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CHAPTER III RESEARCH METHODOLOGY
This chapter presents place and time of the study, the subject of the study, method of the study, instrument of the research, technique of data collecting and
technique of data analysis.
A. Place and Times of the Study
The writer took place for research at SMIP AMEC Integrated Islamic Junior High School Al-Makmun Education Center which is located on Jln.Nawi
Malik, Serua, Bojongsari, Depok. The Research was conducted for one month Since May to June 2015.
B. The Subject of the Study
In this research, the writer took the population from the Eighth Grade students of SMPIT AMEC,was about 123 students, which divided into four
classes. The writer decides to random sampling which was taken only one class consisting of 30 students but at times two students were sick and four was absent
so the writer only give 24 instrument of the research questions in Vlll-A class.
C. Method of the Study
The writer used the descriptive analysis method and uses the procedures of error analysis itself. The method is purposed to analyze problem or case happened
at the Eight Grade students of A class . It invovles accumulating, analyzing and classifying data with various techniques, also interpreting data. The final step, the
writer has conclude the result of research. The study is also based on field research. Through field research , the writer explains the tenses through Modal
Auxilaries in the class, examines the Eight Grade students of SMPIT AMEC by doing the test to get some data from the students. It also supported by some books
are related to the topic.
D. Instrument of the Research
To get the data, the writer gave a test to the Eight Grade Students of SMPIT AMEC, at VIII- A class. The test consist of 24 items focused on Modal Auxilaries
Can and Could.
E. Technique of Data Collecting
There are two techniques of collecting data applied in this study: 1.
The writer used the test. He gave 24 items of sentences completion test to the Eight Grade Students of SMPIT AMEC . the test were about modal auxilaries
Can and Could . before students doing the test, the writer gave a little explanation about those modal auxilaries.
2. The writer also used interview . the interview purposes to find what source of
the reason why students face difficulties in using modal and made an error in using modals especially modal Can and Could. One for teacher and more is for
students.
F. Technique of Data Analysis
After collecting data from test and interview , the writer analyze the students’ error by focusing thier grammatical errors in using modal auxilaries Can
and Could
from the students’ answer sheet.
The precentage of the errors will be presented based on the terms of descriptive analysis technique. The writer applied the following formula to
calculate the precentage of students’ grammatical error in using modal auxilaries Can and Could.
The formula as follow :
P : Percentage F : Frequency of errors
N : Number of observed sample
1
1
Anas Sudjiono, Pengantar Statistik Pendidikan , Jakarta : PT Raja Grafindo Persada , 2005, p. 43.
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CHAPTER IV FINDINGS AND INTERPRETATION
A. FINDING
1. Data Description
The researcher conducted a test to get the data to the Eight Grade Students of
SMPIT AMEC
Integrated Islamic Junior High School Al-Makmun Education Center, Serua, Bojongsari Depok. The researcher has given the test about
Grammar Modal Auxilaries to 30 students of
SMPIT AMEC
on 28 of May 2015. Actually the number of the students in Vlll-A class is 30, but at that time two of
them were sick and four of them were absent. So, the samples of this research are 24 students. The test consists of 24 items which only focus on Grammar Modal
Auxilaries Can and Could. After conducting the test, the researcher analyzed the data from the students’ test to find out the errors that students made in hisher
answer by circling each erroneous item. After identifying the data, the researcher analyzed the errors and classified them based on the Surface Taxonomy
Categories to know whether these errors involve in omission, addition, misformation, or misordering.
The students made errors in four types; Omission, Addition, Misformation, and Misordering. The total of all errors is 237 errors made in using Modal Can
and Could from 24 students. There are 34 errors in Omission, 40 errors in Addition, 131 errors in Misformation, and 32 errors in Misordering.
A. The Result of Interview
This technique is used to collect the data and that can be used as supporting data. The researcher did interview after giving the test to the students.
First, researcher interviewed the teacher after researcher observed him in delivering his teaching. Researcher conducted it on Wednesday, 28 of Mei 2015 at
09.00 – 10.00a.m. The researcher asked ten 10 questions. The research interview
guide for teacher in appendix 1A and appendix 1B to the teacher answer in
interview besides interviewing the teacher, researcher also interviewed the students which conducted after they did the test. Ten 10 questions are given. The