SURFACE STRATEGY TAXONOMY ANALYSIS IN STUDENTS’ PRESENTATION USING MIND MAPPING

Presentations that consist of many sentences, causing students to be unable to develop their use of language. They prefer to read rather than to explain the material by using their own words. This will affect the students' speaking skills. Therefore, this study discusses the students' language used in a presentation by using mind mapping. By using a mind mapping strategy, students are not able to write down all the sentences they present. They only write down the important points of the material so they have to try to make their sentences to explain their material. This research was conducted in two cycles. The data obtained were analyzed based on the theory of surface strategy taxonomy and it was explained descriptively qualitatively. The results showed that the grammatical errors made by students in their presentations using the mind mapping strategy were in the category of omission, addition, misformation and misordering.


INTRODUCTION
Presentation is one of the assignments given at the University. By doing a presentation, the students are expected to understand the topic that they are learned and they are able to explain it to the other students in the classroom. There are several learning models in an effort to improve skills speaking, those are; presentation, recitation, presentation with power point, and discussion.
Presentation is a designed display to convey information (data). In order to make a good presentation, a presentation framework or outline is needed, (Ahaba, 2014). Powerpoint is one of the media that they usually used for their presentation. However, their PowerPoint consisted of many sentences that they read the sentences during their presentation. This situation leads the students not to try to understand their topic. They tend to read and it makes the topic they presented will no longer in their mind. It has a bad effect to the students, especially the students of the English program, in which they need to practice their language in the presentation. They are expected to practice their English during the presentation rather than to read the sentence in PowerPoint. If they only read the text on PowerPoint, they will not be able to improve their speaking skill.
Therefore, the discussion of this article is about the grammatical errors used of Students' English language in their presentation. Their presentation used a mind mapping strategy in order to avoid the students copy long sentences on their Powerpoint. Mind mapping strategy is the strategy for presentation in which the students write the point of the discussion and draw some branches that are related to the main topic. By using the mind mapping strategy, the students try  Masruddin, (2019: 31) explains that learning about the second language is different to the first language (mother tongue). Sometimes, the learner of the second language will make error in speaking or writing. Nunan & Lamb (1996: 68) in Mustafa (2016) explains that producing errors can be perceived as a normal part of learning anything especially something complex as a language, particularly, a foreign language. It is natural that the learners make some errors in their language learning process. Therefore, this study focused on grammatical error analysis of students presentation. Sercombe (2000) in Agustina (2016: 3) explains that error analysis serves three purposes. Firstly, to find out the level of language proficiency the learner has reached. Secondly, to obtain information about common difficulties in language learning, and thirdly, to find out how people learn a language. Dulay et al. (1982) in Fahri Haswani  Burt and Krashen (1982: 150-163) in (Hikmah, 2020), grammatical errors can be categorized into four categories, those are omission (the absence of items that should not appear in an utterance), addition (the presence of items that should not appear in an utterance), misformation (wrong forms of morpheme or structure) and misordering (incorrect placement of a morpheme in an utterance).
The discussion about language errors seen from surface strategy taxonomy is discussed in a paper entitled Grammatical Errors: An Analysis on Speaking Produced by EFL Undergraduate students conclude that intra-language disorders are the main cause of student errors in the level of omission, additive, misformation, and misordering (Kasim , 2016). Besides, the surface strategy taxonomy is also discussed by Rusmiati, R. (2019) (Supriadi, 2016) explains that mind mapping is a creative note-taking strategy that makes it easier for us to remember a lot of information. In general, learning uses the left brain rather than the right brain. This left brain is used for example in terms of reading, writing (words), counting and sorting. While the right brain is usually used in in imagination, image, color and rhythm (Buzan, 2013) in Annisa (2018: 270-271). By using a Mind Mapping, children are able to use both sides of their brain in order to give meaningful learning on long-term memory (Windura, 2013) in Annisa (2018: 270-271). Therefore, learning using a mind mapping strategy does not only invite students to learn but also invites them to refresh their brains because students use various colors and symbols or images in making mind mapping. (Sarmi, 2020) explains that the Mind Map learning model is a suitable learning model to be applied to make students are more creative in note-taking techniques so that their notes look more attractive, systematic, and easy to understand. Besides, (Darusman, 2014) states that the mind mapping learning method is a learning method designed to develop students' creativity in compiling the main ideas of a concept into a mind mapping that is easily understood by students.
This learning model has been widely applied and the results are very helpful for students.
One of them is in the article (Dewi & Riandi, 2016)  (TAPPS) strategy is better than those students without using this method.

METHOD
This research was a classroom action research conducted in two cycles that consist of design, implementation, observation and reflection stage in each cycle. The data were taken from English Department Students of Undhira University in their presentation in Introduction to Linguistics class. The students were introduced the concept of mind mapping strategy in doing presentation.
Then, the students presented their material by using mind mapping strategy. The students presentation assessement emphasizes four elements of presentation skills which include (1) presentation systematics, (2) presentation style and (3) language use. These data were analyzed in a descriptive qualitative manner which aims to describe the grammatical errors of students when making presentations using mind mapping media. The explanation of the error analysis for the use of student language was carried out using the surface strategy taxonomy theory.

FINDING AND DISCUSSION
The errors in the language used that often appear during student presentations are as follows:

Omission
Omission is the deletion of elements that should appear in a speech. This type of error is mostly found in student presentations. Errors in removing plural -s or -es markers in student presentation sentences were very common. This can be seen from the following example sentences:

Omission errors Example
The omission of plural -Clause have two type.
-In Linguistics have five branch.
The omission of to be -Linguistics can divided into … The omission of preposition -Now we are going move to affix.

a) Omission of plural
This type of error is an error where the student removes the plural form of a word. In the table above this error shown in the following example: -Clause have two type.
-In Linguistics have five branch.
In the sentence "Clause have two type", there is a description of the quantity marking which is more than one, so the noun must change into the plural form. Changes in plural nouns in English can be indicated by the addition of -s / es. However, in the sentence above, students do not add a plural marker to the noun 'type', where the noun is explained as having a number of more than one. Type that are said to have a total of two should be created by adding the -s (types) affix, so that two type are grammatically correct if they are made into two types. Meanwhile, in the sentence "In Linguistics have five branch", students explained that there are five branches of knowledge in linguistics. Adverbs for quantity markers that add more than one should be followed by a plural noun with the addition of -s / -es. However, students do not add plural markers to the nouns. The noun branch has a total of five so that in its formation it must be made with the affix -es to form branches. Thus, the proper form of the five branch is five branches.

b) Omission of to be
In the sentence data "Linguistics can divided into…" it can be seen that the sentence is a passive sentence that uses modal 'can' which in its formation will require 'be' and a past participle verb in its formation. However, students omit the word 'be' in making the passive form from the above sentence. The passive formulation of the above data should be can be divided where the structure follows the passive pattern of using to be and the past participle verb.

c) Omission of preposition
The next data is "Now we are going move to affix". The students convey information by choosing the sentence form of "to be + going to". However, they omit the word 'to' in the form of the sentence 'to be + going to' so that the sentence is not grammatically correct.
The sentence formation in the data above should be as follows "Now we are going to move to affix."

Addition
This error is an error marked by adding elements that should not appear in a speech. Errors that are included in this type are errors in adding morphological elements such as plural -s / -es markers and tense markers such as -s / -es and -ed as well as other elements. The errors found were as follows:

Addition error Example
The addition of phoneme -Morphology is the studies of … The addition of to be -It can be stand alone.
-Here's is the definition of linguistics.
The addition of preposition -In Linguistics have five branch a) Addition of phoneme Data "Morphology is the studies of…" is an example of a student sentence that gives an unnecessary element in a sentence, thus making the sentence is grammatically incorrect.
The word morphology in the sentence is expressed in a singular form so it needs a to the word study. In the sentence above, the use of the word study becomes more appropriate in explaining 'morphology', so the sentence should be "Morphology is the study of…".

b) Addition of to be
In the data "It can be stand alone", the addition of element be is not required in the sentence. This sentence tends to be meaningful as an active sentence rather than a passive sentence so that the use of be is unnecessary for the sentence to be grammatically correct.
Another data is "Here's is the definition of linguistics". In this sentence appears two to be 'is' which make the sentence has ambiguous meanings and inappropriate structure. The use of the sentence above should be as Here's the definition of linguistics.
After the use of "is" is omitted in the data, the sentence becomes grammatically correct.

c) Addition of preposition
In the data "In Linguistics have five branches", there is an element that is not needed in the sentence. The use of the preposition in is not necessary. The sentence should be "Linguistics has five branches." The preposition should be removed to make the sentence structure grammtically correct.

Misformation
This type of error is the misuse or choice of shape at the morphological or structural level.
The error that appears in this type is the mistake in choosing the present tense verb which should pay attention to the subject of the sentence. In the present tense sentence, the verb that is used must match the subject or noun referred to. If the subject is a third-person singular noun or pronoun, the singular verb with -s/-es is needed here. The data of this type include: Tabel 3: example of misformation errors

Misformation errors Example
Misformation of verb -Syntax have four part.
-It can stands alone.
Misformation of word choice -Ok, that's all about linguistics stuff.

a) Misformation of verb
This type of error occurs because students do not understand the grammar of the language being studied, it is causing errors in word choice. In the data "Syntax have four parts", the subject is a third-person singular noun, then the singular verb should be used here. Therefore, the use of the verb have is not correct in this sentence and the verb has should be used here. The sentence should be Syntax has four parts. Another data is in the sentence "It can stands alone.", The use of the modal "can" in the sentence is only followed by the first form of the verb, so the choice of the verb "stands" is not correct.
The sentence should be written as "It can stand alone." So that the sentence has a structure that grammatically correct.

b) Misformation of word choice
The error that arises is when the student chooses a word that is not appropriate in the context used in the sentence. The data obtained is "Ok, that's all about linguistics stuff." The use of the word stuff in the sentence is not correct because the context of the sentence should require a word which means "part or branch of knowledge" because in the presentation the students explain the science or branch of linguistics. Therefore, the word stuff can be replaced with parts or branches.

Misordering
This error is the placement error of the morpheme or group of morphemes in the sentence.
In this study, several errors of this type were found in student presentations, including: Tabel 4: example of misordering errors

Misordering errors Example
Misordering of word order -Parts of morpheme there are bound morpheme and free morpheme… -Do you know what is micro-linguistics?
-Word classes there are nouns, verbs, … The sentence has an error or error in the placement of the word that should be made as follows: -There are two parts of morpheme, they are bound morpheme and free morpheme… -Do you know what micro-linguistics is?
-There are some word classes, they are nouns, verbs, …

CONCLUSION
The results showed that the grammatical errors made by students in presentations using the mind mapping strategy were in the category of deleting words or parts of words, errors in adding .