Error Analysis of the Spoken Discourses of Grade 9 Students

Abstract

In language learning, errors performed by the learners have become an issue and concern to be analyzed. This study aimed to analyze the most committed errors of Grade 9 students in their spoken discourse. The study utilized the recorded spoken discourse, specifically the extemporaneous speech, of the participants through descriptive analysis to determine the most errors committed by Grade 9 students. The study used prompts or topics related to students' experiences and a researcher-made interview guide. Three raters analyzed the recorded spoken discourse, including the researcher and two other English teachers. The eighteen chosen participants' recorded spoken discourse was chosen as the subject for analysis and evaluation. The study revealed that the most committed errors in a spoken discourse were syntactical errors, morphological errors, and phonological errors. The study revealed that students committed a high percentage of syntactical errors, meaning they still have confusion with regard to the proper application of grammar rules. Therefore, teachers may use engaging and relevant speaking situations to engage students in grammatical exercises, advise students to speak frequently, and emphasize the importance of grammar in speaking.