70 aspect, 4. The perfect-progressive aspect. In other words, simple aspect is the
firstly acquired grammatical aspect by the language learners and the perfect- progressive aspect is the lastly acquired grammatical aspect.
Mentioning to the curriculum of English Letters department, it shows that from the first to the fifth semester the focus is on the English language skills and
from sixth to eight semesters the focus is no longer on the sill but on the content. Therefore, it can be assumed that one of the additional factors influencing the
developmental pattern of grammatical aspects acquisition of the three groups of learners was contributed by the implemented curriculum in English Letters
Department. The development from the second semester to the fourth semester was increasing due to the exposure of language skill from the courses taken by the
learners. It can be assumed that learners had more chance to get exposed to both the usage and knowledge of grammatical aspects. Nevertheless, the development
of the sixth semester students was slightly decreased from the fourth semester because on the sixth semester the exposure is no longer on the language skill but
on the content. Therefore, it can be concluded that one of influencing factors that shaping the form of developmental pattern into an inverted V-shaped line was the
language exposure the received due to their learning curriculum
2. Significant Difference in the Development of the Acquisition of the Grammatical Aspects
It has been agreed that there are influencing factors in second language acquisition. Ellis 1985 names several influencing factors such as age, aptitude,
intelligence, cognitive style, attitudes, motivation, and personality. These factors contribute to different learning result achieved by language learners.
71 Further, the statistical analysis conducted on the achievement results
showed there was a significant difference in the development of the grammatical aspects acquisition of the three groups of learners in this study. According to
statistical finding, the significance level of Kruskal-Wallis H test was 0.001. When the p-value of the Kruskal-Wallis test 0.05 it means that H
is rejected and it indicates that there is a significant difference in the development of the
grammatical aspect acquisition of the second, fourth and sixth semester students. Additional statistical analyses to investigate the significant difference on
the development of the grammatical aspects acquisitions show two results that indicate that there are significant differences on the developmental pattern of the
grammatical aspects acquisitions between the second and the fourth semesters as well as between the second and the sixth semesters. However, according to the
statistical analysis there is no significant difference on the developmental of the grammatical aspects acquisitions of the fourth and the sixth semesters. From the
result it can be elaborated that the development of the second to the fourth as well as the second to the fourth semesters is not likely to happen because of chance.
This discovery supports the idea of influencing factors in second language acquisition. As mentioned by Ellis 1985 the influencing factors in second
language learning such as age, aptitude, intelligence, cognitive style, attitudes, motivation, and personality. In this case, the factors are length of study and
proficiency level. Although the observed pattern of the developmental pattern was not gradually increasing but the difference of the observed developmental pattern
of the second up to the sixth semester was still considered as statistically significant. Mentioning the result of statistical analysis of the developmental
72 pattern of grammatical aspect acquisition, which came in form inverted V-shaped
line instead of gradually increasing, there was an assumption related to curriculum implemented in English Letters Department. It was mentioned that implemented
curriculum provide more exposure on language skill for first to fifth semester students and language content for sixth to eight semesters students. Therefore, it
can be added that language exposure became one of influencing factors in second language acquisition.
3. Problematic Grammatical Aspects for the EFL learners
According to the statistical analysis conducted on the previous chapter, the degree of difficulties of each aspect is different and it can be observed from the
mean of obtained score from each aspect. Rahayu 2015 conducted a study on English progressive aspects that focused on the construction of be+V
-ing
. The study shows that students’ problem lies in the understanding meaning of English
progressive while understanding on simple aspects is not problematic for the students. This previous study is in line with the idea that each grammatical aspect
has a different level of difficulty in which the simple grammatical aspect is less problematic compared to the progressive grammatical aspect.
This study tried to observe the four grammatical aspects and decided which aspect was problematic for language learners. The observation on the mean
value of the obtained score resulting that perfect-progressive aspect achieved the lowest score. Therefore, according to the statistical analysis perfect-progressive
aspect is the problematic aspect for the learners. Subsequently, the writer tried to investigate what made this aspect became problematic for the learners.
Subsequently, there is also further investigation to find whether the problem was
