Error Analysis of a Biology Teacher’s Spoken English: a Case Study

This study reports the common grammatical error of the spoken English made by a Biology teacher of Bethany School, Salatiga. Many scholars have conducted several studies about Error Analysis (EA), however there were still a little study about EA which investigates the errors made by the teacher. Seeing the importance of the teacher’s role in the teaching and learning process, this study is aimed at investigating the teacher’s grammatical error as she was teaching in the classroom. Using the sample linguistic category taxonomy proposed by Burt, Dulay and Krashen (1982) in classifying the errors such as plural forms, verb tenses, subject-verb agreements, determiners, and pronouns, the data were collected through six-time observations in order to get the audio records of teacher’s utterances while teaching in the classroom. Then, the data would be analyzed and specified based on the linguistic category to get the result. The result of this study showed that the most common grammatical error made by the teacher was the use of determiners that worth for 119 errors, 27.87%. Other errors that found out were singular/plural forms (91 errors, 21.31%), pronouns (62 errors, 14.52%), subject-verb agreements (60 errors, 14.05%), verbs tense (57 errors, 13.35%), and prepositions (38 errors, 8.90%). Pedagogical implications would be made in this study for the development of SLA and TESOL. Keywords: Erro