The Description of the Data The Analysis of the Data

Table 4.4 The Frequency and Percentage of the Students’ Errors in the Meaning of Can Students’ Number Number of Item Test Correct Answer Frequency of Errors Percentage of Errors 1. 10 4 6 4.08 2. 10 7 3 2.04 3. 10 7 3 2.04 4. 10 9 1 0.68 5. 10 7 3 2.04 6. 10 6 4 2.27 7. 10 4 6 4.08 8. 10 8 2 1.36 9. 10 9 1 0.68 10. 10 9 1 0.68 11. 10 7 3 2.04 12. 10 7 3 2.04 13. 10 7 3 2.04 14. 10 8 2 1.36 15. 10 8 2 1.36 16. 10 8 2 1.36 17. 10 6 4 2.27 18. 10 7 3 2.04 19. 10 6 4 2.27 20. 10 8 2 1.36 21. 10 9 1 0.68 22. 10 9 1 0.68 23. 10 8 2 1.36 24. 10 8 2 1.36 To find out the percentage of the students’ errors in the meaning of can, the writer used the formula below: P = Frequency of Errors x 100 Frequency of Errors + Correct Answers = 147 x 100 147 + 253 = 14700 400 = 36.75 Students’ Number Number of Item Test Correct Answer Frequency of Errors Percentage of Errors 25. 10 7 3 2.04 26. 10 7 3 2.04 27. 10 7 3 2.04 28. 10 7 3 2.04 29. 10 9 1 0.68 30. 10 8 2 1.36 31. 10 8 2 1.36 32. 10 9 1 0.68 33. 10 6 4 2.27 34. 10 6 4 2.27 35. 10 8 2 1.36 36. 10 7 3 2.04 37. 10 7 3 2.04 38. 10 8 2 1.36 39. 10 7 3 2.04 40. 10 6 4 2.27 Total 253 147 100 From the data above, the writer can conclude that the average of the students’ errors in using can is 36.75, and it can be concluded that the rest is 63.25, which means that the majority of the students did not do errors on the test. After the writer got the description of the meaning of can above, she would like to analyze the data description of the students’ errors in the meaning of may, as follows: Table 4.5 The Frequency and Percentage of the Students’ Errors in the Meaning of May Students’ Number Number of Item Test Correct Answer Frequency of Errors Percentage of Errors 1. 10 5 5 2.69 2. 10 8 2 1.07 3. 10 7 3 1.61 4. 10 5 5 2.69 5. 10 6 4 2.15 6. 10 8 2 1.07 7. 10 7 3 1.61 8. 10 2 8 4.30 9. 10 5 5 2.69 10. 10 2 8 4.30 11. 10 7 3 1.61 12. 10 6 4 2.15 13. 10 7 3 1.61 14. 10 5 5 2.69 15. 10 7 3 1.61 16. 10 6 4 2.15 17. 10 6 4 2.15 To find out the percentage of the students’ errors in the meaning of may, the writer used the formula below: Students’ Number Number of Item Test Correct Answer Frequency of Errors Percentage of Errors 18. 10 3 7 3.76 19. 10 4 4 2.15 20. 10 8 2 1.07 21. 10 3 7 3.76 22. 10 4 6 3.22 23. 10 5 5 2.69 24. 10 1 9 4.84 25. 10 3 7 3.76 26. 10 6 4 2.15 27. 10 6 4 2.15 28. 10 6 4 2.15 29. 10 4 6 3.22 30. 10 6 4 2.15 31. 10 6 4 2.15 32. 10 8 2 1.07 33. 10 6 4 2.15 34. 10 7 3 1.61 35. 10 7 3 1.61 36. 10 7 3 1.61 37. 10 8 2 1.07 38. 10 6 4 2.15 39. 10 7 3 1.61 40. 10 6 4 2.15 Total 214 186 100 P = Frequency of Errors x 100 Frequency of Errors + Correct Answers = 186 x 100 186 + 214 = 18600 400 = 46.05 From the data above, the writer can conclude that the average of the students’ errors in using may is 46.05, and it can be concluded that the rest is 53.95, which means that the majority of the students did not do errors on the test. After the writer got the description of the meaning of may above, she would like to analyze the data description of the students’ errors in the form of can and may, as follows: Table 4.6 The Frequency and Percentage of the Students’ Errors in the Form of Can and May Students’ Number Number of Item Test Correct Answer Frequency of Errors Percentage of Errors 1. 10 6 4 5.06 2. 10 7 3 3.80 3. 10 7 3 3.80 4. 10 10 5. 10 8 2 2.53 6. 10 7 3 3.80 7. 10 8 2 2.53 8. 10 9 1 1.26 9. 10 8 2 2.53 Students’ Number Number of Item Test Correct Answer Frequency of Errors Percentage of Errors 10. 10 10 11. 10 7 3 3.80 12. 10 8 2 2.53 13. 10 9 1 1.26 14. 10 7 3 3.80 15. 10 7 3 3.80 16. 10 9 1 1.26 17. 10 7 3 3.80 18. 10 7 3 3.80 19. 10 7 3 3.80 20. 10 9 1 1.26 21. 10 9 1 1.26 22. 10 7 3 3.80 23. 10 6 4 5.06 24. 10 10 25. 10 8 2 2.53 26. 10 6 4 5.06 27. 10 9 1 1.26 28. 10 10 29. 10 8 2 2.53 30. 10 7 3 3.80 31. 10 6 4 5.06 32. 10 8 2 2.53 33. 10 9 1 1.26 34. 10 9 1 1.26 35. 10 8 2 2.53 36. 10 9 1 1.26 37. 10 9 1 1.26 To find out the percentage of the students’ errors in the form of can and may , the writer used the formula below: P = Frequency of Errors x 100 Frequency of Errors + Correct Answers = 79 x 100 79 + 321 = 7900 400 = 19.75 From the data above, the writer can conclude that the average of the students’ errors in using the form of can and may is 19.75, and it can be concluded that the rest is 80.25, which means that the majority of the students did not do errors on the test.

3. The Interpretation of the Data

Based on the analysis of the results above, it can be observed that word choice errors are the highest with 335 errors and the percentage is 81.31. it means that the most students choose words that should not be put in sentence on the test. Next, there are 42 errors in verb tense with 10.20 and 35 errors in addition with 8.49. In addition, it can be concluded that inter-lingual transfer is the cause of errors that interference the students most with 65.78, which occur due to the Students’ Number Number of Item Test Correct Answer Frequency of Errors Percentage of Errors 38. 10 9 1 1.26 39. 10 8 2 2.53 40. 10 9 1 1.26 Total 321 79 100 influences of the students’ mother tongue in using can and may. At last, the context of learning is at the second position with 17.72, and there is intra- lingual transfer with 16.50. The writer summarizes that the errors made by the students are word choice with the percentage is 81.31, verb tense with 10.20, and addition with 8.49. Then, 65.78 of the students make the errors caused by inter- lingual transfer in which the systems, rules, and patterns of the students’ native language distract their target language. Next, 16.50 of students make the errors caused by context of learning in which either the teachers, textbooks, or the patterns are improperly contextualized. At last, there are 17.72 of students make the errors caused by intra-lingual transfer in which the students create the hypotheses which are not related to their first and target language. 40

CHAPTER V CONCLUSION AND SUGGESTION

This chapter presents about the conclusion of the research and the suggestion for the teachers and the students.

A. The Conclusion

Based on the explanation on research findings, so the errors made by students in using can and may consist of word choice with the percentage 81.31, verb tense with the percentage 10.20, and addition with the percentage 8.49. The reason why the students make errors in using can and may caused by inter-lingual transfer in which the system s, rules, and patterns of the students’ native language distract their target language with the percentage 65.78. Next, the students make the errors caused by context of learning in which either the teachers, textbooks, or the patterns are improperly contextualized with the percentage16.50. At last, the students make the errors caused by intra-lingual transfer in which the students create the hypotheses which are not related to their first and target language with the percentage 17.72.

B. The Suggestion

Based on the students’ errors in using can and may, the writer would like to give some suggestions as follow: 1. For the teacher: a. Teachers should give motivation for students in learning can and may because most students assume that English is one of the most difficult subject matters in their study. b. The English teacher should explain the rules of grammatical form especially modal auxiliaries can and may clearly until student understand the material they learn. c. Teachers should give more exercises and practices to students in learning can and may especially each meaning of its. d. Teachers sometimes teach English by using games in order for students to understand more and they will feel funny when studying English, especially about modal auxiliary can and may. 2. For students: a. The Students have to study more about Modal auxiliaries to make it easy to understand. b. The students not only have to listen to the teacher’s explanation but also to practice what the materials have already been explained in their home. c. The Students have to know and memorize each meaning of modal auxiliry especially can and may.