Predicative Position Discussion Students` understanding of-ing and -ed participial adjective in English language education study program Sanata Dharma.

19 Grammar is one of the most important components in English study and it should be thoroughly understood because it is fundamental in learning English. According to Fromkin and Rodman 1998 p.13: “ The grammar, then, is what we know. It represents our linguistics competence. To understand the nature of this internalized unconscious set of rules, which is part of every grammar of every language, every human being who speaks a language knows it is grammar”. One of grammar subject which has to be mastered by English learner is participial adjective which often used in daily conversation. In the Webster’s New Twentieth Century Dictionary Unabridged 1983, English participial adjective is an adjective with –ed or –ing ending suffix. Most suffixes do not change the meaning of the base; rather, they change grammatical function of the base word. English grammar could be taught and mastered by explicit and implicit teaching. In explicit teaching, grammar taught directly by explanation of the grammar rule clearly. The lecturer will explain structure aspect of grammar while students will use logical thinking. Meanwhile, in implicit teaching the student will learn unconsciously without awareness to learn English grammar. As for Sanata Dharma ELESP students, English grammar is taught in Semester 2. Students are taught systematically by lecturer from structure and the rules. Lecturers usually give examples on grammar and explain the ‘how-to’ pattern with lack of practice. However, most students have difficulty in learning and applying grammar, particularly on participial adjective. From the finding research, students were still confused to differentiate participial adjective. Researcher found that almost half of participants fall into “Poor” and “Very Poor” category despite they have studied and passed participial 20 adjective subject in Semester 2. Students cannot mention participial adjective accurately either, as in questionnaire, most students answered questions incorrectly. This reflects that students’ understanding on this subject is still low and they are lack of understanding and knowledge on characteristic of the noun and not any specific act Quirk, 1985, p. 246. They also do not possess adequate knowledge in describing cause of feeling Azar, 1992, p. 298. The students’ low understanding in this subject was then proved and more explained in further interview which gain additional information. Researcher took five students as samples for interview. The questions in interview are: 1. Do you understand about participial adjective? 2. Do you know the differences between –ing and –ed participial adjective? 3. Do you understand the function of –ing and –ed participial adjective? 4. Do you find difficulty in understanding participial adjective? 5. What is your difficulty in understanding participial adjective? 6. How do you learn about participial adjective? From all questions guidelines above, all of these five students tried explaining about adjective participial but none of them explained it correctly and accurately. Theoretically, they do understand about adjective only, but not participial adjective thoroughly. When students answer the questionnaire or other participial adjective-related questions, some of them answer it by guessing. One of correspondent explained that shehe is still confused in choosing whether to use –ing or –ed and what does it function. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 21 This research eventually proved that students’ lack of understanding participial adjective is mainly because of teaching method. Lecturers approach to teach grammar is often explicit which focus on grammar structure with lack of exercise. Thus, students only learn grammar in the meeting of the course in the classroom. The interview also shows that most students only learn English grammar by listening to lecturer’s explanation. They do not repeat or practice the material outside the classroom. To master English grammar, the teaching method should apply both explicit and implicit teaching. Students need to learn grammar structure and pattern in classroom but they have to apply it so will become habit. Not only students will learn by explanation, but they will also learn by daily practice. It then stimulates students to be more understandable on basic knowledge of grammar and to unconsciously improve their ability with minimal use of logical thinking as well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 22 CHAPTER III CONCLUSIONS AND RECOMMENDATION This chapter consists of two parts. The first is the conclusion of this study. The second part contains recommendations toward learning grammar especially adjective participle.

3.1 Conclusion

The study aims to answer the research problem : to know the students’ understanding of the –ing and –ed adjectival participles. The research problem was answered from the students who have been taking Structure II class in English Language Study Program Sanata Dharma. As students of ELESP, to master English is not easy. There are elements of English Language which cannot be mastered. One of those elements is grammar, especially –ing and –ed adjective participle. The student of ELESP must master the English grammar. Grammar is a guide to make correct sentences. It is also a guide to understand the meaning of sentence which is arranged systematically according to a certain prevailing rule. Therefore, student of ELESP who will be a teacher in the future, one must master the English grammar. By observing the result from the questionnaire, the researcher could conclude that the third grade student of English Language Study Program of 23 Sanata Dharma still faced some difficulties in understanding the –ing and –ed adjectival participles, although the student had learned them in the second grade. Therefore, the result of the analysis dealing with students’ errors enables the researcher to draw some conclusions as follows: First, the students of ELESP still faced some difficulties in understanding the –ing and –ed adjectival participles found in questionnaire. There are 41 students who have poor knowledge. It means that not all of the student could master in adjectival participles. Only 35 students have good and very good in adjectival participles. The students still feels confused and not sure about the theory of adjective participle. These are caused by low understanding and the student cannot find a good way to learn. Second, the kind of difficulties that student face in learning the –ing and – ed adjectival participles are concerned with the knowledge and the meaning. The students still feel confused how to differentiate the –ing and –ed adjective participles. The students only used feeling to answer the questionnaire, without the understanding of adjectival participles. And, the student got the knowledge only from their class. It means the time is limited to understand adjective participle in the class.

3.2 Recommendations

After conducting the research, the researcher would like to give the recommendations about the learning of –ing ad –ed adjective participles. The 24 recommendations would be given for the lecture, the students, and the future researchers. The lecturer could give more practice to the students because practice could improve the ability in understanding –ing and –ed adjective participles. The lecturer could use novel or story which provide the –ing and –ed adjective participle for the material. However, the students need practice more to improve the understanding of –ing and –ed adjective participial. The students should motivate themselves in learning the English language. In order to increase students’ understanding, they can watch the interview program in English news or the VOA news to increase the knowledge, so that the students get more English participial adjectives. The students also should have more exercise to improve the understanding. However, enough practice was a key to master in grammar successfully. In order to enrich this research, future researcher can focus on how to increase the understanding of –ing and –ed participial adjective. It would be better if the future researcher have more references and information about the effective way to learn participial adjective. 25 REFERENCES Ary,D., Jacobs, L.C., Sorensen, C. K. 2010. Introduction to research in education 8 th ed.. Belmont, CA: Wardsworth. Bergman, C.A. 1987. Health Grammar and Composition. Lexington: D.C. Health and Co. Celce – Murcia, M. 1983. The Grammar Book. New York: Newbury House Publishers. Cohen. L., Manion. L., Morrison, K. 2007. Research methods in education 6 th ed. New York : Routledge. Frank, M. 1972. Modern English: A Practical Reference Guide. Englewood Cliffis, New Jersey: Prentice Hall Regents. Fromkin, V and Rodman, R. 1998 . An Introduction to Language 4 th ed.. Orlando. Florida. Holt: Rinehart and Winston. Inch Kilby. 1985. Help Yourself to Become a Better Talker, Writer, and Reader. Englewood Cliffs, New Jersey: Prentice Hall Regents. Name: St. number: Phone Number: QUESTIONNAIRE ON INVESTIGATING TO WHAT EXTEND DO STUDENTS’ UNDERSTADNING THE –ING AND –ED ADJECTIVAL PARTICIPLES The researcher of the study is a student of ELESP Sanata Dharma University who is conducting a research for his final paper. The research asks you to participate as the respondents of the researcher since this questionnaire is set for ELESP students who have been taking on Structure II class. The goals of the questionnaire are: 1. To analyze the ELESP students’ understanding the –ing and –ed adjectival participles. 2. To find what is the difficulties of learning adjectival participles. The questionnaire consists of twenty questions. The respondents needs to analyze the statements and put a tick in the column. Please answer the questionnaire based on your knowledge in adjectival participle. Please fill the questionnaire seriously and honestly. Thank you, Sandhya Reony Bintoro Appendix 1 The Questionnaire