An Analysis On My Apple Students’ Ability To Use Demonstrative Pronoun And Demonstrative Adjective

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AN ANALYSIS ON MY APPLE STUDENTS’ ABILITY TO USE

DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE

A THESIS BY

TRIA ANINDI LUBIS REG. NO. 130721009

ENGLISH DEPARTMENT

FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN2015

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AN ANALYSIS ON MY APPLE STUDENTS’ ABILITY TO USE

DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE

A THESIS

TRIA ANINDI LUBIS REG NO. 130721009

SUPERVISOR

Drs. ChairulHusni, M.Ed. TESOL.

NIP. 19570308 198403 1 004 NIP. 19600122 198601 1 001 Dr. Umar Mono, M.Hum.

Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of SarjanaSastra Form Department of English.

DEPARTMENT OF ENGLISH

FACULTY OF CULTURAL STUDIES UNVERSITY OF SUMATERA UTARA MEDAN 2015

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Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as thesis for The SarjanaSastra Examination.

Head, Secretary,

NIP. 19541117 198003 1 002 NIP. 19750209 200812 1 002 Dr. H. MuhizarMucthar, M.SRahmadsyahRangkuti, M.A., Ph.D

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Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of SarjanaSastra from the Department of English, Faculty of Cultural Studies University of Sumatera Utara.

The examination is held in the faculty of Cultural Studies University of Sumatera Utara on Friday, August 28th2015

The Dean of Faculty of Cultural Studies University of Sumatera Utara

NIP. 19511013 197603 1 001 Dr. H. SyahronLubis, M.A.

Board of Examiners

Dr. H. MuhizarMuchtar, M.S. ……….

RahmadsyahRangkuti, M.A, Ph,D. ……….

Dr. Eddy Setia, M. Ed, TESP ……….

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AUTHOR’S DECLARATION

I, TRIA ANINDI LUBIS DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OF EXTRECTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR A AWARDED ANOTHER DEGREE. NO MATTER PERSON’S WORK HAS BEEN USED WITHOUT DUE TO ACKNOLEDGEMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed :

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COPYRIGHT DECLARATION

NAME : TRIA ANINDI LUBIS

TITLE OF THESIS : AN ANALYSIS OF MY APPLE STUDENTS’

ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE

QUALIFICATION : S-1/SARJANA SASTRA DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC INDONESIA.

Signed :

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ABSTRAK

Skripsiygberjudul“AN ANALYSIS ON MY APPLE STUDENT’S ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE”berisianalisistentangseberapajauhmurid-murid My Apple kelas pre-level 1, pre-pre-level 2 dan pre-level 1 dapatmenggunakan kata gantipenunjukdan kata

gantipenunjuksebagai kata sifat.

Tujuanpenelitianiniadalahuntukmenemukantingkatkemampuanmurid-muriddanfaktor-faktor yang mempengaruhikemampuanmurid-muriddalammenggunakan kata gantipenunjukdan kata gantipenunjuksebagai kata

sifat.Penelitian yang digunakandalampembahasanskripsiiniadalahpenelitiankepustakaandanpenelitianlapa

ngan.Penelitiankepustakaandilakukandenganmengumpulkanbeberapabukudanskripsi yang

berhubungandenganjudulini.Sedangkanpenelitianlapangandilakukandenganmenggun

akanmetodedeskripsikualitatifdankuantitatif.Instrumen yang

digunakanuntukmengumpulkan data adalahdenganmemberikantesobjektifdalambentuk 16 soalpilihanbergandadan 16

soalpenyelesaiantentang kata gantipenunjukdan kata gantipenunjuksebagai kata sifatkepada 30 murid. Sebagaihasilpenelitian, ditemukanbahwa 4 murid (13,3%) mempunyaikemampuansangatbaik, 18 murid (60%) mempunyaikemampuanbaik, 7 murid (23,3%) mempunyaikemampuancukup, 1 murid (3,3%)

mempunyaikemampuanburuk, dantidakadamurid yang mempunyaikemampuansangatburuk. Nilai rata-rata seluruhmuridadalah 68, yang

menandakanbahwamerekamempunyaikemampuanbaik.Sementarafaktor-faktor yang mempengaruhikemampuanmuriddalammenggunakan kata gantipenunjukdan kata gantipenunjuksebagai kata sifatadalahfaktorcognitive style, faktorindividual learning technique, danfaktorextroversion introversion.

Kata kunci: Analisakemampuan, kata gantipenunjuk, kata gantipenunjuksebagai kata sifat

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ABSTRACT

Thesis entitled “AN ANALYSIS ON MY APPLE STUDENT’S ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE”contains the analysis of My Apple students who are in pre-level 1, pre-level 2 and level 1 classes can use demonstrative pronoun and demonstrative adjective. The purpose of this study is to find out the levels of students’ ability and the factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective. The research that is used in this thesis is library research and field research. Library research is done by collecting some books and thesis that related to this title. Meanwhile, field research is done by applying descriptive qualitative and quantitative method. The instrument used to collect the data is by giving the students objective test that consist of 16 questions of multiple choice and 16 questions of completion test about demonstrative pronoun and demonstrative adjective. As the result of the research, it was found that 4 students (13,3%) have very good ability, 18 students (60%) have good ability, 7 students (23,3%) have average ability, 1 students (3,3%) have poor ability, and none of the students have very poor ability. Mean score of the whole students is 68, so they have good ability. Meanwhile, factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective are cognitive style factor, individual learning technique factor, and extroversion introversion factor.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim.

First of all, Alhamdulillahthe writer praises and thanks the Almighty Allah SWT who has given her the mercy such as life, health, times, believe and blessing. Shalawat and Salam for the Prophet Muhammad SAW who has brought us from the darkness to the brightness.

This thesis has been accomplished with the guidance, suggestions and comments from many people. In this occasion, the writer would like to express her sincere gratitude toward her supervisors, Drs. ChairulHusni, M.ED. TESOL , co-supervisor, Dr. Umar Mono, M.Hum, the Head of English Department, Dr. MuhizarMuchtar, MSand the Secretary of English Department, RahmadsyahRangkuti M.A., Ph.D.The writer also wishes to express her thanks to all lecturers of English Department for their help and valuable knowledge during her study at this department.

The writer also would like to thank Mrs. LannyCaulestari, S.E, the Head of My Apple Multimedia Language Course for having allowed the students in pre-level 1, pre-level 2, and level 1 as respondents of this study and the entire teachers, especially Mrs. AlmaTampubolon, S.S, Spdfor all the time, the information about learning process of English, also for the administration staff, Mrs. Sri Hartini, S.Kom for guidance there, and for all the students who have a good cooperation.

Then, the writer would like to thank her beloved parents, H. Zaidi and Hj. Khazleini, who have patiently given moral, spiritual and prays to their daughter. The writer also would like to thank her siblings, Poppy SiszanifaAm.Keb, KhairulFikri, and FilzaRezki who have really supported her education from the first semester until completed this thesis. Also for her best cousin, FichyAzzuraLubis, S.H who always support her dreams.

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The writer would like to thank her best friends, Pipin, Yudha, Celik, Erna who have alwayssupport her from the beginning of Senior High School till now and ever. The writer also thanks to her best companions Aya, Nisa, Rima, Rizki, Abun who makememorable days during the academic years.

The writer also would like to thank her best partners Winda, Atika, Ivana, Mariaty, Sheila and Hanna who give a lot contribution to supportthe writer to complete the study and her thesis. Last but not least, she would like to thank her friends FauziahHaqiqi and Tri SuciWulandariwho have been as own family and always support her in good and hard times.

Finally, the writer hopes that this thesis will be worthwhile contribution to the readers and she also hopes to receive any constructive criticism and suggestions to develop this thesis.

Medan, August 28th 2015 The Writer

REG. NO. 130721009 TriaAnindiLubis

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AUTHOR’S DECLARATION ... i

COPYRIGHT DECLARATION ... ii

ABSTRAK ... iii

ABSTRACT ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vii

LIST OF TABLES ... ix

CHAPTER I INTRODUCTION ... 1

1.1Background of the Study ... 1

1.2Problem of the Study ... 4

1.3Objective of the Study ... 5

1.4Scope of the Study ... 5

1.5Significance of the Study ... 5

CHAPTER II REVIEW OF RELATED LITERATURE ... 6

2.1Review of Related Literature ... 7

2.2Demonstrative Pronoun... 9

2.2.1 Form of Demonstrative Pronoun... 10

2.3 Demonstrative Adjective ... 12

2.4 Ability ... 13

2.4.1 Definition of Ability ... 13

2.4.2 Factors of Ability ... 14

2.5 Test ... 17

2.5.1 Definition of Test ... 17

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2.5.3 Criteria of Test ... 23

CHAPTER III METHOD OF RESEARCH ... 24

3.1Research Design ... 24

3.2Location and Time ... 25

3.3Sources of Data ... 25

3.3.1 Population and Sample... 3.4Data Collection Procedures ... 26

3.5Step of the Research ... 26

3.6Data Analysis ... 27

CHAPTER IV DESCRIPTION AND FINDING ... 30

4.1 Data Description ... 30

4.2 Finding ... 37

CHAPTER V CONCLUSION AND SUGGESTION ... 41

5.1 Conclusion ... 41

5.2 Suggestion ... 42

REFERENCES ... 43

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LIST OF TABLES

Table 1. Instrument of Research ... 27

Table 2. Scale of Scoring ... 28

Table 3. The Tabulation of the Score ... 30

Table 4. The Highest to the Smallest Score ... 32

Table 5. Score and Frequency of the Students ... 38

Table 6. The Percentage of the Students’ Ability in using Demonstrative Pronoun and Demonstrative Adjective ... 39

Table 7. The Students’ Level of Ability to use Demonstrative Pronoun and Demonstrative Adjective ... 40

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ABSTRAK

gantipenunjuksebagai kata sifat.

Tujuanpenelitianiniadalahuntukmenemukantingkatkemampuanmurid-muriddanfaktor-faktor yang mempengaruhikemampuanmurid-muriddalammenggunakan kata gantipenunjukdan kata gantipenunjuksebagai kata

sifat.Penelitian yang digunakandalampembahasanskripsiiniadalahpenelitiankepustakaandanpenelitianlapa

ngan.Penelitiankepustakaandilakukandenganmengumpulkanbeberapabukudanskripsi yang

berhubungandenganjudulini.Sedangkanpenelitianlapangandilakukandenganmenggun

akanmetodedeskripsikualitatifdankuantitatif.Instrumen yang

digunakanuntukmengumpulkan data adalahdenganmemberikantesobjektifdalambentuk 16 soalpilihanbergandadan 16

mempunyaikemampuanburuk, dantidakadamurid yang mempunyaikemampuansangatburuk. Nilai rata-rata seluruhmuridadalah 68, yang

Kata kunci: Analisakemampuan, kata gantipenunjuk, kata gantipenunjuksebagai kata sifat

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ABSTRACT

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CHAPTER I INTRODUCTION 1.1 Background of the Study

Language is the main way to communicate with other person in human’s life. Language has important role, such as thinking, express feeling, communicating ideas and discussing with others. Sapir (1921 : 8) says “language is purely human and non instinctive method of communicating ideas, emotional, and desires by means of system of voluntarily produced symbols”.

Nowadays, many people tend to study not only their native language but also a foreign language, especially English. As we know that English holds an important part in International life as an International language. Because of that, many people are eager to speak and write English well. Large part of students in the world study about English as their second or foreign language. In Indonesia, students arealso study English as second language in the school and support it by joining English courseto improve language skills or language ability.However, still many people who have not been able to use English because English is quite difficult to be learnt and understood. One of the difficult parts to be learnt is grammar because it creates some words to become a good sentence, paragraph, etc.

One of grammatical components is part of speech. Fries (1957: 65) classifies the part of speech into eight parts, they are, noun, pronoun, adjective, verb, adverb, preposition, conjunction, and interjection. According to Collin (1993:28) pronoun

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makes statements less repetitive while showing how the subjects and objects of a clause or a series of clauses are connected. And he divided the pronouns into eight types; personal pronouns, demonstrative pronouns, possessive pronouns, reflexive pronouns, indefinite pronouns, reciprocal pronouns, relative pronouns, and interrogative pronouns.

There are so many types of pronouns that have different meaning and purpose in a sentence. Demonstrative Pronoun is one topic thatstudents studying about English grammar, especially about demonstrative sentence. By understanding the demonstrative pronoun, it can help the student in speaking and writing English well.

Demonstrative pronouns are those that identify or point to a thing or things and occasionally persons.They can be both singular and plural and they refer to nouns that are either nearby or far away in time or space.

There are four demonstrative pronouns: this, that, these, those. This and these used to replace specific person or thing near the speaker. But the difference is this refer to singular nouns and these identify plural nouns. For example:

- This book is mine.

- Do you want these candies?

Then, that and those refer to replace specific person or thing far away from the speaker. But the difference is that refer to singular nouns and those identify plural nouns. For example:

- I can’t reach that pen

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So, a demonstrative pronoun tells us whether it is replacing something singular or plural and whether that thing(s) is close by or farther away in purpose to modify the pronoun.

Meanwhile, Demonstrative adjective are those that identify or point to a thing or things and occasionally persons in purpose to modify the noun that followed by adjective . Just like demonstrative pronoun, demonstrative adjective also can be both singular and plural and they refer to nouns that are either nearby or far away in time or space. Demonstrative adjective also must contain those 4 words above to identify the demonstrative form (this, that, these, those) that has same meaning and function as demonstrative pronoun but followed by adjective. For example:

- This red car is belong to my mother. - Thatnew sofa looks better.

- Thesebroken glasses cuts her finger.

- Thoseexpensivebags are mine.

From the explanation above, the writer concludes both kind of the using of demonstrative are identical, but a demonstrative pronoun stands alone, while a demonstrative adjective modifies the noun.

In Indonesia, studying English is as important as other subject for students. They study English beginning from primary school up to university level, moreover they take the addition lesson in course for increase their English furthermore.

In this thesis, the writer describes and analyzes the ability of My Apple’s students on demonstrative sentence. My Apple is a multimedia language centre that is located in JalanSetia Budi No.370 E, Tanjung Sari, Medan. My Apple has many

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educated programs, they are: English for children, English for teenagers, English for adults, Mandarin class, conversation, grammar, art and craft, and movie time.In English program, there are some levels that categorize students’ knowledge about English, appropriate with the curriculum based from Singapore. The levels are: Early 1, Early 2, Beginner 1, Beginner2, Beginner 1, Beginner 2, Level 1, Pre-Level 2, Pre-Level 1-9, Step 1-6, and Conversation.

Pre-Level 1, Pre-Level 2 and Level 1 are the levels that study about demonstrative pronoun and demonstrative adjective in those classes, the students are commonly in 4th-5th grade of primary school.Having observed some students of My Apple, the writer found that they are confused to differentiate the types of demonstrative sentence. As a primary school students, they also have difficulty to change the combination between the singular this or that either the plural these or those. They are confused which one they should use. That’s why the writer describes and analyzes the students’ ability to use demonstrative pronoun and demonstrative adjective at My Apple course.

1.2 Problem of the Study

Based on the description above, the problem of this research is stated in the formof question below:

a. To what extent are My Apple students able to use demonstrative pronoun and demonstrative adjective?

b. What factorscan influence the students’ ability to use demonstrative pronoun and demonstrative adjective?

1.3 Objective of the Study

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a. To find out to what extent the My Apple students able to use demonstrative pronoun and demonstrative adjective.

b. To find out the factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective.

1.4. Scope of the Study

In writing this thesis the writerlimits the study due to time limitation and focus on the analysis of two demonstrative pronoun and demonstrative adjective which is based on the curriculum used by the course. The object that analyzed wasthestudentsof My Apple who are in the pre-level 1, pre-level 2 and level 1.

1.5 Significance of the Study

This research is a study on students’ ability in using demonstrative pronoun and demonstrative adjective. It has positive significance not only for the students, but also for the English teachers in their attempts to improve their teaching and learning techniques of English grammar, especially demonstrative pronoun and demonstrative adjective. Specifically, the significance of this study are stated as follow:

a. It is expected that the result of this research can provide some valuable and useful information about the students’ ability to use demonstrative pronoun and demonstrative adjective for the English teachers so that the teachers can motivate their studentsmore to improve their ability in using demonstrative pronouns and demonstrative adjective.

b. It is also expected that the thesis can be a reference for the other researchers who are interested to research about demonstrative pronoun and demonstrative adjective deeply.

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CHAPTER II

REVIEW OF LITERATURE

2.1 Review of Related Literature

In this thesis, some previous studies was used by the writer to support the idea of choosing the topic and as the secondary sources to find out some supportive data, such as:

An Analysis On Primary School Students’ Ability To Use Personal Pronouns: A Case Study On The Sixth Year Students Of SDN NO. 101878 Tg. Morawa by Prambandari (2008).Thisthesishas given me much help. The objective of this research is to find out to what extend the sixth year students of SDN No. 101878 Tg. Morawa are able to use personal pronouns as subject and object in sentences. And based on the result, the writer give some conclusion as follow:

1. The students who have very good ability in using personal pronouns as subject are 11 students (36,7% out of 30 respondents). Meanwhile, the total score of the whole respondents in using personal pronouns as subject is 2006,3.

2. The students who have very good ability in using personal pronouns as object are 13 students (43,3% out of 30 respondents). Meanwhile, the total score of the whole respondents in using personal pronouns as object is 2020,1.

3. The students who have very good ability in using personal pronouns are 12 students (40% out of 30 respondents).

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4. The total score of the whole respondents in using personal pronouns is 2015. It means that the mean score of the whole respondents is 67,17. So, they have good ability in using personal pronouns both as subject and object.

An Analysis of Year IX Primagama Student’s Ability In Mastering Elliptical Construction (a thesis) by Dona Marlina P. (2010), is another thesis discuss about ability in mastering elliptical construction. Conclude that the average score of year IX student is 80,6 %. The result of the test also shows that the process of teaching and learning English grammar is very good too at Primagama cab. Aksara. Majority of the students understand about Elliptic Construction well, it is around 80%. The problem of the students is lack of vocabularies. They are not understand about the kinds of Elliptic Construction and how to use it in English sentence, especially in conversation.

An Error Analysis Of The Use Of Using Present Tense Made By Students of Second Year Junior High School Of Madrasah Tsanawiyah Al Wasliyah 16 Perbaungan(a thesis) by Achirani (2011) describes about testing learner to find out errors in grammar. This research has been one of my references to make a more comprehensive analysis for my research.

An Analysis of Grammatical Errors Found in English Native Speakers’ Conversation: LCE English Course by DewiSyahPutri. The research has been one of my references about testing learners in an English course, and the writer conclude that:

1. The dominant Part of Speech error that is found in Native speakers’ conversation in LCE is Auxiliary verb. This is showed by the highest percentage of Auxiliary verb in analysis chapter ( 32,06 % ).

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2. The lowest percentage of Part of Speech error is showed by Interrogative adjective, interrogative pronoun, indefinite pronoun, and possessive adjective ( 0,35 % ).

3. The dominant Tense error that is found in Native speakers’ conversation in LCE is Present tense. This is showed by the percentage of Present tense in analysis chapter as the highest percentage. ( 52,63 % ).

2.2 Demonstrative Pronoun

Demonstrative as used in the term, demonstrative pronoun, means to identify. A writer or speaker uses a demonstrative pronoun to identify a person, place, or thing.

Actually, there are five demonstrative pronouns in English: this, that, these, those, and the less common yon or yonder (the latter is usually employed as a demonstrative determiner; even so it is rarely used in most dialects of English, although it persists in some dialects such as yonder. Bryson (1949) stated:

Today we have two demonstrative pronouns, this and that, but in yon soars on golden wing"), which suggested a further distance than that. You could talk about this hat, that hat, and yon hat. Today the word survives as a colloquial for its loss.

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But nowadays, there are only four demonstrative pronouns commonly used in English in this world, they are: this, that, these and those.

Oxford Learner’s Pocket Dictionary (1995:308) defines that demonstrative pronouns ispronoun sentence contain this, these, that, and those.

Bryson (1949) stated This; that; these and those are demonstrative pronouns that substitute nouns when the nouns they replace can be understood from the context. They also indicate whether they are replacing singular or plural words and give the location of the object.

2.2.1 Forms of Demonstrative Pronoun

Langan (2003:199) states, “A pronoun must agree in number with the word or words it replaces. If the word a pronoun refers to is singular, the pronoun must be singular; if the word plural, the pronoun must be plural”. Demonstrative pronoun also consist of two forms according to the space. If the word a pronoun refers to is near from the speaker or farther away the speaker.

Then, from the explanation above, demonstrative pronoun consist of two forms, they are from the number of the pronouns and the space of pronouns from the speaker / writer.

a. Singular Form

Demonstrative pronoun in singular form is a demonstrative sentence that contain a single pronoun. This form classified into 2 types, near from the speakerand farther away the speaker.

• Near the speaker

If the pronoun is single and near the speaker, demonstrative pronoun that used is this. Example:

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- I take this assignment - You can not bring this book - This house is belong to Anna - Do you understand this essay? - When will mom arrive to this place? - Ken is the only leader in this team - Why is he stay in this room?

• Farther away the speaker

If the pronouns in singular and farther away the speaker, demonstrative pronoun that used is that.

Example:

- That is my car.

- Watson can not borrow that book. - Milly write that letter.

- Is that my meal?

- That is a river overthere. - Should we go to that office? - Is that your goal?

b. Plural Form

Demonstrative pronoun in plural form is a demonstrative sentence that contain more than one or plural pronoun. This form are classified into 2 types, they near from the speakerand farther away the speaker.

• Near the speaker

If the pronouns are plural and near from the speaker, demonstrative pronoun that used is these.

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Example:

- These babies are my nephews. - These aren’t my enemies. - Are these your watches? - Triscan not read these papers. - Do you see these signs?

- Jill didn’t finish thesehomeworks. - I don’t eat these pears

• Farther away the speaker

If the pronouns are plural and farther away the speaker, demonstrative pronoun that used is those.

Example:

- I can’t attend to those classes today. - Are those her pens?

- Do you see those birds?

- Why are you guys come to those events? - Jeanine can’t see those truths.

- Bella and Sophie didn’t know those presents. - Harry isn’t writethose novels.

2.3 Demonstrative Adjective

Demonstrative adjective limits the use of pronoun or the noun identify or point the adjective itself. According to Kardimin (2004:345) demonstrative adjective consist of two main type, they are: definite demonstrative and indefinite demonstrative. Definite demonstrative use if the pronoun or noun is identified

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clearly, they are: this, these, that, those. Indefinite demonstrative use in a certain explanation but not identified clearly, they are: a, an, one, any, a certain, such, some, another, any other.

In this research I only discuss about indefinite demonstrative which is based on the curriculum used of the course, which is they are only: this, these, that, those. From the explanation and examples above, demonstrative pronouns and demonstrative adjective can be conclude into the chart below.

Source:

2.4 Ability

2.4.1 Definitions of Ability

According the Oxford Dictionary, “Ability is possession of the means or skill

to do something.” It meansthatsomebody/ somethingwhohasabilityisabletodosomething.Someonemeasuredorassessedthatshe/he

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considered to bedoingsomethingwitheffectiveor its contrary. Such thing canbeobtainedby way oflearning and practicing continuously.

According toEllis (1985)capabilityconsistsoftwofactors, namely: 1. Intellectual abilitythatthe skills neededtoperforma variety ofmental activity-thinking, reasoningandproblemsolving.

2. Physical abilityis the abilityto perform tasksthatrequirestamina, skill, strength, andsimilarcharacteristics.

Ellis (1985) also divided the four ability components as follows :

1. Phonetic coding ability is ability to perceive distinct sounds, associate a symbol with that sound and retain that association.

2. Grammatical memory is ability to recognize the grammatical function of a lexical element (word, phrase, etc) in a sentence without explicit training in grammar.

3. Associative memory is ability to learn associations between words in foreign language and their meanings and retain that association.

4. Inductive learning ability is ability to infer or induce rules governing the structure of a language.

2.4.2 Factors of Ability

According to Ellis (1985), there areseveralfactorswhichmayaffecta person's abilityinlearningaforeignlanguage :

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a) Group dynamics

Differences inability/level ofdifferentstudentsinunderstandingaforeignlanguagecausecompetitivenessamong

students.Thiscompetitionencouragesstudentstobe able to

masteraforeignlanguagewithactivelearningin the classroomorevensuppressthestudentsa sense ofmistrustinstudyingaforeignlanguage.

b) Attitudes to the teacher and course material

The role of the teacher in the class in applicating the teaching style to the student and teaching materials are used by students also affectstudents' ability tolearnaforeignlanguage. Mostly student prefer use their own learning paths such as student-student interaction in the class or democratic teaching style. Students also prefer use a variety of materials than a coursebook.

c) Individual learning techniques

Some studentspushthemselvesto be able

touseaforeignlanguagebyusingtheirownlearningtechniquessuch as preparing and memorizing vocabulary lists looks like in dictionary, learning word in context means students pick up some vocabulary from paragraph that usually used in context, and practicing vocabulary means use vocabulary in a sentence, conversation, playing games, etc.

2. General Factors divide into :

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Ellis says, “...children are better language learners than adults.” It means that the level oflanguageacquisitionatchildhoodbetterthanadulthood. Becausethemoreweolderthemorewelackofabilityinlanguagelearning.Althoughthereare

adultswho are able tolearn the language, and they

whohasthereachhigherlevelsofproficiency.

b) Intelligence and aptitude

Intelligence and aptitude influence the ability in learning language. Learner who has high level in intelligence and aptitude is able to understand the using of language rapidly especially in formal teaching method in some skills such as reading comprehension, dictation, and free writing but much less of in naturalistic language acquisition.

c) Cognitive style

Cognitive style is a term to use the manner in which people perceive, conceptualize, organize, and recall information. It talk about the process in receiving the information (understanding of Student Language Acquisition). How the learners able to understand the foreign language and use practically such as in communication and testing.

d) Attitude and Motivation

Motivation in terms of the language learner, overall goal or orientation, and attitude is the persistence shown by the learner in striving for a goal. If the learners have more or less motivation in learning language, it will be shown in their attitude. Motivation divided into integrative and instrumental. Integrative motivation occurs for learner who want to maintain their mother tongue when they learn a language. It

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means they naturally learn language for having knowledge. Instrumental motivation occurs for learners who want to learning language for functional such as passing an examination, furthering career opportunities or facilitating study of other subject.

e) Personality

Personality refers to personal traits. In psychologics, personality divide into :

- Extroversion and Introversion : Extrovert learn language rapidly than introvert because they have more contact with others. The more we have contact with other individual, the more we can use language practically and become habitual.

- Social skills :There are seven social styles but only ‘talkativeness’ and responsiveness’ which more easy in learning language rapidly because they have interact with others in using language practically.

- Inhibition : Inhibition is negative factor, it determine the way of the learners in taking risk while learning language and turn leads to increased self-consciousness of learners in learning language.

2.5 Test

2.5.1 Definitions of Test

According to Ellis (1985:112), the purpose of test is to measure the abilities of learners to discriminate the meaningful sounds of language, to associate sounds with written symbols, and to identify the grammatical regularities of a language. Throughthe test, studentscanknowhow good their abilityin learning foreign

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languages, especially in understanding grammar of conditionalsentencesin order tostudentscanimprovetheirperformancetobecomeexpert.

A test is an objective and standardized method for estimating behavior, based on a sample of that behavior. The test taker is understood as a social being whose subjectivity is a function of subject positions realized in the test itself. From this perspective, tests become technologies of subjectivity. The act as mechanism both for the definition of subject positions and for the recognition of subjects. Tests create the identities that they measure.” Testingneed to becarriedoutasevidenceof student learning outcomesinschools.Thetesttakersperformteststoexamineanddeterminethe extent to whichthestudenthastheabilitytounderstandgrammar of conditional sentences.The test willproducethe identity ofthe tested personbyknowingthegroupingresultsinastandardizedtestthatisapplicableinschool.

2.5.2 Kind of Test

According to Lado (1961:32), there are 5 type of tests as follows :

1. Translation

Translation test is the way examinees in testing the skill of transfer meaning from one language to another language. Examinees will be given a text in the form of paragraphs and then participants should translate the source language into the target language or the target language into the source language. Translation test are used to measure general achievement in foreign language courses, as a measure of proficiency to determine entrance in school that require a foreign language. A translation test is a valid test of ability to translate. In scoring a translation can be made objective if those people trust the translation test as the best testing device.

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2. Essay

Essay or composition test are questions that require students to answer in the form of describing, explaining, discussing, comparing, giving reasons, and other similar forms in accordance with the demands of the question by using words and language itself. Examinees will be given a few questions that contain answer questions or tasks that must be done in a way to express ideas in a narrative test participants. Characteristic of the test description is the answer to that question is not provided by the people who construct items, but supplied by the test examinees. examinees are free to answer test questions. Each participant tests can select, connect, and or convey ideas using his own words. Essay use as a test of the ability to write essays.

3. Dictation

Dictation is type of test where the examiner dictates text and examinees rewrite the text read out. Participants will be asked to hear then rewrite what will be read by the examiner.Examiners will read out the sentence by sentence to give a break to the examinees in rewriting the text that was read. The reading material is usually in the form of a narrative text. In this test, participants practises listening and writing skills such as letter formation to spelling, punctuation and lay-out, vocabulary, syntax, and grammar.

4. Objective Tests

Objective tests is one of the types of tests that consist of questions that can be answered by the examinees by selecting one or more of several possible answers that have been attached to the respective items, or by way of write the answer in the form

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of words in place or space that has been provided for each item concerned. Objective test is also known as short answer test, yes-no test and new type test. Objective test can test in a short time the entire range of the sound system of a language, or the major grammatical patterns, or representative sample of the vocabulary taught during a whole year or several year. They can scored easily.

In general the objective tests can be divided into six kinds, namely:

a. Completion test :Completiontest is type of test that ask student to complete/fill thetest. Completiontestconsistsofsentencesthat the parts had been removed (already eliminated). It was replaced by dots (....). The points should be filled or completed or perfected by examinees and the answer (which by the examiner) has been replaced.

b. Short answer : The short answer test is type of test which is given questions that can be answered in the form of statements with a single word, a phrase, a number or a formula.

c. True-false : True-false test is one form of test that gives the questions in the form of a statement (statement), there is a true statement and false statement. Then examinees were asked to determine whether the statement is true or false.

d. Multiple choice : Multiple choice test is a test that consists of part of information, parts of the possible answers or alternatives and one right answer among possible answer.

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e. Matching : matching test is a test to adjust or test to match a series of questions and a series of answers. Examinees ask to find and put answers are already available, so it is appropriate or suitable or a spouse of the question.

f. Rearrangement exercise : Rearrangement test is a test in the form of a series of complete sentences and correct, then divorced irregularly, so that the original form unrecognizable, examinees are asked to rearrange the sentence in accordance with the correct sequence.

5. Auditory Comprehension Tests

Auditory comprehension test is the test to practice listening skill. Examinees are required to listen to a paragraph or sentence or an essay which is read out loudly by the examiner then examinees choose the right answer of multiple choice responses to show whether or not they understand what is read to them.

In testingstudent's ability, there aretwowaysthatcanbeusedtoobtainthedataof student learning outcomes. In this research, two types of testwas used by the writer that consist of multiple choice and completion test.

The examples of demonstrative sentences on multiple choice :

Demonstrative pronoun

“Can you see………birds singing out there?”

(A) this

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(D) that

(E) The correct answer is (C).

Demonstrative adjective

“Jean came to my house and bring….…red roses which on my hand now.”

(A) that

(B) these

(D) these

The correct answer is (B)

The examples of demonstrative sentences in completion test :

Demonstrative pronoun

I think _____ (this) (these) cup of coffee needs more sugar.

The correct answer :I think this cup of coffee needs more sugar.

Demonstrative adjective

Sonia is feel sad in _____ (these) (that) rainy days.

The correct answer : Sonia feels sad in these rainy days.

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According to Lado (1961:30), criteria for the evaluation of language tests as follows :

a. Validity

According to Lado (1961:30), “Validity in language tests depends on the linguistic content of the test and on the situation or technique used to test this content.” and “Validity can be achieved and verified indirectly by correlating the scores on a test with those of another test or criterion which is valid.” It means that the questions are formulated in accordance with the level of examines' ability to answer it. Due to the reason, the questions of the test should have components that test can be answered by examines who study material are given. In addition, tests is valid, if all examines have the opportunity to demonstrate the knowledge, skills, and attitude they have understood through the test.

b. Reliability

Reliability is one of the characteristics of good test. It refers to the consistency of the measurement. Lado (1961:31) says, “Reliability is measured by a correlation between the scores of the same set of students on two consecutive administrations of the test.” It means that if the scores of the students are stable applying it by different people or on different occasions then the test is reliable. But, if the score tends to fluctuate too much, the test is unreliable.

c. Scorability

Scorability in an assessment is the most basic thing as to determine whether an assessment is valid. This means that whether a given test scores later on can be accurately so that the results obtained are valid. In the assessment test, an examiner should be careful in terms of scorabilities, because it is one that is sensitive of the

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assessment test is scoring. According to Lado (1961:31), “Objective tests are easy to score.” It is caused by the assessment can be made objectively by eliminating the personal opinion of the examiner. If a test gets steadily assessment results, with the same result, does not change even if the assessment was to byperformed by different examiners, the test is valid.

d. Economy

Lado (1961:31) said that if the test measure what we want it in a reasonable time considering the testing situation, it will be practical and economical. It means that a given test should have a reasonable time, not too fast and not too long. The test should provide sufficient information in accordance with the time that is given in order to the test results are obtained as expected.

e. Administrability

Lado (1961:32) states, “Can the test be given under the condition that prevail and by the personnel that is avalaible? That is, if we do not have a record player, a test on record can not be administered.” It means that the test should have the instruments which held by the examine in order to the test can be administered.

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CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

In this thesis, two methods of research were applied by the writer, they consist of descriptive qualitative and quantitative.

According to Hadi (1996:36), “

Metodedeskripsidapatdiartikansebagaiprosedurpemecahanmasalah yang diselidikidenganmenggambarkan/melukiskankeadaansubjek/objekpenelitian

(seseorang, lembaga, masyarakat,dll) padasaatsekarangberdasarkanfakta- fakta yang tampakatausebagaimanaadanya”. (Descriptive methodis meant as procedure of solving problem which been observant with describing the condition of subject/object of research (individu, institution, community, etc).

Murdiyatmoko (2007:25), states “Metodekualitatifmerupakanmetode yang mengutamakanbahan yang sukardiukurdenganangka-angkaataudenganukuran-ukuran lain yang bersifateksak.” (Qualitative method is a method that prioritizes material difficult to measure with numbers or with other measures that are exact).

Then Sarwono (2010:37), defines that “Analisis data kuantitatifdilakukandengancaramemindahkan data kualitatifkedalam data

kuantitatif, dengancarapemberianskorataspilihan yang diberikanolehsetiapresponden. Pemberianskordimaksudkanuntukmemindahkan data

kualitatif yang berupajawabanrespondenataspertanyaan-pertanyaandalamangketkedalamnilai-nilaikuantitatif.” (Analysis of quantitative data is done by moving the qualitative data into quantitative data, by way of scoring on the options given by each respondent. Scoring is intended to move the qualitative

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data in the form of respondents' answers to the questions in the questionnaire into quantitative values).

Descriptive qualitative method was used by the writer when collected the data by giving the test of multiple choice and completion test to find descriptive study in the student’s ability of using demonstrativepronoun and demonstrative adjective, then descriptive quantitative method was used by the writer when examining the data in number to analyze and make conclusion of the data.

Library research also done by the writer to find the data of theory and to help in analyzing the research by reading some books and thesis related to the subject of analysis (about demonstrative pronoun, demonstrative adjective and ability) and field research was done by the writer when collecting the data from the course.

3.2 Location and Time

The location of this research ison My Apple Multimedia Language Course inJalanSetia Budi No.370 E, Tanjung Sari, Medan. And the time of research was held within 4 days, start from June 6th till June 10th2015.

3.3 Sources of Data

3.3.1 Population and Sample

The population of this research are the students of pre-level 1, pre-level 2 and level 1 class in My Apple Language Course, which totally 30 students. And the whole population was choosen by the writer as sample. This coursewaschoosen by the writer as location of the research because the same research are never conducted in there and the finding of the study will be beneficial for the teacher to help the

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students in improving their knowledge of demonstrative pronoun and demonstrative adjective.

3.4 Data Collection Procedures

In this thesis library research was done by the writer to find the theory of ability and grammar in compiling information of data related of literature. Then, field research also done by the writer that consist of collecting data from the course for analyzing the student’s ability.

3.5 Step of the Research

In analyzing the problem, some baseline data was needed to the writer that represent student’s ability by give them a test. Some questions was given by the writer to the students, that consist of 16 questions of multiple choice and 16 questions of completion test. The total questions consist of 32 questions whichconducted in 20 minutes. The scheme of test can be seen in this table below:

Table 1. Instrument of Research Type of Test Number of Test Type of demonstrative Number of each item Score of each item Multiple Choice test

16 Demonstrative pronoun

1,2,3,4,5,6,7,8 1 point Demonstrative

adjective

1,2,3,4,5,6,7,8 1 point Completion

test

16 Demonstrative pronoun

1,2,3,4,5,6,7,8 1 point Demonstrative

adjective

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In this research, the test was given by the writer to them which filled by thirty students who are in pre-level 1, pre-level 2 and level 1 class. After doing the test, the answer-sheets was collected by the writer.

3.6 Data Analysis

Having collected the baseline data, several steps was applied by the writer to analyze the data as follows :

First, the writer score the data. In scoring the test, the cumulative score was determined by the writer in 0-100 range. Onepoint for one question was applied by the writer, thento find out the score of the students’ answer, the formula of Nurkancana and Sumartana (1986) was used by the writer as follows:

X = R x 100 N

In which:

X = Individual score

R = The number of correct answers N = Number of questions

Second, the writer categorizes the level. To categorize the level of the students’ ability to usedemonstrative pronoun and demonstrative adjective, the following scale adapted from Nurkancana and Sumartana (1986) was used:

Table 2. Scale of Scoring Score Ability 80-90 Very Good 60-79 Good 40-59 Average

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20-39 Poor 0-19 Very Poor

Third, Mean score of the students’ ability in answering the test was calculated by using the following formula:

In which:

X = mean score

∑X = the total of corect number n = the number of respondents

Fourth, the percentage of the classification of the students’ ability in answering the test will be calculated by using the formula of Sudjiono (1991:41) as follows:

P= f x 100% n

In which: P = percentage

f = number of frequency

n = Total numbers of respondents

Having analyzed the result of the test, to what extent students’ ability to use demonstrative pronoun and demonstrative adjective was seen.And an interview to

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students who are in lowest ability was done by the writer to get know the factors that influence their ability in using demonstrative pronoun and demonstrative adjective.

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CHAPTER IV

DESCRIPTION AND FINDINGS

4.1 Data Description

The result data of the student’s test was collected by the writer. To determine whether the students are regarded successful, at least 75% must get score of 60 or more (very good and good). But if less than 75% of the students receive this score, they are considered to have failed.

In order to find out the result of the test, the Standard Deviation (SD) rules was applied by the writer. For this purpose, the writer tabulates the scores of each student firstly. While tabulating the raw scores of each student, the correct answer was written by the writer with students’ scores to use demonstrative pronoun and demonstrative adjective.

Table 3. The Tabulation of the Score No. Name Initial Multiple

Choice (I)

Completion Test (II)

Total Score (X)

1. COB 12 11 23 72

2. CG 12 14 26 81

3. KN 5 15 20 62

4. RN 13 16 29 91

5. JS 12 15 27 84

6. MY 10 11 21 65

7. EM 8 12 20 62

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9. VGS 12 13 25 78

10. ZN 6 15 21 65

11. SGS 12 12 24 75

12. JCP 12 13 25 78

13. LYS 7 14 21 65

14. HBC 5 9 14 44

15. RF 8 7 15 47

16. FLT 15 15 30 94

17. ERS 4 8 12 37

18. AGMS 8 11 19 59

19. PGS 7 12 19 59

20. AJS 9 9 18 56

21. JWS 9 12 21 65

22. AS 7 14 21 65

23. IFPG 11 12 23 72

24. ESS 14 9 23 72

25. GRP 11 13 24 75

26. DGD 10 14 24 75

27. FV 12 12 24 75

28. YXES 11 14 25 78

29. DNS 12 13 25 78

30. SKG 10 15 25 78

Total ∑X = 2048

After scoring students’ answer sheet, the next step is ranking students’ score from the highest to the smallest in order to find the students’ level of ability in using demonstrative pronoun and demonstrative adjective.

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Table 4. The Highest to the Smallest Scores

No Name

Initial Multiple Choice (I) Completion Test (II)

Total Score (X)

Score Quadrate

(X2₎

1. FL 15 15 30 94 8836

2. RN 13 16 29 91 8281

3. JS 12 15 27 84 7056

4. CGS 12 14 26 81 6561

5. VGS 12 13 25 78 6084

6. JCP 12 13 25 78 6084

7. YXES 11 14 25 78 6084

8. DNS 12 13 25 78 6084

9. SKG 10 15 25 78 6084

10. SGS 12 12 24 75 5625

11. GRP 11 13 24 75 5625

12. DGD 10 14 24 75 5625

13. FV 12 12 24 75 5625

14. COB 12 11 23 72 5175

15. IFPG 11 12 23 72 5175

16. ESS 14 9 23 72 5175

17. MY 10 11 21 65 4225

18. AS 7 14 21 65 4225

19. ZN 6 15 21 65 4225

20. JWS 9 12 21 65 4225

21. LYS 7 14 21 65 4225

22. EM 8 12 20 62 3875

23. KN 5 15 20 62 3875

24. AGMS 8 11 19 59 3481

25. PGS 7 12 19 59 3481

26. AJS 9 9 18 56 3136

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28. HBC 5 9 14 47 2209

29. KRM 6 7 13 41 1681

30. ERS 4 8 12 37 1369

Total ∑X=

2048

∑X2

=145347

After being ranked, the highest score of the students’ test result in using demonstrative pronoun and demonstrative adjective is 94 and the lowest score is 37, dominated with students in good level, there are 4 students in very good level and 18 students in good level, but the table above showed that there are 7 students in average level and 1 students in poor level. It is indicated that the class still have students who has low ability in using demonstrative pronoun and demonstrative adjective.

Having finished making the tabulation of the raw scores that can be achieved by each student, the writer found out the standard deviation of the test’s result by used the formula:

SD = 1�{(�.∑X2₎−₍∑ �₎2_}

Which are,

SD = Standar deviation

∑

X = The total of correct answer N = The number of respondents ∑X2 = The quadrate of the total score

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So,

SD = 1�{(�.∑X2₎₋₍∑ �₎2_}

= 1�{(30.145347)− (2048)2_}

= 1√4360410−4194304

= 1√166106

= 1(407,56) 30

= 13,58

= 14 (rounded)

The Calculation of mean is:

�� =

N ∑X =

2048

= 68

After knowing the Mean and the Standard Deviation, then the coefficient of the reliability was calculated by the writer used the following formula suggested by Kuder – Richarson:

(KR)r = k

k−1

[ 1

−

� (�−�) �. �2

]

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r = The reliability of the instrument k = The number questions

M = The mean of the test score

�2 ₌ _{The standard deviation}

So,

(KR)r = k

k−1

[ 1

−

� (�−�) �. �2

]

=

30−1

[ 1

−

68 (30−68) 30 (14)2

]

=

30−1

[ 1

−

68 (−38) 70 (196)

]

=

[ 1

−

(−2584 ) (5880 )

]

=

1,03 ( 1 – 0,0239 )

= 1,03 x 0,77 = 0,79

The calculation above shows that the reliability of the test is 0,79. So, the reliability of the test ishigh. It is based on Arikunto (1986:93), the standard of reliability is:

0,00 – 0,40 = The reliability is low 0,41 – 0,70 = The reliability is significant 0,71 – 0,90 = The reliability is high 0,91 – 1,00 = The reliability is very high

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4.1.1 Interview

Having found the lowest score of students, interview structure was used by the writer to know the factors that influence students’ability to use demonstrative pronoun and demonstrative adjective used the theory of Ellis (1985) about several factors which may affect a person’s ability in learning a foreign language.There are 8 students in the lowest scores, which are 7 students in average level and 1 student in poor level. The writer asked them about their low ability to use demonstrative pronoun and demonstrative adjective by giving them same question: “What are your difficulties to use demonstrative pronoun and demonstrative adjective?”

And their dominant answer are:

1. They have difficulty in receiving informations in English while learning in the class. According to Ellis (1985), this is cognitive style factor, one of general factors which may affect the ability. It is about the process in receiving the information, how the learners able to understand the foreign language and use practically such as in communicating and testing.

2. They have contrary about the meaning among that, this, these and those. According to Ellis (1985) this is individual learning techniques factor, one of personal factors which may affect the ability. Some students push themselves to be able to use a foreign language by using their own learning techniques such as preparing and memorizing vocabulary lists looks like in dictionary. 3. They have rarely contact with others using English practically. According to

Ellis (1985) this is extroversion and introversion factor, also one of general factors which may affect the ability. The more they have contact with other individuals, the more they can use language practically and become habitual.

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4.2 Research Finding

After analyzed the data, the ability of the sixth year students of My Apple to use demonstrative pronoun and demonstrative adjective was described by the writer by tabulated their grade and the percentage.

Table 5.Score and Frequency of the Students No. Students’

number Correct answer for each student (R) Number of each items (N) Score of each student (X) Frequency (f) Fx

1. 16 30 32 94 1 94

2. 4 29 32 91 1 91

3. 5 27 32 84 1 84

4. 2 26 32 81 1 81

5. 9, 12, 18, 19, 20

25 32 78 5 390

6. 11, 21, 22, 23 24 32 75 4 300

7. 1, 24, 25 23 32 72 3 216

8. 6, 26, 10, 27, 13

21 32 65 5 325

9. 7, 3 20 32 62 2 124

10. 28, 29 19 32 59 2 118

11. 30 18 32 56 1 56

12. 15 15 32 47 1 47

13. 14 14 32 44 1 44

14. 8 13 32 41 1 41

15. 17 12 32 37 1 37

Total ∑f = 30 ∑f x=

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To find the mean score of the students’ ability in using demonstrative pronoun and demonstrative adjective, The writer calculated by using this following formula:

�

=

∑

f

∑f x

= 2048 30

= 68

Thus, the mean score of the students’ ability is 68. It means that they have good ability in using demonstrative pronoun and demonstrative adjective.

Table 6.The Percentage of the Students’ Ability in using Demonstrative Pronoun and Demonstrative Adjective

Classification Frequency Percentage

(%) Level of

Ability

Range

Very good 80 - 100 4 13,3

Good 60 – 79 18 60

Average 40 – 59 7 23,3

Poor 20 – 39 1 3,3

Very poor 0 – 19 0 0

Total 30 100

From the table of the percentage of students’ ability in using demonstrative pronoun and demonstrative adjective above, it shows that 4 students (13,3% of the respondents) have very good ability, 18 students (60% of the respondents) have good ability, 7 students (23,3% of the respondents)have average

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ability, and 1 students (3,3% of the respondents) have poor ability and there is no of the respondents that shows in very poor ability.

Table 7.The Students’ Level Of Ability In Using Demonstrative Pronoun And Demonstrative Adjective

No Name Initial Multiple Choice (I)

Completion Test (II)

Total Score (X)

Level of Ability

1. COB 12 11 23 72 Good

2. CG 12 14 26 81 Very Good

3. KN 5 15 20 62 Good

4. RF 13 16 29 91 Very Good

5. JS 12 15 27 84 Very Good

6. MY 10 11 21 65 Good

7. EM 8 12 20 62 Good

8. KR 6 7 13 41 Average

9. VS 12 13 25 78 Good

10. ZN 6 15 21 65 Good

11. SGS 12 12 24 75 Good

12. JC 12 13 25 78 Good

13. LYS 7 14 21 65 Good

14. HBC 5 9 14 44 Average

15. RF 8 7 15 47 Average

16. FL 15 15 30 94 Very Good

17. ER 4 8 12 37 Poor

18. AGS 8 11 19 59 Average

19. PGS 7 12 19 59 Average

20. AJS 9 9 18 56 Average

21. JWS 9 12 21 65 Good

22. AS 7 14 21 65 Good

23. IFPG 11 12 23 72 Good

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25. GRP 11 13 24 75 Good

26. DG 10 14 24 75 Good

27. FV 12 12 24 75 Good

28. YXES 11 14 25 78 Good

29. DNS 12 13 25 78 Good

30. SK 10 15 25 78 Good

Total 2048

Mean Score 68

Thus, the mean score of the students’ ability is 68. It means that they have good ability in using demonstrative pronoun and demonstrative adjective. So, according to the level of ability and the grades possesses by the students of My Apple Language Course, the writer can state that:

• 4 students (13,3% of the respondents) have very good ability in using demonstrative pronoun and demonstrative adjective.

• 18 students (60% of the respondents) have good ability in demonstrative pronoun and demonstrative adjective.

• 7 students (23,3% of the respondents) have average ability in using demonstrative pronoun and demonstrative adjective.

• 1 students (3,3% of the respondents) have poor ability in using demonstrative pronoun and demonstrative adjective.

Thus, the writer can say that the result of the process teaching and learning English in using demonstrative pronoun and demonstrative adjective is very good or satisfactory.

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the result,the writer gives some conclusion as follow:

1. There are 4 students (13,3% of the respondents) have very good ability, 18 students (60% of the respondents) have good ability, 7 students (23,3% of the respondents) have average ability, 1 students (3,3% of the respondents) have poor ability, and none of the respondents have very poor ability.Meanwhile, the total score of the whole respondents in using simple past tense is 2048. It means that the mean score of the whole respondents is 68. So, they have good ability in using demonstrative pronoun and demonstrative adjective.

2. The factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective are they have difficulty in receiving information in English while learning in the class (cognitive style factor), they also have contrary about the meaning among that, this, these and those (individual learning techniques factor), moreover they have rarely contact with others using English practically (extroversion and introversion factor).

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5.2 Suggestion

The writer suggests the readers, especially the students of My Apple Language Course, that they should improve and enrich their knowledge about demonstrative pronoun and demonstrative adjective by studying well and doing the exercises which are dealing with it. For the teachers, they should more concentrate their teaching about grammar, especially demonstrative pronoun and demonstrative adjective.

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REFERENCES

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Arikunto, Suharsimi. 1993. ProsedurPenelitian: SuatuPendekatanPraktek. Jakarta: RinekaCipta.

Bill Bryson, op cite. 1949. The Story of Language. Philadelphia:

Collin, Harper. 1993. Collins Cobuild English Grammar. London: Harper Collins Publisher.

Curme, George. O. 1873. English Grammar. New York: Barnes and Noble, Inc. Djajasudarma. 1993. MetodologiLinguistik. Bandung: IKIP.

Ellis, Rod.1985. Understanding Second Language Acquisition.Oxford : Oxford University Press.

Fries, Charles Carpenter. 1957. The Structure of English. London: Longman, Green and Co.

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Lado, Robert. 1961. Language Testing : The Construction and Use of Foreign Language Tests. London : Longman Group Limited.

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Lock, Graham. 1996. Functional English Grammar. New York : Cambridge University Press.

MarlinaP.,Dona. 2010. An Analysis of Year IX Primagama Student’s Ability In Mastering Elliptical Construction. Medan: University of Sumatera Utara.

Murdiyatmoko, Janu. 2007. SosiologiMengkajidanMemahamiMasyarakat. Jakarta: Grafindo Media Pratama.

Nurkancana, Wayan and P. P. N. Sumartana. 1986. EvaluasiPendidikan. Surabaya: UsahaNasional.

Sapir, Edward.1921. Language : An Introduction to the study of Speech. Ottawa : Foreign Language Teaching and Research Press.

Sarwono, Jonathan. 2010. PintarMenulisKaranganIlmiahkuncisuksesdalammenulisilmiah. Yogyakarta:

ANDI OFFSET.

Sudjiono. 1991. MetodeStatistika. EdisiKelima. Bandung: Tarsito.

Prambandari. 2008. An Analysis On Primary School Students’ Ability To Use Personal Pronouns: A Case Study On The Sixth Year Students Of SDN NO. 101878 Tg. Morawa.Medan: University of Sumatera Utara.

Yule, George. 1996. Pragmatics. Hongkong: Oxford University Press.

Wikipedia. (online), March 2015).

English club. (online)

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APPENDICES Appendix 1: Questions Paper

Name : Class:

I. Multiple Choices

Choose the best answer of each demonstrative pronoun sentences! 1. are the photos of my parents.

a. This b. That c. They d. Those

2. “Hi Jhon, is Watson” “Nice to meet you, Watson” a. That

b. This c. His d. These

3. “Hello, who is speaking, please?” a. You

b. That c. These d. There

4. “Which one do you like, Kate?” “ “

a. I like this one b. I like those one c. I like these one d. I like the one

5. Can you see horses? a. That

b. They c. Those

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d. This

6. Who is knocking at the door? a. That

b. This c. Those d. These

7. “Who owns the pens?”

“ pens are belong to Mrs. Anne” a. That

b. This c. These d. Her

8. Mom brought me curry soup for lunch. a. Those

b. This c. These d. Them

Choose the best answer of each demonstrative adjective sentences! 1. “Have you seen scary movie?”

“Not yet, I don’t like scary movie” a. That

b. Those c. These d. Did

2. I will take red fresh strawberries. a. This

b. That c. These d. Fruits

3. “What are you doing, Phil?”

“I am watching shining stars in the sky” a. This

b. Those c. My d. These

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4. This is my computer and is your new computer over there. a. These

b. Those c. That d. This

5. are my new green turtles. a. That

b. This c. It d. These

6. “Have you finished the mathematics homework?”

“Not yet, I think mathematics homework are more difficult than last week.”

a. Those b. These c. This d. Their

7. This new luggage are heavier than old luggage. a. That

b. Those c. This d. These

8. is the funniest movie I have ever seen. a. These

b. Those c. This d. The

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II. Completion Test

Choose the correct demonstrative pronoun and fill in the blank to complete each sentences!

1. Can you move (those / that) books into the other room? 2. (this / that) airport is 75 miles away from here.

3. May I borrow some of (these / this) magazines?

4. (these / those) students in front of the class are my friends. 5. (this / these) is the year we will win the championship. 6. Could you toss me one of (those / this) pillows?

7. How much is (that / those) jackets hanging on the far rack? 8. (that / this) newspaper I’m holding has today’s news.

Choose the correct demonstrative adjective and fill in the blank to complete each sentences!

1. (this / these) fresh juices are absolutely delicious! 2. Do you see (those / this) flying birds above us?

3. I do not know any one of (those / them) strange people. 4. (those / this) brown puppy are so cute!

5. I do not know where the files are. I have not seen (that / those) 6. (this / these) is my annoying little sister, Jessica.

7. (these / that) is my uncle’s new big house.

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Appendix 2: Answer Key I. Multiple Choice (Demonstrative Pronoun) 1. d 2. b 3. b 4. a 5. c 6. a 7. c 8. b (Demonstrative Adjective) 1. a 2. c 3. b 4. c 5. d 6. c 7. a 8. c

II. Completion Test (Demonstrative Pronoun) 1. Those 2. That 3. These 4. Those 5. This 6. Those 7. Those 8. This (Demonstrative Adjective) 1. These 2. Those 3. Those 4. This 5. Those 6. This 7. That 8. Those

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(1)

d. This

6. Who is knocking at the door? a. That

b. This c. Those d. These

7. “Who owns the pens?”

“ pens are belong to Mrs. Anne” a. That

b. This c. These d. Her

8. Mom brought me curry soup for lunch. a. Those

b. This c. These d. Them

Choose the best answer of each demonstrative adjective sentences! 1. “Have you seen scary movie?”

“Not yet, I don’t like scary movie” a. That

b. Those c. These d. Did

2. I will take red fresh strawberries. a. This

b. That c. These d. Fruits

3. “What are you doing, Phil?”

“I am watching shining stars in the sky” a. This

b. Those c. My d. These

(2)

4. This is my computer and is your new computer over there. a. These

b. Those c. That d. This

5. are my new green turtles. a. That

b. This c. It d. These

6. “Have you finished the mathematics homework?”

“Not yet, I think mathematics homework are more difficult than last week.”

a. Those b. These c. This d. Their

7. This new luggage are heavier than old luggage. a. That

b. Those c. This d. These

8. is the funniest movie I have ever seen. a. These

b. Those c. This d. The

(3)

II. Completion Test

Choose the correct demonstrative pronoun and fill in the blank to complete each sentences!

1. Can you move (those / that) books into the other room? 2. (this / that) airport is 75 miles away from here.

3. May I borrow some of (these / this) magazines?

4. (these / those) students in front of the class are my friends. 5. (this / these) is the year we will win the championship. 6. Could you toss me one of (those / this) pillows?

7. How much is (that / those) jackets hanging on the far rack? 8. (that / this) newspaper I’m holding has today’s news.

Choose the correct demonstrative adjective and fill in the blank to complete each sentences!

1. (this / these) fresh juices are absolutely delicious! 2. Do you see (those / this) flying birds above us?

3. I do not know any one of (those / them) strange people. 4. (those / this) brown puppy are so cute!

5. I do not know where the files are. I have not seen (that / those) 6. (this / these) is my annoying little sister, Jessica.

7. (these / that) is my uncle’s new big house.

(4)

Appendix 2: Answer Key I. Multiple Choice (Demonstrative Pronoun) 1. d 2. b 3. b 4. a 5. c 6. a 7. c 8. b (Demonstrative Adjective) 1. a 2. c 3. b 4. c 5. d 6. c 7. a 8. c

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An Analysis On My Apple Students’ Ability To Use Demonstrative Pronoun And Demonstrative Adjective

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