Research Finding

B. Research Finding

In this section will provide findings in the study, they are usage modal auxiliary „must‟ and „have to‟ by students, factors of students‟ problems in using modal auxiliary „must‟ and „have to‟ and the students‟ problems in learning modal „must‟ and „have to‟.

1. Usage Modal Auxiliary ‘Must’ and ‘have to’ by Students

In this case the writer presents about students‟ problems‟ on usage modal „must‟ and „have to‟ in sentence. It can show based on result of the test.

a. Must and Have to as Necessity

Table 4.24. Percentage of Ability in Necessity

Usage of Number

Percentage Modal

Frequency

of Item

of Ability

of Ability %

Based on the calculation above the highest is on number 2 with 92%, and the lowest one is on number 16 with 4%. The average of ability in this item is follow:

b. Must and Have to as Logical Necessity

Table 4.25. Percentage of Ability in Logical Necessity

Usage of Number Frequency of Percentage Modal

of Item

Ability

of Ability

9 11 44% Logical

10 8 32% Necessity

19 6 24% Jumlah

Based on the calculation above the highest is on number 9 with 44%, and the lowest one is on number 19 with 24%. The average of ability in this item is follow:

c. Must and Have to as Obligation

Tabel 4.26. Percentage of Ability in Obligatory

Usage of Number Frequency of Percentage

Modal

of Item

Ability

of Ability

Based on the calculation above the highest is on number 2 with 92%, and the lowest one is on number 16 with 4%. The average of ability in this item is follow:

= x100%

= x100%

Table 4.27. Percentage of Ability in Recommendation

Number Frequency Percentage Usage of Modal

of Ability of Ability Recommendation

of Item

Based on the calculation above the average of ability in this item is follow:

e. Must and Have to as Prohibition

Table 4.28. Percentage of Ability in Prohibition

Usage of Number Frequency of Percentage Modal

of Item

Ability

of Ability

Based on the calculation above the highest is on number 3 with 88%, and the lowest one is on number 17 with 40%. The average of ability in this item is follow:

= x100%

= x100%

= 55% Based on the description above, it can be concluded that

average of the students‟ ability in item Must and Have to‟ as necessity is 49%, Must and Have to as Logical Necessity is

32%, Must and Have to as Obligation is 46.4%, Must and Have to as Recommendation is 60%, Must and Have to as Prohibition is 55%. It means the students still confuse in the usage of modal „must‟ and „have to‟ in the sentence. There

were 3 items under 50% and in a place low area, there is 1 item in poor area, and there is 1 item in fair area.

2. Factors of Students’ Problems in Using Modal Auxiliary ‘Must’ and ‘Have to’

In this case the writer discusses the findings about students‟ problems in using modal auxiliary „must‟ and „have to‟ by using

questionnaire with 25 respondents (students). There were two kinds of questionnaire, they were negative perception form and positive perception form. Based on Sugiono (2006:134) “the score ideal is all respondents choose the statements that have 5 points ”. It based on the calculated: „(high score) x (total item) x (total respondent)‟.

a. Negative perception For negative perception, „(high score) x (total item) x (total

respondent) is 5 x 5 x 25 = 625, the total of collected data was 447. So, the result of total score in factor of students‟ problem in using modal auxiliary „must‟ and „have to‟ was „

S= score category ts= 461 is= 625 (total result of collecting data): (score criterion all of respondent) x 100%‟= 461 : 625 x 100% = 73.8 %.

Based on the figure above the total score of questionnaire in the students‟ problems in using modal auxiliary „must‟ and „have to‟ by the

eighth grade students of MTs Darul Amin Palangka Raya second semester in academic year 2016/2017 was in strong area. The total score was 73.8 %. It was strong area because between 61%-80%.

b. Positive perception For positive perception the total of collected data was 379, the result of total score in students‟ problem in using modal „must‟ and „have to‟

was

S= score category S= score category

376 : 625 x 100% = 60,2%. The score was include in fair area because between 41%-60%. Interpretation score could be seen in table as below Criteria of interpretation according to Ridwan (2010:88):

Table 4.29. Distribution of Criteria Interpretation Score

Criteria

Note

Interpretation Score

0%-20%

Very Weak

Very Strong

3. The Students’ Problems in Learning Modal Auxiliary ‘must’ and ‘have to’

From the result of interview , here the students‟ opinions why they got problems in learning modal auxiliary „must‟ and „have to‟.

Table 4.30. Students’ problems

Item num.

Cause of problems

F N Percentage

1. Bagaimana

25 25 100% pandangan

- English is difficult

anda terhadap

5 25 20% pelajaran B.

- They like English subject

Inggris?

Dislike English subject

2. Apakah anda pernah

2 25 8% mengikiti

- Follow the English course

kegiatan yang kegiatan yang

- Memorize the lesson

3. Bagaimana

- Open the dictionary and

cara belajar

Translating vocabulary

anda dalam

Just from the teacher's

belajar bahasa

explanation at school

inggris yang

Learning with people who

digunakan

want to teach them

selama ini?

- No action

4. Apakah dengan cara

20 25 80% belajar

- Less helpful

tersebut dapat meningkatkan

prestasi belajar

5 25 20% anda?

- Can help them

5. Apakah fasilitas

penunjang kebahasaan di sekolah ini dapat

9 25 36% membantu meningkatkan prestasi belajar bahasa Inggris

- The facilities is less support

anda?

6. Dalam bahasa

5 25 20% Inggris item

- Reading

8 25 32% manakah yang

- Writing

15 25 60% anda senangi?

- Grammar is bored

7. Bagaimana menurut anda

- Grammar is difficult to

- Grammar is fun

8. Dimanakah

- Unclear explanation from

3 25 12% letak kesulitan

teacher teacher

15 25 56% modal

English translation

terutama

auxiliary?

9. Mengapa anda

- Noisy in class

- Do not concentration

- Unclear explanation from

- Lack vocabulary

10. Apakah anda bisa mengikuti dan memahami

- Less understanding of the

14 25 56% penjelasan

teacher's explanation

guru tentang modal auxiliary?

According to the students, learning English was difficult (100%) because when they learning modal auxiliary they did not understand about the meaning English translation (40%), lack vocabulary (44%), less explanation from teacher about lesson (48%), and also there was no learning-extra besides learning at school such as English course, just 8% did the English course outside school. Moreover learning English was boring for them, some of them dislike English subject (24%) because there was not something to interesting them in learning grammar, grammar was bored (16%) and grammar was difficult to understand (68%). Therefore, they were not interested and motivated in learning.

They had problems from the External factor, they were the students too noisy in the class (48%), they did not concentrate in learning (36%) They had problems from the External factor, they were the students too noisy in the class (48%), they did not concentrate in learning (36%)

According to the teacher, the students would interest in English if there was motivation for them. The teacher used some techniques to teaching depend from what the lesson talking about. Sometime he used media like as picture, explanations, and sometime discussion.

“I used some references book in teaching grammar, such as K 13 book and others, although this school still using KTSP books. For the teaching technique in grammar part, after I explained the lesson I asked

them to make sentence example with the vocabulary that I gave”. The difficulties faced by the students when the teacher teaching

grammar parts are the students‟ favorites are different in lesson subject, the religion subject is dominant. And also they feel bored in learning English quickly. So the teacher solution is: ”making them understanding about the important in learning English, motivation them by giving suggestion if the lesson about modal auxiliary was so fun because it often

used in daily conversations”.