PERFORMANCE ANALYSIS

Subject : Linguistics
Lecturers :
1. Dr. Ani Nurweni, M.A
2. Ujang Suparman, M.A., Ph.D.

By :

Faradina Primarini NS (1923042001)

Akbar Ali Mustofa (1923042015)

ENGLISH EDUCATION MAGISTER

LAMPUNG UNIVERSITY

2019

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 PREFACE
First of all, the writer wants to express his thanks to Allah SWT, because
of His bless and grace, the entitled “Performance Analysis” can be finished on
time.
This paper is a requirement to fulfill the assignment from Dr. Ani
Nurweni, M.A and Ujang Suparman, M.A., Ph.D., the lecturers of linguistics
subject. The writer also thanks to him for all the guidance to complete it.
In completing this paper, the writer faced many problems, but with the
help of many people, all the problems could be passed. May Allah SWT give the
blessing for them. It provides definition, the process, actual examples, and
relevance of performance analysis. Although this paper has many deficiencies in
the arrangement and explanation, the writer hopes that it can be used as a
reference for the reader to understand.

Bandar Lampung, October 8th, 2019

Writers

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 TABLE OF CONTENTS

COVER ................................................................................................................ i
PREFACE ............................................................................................................ ii
TABLE OF CONTENTS ..................................................................................... iii
I. INTRODUCTION ........................................................................................ 1
A. Background Study................................................................................... 1
II. DISCUSSION ............................................................................................... 2
A. The Definition of Performance Analysis ............................................... 2
B. Relevance for Language Learners and Language Teachers .................. 2
C. The Process of Performance Analysis ................................................... 3
D. Actual Examples and Cases of Performance Analysis Uses ................. 4
III. CONCLUSION ............................................................................................. 6
A. Conclusion ............................................................................................... 6
REFERENCES

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 INTRODUCTION

A. Background Study

Language is a system of symbols with an agreed upon meaning that is

used by a group of people. Language is a means of communication ideas or
feelings by the use of conventionalized sounds and signs, thus, being the spoken
and written language. Every human knows at least one language, spoken or
signed. Linguistics is the science of language, including the sounds, words, and
grammar rules. Words in languages are finite, but sentences are not. It is this
creative aspect of human language that sets it apart from animal languages, which
are essentially responses to stimuli.

The rules of a language, also called grammar, are learned as one acquires a
language. These rules include phonology, the sound system, morphology, the
structure of words, syntax, the combination of words into sentences, semantics,
the ways in which sounds and meanings are related, and the lexicon, or mental
dictionary of words. When you know a language, you know words in that
language, i.e. sound units that are related to specific meanings. However, the
sounds and meanings of words are arbitrary. For the most part, there is no
relationship between the way a word is pronounced (or signed) and its meaning.

However, knowing a language encompasses this entire system, but this

knowledge called competence is different from behavior called performance.
performance was used to describe the actual use of language in concrete
situations. It is used to describe both the production, as well as the comprehension
of language. Performance is defined in opposition to competence; the latter
describes the mental knowledge that a speaker or listener has of language. It is
also involved a nature of performance analysis, the process, actual example, and
relevance for Language Learners and Language Teachers in linguistics.
 DISCUSSION

A. Definition of Performance Analysis

Acording to Brown (2007), performance means the overtly observable and

concrete manifestation or realization of competence. It is the actual doing of
something: walking, singing, dancing, speaking. It is actual production (speaking,
writing) or the comprehension (listening, reading) of linguistic events. In addition,
performance is concerned with the mechanical skills involved in the production
and reception of language, that is, with language as substance. So, for example,
the ability to form letter shapes correctly when writing, or to make the right
movements with our speech organs when speaking, are aspects of performance.
And some kinds of reading difficulty – notably the problem of distinguishing
between letter shapes, commonly called dyslexia – are performance related
(Finch, 2003).

Meanwhile, In Generative Grammar performance is a person’s actual use of

language. A difference is made between a person’s knowledge of a language and
how a person uses this knowledge in producing and understanding sentences
(performance). In second and foreign language learning, a learner’s performance
in a language is often taken as an indirect indication of his or her competence
(Richards, 2002).

The error analysis approach focuses on just the products of second language
learners. As a result, it tended to neglect the process and learner's avoidance
errors. Furthermore, the analysis falls into subjective point of view, and the term
is always shadowed by the nuance of something to analyze only errors. Hence, we
wish to propose ‘Interlanguage Analysis ' or ‘performance analysis’, as a
comprehensive approach that aims at uncovering the process of second language
acquisition.

Here the attention is no longer focused on deviations from the L2 norm

(errors) at a given point in time, but on the process of L2 learning as a whole.
Many researchers tend to be convinced that the language use of L2 learners in

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each stage of the learning process should be seen as an attempt to apply the
structural principles of the target language in a systematic and coherent way. We
will pay attention to the development of various aspects of the L2 system.
Much more research has been done into syntactic and morphological development
than into lexical and phonological development.

B. Relevance of Performance Analysis

Error analysis has just focused on the negative aspect of the learners. It is
necessary, however, with regard to the more positive side, to scrutinize the
successful aspect of learner's performance. Furthermore, in order to establish a
systematic theory of second language acquisition, it is indispensable to consider
not only what the learners produce as errors but also non-error (namely, avoidance
error) latent in the flow of their ordinary conversation. Therefore, Performance
Analysis approach examines the performance of second language learners from
many angles.

C. The Procedure of Performance Analysis

Language is basically variable and this variability is systematic. Therefore,

one of the features of performance analysis is that it regards the transitional
linguistic system from the learner's L1 to the TL as interlanguage, and it focuses
on the process. This type of analysis may take a longitudinal approach, but it can
also be done cross-sectionally. That is to say, if the subjects were obtained
through a rigorous sampling procedure setting up at least three groups of learners
(Beginning, Intermediate, and Advanced levels) based on their score of
proficiency test, we can follow the process of learning a specific item.

Statements about language development may be based on data which may

have been gathered in very diverse ways. There are many methods of data
collection ranging from observation of natural behavior to the most artificial
experimental tasks.

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- Naturalistic observations yield data on how language is used under specific
social conditions and with specific intentions; the informant’s attention is not
focused on language in isolation, as is often the case with experimental tasks, and
there is the least possible risk of interference from skill in doing tests to linguistic
skills.
- Experimental research usually tests rather generates hypotheses; on the basis of
well defined hypothesis-oriented tasks it is easier to collect, order and interpret
specific linguistic data.

These difficult choices of period of time, informants and data collection

procedures indicate that there is no such thing as a ‘royal road’ to insights into
language development.

D. Example

Precisely, the example of performance analysis can be seen below

Syntactic / Morphological Development

Two studies in particular have had a profound influence in shaping the

direction of second-language-acquisition research: study on the acquisition of
negation and study on the acquisition order of grammatical morphemes. Both
studies based their analyses of performance on longitudinal spontaneous-speech
samples from three children-Adam, Eve, and Sarah-learning English as their first
language. The studies were important in that they were longitudinal, and
documented regularities across children in the acquisition of grammatical
morphemes and negation. For the first-language-acquisition researcher these
findings were appealing because they hinted at universal aspects in first-language-
acquisition processes. For the second-language-acquisition researcher the studies
provided norms against which to compare the acquisition of the same structures in
second-language learners of English. The research also provided the motivation

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and methodology to search for universal orders of acquisition of structures across
second-language learners.

Analyzing 14 morphemes in data collected longitudinally from three

unacquainted native speakers, Adam, Eve, and Sarah. Defining acquisition as the
point at which a given morpheme occurred in more than 90 % of obligatory
contexts for three samples, he found that they were acquired in a roughly invariant
order. We can probably conclude, though, that among all second-language
learners of English there may be a tendency to acquire morphemes in a certain
order, determined by factors such as their frequency of occurrence and their
perceptual salience or distinctiveness. For example, the progressive -ing may be
acquired early because of its high salience and high frequency, while the regular
third-person indicative -s (as in “she comes”) with its low frequency and low
salience is acquired relatively late.

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 CONCLUSION

In sum, performance is concerned with the mechanical skills involved in the

production and reception of language, that is, with language as substance. To
improve the performance uses Performance Analysis (PA) as a gathering data
methodology that represents an objective observation system that provides useful
information. The dominant application areas are tied to the performance analysis,
to study variable techniques, strategy or movement, individual, group or team. PA
involves creating a valid record of performance by means of systematic
observation that can be analysed in the attempt to promote change. Hence it is
important that this paper begins to consider the effective, practical and conceptual
use of PA in terms of its ability to generate valuable performance data, aid in
providing effective feedback and delivery of data, and ensure effective transfer of
information into deliberate practice / behavioral change.

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 REFERENCES

Finch, Geoffrey. 2003. How to Study Linguistics A Guide to Understanding

Language Second Edition. New York: Palgrave Macmillan.

H. Douglas Brown. 2007. Principles of Language Learning and Teaching. Fifth

Edition. New York: Pearson Education.

Long, M.H & Sato, C.J. Methodological issues in interlanguage studies: An

interactionist perspective. In A. Davis, C. Criper & A. Howart, (Eds.)
Interlanguage, 1984

Richard, J C & Schmidt, R (2002) Longman Dictionary of Teaching and Applied

Linguistics (3rd Edition). Harlow: Longman