analysis on students’ difficulties in learning modal
TRANSCRIPT
ANALYSIS ON STUDENTS’ DIFFICULTIES IN LEARNING
MODAL AUXILIARIES ‘CAN’ AND ‘COULD’
(A case Study At the Second Year Students of Mts Muhammadiyah 1 Ciputat)
The Skripsi
Presented to the Faculty of Tarbiya and Teachers’ Training in
Partial Fulfillment of the Requirements for the Strata One (S1)
Degree of English Language Education.
SUDIRMAN
105014000363
DEPARTEMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ANALYSIS ON STUDENTS’ DIFFICULTIES IN LEARNING
MODAL AUXILIARIES ‘CAN’ AND ‘COULD’
(A case Study At the Second Year Students of Mts Muhammadiyah 1 Ciputat)
By:
SUDIRMAN
NIM: 105014000363
Approved by:
ADVISOR
DRS. NASIPUDDIN DJALIL,M.Ag
NIP.195605601990031002
DEPARTEMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiya and Teachers Training
certified that the „Skripsi‟ (Scientific) entitle “Analysis on students’ difficulties in
learning Modal Auxiliaries ‘CAN’ and ‘COULD’ (A case Study At the Second
Year Students of Mts Muhammadiyah 1 Ciputat)”, written by Sudirman,
student‟s registration number: 105014000363, was examined by the Committee
on March 7th
2011 at examination session of state Islamic university (UIN) Syarif
Hidayatullah Jakarta. This “ Skripsi” has fulfilled one of the requirement for
academic title of „S.Pd. (Bachelor of Art)‟ in English Language Education at the
Department of English Education.
Jakarta, March 07th
, 2011
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki,M.Pd ( )
NIP:196412121991031002
SECRETARY : Neneng Sunengsih, M.Pd ( )
NIP:197306251999032001
EXAMINER I : Drs. Syauki,M.Pd ( )
NIP:196412121991031002
EXAMINER II : Dr. Fahriany, M.Pd ( )
NIP:197006111991012001
Acknowledged by;
Dean of Tarbiya and Teacher Training Faculty
Prof. Dr. Dede Rosyada, MA
NIP:195710051987031003
STATEMENT SHEET
Bismillahirrahmanirrahim
I herein undersigned:
Name : Sudirman
Nim : 105014000363
Faculty : faculty of Tarbiyah and Teachers‟ Training
Title of skripsi : Analysis on students‟ difficulties in learning
Modal Auxiliaries „CAN‟ and COULD‟ (A case Study At the Second
Year Students of Mts Muhammadiyah 1 Ciputat)
Hereto I declare that:
1. This “skripsi” constitutes my original opus result proposed for the partial
fulfillment of the requirements for Strata One Degree(S1) at State Islamic
University Syarif Hidayatullah Jakarta.
2. Any source that I utilize in this paper writing has been attached by Me
correspond to prevailing rule at state Islamic University Syarif
Hidayatullah Jakarta.
3. If once there is an evident proves that this paper is not my Original opus or
an opus of other, I have the honor to accept sanction based on the
prevailing law at State Islamic University Syarif Hidayatullah Jakarta.
Jakarta, October 16th
,2010
The writer
Sudirman
i
ABSTRACT
Sudirman, 2010.Analysis on Students’ difficulties in Learning Modal Auxiliaries
‘Can’ and ‘Could’
(A case Study At the Second Year Students of Mts Muhammadiyah 1
Ciputat)English Departement Faculty of Tarbiyah and Teacher Training Syarif
Hidayatullah State Islamic University Jakarta.
Advisor : Drs. Nasipuddin Djalil, M.Ag
Key words : Students’ difficulties and Modal Auxiliaries.
The study is aimed to know the problem faced by the second grade
students of MTs Muhammadiyah 1 Ciputat in learning modal Auxiliary, the writer
wants to give a description in learning modal Auxiliary especially in Can and
Could, to make it easy for the students. The writer wants to know not only their
reason in difficulties in using modal Auxiliaries but also the level of students’
comprehension in using modal Auxiliaries.
To collect data, the writer observes the second grade students of Mts
Muhammadiyah 1 Ciputat by giving the test and interview the students who got
low score. The writer uses a descriptive analysis technique with visiting the
school to do research, the writer gives them the test about Modal Auxiliary in
meaning, function and form.
After interviewing the students who have low score, the writer conclude
that the students’ difficulties in learning modal auxiliaries were came from the
internal factor, that most interviewee facing the difficulties caused by the interest,
they do not attention to the teacher explanation, beside that the cause of
difficulties are caused by their motivation in learning English subject.
ii
ABSTRAK
Sudirman, 2010. Analis terhadap kesulitan siswa dalam mempelajari Modal
Auxiliary ‘Can’ dan ‘Could’. ( study kasus di di kelas Dua Mts Muhammadyh 1
Ciputat) Jurusan Bahasa Inggris, fakultas Ilmu Tarbiyah dan Keguruan
Universitas Islam Negri Syarif Hidayatullah Jakarta .
Pembimbing : Drs. Nasipuddin Djalil, M.Ag
Kata Kunci : Kesulitan Siswa dan Modal Auxiliary
Penelitian ini bertujuan untuk mengetahui permasalahan yang di hadapi
siswa kelas dua Madrasah Tsanawiyah (Mts) Muhammadiyah 1 Ciputat dalam
mempelajari Modal Auxiliary, penulis ingin memberikan penjelasan dalam
mempelajari Modal Auxiliary khususnya ‘Can’ dan ‘Could’ agar bisa di pahami
oleh pelajar. Penulis tidak hanya ingin mengetahui alasan mereka dalam
mengalami kesulitan belajar Modal Auxiliary, tetapi juga tingkat pemahaman
pelajar dalam Modal Auxiliary.
Dalam pengumpulan data, penulis mengamati pelajar kelas Dua madrasah
Tsanawiyah (Mts) Muhammadiyah 1 Ciputat dengan memberikan tes dan
melakukan wawancara terhadap siswa yang mendapatkan nilai rendah. Penulis
menggunakan tehnik analis descriptive yang mana dengan mengunjungi sekolah
untuk melakukan penelitian, yaitu penulis memberikan tes tentang modal
Auxiliary pada arti, pungsi dan bentuk.
Setelah melakukan wawancara dengan pelajar yang nilai-nya rendah,
penulis dapat menyimpulkan bahwa kesulitan siswa dalam mempelajari modal
Auxiliary yaitu berasal dari factor pribadi, kebanyakan dari mereka, kesulitan itu
disebabkan oleh minat mereka terhadap pelajaran bahasa inggris yaitu mereka
tidak memperhatikan penjelasan yang di berikan oleh guru mereka, selain itu
kesulitan yang mereka alami adalah disebabkan oleh motivasi atau dorongan dari
diri mereka untuk mempelajari pelajaran bahasa Inggris.
iii
Acknowlwdgement
In the name of Allah the Beneficent the Merciful.
All praise be to Allah, Lord of the World, who has blessed and given the
writer abundant mercies, helps and guidance so that he could complete this
“skripsi” properly; peace and blessing be upon the prophet Muhammad (peace be
upon him),his families, his companions, and his followers.
The writer is absolutely consious that he could not carry out this work
without helping of others either in materiality or in spirituality.
On this great occasion, he would like to express his greatest honor to his
beloved parents: H. Jubed, his father, Hj. Hasanah, his mother; who have given
him the meaningful things and much love that never end so that he could finish
his study,and also to his brother and his sister: H.Solehudin, Hj.Jumsi Ayu lestari
and Ani FitriAni, who have prayed him and have given huge spirit and
motivation, and the whole family who have given him the moral encouragment to
finish this “skripsi”. He is proud to be part of all.
The writer does not forget to express his great appreciation and gratitude
to his advisor, Drs Nasipuddin Djalil, M.Ag, for his huge motivation, spirit and
sincerity in guiding him to carry out this work from the beginning to the end. The
writer also wishes to express acknowledgement and deep gatitude to:
1. Prof. Dr. Dede Rosyada, MA, the dean of the Faculty of tarbiya and
Teachers’ Training, Syarif Hidayatullah State Islamic Univeristy, Jakarta.
2. Drs. Syauki, M.Pd, the head of English Departement.
3. Neneng Sunengsih, M.Pd, the Secretary of English Departement.
4. All lecturers of English Departement who have taught and educated the
writer during his study in Syarif hidayatullah State Islamic University,
jakarta.
5. Drs. Euis Amalia, the headmaster of Mts Muhammadiyah 1 Ciputat, who
has allowed him to observe the school.
6. Eni S.pd, and Marfuah S.Pd, the English teacher of Mts Muhammadiyah 1
Ciputat, who have given their time to conduct this research, all the
iv
teachers and staffs of Mts Muhammadiyah 1 Ciputat, the second year
students, especially class VIII-2 who have already helped him in doing
this research, and all the big family of Mts Muhammadiyah 1 Ciputat.
7. The librarians of Syarif Hidayatullah State Islamic University UIN
Jakarta, IAIN Banten and ATMAJAYA who have him opportunity to
overview the books and reference concerning with the topic discussed in
this “skripsi”.
Finally, the words can not be enough to be expressed, except praise be to
Allah the lord of the world, for his blessing and quidence. May this “skripsi” be
useful to every one, particulary for the writer and the reader in general. Also the
writer realizes that this “Skripsi” is far from being perfect. It is a pleasure for him
to receive contructive critics and suggestion from everyone who read this
“skripsi”. May Allah grant our wishes. Amien.
Ciputat, 03 Desember 2010
The Writer
v
TABLE OF CONTENT
ABSTRACT ....................................................................................................... i
ACKNOWLEDGEMENT ................................................................................ ii
TABLE OF CONTENT .................................................................................... iv
LIST OF TABLE ............................................................................................. vii
CHAPTER I INTRODUCTION
A. Background of the study ................................................. 1
B. Limitation of the study .................................................... 4
C. Formulation of the study ................................................ 4
D. Use of study .................................................................... 5
E. Organization of study ...................................................... 5
CHAPTER II THEORITICAL FRAMEWORK
A. Modal Auxiliaries
1. Definition of modal ................................................... 6
2. Kinds of modal Auxiliary.......................................... 7
3. Sentence pattence of Modal ..................................... 9
B. Modal Auxiliaries: CAN and COULD
1. Usage Of CAN and COULD..................................... 9
2. Meaning of Modal Auxiliaries; CAN and COULD .. 10
C. The students’ difficulties in using modal Auxiliary ........ 14
CHAPTER III RESEARCH METODOLOGY
A. Purpose of the Research ................................................. 20
B. Place and Time of Research ............................................ 20
C. Method of Research ....................................................... 20
D. Population and sample .................................................... 21
E. Technique of Data Collection ........................................ 21
F. Technique of Data Analysis ............................................ 22
vi
CHAPTER IV RESEARCH FINDING
A. Data Description.............................................................. 23
B. Data Analysis ................................................................. 24
C. Data Interpretation ......................................................... 29
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................... 31
B. Suggestion ....................................................................... 32
BIBLIOGRAPHY ............................................................................................. 33
APPENDIX
vii
LIST OF TABLES
Table 3.1 Modal auxiliaries and the number of each items ........................... 21
Table 4.2 Modal auxiliaries area and each item ............................................. 24
Table 4.3 The items of modal auxiliary form................................................. 24
Table 4.4 Frequency of Error in Can ............................................................ 24
Table 4.5 Frequency of Error in Could ......................................................... 25
Table 4.6 Frequency of Error in Modal Auxiliaries Form ............................. 26
Table 4.7 The internal and external factors which caused the students’
difficulties ...................................................................................... 27
Table 4.8 The sequence of modal auxiliary area based on its high
frequency of errors ......................................................................... 29
Table 4.9 The sequence of meaning, function and form of modal auxiliaries 29
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays, it is acknowledged that English is one of the well known
languages in the world. It has become the most widely studied foreign
language on the earth.1 English language is an international language that is
mostly utilized by the word society to get interracial interaction and
communication. One of the importhant thing for prefaring in that
comunication is mastering the internasional language, English, whether it is in
written form or in spoken form. As an internasional language, English is
spoken by most of the people all over the world. It is getting more important.
Many countries use English to communicate and convey message or idea to
others.
One of the the language which is taught in the school of our country is
English language. English is one of the internasional language that have an
important role in the world. It is widely studied and used as a tool of
communication among people all over the world. English becomes one of the
important subject matter taught at school. In Indonesi,a English is considered
at the first foreign language and becomes compulsary subject learned by all
the student from the elemtery up to university level.
1 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in language
Teaching, (New York: Cambridge University press,1980)
2
The students study English In the school or in the Course, they expect
to learn some abilities, such as ability to listen of English sound, the ability to
read and understand English Book, the ability to speak English, and ability to
write English. Those are Abilities of “Language skills” (Listening, Speaking,
reading and Writing). Beside the four skills, the students have to master
language components. One of the language components is grammar and its
components are such as morphology, syntax and so on. Grammar is also
needed even in the communication because it can avoid misunderstanding. By
mastering grammar, it is hoped that he/she can share the information and be
more confident to express the idea when he/she do the communication with
other people. If he/she is good in saying the words he/she will understand
about the things that he/she wants to share. The effective communication
would be seriously impaired without the ability to use grammar in a variety
situation. The more someone can master the grammar, the more he or she
proves that he or she is capable in English.
Grammar is an important element to be learned in learning a language
because it is used to understand the language. Language without grammar can
cause confusion in comprehending the ideas, opinions, feelings of the person
who expresses oral or written. English person who is good at grammar can
communicate with language better than person that is low at grammar.
Grammar is one of the language aspects which is taught to every
language learner. It is as the basic knowledge and as important role in
understanding the English language. “Grammar is partly the study of what
forms (or structures) are possible in a language. Traditionally, grammar is a
description of the rules that govern how language‟s sentences are formed”.2
According to As Paul Robert:“grammar is a body of generalization about how
people say things”.3
Students who learn a foreign language encounter a number of
problems, especially with the grammar of the language which are complicated
2 Scott Thornburry, How to teach grammar, (England: Pearson Education Limited.
1999),p.1
3. Paul Robert, Understanding grammar,…,p.15
3
and which make confusing. When the students learn English, they try to avoid
the grammar because it is confusing and difficult to understand. For some
students who have a lack of knowledge in grammar, of course they will get
confused how many different meaning of the verb “in spoken or in writtent”,
why the verb in sentence must change, etc. There for to make them not
confused anymore, they have to master grammar. By mastering it they will
understand the rules and how the sentences are constructed.
There are many aspects discussed in English grammar one of them is
“modal Auxiliaries”. or “modal verb” are: can, could, will, would, shall,
should, may, might, and must. These auxiliaries add to a special semantic
component such as Ability, obligation, possibility. They have special
grammatical features, have more than one meaning, and also complex. Some
modal change meaning in the negative must be expressed with other
auxiliaries. Eventhough the modals are used only with the simple form of the
verb. And here the students still have difficulties to make the sentence using
auxiliaries and to decide the meaning of the modal.
There are two factors that make learning difficulty. The first one is the
internal factors which include physiology factors and psychology factors. And
the second one is the internal factors which includes non social factors and
social factors.4
Beside factors above, here the error of the students is for example: they
have no infinitive and the third person singular no‟s‟. The modal verbs have
not only a grammatical function, but also a dictionary meaning (must and can
mean „be obligate to‟),for example in sentence : we must study hard for
English test. But in reality some student still makes mistakes and finds
difficulty in identifying modal. Here are examples of wrong sentence that are
often made by the student in using the form of modal.
We must to study hard for English test
He can to speak English
4 Abu Ahmadi & Widodo Supriyono, Psikologi Belajar, (Jakarta: PT. Rineke
Cipta.1991). p,75(traslated by the writer)
4
She could spoke English well, and soon
In this case, the writer is interested to analyze the student‟s difficulty in
learning some modal auxiliaries entitled “ Analysis on students’ difficulties in
learning Modal Auxiliaries ‘CAN’ and ‘COULD’ “ (A case Study At the
Second Year Students of Mts Muhammadiyah 1 Ciputat). It is because there
are many students who still face difficulty in understanding the meaning,
theorycal and the form of modal Auxiliaries. By observing the student‟s
difficulties, the writer tries to identify and analyze them. The writer hopes it
can help the teachers in teaching and learning process.
B. Limitation of the Study
It is essential to limit the problem in order to avoid misunderstanding
in interpreting the problem. The writer limits the problem in this writing only
in the student‟s difficulties in learning modal auxiliaries. They are: Both Can
and could and the reasons why the students find difficulties in learning modal
Auxiliaries.
C. Formulation of the Study
Based on the statement in the background of the study described
above, it is necessary to analyze the students‟ difficulties in learning modal
auxiliaries at second year students of MTs Muhammadiyah 1 Ciputat. The
general question of this study is “Do the second year students of MTs
Muhammadiyah 1 find difficulties in learning modal auxiliaries?”
To specify this problem, the specific research questions are formulated
as follows:
1. What difficulties are faced by the students in learning some modal
auxiliaries?
2. Why do the students face such difficulties in learning some modal
auxiliaries?
5
D. Use of the Study
This paper is intended to find out the difficulties faced by the second
year student of Mts Muhammadiyah 1 Ciputat, to analyze the reason why the
students face the difficulties in learning modal auxiliaries, to enlarge the
writer‟s knowledge in their grammar especially in learning some modal
auxiliaries.
E. Organization of the Study
In discussing the topic, the writer divides this study into five chapters
as follows:
Chapter one is introduction, involving the background of study, the
limitation of problem, the formulation of study, the use of study and the
organization of study.
In Chapter two, the writer will discuss about Theoretical framework.
This chapter will be divided into three sub chapters. The first is talking about
Modal Auxiliaries, kinds of modal, form of modals and meaning of modals.
The second is talking about Modal Auxiliaries: Can and Could, usage of Can
and could, and similar expression of Can and Could. The third is talking about
students difficulties in learning Modal Auxiliaries of Can and Could.
Chapter three presents the implementation of the research
methodology which consists of the purpose of study, the place and time, the
method of study, the population and sample, the technique of data collection,
and the technique of data Analysis.
Chapter four present the implementation of research finding which
comprises of data description, data analysis, and data interpretation.
Chapter five is devoted to the conclusion and the writer‟s suggestion.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Modal Auxiliaries
1. Definition of Modal auxiliaries
Modal auxilary or called modal verbs may sound difficult but in
fact they are easy. They are invariable (no conjuntion). And the main verb
is always the “bare ifinitive” (without “to”). Modal auxiliaries generally
express a speaker‟s attitudes, or “mood”. For example, modal can express
that a speaker feels something necessary, advisable, permissible, possible,
or probable; and in addition, they can convey the strength of these
attitudes.1 These are the modal verb can, could, may, might, must, will,
would, shall, should, ought, and need. They are different from the other
three auxiliary verbs (do, be and have) in two ways. Firstly, they have
special grammatical features (for instance, they have no infinitive and the
third person singular has no s). And secondly, most modal verbs have not
only a grammatical function, but also a “dictionary meaning”: for instance,
must can mean „be obliged to‟.(do, be and have do not really have
“meaning”) of this kind when they are used as auxiliary verbs).2
Modal verb is technical one of these verb form: can, could,
may, might, shall, should, will, would, must, ought to, used to, need, had
1 Michael Swam, Practical English Usage, (Oxford: Oxford university press.1980),p.90
2 Betty Schramfer Azhar, Understanding and using English Grammar 2
nd Edition, (New
Jersey: Prentice Hall Regents.1989),p.68
7
better, and dare. They are all used with others verb to change their
meaning by expressing ideas such as possibility, permission, or intension.3
And according to Irma Rosita Gloria Barus, et.al:“modal auxiliaries adalah
suatu bentuk atau kategori dalam tata bahasa inggris yang berfungsi
sebagai pembantu kata kerja (auxiliaries) yang salah satu pungsinya adalah
untuk menunjukan kebenaran, prakiraan, atau kemungkinan”. (modal
auxiliaries are kinds or categories in grammar which function as
auxiliaries such as for showing the truth, prediction, or possibility). 4
And modal verb is different from auxiliary verb (or 'helping') verbs
that are used together with other verbs to 'help' them particular
grammatical functions or meanings (for instance, to make questions, or to
form tenses). In English, a lot of important meanings are expressed by
changes in the verb, for example: questioning, negation, time, completion,
continuation, repetition, willingness, possibility, and obligation. But
English verb do not have many different forms, (e.g. see, sees, seeing, saw,
seen). So to express these meanings, a number of auxiliary verbs are used
such as do, be, and have.
Do is used to make question and negative form of simple tenses,
and for some other purposes. Be is used with participles (-ing and –ed
form) to make progressive and passive verb-form. Have is used to make
perfect verb forms. Do, be, and have also have other 'non-auxiliary' uses.5
In conclusion, modal auxiliaries are functional words that help
verbs to express specific meaning such as ability, probability, possibility,
obligatory, etc.
2. Kinds of Modal Auxiliary
In English, such verbs have largely replaced the subjunctive mood,
and three kinds of modality can be distinguished for them: (1) epistemic
modality, which expresses a judgment about the truth of a proposition
3 Longman Dictionary,…p.916
4 Irma Rosita Gloria Barus dkk, Bahasa Inggris II, (Jakarta: Pusat Penerbitan Universitas
Terbuka. 2004), p.24 5Michael Swam Practical English Usage,…p.91
8
(whether it is possible, probable, or necessarily true): John may be in his
office. (2) Deontic modality, which involves the giving of directives (in
terms of such notions as permission and obligation): You must leave
immediately. (3) Dynamic modality, which describes such properties as
ability and volition to the subject of the sentence: 6I can come. Often the
same modal verb is used for more than one kind of modality: may for
possibility (It may rain tomorrow) and permission (You may smoke now);
must for necessity (The plane must have landed by now) an obligation (I
must go).
According to Betty Schramfer Azhar, the types of Modal
Auxiliaries can be divided into two kinds. First, modal auxiliaries with
different meaning such as: can, could, had better, may, might, must, ought
to, shall, should, will, and would. Second, modal auxililaries with similar
expression such as: be able to, be going to be supposed to, be to, have to,
have got to, used to.7
Modal and semi modals can be grouped into three major categories
according to their main meaning (excluding used to, which relates to past
time).
a. Permission/possibility/ability: can, could, may, might
b. Obligation/ necessity: must, should, had better, Have (got)to, need to,
ought to, be supposed to
c. Volition/prediction: will, would, shall, be going to.8
Can and could are modal auxiliaries that used to assist verb to
express ability, possibility and permission. Like other modal auxiliaries
Can and Could are usually placed before the predicates of the sentence in
positive sentence, for example: I can swim, he could play guitar. In
negative sentence, modal need "not" between modal and verb, for
6 http://www.encyclopedia.com/doc/1O29-MODALVERB.html
7 Betty Schramfer Azhar, Understanding and using English Grammar …,p.68
8 Stig Johanson, Geoffy Leechand Doughlas Bibes, Longman Grammar of spoken and
written English, (London: Edinburgh gate 2000),p.485
9
example: I cannot swim, he could not play guitar. In interrogative
sentence, for example: Can I swim? Could he play guitar?
3. Sentence pattence of modal
Sentence is a group of word that contains at least object and one
verb. A sentence expresses a complete thought.9
a. Positive sentence
The pattern of modal auxilaries in the positive sentence is:
e.g:Rifah can speak English well
b. Negative sentence
The pattern of modal auxilaries in the negative sentence is:
e.g: Rifah can not speak English well
c. Introgative sentence
The pattern of modal auxilaries in the introgative sentence is:
e.g: Can she speak english well?
B. Modal Auxiliaries : CAN and COULD
1. Usage of modal :Can and Could
Can is used informally to request permission, especially if the
speaker is talking to someone he/she kows fairly well.10
The detail functions of Can are followed.
a. To express the ability.
e.g: - I can speak three foreign language.
b. To express reguest or asking to someone else for doing sometning.
e.g : Can you help me?
9 Alice Oshima Anna Oaline, Introduction to Academic Writting 3rd edition.(New York:
pearson education,inc.2007).p,11 10
Betty Schramfer Azhar,...p.68
S + modal auxilaries + V (infinitive without „to‟+o/c)
S + modal auxilaries +not+ V (infinitive without „to‟+o/c)
Modal auxilaries + S+ V (infinitive without „to‟+o/c)
10
c. To express asking or giving permission.
- Giving permission
e.g: you can go home now
You can smoke here
- Asking permission
e.g: can I go home now?
can I use your dictionary?
d. To express possibility.
e.g: she can be a good doctor in the future
e. To express offering something to someone else.
e.g: can I get you some tea?11
The detail functions of Could are followed.
a. Could expresses ability, subject to certain conditions which probably
do not exist. In this use, could can refer to the present, the past, or the
future.
e.g: I could go now, if I wanted to. (I do not want to)
b. Could is used to request permission. It is somewhat more formal and
polite than can.
e.g: Could I borrow your money?
c. Could is used to expres the abbility in the fast.
e.g: when I was younger, I could run fast.12
d. Could also expresses the possibility.
e.g: he could be very busy at that time.
2. Meaning of Modals Auxiliaries; Can and Could
According to Michael Swam, there are five meaning of can and
could, namely to express ability, to show possibility, to indicate
permission, offers, and to express request and order.13
11
Silver Goridas Sukur, Complete English Grammar For TOEFL,(Yogyakarta Indonesia
cerdas,2007).p.116 12
Betty Schramfer Azar,...p.169 13
Michael Swam, Practical English usage, (Oxford: Oxford university press.1980), p.
125
11
a. Ability; Can and Could
1) Present, past and Future
Can is usually used to talk about the present, or about "general
ability'.14
- You can certainly cook, even you can't do anything else.
Could is used for general ability', to say that you could do
something anytime you wanted to.
- She could sing like an angel when she was a kid.
To talk about future ability, can is often possible when people
make present decisions about future ability.
- We can talk about that later
2) Conditional Could
Another meaning of could with expresses an ability, can also be
found in conditional sentence such as:
- I could have a really good time if I had a flat of my own.
- I could break your neck if I want!
b. Possibility: Can and Could.
Another meaning of can and could is to show possibility of
something. Detailed explanations are as follows:
1) Theoretical possibility
Can is used to say that events and situations are possible (without
taking about the chances of them actually happening)
- How many elephant can fit into a mini?
Sentence with can often give information about the
characteristic behaviors of people or things.
- Scotland can be very warm in September.
- Gold can't be dissolved in hydrochloric acid.
To talk about the past, could is used
- My mother could be very unpleasant at times.
14
Michael Swam, Practical English usage,…p.128
12
Can also used to make suggestions about possible solutions to
a problem, or possible actions.
- Here there are three choices: we can go to the police, we can
talk to peter ourselves, or we can forget all about it.
- 'What shall we do?' – 'We can try asking Lucy for help. ' Can
we meet again tomorrow?
In order to make suggestions more 'tentative' – less strong or
definite, the writer used Could.
- We could try asking Lucy, if you think it's a good idea.
- Could we meet again tomorrow?
'Suggestions' are sometimes really requests or orders.
- You could give me a hand with the cooking.
2) Change
a) Future possibility. The writer don't use can to say that there is a
change that something will happen.
Could is used to give the idea that something is just possible,
but not particularly likely
- We could go climbing this summer, but I doubt if we will
have time.
- It could rain later on this evening.
b) Present possibility. Could are also used to say that something is
possibly true at the moment of speaking.
- You could be right, but I don‟t think you are
- This could be your big chance
Can is sometimes used to talk about present possibility, but
only in question and negative sentences.
- Who can that be at the door?
- It can be true. She must be mistaken.15
15
Michael Swam, Practical English usage,…p.130
13
c. Permission: Can and Could
Can and Could also have meaning to indicate permission. The
following details are the use of can and could to express permission.16
1) Asking for permission
Can and could are all used in asking for permission. Can is
probably the commenest of the two (though some people consider
that can is „not correct‟)
- Can I have a drop more whisky?
Could is rather more hesitant that can, and is used when you
are not sure that you will get permission (or when you don‟t
want to sound too sure).
- Could I ask you something, if you are not too busy?
2) Giving permission
When someone gives permission, he/she uses can, but not Could.
(Could is suggest respect, so it is more natural in asking for
permission that in giving it).
- „Could I use your phone?‟ – yes, of course you can.
„(Not:....*of course you could.)‟
3) Reporting permission
When the writer talks about permission that has already been
given, may is not usually used.
- It‟s not fair. Joey can stay up till ten and have to go to bed at
eight.(not: *...Joey may stay up...)
- Can you park on the pavement in your country?(Not: * May
you...?)
In the past, could is used to say that one wass allowed to do
something at any time(„general permission‟)
When I lived at home, I could watch TV whenever I wanted to.
But the writer don‟t use could to talk about permission for one
particular action in past.
16
Michael Swam, Practical English usage,…p.131
14
- I was allowed to see her yesterday evening. (Not:* I could see
her...)17
d. Offers; can and could
Can and Could are also often used to offer something to another
people. To make offers more polite could is used more approprite than
can. The following examples are some of the use when could and can
express offers.
- I can lend you the money till tommorow, if you need it.
- I could do shopping for you, if you are tired.
- Can I carry your luggage?
- Could I give You dinner tonight?
e. Request and Order: can and could
Can and Could are also used to make someone to do something, or to
orders someone to do as they are orders. For example, in restaurant,
when custemers make an order, they may ask waiters to bring them
meals such as drinks, desert, cigarette, etc. The following examples
show how can and could fit these meanings.
- You can start by doing the washing up, and then you can clean the
car.
- Sofi can do the shopping, and I will do the cooking. Harold can do
the washing-up.
- You could phone Sofi and see what time she is coming.
- Can you come here a minute, please?
- Could you help me with this letter?
C. Students’ difficulties in using CAN and COULD
Modal auxilaries are among the more difficult structure ESL and
English teacher have to deal with. One of the reasons for his is the form of
modals. The students,who have been told time to time again that present-tense
verb with third person singular subjects require an-s ending, overgeneralize
this rule to modals this rule to modals- for example,* He cans play tennis.
17
Michael Swam, Practical English usage,…p.131
15
And the main verb (modal auxilaries) is always the bare infinitive (infinitive
without “to”). It is can not say: he can to play tennis or He could to play tennis
but He can play tennis or He could play tennis. This overgeneralization results
in error because in English modal Auxilaries (can, could,may,will,etc) are
distinguished from other auxilariey verb (be, have, do) as well as from
ordinary verbs by their lack of tense and their resultant lack of subject-verb
agreement; that is, modals do not inflect.
In English, modals are derived from verb that did carry tense and
take agreement markers during a much earlier stages of the language. It is thus
important to emphasize to learners that English no longer inflects modals for
tense and number. Another formal property of modals that may cause your
students some trouble is that modal directly precede a verb without the
intervening infinitive to that is required when two ordinary verbs follow each
other in sequence.18
Modal+ verb verb +verb
I can go I want to go.
*I can to go *I want go.
Many of the students will treat modals like ordinary verbs and produce error
by using a superfluous infinitive to: * Jack must to Study Harder.
The biggest problem of ESL students face with modals is their
meaning. Each modal can have more than one meaning and each meaning is a
member of an inter-related system. When a speaker chooses to use one modal,
s/he is deciding not to use any of the other modals, thereby indicating the
degree of emphasis."The problem lies not in the surface positioning of modals
nor in their wide range of meanings, but in associating the right modal with
the right meaning." The difficulties, in interpreting an already complex
system, have often been compounded by teaching methods that present
modals as a list. Students memorize the modals with their accompanying
18
Diane Larsen Freeman and Marianne Murcia ,THE GRAMMAR BOOK An ESL/EFL
Teacher’s Course second edition (New York: Pearson Education, Inc1999),p.137
16
meanings, but they may have no idea of the subtle social and cultural
information each choice conveys.19
Modals can also appear in the perfect aspect with a have + -en
construction. This can also be a difficult area for students. The problems
students experience with the perfect modal construction can be attributed to
the fact that they often believe the addition of the perfect construction adds
"perfectiveness" to the meaning.
Beside that, the difficulties in learning modal auxiliaries were caused
by internal factor; the factor comes from inside of the students, such as
Interest, motivation, mental health and talent. As Muhibin Syah said “ The
internal factor is divided into aspects; physiological aspect and psychological
aspect”.20
1. Physiological Aspect
This aspect is about the conditions of the students‟ body from
every part of the body. For instance, when the students got headache, they
could not study well. The condition of the body can influence students‟
intensity and spirits in studying. So, if their bodies are healthy, they can
study well; can receive the information about what they are learning and
can get a good achievement. However, if they are not, it will influence too.
The students become lazy and no spirit to study.
2. Psychological Aspect
This factor emphasize on the inside conditions of the students. It
consists of the students‟ intelligence, talent, interest, motivation, mental
health and special types of learner.
a. Intelligence
The level of intelligence which the students have, give the
influence in their learning. If the students have to resolve their
problems which are over than their competences or their potentials,
19
http://www2.gsu.edu/~wwwesl/issue1/modaldif.htm 20
Abu Ahmadi dan Widodo Supriyono,... p.75 (translated by the writer)
17
they will face the difficulties, especially in their learning. The higher
IQ that students have, the higher achievement they will get.
b. Talent
Talent is the basic potential or basic competence which is
gotten from born.
Everyone has different talent. Someone will be easy learning
something that is not suitable with their talent will get bored, give up
and unhappy.
c. Interest
Interest is a tendency and high spirit or desire to something.
The students‟ interest can be seen by the way students follow the
learning process, complete or incomplete their note and pay attention
to the italic word in those learning. Without interesting to the learning
process, they will get learning difficulties. So, for those who have high
interest in learning process, they will study hard to get what they want
happily. Nevertheless, for those who have less interest in learning
process, they will study just as long as they want.
d. Motivation
Motivation is as inner factor that functions for making, basing
and pointing to the learning. Students‟ motivation can determine good
or bad in their learning achievement. The higher motivation they have,
the higher learning success they will get.
Furthermore, there are two kinds of motivation, intrinsic and
extrinsic motivation. Intrinsic motivation is a motivation that comes
from the inside students that can force them to study. Extrinsic
motivation is motivation comes from outside students that give energy
to study. It means the extrinsic motivation is the verse of intrinsic
motivation.
e. Mental Health
In learning process, there is not only about intelligence but also
about their mental health and their emotion. The quite emotion and the
18
mental health will make the good result in learning process. In
addition, if the students get successful in their learning, they will have
self-esteem. The appearance of someone‟s self-esteem is the factor of
mental health.
f. Special types of learner
As we know, there are three types of learning styles, those are:
visual, motorist, and visual-motorist. If the learning process is suitable
with their learning style, they will study happily.
Besides the internal factor, there is external factor that causes learning
difficulties. In this case, the students did not concentrate to the material given
because their friends disturbed them, or there is the parent did not support
them to study. It is meant, the difficulties were caused by the external factors.
The external factor includes social environment and non social environment.21
1. Social Environment
The social environment here is the human environment outside
students who have contact directly with them such as family, in their
school, neighbors and mass media.
Family is the first center of education. But it can be the cause of
learning difficulties if the families give less attention to their children.
Social environment in school such as teachers, staff administration
and classmates can influence the students. The teacher can be a cause for
learning difficulties when:
a. Unqualified teacher
b. Bad relationship between the teacher and the student.
c. The high learning standard from the teacher
d. Has no skill in diagnosing the students learning difficulties, and
e. The unsuitable method.
Moreover, the neighbors or people surrounding them can also
influence in their learning activities.
21
Abu Ahmadi dan Widodo Supriyono,...p.79(translated by the writer)
19
2. Nonsocial Environment
The factors which include the nonsocial environment are the
location of student‟s house, the school‟s building, learning instruments,
curriculum, and school timing. All these factors are thought could be the
influence for the students‟ achievement.
20
CHAPTER III
RESEARCH METHODOLOGY
A. Purpose of the Research
The writer wants to know the students‟ difficulties in learning modal
auxiliary especially of „Can‟ and „Could‟ in determining the meaning,
function and form of Modal Auxiliary and then the writer wants to analyze
why they face the difficulties in using Modal auxiliary.
B. Place and Time of the Research
The research was held at Mts Muhammadiyah 1 Ciputat, which is
located on Jl.Nangka No. 21 Ciputat, Tangerang. It‟s not far and only about
20 minutes from the writer‟s lodging house. This research began by doing the
observation at school and the research was carried on May 2010.
C. Method of the Research
This study uses descriptive analysis technique in a form of research
about the students‟ difficulties in learning modal auxiliary. The descriptive
analysis is designed to obtain the current status of phenomenon and is directed
toward determining the nature of situation as it exists at the time of the study.
21
D. Population and Sample
The population of this research is the eight grade students of Mts
Muhammadiyah that divided into three classes, and the writer took VIII-2
class as the sample that consists of 35 students from 42 students. So the
sample of this research is 35 students, because three students of class VIII-2
were sick and four students of class VIII-2 were absent.
The sample is taken by using cluster Sampling tehnique, because the
writer took one class from three classes, and it is consists of 35 students and
17 students will be interviewed, the determaining of class that will be
researched based on the policy and ease from the school.
E. Techniques of Data Collecting.
1. Written Test
He visited the school to do reasech. Then, he explained about
Modal Auxilaries. Next, he gave the written test to the students which
consisted of 24 items to the students. They were divided into two parts, 12
items were about the meaning and the function of modal auxilaries of
modal auxilaries and and the rests were about the verb which could be
used in modal auxilaries sentence or called the form of modal auxilaries.
The distribution of test could be seen in the table below.
Table 3.1
Modal auxilaries and the number of each items.
No. Modal uxilaries Number of item
1. Can 6
2. Could 6
3. Form 12
Total 24 items
The form here is meant the verb could be used in modal
auxilaries(can and could) sentence or the sentence pattern of modal
auxilaries.
22
2. Interview
In this step, the writer interviewed some students who got bad and
good score in order to know about thier difficulties in learning modal
auxilaries espesially “Can and Could”. For reinforching the data, he also
interviewed the English teacher.
F. Techniques of Data Analysis
The techniques of data anakysis that are used in this used in this
research are descriptive analysis techniques (percentage), which is described
in the table of percentage. In the table of percentage the writer used this
formula:
P = %100N
F
P = Percentage
F = Frequency of wrong answer
N = Number of Sample1
Having done the calculating of the errors, he calculates the everage
mark by using this formula:
P = %100 nN
F
P = percentage
F = Frequency of wrong answer
N = Number of Sample
n = number of item test
Besides the percentage, he also uses the result of interview for
analyzing the students‟ difficulties.
1 Drs. Anas Sudjiono, Pengantar statistik pendididkan, (Jakarta: PT.Raja Grapindo
Persada 2004).p.40-41
23
CHAPTER IV
RESEACH FINDINGS
A. Data Description
In doing his research, the writer took class VIII-2 for his sample. The
numbers of students in class VIII-2 are 42 students. When, the test is given, 7
students were sick and absent so the writer took 35 student in this reseach.
And he took 17 student of class VIII-2 to unterview which are about 50% of
the sample. The students’ name of class VIII-2 could be seen in the table
below.
Having done the test, the writer can collect the data needed. The test
covers the meaning, the fuction and the form of modal Auxilaries (Can and
Could) which consists of 24 items. Next, the writer will analyze the students’
errors. After the writer analyzed some errors, then, he will count the number
of errors by tabulating and caculating the result of errors. He will process the
caculating of result of the test by changing the result of errors into presentage.
By calculating the errors, he knows the students’ score. Then, he does the
interview not only to the students who get low score and the good score but
also to the English teacher of eight grade of Mts Muhammadiyah. The
following tables are classifications of the meaning, the function and the form
of modal auxiliaries.
24
Table 4.2
Modal auxilaries area and each item
No Modal Auxilaries Item Number
1. Can 1,3,5,8,9,11
2. Could 2,4,6,7,10,12
Table 4.3
The items of modal auxiliary form
No Modal Auxilaries Item Number
1. Can 13,15,16,17,19,20,21
2. Could 14,18,22,23,24
B. Data Analysis
The writer gave the best to get a valid data. The data analysis will be
described as follows:
1. Can
Table 4.4
Frequency of Difficulty in Can
Modal
Auxiliary
Number
Of Item
Frequency
of Error
Frequency
of Error
(%)
Can 1 3 8.57%
3 18 51.42%
5 24 68.57%
8 10 28.57%
9 27 77.14%
11 18 51.42%
Total 6 items 100 285.69%
Based on the above calculation, the highest error is on number 9
with 77,14% and the lowest one is on number 1 with 8,57%. The average
of error in this item is as follows:
25
P = %100 nN
F
= %100635
100
= %100210
100
= 47,61%
2. Could
Table 4.5
Frequency of Difficulty in Could
Modal
Auxiliary
Number
Of Item
Frequency
of Error
Frequency
of Error
(%)
Could 2 24 68.57%
4 31 88.57%
6 27 77.14%
7 3 8.57%
10 28 80%
12 4 11.42%
Total 6 items 107 334.27%
Based on the above calculation, the highest error is on number 4
with 88,57% and the lowest one is on number 7 with 8,57%. The average
of error in this item is as follows:
P = %100 nN
F
= %100635
107
= %100210
107
= 47.61%
= 50.95%
26
3. The Form of Modal Auxilaries
Table 4.6
Frequency of Difficulty in Modal Auxiliaries Form
Number of
Item
Frequency of
Error
Frequency of
Error
(%)
13 27 77.14%
14 12 34.28%
15 9 25,.71%
16 5 14.28%
17 11 31.42%
18 19 54.28%
19 3 8.57%
20 30 85.71%
21 28 80%
22 30 85.71%
23 32 91.42%
24 6 17.14%
Total= 12
Items
212 605.66%
Those items are about the form of modal Auxiliary. It means, the
students have to know the pattern of Modal Auxiliary in a sentence. From
the calculation mentioned above, the highest frequency is on number 23
with 91,42% and the lowest frequency is on 16 with 14,28%. He can also
see, there are two items which have the same frequencies. Those are on 20
and 22 with 85,71% student who chose the wrong answers. Then, the
average of the students’ error in this item is as follows:
P = %100 nN
F
= %1001235
212
= %100420
212
= 50.47%
27
Based on the data which have been receive about the analysis of
learning difficulties of modal auxilaries, the writer got the information that
the learning difficulties were:
a. In written test
After the test given, the writer checked the data and got the
information about the difficulties faced by the students in learning
modal auxiliaries. Based on the data showed almost the student faced
difficulties in the meaning and function of modal auxiliaries in the
meaning and function of modal auxiliaries.
b. In interview
The writer did the interview to the students and to the English
teacher for reiforcing the data. The interview consisted of 10 items. He
took 17 students from class VIII-2 which he did the written test.
Based on the result of the interview which could be found in the
appendixes 4 and 5, the student were still confused about the meaning and
function of madal auxiliaries because they were confused in determining
which kinds of modal auxiliaries should put in the context of sentence.
Beside that confusing, there are some difficulties which are caused by
internal and external factors.
28
Table 4.7
The Internal factor and External factors which caused the
students’ difficulties
no students'
name
Internal factor External factor
Ia T Ib MT MH STL
sosial nonsosial A V M
1 A - - - √ - - - - √ -
2 B - - √ - - - - - - -
3 C - - √ √ - √ - - - √
4 D - - √ √ - - √ - - -
5 E - - √ √ - - √ - - -
6 F - - √ - - - √ - - -
7 G - - √ - - - - - - -
8 H - - √ - - - - - √ -
9 I - - √ - - - - - - -
10 J - - √ √ - - -- - - -
11 K - - √ √ - - - - - -
12 L - - √ √ - - - - - -
13 M - - √ √ - - - - - -
14 N - - √ - - - - - - -
15 O - - √ - - √ - √ -
16 P - - √ √ - - - - - -
17 Q - - √ √ - - - - √ -
Total 15 12 1 4 4 2
Note:
Ia : Intelligence
T : Talent
Ib : Interest
MT : Motivation
MH : Mental Health
STL : Special Types of Learner
A : Audio
V : Visual
M : motorist
29
From the observant result explained above, that the cause of the
students’ learning difficulties were came from the internal factor, that
most of interviewee facing the difficulties caused by the interest, they do
not attention to the teacher’s explanation, beside that the cause of
difficulties are caused by their motivation in learning English subject with
12 students and their special types of learner with 5 students. The external
factors, social environment is 4 students. They could not study well and
bad-relationship between teacher and students. And non-social
environment is 2 students. Which is the learning instrument and the class
too hot.
C. Data Interpretation
After classifying the item into each modal auxiliary area and analyzing
the frequency of error in each item, the following table describes the sequence
of modal auxiliary area based on its high frequency of error.
Table 4.8
The sequence of modal auxiliary area based
on its high frequency of Difficulty.
Modal
Auxiliary
Number of
item
Number of
error
Frequency of
error (%)
Average of
error (%)
Can 6 100 285.69% 11.90%
Could 6 107 334.27% 13.92%
Total 12 207 619.96% 25.83%
The table showed most of the students made error on Could with
frequency of error 334,27% and the average 13,92%. It is mean this frequency
is the higher than frequency of “Can”.
Table 4.9
The sequence of meaning, function and form of modal auxiliaries
No Modal
Auxiliary
Number
of error
Frequency
of error
Average of
error
1. The meaning and function 207 619.96% 25.83%
2. The form 212 605.66% 25.23%
30
The table showed the average value of similar students in meaning and
function of modal auxiliary, eventhough the meaning and function are higher
than form, it is 25.83%.
Most of the second year students of Mts Muhammadiyah 1 made error
and confused in determining the function and the form of modal Auxiliary. It
is meant they have not mastered yet in function and form, and also they
confuse what kind modal auxiliary “ Can or Could” they should use when the
sentence is about giving suggestion, asking permission, and so on. The
students have low interest and motivation in learning modal Auxiliaries,
besides, they have not understood yet the explanation given by the teacher
because they gave less attention to the explanation.
31
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis and the discussion in the previous chapter,
the writer would like to conclude that the mastery of second year students
(class VIII-2) to modal auxiliary especially in determining the meaning and
function and also the form of “Can” and “Could” is low. Here the causes of
students’ difficulties in learning some modal auxiliaries of Can and could
came from internal and external factors.
1. The students were still confused to differentiate the meaning and function
of modal Auxiliaries.
2. The students were still low in mastering form of modal Auxiliary
especially Can and Could.
3. The students were low interest and motivation in learning English.
4. The students did not concentrate to the material given because their friends
disturb them and Uninteresting teacher.
32
B. Suggestion
In order to reduce the error in Modal auxiliaries, the writer would like
to present some suggestion to the English teacher and the students themselves.
1. The students should pay more attention to the teacher’s explanation.
2. They do not only have to listen to the teacher’s explanation but also to
practice materials they have already given.
3. The teachers to give more exercises either oral or written form and review
before getting the new chapter or material
4. The teachers have to be more active in motivating the students to be more
relaxed in learning English and tell them that English is easy and not to be
afraid of making mistakes, because it is process to gain success.
To end the writing of this skripsi, the writer would like to extend his
hopes that constructive criticism is highly appreciated and welcome to make
this “Skripsi” better.
33
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http://www.encyclopedia.com/doc/1O29
MODALVERB.htmlhttp://www.encyclopedia.com/doc/1O29
MODALVERB.htmlhttp://www.encyclopedia.com/doc/1O29-
MODALVERB.html
Appendix 1
RESEARCH INTRUMENT
Name :
Class :
Date/ day :
A. Complete the following questions with the correct aswer of modal
auxilaries (Can and Could).
1. She..... sing like an angel.
2. Our son......talk when he was two years old.
3. I’m sure you.....get hight score if you study hard.
4. He...... read arabic when he was a little Boy.
5. My sister ..... sing very well.
6. My brothers ..... speak arabic and english when they were in senior high
school.
7. My grandfather.....walk without any help last night.
8. ..... you tell me what time it is, please?
9. According to Radio, it..... rain this morning.
10. When My father was younger, he..... run fast.
11. ..... I borrow your pen (please)?
12. When I lived at grand mom’s house I...... eat food whenever I wanted to.
B. Choose the best anwer a, b, c, or d !
13. I don’t have enough money. So I can not..... on a picnic with them.
a. going b. to go
c. go d. goes
14. When she was young, she could..... guitar very well.
a. plays b. play
c. played d. to play
15. Can you please..... the salt?
a. Passing b. Pass
c. to pass d. passed
16. She can.....beautifully.
a. Sing b. song
c. to sing d. singing
17. He can..... very well.
a. drives b.drive
c. do drive d. driving
18. Ani could..... a song when she was young.
a. to sing b. singing
c. sing d. sings
19. Can you..... me with my homework?
a. helped b. helps
c. to help d. help
20. Sorry, I am busy today. But I can.....you tomorrow.
a. help b. helps
c. helping d. to help
21. You can not smoke here, but you can...... in the garden.
a. smoke b. smoking
c. to smoke d. smokes
22. Could I ..... in this room?
a. ate b. eating
c. eat d. eats
23. My father could.... several language.
a. spoke b. Speaks
c. speak d. to speak
24. Could you..... me where the bank is, please?
a. told b. tell
c. telling d. to tell
Appendix 2
Answer key of Mts Muhamdiyah students’ second class questionare.
Section A
1. Can
2. Could
3. Can
4. Could
5. Can
6. Could
7. Could
8. Can
9. Can
10. Could
11. Can
12. Could
Section B
13. C
14. B
15. B
16. A
17. B
18. C
19. D
20. A
21. A
22. C
23. C
24. B
Appendix 3
TABLE OF STUDENTS’ SCORE
No item-key 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 score
Responce C1 C2 C1 C2 C1 C2 C2 C1 C1 C2 C1 C2 C B B A B C D A A C C B
1. Andini.S √ Х √ Х √ √ √ √ Х Х Х √ Х √ √ √ √ Х √ Х Х Х Х √ 56
2. Adesti R. P √ √ √ Х Х √ √ √ √ Х √ √ Х √ √ √ √ Х √ Х Х Х Х √ 64
3. Abdul Aziz √ Х Х Х Х √ Х Х Х Х Х √ Х √ √ √ √ Х √ Х Х Х Х √ 40
4. Achmad Fauzi √ Х Х Х Х Х √ Х Х Х √ √ √ Х Х √ Х √ √ Х Х Х Х √ 40
5. Bagas √ Х Х Х Х Х √ Х Х Х Х √ Х √ √ √ √ Х √ Х Х Х Х √ 40
6. Billy.s √ Х Х Х Х Х √ √ √ Х Х √ √ Х √ √ √ Х Х Х Х Х Х √ 44
7. Bunga Dida.A √ √ √ Х √ Х √ √ Х √ √ √ Х √ √ √ Х Х √ Х Х Х Х √ 60
8. Eva safitri √ Х Х Х Х Х √ √ Х Х √ √ Х √ √ √ √ Х √ Х Х Х Х √ 40
9. Febri widi.N √ Х Х Х Х Х √ Х Х Х Х √ √ Х √ √ √ Х Х Х Х Х Х √ 36
10. Farits Arullia.A √ √ √ Х Х Х √ √ Х √ Х √ √ Х √ √ √ √ √ √ √ Х Х √ 68
11. Firna Furyanti √ √ √ Х Х Х √ √ Х Х √ √ Х √ √ √ Х Х √ √ Х Х Х √ 56
12. Fandi Ahmad √ Х Х Х Х Х √ Х Х Х √ √ Х √ √ √ √ Х √ Х Х Х Х √ 40
13. Febi Oktaviani √ Х √ Х √ √ √ √ Х Х Х √ Х √ √ √ √ Х √ Х √ Х Х Х 56
14. Indah maulida √ Х Х Х Х √ √ √ √ Х √ √ Х √ √ √ √ Х √ Х Х Х Х √ 56
15. Isma M.P Х Х √ √ √ Х √ √ Х √ √ Х Х Х Х Х Х √ √ Х Х √ Х √ 48
16. Ibadia ghifari √ √ √ Х √ Х √ √ Х √ √ √ Х Х √ √ Х Х √ Х Х Х Х √ 56
17. Jaisal √ √ Х Х Х Х √ √ √ Х Х √ Х √ Х Х Х √ √ √ √ √ Х Х 52
18. Mifta.N √ Х √ Х √ √ √ √ Х √ √ √ √ Х Х √ √ Х √ √ Х Х Х Х 60
19. M.Saifullah √ √ Х Х Х Х √ Х √ Х Х √ √ √ Х Х √ Х √ Х Х Х √ √ 48
20. Mahfuddin √ Х Х Х Х Х √ Х Х Х Х √ √ Х Х √ √ Х √ Х Х Х √ √ 40
21. M.Nurkhozim √ Х Х Х Х Х √ Х Х Х Х √ Х √ √ √ √ Х √ Х Х Х Х √ 40
22. M.Rizky. R Х Х Х Х Х √ Х √ Х √ √ Х √ Х Х √ Х √ √ Х √ √ Х √ 48
23. M.Hafizh √ Х √ Х Х Х √ Х Х Х Х √ Х √ √ √ √ Х Х Х Х Х Х Х 36
24. M.Adam.k √ Х √ Х Х Х √ √ Х Х Х Х Х √ √ √ √ Х √ Х Х Х √ √ 48
25. Nora Novita √ Х √ Х √ √ √ √ √ √ √ √ Х Х √ √ √ Х √ Х Х Х Х √ 64
26. Prasetyo Ajie √ √ √ Х √ Х √ √ Х √ √ √ Х √ √ √ Х Х √ Х Х Х Х √ 60
27. Ratih Utami √ Х √ Х √ √ √ √ Х Х Х √ Х √ √ √ √ Х √ Х Х Х Х √ 60
28. Renata.F √ √ √ √ √ Х √ √ Х √ √ Х Х Х Х Х Х √ √ Х √ √ Х Х 56
29. Rian Saputra √ Х Х Х Х Х √ Х Х Х Х √ Х √ √ √ √ Х √ Х Х Х Х √ 40
30. Rizky .D √ Х Х Х Х Х √ Х Х Х Х √ Х √ √ √ √ Х √ Х Х Х Х √ 40
31. Siti Nurbaiti √ Х Х Х Х Х √ √ √ Х √ √ Х √ √ √ √ Х √ Х Х Х Х √ 52
32. siti Nurjanah Х Х Х Х Х Х √ √ Х Х √ Х Х Х Х Х Х √ √ Х √ √ Х √ 36
33. Vandi Sadam √ √ √ √ √ Х √ √ Х Х √ √ Х √ √ √ Х Х √ Х Х Х Х √ 60
34. Wenni.A √ √ √ Х Х Х √ √ Х Х Х √ √ Х √ √ √ √ √ √ √ Х Х Х 60
35. Wiwin.S √ Х Х Х Х Х √ √ √ Х √ √ Х √ √ √ √ √ √ Х Х Х Х √ 56
Appendix 4
INTRUMENT OF INTERVIEW
Interviewee : Eni Maryani , S.pd
Day/ Date : Wednesday , June 02,2010
Place :Mts Muhammadiyah 1 Ciputat
Position : English Teacher
1. Sejak kapan Ibu mengajar di Mts Muhammadiyah Ini, dan mata pelajaran
apa saja yang Ibu pegang?
Answer: Saya mengajar Bahasa inggris saja, sejak tahun 1997 sampai
sekarang.
2. Bagaimana antusiasme siswa terhadap mata pelajaran bahasa inggris
terutama di kelas VIII-2?
Anwer: kalau di kelas VIII-2 lumayan merespon terhadap pelajaran
bahasa inggris.
3. Dalam pengajaran bahasa inggris, metode pengajaran apa yang ibu
Gunakan selama ini?
Answer: saya menggunakan metode campuran saja, tergantung materi
dan situasi di dalam kelas.
4. Fasilitas penunjang apa sajakah yang tersedia disekolah ini khususnya
untuk mata pelajaran bahasa inggris?
Answer: Buku paket, Lks, dan kamus
5. Apa buku yang ibu gunakan sebagai sumber bahan mengajar grammar
terutama Modal Auxiliaries?
Answer: Buku paket ( seize the day By Dwi Hesti Yuliani) dan LKS
6. Apakah ibu menggunakan sember lain dalam mengajarkan materi
tersebut?
Answer: ya, tergantung materi, terkadang dari Buku paket, Lks dan dari
kumpulan soal-soal.
7. Dari mana biasanya ibu mengambil sumber materi untuk kelancaran
proses belajar mengajar?
Answer: dari Buku paket, Buku Grammar dan LKS
8. Bagaimana Ibu menggajarkan materi grammar khususnya Modal
Auxiliary?
Answer: Dengan Ceramah, drama dan Coversation.
9. Kesulitan apakah yang biasa di hadapi siswa ketika Ibu mengajarkan
Grammar terutama Modal Auxiliary?
Answer: Membedakan kalimat, memberi makna dan penggunaan dari
Modal itu sendiri.
10. Tindakan apakah yang ibu lakukan sebagai pemecahan kesulitan siswa
dalam memahami Grammar terutama modal Auxiliary?
Answer: latihan di kelas dan memberikan pekerjaan Rumah (PR)
Ciputat, 02 Juni 2010
Interviewee interviewer
Eni Maryani S.Pd Sudirman
105014000363
Appendix 5
INTRUMENT OF INTERVIEW
Interviewee : The students
Date/ Day : Wednesday,May 26, 2010
Place : Mts Muhammadiyah Ciputat 1
1. Bagaimana pandangan anda terhadap mata pelajaran bahasa inggris?
The answer of student A : kadang senang, kadang tidak
The answer of student B :terkadang gampang,ter kadang susah tapi
menyenangkan
The answer of student C : sedikit pusing
The answer of student D : sulit dan membingungkan
The answer of student E : kadang-kadang asyik,kadang-kadang
nyebelin
The answer of student F : pusing
The answer of student G : sulit, memusingkan
The answer of student H : sulit engga sulit, asyik engga asyik
The answer of student I : susah-susah gampang
The answer of student J : susah-susah gampang
The answer of student K : susah-susah gampang
The answer of student L : susah-susah gampang
The answer of student M : pusing tapi pengen bisa
The answer of student N : menyenangkan
The answer of student O : Butek tapi agak menyenangkan
The answer of student P : kadang susah dan kadang-kadang
gampang
The answer of student Q : puyeng
2. Apakah anda pernah mengikuti kegiatan yang berhubungan dengan
bahasa inggris(kursus)?
The answer of Student A : tidak pernah
The answer of student B :ya, pernah ikut lest
The answer of student C : tidak
The answer of student D : tidak pernah
The answer of student E : ga pernah
The answer of student F : tidak pernah
The answer of student G : pernah ikut lest
The answer of student H : pernah les
The answer of student I : belajar sendiri
The answer of student J : tidak pernah
The answer of student K : engga pernah
The answer of student L : engga pernah
The answer of student M : tidak
The answer of student N : belajar dan bercanda sama kaka
The answer of student O : tidak pernah
The answer of student P :engga pernah
The answer of student Q : tidak
3. Dalam belajar bahasa inggris, cara belajar apa yang anda gunakan
selama ini?
The answer of Student A : belajar sambil ngobrol
The answer of student B : belajar sambil ngobrol sama temen-
teman
The answer of student C : belajr sambil dengerin musik Mp3
The answer of student D : belajar sambil nonton Tv
The answer of student E : belajar sambil ngobrol dan Nonton TV
The answer of student F : belajar sambil nonton Tv
The answer of student G : belajar bersam teman-teman
The answer of student H : belajar bersama teman-teman dan smsan
The answer of student I : insyallah bisa
The answer of student J : belajar sama kaka
The answer of student K : belajar sendiri
The answer of student L : belajar sendiri
The answer of student M : belajar sekalian bercanda
The answer of student N : ya, jadi gampang di ingat
The answer of student O : mendengarkan orang berbicara b.inggris
The answer of student P : belajar sambil ngobrol
The answer of student Q : belajar bersama
4. Apakah dengan cara belajar tersebut, anda dapat meningkatkan prestasi
belajar anda?
The answer of Student A : mudah-mudahan bisa
The answer of student B : lumayan
The answer of student C : lumayan sedang
The answer of student D :ya, bisa sedikit
The answer of student E : lumayan
The answer of student F : tidak
The answer of student G : Insyallah bisa
The answer of student H : Iya, tapi Cuma setengah tapi memuaskan
The answer of student I : cukup membantu
The answer of student J : lumaya bisa
The answer of student K : tidak
The answer of student L : tidak
The answer of student M : sedikit-sedikit
The answer of student N : ya, sedikit
The answer of student O : ya, kalau mendengarkan,terasa saya
faham
The answer of student P : insyaallah bisa
The answer of student Q : insyaallah bisa
5. Apakah fasilitas penunjang kebahasaan yang tersedia di sekolah ini
dapat membantu meningkatkan prestasi belajar bahasa inggris anda?
The answer of Student A : sedikit
The answer of student B : sedikit
The answer of student C : tidak
The answer of student D : iya, sedikit
The answer of student E :lumayan
The answer of student F : tidak
The answer of student G : kurang
The answer of student H : iya, sedikit
The answer of student I : cukup
The answer of student J : iya sedikit
The answer of student K : kurang
The answer of student L : kurang
The answer of student M : ya
The answer of student N :ya, sedikit
The answer of student O : tidak terlalu
The answer of student P : kurang
The answer of student Q : ya, sedikit
6. Dalam bahasa inggris item manakah yang anda senangi(listening,
speaking, reading atau writing)?
The answer of Student A : listening
The answer of student B : listening and writing
The answer of student C :listening
The answer of student D : listening dan writing
The answer of student E : writing
The answer of student F : listening
The answer of student G : mendengarkan
The answer of student H : listening dan writing
The answer of student I : sediki sulit
The answer of student J : listening
The answer of student K : reading
The answer of student L : reading
The answer of student M : speaking
The answer of student N : speaking
The answer of student O : listening dan speaking
The answer of student P : listening dan reading
The answer of student Q : listening
7. Bagaimana menurut anda tentang grammar?
The answer of Student A : gampang-gampang susah si
The answer of student B : lumayan susah
The answer of student C : sulit
The answer of student D : gampang-gampang susah
The answer of student E : gampang-gampang sulit
The answer of student F : sulit
The answer of student G : susah-susah gampang
The answer of student H : gampang-gampang sulit
The answer of student I : sedikit sulit
The answer of student J : gampang-gampang susah
The answer of student K : susah-susah gampang
The answer of student L : susah-susah gampang
The answer of student M : gampang-gampang susah sih
The answer of student N : biasa-biasa ajah, kadang susah dan
gampang
The answer of student O : lumayan sulit dan mudah
The answer of student P : ribet banget,susah dimengerti
The answer of student Q : gampang-gampang susah
8. Dimanakah letak kesulitan anda dalam mempelajari grammar terutama
Modal auxiliary?
The answer of student A : semuanya, apa lagi arti nya.
The answer of student B : penggunaan Verb
The answer of student C :menentukan arti
The answer of student D : dalam penggunaan modal auxilirary
The answer of student E : menggunakan arti
The answer of student F : menentukan arti kata
The answer of student G : semuanya, terutama kata kerja.
The answer of student H : membedakan arti dan membedakan
penggunaan
The answer of student I : penggunaan modal Auxiliaries
The answer of student J : menggunakan penggunaanya
The answer of student K : mencari ciri-cirinya
The answer of student L : belajar kurang konsentrasi
The answer of student M : menentukan artinya
The answer of student N : arti dan penggunaan
The answer of student O : menentukan penggunaanya
The answer of student P : menentukan arti
The answer of student Q : semuanya
9. Mengapa anda mengalami kesulitan dalam mempelajari modal
auxiliary?
The answer of Student A : belajar tidak konsen dan Gurunya
Kurang asyik
The answer of student B : Gurunya asyik, tapi pelajaran bahasa
inggris kurang suka
The answer of student C : tidak konsen
The answer of student D : saya belajar tapi tidak konsen
The answer of student E : Gurunya asyik, tapi pelajaranya sulit
The answer of student F : tidak konsen, berisik
The answer of student G : saya belajar tidak konsentrasi
The answer of student H : tidak konsen,dikelas sllu berisik dan
Ribut
The answer of student I : tidak konsen
The answer of student J : saya belajar tapi tidak konsen
The answer of student K : lagi belajar tapi tidak konsen
The answer of student L : belajar kurang konsen
The answer of student M : saya tidak konsen
The answer of student N : belajar tidak konsen
The answer of student O : saya tidak suka b.inggris dan Gurunya
menyebalkan
The answer of student P : saya ngobrol dan bercanda disaat belajar
The answer of student Q : tidak konsen dan gurunya tidak asyik
10. Apakah anda bisa mengikuti dan memahami penjelasan Guru anda
tentang Modal auxiliary?
The answer of Student A : ya, tapi kurang
The answer of student B :ya, sekit. Lama-lama bisa memahami
The answer of student C : sedikit
The answer of student D : Bisa,tapi sedikit
The answer of student E : bisa tapi sedikit
The answer of student F : sedikit
The answer of student G : ya, tapi kurang
The answer of student H : iya, tapi sedikit
The answer of student I : ya, tapi sedikit
The answer of student J : ya,
The answer of student K : insyaallah
The answer of student L : insyaallh
The answer of student M : sedikit-sedikit
The answer of student N : sedikit, kadang bisa, kadang tidal
The answer of student O : sedikit-sedikit
The answer of student P : bisa tapi sedikit
The answer of student Q : ya,tapi kurang
Appendix 6
The names of students’ interviewee:
A = Abdul Aziz
B = Achmad Fauzy
C = Billy.S
D = Eva Safitri
E = Febri Wdi.N
F = Fandi Ahmad
G = Isma. M.P
H = M. Saifullah
I = M.Nurkhozim
J = Mahpudin
K = M. Hafizh
L = M.Adam
M = Rian Saputra
N = Rizky.D
O = M. Rizky
P = Siti Nurjannah
Appendix 7
THE PROFILE OF MTS MUHAMMADIYAH 1 CIPUTAT
A. VISSION
Creating a knowledgeable human resources and precious noble character.
B. MISSION
1. Future oriented with regard to the potential novelty
2. In accordance with the norms and societal expectations
3. Improving the students’ intellligence.
4. Encouraging the spirit and commitment of all school members
5. Creating the graduation as the leader in the future who is mastering
knowledge and technology in the future.
C. THE HISTORY
MTs Muhammadiyah 1 Ciputat(Ciputat PGA at the Time) was
founded in 1960,it is desire of the community that started from a study
conducted in the House Mr Officer Junaidi (Cimanggis) who attended the
study group are: Mr Asman Ambo, Tarmizie HA, HA. Kadir, H. Abdul
Karim, H. Shamsuddin, H. Daiman, KH A. Darwie, H. Zarkasih Noor and
Cimanggis village community.
Previously existing Ciputat dialogue among community leaders that
sparked an idea among the public so unbridgeable Ciputat by IAIN, IAIN own
because domiciled in Ciputat.
Chairman / Head of School is the first time the PGA Ciputat Jayadi A.
Noor and his deputy are Sulaiman Gani, with the number of students 35
persons. Place of study is to ride in SR (SD) School I Ciputat, thanks to the
cooperation with Mr. H. Nasa Shamsuddin (Head of School at the time) that
provides a variety of existing facilities at the school.
In 1962 there was a tragedy for the school's newly formed, it began
with signs of protrusion of the conception of the leaders, community leaders
Ciputat. Symptoms of the body rose to infiltrate the institute and chairman of
the PGA Ciputat.
The tragedy is the breakup of the PGA Ciputat into two, namely: first,
the PGA of Muhammadiyah and managed directly by persyerikatan
Muhammadiyah, and the second, which is managed by PGA Islamiyah
Nahdlatul Ulama (NU). Whereas the Principal is Mr A. Muhammadiyah PGA
Sulaiman Gani, and Principal PGA Islamiyah is Zarkasi Nur
May be noted that, Chairman of the Muhammadiyah branch at that
time called the period II (1963-1965) are:
Head : H. Abdul Kadir
Chairman I : Asman Ambo
Chairman II : Murod Usman
Secretary : H. Hadjid Harnowidagdo
Secretary II : Rustan SA
Treasurer : H. Kamsari (deceased)
Parts:
Tabligh : Zakaria mustofa
Teaching : Drs. HAR. Partosentono
Legal Affairs Committee : Tazar Quran
Aisyiyah : Drs. Amir
Youth : Noor Abdullah
Nasyiatul Aisyiyah : IIM Rahmanidar Malik
HDI : Asman Sedan
Additional
Ciputat Branch of Muhammadiyah was founded / established on Sunday
January 28, 1962 at SR (elementary school I) Ciputat. Inauguration invitation
was signed by M. Bakri Djuraimi BA (chairman) and Letda MH. Dimjathi
(Author).
Development
In the previous description has mentioned that, at first PGA Ciputat ride to a
place of learning Ciputat Elementary School I can say is the point of
considerable concern. Plus there is dissension in the body of the PGA Ciputat
itself.
After the PGA Muhammadiyah formed, the committee was formed in
1964, Muhammadiyah Ciputat PGA Building Phase II which was led by
General Chairman of Muhammadiyah Ciputat Branch Manager at that time
Mr Asman Ambo and friends. PGA Development Muhammadiyah for the first
time starting on August 20, 1965. Facilities land was acquired from Mr HM.
Saman (Lurah Ciputat at the time) to lend / lease village land area of 1200 M2
based on the Rent Certificate No, 1/Sld/66 dated January 20, 1966. On the
ground that was built 3 very simple local learning.
And after a modest local standing, then the PGA Muhammadiyah
Ciputat students moved to a new local facilities available, although very
minimal. But with these deficiencies do not reduce the morale of educators to
devote all their skills for the progress of their students are very hungry for
science. And here the date of the headmaster leadership:
1. In 1961-1962 : Drs. A. Gani Sulaiman
2. In 1962-1964 : Drs. Tazar Qur’an
3. In 1964-1966 : Drs. Muardi Chatib
4. In1966-1968 : Drs. Hasan Badrudin
5. In 1968-1973 : KH. A. Darwie, BA
6. In 1973-1976 : HM Nasir Salam, BA
7. In 1976-1978 : Drs. Mursyidi
8. In 1978-1985 : Sukiman A. Kadir, BA
9. In 1985-1988 : A. Basyari BSc
10. In 1988-1990 : Drs. Zaini Ahmad
11. In 1990-1998 : Drs. Nasihudin
12. In 1998-2002 : Dra. Euis Amalia
13. In 2002- 2006 : Dra. Euis Amalia
14. In 2006-2010 : Dra. Euis Amalia
D. CURRICULUM
The school uses The School level Curriculum (KTSP).
E. HUMAN RESOURCES AND MANAGEMENT
Resource and management in teaching and learning activities:
1. Human resources of human (SDM) in the application of PBB.
- The headmaster
- Curriculum
- The society Relationship
- Teacher
- Counselor/Bp Teacher
- Libararian
- laborer
2. Resource of the school facilities
- The headmaster’s room
- Staff Admistration
- The Counceling
- Osis room
- Computer Laboratory
- Audiovisual Laboratory
- Liabrary
- Musholla
- Toilet
- The field of sport.
F. LEARNING FACILITIES
Learning facilities consist of media and sources of learning.
1. Source of Learning
- Students textbook
- Library (reference, general book, dictionary, scientific book, etc)
2. The media of learning
- Audiovisual equipment
- VCD Player
G. TEACHERS’ DATA
The teachers’ data of Mts Muhammadiyah 1 Ciputat are as Follow:
No Name Subject Matter Position
1 Dra. Euis Amalia Indonesian Headmaster
2 Susanti, S.Pd. Physic WK Kurikulum
3 Iis Yunengsih, S.Ag.
Arabic, SKI, fine
art Walikelas
4 Dra. Wiwi Robaniah Religion Treasurer
5
Hafiz Umar,SE
Communication
and information
Technology Teacher
6 Mahyati, S.Pdi English Curriculum staff
7 M. Usman Nurdin, S.Ag. PPKn Teacher
8 Icih Herawati, BA Aqidah-fiqih Walikelas
9 Abdurohim, S.Pd Indonesian WK Kesiswaan
10 Hadi Sabaruddin, S.Sos. History Teacher
11 Nur Asni, A.Md Fine Art Teacher
12 MH Nur, S.Ag. Penjaskes Teacher
13 Heni Ani Nuraeni, S.Ag. Mul Qur'an Teacher
14 Tedi Gumulya, S.H. Geography WK Sarana Prasarana
15 Suwarno, SE Ekonomy Teacher
16 Diah Juliastri, S.Pd Math Teacher
17 Hadi Suryadi, S.Pd Math Teacher
18 Adas Riyadi,S.Pd History Teacher
19 Babay Hepy,A.Md Economy Teacher
20 Komariah,S.Pd Indonesian Walikelas
21 Eni Maryani,S.Pd - Teacher
22 Marfuah English Teacher
23 Siti Khaerunisa Biology Teacher
