDIX 1:
Students List
134
STUDENT LIST
NO NAME
1. YUDI HARTANTO
2. AYU LESTARI
3. INNES ELITA FATMA
4. DIAH ZIGMA NARULITA
5. SANDRA YULIANA A.
6. VIVI ZAHIROH
7. NAVIAH KURNIAWATI
8. USWATUN NUR HASANAH
9. SOVIANTI
10. NURHIDAYAH
11. SHOHIROH
12. DINI RESTU AMIKA
13. ADILA FAAIZA ALVI
14. DIAN LARASATI
15. AFIFAH KURNIA PRATIWI
16. NANDHEA RESTU ATIKA
17. ANINDIA WAHYU SAHITA
18. UNAISATUZ ZULFA
19. MUHAMMAD BASYAIR M. H.
20. ENDANG RISMAWATI
21. SISKA MIFTAHUL JANAH
22. ROZAN NAUFAL AJI PRATAMA
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23. ALDIRA GUSMIARA KURNIA
24. AWWALINA KHOIRUN NISA
25. VIVI VIRELIA SARI
26. FAUZAN CAHYO KAWEDAR
27. AKHYARUL FAJARANI
28. MENIK BELA KUSUMAWARDANI
29. RISA PERTIWI
30. PUTRI NURSHOLIKHAH
31. ERA AFIDAH
32. KRISMIYATI
33. MILA SARASWATI
34. ANNISA NURUL FAJARRANI
35. ANISA AYU NAIMAH
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APPENDIX 2:
Transcript 1
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INDEPENDENCE DAY
Welcome for all of audiences
Mila : First of all, lets us introduce myself. My name is Mila Saraswati,
Alida : My name is Arlida Kusmiada. We are representative of Prida Budaya Organization. We
are to attend this event. Ladies and Gentleman, lets us read the order of car free night of the
independence. Firstly, opening.
Mila : secondly, singing Indonesia Raya anthem
Alida : reading a proclamation stated by representative of Prida Budaya Organization
Mila : welcome speech by coming to the reader
Alida : welcome speech by of side of Prida Budaya Organization
Mila : some entertainer
Alida : and an announcement of some independence competition winners
Mila : okay, ladies and gentleman. First of all, lets us say shalawat by Allah SWT. Because of his
praise and guidance, we can take this event with a good condition. Let‟s say bassmallah together.
Alida : the next agenda is singing Indonesia items, Indonesia Raya and Hari Merdeka. Ladies
and gentleman, stand up please!
Mila : Dian Larasati as the committee of reader. Dian Larasati time is yours.
Dian: Bissmillahirrohmannirrohim, Assalammualaikm wr. Wb.
The honorable Mr. Sabariyanto as special guess of IAIN SKA.
The honorable of head of village is Miss Vivi Virelia Sari.
The honorable of the leader of GEABUDA and also the netizens of Pucangan.
First of all, lets us thanks to Allah SWT. The most merciful and the praise to Allah, the one of
the world. Because of him, today we can gather in this occasion for celebrate our 72th years
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independence day. Second of all, lets us say shalawat and salam to prophet Mohammad SAW
who has brought us from the darkness to brightness. So, we are always in direct way.
Ladies and gentleman, lets us the committee of this even today. Thank you for your supporting
us, so this event can be hold by us. Hopefully your kindness will be rewarded by Allah SWT and
also the committee, apologize if there are still make a lot of mistake that we did during the event.
We‟ll always work out our best for this occasion. We‟re as the committee respected that we can
look after our district together. That‟s all our serve this occasion, lets more I do apologize so
much, Happy Indonesia Independence Day. Freedom, Freedom, Freedom.
Wassalammualaikum wr. wb.
Mila : thank you Mrs. Dian Larasati,
Alida : the next agenda is welcome speech by Endang Rismawati as the serve Prida Budaya
Organization. Endang Rismawati, time is yours.
Endang : Freedom, Freedom, Freedom.
Assalammualaikum wr.wb.
The honorable Mr. sabariyanto as special guess of IAIN SKA.
The honorable Miss Vivi Virelia as a head of Pucangan village.
The honorable all citizens of Pucangan village.
And all members of Prida Budaya Organization and also all members of the commit.
First of all, let‟s say thanks to Allah SWT because of all his praise tonight. We can attend to this
place with healthy condition to celebrate the independence day of Republic Indonesia. Secondly,
blessing and greeting to prophet Mohammad SAW because only he as arrow of the lives of his
people. In here, I as a chief of Prida Budaya Organization of Pucangan village want to say thank
you so much because I have the opportunity give a little speech in this event. And I want to say
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thanks to Mr. Sabariyanto as special guess of IAIN SKA, Miss Vivi Virelia as a chief of village
and all citizens of Pucangan village who have attended to this event. And I hope this event can
smoothly until the end. I think enough speech for me as a chief of Prida Budaya Organization of
Pucangan village. If there are mistake, I want to say sorry, thank you.
Wassalammualaikum wr.wb.
Mila : next agenda is welcome speech by a chief of Pucangan village. Miss Vivi time is yours.
Vivi : Assalammualaikum wr.wb.
If I say Indonesia, you say Freedom okay.
Audiences : yesss
Vivi : Indonesia, audiences : Freedom 3x
Vivi : good luck and embraces for you. Before I‟m speech, thanks to Allah SWT who has given
his mercy and graceful to us. So, we can gather in this room with health and good condition. And
don‟t forget praise to our great prophet Mohammad SAW who always praying for and his people
to goodness and salvation. Thank you for the opportunity has been given to me to deliver my
speech at this event of 72th anniversary of Republic Indonesia.
Ladies and gentleman, today we are celebrating our country independence day. And our
government practices so that in this year. Working together for Indonesia, working is action that
makes us free property, differentiate, economic disability, and social inferences. But in fact, this
independent is there are a lot of the individual problems such as unemployment and social
inequality. Working together for Indonesia, we should be peace of our self, we should be always
optimist and always eager to provide the best for beloved homeland. Progressing as well as
nations name and fill out this can move Indonesia independence with as well. Working together
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is a concrete proof for us and we‟ll get the result that we want. So, let us source the problem by
working together from right now.
Ladies and gentleman, its time together, it‟s time to prove it with all we concrete. This
independence is not just legacy. It‟s not time to enjoy the heavy things. From that, let us give the
contribution and achievement in working together. We mostly that we will be successor able to
give chance for this beloved nation. Good luck. Work hard to be better generation from the
future of our nation and our future. I think what I say is enough, if there any mistake, I apologize.
The last I say, thank you for your attention. Long life Indonesia, Freedom, Freedom, Freedom.
(check di macmillen)
Wassalammualaikum wr.wb.
Wahyudi : good evening ladies and gentleman, here, I will show you the competition that have
been held by Prida Budaya Organization too. In order to welcome Indonesia Independence day.
The competition as held in Pucangan, Kartasura, Sukoharjo. The competition such as: first
competition for children, second competition for moms/mothers, the third competition for dads.
To make time more effective, here, I will only show you some of competition created by Prida
Budaya Organization. Let‟s see the video together. Check this video out.
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APPENDIX 3:
Transcript 2
142
KARTINI DAY
MC : first of all, lets us pray to Allah who have given us also we can meet in this morning.
Today is April 21th 2018 is a day commutated for component of all Indonesia citizen especially
woman. By commutating Kartini day, we shall mainly remember the struggle that she did. That
struggle as can the most teacher woman to the better. Lets us open this event with say basmallah
together.
Next agenda is singing Indonesia Raya and Ibu Kita Kartini. Ladies and gentleman, stand up
please!
The next agenda is speech will deliver by Miss Ayu as the statement of ability. Miss Ayu time is
yours.
Ayu : Assalammualaikum wr.wb.
The honorable Miss Era as a headmaster of Senior High School from Jepara
The honorable Mr. Sabariyanto as vice headmaster of Senior High School from Jepara
The honorable of teachers of Senior High School from Jepara
And all my beloved friends
First of all, let us give thanks to the presents of the greatest Allah SWT who has given guidance
and blessing to us. So, we can gather here to celebrate Kartini day in a good condition. Our
shalawat and greeting are always delivered to our prophet Mohammad SAW who has brought us
from the darkness to the brightness. Secondly, I would like to give thanks to all the committees
who had worked hard to this event. Kartini is a national hero who fight for woman rise. Present
in this day, we always remember Kartini‟s struggle.
At this moment, we are not only remember at this day. We must continue her struggle. We
especially woman, we must be success woman, we must be strong woman, we must be inspiring
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women. Exactly we must be a great woman generation. Please, give applause for women here.
Alright I think enough of my speech, please give an apologize if we as the committee have any
imperfection of your especially this who presented. Thank you so much for your nice attention.
Wassalammualaikum wr.wb.
MC : give applause for Miss Ayu. The next agenda is speech will deliver by Miss Era as
headmaster of Senior High School from Jepara. Miss Era time is yours.
Era : Assalammualaikum wr.wb.
The honorable Mr. Sabariyanto as vice principle of Senior High School from Jepara.
The honorable all teacher and all my beloved students who have come in this event for an event
Kartini‟s day.
First of all, lets us say to thanks to Allah SWT which has guidance and blessing to us. Therefore,
we can gather here to celebrate Kartini‟s day. Our shalawat and greeting are always delivered to
our prophet Mohammad SAW who has brought us from the darkness to the brightness. Today,
we celebrate the Karini‟s Day and what shall we do?
In my opinion, Kartini‟s day celebration not only means that we have to wear traditional clothes.
The most important thing we have to remember about the struggle against of women
discrimination. Kartini‟s day also means that we cannot take for granted and the idea of equality
between men and women. However, there are natural differences women and men. Kartini‟s day
should be an inspiration for women to get the same rights as women, education and
accomplishment.
The name of Kartini is not taken from foreign anymore. Even, this life has carved out a position,
especially mothers in the position. The position of teenage girls and young women reflects our
ideals of Kartini. As a woman who will not leave nature as women, it appears that the seat is the
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same with a fellow warrior nation. Indonesia is able to develop its-self as a fighter who doesn't
want to say against one.
The psychology of women reflects the majesty of Kartini's aspiration directly. This situation also
explains how human rights in Indonesia. In addition, the right women establish themselves and
build a homeland of Indonesia. It is not exaggerating when she says that she is now able to speak
on equal terms with men. Even in the village, we have many women who stood taller than most
men. This shows that our nation's foremost women already realized the importance of the role
and capacities of women in maintaining the life of the nation.
That‟s all my speech, may what I have delivered be useful in our life. If you found many
mistakes in my speech please forgive me. Then the last I say. Wassalamualaikum Wr. Wb.
MC : the best contestants of Kartini and Kartono, Kartini and Kartono time is yours.
Kartini : this is our opportunity. Kartini in my opinion is our woman‟s emancipation hero
because RA Kartini said that women must be educated so that women can work and make money
by her-self. She can develop all of her ability and she does not depend to other people.
Remember in this situation at the time that Kartini was surrounded of tradition. It‟s of all friend
and progressing her proved. Now, we life in better day. It‟s time for us to change our future, so,
we firstly that we have to stop it is stop discriminate gender action. For all of Indonesia women,
all of Indonesia people, lets brave our country and protected our self. Be better generation and
better nation. I think enough for me and how about you Kartono?
Kartono : in expression to our Kartini. She is a woman‟s emancipation in Indonesia which as of
the thinking of women for you to be women not treated of women being. And finally modern
women are mostly expressing to life of started of RA Kartini. Women being for the same in
attending occasion in the case. There is gender toughly that pro of education.
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MC : Okay, please give applause to our Kartini and Kartono. Miss Era please comes to the stage
to give reward to Kartini and Kartono. Miss Era time is yours.
MC : give applause, please!
146
APPENDIX 4:
Transcript 3
147
GRADUATION
MC : the honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta.
The honorable Miss Unes as the headmaster of Senior High School 8 Surakarta.
And the honorable teachers and staffs of Senior High School 8 Surakarta and our beloved
friends.
Firstly, lets us introduce our self, my name is Putri Nur Cantika.
MC 2 : my name is Santi Yulisari.
MC : we are representative of graduation to held in Senior High School 8 Surakarta and we are
master to guide this event.
Santi : ladies and gentlemen, lets us to read the menu of graduation of Senior High School 8
Surakarta. firstly, opening. Secondly, singing Indonesia anthem. Welcome speech by
headmaster. Welcome speech by master to graduate, graduation process. Welcome speech by
student in English core. Singing Terimakasihku. Closing.
Putri : ladies and gentlemen, let‟s say thanks to Allah SWT because of his bless and guidance we
can attend this event in good condition and let‟s say basmallah together. We hope this event held
successful. The next agenda is singing Indonesia anthem is Indonesia Raya. Please, the audiences
to stand up. The next agenda is welcome speech by Mrs unes, Mrs Unes time is yours.
Unesa : Assalammualaikum wr.wb.
The honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta
The honorable teachers and staffs of Senior High School 8 Surakarta
And not forget my beloved students.
First of all bless and thanks a praise of Allah SWT Almighty brought to brightness and the
covered of Qur‟an. So, we can together in this place healthier and a good condition. Secondly,
148
may shalawat and greeting to our prophet Muhammad SAW who has guided us from the
darkness to the brightness.
My beloved students, Now, the graduation has finally come. After 3 years you stay here together
and now you will continue in the university or other. Suppose it longer than everything. But,
bringing of everything, lets us to our teacher. Teacher is the best experience. You skill from
teacher and don‟t forget of your teacher. Nerveless, I also reach it all. There is loving and care,
teacher would say goodbye and pray for you that I work for you and hope for you to be better
people in the future. And I hope for you will always stay our pray on your prayer.
Finally, thank you for your attention and I apologize to my mistake.
Good luck and fighting. Wassalammualaikum wr.wb.
Santi : the next agenda is welcome speech by Vivi Zairoh as OSIS‟s leader. Vivi time is yours.
Vivi : Assalammualaikum wr.wb.
The honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta
The honorable Mrs. Unes as headmaster of Senior High School 8 Surakarta
The honorable for all teachers and staffs of Senior High School 8 Surakarta
And not forget my beloved friends.
First of all, let‟s pray and praise to our God Allah SWT who has guiding us and blessing so we
can attend and gather in this place with good condition. Secondly, make peace and celebration to
greet our prophet Muhammad SAW who has bring us from the dark era to the bright era. Thanks
to all teachers and staffs of Senior High School 8 Surakarta who has taught us. And say thank
you to all students and parents have attend to this graduation. I hope you‟ll be success in the
future to continue your study in the university. I think enough, thanks for your attention. I
apologize if there are any mistakes.
149
Wassalammualaikum wr.wb.
MC : thank you for your speech Vivi and give applause to OSIS‟s leader. Okay, the next agenda
is welcome speech by Siska as the vise of Senior High School 8 Surakarta. Mrs siska time is
your.
Siska: assalammualaikum wr.wb.
The honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta
The honorable the principle of Senior High School 8 Surakarta Mrs. Unes
The honorable for all teachers and staffs of Senior High School 8 Surakarta
And the audience of Senior High School 8 Surakarta
Let‟s be started from your memorize of previous study of this period in Senior High School 8
Surakarta.
First of all, let us praise to the gratitude and greeted of almighty Allah SWT because of his
blessing in this morning we can gather in this place, to attend a farewell ceremony for the
students of Senior High School 8 Surakarta. Secondly, may shalawat and salam be upon the
prophet Muhammad saw who has guided us from the darkness into the brightness.
There is the win of a lot studying here so far of message. It with does in front of punishment and
fill this value of individual. Treat all of as to impress to beasiswa such as Mrs. Unes, Mrs. or Mr.
Education. For hour after we went before we celebrate for us we feel treat well and to the best
student congratulation.
Ladies and gentlemen,
I apologize if there is mistake, that‟s all and thank you.
Wassalammualaikum wr.wb.
MC : the next agenda is a graduation process. To all audiences stand up!
150
The next agenda is welcome speech from Diah Zigma Narulita
Diah: assalammualaikum wr.wb
The honorable Mr. sabariyanto as the committee of Senior High School 8 Surakarta.
The honorable Miss Unes as the headmaster of Senior High School 8 Surakarta.
And the honorable teachers and staffs of Senior High School 8 Surakarta and our beloved friends
in twelve.
And the name of Allah was praising best and merciful all praise and thanks who has given us a
merci and blessing in the farewell ceremony of Senior High School 8 Surakarta who has
successful in the final occasion. Not forget, we embracing salam and shalawat to our prophet
Muhammad SAW who has brought us from darkness to brightness.
In this special occasion, we as student of grade twelve here. I would like to thank you for all
committee make this event possible. This event brings emotion from our heart happiness and
sadness. People say that we must say goodbye to this school. This school we can share our
beautiful memories to three years. However, we also feel know that we finally be ex-student
make this account cement. Other hard word has finally find an attitude we also realize that we
could not break the ruler. From bottom of my heart and I would like to say thank you to all
teacher for professional teaching us for this full process. After we make nothing well become a
lot of viability after you better. The word thank you just a justice. You have all done so much do
it. Not just in three years but for my present life. Thank you for passing me, thank you make
people that I am deep for my hope. Finally for my beloved friends, thank you so much you gave
to me a beautiful memories who goes to me. We here, our journey, our new step begin. That‟s
my speech, wherever we go and whatever we do I hope we can do best and meet again.
151
MC: this is the last of the event, we as master of ceremony ant to apologize if there is mistake.
Thank you for your attendance to held this event.
Wassalammualaikum wr.wb.
152
APPENDIX 5:
Transcript 4
153
INTERVIEW
Interviewer : good morning
Applicant : good morning
Interviewer : please, sit down!
Applicant : okay, thank you
Interviewer : lets introduce yourself to me
Applicant : my name is Krismiyati, I‟m 22 years old. I‟m graduated from IAIN Surakarta on
English education department and I‟m applying this to work on your company.
Interviewer : what is the job do you think?
Informant : this job is good so much especially speaking and science to English department.
Interviewer : okay, I this is enough to interview you. Thank you for today
Informant : thank you very much
Interviewer : thank you very much for this interview
Informant : thank you
Informant : actually this job suitable for me. But, I want to continue to work in this area. Because
it is in a big city. I found a job from advertisement and I want apply the job.
Interviewer : how about your beloved family?
Informant : I have a little sister and I‟m 20 years old. And in spare time, I think I get.
Interviewer : I think end to the day for interview a job. And I will call you later after we discuss
it. Thank you s much for your coming. Thank you.
154
Informant : so, I apply a job in your company. Yes, I am when I expect your answer.
Interviewer : there is any question?
Informant : Thank you very much, I think I don‟t a full question.
Interviewer : you can explaining to fulfill
Informant : okay, this is my fulfill. Okay thank you.
Interviewer : lets introduce yourself? Why you apply this job in our company?
Informant : my name is Dian Larasati. And I apply this job from advertiser company. This job
have a lot of experience, and this job I can many beneficial. So, this is why I apply this job in
your company.
Interviewer : how much your to this job I mean in this company?
Informant : I don‟t have how much to this job and depend on your company.
Interviewer : any question?
Informant : when the result to this interview?
Interviewer : yeah, it‟s a week and beginning on this day. Thank you for coming interview today,
good luck.
Informant : thank you.
Informant : yes, I can expect your answer.
Interviewer : there are still job interview here. We will call you again.
Informant : thank you
Interviewer : thank you very much to come here and have a nice day. See you.
155
Informant : it‟s a great chance to improve a quality of this company.
Interviewer : how do you know about our company?
Informant : because company edge from the street.
Interviewer : what do you want from our company ?
Informant : I responsibility and I positive responsive. What are your cook?
Interviewer : I‟m professional to cook. How about your other job?
Informant : when I receive your positive responds and I will stop to work on there.
Interviewer : do you have any question?
Informant : yes, Mom. Can I expect your answer.
Interviewer : okay, there are one more to be and we will look at your fulfill to compare. Thank
you
156
APPENDIX 6:
Transcript 5
157
SALES
Sales : can I help you?
Costumer : I look for a Tupperware
Sales: it‟s a good one
Costumer : I‟m looking for a green rectangle veil. I cannot use pasmina veil. Ok, I will try it.
How much is this price? Can the price be less. Yes, I bought this one. No, this one only. This
money and thank you.
Sales : oh, this is one of cell phone imports from Korea. This is a new variety of features makes
it sophisticated mobile phone. This is Samsung Galaxy J7 Pro. You can get some more of the
features of mobile phones, cell phone is equipped with a finger print, camera 13 MP and the
memories of internal 32 GB you can add a memory card with capacity up to 128 GB, with RAM
3 GB and advantaged of the signal max that can stabilize signal. There are various of color is
blue silver, gold, black and pink. You can get earphones, memory card and touch screen guard
for free.
Sales : you can to try this perfumes.
Sales : you get discount 50%, only today. This color is so beautiful. Its so nice, you like it?
Costumer : I like it
Sales : this bottle made by plastic so its not heavy, its so light. You can touch it.
Costumer : actually, this is very good but do you have other color?
Sales : what a minutes, I will ask my friend first. Is there any other color to this bottle? Sorry Sir,
there is no other color because red I very brave color. This is one of the best colors happening on
this season area. Because this is summer. You can buy this one and this.
Costumer : how cost this one?
158
Sales : this is Rp 25.000, you want ?
Costumer : please, pick it up for me
Costumer : two water on spoon and then?
Sales : spread to your nose area then your blackhead will clean slowly.
Costumer : it is cold or warm water?
Sales : in warm water. Then any question?
Costumer : how much the price of the mask?
sales : you can get memory card
costumer : how much this cell phone?
Sales : ten million
Costumer : how about one million only?
Sales : sorry, this is an expensive price
Costumer : okay, no problem and thank you.
Sales : this is a good veil because more colorful than that. How about this? This is only Rp
25.000 and you can try it?
Sales : this color is so wonderful.
Costumer : it is so expensive?
Sales : you can get 50% for discount
Costumer : there is no dress?
Sales : oh, dress.
Sales : if you buy this one, you can get a toy that useful for your children if you have. You can
take a look kurang at our other thing. Because this is a summer season so we have a yellow and
orange color.
159
Costumer : if I buy this one of products but do you have any other color? Other of red?
Costumer : which one a good for me? Any other color?
Sales : this is good for you?
Costumer : no, no I dislike this color. But, I like this.
Sales : I think this one is a good for you?
Costumer : what is the price?
Sales : Rp 60.000
Costumer : but, its so expensive for me. I want to it
Costumer : how much this is?
Sales : Rp 15.000
Costumer : yes, I want this
Sales : because you are couple, I will give you a discount 50%
160
APPENDIX 7:
Transcript 6
161
SEMINAR
MC : a good generation and a generation without drugs. Give applause.
Thanks for coming, welcome to Mr. sabariyanto as a special guess.
Welcome to this is example from IAIN Surakarta.
Welcome to Unes satuzulfa as a head of environment.
Welcome to Mr. ajudan norman as a corps
Welcome to Mrs. Kusumawardani as first speaker
Welcome to Mrs. Nafiah krismiyati as speaker two.
And welcome to all audiences.
Ladies and gentlemen. Lets us to read our rundown in this event.
Firstly, opening. Secondly, singing Indonesia anthem. The next is read a holy Qur‟an. There are
welcome speech by the readers continue welcome speech by reviewer of IAIN Surakarta. then
welcome speech by the corps. The next is seminar will be represented by readers. Then, here are
certificates and then the last is closing.
Ladies and gentlemen. First of all, let‟s say praise to Allah SWT who has give us guidance and
happiness and healthy so we can attend and participate in this special event. Praise and
celebration to our prophet Muhammad SAW who has brought us to brighter life from the
darkness. We hope this event will success to you.
Ladies and gentlemen. Let‟s begin this event by saying basmallah together.
The next agenda is singing Indonesia anthem is Indonesia Raya. Please the audiences stand up!
The next agenda is the holy Qur‟an.
Thank you Mrs. Ameliana and you have to beside it a Holy Qur‟an so Allah always beside us.
The next agenda is welcome speech by Mrs. Dian Larasati. Mrs. Dian time is yours.
162
Dian : assalamualaikum wr.wb.
The honorable the special guess Mr. sabariyanto
The honorable the dean of State Islamic of Surakarta Mrs. Anisa nur fajarani
And the dean of the head of IAIN Surakarta Mrs. Unes
And the head of corps Mr. rozan
And also for these speakers today.
First of all, let‟s thanks to Allah SWT the most merciful and bless to Allah one of the world.
Because of him today, we can gather on this occasion the national seminar with a theme A Gold
Generation is Generation without Drugs. Second of all, let‟s deliver to shalawat and salam to our
prophet Muhammad SAW who has brought us from the darkness in to brightness. I as the
committee leader of this national seminar would like to say thank you for attending this seminar
and also for these speakers and the special guess would give us a lot of information about how
dangerous drugs in. we as the committee choose a theme about drugs that a lot of issues content
about young generation get attacked by drugs. And I think we as a young generation should
compare and remember each others about how a bad effect about the drugs is. So, we help each
others to safe each others.
Second, I apologize if there are still a lot of mistake from the committee did during the event. We
always do our best for this occasional seminar. That‟s all I can say to this occasion, sorry if I‟ve
do apologize. Wassalamualaikum wr.wb.
MC : the next agenda is welcome speech by Mrs. anisa nur fajarini as a head of State Islamic
Institute of Surakarta. Mrs. Anisa time is yours.
Anisa : assalammualaikum wr.wb
The honorable the special guess Mr. sabariyanto
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The honorable Mrs. Unes as the head of State Islamic of Surakarta
The honorable Mr. rozan as the head of corps
And also all speakers today
And my beloved students
First of all, let's thanks Allah the Al Mighty who has been giving us mercy and blessing so we
can attend this meeting without any obstacles in this great occasion.
The Ladies and Gentlemen
As teachers and parents, we should prevent any drug abuse. We can make a variety of programs
and activities such as playing music, exercising, making the clubs studied, and various social
activities. In essence, we make a wide range of activities that aim to distract the students.
All students as the young generation in particular
This is a very serious problem for us. A generation of this nation will be lost if we do not take
action together and soon. In short, we must be willing to go to against illicit drugs, and war must
start from within.
So, what can we do as a young generation? Prevention is better than cure. Avoid drugs because
once you try it, you will be stuck and then became addicted. You will eventually be turned into
criminals or take your life. We have so many examples around us, what happens to the user.
They are all loose on their future. I think we do not want such things to happen to ourselves.
Let us do the above efforts consistently and never give up. I am sure that we could eradicate
drugs in Indonesia.
That‟s all my speech. I do hope my speech will be useful in our life.
Wassalamualaikum. Wr. Wb.
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MC : thank you Mrs. Anisa. The next is welcome speech by Mrs. Unes. Mrs. Unes time is
yours.
Unes : assalammualaikum wr.wb.
The honorable the special guess Mr. sabariyanto
The honorable the dean of State Islamic of Surakarta Mrs. Anisa nur fajarani
And the dean of the head of IAIN Surakarta Mrs. Unes
And the head of corps Mr. rozan
And also for these speakers today.
First of all, let‟s us praise and thanks to present Allah SWT who has give us a mercy and bless
always and covered for us. So, we can gather in this event with a good condition. Secondly, may
shalawat and greeting to our prophet Muhammad SAW who has guided us from darkness to
brightness.
In this occasion, I will to say thank you to all companions of nation world central and local
government community organization and the students who have committee and co tribulation
award to say that Indonesia for the dangers. And abuse and credibility I want to express high
appreciation to all efforts of Indonesia voice, central, and regional level. Whatever I work and
full high dedication in order to converted girlfriends and I would like to explain gratitude to the
leader of local government, governments, region, mayor and their staff who have committed and
supported the effort on program abuse in their area. The existence of the BNN specifically
violence and have the power to be competent to investigate for cases. This is stuffily how bright
native.
Ladies and gentlemen, in this case about the generation without drugs student movement. The
student must be a proof prayer in era complex of drugs. Lets just spectral. Students are expatiated
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to become an ideal smile, proof, and effort norms and moral. Also its change especially in
Indonesia, what we can do? Award to man drugs insert we can start from the normal
environment which is the first step in create a nation movement to healthy life without drugs. So
much peace in the agenda national seminar „A Gold Generation is A Generation without Drugs‟.
Lets us continue to fight together to make our country more be firm than crash. Thank you for
your attention. I apologize for my mistake. Say No to Drugs.
Wassalammualaikum wr.wb.
MC: thank you Mrs Unes for the speech. The next agenda, welcome speech delivered by Mr.
Rozan. Mr. Rozan time is yours.
Rozan: assalammualaikum wr.wb.
The honorable the dean of State Islamic of Surakarta Mrs. Anisa nur fajarani
The honorable of guess of CNN Mrs. Unes
The honorable the special guess Mr. sabariyanto
First of all, lets thanks to Allah SWT the most merciful and praise to Allah. Because of him
today we can gather on this national seminar.
Ladies and gentlemen, consume the illegal drugs is one precision there is to depilation to
consume the drugs. Consume the illegal drug has full of effect to our body.
Ladies and gentlemen, try to not consume drugs its mean try to discreet to our live. Therefore,
we should give information the power of crime. To proof way the illegal drugs and our nature
achieve in order to be better in the future.
That‟s all my speech. If any mistake, I‟m so sorry. The last I say.
Wassalammualaikum wr.wb.
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MC : Ladies and gentlemen, now we are close the opening agenda. We will continue in main
section. Miss Era Mufidah to guide this section. Okay Miss Era Mufidah, she was born Klaten,
2nd September 1999, address Buloharjo, Delanggu, Klaten. Junior High School in Bulunan, so
let‟s well come and give applause to Miss Era Mufidah.
Lets begin to this section. The topic is “A Gold Generation is generation without Drugs” will
delivered by our speaker today. First section to Miss Era as a moderator. Miss Era time is yours.
Era : Assalamualaikum wr wb. Here I will guide the seminar in the tittle “A Gold generation is
Generation without Drugs”. The first sepaker‟s name Menik Kusumawardani, she was born in
Demak January 27th 2000, address in Mijen, Klaten Elementary School 1 Klaten, Junior High
School 1 Mijen, Senior High School 1 Mijen, college school IAIN Surakarta. Thanks for come
for the first speaker. please give applause. The second sepeaker‟s name Naviah Kurniawati. Can
call her Navi, May 24th 1999, address Meniro, Klarangbe, Ngawi. Elementry school Klarangbe,
Junior High School Al-Mukminu Karangbe, Senior High School 4 Ngawi, College IAIN
Surakarta. She will come our speaker, please give applause.
Next listen to the material that you need term for Miss Menik Kusumawardani, Miss Menik
Kusumawardani time is yours, please give applause.
Menik : Assalamualikum wr.wb. first of all lets say that to Allah was giving us mercy and all
blessing we can gather in this place without any obstacle. Don‟t forget sholawat and salam
always deliver to our proppet mohammand SWA who was guided in here. Okay thanks for some
articling in this time, I want to explain our effect the dangerous of drug in our health, let see our
material today. What is drug? Drug as sure that your already know and maybe better that the
drug it, whether the advantages and disadvantages are drug the actually are medicine and all
antistatic subbmical. But the expect perception was a afraid with some people. Drugs have been
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sprite by some people for a lot of time. Some people will choose drug behind the medical
treatment consider frightened that make they will feel better when they messy in some problems.
Make them easy find new relief or just a pressure. Actually we will never forget, the accidents
that arties the same time as the anti drug Ambassador Roro Fitria. Arties for proved to use drug.
The drug have many negative effect if as the experience by Roro Fitria surely. She feel embrace
and loss the anti drug ambassador already is mare. The effect of drug are not only dangerous for
drug users but also the people sure rounded. For the user drug are risk because so many link to
overdose. HIV AIDS, presentable damage. Drug are also dangerous for people around because
already the mention above. The dangerous of consuming drug are might upon to be aids that the
used over the medical treatment in concrete drugs. Because the drug just a laid as the depression
for the users thats all, and for other people surrounded. But it‟s so sad if we heard many of young
generation present many consume that drug such a heroin, cocaine, ecstasy or marijuana that
they consume to enjoy the time without consider the risk. Okay, lets see there are many kind of
drug the first is Marijuana, next is heroin or Poteau, the thirth is Cocaine, next is PCP or angle
drug, last is gorilla. The impact of drug on physical and health. First is disorders of the nervous
system neuroid, such as stress, imagination and hallucination, second is disorders the heart and
blood vessel radio vascular. The third is disorder of skin hematology. The fourth is Frequent
headaches, noisy, big mouthy per volt, and high temperature of the body and insomnia. Fifth is
disorder reproductive blood art in the crimes disorders such as a create function of reproductive
hormone estrogen, progesterone, testosterone, and sexual disruption. And disorders of
reproductive called another girls include change infantile target nation insularity or other called
sexuality. The the last is for injection drug users especially sharing with else the risk is
constructing the hepatitis B, C, and HIV. The dangerous of drugs can be better when they are
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start our dusk attract consumption under the body ability to save overdoses until to died. How
terrible the effect of drug when we are younger generation consume that regret the future. For all
the Indonesian generation, lets build our country based on appliances your self to the better
nation and to the better generation. We are young generation say no to drugs. And in the last I
want to show you some video that show how dangerous use drugs. Lets see..... on drug you can‟t
run away or far away. A drugs can caught you and bring you to died. I think enough for me.
Thanks for your attention and wassalamualikum wr wb.
Moderator : Okay thank you to Miss Menik Kusumawardani, now the present material will
present to the next by Miss Naviah Kurniawati. Miss Naviah Kurniawati time is yours. Please
give applause
Nofiah : First of all, lets us pray to the present of Allah SWT because of the best in his guided we
can meet here with condition. Not forgot it to say shalawat and salam to our prophet Muhammad
SAW. Okay, it we have themes about the decision of Drug, effect the drug, here I will discuss
about three point, the first point is how about the drug in the view of Islam?, The second point is
the drug zaman now, and the last point is how should be do to and we get the drug? Okay the
first point is “how about the drug in the view of Islam?” has been described in Al-Qur‟an surah
Al-A‟rof number 157........... Means “And lawful for them all good and forbid for them all that is
bad”. In Hadist Abu Daud no. 33636 and Ahmad No. 309. “ the prophet mohammad SWA...
intoxicating and mufattir (which is)”. And hadist Ibnu Majah No. 2340. “Should it have a
celebrate impact”.
Than Ibnu Taimiyah said “Drugs as well as the intoxicating substances are forbidden a forbid to
the consent of the Ulama. Even any substance that can dispel the main, it is a main consume
event if not intoxicating” Ibnu taimiyah Fatwa, 34 :204)
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Has been regulated law No. 15 of 2009 about drug
February 10, 1976 majelis Ulama Indonesia was introductions that is abuse and characteristic the
drug is forbidden.
But Drugs in Indonesia keep increasing, Why? What is wrong?
The last data of 2017, BNN has more 58.365 people and...... 471 tons and more 3 ekstetesi pils
and less 5 ton.... vitamin and 600 tons...... liquid ekstension.
The effect of drug, the number of dirty place 30-50 was death everyday because of drug. To the
effect of drug that if the drug user is phones, how enforce a strong drug users, if empower less
some people are lazy to works. Three the last of a good young generation, in Indonesia junior
high school children already far for should drug. Fourth to memorize to people who consume the
drug will be destruct their mind and intellect one phratcdomental. So? What should we do? As
the agent of changes? Answer only one “C A R E” Care to yourself, Care to other, and Care
around the environment. Thanks for your attention, Wassalamualikum wr wb.
Moderator: Okay thank you Miss Naviah Kurniawati
MC: Ladies and gentlemen, lets give applause to our speaker today was give all the material.
Now we move to the next section. It is Question and Answer to Mrs Era as the moderator. To
Mrs Era time is yours.
Moderator : here about the section Question and Answer, for the first for all participant who
want to ask the question please rise your hand. Okay yeah you miss.
Quest 1 : Assalamualaikum wr wb. My name is Sovianti from English education department. For
the speaker was explained about the definition of drug and the dangerous of drug, I know that the
drug are not good for our health. And I want to ask, to Miss Bela why the drug can be addictive
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and dangerous, what are the effect, so what do you think about that? Thank you
wassalamualikum wr wb.
Moderator : okay for the next question please rise your hand...
Quest 2 : assalamualaikum wr wb. My name is Adila Faaiza Alvi, I‟m from English Education
Department. I want to ask Miss Naviah, some research believe that the drug has the related with
social problem such as drug how it did was born? and how the rule in related too. Thanks
wassalamualaikum wr wb.
Moderator : next question
Quest 3 : first I want to introduce myself, my name is Anindia Wahyu Sahita, I‟m from English
Education Department. According to the material that give to us. I will ask to Miss naviah, how
is the law of consumption drug in emergency, as well as the use of warm drug in ancient time
according to the law in Islam. Thanks wassalamialikum wr wb.
Moderator : Okay you sir...
Question 4: Assalamualikum wr wb. My name is Fauzan Cahyo Kawedar. I‟m from English
Education Department. We know that the drug is dangerous and I want to ask to you Mrs Bela.
How do we avoid from the drug? Thank you. wassalamualaikum wr wb.
Moderator : that all the question from the participant. The first question for Mrs Bela from
Sovianti “carried is the plan, why can it be an addictive and dangerous, what can the effect for
about that?”
Bella: thanks for Mrs sovianti for your attention for me. Drug can be addictive because the
substance of alcohol, nicotine, cocaine. It very dangerous because have damage of someone
consume it. the effect like emotion control, lungs problem, mental and high temperament. thank
you.
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Moderator : for Mrs Navi from Mrs Adila “some research believe that drug is related to the
social problem such as friend how it is happend? And what the rule of religion space a rule?”
Navi : okay Mrs Adila. Abuse of narcotic is social problem such as crime because someone is
breaking the influent of the drug has forbidden has the effect of religion, education, theory to get
someone can choose a good place to socially. Thanks.
Moderator : the next question, for Miss Novi from Miss Ani “how is the law of consumption
drug in emergency? As well as we use of warm drug at ancient time.”
Navi : okay No problem miss. I eat well it in the emergency condition, that ulama states that
emergency a lot probidden team.
Moderator : Okay thank you the last question for Miss Bella from Mr. Cahyo “how can we can
far away from drug and not concert it?”
Bella: Okay thanks you for cahyo for that question for me. We get a far away from drug if we
want to do this 5 thing that I said, the first is for our ability, the second is religion presentence,
the third heard the parent advice and the four live in positive atmosphere, and the last live in
positive environment such as organization in school and other. Thanks.
Moderator: okay, the seminar “A Gold Generation is Generation without Drug” Drug for a
younger generation is very dangerous for mentally, bodies and physicological. But it can be
prevented the base attracting on religion and choose well in sociality. Thank you for the all
participation for all students who has attention in seminar as the title “A Gold Generation is
Generation without Drug”. See you next time, wassalamualaikum wr wb.
MC: give applause for all speakers, Mrs. Bela and Mrs. Naviah. Miss Era as the moderator today
and all audience to participate here. Okay the last section is give a certificate to our honorable
guest, Mrs Bella and Mrs Navi as the speaker today, also to Mrs Era as the moderator. Please to
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Fauzan Cahyo Kawedar come to the stage to give the certificates as the present in this seminar.
And please welcome to our lead Mrs Annisa to give certificates to appreciation to our honorable
guests today. Mr Sabariyanto, Mrs Annisa.......
Apologize if there is some mistake, please wait in (wait in for) the seminar next years.
Wassalamuaikum wr wb.
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APPENDIX 8:
Transcript 7
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NEWS ANCHOR
1. 1st GROUP
News Anchors: Assalamualaikum.wr.wb.
Good afternoon, viewers
Today on Saturday 14th
April 2018 is in studio five comeback with me Ayu Lestari and
my partner Era Afidah on the breaking news diamond tv
The most act today in tv channel in Indonesia to spread the news that actual, sharp, and
reliable. We will deliver the most interesting news that is Indonesian culinary the biggest
event in Solo. The event that started at 9 o‟clock was very crowded the visitor came to
the event to fill the variety food and very cheap price. See how best in the visitor are in
the reporter we are Ines already in Solo to report. Ines please explain the condition in
Solo culinary.
Okay thank you, era and ayu from the studio. Good afternoon ladies and gentlemen
Reporter: Here I am Ines elitafahma from Manahan stadion solo central java, you can
look behind me, there are so many people that fulfill this event. This event is solo
Indonesian culinary festival this event is celebrate at 12-15 april 2018. Which is an event
attended by several food vendors from various legend in Solo.
Narator: Solo Indonesian culinary festival be held on Tuesday to Sunday 12-15 april
2018 in the south parking of Manahan stadium during the past five years culinary in the
past still remains on the theme of the festival. There are about 1070 stans that fall this
festival. This event can be used as an educational event and it is intended for Solo city
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community to be more familiar with the culinary varieties that existed. In addition, there
is expect to be positive influence on the solo tourist visit the city.
Reporter: Here, you can look in several food and drinks start from the appetizer, main
course, dessert, then let ask the visitor
Reporter: Excuse me: may ask some question
Why are you attending this event?
Visitor: Because this event is very unique and very interesting
Reporter: Are you a culinary lovers?
Visitor: Yes, I am, me and family like sweet.
Reporter: How often you the price here?
Visitor: About the price maybe here is more than expensive, the price usually
Reporter: And then, for all the food here, which one is you most prefer?
Visitor: Maybe ice milo
Reporter: Why?
Visitor: Because milo is my favorite
Reporter: Thank you, you can continue your seen sight and continue your holiday trip
Visitor: Yes
Reporter: Thank you
Reporter: Well that was the opinion from the visitor. Let us meet the EO from this event.
Excuse me
EO: Yes
Reporter: Are you EO from this event?
EO: Yes
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Reporter: May I ask something?
EO: Okay
Reporter: Okay, first why this event are celebrated by the government?
EO: This event is expect that people don‟t forget to the culinary in Solo
Reporter: What are the purpose of this event?
EO: Due to the existence of this festival is expect to culinary variety in solo will increase
to give orientation to society about culinary diversity.
Reporter: And then, it held every years?
EO: Yes, this event is held every year and this is already the 5th
times in this event
Reporter: Okay thank you for your information
Reporter: Well, all of the statement from the visitors and EO from this event. So, what
do you waiting for? just come here immediately. Okay, ladies and gentleman enough for
me Iam Ines as the reporter just report the news, now back to the Era and Ayu in studio.
Okay, thank you Ines for the information. alright viewers, that is our breaking news
today we will return 60 minutes later. To provide a news and other letters development.
IamAyulestariand my partner Era we express our gratitude, thank you so much. Godd
afternoon and wassalamualaikum.wr.wb.
2. 2nd
GROUP
News Anchors: Assalamualaikum wr.wb.
Good Morning viewers, I‟m Aldira Gusmiara Kurnia and I‟m Afifah Kurnia Pratiwi
welcome to the ANN breaking news from Monday April 16, 2018. The news today
about the revitalization of the sugar factory „De Tjolomadoe‟. Reading news is about the
177
revitalization of the sugar factory Colomadu. The factory become now „De Tjolomadoe‟
as we can as well as national edutainment. There is something viral in social media in
café de Tjolomadoe. We have a reporter there named Saraswati report there.
Reporter: Good morning viewers wherever you are, now I am at the new to reason for is
very popular in social media because this place is very instagramable. Located in district
Colomadu, Karanganyar regency. De tjolomadoe is the revitalization of colomadu sugar
factory. This place was planned to in outdoor on March 26th
2018 but it was cancelled
and the official has not been making the discussion but it has open to public on March
26th 2018. Since this place has just opened I want to know what the visitor think about
de tjolomadoe last here to interview some visitors.
Reporter: Good morning
Visitor: Good morning
Reporter: What is your name?
Visitor: My name is Sandra
Reporter: Is this your first time come here?
Visitor: Yes
Reporter: What is you impression about this place?
Visitor: This place is very interesting and instagrammable. But, in the sally café the price
of food I very expensive, make the visitor was shock.
Reporter: Okay, so what is your hope about this place in the future.
Visitor: My hope, colomadu sugar factory in the future so us not only the develop aspect
of art, heritage, and tourist. I hope this region will also rage the regional product.
Reporter: Okay thank you, and that‟s all
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Visitor: Okay
Reporter: Good morning, miss
Visitor: Good morning
Reporter: What is your name?
Visitor: My name Uswatun Nur Hasanah
Reporter: Is it your first time here?
Visitor: Yes, this is my first time I‟m visiting de tjolomadoe.
Reporter: So what it you impression about it?
Visitor: It is so awesome, but the café is super expensive it is not normal like another
café. And the variation of food is good.
Reporter: So what is your hope about this place in the future?
Visitor: I hope for the factory has the better service, to fixing the machine especially the
room.
Reporter: Okay thank you
Visitor: Yes
Reporter: See you
Official: Here I‟m with Miss Krismiyatias the official of de tjolomadoe
Good morning, many people don‟t know what is de tjolomadoe, maybe you can explain
it to us
This factory? Okay. Sugar factory is the first industry building in Java, the factory was
established by Kanjeng Gusti Pangeran Adipati Aria Mangkunegara 4 on Dec 18th 1876.
And then the factory was established in 1998 and then this factory began to revitalize on
April 18th
2017 and then became a touris object.
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Okay I have interviewed the visitor and many people complain about the café and they
said that the café is very expensive.
Okay, it is usual that the price of food is very expensive but no matter how much the
price, the price is according with service include interior is so nice, delicious food, and
comfortable place.
How about the rope?
Okay, about the fourteen roots without rope is true. Because, the factory here is so hot.
And we often try to the visitor and the facility so the visitor will not feel hot anymore
and comfortable to be here.
Okay, thank you for your information. The conclusion is de tjolomadoe is quiet
interesting for many people but the complain about the public service. The official said
that they will give a better service. I think that‟s all from me, Mila district Colomadu,
Karanganyar Regency, wassalamualaikum.wr.wb.
That‟s all the news today if you have some critics and suggestion please visits us in
www.annnews.com I‟m Aldira and I‟m Afifah, and all of me and all crews say thank you
for your attention and have a wonderful day and wasslamaualaikumwr. Wb
3. 3rd
GROUP
News anchor A : Good afternoon viewers, welcome to the “News for Today”. I am
Unaizatus Zulfa.
News anchor B : I am Endang Rismawati
News Anchor A : You‟re seeing Javanese Culture Program at 4 pm on April 15 2018, we
will bring you some actual informations happening around the country.
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News Anchor B : viewers, if we review about the culture and tour attractions in
Indonesia, we know that Kraton Surakarta is part of the historic palaces that exist in
Central Java. And if you want to explore the culture and tour attraction in Kraton
Surakarta, actually there is still very much Javanese Culture that is still preserved in
Kraton Surakarta and still able to attract the visitors both tourist domestic and foreign
tourist.
News anchor A : for the detail information it will delivered by Awwalina Khoirun Nisa
in location, we will connect to Awwalina Khoirun Nisa. Hello Awwalina Khoirun Nisa
can you hear me? Please.. inform the news that you get in the location.
Reporter : alright, thanks for Ms. Unes and Ms. Endang. Good afternoon viewers I will
give you information about the tourist interaction in Solo area. Now, I‟ve been in one of
the tourist attraction in Surakarta place firstly in Keraton Surakarta, just we buy ten
thousands only you can get in and seeing the building of this Solo history. Many also
visitors who spent the weekend in here just to take photos with their family. The
atmosphere here look so crowded visitors, and now beside me there is already Keraton
Surakarta guard we will try to interview. Good Afternoon Miss...
Guard : Good afternoon...
Reporter : Can you tell me briefly about the history of this Keraton Surakarta?
Guard : Okay, Surakarta is Javanese monarchy center in the City of Surakarta, the
province of Central Java. The place was built by Pakubowono II in 1744 as a
replacement Kartasura placement devasted.
Reporter : okay, I see. Since when did you become guiding of this place?
Guard : I have become this place about 2010.
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Reporter : okay, does everyday as many visitors on a weekend like this?
Guard : about 500 visitors one week
Reporter : okay, I see I think that‟s all. Thank you miss...
Guard : you‟re welcome..
Reporter : so that is our interview with the Keraton Surakarta guard and now we will
trying to interview visitor who have been taking a lot of photos.
Reporter : excuse me miss,
Visitor : yes..
Reporter : what is your name?
Visitor : my name is laras
Reporter : may I know which city did you come from?
Visitor : I come from Jakarta
Reporter : what attracted you to visit this Keraton Surakarta?
Visitor : i love historical building, that is why I come to this palace.
Reporter : yeah I see, including object tourist what is also the reason you spend the
weekend in here?
Visitor : yeah of course, because the ticket is so priceythat‟s why I come here.
Reporter : alright, thank you miss, enjoy your weekend.
Visitor : Yes.
Reporter : So, that is our interview with the one of the visitor. Keraton Surakarta can be
referrence for cheap places for those of you who want to spend the weekend here. As
much as is, that‟s all we can report. Back to studio.
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News Anchor B : Alright, thank you miss Awwalina Khoirun Nisa for your
informations.
New Anchor A : Viewers, this is Headline News for Today. I am Unaisatuz Zulfa
News Anchor B : I am Endang Rismawati
News Anchor A&B : We apologize for our mistakes and see you.
4. 4th
GROUP
News Anchor : Assalammualaikum wr.wb
Good morning viewers, you still with us in the ON AIR RNAP TV.
My date on approach 2018, 8th
May. My name is Anin and my partner is Shahiroh.
Deadline news in this time with peace of The Hiden Wonder of Hutan Pinus Mangunan
Gunung Kidul.
Well, we will connect my partner Basyair in Hutan Pinus Mangunan Gunung Kidul.
Reporter : thanks to fair of head Anin. Good Morning viewers. I‟m on Hutan Pinus
Gunung Kidul, Jogjakarta.
The destination is best has become a favorite vacation. Because some research of
beautiful and interesting with this destination. Now, let‟s go together and ask for some
tourism.
Narrator : Hutan Pinus Mangunan located in Mangunan Gunung Kidul. Hutan Pinus
Mangunan is one part the Mangunan Forest as management reaserch. And this location,
visitors can relax while living the fresh air; take a pictures, seatback or just for a walk
while enjoy the typical pine an forest‟s atmosphere with the scene of pine woods.
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Reporter : excuse me, I want to ask you for this vacation. Would you please? Do you
have a time?
Informant : oh yes, of course.
Reporter : okay, the first question. what is your name?
Informant : my name is Sofianti.
Reporter : and then, where are come from?
Informant : I come from Banjar Negara.
Reporter : okay, that‟s all piece of my question. The first question, what do you think
about this place?
Informant : this is very beautiful place and very interesting in my opinion. The air is still
wake and shady green place has seasonal for me. Still impress natural and fresh very
suitable for someone would everyday in busy then have schedule in the city.
Reporter : the second question is you feel happy right?
Informant : yes, I‟m very happy because I can spend a time with my friends and I can
read of text from the task what I have to do.
Reporter : the third question, with whom do you come in this destination?
Informant : I come from here with my friends.
Reporter : and fourth question, can you mention what are interesting sports in this
destination?
Informant : Oh, I don‟t know about that because this is my first time I come here.
Reporter : the last question is do you know about the story of this place? If you know, is
still ask?
184
Informant : I know this place just to be a forest area would managed by government.
And since the areal inform photos of beauty in the area here become famous and many
people visit here.
Reporter : okay, that last question. Thanks for the time and enjoy your vacation.
Informant : okay thank you.
Reporter : excuse me
Informant : oh ya
Reporter : I want to ask for few question to this place. Do you have a time?
Informant : yes, of course.
Reporter : what is your name ?
Informant : my name is Siska.
Reporter : and then, where are you come from?
Informant : I come from Pati.
Reporter: okay, now Siska. Let‟s begin our question. The first question, what is your
opinion about this place?
Informant: my opinion I this place, this place is very interesting, nice, good and friendly
unity with nature.
Reporter : the second question is are you enjoy with his place?
Informant: yes
Reporter: okay, what makes you enjoy with this place?
Informant: me and my friends is very enjoy because the atmosphere is very cold,
beautiful and nice to photo‟s spot.
Reporter: the third question, what makes you interesting with this place?
185
Informant: I am like traveling and have been to this place.
Reporter: finally, last question is what is your goal to this vacation n the future?
Informant: my goal is this part of community to him this part as well and this is why of
part of nation must be our be good.
Reporter: okay, thank you for answer the questions. It‟s all about the questions, enjoy
your time and enjoy your vacation Siska.
Informant: yes, thank you
Reporter : excuse me Sir, I want to ask you something in this place.
Informant: sure
Reporter: what do you think about this place?
Informant: this place is very ethic and the most beautiful here and still lot of wind
strongly and fresh. Visit around a long but you still burden.
Reporter: then Sir, second question. Are enjoy in this place?
Informant: yes, of course.
Reporter: okay, what passion to this place?
Informant: outline to enjoy about this place when you visit the place from another city. It
likes the United Kingdom.
Reporter: what is your hope about this place?
Informant: I know this place will be more better than before for you but restaurant,
people will complete does it not only outside.
Resporter: okay Sir, thank you for time. And enjoy your vacation.
Informant: alright, thank you so much. have a nice day
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Reporter: that‟s report from vacation spot Hutan Pinus Gunung Kidul. So, for you want
to take a pictures and you still confuse. You can here because recommended for you. To
relax your body from activities. As report of Hutan Pinus Gunung Kidul to Jakarta. I‟m
Basyair and the cameraman is Rozan report back to the studio, Anin and Shahiroh.
News Anchor : alright, thank you Basyair who has reported the Hiden of beauty of
Hutan Pinus Mangunan Gunung Kidul. Viewers this is lat for today. You can follow the
next headline news of RNAP. I‟m Shahiroh and Anin see you. Wassalammualaikum
wr.wb.
5. 5th
GROUP
Two women as news anchor named, DiahZigma and ViviVirelia.
This news tells about “Damaged Infrastructure in IAIN Surakarta”.
Dialogue (studio):
Monday, April 16th
2018 for 5 minutes we will company you to listen some brand news,
and actual news.
In the Place of tragedy (TKP)
Reporter :Vivi Zahiroh
Cameramen :YudiHartanto
Reporter:
We all know, if IAIN Surakarta is the one if favorite campus in Indonesia. But there are
some problems here, you can watch the road besides me has been broken.
And this is the condition damaged in IAN Surakarta. Now I will ask someone to more
certain.
187
Informant, there are two informant named, Dini and Putri
Interview
R: Oke, Miss Dini when the road has been broken?
D: I do not know for the true, but when I am starting course in here, there road has been
broken.
R: where is any suggestion to fix the problem?
D: Whereas, the consequent is damaged road, the students who have been complain.
Because many impacts in this feel
R: What your respond about it?
D: It makes me and all students feel uncomfortable, because this road has been broken.
R: Miss Putri, do you want to ask something?
P: Evaluating without action is problem. So far and we hope there will be immediately
repairs around here. It is very deter mended comfortable for students.
Reporter : This report from IAIN Surakarta. I am Zahiroh and the camera YudiHartanto
reported. Back to the studio Vivi and Zigma.
V: Thank you for the report ViviZahiroh and Yudi.
Z: Choose the news present to you and you have suggestion or some critics about this
programs, please visit us at www.toptv.com
Finally, I am DiahZigma and Vivi Virelia and some crew tops tv said wonderful day.
See you in the hours.
188
6. 6th
GROUP
There two women in the studio. Naviahkurniawati and AnnisaAyu as the news anchor.
This news tells about the hits fruite ice in Surakarta, named “ES BUAH BLENGER”
Studio:
Good afternoon viewers. Back with me, Naviah and Annisa on breaking news to pride
the actual, sharp and reliable news. Talking about drink, that is the hit ice of Surakarta in
Solo Resident especially almost for students.
This food place behind of Muhammadiyah University and the named is Fruit ice blenger.
The fast and very adorable that is 8.000. In addition to cheap and delicious portion of
with this ice students pocket. Of course can make people with full in Blenger.
For more information, please Bella convey your information that you can.
Reporter named Bella:
Ok, well thanks to my fellow, news anchor in studio and now at the time. I am in Ice
Buah Blenger Solo located in the hall of campus. Preciously, at the course road. At the
moment, I am reported. This is very crowded because a lot of motorcycle in front of this
Ice shop. To make sure, let‟s try to go and ask the visitors what they think about blenger
ice club, come on.
The visitor 1, names Annisa. The visitor 2 named Nadia
Visitor 1:
R: Hi, whatsyour named?
A: My named Annisa
R: Have you been in this store and where will you knowing about the existence of this
shop?
189
A: This is my first time here. I know this place, because many people posted it in IG.
R: How your first impression in this restaurant?
A: The place clear and food save.
R: So, could you feel about the food and interior about the shop?
A: Delicious, the drinks are also a lot of choices and cheap and the interior design is very
beautiful
R: Would you came to this restaurant again at the time?
A: Yes, ofcourse
R: Ok, thanks for your answer, see you bye
Visitor 2:
R: Hi, what‟s your name?
N: my name Nadia
R: I would ask you something about this shop. Have you been come here in this
restaurant before and when you knowing about the existence the restaurant?
N: Yes, I have been come here. I know this form my friend. She invited me after we do
the task
R: so when did you last visit this restaurant? What do you remember about this
restaurant?
N: last week I come here. The ice is fast and the price cheap and according to students‟
pocket.
R: How do you feel about the food, interior of this restaurant?
N: The food also heap and the interior is nowadays, suitable for teenagers‟ hangout.
R: Do you come here again at the times?
190
N: Yes, ofcourse
R: ok, thank you
Well viewers, that covered of this time located behind the campus of UMS and a lot of
visitors in this place. Thank you, I am Bella, back to the studio.
Studio:
News anchor:
Thank you Menik Bella. Very adorable about your information in Ice Blenger.
Especially, this is also close of the ice and the food can be favorite. May be it can be the
references.
Thank you, see you next time.
191
FIELD NOTE:
Observation
192
Kode :
Judul : Observasi proses pembelajaran
Informan : Mahasiswa kelas 2A
Tempat : Ruang kelas E.102 di Gedung E IAIN Surakarta
Waktu : Tanggal 14 Februari 2018 Jam 08:40 – 10:20 WIB
Pada hari Rabu, 14 Februari 2018, peneliti melakukan observasi terhadap proses
pembelajaran di kelas E.102 untuk mahasiswa semester 2A di IAIN Surakarta. Dosen yang
mengajar saat itu adalah Bp. Sabariyanto. Peneliti melakukan pengamatan dari dalam kelas
setelah mendapat ijin dari Bp. Sabariyanto. Mahasiswa di kelas 2A berjumlah 35 mahasiswa
yang terdiri dari 31 perempuan dan 4 laki-laki. Pada hari itu, mahasiswa tersebut sedang sibuk
menata panggung untuk performance kelompok satu dengan tema Independence Day dengan
jumlah anggota pada kelompok tersebut ada 6 anggota yang terdiri dari 2 orang sebagai MC, satu
sebagai ketua acara, satu sebagai kepala desa, satu sebagai ketua dari GEABUDA.
Dalam proses pembelajaran tersebut, Bp dosen langsung mempersilahkan kelompok satu
untuk melaksanakan performance mereka tanpa pembukaan kelompok satu langsung bergegas
memulainya. Kelompok satu melakukan performance selama 13 menit. Selama mereka perform,
peneliti mencatat beberapa phrasal verb yang telah diucapkan seperti work out, fill out, stand up,
check out, able to, look after. Ketika mendengarnya peneliti langsung mencatat phrasal verb
tersebut untuk mengumpulkan datanya. Setelah kelompok satu selesai melakukan perform, Bp
dosen segera mengevaluasi performance mereka diantaranya seperti banyak pronunciation yang
masih belum tepat dan mengevaluasi beberapa aturan saat berceramah didepan dan sebagainya.
193
Kode :
Judul : Observasi proses pembelajaran
Informan : Mahasiswa kelas 2A
Tempat : Ruang kelas E.102 di Gedung E IAIN Surakarta
Waktu : Tanggal 21 Februari 2018 Jam 08:40 – 10:20 WIB
Pada hari Rabu, 21 Februari 2018, peneliti mengamati lagi dikelas 2A yang dilaksanakan
di ruang E.102 di gedung E IAIN Surakarta. Pada hari ini, ada dua kelompok yang akan tampil
yang pertama kelompok yang akan menampilkan dengan tema Kartini‟s Day dan yang kedua
dengan tema Graduation Day. Jumlah setiap kelompok terdiri dari 6 mahasiswa dengan tugas
masing-masing. Mahasiswa sangat bersemangat pada kelas speaking kali, bisa kita lihat mereka
mengenakan kebaya untuk putri dan jas atau beskap untuk lelakinya.
Setelah Bp dosen memasuki kelas, beliau megijinkan kelompok Kartini tampil terlebih
dahulu. Setelah kelompok Kartini selesai tampil, dilanjutkan dengan kelompok Graduation untuk
tampil. Saat tampil mereka menggunakan banyak properti seperti beberapa piala, piagam, hingga
spanduk. Peneliti juga menemukan beberapa phrasal verb yang mereka ucapkan seperti stand up,
gather in, attend to dan sebagainya. Setelah penampilan mereka selesai, seperti biasa Bp dosen
mengevaluasi setiap kelompok. Setelah selesai evaluasi, Bp dosen memberikan materi yang akan
mereka tampilkan minggu depan.
194
FIELD NOTE:
Interviews
195
Name of Informant: Mr. Sabariyanto
Date on Interview: 03 Januari 2018
A: Assalammualaikum sir, bisa minta waktunya sebentar?
B: iya mbk, silakan. Ada perlu apa yaa?
A: begini pak, saya mau interview bapak bisa pak?
B: oh iya bisa mbk, interview untuk apa ya?
A: ini pak untuk penelitian skripsi saya.
B: oh iya silakan.
A: apakah bapak pernah mengajarkan phrasal verb dikelas speaking pak?
B: belum mbk, karena saya lebih menekankan pronounce.
A: lalu bagaimana metode yang bapak gunakan dalam mengajar?
B: saya lebih menekankan anak-anak untuk aktif jadi setiap pertemuan akan ada performance.
A: kalau begitu, apakah bapak pernah mendengar mahasiswa yang sedang perform mengucapkan
kata-kata phrasal verb?
B: phrasal verb? Setau saya sering mbk.
A: lalu apakah mereka tahu kalau yang mereka katakan itu merupakan phrasal verb?
B: sepertinya tidak mbk, kalau saya belum pernah mengajarkannya. Tapi pernah member tahu
mereka entah mereka sadar atau tidak.
A: lalu darimana mana mereka dapat tahu mengenai phrasal verb?
B: mungkin karena film bisa, acara-acara di televisi atau musik juga bisa.
A: jadi, mereka sering mengatakannya tanpa mengetahuinya ya pak?
B: iya mbk.
196
A: apakah mereka pernah melakukan kesalahan saat mengatakan phrasal verb pak?
B: sepertinya pernah mbk.
A: kalau pernah, kira-kira mereka mendapatkan kesulitan apa saja ya pak?
B: biasanya kesulitan mereka seperti tidak mengetahui arti ataupun tidak tahu bagaimana
menyusun kata-kata phrasal verb dalam kalimat.
A: terimakasih ya pak atas waktunya.
B: iya mbk, semoga lancer skripsinya ya.
A: iya pak, makasih.
197
Name Of Informant: Afifah
Date On Interview: 18 April 2018
A: Assalammualaikum Wr.Wb. Namanya Siapa Dek?
B: Dengan Afifah
A: Dek, Tau Tidak Phrasal Verb Itu Apa?
B: Belum Mbk, Mungkinpernah Tahu Tapi Lupa
A: Pernah Tidak Kamu Ngucapin Check This Out, Look For, Get Out. Pernah?
B: Iya Pernah Mbk
A: Itu Phrasal Verb Dek.
B: Oh Itu Kayak Ngajak Gitu Mbk.
A: Phrasal Verb Tediri Dari Dua Kata, Yang Pertama Verb Lalu Diberi Preposisi Atau Adverb.
Contohnya Look Itu Verb Dan For Adalah Preposisi Digabung Dan Berubah Arti Menjadi
Mencari.
B: Oh Gitu Ya Mbk
A: Pernah Tidak Kamu Diberi Pembelajaran Mengenai Phrasal Verb Dikelas Speaking?
B: Belum Pernah Mbk, Soalnya Ini Langsung Speaking.
A: Oh Langsung Speakignya Ya?
B: Iya
A: Kalau Dikelas Lain Bagaimana?
B: Belum Juga
A: Mungkin Semester Depan Ya Dek. Hehe
B: Iyaa. Hehe
198
A: Jika Belum, Kata-Kata Phrasal Verb Apa Yang Pernah Kamu Ucapkan. Selain Yang Saya
Sebutkan Tadi.
B: Yang Look For, Get Off, Switch On, Turn It Off, Itu Aja Mbk
A: Lalu Phrasal Verb Apa Yang Pernah Kamu Ucapkan Di Kelas Speaking?
B: Look For, Kala Kia Lagi Bercerita Disuruh Mencari Apa Gitu. Lalu Get Off, Terus Check
This Out.
A: Pernah Tidak Kamu Ngucapin Phrasal Verb Tapi Salah? Contohnya Seperti Look After, Okay
You Can Look After Him/Her.
B: Oh Iya Mbk, Pernah. Saya Pernah Mengucapkan Itu Saya Kira Benar Tapi Ternyata Salah.
Saya Kira Juga Artinya Melihat Setelah Mbk.
A: Padahal Kamu Tahu Arti Sebenarnya Adalah „Merawat‟. Tapi Banyak Yang Mebuat
Kesalahan Dalam Mengucapkan Ini. Selain Ini Ada Tidak Dek?
B: Belum Mbk
A: Berapa Banya Phrasal Verb Yang Kamu Tahu, Penah Menghitungnya Tidak?
B: Tidak Mbk. Get Off, Look For, Turn Off, Look After, Get Up, Open Up, Swith On Apa Lagi
Ya Mbk . Tidak Pernah Menghitungnya.
A: Tapi Lumayan Kamu Dek, Lumayan Tahu Banyak Tentang Phrasal Verb Walupun Tidak
Tahu Kalau Itu Phrasal Verb. Oh Ya Kira-Kira Adakah Kesulitan Disaat Kamu Mengucapkan
Phrasal Verb?
B: Iya Pernah Ada Mbk
A: Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkannya. Ini Ada 5 Kesulitan Yang Saya
Sediakan, Kira-Kira Manakesulitan Yang Kamu Hadapn Saat Mengucapkan Phraal Verb Dikelas
Maupun Diluar? Apakah Kurangnya Pengetahuan Mengenai Phrasal Verb, Lalu Belum
199
Mempelajari Phrasal Verb Secara Keseluruhan. Ketiga, Mengabaikan Pembelajaran Phrasal
Verb Saat Dikelas. Keempat, Kamu Menghindari Phrasal Verb Karena Takut Salah. Terakhir,
Terlalu Rumit Karena Banyak Bentuk-Bentuk Atau Jenis-Jenisnya.
B: Yang Kurangnya Pengetahuan Mbk.
A: Berarti Lack Of Knowledge. Lalu Kalau Kamu Mengucapkan Phrasal Verb Tapi Salah, Apa
Yang Kamu Lakukan?
B: Karena Aku Tidak Tahu Itu Salah Ya Cuek Aja Mbk. Kalau Tahu Salah, Ya Diperbaiki
Kedepannya Supaya Tidak Membuat Kesalahan Lagi.
A: Terimaksih Dek Afifah Untuk Waktunya.
200
Name Of Informant: Vivi Zahiroh
Date On Interview: 18 April 2018
A: Tahu Tidak Phrasal Itu Apa?
B: Seperti Yang Dijelaskan Afifah Mbk, Tidak Tahu.
A: Maksudnya Pengertiannya, Pernah Tidak Diajarkan Phrasal Verb?
B: Itu Sudah Dulu Mbk
A: Tahu Kan Check This Out, Look For Dek?
B: Iya Tahu Mbk
A: Pernah Tidak Diajarkan Phrasal Verb Di Speaking Class?
B: Kalau Saat Ini Belum Mbk Sama Kemarin Juga Belum
A: Pernah Tidak Diajarkan Di Sma Gitu Dek?
B: Mungkin Pernah Tapi Lupa Mbk.
A: Terus Kata Apa Saja Yang Kamu Tahu Tentang Phrasal Verb?
B: Look For, Turn On, Turn Off, Check This Out, Ya Itu Aja Mbk.
A: Kamu Prnah Dengar Kata-Kata Itu Dimana Dek?
B: Di Tv Kalau Tidak Dengar Orang Mengucapkan Itu. Sama Acara Musik Mbk.
A: Phrasal Verb Apa Saja Yang Kamu Ucapkan Di Kelas Speaking Kayak Kemarin Saat
Perfoms.
B: Ya, Look For Lalu Check This Out. Mungkin Cuma Itu Kali Mbk.
A: Itu Saja, Yakin. Kalau Stand Up, Please! Pernah Tidak?
B: Oh Iya Pernah Mbk.
201
A: Stand Up, Sit Down Itu Juga Termasuk Phrasal Verb Dek. Pernah Tidak Kamu Mengucapkan
Phrasal Verb Tapi Salah.
B: Pernah, Look After.
A: Oh Sama Kayak Afifah. Sudah Itu Saja, Ada Yang Lain? Atau Mungkin Open Up?
B: Iya Itu Juga Mbk, Kadang Terkecoh Sama Arti Sendiri-Sendiri.
A: Berapa Banyak Phrasal Verb Yang Kamu Ketahui?
B: Look For, Turn Off, Turn On, Check This Out, Switch On, Break Out, Stand Up, Sit Down,
Itu Saja Mbk.
A: Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkan Phrasal Verb, Selain Lack Of
Knowledge?
B: Mungkin Karena Dulu Pernah Diajarkan Tapi Lupa Sekarang Dan Kurang Berlatih Mbk.
A: tidak mempelajarinya secara detail ya berarti. Yang Penting Tidak Keluar Di Uts Gitu Ya.
B: Iya Mbk.
A: Cara Kamu Menanggulangi Saat Mengucapkan Phrasal Verb Tapi Ternyata Salah.
B: Ya Belajar Lagi Dan Memperbaikinya.
A: Oke Baiklah, Terimakasih Dek Untuk Waktunya.
B: Iya Mbk Sama-Sama.
202
Name Of Informant: Siska Miftahul Janah
Date On Interview: 18 April 2018
A: Namanya Siapa Dek?
B: Siska Miftahul Janah.
A: Tahu Tidak Kamu Phrasal Verb Itu Apa?
B: Hmm, Gabungan Verb Sama Preposisi.
A: Iya, Itu Yang Saya Jelasin Sama Temenmu Yaa. Hehe
B: Iya Mbk
A: Pernah Tidak Mendengar Kata-Kata Seperti Get Out, Check This Out, Look For?
B: Iya Pernah Dulu.
A:Pernah Dengar Dimana Dek?
B: Dengar Disini Mbk. Hehe
A: Selain Dikampus Dimana Dek?
B: Iya Kayak Di Acara-Acara Yang Ada Di Tv.
A: Jadi, Dengar Dari Orang Bicara Seperti Itu Dan Kamu Ikut-Ikut Gitu Ya? Padahal Kamu
Tidak Tahu Kalau Itu Phrasal Verb.
B: Iya Mbk.
A: Pernah Tidak Kamu Diajarkan Phrasal Verb Sebelumnya?
B: Sebelum Disini?
A: Iya
B: Kayaknya Pernah Mbk Tapi Lupa, Di Ma Dulu.
A: Oh Di Ma Pernah?
203
B: Iya. Dulu Inget Tapi Sekarang Sudah Lupa.
A: Sma Mana Kamu Dek?
B: Di Madrasah Aliyah Di Pati
A: Oh Dari Pati, Karena Kamu Sudah Tahu Sebelumnya. Apa Saja Kata-Kata Phrasal Verb Yang
Pernah Kamu Sebutkan Atau Ucapkan Selama Ini?
B: Ya Seperti Yang Disebutkan Mbk Tadi, Hehe.
A: Kalu Di Kelas Speaking Ini?
B: Wake Up, Turn Off, Hmm
A: Bagaimana Saat Kamu Perform Kemarin? Pernah Ucapkan Kata-Kata Tersebut Tidak?
B: Tidak Sepertinya Mbk.
A: Look For, Get Out, Dan Masih Banyak Lagi. Oh Ya, Pernah Tidak Kamu Ucapkan Phrasal
Verb Tapi Ternyata Salah? Jadi, Kamu Menggunakan Phrasal Verb Tapi Kamu Artikan Sendiri-
Sendiri Yang Ternyata Itu Memiliki Arti Sendiri.
B: Itu Mbk, Kayak Give Up. Itu Kan Arti Sebenarnya Menyerah Namun Dulu Saya Kiranya
Memberi Karena Dikamus Give Itu Memberi.
A: Berapa Banyak Phrasal Verb Yang Kamu Tahu?
B: Tidak Tahu Mbk, Tidak Pernah Menghitungnya. Hehe
A: Tidak Tahu Ya. Lalu, Apa Kesulitan Yang Kamu Hadapi Saat Mengucapkan Phrasal Verb?
B: Kayak Tidak Tahu Tentang Vocabularynya.
A: Kurangnya Pengetahuan Ya, Kebanyakan Kurangnya Pengetahuan Ya.
B: Sama Tahu Tapi Takut Salah Mbk.
A: Oh Berarti, Kamu Menghindari Phrasal Verb Karena Takut Salah Ya. Dan Bagaimana
Tindakanmu Saat Melakukan Kesalahan?
204
B: Ya, Memperbaikinya Untuk Kedepannya.
A: Oke Terimakasih Siska Untuk Waktunya.
B: Iya Mbk.
205
Name Of Informant: Vivi Virelia Sari
Date On Interview: 18 April 2018
A: Dengan Siapa Dek?
B: Vivi Virelia Sari.
A: Pernah Tahu Phrasal Verb?
B: Belum Sih, Baru Dengar Ini.
A: Pernah Dengar Check This Out, Look For, Get Out?
B: Kalau Itu Kayak Kalimat Perintah Ya Mbk.
A: Sebenarnya Bukan Perintah Dek, Hanya Saja Penekanan Saat Mengucapkan Sedikit Tegas.
Kalau Dkalimat Contohnya Seperti Ini, I Look For Something Artinya Saya Mencari Sesuatu.
Dan Look For Menjadi Mencari Kalau Arti Masing-Masingnya Kan Look Itu Melihat Dan For
Itu Untuk. Itu Namanya Phrasal Verb Dek? Jadi Susunannya Ada Verb Dan Preposisi.
B: Oh, Beda Arti Gitu Ya.
A: Iya, Nanti Kalau Digabungn Artinya Jadi Beda. Kamu Pernah Tidak Diajarkan Phrasal Verb
Seblumnya?
B: Kalau Phrasal Verb Sih Belum Tapi Kalau Kata-Kata Tersebut Tahu Beberapa.
A; Pernah Tahu Kata-Kata Tersebut Dimana?
B: Dari Film Sama Acara Tv.
A: Contohnya Apa Saja Dek?
B: Sebentar Mbk, Belum Kepikiran Tapi Ada Pernah Kalau Disuruh Gini Bingung.
A: Setahunya Kamu Saja Dek?
B: Bentar, Hmm.
206
A: Pernah Tidak Kamu Tahu Di Film Ada Kata Jangan Menyerah.
B: Never Give Up, Oh Ya Itu Mbk. Hehe
A: Keluar Kamu?
B: Get Out
A: Jadi Kalau Ada Verb An Preposisi Itu Namanya Phrasal Verb. Seperti Stand Up, Sit Down,
Break Out. Nah, Pernah Tidak Kamu Mengucapkan Phrasal Verb Dikelas Ini?
B: Jarang Mbk, Tidak Pernah Pakai Bahasa Inggris Sih Kalau Dikelas.
A: Kalau Perfoms?
B: Kalau Performs, Yaa Jarang Sih Mbk.
A: Kemarin Perfomsnya Jadi Siapa?
B: News Anchor
A: Sebelumnya.
B: HRD.
A: Oh, Kalau Kemarin Mbk Manda Sering Dengar Kebanyakan Dari Mc. Pernah Tidak
Mengucapkan Phrasal Verb Tapi Salah.
B: Pernah, Soalnya Kalau Beda Arti Ragu Mau Ngomongnya Takut Salah.
A: Masih Bingung Ya Ini Phrasal Verb Atau Bukan?
B: Terus Kalau Diartikan Dalam Terjemahan Beda Lagi Mbk.
A: Berapa Banyak Phrasal Verb Yang Kamu Tahu?
B: Sedikit Mbk.
A: Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkan Atau Menggunakan Kata Phrasal
Verb?
B: Iya Belum Paham Tentang Phrasal Verb Sama Ragu Juga Dan Cuek Juga Mbk.
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A: Kesulitan Yang Benar-Benar Kamu Hadapi Yang Mana?
B: Cuek Itu Saja Mbk.
A: Terimakasih Ya Dek Waktunya.
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Name Of Informant: Awwalina Khoirunnisa
Date On Interview: 18 April 2018
A: Dengan Siapa Dek?
B: Amalina Khoirunnisa.
A: Tahu Tidak Phrasal Verb Itu Apa?
B: Tidak Tahu.
A: Pernah Bilang Check This Out, Get Out, Look For, Turn Off. Pernah?
B: Iya Pernah.
A: Tahunya Darimana?
B: Dari Video-Video Dan Juga Televisi.
A: Kamu Pernah Tidak Diajarkan Phrasal Verb Sebelumnya?
B: Belum Pernah Kayaknya.
A: Belum Sama Sekali? Semester Ini Juga Belum?
B: Iya Belum.
A: Phrasal Verb Apa Yang Pernah Kamu Ucapkan?
B: Let‟s Check This Video Out, Give Up.
A: Jadi, Phrasal Verb Adalah Gabungan Dua Kata Yang Terdiri Dari Verb Dan Preposisi.
Setelah Itu Artinya Menjadi Berbeda. Seperti Give Up, Arti Dari Give Adalah Member Namun
Diberi Up Menjadi Menyerah.
B: Oh Iya Benar Mbk.
A: Penah Tidak Mengucapkan Phrasal Verb Dikelas Ini?
B: Lupa Kayaknya Pernah Mbk.
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A: Waktu Perfom Kemarin?
B: Kayaknya Pernah Mbk, Tapi Lupa.
A: Sebelumnya Jadi Apa Kamu Waktu Perform?
B: Mc.
A: Pernah Ucapkan Stand Up Tidak?
B: O Iya Itu Mbk.
A: Berapa Banyak Phrasal Verb Yang Kamu Tahu?
B: Stand Up, Sit Up, Shut Up, Sit Down, Check It Out, Sudah Inilah Mbk.
A: Terus Kesulitan Apa Yang Kamu Hadapi Saat Mengucapkan Phrasal Verb?
B: Kayak Menggabungkan Satu Kata Dengan Kata Setelahnya Seperti Stand Dengan Up Sama
Tidak Tahu Artinya Mbk.
A: Lalu Bagaimana Sikap Kamu Saat Melakukan Kesalahan Saat Mengucapkan Phrasal Verb?
B: Tenang Saja Mbk dan Tetap Dihadapi.
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Name Of Informant: Krismiyati
Date On Interview: 18 April 2018
A: Namanya Siapa Dek?
B: Krismiyati
A: Tahu Phrasal Verb Tidak Dek?
B: Tahu Soalnya Saya Dengerin Mbk Manda Jelasin.
A: Jadi Apa Itu Phrasal Verb?
B: Eh Lupa Mbk.
A: Pernah Dengar Check This Out, Get Out?
B: Pernah Mbk.
A: Itu Phrasal Verb Dek. Pernah Tidak Diajarkan Phrasal Verb Sebelumnya?
B: Belum Mbk.
A: Disekolah ?
B: Lupa Mbk.
A: Jika Belum, Kata-Kata Phrasal Verb Apa Yang Kamu Tahu?
B: Wake Up, Turn On, Turn Off Sudah Itu.
A: Mungkin Masih Banyak Yang Kamu Tahu Cuman Kamu Tidak Tahu Kalau Itu Phrasal Verb.
B: Iya Mbk.
A: Darimana Kamu Tahu Tentang Kata-Kata Phrasal Verb Tersebut?
B: Dari Tv Atau Waktu Nonton Film Dan Dengerin Musik Juga.
A: Pernah Tidak Ucapkan Phrasal Verb Tapi Salah?
B: Tidak Tahu Mbk.
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A: Berapa Banyak Phrasal Verb Yang Kamu Tahu Selain Yang Kamu Sebutkan Tadi?
B: Put On Mbk, Sudah Tidak Tahu Lagi.
A: Kesulitan Apa Yang Kam Hadapi Saat Mengucapkan Phrasal Verb?
B: Tidak Tahu Kalau Itu Phrasal Verb.
A: Berarti Kurangnya Pengetahuan Ya. Lalu, Bagaimana Sikap Kamu Saat Mengucapkan
Phrasal Verb Namun Ternyata Salah?
B: Mungkin Lawan Bicara Saya Yang Akan Memberi Tahu Saya Kalau Ternyata Salah.
A: Terimakasih Ya Dek Waktunya.
B: Iya Sama-Sama Mbk
Name Of Informant: Dian Larasati
Date On Interview: 23 Juli 2018
A: Apa Kamu Pernah Dengar Mengenai Phrasal Verb?
B: Saya Pernah Mendengar Tentang Phrasal Verb
A: Kalau Pernah Coba Jelaskan Apa Itu Phrasal Verb Dan Sebutkan Contohnya, Tp Kalau
Belum, Apa Kamu Pernah Dengar Look After, Give Up, Pick Up, Sejenis Dua Kata Yg Dr Verb
Dan Presposisi Akan Memiliki Arti Berbeda?
B: Contohnya Break Out
A: Kalau Pernah Dengar, Dimana Kamu Sering Mendengar Kata Kata Tersebut?
B: Saya Pernah Mendengar Saat Menonton Film
A: Pernahkah Kamu Menggunakan Kata Kata Phrasal Verb? Coba Sebutkan!
B: Contohnya Yang Tadi Break Out Di Kalimat „I Broke Out With Him‟
A: Sesering Apakah Kamu Menggunakannya, Dan Dalam Hal Apa Kamu Menggunakannya?
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B: Gak Terlalu Sering Karena Gak Terlalu Ngerti Phrasal Verb
A: Apakah Kamu Pernah Menggunakan Phrasal Verb Di Kelas Speaking? Kalau Pernah Coba
Sebutkan Seingat Kamu!
B: Pernah Menggunakan Phrasal Verb Dikelas Speaking Contohnya „Work Out‟, „Happening
On‟, „Gather On‟ Dan „Come To‟
A: Apakah Kamu Pernah Diajarkan Phrasal Verb Sebelumnya?
B: Kayaknya Belum Pernah Diajarin Sebelumnya
A: Saat Perform Di Kelas Speaking Kemarin, Apakah Kamu Pernah Membuat Kesalahan Dalam
Mengucapkan Phrasal Vern Kalau Kamu Sadar Sedanga Mengucapkannya?
B: Gak Sadar Kala Membuat Kesalahan Saat Mengucapka Phrasal Verb Karena Sebelumnya
Belum Pernah Diajarin Sama Tidak Tahu Cara Menggunakannya.
A: Sebenarnya Kamu Membuat Kesalahan Saat Perform Kemarin Selama 4 Kali Yaitu Work
Out Kamu Kira Kerja Keras, Happening On Yg Punya Arti Bertemu Seseorang Tp Kamu
Gunakan Saat Jd Sales, Gather On Di Opening Seminar Harusnya Gather Here In Sama Come
To Pada Kalimat Come To This Palace Saat Jd Pengunjung Di Kraton Harusnya Come Here
Saja.
B: Ya Mbk, Tidak Tahu
A: Selama Mengucapkan Phrasal Verb Pasti Kamu Mempunyai Kesulitan Bukan, Apa Aja
Kesulitan Yang Kamu Hadapi Saat Mengucapkannya? Disini Ada 5 Kesulitan, Pertama Karena
Kurangnya Pengetahuan (Lack Of Knowledge), Kedua Karena Kamu Belum Mempelajarinya
Dengan Detail (Incomplete Learning), Ketiga Kamu Mengabaikannya Atau Tidak Peduli,
Keempat Kamu Takut Membuat Kesalahan Saat Mengucapkannya, Kelima Ribet Sama
Structurenya.
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B: Kurang Pengetahuan Terus Belum Pernah Mempelajari Secara Detail Cuma Secara
Sekelebat, Yang Ketiga Mungkin Gak Sengaja Terabaikan Soalnya Tidak Tahu Sebelumnya Dan
Tidak Pernah Diajarin Terus Takut Juga Mengucapkan Sama Membuat Phrasal Verb. Lebih Ke
Incomplete Learning Karena Tidak Mempelajari Secara Keseluruhan.
A: Apa Reaksimu Saat Membuat Kesalahan?
B: Reaksi Saat Membuat Kesalahan Biasa Aja Karena Belum Pernah Diajarkan Jadi Reaksinya
Biasa Saja.
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Name Of Informant: Era Afidah
Date On Interview: 23 Juli 2018
A: Apa Kamu Pernah Dengar Mengenai Phrasal Verb?
B: Aku Sih Belum Pernah Mengerti Itu Apa.
A: Kalau Pernah Coba Jelaskan Apa Itu Phrasal Verb Dan Sebutkan Contohnya, Tp Kalau
Belum, Apa Kamu Pernah Dengar Look After, Give Up, Pick Up, Chek Out, Get Out, Get In
Sejenis Dua Kata yang dari Verb Dan Presposisi Akan Memiliki Arti Berbeda?
B: Belum Tahu.
A: Kalau Pernah Dengar, Dimana Kamu Sering Mendengar Kata Kata Tersebut?
B: Kalau Pernah Mungkin Pas Ada Kuliah Saat Ada Yang Mengucapkannya.
A: Pernahkah Kamu Menggunakan Kata Kata Phrasal Verb? Coba Sebutkan!
B: Kayaknya Pernah Dengar Saat Praktik Dkelas Bahasa Inggris Gitu.
A: Sesering Apakah Kamu Menggunakannya, Dan Dalam Hal Apa Kamu Menggunakannya?
B: Tidak Begitu Sering.
A: Apakah Kamu Pernah Menggunakan Phrasal Verb Di Kelas Speaking? Kalau Pernah Coba
Sebutkan Seingat Kamu!
B: Pernah Kayaknya.
A: Apakah Kamu Pernah Diajarkan Phrasal Verb Sebelumnya?
B: Belum Pernah Diajarkan Sebelumnya.
A: Saat Perform Di Kelas Speaking Kemarin, Apakah Kamu Pernah Membuat Kesalahan Dalam
Mengucapkan Phrasal Vern Kalau Kamu Sadar Sedang Mengucapkannya?
B: Kalau Dikelasku Pernah Diucapkan Tapi Tidak Sadar Kalau Itu Phrasal Verb.
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A: Sebenarnya Kamu Membuat Kesalahan Saat Perform Kemarin Satu Kali Yaitu Come In
Harusnya Kalimatnya Tidak Memerlukan Phrasal Vern Jadi Yang Benar Come.
B: Oh Ya Mbk.
A: Selama Mengucapkan Phrasal Verb Pasti Kamu Mempunyai Kesulitan Bukan, Apa Aja
Kesulitan Yg Kamu Hadapi Saat Mengucapkannya? Disini Ada 5 Kesulitan Pilih Salah Satu Ya,
Pertama Karena Kurangnya Pengetahuan (Lack Of Knowledge), Kedua Karena Kamu Belum
Mempelajarinya Dengan Detail (Incomplete Learning), Ketiga Kamu Mengabaikannya Atau
Tidak Peduli, Keempat Kamu Takut Membuat Kesalahan Saat Mengucapkannya, Kelima Ribet
Sama Structurenya.
B: Mungkin Lebih Lack Of Knowledge Karena Tidak Pernah Diajarkan Sebelumnya.
A: Apa Reaksimu Saat Membuat Kesalahan?
B: Reaksinya Bingung Atau Lupa Apa Yang Akan Diatakan Selanjutnya.
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Name Of Informant: Dini Restu Amika
Date On Interview: 23 Juli 2018
A: Apa Kamu Pernah Dengar Mengenai Phrasal Verb?
B: Pernah Dengar Tapi Tidak Tahu Itu Phrasal Verb Atau Bukan.
A: Kalau Pernah Coba Jelaskan Apa Itu Phrasal Verb Dan Sebutkan Contohnya, Tapi Kalau
Belum, Apa Kamu Pernah Dengar Look After, Give Up, Pick Up, Chek Out, Get Out, Get In
Sejenis Dua Kata Yg Dari Verb Dan Presposisi Akan Memiliki Arti Berbeda?
B: Pernah Dengar Mbk
A: Kalau Pernah Dengar, Dimana Kamu Sering Mendengar Kata Kata Tersebut?
B: Dari Teman-Teman Saat Bicara Bahasa Inggris.
A: Pernahkah Kamu Menggunakan Kata Kata Phrasal Verb? Coba Sebutkan!
B: Kayaknya Pernah Bicara Check In, Check Out Ya Sejenisnya.
A: Sesering Apakah Kamu Menggunakannya, Dan Dalam Hal Apa Kamu Menggunakannya?
B: Kayaknya Sering Tapi Tidak Tahu Kalau Itu Phrasal Verb,
A: Apakah Kamu Pernah Menggunakan Phrasal Verb Di Kelas Speaking? Kalau Pernah Coba
Sebutkan Seingat Kamu!
B: Kayaknya Pernah Tapi Tidak Tahu Kalau Itu Phrasal Verb.
A: Apakah Kamu Pernah Diajarkan Phrasal Verb Sebelumnya?
B: Kayaknya Pernah Diajarin Di TOSE Dulu Sama Miss Laili Tapi Cuman Sedikit Dikasih Tahu
Gitu.
A: Saat Perform Di Kelas Speaking Kemarin, Apakah Kamu Pernah Membuat Kesalahan Dalam
Mengucapkan Phrasal Verb Kalau Kamu Sadar Sedang Mengucapkannya?
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B: Tidak Tahu Salahnya Dimana, Mungkin Tahu Beda Tap Tergantung Kalimatnya Jelas. Tapi
Erring Salah Sih Karena Structurenya Itu Susah Sama Ribet.
A: Sebenarnya Kamu Membuat Kesalahan Saat Perform Kemarin Satu Kali Yaitu Work In
Harusnya Jadi Work At.
A: Selama Mengucapkan Phrasal Verb Pasti Kamu Mempunyai Kesulitan Bukan, Apa Aja
Kesulitan Yang Kamu Hadapi Saat Mengucapkannya? Disini Ada 5 Kesulitan Pilih Salah Satu
Ya, Pertama Karena Kurangnya Pengetahuan (Lack Of Knowledge), Kedua Karena Kamu
Belum Mempelajarinya Dengan Detail (Incomplete Learning), Ketiga Kamu Mengabaikannya
Atau Tidak Peduli, Keempat Kamu Takut Membuat Kesalahan Saat Mengucapkannya, Kelima
Ribet Sama Structurenya.
B: Kurang Pengetahuan Karena Belum Pernah Diajarkan.
A: Apa Reaksimu Saat Membuat Kesalahan?
B: Takut, Malu Tapi Lebih Ke Takutnya.
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Name of Informant: Endang Rismawati
Date on Interview: 23 Juli 2018
A: apa kamu pernah dengar mengenai phrasal verb?
B: saya belum pernah mendengar sebelumnya
A: kalau pernah coba jelaskan apa itu phrasal verb dan sebutkan contohnya, tp kalau belum, apa
kamu pernah dengar look after, give up, pick up, chek out, get out, get in sejenis dua kata yg dr
verb dan presposisi akan memiliki arti berbeda?
B: walaupun belum pernah tahu apa itu phrasal verb, saya pernah mendengar kata-kata tersebut.
A: kalau pernah dengar, dimana kamu sering mendengar kata kata tersebut?
B: pernah mendengar saat menonton TV atau sedang menonton film.
A: pernahkah kamu menggunakan kata kata phrasal verb? coba sebutkan!
B: saya pernah menggunakan kata give up tapi saya tidak tahu kalau kata tersebut termasuk
phrasal verb.
A: sesering apakah kamu menggunakannya, dan dalam hal apa kamu menggunakannya?
B: saya jarang menggunakan kata – kata phrasal verb.
A: apakah kamu pernah menggunakan phrasal verb di kelas speaking? kalau pernah coba
sebutkan seingat kamu!
B: tapi saat kelas speaking saya perna mengatakan kata – kata seperti give up, back up, check out
dan get out tapi kembali lagi saya tidak tahu kalau itu termasuk phrasal verb.
A: apakah kamu pernah diajarkan phrasal verb sebelumnya?
B: saya belum pernah diajarkan phrasal verb sbelumnya.
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A: saat perform di kelas sepaking kemarin, apakah kamu pernah membuat kesalahan dlm
mengucapkan phrasal vern kalau kamu sadar sedanga mengucapkannya? (sebenarnya kamu
membuat kesalahan saat perform kemarin dua kali saat mengucapkam attend to sama attended to
harusnya attend at sama attended at)
B: saat perform dikelas speaking, saya sering melakukan kesalahanan saat mengucapkan kata
yang mungkin phrasal verb, jelasnya saya masih belum mengerti phrasal verb itu gimana.
A: selama mengucapkan phrasal verb pasti kamu mempunyai kesulitan bukan, apa aja kesulitan
yg kamu hadapi saat mengucapkannya? disini ada 5 kesulitan pilih salah satu ya, pertama karena
kurangnya pengetahuan (lack of knowledge), kedua karena kamu belum mempelajarinya dengan
detail (incomplete learning), ketiga kamu mengabaikannya atau tidak peduli, keempat kamu
takut membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya.
B: kesulitan yang saya alami karena saya belum mempelajari phrasal verb secara keseluruhan.
A: apa reaksimu saat membuat kesalahan?
B: reaksinya minder, malu dan kurang percaya diri.
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Name of Informant: Naviah Kuriawati
Date on Interview: 23 Juli 2018
A: apa kamu pernah dengar mengenai phrasal verb?
B: pernah, karena prnah ada dosen yang mengatakannya dan saya mencarinya di google.
A: kalau pernah coba jelaskan apa itu phrasal verb dan sebutkan contohnya, tp kalau belum, apa
kamu pernah dengar look after, give up, pick up, chek out, get out, get in sejenis dua kata yg dr
verb dan presposisi akan memiliki arti berbeda?
B: phrasal verb itu dua kata yang memiliki arti berbeda dari sebelumnya, jadi yang satunya ada
preposisi atau particlenya gitu. Contohnya get out sam give up.
A: kalau pernah dengar, dimana kamu sering mendengar kata kata tersebut?
B: pernah mendengarnya di film, di lagu juga di status sosmed.
A: pernahkah kamu menggunakan kata kata phrasal verb? coba sebutkan!
B: iya pernah, contohnya cumin get out, check out, give up.
A: sesering apakah kamu menggunakannya, dan dalam hal apa kamu menggunakannya?
B: sebenarnya tidak sering, karena saya masih speaking pasif.
A: apakah kamu pernah menggunakan phrasal verb di kelas speaking? kalau pernah coba
sebutkan seingat kamu!
B: sepertinya belum pernah.
A: apakah kamu pernah diajarkan phrasal verb sebelumnya?
B: belum pernah secara keseluruhan.
A: saat perform di kelas sepaking kemarin, apakah kamu pernah membuat kesalahan dlm
mengucapkan phrasal vern kalau kamu sadar sedanga mengucapkannya? (sebenarnya kamu
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membuat kesalahan saat perform kemarin satu kali yaitu back with harusnya get back with
karena harus ada verb sebelumnya)
B: sepertinya tidak. Mungkin iya.
A: selama mengucapkan phrasal verb pasti kamu mempunyai kesulitan bukan, apa aja kesulitan
yg kamu hadapi saat mengucapkannya? disini ada 5 kesulitan pilih salah satu ya, pertama karena
kurangnya pengetahuan (lack of knowledge), kedua karena kamu belum mempelajarinya dengan
detail (incomplete learning), ketiga kamu mengabaikannya atau tidak peduli, keempat kamu
takut membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya.
B: belum mempelajarinya secara detail atau incomplete learning.
A: apa reaksimu saat membuat kesalahan?
B: malu iya, tapi dengan ini saya bisa mengetahui mana yang benar
Name of Informant: Unaisatuz Zulfa
Date on Interview: 23 Juli 2018
A: apa kamu pernah dengar mengenai phrasal verb?
B: aku belum pernah dengar mbk.
A: kalau pernah coba jelaskan apa itu phrasal verb dan sebutkan contohnya, tp kalau belum, apa
kamu pernah dengar look after, give up, pick up, chek out, get out, get in sejenis dua kata yg dr
verb dan presposisi akan memiliki arti berbeda?
B: tapi aku pernah sekelibat dengar istilah-istilahnya tau kata-katanya seperti wake up, get out,
check out.
A: kalau pernah dengar, dimana kamu sering mendengar kata kata tersebut?
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B: dengar dari bapak dosen Sabar saat ngasih tahu di kelas sama dosen-dosen lain juga pernah
sih mbk. Tapi aku gak tahu itu istilah apa.
A: pernahkah kamu menggunakan kata kata phrasal verb? coba sebutkan!
B: kayaknya pernah sih mbk seperti wake up, get out. Saat pak Sabar memberikan direction
pernah megucapkan turn off juga
A: sesering apakah kamu menggunakannya, dan dalam hal apa kamu menggunakannya?
B: gak sering mbk.
A: apakah kamu pernah menggunakan phrasal verb di kelas speaking? kalau pernah coba
sebutkan seingat kamu!
B: mungkin pernah mbk.
A: apakah kamu pernah diajarkan phrasal verb sebelumnya?
B: kayaknya aku belum pernah mempelajari phrasal verb sebelumnya. Belum atau lupa gitu
mbk.
A: saat perform di kelas sepaking kemarin, apakah kamu pernah membuat kesalahan dlm
mengucapkan phrasal vern kalau kamu sadar sedanga mengucapkannya?
B: mungkin atau sering mbk, aku sering bange bikin kesalahan.
A: sebenarnya kamu membuat kesalahan saat perform kemarin selama 3 kali yaitu stay on bukan
phrasal verb tapi kalimatnya kurang benar karena berhub dgn keagamaannya saat opening jd yg
benae be faithful on, lalu covered for us harusnya covered for our mistake krn memiliki arti
menutupi atau mengampuni yaa, sama get in the location harusnya get information in the
location harus disisipi object dulu yaa
B: iya aku juga gak tahu mbk, kalau membuat kesalahan karena pak Sabar tidak ngasih tahu tapi
makasih banget mbk sudah dikasih tahu mbk jadi besok tidak membuat kesalahan lagi.
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A: selama mengucapkan phrasal verb pasti kamu mempunyai kesulitan bukan, apa aja kesulitan
yg kamu hadapi saat mengucapkannya? disini ada 5 kesulitan, pertama karena kurangnya
pengetahuan (lack of knowledge), kedua karena kamu belum mempelajarinya dengan detail
(incomplete learning), ketiga kamu mengabaikannya atau tidak peduli, keempat kamu takut
membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya.
B: semuanya mbk, tapi lebih ke lack of knowledge mbk karena benar-benar tidak tahu
sebelumya.
A: apa reaksimu saat membuat kesalahan?
B: bingung bagaimana melanjutkannya mbk.
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Name of Informant: Menik Bela Kusumawardhani
Date on Interview: 23 Juli 2018
A: apa kamu pernah dengar mengenai phrasal verb?
B: setahu bela, phrasal verb itu ada frase terus kata kerja yang diikuti adverb atau preposisi atau
bisa dua-duanya mbk.
A: kalau pernah coba jelaskan apa itu phrasal verb dan sebutkan contohnya, tp kalau belum, apa
kamu pernah dengar look after, give up, pick up, chek out, get out, get in sejenis dua kata yg dr
verb dan presposisi akan memiliki arti berbeda?
B: iya pernah dengar mbk, bukannya berbeda sih mbk menurutku melainkan menjadi satu
kesatuan yang sam artinya.
A: kalau pernah dengar, dimana kamu sering mendengar kata kata tersebut?
B: pernah dengar mbk, karena aku tinggal diasrama kampong inggrisnya pak Kurniawan itu ada
kelas grammar dan speaking jadi bela pernah dengar kata phrasal verb.
A: pernahkah kamu menggunakan kata kata phrasal verb? coba sebutkan!
B: pernah mbk saat sedang ngobrol dikelas terus suasana jadi tegang karena ada yang marah
setelah itu kita gak sengaja mengucapkan calm down yang tidak tahu kalau itu phrasal verb.
A: sesering apakah kamu menggunakannya, dan dalam hal apa kamu menggunakannya?
B: sepertinya jarang deh mbk
A: apakah kamu pernah menggunakan phrasal verb di kelas speaking? kalau pernah coba
sebutkan seingat kamu!
B: sepertinya jarang deh mbk karena bela tuh sering improve dari teks yan sudah disediakan.
Atau mungkn tidak sadar mbk.
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A: apakah kamu pernah diajarkan phrasal verb sebelumnya?
B: pernah di Kampung Inggris Solo tapi tidak secara intens karena itu hanya sekedar tambahan
saja.
A: saat perform di kelas speaking kemarin, apakah kamu pernah membuat kesalahan dlm
mengucapkan phrasal vern kalau kamu sadar sedang mengucapkannya? (sebenarnya kamu
membuat kesalahan saat perform kemarin 3 kali yaitu depend to hrsnya depend on, back to
hrsnya get back to, sama gather in yg hrsnya gather here in.. )
B: kembali lagi karena saya sering improve dari teks yang sudah siapkan, jadi it hal biasa kalau
saya banyak kesalahan karena grammarnya belum benar rasanya. Dan secara tidak sadar mbk.
A: selama mengucapkan phrasal verb pasti kamu mempunyai kesulitan bukan, apa aja kesulitan
yg kamu hadapi saat mengucapkannya? disini ada 5 kesulitan pilih salah satu ya, pertama karena
kurangnya pengetahuan (lack of knowledge), kedua karena kamu belum mempelajarinya dengan
detail (incomplete learning), ketiga kamu mengabaikannya atau tidak peduli, keempat kamu
takut membuat kesalahan saat mengucapkannya, kelima ribet sama structurenya. Dan apa
reaksimu saat membuat kesalahan?
B: lebih ke ignorance mbk, bukannya benar-benar tidak peduli hanya saja karena masih semester
dua jadi belajar yang mudah-mudah dulu saja. Dan lebih koreksi diri saja setelah mengucapkan.