SKRIPSI/THESIS BAHASA INGGRIS








STUDENTS` ABILITY IN USING "MUST" AND "HAVE TO" FOR THE EIGHTH GRADE OF SMPN 1.

 
CHAPTER I
INTRODUCTION

                    A. Background of study
       English is one of the International language, which is used by the most people in the world. Thus people all over the world have been using English either in formal or informal situation. In some countries such as America, Australia, England, New Zealand, the people speak English as their mother tongue and some countries such as Singapore, India, and Philippine, the people speak English as the second language. Meanwhile in Indonesia the people speak English as their foreign language ( Ramelan, 1992:3 ).
       English as a foreign language in Indonesia is taught from elementary school, it has been studying for six years, but the students unable to use English in daily activities. In other word, studying English from junior high school to senior high school does not guarantee that the students will absolutely be able to use English as good as possible, either in writing or spoken language.
       It can be anticipated by motivating and delivering an intensive teaching to the student in order to support them to study hard.
       The teaching of English as a foreign language (EFL) in Indonesia is intended to develop the students ability in English of each component of the language learning those are: Listening skill, Speaking skill, Reading skill, and writing skill, furthermore beside of the supporting component, the important thing to understand are vocabulary, structure or grammar and pronunciation.
       One of component of structure which is still found difficult by the learners in learning structure is the modal “must and have to”. As what Larsen. in Hamidi (2009;5) says, learning structure is how the world should be constructed to be good sentence.
Sadtono, E. in Nurhayati (2007:4) says that the causes of the failure are as follows:
1.      The limited time for English class
2.      Many students in the class.
3.      The complicated grammar materials for most student, and
4.      The social situation which is not particularly conducive to learn English because English is not usually spoken in the society.
     Those phenomena indicate that the teachers failed in teaching learning process. Therefore, English teacher should be considering their teaching technique and any other factors that can support the success in teaching.
       Teacher and students wish to be successful in teaching and learning process. Teacher wants student to master what they have been studying, the success in teaching teacher inevitably has spent much energy, implementing as well as evaluating the instruction. In this case technique of teaching is very important to help the student learning.
       Many teachers have developed the teaching methods and approaches, which aim at helping the students, but teaching in front of the class depends on the teachers themselves or technique in teaching. Teacher should plan teaching activities.
       To know whether the teaching and learning process successful or not, the teacher should evaluate the students’ advancement.“ Every teacher in higher education wants students to understand important concept and their associated fact and procedures in his or her subject, but many students are unable to accomplish their goals”.
       The researcher thinkss more about the advantage in learning must and have to such as ; to  make the students of  MTs. ULIL AL-BAAB understand the differences between must and have to, and to make the students know when they use modal  must and have.

B.     Statement of the problem
       As any other investigation, the problem of the study is absolutely necessary to be solved, Therefore, the writer proposes the following research questions that need to be answered in my particular present study, the problem dialing withs this study are:
1.      What are the students’ ability in using “must and have to”, at the second year students MTs. ULIL AL-BAAB east Lombok in academic year 2011-2012 ?
2.       What are the problem which still encountered by the students in learning the modal “must and have to” at the second year of MTs.ULIL AL-BAAB academic year 2011-2012?
C.     Purpose of the study
                   The general purposes of this writing are to analyze the student’ ability in English grammar and structure. More specific purpose of this study are :          
1.      To find out the students’ ability in using “must and have to”, at the second year                    students MTs. ULIL AL-BAAB east Lombok in academic year 2011- 2012 ?.
2.       To know the students’ problems which still encountered by the students in using modal “must and have to” at the second year at MTs. ULIL AL-BAAB East Lombok academic year 2011-2012.
D.    Significance of the study
       This study will be carryout not only theoretically, but also practically. The theoretically result of this study is intended as a consideration for English teachers to increase the students’ ability in using modal “must and have to”. Furthermore, this study hopefully could give theoretically information regarding to the existence of the student ability in using modal “must and have to”. While the practical result of this study is find out the students’ ability in English especially in using modal “must and have to”. Therefore, it could be worthy either for the teachers or the learners and the writer himself. And also to improve the quality of teaching and learning English. Therefore, the students will be able to use either written or spoken English.
E.    Scope of the study
        At the previous part of this proposal, the researcher states the problems to be solved before the research. Based on it, the researcher determines the scope of this research that is directed to find out the students problems in using modal “must and have to”. This study is limited investigate to the students’ in using modal “must and have to”. The object of the study is the second year students of MTs. ULIL AL-BAAB East Lombok academic year 2011-2012.
F.     Definition of the key Terms
       Before the writer is going to the farther discussion about the students’ ability in using modal “must and have to”. The writer consider that, it is important to define several terms that used in this study. The purposed of this term is to avoid misunderstanding of the readers. Therefore, the writer would like to describe the meaning of each term. They are as follow’.
1.         Ability
                        According to Harnby, A.S.(1995: 2). Ability is the capacities power to something physical or mental. Ability is seemed as a skill because the skill is the ability to the something expertly and well. In this term refers to the students’ ability in using the modal “must and have to”, which is indicate by the score obtained from a given test of modal “must and have to”
2.         Modal ( auxiliaries verb )
Modal is auxiliary verb that put in front of the main verb to make tense voice and mood.( Hartanto, S.J. (1996)), SamsulHadi (2008;12)Modal is always the first word in a verb group and is followed by base form of a verb generally. The modal is usually used to express request, offer, suggestion, wishes, intentions, politeness, possibility, certainty, and obligation and so on.
Auxiliary verb or helping verb such as will, should, must, and have to are used to conjunction with main verb to express shade of time and mood.
G.   Assumption
            Based of the problems above, the writer assumes that the second year students of MTs. ULIL AL-BAAB east Lombok in academic year 2011-2012 have the different ability in English, especially in using modal “must and have to”, although they have been learning English since they are at the first year of junior high school, it does not guarantee that the students  were able to use modal must and have to” and the sample of this study has the same learning experience in English.
CHAPTER II
REVIEW OF RELATED LITERATURE

                 A. An overview of Language Learning
             What is essential in learning a language is that language is not only proofed by the functions of a language but also the attention of the expert to the language, instead of it, language as a means of communication in our interaction, language is also needed at least as a means of communicate everything. And to the researcher language is very helping in making their assignment. Moreover, in this special project is to make a proposal.
             According to Ismawati (2011: 2, regarding the important of language in our live, English is mostly used in the world compared to the other languages. Hence, learning English is very important for us today. In Indonesia, English is a foreign language is taught as one of the main subjects at schools. However, English students still have problem. The writer may say that the students’ achievement of English remains poor especially in special school and colleges.
             As what written in previous chapter of this proposal, the cause of failure of the English teaching and learning process in Indonesia is caused by several factors, Sadtono, E. in Nurhayati (2007:4) says that sthe causes of the failure are as follows:
1.      The limited time for English class
2.      Many student in the class
3.      The complicated  grammar materials for most students, and
4.      The social situation which is not particularly conducive to learn English because English is not usually spoken in the society.
       The overcome this problem the teachers are expected to be able to create strategy and techniques which might lead the students to real use of the language. The educational instruction in this case should give the serious attention to teaching English.
       The teachers are expected to be able to teach their student achievement as good as possible. But, the teacher emphasizes more on written exercise. The weakness in this approach is that the students cannot transfer what they have learnt from abstract exercise. The teacher may consider what the best approach to use in teaching and learning process.
B.     The Teaching of Foreign Language
             There are several definitions about teaching. According to Allen. in Baiq NurAini (2009: 23)teaching is an activity that tries to help someone to acquire, change or develop skill, attitude dealing with appreciation and knowledge.
             According to Hornby, A.S. (1995: 1374) the word teach means to give instruction or to give lesson to others. While the word teaching means the work of teachers or the teacher activities in the classroom. Brown, D. in Baiq NurAini (2009: 27 ). states that the definition of teaching as.“.…showing or helping someone to learn how to do something with giving instruction, guiding in the study sometimes, providing with knowledge, causing to know or understand knowledge…”
             Learning and instruction, facilitation of learning, evaluation of learning and instruction. Furthermore, Brown, D. in Baiq Nuraeni (2009:27) explained that four modes of teaching. They are as follows:
1.      The Expository Mode
In the context of teaching expository (from the concept of expository) has to do with the teachers’ providing facts, idea and others essential information to the learner, Expository strategies are telling or explaining strategies.
2.      The Inquiry Mode
Inquiry strategies in teaching and learning are those involve learners asking questions, seeking information, carrying an investigation.
3.      The Demonstration Mode
The essential components of demonstration mode of teaching are showing, doing, and telling.
4.      The Activity Mode
This mode can be describe as a set of strategies that involve learners by doing those are for learners, meaningfully related to topic being studied.
C.    The Concept and Teaching Grammar
             Generally, grammar is something defined as ”the way words are put together to make correct sentence”. In examples
1.                       I am a teacher
2.                                                                       I a teacher
               Particularly, a specific instance of grammar is usually called “structure”. Example of structure would be the past tense, plurals noun, the comparison of adjective, etc.
              in other definition,sit has been widely known that structure is not considered as a language skill but it is a language element. Structure is the way how sentence are built up (Hornby, A.S. 1995: 1186). Structure determines the acceptability of organizing the sentences
D.    Strategy on Teaching Grammar
             In teaching English grammar structure, there are two methods or strategy of teaching grammar, those are the inductive strategy and deductive strategy, Ismawati (2011:11) To make it’s clear. The writer would like to describe both of strategies as follows.
Inductive strategy
             The students in this method are firstly given example of the grammatical structure to practice, the students are guided to form conclusion about the rules or patterns. The inductive method brings about a good result of the students’ speaking skill.
             The strategy also has disadvantages. It takes more time then deductive method. The students’ lack of theories, furthermore, some students prefer to know the rules before practicing the example Allen.in Erni Astuti (2009:15)
 Deductive strategy…..”Grammar is taught deductively that is by the presentation and study of grammar rules, which are the practice through translation exercise”.
                        Grammar translation method and cognitive approach claim that sentence should be taught deductively by presenting grammatical rules and followed by example and finally having the student work on exercise.(Subyakto. in SamsulHadi (2008: 20). The reason that every language has its own modal verbs and the structure is abstract and complicated.
                        The first presentation is usually by orally. When the students can handle the spoken pattern, and when the pattern is complex they are introduced to written form, (Froraklim, 1974:4).
                        The deductive method in the most effective for the patterns which can not be discovered by analogy. It can save time. There are also some students who prefer having the rule presented and allowed to demonstrate the comprehension by applying it to the new sentence.
                        The method result in form of comprehension of the students about the theory and the pattern. (Fromklim. 1974:4).
E.   Grammar as a system of language
                             The most important element with a language is grammatical system or putting word together into grammatical correct sentence. Fromklin (1974), state that the most important aspect of linguistics knowledge on knowing a language that knowledge on system that relate to the sound and meaning. Thus knowledge differs the speaker and non-speaker of any language. A non-speaker of a language for instance may have acquired and memorized a sound with referential meaning. But, they never be a speaker of the language unless he learn to produce the understandable sentence or utterance of the memorized words.
                        The basic element of a language implemented into the verbal communication       is the sound or the spoken language then followed by the written language. Linguistic knowledge on grammar and vocabulary is nothing unless the speaker does understand how to pronounce the words (sound) of language in communication.
                        When he speaks a language he can be understood by others who can speak that language. It’s mean that, the speaker has the capacity to produce sound that signifies certain meaning and to understand or interpret the sound produced by others. For this reason. Understanding or producing sound is basic very importance for communicative activities.
                        Regarding to the importance of understanding and producing the sound in verbal communication, structure is the first step to be mastered it is the way how one word is combining with the others. Structure is the way how sentence are built up.
F.     Language Study at the Senior High School
                         English as a considered as an important subject to be taught even in the level on senior high school. Linguistic generally stress the humanistic value of linguistic and favor broadening traditional grammar study to more comprehensive study. The teacher elementary classroom, of course, should help children to use a language as effectively as possible as to convey their ideas and thoughts and to receive the thoughts of other for junior teacher, as well as administrator, parent, and textbook. Writers should decide how much time to devote to instruction in different content areas and related to children interest and needs, design curriculum on the basis of needs, interests, and the result of teaching and learning process.
  1. Auxiliaries
                        One of structure component which is still found by the learners in learning structure is the modal or auxiliary verb. However, the difficulties in using modal or auxiliary verb in sentence can be anticipated by motivating and delivering an intensive teaching to be students in order to support to study hard, Hartanto. in SamsulHadi (2008: 14).
                        In order to get a clear understanding about auxiliaries, the writer would like to present a statement which contains the auxiliary verbs.
“Auxiliary verbs are helping verb that add structure meaning or semantics coloring to verb carrying the full burden of lexical meaning. All auxiliary verbs share the ability to be directly followed by not in negative, often in contracted form (they have not gone, we should not wait), and to be reserved with the subject in questions (have they gone) (Frank. in Hamidi (2008:14).

            Modal or auxiliary verbs add to the verbs a special semantics component such as ability, obligation, and possibility. Some of modal auxiliaries express the main kinds of semantics coloring as verbs in the subjective mood. Frank.  in Hamidi (2009: 11) auxiliary verb has no suffix for the third person, an infinitive of particle form. They have only to formal tense, the present and the past.
            By having sufficient knowledge of structure especially in modal verb, the students can increase their English. It is clear that knowledge of structure (modal verb) can positively facilities the student to use grammar effectively in their communication. It is relevant to what Lado. in SamsulHadi (2008; 12)state:“knowledge of grammatical structure of English for a foreign student is the basic frame work to build the sentence to communicate in English.’’
According to Ismawati (2011: 15 )
1. Types of Auxiliaries
a.       Do auxiliaries
            The simple form of the verb (the infinitive without to) accompanies the auxiliary. It uses only in simple present tense (do or does after) and in the simple past tense (did after).
It provides an auxiliary to auxiliary less verb to enable them to function in the following the grammatical patterns.
The use of do auxiliaryin example such as follows:
                        - Question
e.g.: do you like my new house?
                        - Negative statement
e.g.; I don’t like your house.
                         - Abridgement-omission or substitution
e.g.; do you like my new house? Yes, I do
                         - Emphases
e.g.; he does have money, but it is all tied up in property.
b.    Modal Auxiliary
       Modal auxiliary verbs add to the verb a special semantic component such as ability, obligation, and possibility,. Modal auxiliary generally has no suffix for third person and any infinitive participial form. Modal auxiliary has only two formal tenses, the present and the past, which are used with the simple form of the lexical verb.
       The following chart of modal auxiliaries outlines the special meanings that auxiliaries have, and the present, past, future time they express.
1.      The explanation of ”must and have to
            The auxiliary “must and have to” is used to talk about obligation and necessity. They have different in the meaning such as “must and have to” is the necessity that came from the compulsion of the speaker or the necessity that it is caused by the internal factor of the speaker, while “have to” is the necessity that is caused by external circumstance of the speaker.
              To mike clear the difference of the use of “must and have to”.(Collin,in Hamidi (2009: 15)states that:
When you are starting your own opinion that something is an obligation or a necessity, you normally use “must”. In addition. When you are giving information about someone else consider being an obligation or necessity, you normally use “have to”.

a.     Must
 When we are starting our opinion that something is an obligation or a necessity, we normally use “must”. For example:
-          Nancy is very interesting person, you must meet her.
-          We must go to the bank, we do not any money
-          We must eat before go to school
-          He must stop working so hard
-          I must be carefully not to upset him
We must use “must not” or “mustn’t” to say that it is important that something is not done or doesn’t happen. For example:
-          We must not go to the bank today, we have much money
-          We must not talk about our teacher
We use “had to” rather than “must” when someone talk about obligation and necessity in the past, for example:
-          We had to go to the bank yesterday
-          I had to catch the sixth o’clock bus last night
-          I had to wear a hat an hour a go
b.    Have to
      When you are giving information about someone else considers to be an obligation or a necessity, you normally use “have to”. For example:
-          Linda starts work at 7 o’clock. So she has to get up at 6 o’clock
-          You have to pass a test before you enter that school
-          Her eyes are not very good. Diana has to wear glasses
-          They have to pay SPP by Tuesday
-          She has to go to school now
We use “do”, “does”, or “did” when someone wants to make a question using “have to”. For example:
-          Don’t you have to be there at seven o’clock?
-          Does she has to take so long to get to school
H.    Explanation of Ability
             According to: A.S. (1995: 2). Ability is the capacity or power to do something. Ability seemed as skill because the skill is ability found through education and experiences. In this case the students can not be said ”able” if they are not able to finish assignment that given by the teacher. Ability is power that must every one should have for doing something. The students’ ability or disability is certainly caused by some factor or difficulties.
             According to Collin, C.in EdiMaidi(2008: 17)the difficulties on study are caused by four  factors:
1.      Physiological condition such as intelligence or perception.
2.      Physiological temporary condition such as food and health problem.
3.      Influence of social environment such as parent and family problem.
4.      Influence of temporary environment. 
I. Hypothesis of  Research
Hypothesis is a temporary answer or problem for a certain problem used by an investigation in searching  a factual answer or conclusion based on the result ( finding ) of data analysis. It is formulated scientifically based on the review of related or previous literature ( on the theories ).
            There are two types of hypothesis, the first is the “null hypothesis (Ho)” no significant differences exists between the result brought about by the means of cases or problem, and the second is the “ alternative hypothesis (Ha)” a hypothesis accepted when the null hypothesis is rejected.
            Starting from the problem of the study as study previously the writer present the null hypothesis (Ho) which says “ the student of MTs. ULIL AL-BAAB academic year 2011-2012 are not able to use “must” and “have to”.

CHAPTER III
RESEARCH METHODOLOGY

        A. Method
                The method use in this investigation is “descriptive method”. Ary at all (2002:33) states, that descriptive method is conducted to describe situation and what exist at the time of the study in order to get certain information.
    This method is not aimed at examining the hypothesis, the answer of a variable that descriptively, it is not aim to examining the hypothesis, (Arikunto,S. 2003: 36). But, it was arranged to collect information of students’ condition at the second year student of MTs. ULIL AL-BAAB East Lombok in academic year 2011/2012.“The purpose of the research is to investigate of variable or what     condition that in a variable”. Azwar, S.(1998:2)
Based on the statement above, this research is attempted to investigate or to inform the students’ ability especially in using the modal “must and have to”.
B.     Population and Sampling
1.      Population
          In social research, population is define as a group of subject that will be use as generalization of result, Azwar, s. (1998: 77). Wiresman William (1985: 30) the entire group of persons, things or events that share at least one common treat.
          Population of this study includes English students at the second year at MTs.ULIL AL-BAAB ESast Lombok in academic year 2011-2012 that the second year class has 30 students which are still active on teaching and learning process. It is assume that the students of MTs. ULIL AL-BAAB east Lombok are the same background of year, and also the same experience in learning English as foreign language.
2.      Sampling
          A sample is smaller number of observations taken from the total number making up a given population. Thus the sample is a subset of the population, Arikunto in jayanti ( 2011:16)
Sampling is the technique of taking a representative sample from the population. The subject of this study is the second year students of MTs. ULIL AL-BAAB east Lombok in academic year 2011-2012. Since population of the second year students of MTs.ULIL AL-BAAB East Lombok in academic year 2011-2012 is less than 100 persons which the total of population in this study is 30 students. In this case, the writer takes all the students as respondents.
This sampling technique was taken based on the statement of Akarinto, s. (2006: 138).
If the number of population is less than one hundred, it is better to take the population as the subject of the research. If the number of population is more than one hundred, it is suggested to take 10-15% or 20-25%. The number of population is representative enough for the subject research”.
C.    Research Instruments
This research consist of two types of instrument, those are objective test and completion test.
1.      Objective test
          Objective test is applies to measure the students’ ability in using modal “must and have to” the objective test consist of 30 items with four options and time allocation for the test is 2 x 40 minutes.
2.      Questinnaire
           Questionnaire is used to reveal some information and data related problems of study that are observed, the questionnaire is used in this research. with the questionnaire form, questionnaire will be used to complete the data got from objective test, the questionnaire consist of several questions related to to problem s faced by the student in using modal “ must and have to “.
D.    Procedure of Collecting the Data
                In this research, the data means all information that was gathered from the subject. The data are the items this obtained from the students after doing the test (instrument) given to them.
                In  process of collecting the data the writer uses some steps which are:
1. Outlining of steps and technique used in collecting the data
2.Including the process of data collecting
Collecting the data, which are:
a.  Multiple choices or objective test in analyze to know students ability in using modal “ must and have to “  at second years students of MTs ULIL AL – BAAB East Lombok in academic year 2011-2012.
b. Questionnaire to complete the data to know students problems in using modal “ must and have to “ at second years students of MTs. ULIL AL – BAAB East Lombok in academic year 2011-2012.
E.     Technique of Data Analysis
In this research, the writer uses the descriptive method and basic statistical percentage analysis to analyze the data, which is collected through the objective test and questionnaire to complete the data.
The data is analyzed descriptively in percentage and then analyze by using mean analysis to find out the students’ ability and the problems appeared in using modal “ must and have to “.
The result the test is tabulated to find out the mean score by applying the population as follows:
=   
Whereas;
= the mean score of students
∑ = the sum of
Χ = the score of students
N = the number of students
(Arikunto, S. 2003; 371).
Classifying the students’ score based on the following classification
1.      81-100 is classified as ”excellence”
2.      61-80 is classified as “good”
3.      41-60 is classified as “fairly good”
4.      21-40 is classified as “fairly”
5.      0-20 is classified as “poor”
By doing this ways, the writer hopped study can give valid information about the students’ ability in using must and have to.
CHAPTER IV
INTERPRETATION OF THE RESULT

This chapter deals with the data interpretation which related to the ability of the second year students of MTs. ULIL AL – BAAB East Lombok in academic year 2011 – 2012.
            In presenting the data analysis to analyze, the uses descriptive method and basic statically percentage analysis to analyze the data collected through the use of modal “ must and have to”.
A.            DESCRIPTIVE ANALYSIS
Descriptive analysis is related to the instrument of the research that use in investigation the student’ ability in using modal “ must and have to”.
The data collected in this research is tabulated in tables. The tables are the lists of the students’ individual score through the objective test and the percentage of the students’ ability in answering the objective test in using modal “ must and have to”. And to complete the data I collected from the result  responds of students through questionnaire. The subject of this test is the second year of students MTs. ULIL AL-BAAB East Lombok in academic year 2011-2012.
Table 1. the students’ score in using modal “ must and have to”
No
Name of students
The individual score of students
notes
1



2



3



4



5



6



7



8



9



10



11



12



13



14



15



16



17



18



19



20



21



22



23



24



25



26



27



28



29



30



Table 2. the total number and the percentage of students got score
No
Score
Total
percentage
Notes

1




2




3




4




5




6




7




8




9




10




11




12




13




14




15




Table 3. the qualification of students based on the score obtained
No.
Range
Qualification
Notes
















1.      Data analysis collected through objective test
The objective test consist of 25 items with 4 options. The time allocation for objective test 40 minutes. To determine the score of each items, firstly the score “100” as the highest standard and the total score items.
Secondly the “ 100 “ is divided by the number of items the score of each items objective test is “2”.
Table 4. rate of percentage of the student’ score collected through the objective test
No
Classification
Score
Number of students
percentage
1
Excellence
80-100
0 person
0 %
2
good
60-79
1 person
3, 33 %
3
fair
40-59
8 person
26, 66 %
4
poor
0-39
21 person
70 %

Table 1 on page 24 shows that there was no student ( 0% ) got excellence, and  good score 1 student (3,33%), got fair 8 students (26.66%) and most of them or 20 students (70%) got poor score.
To obtain the students mean score in objective test, the applied the formula as follows:
 =   

Whereas;
= the mean score of students
∑ = the sum of
Χ = the score of students
N = the number of students
                                    (Arikunto, S. 2003; 371).
                        Notation :
                        x = 1086
                        N = 30
                         = 1086
                                   30
                        = 36,2
                   Base on the result of the data analysis from the students’ mean score in answering the objective test, the classify the ability of the second year student of MTs. ULIL AL – BAAB East Lombok in academic year 2011-2012 in using modal “must and have to” clearly to be “fail”, it is based on the student’ understanding to the use of modal  “ must and have to”. In this case, the students did not know how to differentiate the function of modal “ must and have to”.
2.      Data analysis through questionnaire
            Questionnaire consist of 5 question with 4 options. The questionnaire used to complete the data and to related problems faced by the students in using modal “must and have to”.
B.Discussion
       1. Data got from objective test
                  From the explanation above we found out this result. The following obtained the data of this investigation, this research use objective test and questionnaire to complete the data, from objective test and questionnaire I got conclusion.
                 In this research, the concluded of the second year students of MTs. ULIL AL-BAAB, are “ fail ” in using modal “ must and have to ”. It can be seen from the result of student’ score in using “must and have to” at the second year students of MTs. ULIL AL-BAAB.

CHAPTER V
CONCLUSION AND SUGGESTION
5.1  Conclusion
The previous chapter has shown the data analysis in writing task. From the data, the writer can describe some conclusions as following:  the researcher concluded that the second year students of MTs. NW Bangle were “failed” in using modal “must” and” have to”. It can be seen from the result of students’ score in using “must and have to” at the second year students of MTs.NW Bangle in academic year 2012/2013.
From 20 students` writing, the researcher concluded that 1 student that was classified “excellence”,1 student got “good” in writing task, then 7 students were classified “fair”, and 11 students were classified “poor”. In the other word, 5% of student excellence, 5 % got good score, then 35% of students got “fire” score and 55% of students got poor score, which meant that they were failed. From the interview, it shows the factors that make students get difficulty in using “must” and “have to”. Are explaining as follows:
1. They have don’t enough variety of books available at school, so the students’ can’t study from different books to develop their difficulties in using must and have to.
2.  The reason is the teacher teaches them with no variation techniques or strategies and makes the students interested in learning English, so the students feel bored during in learning process.

BIBLIOGRAPHY
Allen, E. D. Rebecca, M.C, in ErniAstuti, 2009, Classroom and Techniques Foreign
                    Language andEnglish as A Second Language, USA.
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3 komentar:

Anonymous said...

TOLONG DONG CONTOH SKRIPSINYA YANG BANYAK TENTANG SPEAKING

Fauzan Bachrie said...

Tggu postingan slanjutnya gan....!!!

Zubay Ary said...

Minta filenya yang ini gan boleh gak? kirim ke ubay.zubairy@yahoo.com

Thanks.....

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