An Analysison Seniorhighschool Students’ Abilityto Use Simple Past Tense: Acasestudyonthe Tenthyear Studentsofsman21 Medan

AN ANALYSISONSENIORHIGH SCHOOLSTUDENTS’

ABILITY TOUSESIMPLEPASTTENSE:A CASESTUDYON

THETENTHYEARSTUDENTS OFSMAN21MEDAN

ATHESIS

BY

MARIATY ASIHOMBING

REG. NO:130721017

DEPARTMENTOFENGLISH

FACULTYOFCULTURALSTUDIESUNI

VERSITY OFSUMATERA UTARA

MEDAN2015

AN ANALYSISON SENIORHIGHSCHOOL STUDENTS’ ABILITYTO USE SIMPLE PAST TENSE: ACASESTUDYONTHE TENTHYEAR STUDENTSOFSMAN21 MEDAN

ATHESIS

BY

MARIATYA SIHOMBING REGNO. 130721017

SUPERVISOR CO-SUPERVISOR

Drs. Chairul Husni, M.Ed. TESOL. Rahmadsyah Rangkuti, M.A., Ph.DNIP. 19570308 198403 1 004 NIP. 19750209 200812 1 002

SubmittedtoFacultyofCulturalStudiesUniversityofSumateraUtaraMedan in partialfulfillmentoftherequirements forthedegreeofSarjanaSastraForm Departmentof English.

DEPARTMENT OFENGLISH

FACULTYOFCULTURAL STUDIES UNVERSITYOFSUMATERA UTARA MEDAN2015

ApprovedbytheDepartmentof English, Facultyof CulturalStudies University of Sumatera Utara (USU) MedanasthesisforTheSarjanaSastra Examination.

Head, Secretary,

Dr.H. Muhizar Mucthar,M.S Rahmadsyah Rangkuti, M.A., Ph.DNIP. 19541117 198003 1 002 NIP. 19750209 200812 1 002

AcceptedbytheBoardof Examinersinpartialfulfillmentof requirementsfor thedegreeof SarjanaSastra fromtheDepartment of English, Facultyof CulturalStudies Universityof Sumatera Utara.

The examinationis heldinthefacultyof CulturalStudies Universityof Sumatera Utara onMonday, July6th,2015

TheDeanof Facultyof CulturalStudies Universityof Sumatera Utara

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

Boardof Examiners

Dr. H. Muhizar Muchtar,M.S. ………. Rahmadsyah Rangkuti, M.A., Ph,D. ………. Dr. Hj. Masdiana Lubis, M. Hum. ………. Drs. Chairul Husni, M. Ed. TESOL,……….

AUTHOR’S DECLARATION

I, MARIATYA SIHOMBINGDECLARETHATIAMTHESOLEAUTHOR OFTHIS THESISEXCEPTWHEREREFERENCEIS MADEIN THETEXT OFTHIS THESIS.THIS THESISCONTAINS NOMATERIAL PUBLISHED ELSEWHERE OF EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICHI HAVE QUALIFIED FOR OR AWARDEDANOTHER DEGREE. NO OTHERPERSON’S WORKHASBEEN USEDWITHOUT DUEACKNOWLEDGEMENTSINTHE MAIN TEXT OFTHIS THESIS. THIS THESIS HAS NOTBEEN SUBMITTED FOR THEAWARD OF ANOTHER DEGREE INANYTERTIARYEDUCATION.

Signed

:………... Date : July, 2015

COPYRIGHT DECLARATION

NAME: MARIATYA SIHOMBING

TITLE OFTHESIS : AN ANALYSISON SENIORHIGHSCHOOL STUDENTS’ ABILITYTO USE SIMPLE PAST TENSE:ACASESTUDYONTHETENTHYEAR STUDENTSOFSMAN21 MEDAN

QUALIFICATION : S-1/SARJANA SASTRA DEPARTMENT : ENGLISH

IAMWILLING THATMYTHESISSHOULDBEAVAILABLEFOR REPRODUCTIONAT THEDISCRETION OFTHELIBRARIAN OF DEPARTMENT OFENGLISH, FACULTY OFCULTURALSTUDIES UNIVERSITY OFSUMATERAUTARA ON THEUNDERSTANDINGTHAT USERS ARE MADEAWARE OFTHEIR OBLIGATION UNDER THELAW OFTHE REPUBLIC INDONESIA.

Signed : …………... Date : July, 2015

ABSTRAK

JudulSkripsiiniadalahAN ANALYSIS ONSENIOR HIGHSCHOOL

STUDENTS’ABILITY TOUSESIMPLE PASTTENSE:ACASESTUDYON THETENTHYEAR STUDENTS OFSMAN 21 MEDAN.Skripsiinimembahas seberapajauhsiswa/ikelas 10SMAN21MedandapatmenggunakanSimplePast Tense.Jumlahsiswa/ikelas10SMAN21Medanadalah280orangdari7kelas.Dipilih 10 siswa/i dari setiapkelas untukmenjadi responden dengan cara memberikanloterekepadasetiapkelassehinggadiperoleh70siswa/i.Penelitian yang digunakandalampembahasanskripsiiniadalahpenelitiankepustakaandan penelitian lapangan.Penelitiankepustakaan dilakukandenganmengumpulkan beberapabuku dan skripsiyangberhubungan dengan judul ini.Sedangkan peneliitian lapangandilakukan denganmenggunakanmetodedeskripsikualitatif,yaitu memberikantestertulistentang “SimplePastTense”dalambentukpilihanberganda kepadasiswa/i.Setelahitu,tes diperiksadanakanmendapathasilberupanilaiuntuk masing-masing siswa. Dari pembahasan ditemukan nilai rata-rata (mean score) siswa/imenggunakansimplepast

tense adalah68,2 yang menandakanbahwamereka

mempunyaikemampuanyangbaikdalammenggunakansimplepasttense.Siswa/i yang mempunyaikemampuansangatbaikdalammenggunakansimplepasttense

sebanyak49orang (70%dariresponden),15orang (21,4%)berkemampuanbaik, 3 orang(4,3%)kemampuannyacukup,3orang(4,3%)kurangmampumenggunakan

simplepasttense.Datainimenunjukkanbahwasiswa-siswikelas10SMAN21

Medanmempunyaikemampuanyang baikdalammenggunakansimplepasttense dalamkalimatbahasaInggris.

ABSTRACT

Thethesis entitledANANALYSIS ONSENIOR HIGHSCHOOLSTUDENTS’

ABILITY TO USE SIMPLE PAST TENSE: A CASE STUDY ON THE TENTH YEAR STUDENTS OF SMAN 21 MEDAN.The objectiveof this researchisTofindouttowhatextentthetenthyearstudentsofSMAN21Medan

abletousesimplepasttense.Therearesevenclassesaltogetherandeachclass

consistof40students.So,thereare280studentsofthetenthyear.Therefore,the numberof thestudents whowillbetherespondents are7 classes x10students/each class=70students.Itmeansthatthepercentageofthesample is25%.Inwriting this thesis,Thewriterusesa methodofresearch,namely: descriptivequalitative.In collectingdata,Thewriterusesdescriptivequalitativemethodbygivingthestudents

awrittentestinthemultiple-choiceformandcompletiontestonsimplepasttense.

Fromthisresearch,thepercentageofstudents’ability inusingsimplepasttense, it showsthat49students(70% oftherespondents)haveverygoodability,15students (21,4%

oftherespondents)havegoodability,3students(4,3% of the

respondents)haveaverageability,and3 students(4,3% oftherespondents)have

poorabilityand there isno of therespondentsthatshowsin verypoor ability.

ACKNOWLEDGEMENTS

Firstofall,I wouldliketothank tomyFather,JesusChrist,for all the blessing andgivesmehealth,strength,andinspiration tofinishthisthesisasoneof therequirementstogetbachelorcertificatefromDepartmentofEnglish,University of SumateraUtara.

Specialthanksgotomy amazingparents,M.SihombingandBiv.

M.Silaban,S.Thforsupporting,loving,caring,praying,andbelievinginme.My

belovedsiblings,Johansen Martua,S.Pd.,BripkaJackson Miduk,GandaJames, S.Kep.,BrigadirMartinJosephinandSamuelManogar,thanksforloving me.I loveyou,guys.

ThankyoutoDr.SyahronLubis,M.A.,astheDeanofFacultyof

CulturalStudies.Dr.H.MuhizarMuchtar,MS.,astheHeadofDepartment of

English.Thisthesiscouldhavebeenaccomplishedwiththeguidance,suggestions

andcommentsfrommany people.Inthisoccasion,thewriterwouldliketoexpress hersinceregratitudetowardhersupervisor,Drs.ChairulHusni,M.ED.TESOL

andthesecretary ofDepartmentofEnglishandalsoasmy co-supervisor,

RahmadsyahRangkuti,M.A,Ph.D,forthebenefitoftheir wideknowledgeand for their suggestions,guidance and advicein makingcorrectionsto thisthesis.

Thankstomy CompanioninArms:AtikaAkhmarandRezhaLFahlevi.

Thanksforyourhelps,advices,suggestionsandcaring foreachother,guys.Weare amazingwith ourtogethernessto finish atall.

SpecialThankstomy bestsisterseverGratciaDevianaSinabutarand

CarolinaLumbanGaol.Thanksforeverything.Hardtosay foryourcaring and lovingme aslongasweknoweach other.

Thanksto DwiKhairaniand Sister NovaJuanitaSiregar.Thanksforyour advicesandsuggestions,sisters.Thankyouforallmy ExtensionEnglishStudy Program2013 friends.Imissyou all.

Andfinally,Irealizethatthisthesisisfarfrombeingperfect,Ihopethat thosewho read thisthesismay give criticsand suggestionsfor makingitbetter.

Medan, July2015

TheWriter

MariatyA Sihombing NIM. 130721017

TABLE OFCONTENTS AUTHOR’S

DECLARATION...iCOPYRIGH T

DECLARATION...iiABSTRAK...

...iii

ABSTRACT...iv

ACKNOWLEDGEMENT………...v

TABLE OFCONTENTS...vii

CHAPTERIINTRODUCTION ...1

1.1 Background of theStudy...1

1.2 Problemof theStudy...2

1.3 Objectiveof theStudy...2

1.4 Scopeof theStudy...3

1.5 Significanceof theStudy...3

CHAPTER II REVIEW OFLITERATURE...4

2.1 Related Studies...4

2.2 GeneralConceptofTheSimplePastTense...6

2.2.1TheUnderstandingof Tense...6

2.2.2 TheUnderstandingof SimplePast Tense...7

2.2.3 Definition of SimplePastTense...7

2.3 TheFormof SimplePastTense...8

2.3.1 TheSimplePast Tensein Regular Verb...8

2.3.2 TheSimplePast Tensein Irregular Verb...10

2.3.3SpellingRulesfor –edEndings...14

2.4 Ability...15

2.4.1 Definitionsof Ability...15

2.4.2FactorsofAbility...16

2.5 Test...19

2.6 VerbForm...23

2.7 TimeExpression...23

2.8 Diagramof SimplePastTense...24

CHAPTER IIIRESEARCH METHOD...25

3.1 Location of TheResearch...25

3.2 Method of TheAnalysis...25

3.3 Population and Sample...25

3.4 ACaseStudy...27

3.5 Instrumentsof CollectingtheData...27

3.6 Scoringof theTest...28

3.7 Purposeof the Test...30

3.7.1 Administration of theTest...30

3.8 Criteriaof test...30

3.9 Research Procedures...34

CHAPTER IVANALYSISANDFINDINGS...35

4.1 DataAnalysis...35

4.1.1 Interview...46

4.2 Findings...46

CHAPTERV CONCLUSIONANDSUGGESTION...49

5.1 Conclusion...49

5.2 Suggestion...50

REFERENCES...51 APPENDICES :

Appendix 1 :TestQuestions

ABSTRAK

JudulSkripsiiniadalahAN ANALYSIS ONSENIOR HIGHSCHOOL

STUDENTS’ABILITY TOUSESIMPLE PASTTENSE:ACASESTUDYON THETENTHYEAR STUDENTS OFSMAN 21 MEDAN.Skripsiinimembahas seberapajauhsiswa/ikelas 10SMAN21MedandapatmenggunakanSimplePast Tense.Jumlahsiswa/ikelas10SMAN21Medanadalah280orangdari7kelas.Dipilih 10 siswa/i dari setiapkelas untukmenjadi responden dengan cara memberikanloterekepadasetiapkelassehinggadiperoleh70siswa/i.Penelitian yang digunakandalampembahasanskripsiiniadalahpenelitiankepustakaandan penelitian lapangan.Penelitiankepustakaan dilakukandenganmengumpulkan beberapabuku dan skripsiyangberhubungan dengan judul ini.Sedangkan peneliitian lapangandilakukan denganmenggunakanmetodedeskripsikualitatif,yaitu memberikantestertulistentang “SimplePastTense”dalambentukpilihanberganda kepadasiswa/i.Setelahitu,tes diperiksadanakanmendapathasilberupanilaiuntuk masing-masing siswa. Dari pembahasan ditemukan nilai rata-rata (mean score) siswa/imenggunakansimplepast

tense adalah68,2 yang menandakanbahwamereka

mempunyaikemampuanyangbaikdalammenggunakansimplepasttense.Siswa/i yang mempunyaikemampuansangatbaikdalammenggunakansimplepasttense

sebanyak49orang (70%dariresponden),15orang (21,4%)berkemampuanbaik, 3 orang(4,3%)kemampuannyacukup,3orang(4,3%)kurangmampumenggunakan

simplepasttense.Datainimenunjukkanbahwasiswa-siswikelas10SMAN21

Medanmempunyaikemampuanyang baikdalammenggunakansimplepasttense dalamkalimatbahasaInggris.

ABSTRACT

Thethesis entitledANANALYSIS ONSENIOR HIGHSCHOOLSTUDENTS’

ABILITY TO USE SIMPLE PAST TENSE: A CASE STUDY ON THE TENTH YEAR STUDENTS OF SMAN 21 MEDAN.The objectiveof this researchisTofindouttowhatextentthetenthyearstudentsofSMAN21Medan

abletousesimplepasttense.Therearesevenclassesaltogetherandeachclass

consistof40students.So,thereare280studentsofthetenthyear.Therefore,the numberof thestudents whowillbetherespondents are7 classes x10students/each class=70students.Itmeansthatthepercentageofthesample is25%.Inwriting this thesis,Thewriterusesa methodofresearch,namely: descriptivequalitative.In collectingdata,Thewriterusesdescriptivequalitativemethodbygivingthestudents

awrittentestinthemultiple-choiceformandcompletiontestonsimplepasttense.

Fromthisresearch,thepercentageofstudents’ability inusingsimplepasttense, it showsthat49students(70% oftherespondents)haveverygoodability,15students (21,4%

oftherespondents)havegoodability,3students(4,3% of the

respondents)haveaverageability,and3 students(4,3% oftherespondents)have

poorabilityand there isno of therespondentsthatshowsin verypoor ability.

CHAPTERI INTRODUCTION

1.1 Backgroundof theStudy

Languageisthebestmeansofcommunicationtointeractamongpeopleand

tocreateagoodrelationshipbetweentheminsociety.Withoutlanguage,theywill notableto expressand share theirideas, thoughts,feelings,stories,experiences,etc that isreallyneeded to build agood relationship in life.

Inthisworld,everycountry hasitsownlanguageorlanguages.But,they cannotusetheirownlanguagesiftheyareincountrywheretheirlanguageisnot understood. For example, generally Indonesian people cannot use Indonesian languagewhenthey areinGermanorothercountriesthatdonotunderstand

Indonesianlanguage.Theyshouldusealanguagethatisunderstoodbyeach.Itis English. English is an internationallanguagethatis used as astandard languagein internationallevel.Therefore,inordertocreatearelationshipinternationally,they have to use English.

InIndonesia,EnglishhasbeenlearntfromKindergarten,Primary School, Junior HighSchool, Senior High School, until University. However, stillmany peoplewhohavenotbeen able touseEnglishbecauseEnglishissodifficult to be learnt andunderstood.Oneofthedifficultpartstobelearntisgrammarbecauseit creates somewordsto becomeagood sentence, paragraph, etc.

If we talk aboutgrammar, we can notbeseparate itfrom tenses. In thisthesis, thewriterfocusesontheuseofsimplepasttense.Basedontheobservationat

SMAN21Medan,Thewriterwantstomakesurestudents’ability tousesimplepast tense.That’swhythewriterwantstodescribeandanalyzethestudents’abilityin using simplepasttenseatSMAN21Medan.Thestudentshavestudiedsimplepast tensein Englishsubjectwhich istwiceaweekfor each classand the time2x 40 minutesforonemeeting wasallotted.Furthermore, thewriterneedsfurther some evaluation of thegravityfrom each typeof abilityin a communicativeor pedagogical pointofview.Thewriterchoosesthisschoolaslocationof theresearch becausethe termsof accessibilityand thesameresearchsarenever conducted there.

1.2 Problem of theAnalysis

Basedonthedescription above,theproblemsofthisresearcharestated in the formof questions:

a.TowhatextentthetenthyearstudentsinSMAN21Medanareabletouse simplepasttense?

b.Whatarethecausesforstudentswhoobtainedlowestscorefornotbeen able to usesimplepast tense?

1.3 Objectiveof theAnalysis

Theobjectiveof thisresearchare:

a. To find outto what extentthetenth year studentsof SMAN21 Medan able to usesimplepast tensein sentencesthatincludestheir score.

b.Tofindoutthecausesforstudentswhoobtainedlowestscorefornotbeen able to usesimplepast tense.

1.4 Scopeof theAnalysis

ThescopeofthisanalysisisontheabilityofthestudentsofSMAN21

Medan in usingsimplepast tense.In aresearch, it isveryimportant to limit thescope ofanalysistogettherelevantdata.Itwillbebetterby limitingtheanalysisintothe abillity ofusingtenses.TensesareoneoftheimportantpartswhenweuseEnglish languageorallyor in writing.

1.5 Significanceof theAnalysis

Thisresearchisastudy onstudents’ability inusingsimplepasttense.Ithas muchpositivesignificancenotonlyforthestudents,but alsoforthe Englishteachers intheir attemptstoimprovetheirteaching andlearning techniquesofEnglish grammar,especially simplepasttense.Specifically,thesignificanceofthisresearch arestated asfollow:

a.Itis expected thattheresultof this research canprovidesomevaluableand usefulinformationaboutthestudents’ability inusingsimplepasttenseforthe English teachers so thattheteachers can motivatetheirstudents to improvetheir abilityin usingsimplepast tense.

b.Itisalsoexpectedthatthethesis canbeareferenceforotherresearchers who are interestedin analyzingsimplepast tense much deeper.

CHAPTER II

REVIEW OFLITERATURE

2.1 RelatedStudies

Previousstudiesareneededto helpthewriter in completing thethesis.Some of theprevious studiesare:

Prambandarie(2008)inherthesis entitledAnAnalysisOnPrimarySchool Students’

AbilityTo Use Personal Pronouns: ACaseStudyOn TheSixth Year

StudentsOfSDNNO.101878 Tg.Morawa,concludesthat thisstudyismainlyaimed

atdescribingthestudents’ability tousepersonalpronouns.Thestudentswhohave very goodabilityinusing personalpronounsassubject are11students(36,7% outof

30respondents),9students(30%outof30respondents)havegoodability inusing personalpronouns as subject.6students (20%outof30respondents)haveaverageability inusingpersonalpronounsassubject,4students(13,3%outof30 respondents) havepoor abilityin usingpersonalpronounsas subject.

Batubara(2009)inherthesisentitledAnErrorAnalysisofAuxiliaryVerbs Madeby

the2006/2007 Ninth GradeStudentsofMadrasahTsanawiyahAl-Ullum

Medan,concludesthatthemosterrormadeby studentsistheusingofdo(36,26%),

theusingof be(32,90%), and an errorin usinghave(30,84%).

Pujiasi(2010)in her thesisentitledThe ErrorsofUnityandCoherence in Writing

English ParagraphMadebyTheSixthSemester Students ofD-3 English

StudyProgramofUSU,concludesthat theerrorsare appearedespeciallyinusing the

Napitupulu(2010)inherthesisentitledAnErrorofUsingAdverbsbythe

EleventhYearStudentsofSMANegeri7Medan.Basedonherresearch,thereare

someerrorswhichmadeby studentsomission(21,12%),misinformation(25,35%), misordering(23,94%),and overgeneralization (29,57%).

Rukiah(2011)inherthesisentitledAn ErrorAnalysisInUsingPassiveVoice Made

ByEleventh YearStudents OfMAN 1 Panyabungan, concludesthat theprocess

ofteaching andlearning EnglishPassiveVoiceinMAN1Panyabunganisgood enough, but itneedsto be improved to decrease thenumber of errorsin using passive voicewhichmadebythestudents.Shefindsthemosterrormadeby studentsin simplefuturetense(27,75%),simplepasttense(26,59%),andthe lastissimple present tense(20,23%).

Achirani(2011)inherthesis entitledAnError Analysis ofUsingPresent Tense Made by Students of Second Year Junior High School of Madrasah

TsanawiyahAl-Washliyah16Perbaungan,concludesthatthemosterror madeby studentsinpresentperfect

continous(93,27%),simple present(75,74%).Present Perfect(69,28%),and presentcontinous(61,71%).

Djayanti(2012) in her thesis An Error Analysis Of The Use Of Simple

SentenceMadebyTheNinthGradeStudents ofSMPNegri2 Pancur Batu,concludes

thatsomany problemswhichmadeby ninthgradestudentsofSMPNegri2Pancur Batu.Shefindsoutthemosterrormadebystudentsisformationerrors,involves: preposition, conjunction, noun, adverb, adjective, gerund, modals, be, article, pronoun,anddeterminer(48,52%),arrangingerrors,involves:misorderingofverb

phraseandmisorderingofnounphrase(19,95%),deductionerrors,involves:-ing, article,verb,preposition,reflexivepronoun,pronoun,determiner,possesivemaker,

and be (25,15%), adding errors, involves:determiner, plural maker (s/es), -ing, modal,be,possesivemaker, verb,preposition,pronoun, adjective,article,noun, third personsingularverbmaker(11,39%).So, theconclusionistheabilityinusing simple sentencesof studentsin SMPnegeri2 Pancur Batu isnotgood.

2.2 GeneralConceptof TheSimple Past Tense

2.2.1 TheUnderstandingof Tense

Many Learnershaveconsiderabledifficulty withEnglishtensesystem.As with,otherareasofthegrammar,difficultiesmayarisefromthenatureofthesystem itself or fromdifferencebetweenEnglish and thelearners’ mothertongue.

AccordingtoLyons’ideathattheterm‘tense’isderiviedfromthelatinword

‘tempus’meaning‘time’.Itmeansthattraditionally thetenseisdefinedintermof time.ItisinlinewithSidneyGreenbaumwhodefinedthetenseasagrammatical category

thatisrealizedby verbinflection.Meanwhile,A.SHornbysaidthattense

referstoanaction,activity orstatemay occurinpast,presentorfuture.Hence,there are threetensesin language, present, pastand future. Regardingthosedefinitions, the word ‘tense’ standsfor averb formor seriesof verbsused to expressa timerelation.

SinceEnglishhasnofutureinflectedformoftheverb,SidneyGreenbaum claimedthatEnglishhastwotense:thepresentandthepast.Thesituationdescribed

inthepresent tenseisrelatedassimultaneouswiththemomentofspeaking,the situation describedin thepast asrelates subsequent to the momentof speaking.

Here,thewriter concludedthattenseis agrammaticalcategory, typically marked on theverb thatdeicticallyrefersto the timeof the event.

2.2.2 TheUnderstandingofSimple PastTense

Englishinsistsonmarking everyfiniteverbgroupforabsolutetense,whether or notthe time orientation would be clear without it. Many other languages, however, often do not require such marking of the verb group where the time locationiseitherunimportantorisclearfromthecontext.Thismay partly explain why somelearnersofEnglishtend,forexample,tousepasttenseswhenwriting narratives.

AccordingtoWeiner,thesimplepasttensedescribesanactionorsituation

thatbeganand ended in thepast. Inaddition,Hallstatedthatsimplepasttense indicatesapastaction thatoccured atadefinitetimeinthepast,whetherthattimeis statedornot.ItisinlinewithA.JThomsonandA.VMartinetwhodefinedthe simplepasttense astheactioncompletedin thepastaatdefinitetime.

Fromthoseseveralstatementabove,the writerconcludedthatthesimplepast tenseis used to express adefiniteeventin thepast.Simplepasttenseis alsoused if the eventhappened completelyin thepasteven the time isnotmentioned.

2.2.3 Definitionof Simple Past Tense

Azar(1941:32)saysthatthesimplepasttenseisusedtotalkaboutactivities

orsituationsthatbeganand ended ataparticulartime in thepast(e.g.,yesterday,last night, two daysago, in 1990).

AccordingtoManurung(2007:107), “Thesimplepast tense isused to express pastactionwhenadefinitepointoftimeinthepastis given,apasthabit,andin conditionalsentence.

Woods(2010:30)saysthatthesimplepasttensetellsaboutwhathappened before thepresenttime.

HarligandReynolds(1995:114-116)haveidentifiedthedifficultiesdealing withtheuseofsimplepasttenseanditsrelationshiptolexicalaspect.Theirstudy

indicatesthatnonnativelearnersofEnglishhaveastrongconceptofthepresent tensewhen dealingwith adverbsof frequency.

2.3 Form ofSimple Past Tense

AccordingtoMcGraw,thesimplepasttenseisclassifiedintotwotypes.

Theyarethesimpleinregularverbandthesimplepastinirregularverbincluding past tenseof the verb be. The formulaof each type consists of three parts: affirmative, negative and interrogative.

2.3.1 Simplepast tense inregularverb

Thefirsttypeofthesimplepasttenseinregularverbformusestheformula asfollowing:

S+ V2 +O+Adverb

For Examples:

1. Shehelped hermother in thekitchen thismorning 2. The children playedgameslastnight

3. We listened tothe music after dinner

According totheexamplesabove,theformisusedforallsubjectsboth singularandplural.Allregularverbstakean–edending inthepasttense.Moreover, there aresomespellingrulesof regular verbs.

Meanwhile, thenegativeformulaof simplepast tenseasfollowing:

S+Didnot +V1 +O+Adverb

For examples:

Her roommatedid notorder apizza lastnight

Wedid not live in an apartmentlastyear

Myfamilydid notown a computer untilrecently

Basedontheexamplesabove, it canbeseenthat theverbin thesentenceis returned tothesimpleform. Then, theusedidnotisbeforethesimpleformofthe main verb. Thecontraction for did notisdidn’t.

Inaddition,theotherformofsimplepasttenseisinterrogativebyusingthe formula:

Did/Didn’t +S+V1 +O+Adverb

For examples:

1. Didyou move to anewhouse lastyear ? 2. Didyour mother cook lastnight? 3. Didn’tyou studyEnglish lastnight?

Theexamplesaboveshowthatthemainverbinthequestionisalsoreturned to thesimpleform.The isno final–edendingin thequestion form.

2.3.2 Simplepast tense inirregularVerbs

Many verbshaveirregularpastforms.Thesedonottakean–edending inthe pastform. Then, theverbsthathave irregular past tenseformfollowthenamepattern inaffirmative,negativeandinterrogativeasregularverb.Hereistheexample of irregular verb asfollowing:

SimpleForm Simple Past Tense Simple Form Simple Past Tense

Arise Arose flee Fled

Awake awoke/awaked fly Flew

Be was/were forbid forbade

Bear Bore forget Forgot

Beat Beat forsake forsook

Become Became freeze Froze

Begin Began get Got

Bend Bent give Gave

Bet Bet go Went

Bite Bit grind ground

Bleed Bled grow grew

Blow Blew hang hung/hanged

Break Broke have had

Breed Bred hear heard

Bring Brought hide hid

Broadcast Broadcast hit hit

Build Built hold held

Burst Burst hurt hurt

Buy Bought keep kept

Cast Cast know knew

Catch Caught lay laid

Choose Chose lead led

Come came leave left

Cost Cost lend lent

Creep Crept let let

Cut Cut lie lay

Deal Dealt light lit/lighted

Dig dug lost lost

Do Did make made

Draw Drew mean meant

Drink Drank meet met

Drive Drove overcome overcame

Eat Ate pay paid

Fall Fell prove proved

Feed Fed put put

Feel Felt quit quit

Fight Fought read read

Find Found ride rode

Ring Rang stand stood

Rise Rose steal stole

Run Ran stick stuck

Say Said sting stung

See Saw strike struck

Seek Sought strive strove

Sell Sold swear swore

Send Sent sweep swept

Set Set swim swam

Shake Shook swing swung

Shoot Shot take took

Show Showed teach taught

Shut Shut tear tore

Sing Sang tell told

Sit Sat think thought

Slide Slid thrust thrust

Slit Slit understand understood

Speak Spoke upset upset

Spend Spent wake woke/waked

Spin Spun wear wore

Split Split weave wove

Spread Spread wind wound

Spring Sprang write wrote

Basedon theexamples above, theverbbeis theexceptionof irregularverb. Thisirregularverbisuseddifferently thanotheriregularverbinaffimative,negative and interrogative.

Hereisthepatternofsimplepasttenseofverbbeasfollowingfor the affirmativeform theformula asfollow:

S+Was/Were+ Substantive(Adverbialofphrase) + ...

For example:

1. Mario wasathomelastnight

2. Ratnawasastewardessoneyear ago 3. Somestudents were absentlastSunday

Allthoseactionsareinthepast,andTheyareallfinished;they donotcarry over into thepresent.Two of themaresingular noun (Mario and Ratna);oneof them ispluralnoun (somestudents) used.

Next, here istheformulaof thenegativeformof simplepast tensein irregular verb.

For example:

1. Iwasnot in myroom lastnight

2. Wewerenothungryfor dinneryesterday

Thelastformofsimplepasttenseinirregularverbisinterrogativeform,here istheformula:

Was/Were+S+ Substantive(Adverbialofphrase) +...

Was/Were+ Not +S+Substantive( Adverbialofphrrase) +...

For example:

1.Was Mario athomelastnight?

2. Were Theyin thefarrewellpartylastnight? 3. Wasn’t thedogfed thisafternoon ?

4. Weren’t thosesofasexpensive?

TheexamplesaboveshowthattheuseofwasisusedforthepronounsI,He,

She,It,ThisandThat,howeverthebeof wereisusedforpronounsuchas:You,We,

, theseand Those.So, theuseof wasisonlyused for thesingular noun and theuseof

wereisonlyforthepluralnoun.Furthermore,thenegativestatementusesnotafter theverbbeinthesentence.Meanwhile,thecontractionforwasnotiswasn’t,the

contractionforwerenotis weren’t.Theconctractionis usedtotomakethesentence easier in writtenand utterance.

2.3.3 Spelling Rulesfor–edEndings

Ending Rule Example

-y Iftheformofaverbendsin–yafter

aconsonant,changethe–yto–iand add –

ed.

carry/carried marry/married study/studied try/tried

Vowel + Consonant inOne-syllableVeb

Ifthesimpleformofaone-syllable verbends inoneconsonantaftea vowel,doublethelast consonant (exceptx) andadd –ed.

Note:Theletterswandyattheend

ofwords arevowels,notconsonants. Do notDouble them. knit/knitted plan/planned rob/robbed stop/stopped bow/bowed play/played row/rowed stay/stayed

Stressed syllable Ifthesimpleformofaverbendsin

an accented (stressed) syllable, follow the preceding rule for one final consonant after onevowel.

occur/occured permit/permitted prefer/preferred submit/submitted

-e If thesimpleformofaverb endsin

–e, add only–d.

tie/tied like/liked

Allotherverbs Add –edtothesimpleformofall other regular verbs.

ask/asked belong/belonged need/needed want/wanted

2.4 Ability

2.4.1 Definitionsof Ability

AccordingtheOxfordDictionary,“Ability ispossessionofthemeansorskill todosomething.”Itmeansthatsomebody/somethingwhohasabilityisabletodo

something.Someonemeasuredorassessedthatshe/hecould dosomething withthe abilityshe/hehas.Ifsomeonehasability thenshe/heisconsideredtobedoing something witheffectiveoritscontrary.Suchthing canbeobtainedby way of learningand practicingcontinuously.

AccordingtoRobbin(2007:58)capabilityconsistsoftwofactors,namely:

1.Intellectualability thattheskillsneededtoperformavarietyofmentalactivity- thinking, reasoningand problemsolving.

2.Physicalabilityistheabilitytoperformtasksthatrequirestamina,skill,strength, and similar characteristics.

Carroll(1993) an influentalpsychologistin thefield of educationallinguistics divided thefour abilitycomponentsasfollows:

1. Phonetic codingabilityisabilityto perceive distinct sounds, associate a symbolwith thatsound and retain thatassociation.

2. Grammaticalmemoryisabilitytorecognizethegrammaticalfunctionofa lexical element(word,phrase,etc) inasentencewithoutexplicittraining in grammar.

3. Associativememoryisabilitytolearnassociationsbetweenwordsinforeign language and their meaningsand retain that association.

4. Inductivelearningabilityisabilitytoinferorinducerulesgoverningthe structureof alanguage.

2.4.2 FactorsofAbility

AccordingtoEllis(1985),thereareseveralfactorswhichmayaffectaperson's abilityin learningaforeign language:

1. PersonalFactorsaredivided intothreeheadingsasfollows:

a) Group dynamics

Differencesinability/levelofdifferentstudentsin understanding aforeign languagecausecompetitivenessamong students.Thiscompetitionencourages studentstobe able tomaster aforeignlanguagewithactivelearning intheclassroom or even suppressthestudentsasenseof mistrustin studyingaforeign language.

b) Attitudesto theteacher andcourse material

Theroleof the teacher intheclassinapplicating the teaching styletothe studentandteachingmaterialsareusedbystudentsalsoaffectstudents'abilityto

learnaforeignlanguage.Mostly studentpreferusetheirownlearningpathssuch as student-studentinteractionintheclassordemocraticteaching style.Studentsalso prefer useavarietyof materialsthana coursebook.

c) Individual learningtechniques

Somestudentspushthemselvestobeabletouseaforeignlanguageby using theirownlearningtechniquessuchaspreparingandmemorizingvocabulary lists lookslikeindictionary,learningwordincontextmeansstudentspickupsome

vocabularyfromparagraphthatusuallyusedincontext,andpracticingvocabulary meansusevocabularyin asentence,conversation, playing games, etc.

2. GeneralFactorsdivideinto :

a) Age

Ellissays,“...children arebetter languagelearnersthanadults.”Itmeans that theleveloflanguageacquisitionatchildhoodbetterthanadulthood.Becausethe

moreweolder themorewelackof ability inlanguagelearning. Althoughthereare adults who are able tolearn the language, and theywho hasthereach higher levelsof proficiency.

b) Intelligence andaptitude

Intelligence and aptitudeinfluence the abilityin learningL2.Learner who has highlevelinintelligenceandaptitudeis abletounderstandtheusingofL2rapidly especially informalteachingmethodinsomeskillssuchasreadingcomprehension, dictation, and freewritingbut much lessof in naturalisticSLA.

c) Cognitivestyle

Cognitivestyleisatermtousethe mannerinwhichpeopleperceive,

conceptualize,organize,andrecallinformation.Ittalkabouttheprocessinreceiving

theinformation(understanding ofSLA).Howthelearnersable tounderstandthe foreign language and usepracticallysuchasin communication andtesting.

d) Attitude and Motivation

striving foragoal.Ifthelearnershavemoreor lessmotivationin learningL2,itwill beshownintheirattitude.GardnerandLambertdividemotivationintointegrative

andinstumental.Integrativemotivationoccursforlearnerwhowant tomaintain their mothertonguewhentheylearnaL2.ItmeanstheynaturallylearnL2forhaving

knowledge.Instrumentalmotivationoccursforlearnerswhowant tolearningL2for

functionalsuchaspassinganexamination,furtheringcareeropportunities or facilitatingstudyof other subject.

e) Personality

Personalityrefersto personal traits. In pshycology, personalitydivideinto :

- Extroversion andIntroversion :Extrovert learn L2 rapidlythan introvert becausethey havemorecontactwithothers.Themorewehavecontactwith otherindividual,themorewecanuse languagepractically andbecome habitual.

- Socialskills:AccordingtoStrong(1983)therearesevensocialstylesbut only ‘talkativeness’andresponsiveness’whichmoreeasy inlearningL2 rapidlybecause theyhave interactwith othersin using L2 practically.

- Inhibition:InhibitionisnegativefactorstatedbyGuiora(1972a;1972b).It

determinethewayofthelearnersintakingriskwhilelearningL2andturn leadsto increased self-consciousnessof learnersin learning L2.

2.5 Test

2.5.1 Definitionsof Test

AccordingtoEllis(1985:112),thepurposeof testistomeasuretheabilities oflearnerstodiscriminatethemeaningfulsoundsoflanguage,toassociatesounds

withwrittensymbols, and to identify thegrammaticalregularities ofalanguage. Throughthetest,studentscanknowhowgoodtheirability inlearningforeign languages,especially inunderstandinggrammarofconditionalsentencesinorderto studentscan improvetheir performance tobecomeexpert.

According toU.SCongress,“A testisanobjectiveandstandardizedmethod for estimatingbehavior, based on asampleof thatbehavior.”

McNamara(1949:196)states,“....thetesttakerisunderstoodasasocial

beingwhosesubjectivity isafunctionofsubjectpositionsrealizedinthetestitself. Fromthisperspective,testsbecometechnologiesofsubjectivity.Theact as mechanismbothforthedefinitionofsubjectpositions andfor therecognitionof subjects.Testscreatethe identitiesthattheymeasure.”Testing needtobecarriedout asevidenceofstudentlearningoutcomes inschools.Thetesttakersperformteststo examineanddeterminetheextenttowhichthestudenthastheability tounderstand grammarofconditionalsentences.Thetestwillproducetheidentity ofthetested personbyknowingthegroupingresultsinastandardizedtestthatisapplicablein school.

2.5.2 Kindof Test

AccordingtoLado (1961:32), there are5 typeof testsasfollows:

1. Translation

Translationtestistheway examineesintestingtheskilloftransfermeaning fromone language to another language. Examinees willbegiven a text in theformof paragraphsandthenparticipantsshouldtranslate thesourcelanguageintothe target languageorthetargetlanguageintothesourcelanguage.Translationtestareused to measure general achievement in foreign language courses, as a measure of proficiency todetermineentranceinschoolthatrequireaforeignlanguage.A

translationtestisavalidtestofabilitytotranslate.Inscoringatranslationcanbe madeobjective if thosepeople trustthe translation test asthebest testingdevice.

2. Essay

Essay orcompositiontestarequestionsthatrequirestudentstoanswerinthe formofdescribing,explaining,discussing,comparing,giving reasons,andother similarformsinaccordancewiththedemandsofthequestionbyusingwordsand

languageitself. Examinees willbegivenafew questions thatcontain answer questionsortasksthatmustbedoneinawaytoexpressideasinanarrativetest

participants.Characteristicof thetestdescription is theanswer to thatquestion is not provided by thepeoplewhoconstructitems,butsuppliedby thetestexaminees. examinees arefree to answer test questions. Each participanttests can select, connect,andorconveyideasusinghisownwords.Essayuseasatestoftheability to write essays.

3. Dictation

Dictationistypeoftestwheretheexaminerdictatestextand examinees rewrite thetextreadout.Participantswillbeasked tohearthen rewritewhatwillbe readbytheexaminer.Examinerswillreadoutthesentencebysentencetogivea

breaktotheexamineesinrewritingthetextthatwasread.Thereadingmaterialis usually intheformofanarrativetext.Inthistest,participantspractiseslisteningand writing skills such as letter formation to spelling, punctuation and lay-out, vocabulary, syntax, and grammar.

4. ObjectiveTests

Objectivetestsisoneofthetypesofteststhatconsist ofquestionsthat canbe answered bytheexamineesby selecting oneormoreofseveralpossibleanswersthat havebeenattached totherespectiveitems,or by wayofwritetheanswerintheform ofwordsinplaceorspacethathasbeenprovidedforeachitemconcerned.Objective testis alsoknown as shortanswer test,yes-no testandnew typetest.Objectivetest cantestinashorttimetheentirerangeofthesoundsystemofalanguage,orthe

majorgrammaticalpatterns,orrepresentativesampleof thevocabularytaughtduring awholeyear or severalyear. Theycan scoredeasily.

Ingeneral theobjective testscan bedivided into six kinds, namely:

a.Completiontest: Completiontestistypeoftestthataskstudentto complete/fill

thetest.Completiontestconsistsofsentencesthat thepartshad

beenremoved(already eliminated).Itwasreplacedby dots(....).Thepoints shouldbefilledorcompletedorperfectedby examineesandtheanswer (which bythe examiner) hasbeen replaced.

b. Shortanswer: Theshortanswertestistypeoftestwhichisgivenquestions thatcanbe answeredin theformof statementswith asingleword,aphrase,a number or aformula.

c. True-false:True-falsetestisoneformoftestthatgivesthequestionsinthe formofastatement(statement),thereis atruestatementandfalsestatement. Then examinees wereasked todeterminewhether thestatementis trueor false.

d.Multiplechoice: Multiplechoicetest isatestthatconsistsofpartof information, parts of the possible answers or alternatives and one right answer amongpossible answer.

e. Matching:matchingtestisatesttoadjustortesttomatchaseriesof questions

andaseries ofanswers.Examinees asktofindandputanswers are

alreadyavailable, so itisappropriateor suitableor aspouseof thequestion.

f. Rearrangementexercise:Rearrangementtest isatest intheformof aseries ofcompletesentencesandcorrect, thendivorcedirregularly,sothatthe originalformunrecognizable,examineesareaskedtorearrangethesentence in accordancewith the correctsequence..

In testing student'sability,therearetwo waysthatcan beused to obtain the dataofstudentlearningoutcomes.Inthisresearch,Thewriteruses twotypesoftest that consistofmultiplechoice andcompletion test.

2.6 VerbForm

Auxiliary Verb Past

Did

Saw Ate Came

2.7 TimeExpressions

Sincethesimplepasttensereferstotheactivity endedinthepast,the expressionoftimecanbeneglectedfromthepattern.Theexpressionofpasttime specify thetimeinthepastwhenanactionwascompleted.Herearesomeexample expressionsfor past time:

Time Meaning

Yesterday LastNight

ThismorningYesterd ayafternoon

Thedaybeforeyesterday Lastweek

Last month Lastyear A week ago Two monthsago Threeyearsago

Kemarin Tadimalam Tadipagi Kemarin sore Kemarin lusa Minggu lalu Bulan lalu Tahun lalu

Semingguyanglalu Duabulan yanglalu Tigatahun yanglalu

2.8 Diagram of Simple Past Tense

Weuse theSimplePastwhen we talk aboutsomethingwhich started and finished in thepast.

CHAPTER III RESEARCH METHOD

3.1 Locationof theResearch

Thisresearchisconducted atSMAN21Medan, Jln. KramatIndah Medan Denai.

3.2 Methodof theAnalysis

Inwriting this thesis,Thewriteruses amethodofresearch,namely: descriptivequalitative.Incollecting data,Thewriterusesdescriptivequalitative methodbygiving thestudents awritten testin themultiple-choiceformand completion teston simplepasttense.

Djajasudarma(1993:8)statesthatdescriptivequalitativemethod isa method thatisusedtodescribethedatasystematicallyandaccurately.Thisresearchdoesnot stoponly incollectingandexaminingthedata,butalsoanalyzingitinordertogeta conclusionaboutthe tenthyearstudents’abilityofSMAN21Medaninusingsimple past tense.

3.3 Populationand Sample

Gay (1987:102)says,“Populationisthegoupofinteresttotheresearcher,the grouptowhichsheorhewouldliketheresultofthestudytobegeneralized.”It means that population is total object or numbers that should be studied in the research.

The population of this research is the 2014/2015 tenth year students of SMAN21Medan.Therearesevenclassesaltogetherandeachclassconsistof40

students.So,there are280studentsofthe tenthyear.Realizing that thenumbersare greatenoughandThewriterwillfacesomedifficulties,especially theenergy,time, andfund,so Thewritersets 25%of themfromeach class tobecometherespondents so that theconclusion ofthattest isaccurate.

Arikunto (1993:109) says. “A sampleis a limited number of elements selectedfromapopulationtoberepresentativeofthatpopulation”.Itmeans thatnot all thepopulation toberespondents.So, thewholeoftherespondentsin thisresearch are70students.Itis25%.ThereasonfortakingthisnumberbasedonArikunto’s

idea(1993:120)saysthatifthepopulationconsistsofalargenumber(morethan

100),thesamplecanbetakenfrom10%-15%or20%- 25%ormore,itdependson

theabilityoftheresearcherbyconsideringtheirenergy,time,andfunds.Itmeans that thepercentageof thesample is70 x 100% =25%

280

Basedonthequotation above,thesampleusedtorepresent thepopulation in thisresearchisadequate.They arenotclassifiedonthebasisoftheirgradeof intelligence.Therefore,allofthemhavethesameopportunity tobeselectedasthe sample.

Inobtaining thesample,Thewriter usesrandomsampling technique consideringwhatGay(1987:104)saysthatrandomsamplingisthebestsinglewayto obtain arepresentativesample. It ispresented by givingthepaper to thestudents.

ResearchPopulation

No Class Numberofstudents

1. X-1 40

2. X-2 40

3. X-3 40

4. X-4 40

5. X-5 40

6. X-6 40

7. X-7 40

Total 280

3.4 A CaseStudy

IqbalHasan(2002:15)says,“Acasestudy isaresearchonthestatusofthe studysubjectsrelatedto aspecificphraseor typicalof thewholepersonality.

Thesubjectofresearchmay beindividuals,groups,organizations,and communities.Inthisstudy,researcherwanttostudy intensivelythebackground,and environmentalinteractionofsocialunits.Thisstudy emphasizesassessmentofmany variableson asmallnumber of units.

3.5 InstrumentsofCollecting theData

Theway ofcollectingdataplaysanimportantroleinconductingany kindof researchsothattheresultofthestudywillbevalid.Inthisresearch,thedataare

collectedbyawrittentestinmultiplechoice formandcompletiontestonsimple pasttense.Thetestisconductedbygiving50questions.Andthestudentsmust

chooseonecorrectanswer.Afterthat,thewritergaveinterviewtothestudentswho in lowest ability.

Sincethisresearchisdealing withthestudents’ability tousesimplepast tense,soThewritertakesthewholequestionsfromtheirhandbookthatrelatedto

simplepasttense.

Blue Print of Instrument

Typeof test Numberof test

Numberof eachitem Scoreof eachitem

MultipleChoice 30 1-30 2 point

Completion Test 20 1-20 2 point

3.6 Scoringof theTest

In scoringthe test, Thewriter determinesthe cumulativescoreranging0-100. Thewriter givestwo pointfor onequestion. And to find out thescoreof thestudents’ answer, Thewriter usesthisfollowingformula:

Which:

X = individualscore

R =number of correctanswers N =number of questions

X=R X 100 N

To categorize the levelof thestudents’ abilityin usingsimplepast tense,the followingscale isused:

Score Category

80-100 VeryGood

60-79 Good

40-59 Average

20-39 Poor

0-19 VeryPoor

(Nurkancana andSumartana, 1986)

Mean scoreof thestudents’ abilityin answeringthe testcan becalculated by usingthefollowingformula:

Which:

_

X =score

∑X = totalof correctnumber N =number of respondents

(Gay, 1981: 292)

And thepercentageof theclassification ofthestudents’ abilityin answering the testcan becalculated byusingthefollowingformula:

P=fx100% r

Which:

P =percentage

f =number of frequency

r = totalnumbersof respondents

3.7 Purposeof Test

NurkancanaandSumartana(1986:25)statethetestisoneway toholda

researchthatformsataskthatshouldbedoneby studentsoragroupofstudentsin order to getscore about their behaviour or prestige, that can be compared with score achievedbyanotherstudentorwithstandadscorethatwasmade.Inthisresearch,

thepurposeofthetestistomeasurethestudents’ability inusingsimplepasttense. Afteranalyzing theresultofthetest,Thewriterwillseewhatextendtheyareableto usesimplepasttense.

3.7.1 Administrationof Test

ThetestwillbeheldatSMAN21Medan.Itwillbedoneby thetenthyear

3.8 Criteria of Test

According toLado(1961:30),criteriafor theevaluationof languagetests as follows:

a. Validity

According toLado(1961:30),“Validity inlanguagetestsdependson the linguistic contentof the test and on thesituation or techniqueused to test this content.”and“Validity canbeachievedandverifiedindirectly bycorrelatingthe scoresonatestwiththoseofanothertestorcriterionwhichisvalid.”Itmeansthat

thequestionsareformulatedinaccordancewiththelevelofexamines' ability to answerit.Duetothereason,thequestions ofthetestshouldhavecomponents that testcanbeansweredby examineswhostudy materialaregiven.Inaddition,testsis valid,if all examineshavetheopportunity todemonstrate theknowledge,skills, and attitude theyhaveunderstoodthroughthetest.AccordingtoGay(1987:198),“The validity ofthequestionnaireisprobably notdonemoreoftenbecauseitisnoteasy andrequiresmuchadditional timeand effort.However,theappropriatevalidation procedureforagiven questionnairewilldepend upon thenatureof theinstrument”.

Based on thequotation aboveand also theexplanation about

thetestbefore,Thewriterconsidersthatthetestisvalid.Inthisresearch,Thewriterpreparesthe testwhichisnot toodifficult andnottoo easy.Thewritersetsthe testbasedon the curriculum.The test that wasgivenforthe2014yearsstudentsofSMAN21Medan hasthecontentofvalidity becausethequestionsofthetestarefromtheirhandbook. Inadditional,Thewriterusesthefacevalidity inwhichthestudentsunderstandand workthetestseriouslyforthetestisrelevanttotheirmaterials.Itmeansthatthe

b.Reliabilityof Test

Reliability isone of the characteristics of good test. It refersto the consictencyofthemeasurement.NurkancanaandSumaratana(1986:131)state, “The reliability ofatestistheextendtowhichitgivesconsistentresultwhenappliedby different peopleorondifferentoccasions”.Itmeans thatifthescoresofthestudents arestableapplyingitbydifferentpeopleorondifferentoccasionsthenthetestis reliable. But,if the score tends to fluctuate too much, the test is unreliable. Reliability isoneofthecharacteristicsofgoodtest.Itreferstotheconsistencyofthe measurement. Lado (1961:31) says, “Reliability is measured by a correlation between thescoresofthesamesetofstudentsontwoconsecutiveadministrationsof

thetest.”Itmeansthat ifthescoresofthestudentsarestableapplying itby different peopleorondifferentoccasionsthenthetestisreliable.But,ifthescoretendsto fluctuate toomuch, thetest isunreliable.

Inthisresearch,Thewriterhastreated the2014/2015tenthyearstudents equally.Thewriterpreparedfiftyquestionsandforeachitemwouldbegiventwo

point.So,everystudentwillgetscoreasshe/hecould.Thewriterexaminedtheir answer-sheetsinthesameway.Thewriterwillusethefollowingformulasuggested

byKuder – Richarson:

(KR)r= �

��_�−

[

�−

� (��−��₎

��.���

]

Which:

r =reliabilityof the instrument k =number of questions

M = mean ofthetestscore S2 =standard deviation

c. Scorability

Scorabilityinanassessmentisthemostbasicthingastodeterminewhether

anassessmentisvalid.Thismeansthatwhetheragiventestscoreslateron can be accurately sothattheresultsobtainedarevalid.Intheassessmenttest,anexaminer

shouldbecarefulintermsofscorabilities,becauseitisonethatissensitiveofthe

assessmenttestisscoring.AccordingtoLado(1961:31),“Objectivetestsareeasy to score.”Itiscausedbytheassessmentcanbemadeobjectivelybyeliminatingthe

personalopinionoftheexaminer.Ifatestgetssteadily assessmentresults,withthe sameresult,doesnot changeevenif theassessmentwastobyperformed bydifferent examiners, thetest isvalid.

d. Economy

Lado(1961:31)saidthatifthe testmeasurewhatwewantitinareasonable timeconsidering thetesting situation,itwillbepracticalandeconomical.Itmeans thatagiventestshould haveareasonable time, not toofastand not toolong.Thetest shouldprovidesufficientinformationin accordancewith thetime that isgivenin order to thetestresultsareobtained asexpected.

e. Administrability

Lado(1961:32)states,“Canthe testbegivenundertheconditionthatprevail andbythepersonnelthatisavalaible?Thatis,ifwedonothavearecordplayer,a testonrecord cannotbeadministered.”Itmeansthatthetestshouldhavethe instruments which held bythe examine inorder to thetestcan beadministered.

3.9 ResearchProcedures

Theproceduresof collectingdataof thisresearchare asfollow:

a. Firstday,thewriterbroughtinvestigationletterto theheadmasterwith theaimat askingor permission to do searchat theschool.

b. Secondday,thewriterdidsurveytoconditionclassandintroduceherself tothe studentsandallatoncetogivesomeexplanationaboutthewriter’saimtocomeat theschool.

c.Thirdday,thewritergavethetesttothestudentsandexplainhowtodoit.The timefordoingthetestis60minutes.Afterthepreparedtimehasbeenover,Thewriter collectstheanswer-sheet.

CHAPTER IV

ANALYSISANDFINDINGS

4.1 Data Analysis

This investigationuses thedescriptivequalitativemethod.Thedatathatthe writercollectedfrom theresultofthe student’stest.Todeterminewhetherthe studentsareregardedsuccessful,atleast75%mustgetscoreof60ormore(Very

GoodandGood).Butiflessthan75%ofthestudentsreceivethisscore,theyare considered to havefailed.

Toobtaintheinformationconcernwiththeabilityofthestudents,thestudy determinesatableof percentagescale andqualification asfollows:

Score Category

80-100 VeryGood

60-79 Good

40-59 Average

20-39 Poor

0-19 VeryPoor

(Nurkancana andSumartana, 1986)

For thepurpose, thewriterneeds totabulatethescores of eachstudentfirstly. Whiletabulatingtherawscoresofeach student,thewriterwritesdownthecorrect answerwiththeirscoresinusing simplepast tense in the multiple choice and completiontest. Thefindings of this research consistedof thestudents’scores in

andpercentagesofstudents’scores,meanscoresandinterview.Thesefindingsare elaboratedasfollows:

TABULATIONOFTHE SCORE

No Name Correct answerfor multiple choice(I) Correct answer for completion test (II) Total Score (X)

1. JenriaSimanjuntak 10 19 29 58

2. Indah Sihotang 10 17 27 54

3. Maan 9 17 26 52

4. RosanaESihombing 14 19 33 66

5. Rinaldo Pane 15 13 28 56

6. RebekkaB.N Samosir 12 17 29 58

7. Ade TarunaDaharo 16 10 26 52

8. PutriAyu Manurung 18 20 38 76

9. YuliWardianti 18 12 30 60

10. Efrata 12 17 29 58

11. ErikaSofyantiSiahaan 12 14 26 52

12. Juan Felix Munthe 10 12 22 44

13. JesicaLuanaOktarima 21 15 36 72

14. NovitaDewi 13 19 32 64

15. Jeffrin 12 14 26 52

16. IlhamdiSinaga 18 19 37 74

17. LilisAngrein Damanik 22 15 37 74

18. YoseAndres 9 13 22 44

19. TresyaPanjaitan 17 18 35 70

20. PebriYanti 12 7 19 38

21. DessyPratiwi 16 17 33 66

22. MeilaniIkeSitorus 11 16 27 54

23. Ghaniya EkaPutri 22 14 36 72

24. SitiMujahadah 16 16 32 64

25. EzraRumahorbo 18 17 35 70

26. RahmatDanu 20 18 38 76

27. RizkyNatanaelSitorus 19 17 36 72

28. ViviSulyastari 16 17 33 66

29. WidyaSManurung 21 20 41 82

30. RiaLianaHalawa 15 18 33 66

31. RenisaFitri 14 18 32 64

32. EnarsinariSianturi 26 17 43 86

34. RanggaS Putra 11 16 27 54

35. HannaKristianiGinting 18 18 36 72

36. SheilaC.O Simatupang 22 19 41 82

37. Tasya ErmauliPurba 21 20 41 82

38. AldiAzhariPutra 22 17 39 78

39. M.HidayatSipahutar 24 17 41 82

40. Agus PutraPurba 20 14 34 68

41. WidyaUtari 24 15 39 78

42. Dedi 13 14 27 54

43. MeryC Sihombing 19 17 36 72

44. Evelyn Tambunan 22 17 39 78

45. AngellaSiburian 19 16 35 70

46. KenjiroKetaren 16 14 30 60

47. M. Rais 24 19 43 86

48. Farhans Maulana 26 18 44 88

49. HerliHeratomo 23 18 41 82

50. M. NurAlfin 19 16 35 70

51. Enud VogeiPasaribu 9 5 14 28

52. RezaSahputri 17 17 34 68

53. AriniHusnaSuhendro 23 19 42 84

54. DitantyChicaNovry 20 16 36 72

55. Ratri 23 20 43 86

56. NawiMelaaiSiregar 16 15 31 62

57. FransDennySinaga 22 17 39 78

58. DwiAndriani 24 18 42 84

59. NazlaFarhan 24 15 39 78

60. PolitaAyu 22 20 42 84

61. RichaUliviaP 27 19 46 92

62. MartinaSamosir 20 20 40 80

63. Rafikah Hasanah Purba 23 18 41 82

64. Hijjah SafitriHarahap 25 17 42 84

65. M.Arif Ramadan Hrp 18 19 37 74

66. JefryGultom 23 18 41 82

67. WindyO Simbolon 22 20 42 84

68. NovitaM 10 5 15 30

69. AngelaYosalin 15 10 25 50

70. RirisS 12 8 20 40

Total 4.774

Accordingtothetabulationofthescore above,thewritermakesacorrection andgivesascorebasedonthestandard marking.Beforethewritergivesascore,in theprocessofdata analysis,thedata arecollectedbyawritten testin multiplechoice formandcompletiontestonsimplepasttense.Thetestisconductedbygiving50

questions.Andthestudentsmustchooseonecorrectanswer.Afterthat,thewriter getstheir scorealtogether.

THE HIGHEST TOTHE SMALLESTSCORES

No . Name Correct answerfor multiple choice(I) Correct answer for completion test (II) Total Score (X) X2

1. RichaUliviaP 27 19 46 92 8464

2. Farhans Maulana 26 18 44 88 7744

3. EnarsinariS 26 17 43 86 7396

4. M. Rais 24 19 43 86 7396

5. Ratri 23 20 43 86 7396

6. SitiNurminah Nst 25 17 42 84 7056

7. AriniHusnaS 23 19 42 84 7056

8. DwiAndriani 24 18 42 84 7056

9. Hijjah SafitriH 25 17 42 84 7056

10. PolitaAyu 22 20 42 84 7056

11. WindyOS 22 20 42 84 7056

12. JefryGultom 23 18 41 82 6724

13. Rafikah Hasanah 23 18 41 82 6724

14. WidyaSM 21 20 41 82 6724

15. SheilaC.OS 22 19 41 82 6724

16. Tasya ErmauliP 21 20 41 82 6724

17. M.HidayatS 24 17 41 82 6724

18. HerliHeratomo 23 18 41 82 6724

19. MartinaSamosir 20 20 40 80 6400

20. AldiAzhariPutra 22 17 39 78 6084

21. WidyaUtari 24 15 39 78 6084

22. Evelyn Tambunan 22 17 39 78 6084

23. FransDennyS 22 17 39 78 6084

24. NazlaFarhan 24 15 39 78 6084

25. PutriAyu M 18 20 38 76 5776

26. RahmatDanu 20 18 38 76 5776

27. IlhamdiSinaga 18 19 37 74 5476

28. LilisAngrein D 22 15 37 74 5476

29. M.Arif Ramadan 18 19 37 74 5476

30. JesicaLuanaO 21 15 36 72 5184

31. Ghaniya EkaP 22 14 36 72 5184

32. RizkyNatanaelS 19 17 36 72 5184

33. HannaKristianiG 18 18 36 72 5184

34. MerryC S 19 17 36 72 5184

36. TresyaPanjaitan 17 18 35 70 4900

37. EzraRumahorbo 18 17 35 70 4900

38. AngellaSiburian 19 16 35 70 4900

39. M. NurAlfin 19 16 35 70 4900

40. Agus PutraPurba 20 14 34 68 4624

41. RezaSahputri 17 17 34 68 4624

42. RosanaES 14 19 33 66 4356

43. DessyPratiwi 16 17 33 66 4356

44. ViviSulyastari 16 17 33 66 4356

45. RiaLianaHalawa 15 18 33 66 4356

46. NovitaDewi 13 19 32 64 4096

47. SitiMujahadah 16 16 32 64 4096

48. RenisaFitri 14 18 32 64 4096

49. NawiMelaaiS 16 15 31 62 3844

50. YuliWardianti 18 12 30 60 3600

51. KenjiroKetaren 16 14 30 60 3600

52. JenriaS 10 19 29 58 3364

53. RebekkaB.NS 12 17 29 58 3364

54. Efrata 12 17 29 58 3364

55. Rinaldo Pane 15 13 28 56 3136

56. Indah Sihotang 10 17 27 54 2916

57. MeilaniIkeS 11 16 27 54 2916

58. RanggaS Putra 11 16 27 54 2916

59. Dedi 13 14 27 54 2916

60. Maan 9 17 26 52 2704

61. Ade TarunaD 16 10 26 52 2704

62. ErikaSofyantiS 12 14 26 52 2704

63. Jeffrin 12 14 26 52 2704

64. AngelaYosalin 15 10 25 50 2500

65. Juan Felix M 10 12 22 44 1936

66. YoseAndreas 9 13 22 44 1936

67. RirisS 12 8 20 40 1600

68. PebriYanti 12 7 19 38 1444

69. NovitaM 10 5 15 30 900

70. Enud VogeiP 9 5 14 28 784

Total ∑X=4.774 ∑X2=340116

Afterbeingranked,thehighestscoreofthestudents’testresultinusing

simplepasttense is92and thelowestscoreis28,but thetable aboveshowedthat mostof thestudents got6inaverageandpoor classification. Itis indicated thatthe students stillhave lowabilityin usingsimplepasttense.

Thewriterfindsthat thehigheststudents’ ability(very good)isintheinterval scoreof 80-100 and thefrequencyis49while in thegood ability, the intervalscore is 60-79andthefrequencyis15.However,thelowestcategoryability(averageand poor) isin the intervalof 40-59 and 20-39and thefrequencyof both is6.

AfterThewriterhasfinished making thetabulationoftherawscoresthat can beachievedby eachstudent,Thewriterfindsoutthestandarddeviationofthetest’s result.

SD=1�{(��.∑X2₎₋₍∑��₎2_}

N

Which:

SD =standar deviation

∑X = totalof correct answer N =number of respondents

∑X2 =Quadrateofthe totalscore So,

SD = 1�{(��.∑X2₎−₍∑��₎2_}

N

= 1�{(70.340116)−(4774)2_}

= 1√23808120−22791076 70

= 1√1017044

70

= 1(1008,48)

70

= 14,40

= 14 (rounded)

TheCalculation of meanis:

�� = ∑X

N

= 4.774

70

= 68,2

After knowing the Mean and the Standard Deviation, then The writer calculatedthe coefficientof thereliability:

(KR)r=

kk− 1

[ 1

−

�(_����−��)

.��2

]

=

50

50−1

[ 1

−

68(50−68)

]

50(14)2

=

50

49

[ 1

−

(1224)

]

(9800)

=

1,02 ( 1 – 0,87510204 )

= 1,02 x 0,87

= 0,88

Thecalculationaboveshowsthatthereliabilityofthetestis0,88.So,the reliability ofthetestishigh.ItisbasedonArikunto(1986:93),thestandardof reliabilityis:

0,41 – 0,70 = Thereliabilityis significant 0,00 – 0,40 = Thereliabilityislow

0,71 – 0,90 = Thereliabilityishigh 0,91 – 1,00 = Thereliabilityisveryhigh

4.1.1 Interview

After thewriterfoundstudents whoobtained lowestscore, thewriteruses structureinterview toknowthestudents’difficulties inusingsimplepasttense. The writeraskedthemabout their lowability inusing simplepasttenseandthereare6 studentsin thelowestscoresin average and poor classification ofability.

Thestudentswhoobtained lowestscoresaidwhythey gotdifficultiesinusing simplepasttense in studyingEnglish because:

Statements Students’ responses

Do notknowthe irregular verb anymore Strongly Agree

Could not remember the formula of simplepasttense

Agree

There is a difficultyin using different subject in usingsimplepast tense

Uncertain

4.2 Findings

Afteranalyzingthedata,thewriter willtabulatetheirgradeandthe percentage.Afterdecidingthestudents’categoryability,thewriteraccountsthe

meanscore.Themeanscoreofthetestis 68,2.Accordingtothetabulation,means herebelongstogoodability inusingsimplepasttense.Itcanbeconcludedthatthe resultof thetest isgood, thehighestscoreis92 and the lowestscore is28.

THE STUDENTS’SCOREANDFREQUENCYIN USINGSIMPLE PAST TENSE No Students’ Number Correct answer for each student (R) Number of items (N) Score for each student (X) Frequency (f) fx

1. 61 46 50 92 1 92

2. 48 44 50 88 1 88

3. 32, 47, 55 43 50 86 3 258

4. 33, 53, 58, 64, 60, 67

42 50 84 6 504

5. 66, 63, 29, 36, 37, 49, 39

41 50 82 7 574

6. 62 40 50 80 1 80

7. 38, 41, 44, 57, 59

39 50 78 5 390

8. 8, 26 38 50 76 2 152

9. 16, 17, 65 37 50 74 3 222

10. 13, 23, 27, 35, 43, 54

36 50 72 6 432

11. 19, 25, 45, 50 35 50 70 4 280

12. 40, 52 34 50 68 2 136

13. 4, 21, 28, 30, 33 50 66 4 264

14. 14, 24, 31 32 50 64 3 192

15. 56 31 50 62 1 62

16. 9, 46 30 50 60 2 120

17. 1, 6, 10 29 50 58 3 174

18. 5 28 50 56 1 56

19. 2, 22, 34, 42 27 50 54 4 216

20. 3, 7, 11, 15 26 50 52 4 208

21. 69 25 50 50 1 50

22. 12, 18 22 50 44 2 88

23. 70 20 50 40 1 40

24. 20 19 50 38 1 38

25. 68 15 50 30 1 30

26. 51 14 50 28 1 28

Tofindthe meanscoreofthestudents’abilityinusingsimplepasttense,Thewriter calculated byusingthisfollowingformula:

�

�

=

∑fx

∑

f

= 4774

70

= 68,2

Thus,themeanscoreofthestudents’abilityis68,2.ItmeansthatTheyhavegood abilityin using simplepasttense.

The Percentageof theStudents’ Ability in Using Simple Past Tense

Classification Frequency Percentage (%) Levelof Ability Range

Very good 80 -100 49 70

Good 60 – 79 15 21,4

Average 40 – 59 3 4,3

Poor 20 – 39 3 4,3

Verypoor 0 – 19 0 0

Fromthetableabovethepercentageofstudents’abilityinusingsimple

pasttense,itshowsthat49students(70% oftherespondents)haveverygood ability,15students(21,4%of therespondents) havegoodability, 3 students(4,3%of

therespondents)haveaverageability, and3students(4,3%oftherespondents)have

poorabilityand there isno of therespondentsthatshowsin verypoor ability.

THE STUDENTS’ LEVEL OFABILITYINUSINGSIMPLE PAST TENSE

No Name Correct answer for multiple choice (I) Correct answer for completion test (II) Total Score (X) Levelof Ability

1. JenriaS 10 19 29 58 Average

2. Indah S 10 17 27 54 Average

3. Maan 9 17 26 52 Average

4. RosanaES 14 19 33 66 Good

5. Rinaldo Pane 15 13 28 56 Average

6. RebekkaB.NS 12 17 29 58 Average

7. Ade TarunaD 16 10 26 52 Average

8. PutriAyu M 18 20 38 76 Good

9. YuliWardianti 18 12 30 60 Good

10. Efrata 12 17 29 58 Average

11. ErikaSofyantiS 12 14 26 52 Average

12. Juan Felix M 10 12 22 44 Average

13. JesicaLuanaO 21 15 36 72 Good

14. NovitaDewi 13 19 32 64 Good

15. Jeffrin 12 14 26 52 Average

16. IlhamdiSinaga 18 19 37 74 Good

17. LilisAngrein D 22 15 37 74 Good

18. YoseAndres 9 13 22 44 Average

19. TresyaPanjaitan 17 18 35 70 Good

20. PebriYanti 12 7 19 38 Poor

21. DessyPratiwi 16 17 33 66 Good

22. MeilaniIkeS 11 16 27 54 Average

23. Ghaniya EkaPutri 22 14 36 72 Good

24. SitiMujahadah 16 16 32 64 Good

25. EzraRumahorbo 18 17 35 70 Good

26. R.D 20 18 38 76 Good

28. ViviSulyastari 16 17 33 66 Good

29. WidyaSM 21 20 41 82 VeryGood

30. RiaLianaHalawa 15 18 33 66 Good

31. RenisaFitri 14 18 32 64 Good

32. EnarsinariS 26 17 43 86 VeryGood

33. SitiNurminah Nst 25 17 42 84 VeryGood

34. RanggaS Putra 11 16 27 54 Average

35. HannaKristianiG 18 18 36 72 Good

36. SheilaC.OS 22 19 41 82 VeryGood

37. Tasya ErmauliP 21 20 41 82 VeryGood

38. AldiAzhariPutra 22 17 39 78 Good

39. M.HidayatS 24 17 41 82 VeryGood

40. Agus PutraPurba 20 14 34 68 Good

41. WidyaUtari 24 15 39 78 Good

42. Dedi 13 14 27 54 Average

43. MeryC S 19 17 36 72 Good

44. Evelyn T 22 17 39 78 Good

45. AngellaSiburian 19 16 35 70 Good

46. KenjiroKetaren 16 14 30 60 Good

47. M. Rais 24 19 43 86 VeryGood

48. Farhans Maulana 26 18 44 88 VeryGood

49. HerliHeratomo 23 18 41 82 VeryGood

50. M. NurAlfin 19 16 35 70 Good

51. Enud VogeiP 9 5 14 28 Poor

52. RezaSahputri 17 17 34 68 Good

53. AriniHusnaS 23 19 42 84 VeryGood

54. DitantyChicaN 20 16 36 72 Good

55. Ratri 23 20 43 86 VeryGood

56. NawiMelaaiS 16 15 31 62 Good

57. FransDennyS 22 17 39 78 Good

58. DwiAndriani 24 18 42 84 VeryGood

59. NazlaFarhan 24 15 39 78 Good

60. PolitaAyu 22 20 42 84 VeryGood

61. RichaUliviaP 27 19 46 92 VeryGood

62. MartinaSamosir 20 20 40 80 VeryGood

63. Rafikah Hasanah 23 18 41 82 VeryGood

64. Hijjah SafitriH 25 17 42 84 VeryGood

65. M.Arif Ramadan 18 19 37 74 Good

66. JefryGultom 23 18 41 82 VeryGood

67. WindyOS 22 20 42 84 VeryGood

68. NovitaM 10 5 15 30 Poor

69. AngelaYosalin 15 10 25 50 Average

70. RirisS 12 8 20 40 Average

Total 4774

Thus,themeanscoreofthestudents’abilityis68,2.ItmeansthatThey have goodability inusingsimplepasttense.So,accordingtothelevelofability andthe gradespossessesbythe2015tenthyearstudentsofSMAN21Medan,Thewriter statesthat:

• 49students(70%oftherespondents)haveverygoodabilityinusingsimple past tense.

• 15students(21,4%oftherespondents)havegoodabilityinusingsimplepast tense. • 3students(4,3% oftherespondents)have averageabilityinusing simplepast tense. • 3students(4,3%oftherespondents)havepoorabilityinusingsimplepast tense.

Thus,Thewritercansaythattheresultoftheprocessteachingandlearning English in usingsimplepast tense isvery good or satisfactory.

CHAPTERV

CONCLUSION AND SUGGESTION

5.1 Conclusion

So,theobjectiveofthisresearchis tofindouttowhatextent thetenthyear studentsofSMAN21Medanareabletousesimplepasttenseandtofindoutthe causesof studentsfor notbeen able to usesimplepasttense. Theresultasfollow:

1. The totalscoreof respondentsin usingsimplepast tenseis 4774. It meansthat the mean score of the whole respondents is 68,2. So, They havegood abilityin using simplepasttense.

2. Thereare49students(70%oftherespondents)whohaveverygoodability,

15 students(21,4% of therespondents) havegood ability,3students(4,3% of therespondents)haveaverageability, and3students (4,3%of the respondents) havepoor ability.

3. The causesof studentsfor notbeen able tousesimplepasttense isthey do notknowwhatistheformof simplepasttenseandhowtousesimple pasttense,yet.Theydonotknowtheirregularverbandtheyalsoconfused in the negativeandquestionformsofthesimplepasttense.Moreover,they

donotunderstandtheexplanationgivenbytheteacherbecausetheypay lessattention tothe explanation.

5.2 Suggestion

Thewritersuggests thestudentsafter reading thisresearch,they should improveandenrichtheirknowledgeaboutsimplepasttensebystudyingwelland doing theexerciseswhicharedealing withsimplepast tense.Fortheteachers, they should more concentratetheirteachingaboutgrammar, especiallysimplepast tense.

REFERENCES

Achirani.2011.An ErrorAnalysisofUsingPresentTenseMadebyStudentsof SecondYearJuniorHighSchoolof MadrasahTsanawiyahAl- Washliyah

16 Perbaungan. USU.

Arikunto, Suharsimi. 1993. ProsedurPenelitian: Suatu Pendekatan Praktek.Jakarta: RinekaCipta.

Azar,BettySchampfer.1992.FundamentalsofEnglishGrammar.SecondEdition. New Jersey:PrenticeHall.

Batubara, Intan S. 2009. An ErrorAnalysisof Auxiliary VerbsMadebythe

2006/2007NinthGradeStudentsofMadrasahTsanawiyahAl-Ullum

Medan. USU

Belajarbahasainggrisonline-gratis.blogspot.com Djajasudarma.1993.

MetodologiLinguistik. Bandung:IKIP.

Djayanti,Asfani.2012.AnErrorAnalysisOfTheUseOfSimpleSentenceMadeby

TheNinth GradeStudentsofSMPNegri2PancurBatu.USU.

Gay,L.1987.EducationalResearch:CompetenciesforAnalysisandApplication. Ohio:Merrill.

Hasan,Iqbal.2002.Pokok-PokokMateriMetodologiPenelitanDanAplikasinya. Jakarta:GhaliaIndonesia.

Harlig andReynolds.1995.Theroleof lexicalaspectin theacquisition of tenseand aspect.

TESOLQuarterly.

Horby,A.S. 1975. Guide to Pattern andUsage in English. New York: Low Priced Inc.

Lachance, Julie. 2009. Basic English. United Statesof America:McGrawHill. Lyons, Jhon. 1995. Linguistic Semantican Introduction. Cambridge:Cambridge

UniversityPress.

Manurung,Heldin. 2007. SimplifiedEnglish Grammar. Jakarta:KesaintBlanc. Napitupulu, Merlin Helentina. 2010.An ErrorofUsing Adverbsby the Eleventh Year

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Nurkancana, Wayan andP.P. N.Sumartana. 1986. Evaluasi Pendidikan. Surabaya: Usaha Nasional.

Prambandarie,InggihAyu.2008.AnAnalysisOnPrimarySchoolStudents’Ability

ToUsePersonalPronouns:ACaseStudyOnTheSixthYear Students

OfSDN NO. 101878 Tg.Morawa.USU.

Pujiasi,Novika.2010.TheErrors ofUnityandCoherenceinWritingEnglish ParagraphMadebyTheSixth SemesterStudentsofD-3EnglishStudy

ProgramofUSU. USU.

Quirk and Greenbaum.1990.Student’s Grammarof the English language. London:Pearson Education Limited.

Rukiah.2012.AnErrorAnalysisInUsingPassiveVoiceMadeByEleventhYear

StudentsOfMAN 1 Panyabungan. USU.

Woods,Geraldine. 2010. English GrammarFor Dummies:Canada: Willey Publishing,Inc

APPENDIX 1

Name : Time: 60minutes

I.ChoosethebestCorrectanswerfrom thefollowing questionsabout“Simple PastTense”withcross(X)it.Ifyouransweriswrongandyouwanttochange it,you shoukd circle(O)your wronganswer.(Pilihlah jawaban yangpaling benar dari pertanyaan-pertanyaan di bawah ini tentang simple past tense dengan menyilangnya (X). Jika jawabanmusalah dan kamu ingin menggantinya,kamu harusmelingkari(O) untukjawabanyang salah.)

Dear:Sarah

Sarah, Iamwritingtoyou just to memorize aboutour holidayinyour citylastyear.

I(1).... so happybeingtherewithyou.We(2).... manytourismobjectslikeParangtritisBeach, Prambanan Temple, and Malioboro. Ireallyenjoyed theplaces. We(3)... manyfoodsand souvenirsthere.We also (4)... thepictures scenery.We(5)... so happyspendingtime together.

Ihopewe can visit there again next time. 1. a. is

b. was c. are d. were 2. a. visited

b. visiting c. visits d. visit 3. a. buy

b. buying c. bought d. buyed 4.a. take b. takes c. taked d. took 5. a. were

b. was c. are d. is

Thepupilsofclass10B…(6)aprojectlastweek.Firstthepupils..(7)whatthey

wantedtodo.Thenthey ...(8)informationfrombooksandbrochuresandthey …(9) toalotofpeople.They...(10)someinterestingphotosinthelibrary.Theirteacher

…(11)themwhenthey …(12)her.Thenthey …(13)aposterandavideoand…(14) theother groupsabout their project.

6. a. Did b. do c. does d. doing 7. a. Apply

b. Choosing c. Applied d. Chose 8. a. Gets

b. Got c. Getting d. Get 9. a. Talked

b. Tell c. Talks d. Told 10. a. See b.Find c.Found d. Saw 11. a. Helped

b. Helps c. gives d. gave 12. a. Tell

b. ask c. asked d. Told 13. a. Made

b. share c. Make d. Shared

14. a. Told b. Tell c. Give d. Gave

15. She....her unclelastnight. a. Meet

b. See c. Met d. Saw

16. Icould notphoneyou becauseI a. is

b. was c. Being d. Were

in hurry.

17. Dannyopened thewindowand thebird . a. die

b. flew c. flying d. death

18. Although itwasadifficultquestion butshe a. answer

b. answered c. Knew d. Knows

correctly.

19.Even thoughIhad a. Tell b. explained c. Explaining d. Told 20. Whydidn’tyou a. see b. visited c. Visiting d. saw

21. Itwasdark, so didn’t a. see

b. saw c. Seeing d. ask

clearly, hestill could notunderstand whatImeant.

yourgrandma’shouse?

22. Did You … mea message? a. Sent b. Send c. Sended d. give 23. TheScientistmixestheformula

a. Did thescientistnotmixedtheformula? b. Didn’t thescientistmix theformula? c. Did not thescientist mixtheformula? d. Doesthescientistnotmixedtheformula? 24. Dina and Dinido agreat job

a. Did Dina and Dinidid agreatjob? b. Did notDina and Dinidoagreat job? c. Did Dina and Dinidoagreat job? d. Does Dina and Dinido agreatjob? 25. IsShe in the class?

a. Isn’tShe in the class? b. Wasn’tShe in theClass? c. Weren’tShe intheclass? d. doesn’tShe in theclass?

26. Mr. Oscar....hiscar threedaysago.a. sell

b. sold c. to sell d. sells

27. Shedidn’t....her holidayanywhere. a. spend

b. spending c. spent d. to spend

28. I...averyinterestingshortstory yesterday. a. read

b. reads c. readed d. reading 29. Thatgirl....hereyesterday. a. was b. is c. were d. are

30. ....Theydo their homework lastnight? a. do b.

did c. does d. don’t

II. Completethepassagewiththesimplepast form of theverbsinparentheses. Includeadverbswhenindicated, andpaycarefulattentiontospelling. Thefirst one isdoneasanexample.

The First Born

Lily was

... 10 (hold) herand... 11 (tell) her littlestories and...12(read)herbooks and...13(sing)her lullabies. They...14(wake)upinaninstantifthey...15(hear)hercry during thenight.They...16(write)letters and...17(send)cards tofriends andrelativesdetailingevery littlethingLily...18(do).Infact,her parents...19(give)Lily theircompleteattention.That is,untilher sister, Cathy,... 20 (be) born twoyearslater.

(be) Bob and Dorothy’s first child. When Dorothy ... 1 (become) pregnant,thecoupleimmediately...2(begin)toprepareforthe baby.They... 3 (go) shopping for babyfurniture and... 4 (buy)toysandplaythings.Dorothy...5(make)little

clothesandblankets.AndwhenbabyLily...6(come)intotheworld,thehappyparents... ...7 (fall) in lovewith their preciouschild. They...8(take) picturesof Baby Lily’s first smile, step, and birthday party. At bedtime, they... 9 (sit) and

14. a. Told b. Tell c. Give d. Gave

15. She....her unclelastnight. a. Meet

b. See c. Met d. Saw

16. Icould notphoneyou becauseI a. is

b. was c. Being d. Were

in hurry.

17. Dannyopened thewindowand thebird . a. die

b. flew c. flying d. death

18. Although itwasadifficultquestion butshe a. answer

b. answered c. Knew d. Knows

correctly.

19.Even thoughIhad a. Tell

b. explained c. Explaining d. Told

20. Whydidn’tyou a. see

b. visited c. Visiting d. saw

21. Itwasdark, so didn’t a. see

b. saw c. Seeing d. ask

clearly, hestill could notunderstand whatImeant.

yourgrandma’shouse?

22. Did You … mea message? a. Sent

b. Send c. Sended d. give

23. TheScientistmixestheformula

a. Did thescientistnotmixedtheformula? b. Didn’t thescientistmix theformula? c. Did not thescientist mixtheformula? d. Doesthescientistnotmixedtheformula?

24. Dina and Dinido agreat job

a. Did Dina and Dinidid agreatjob? b. Did notDina and Dinidoagreat job? c. Did Dina and Dinidoagreat job? d. Does Dina and Dinido agreatjob?

25. IsShe in the class? a. Isn’tShe in the class? b. Wasn’tShe in theClass? c. Weren’tShe intheclass? d. doesn’tShe in theclass?

26. Mr. Oscar....hiscar threedaysago.a. sell

b. sold c. to sell d. sells

27. Shedidn’t....her holidayanywhere. a. spend

b. spending c. spent d. to spend

28. I...averyinterestingshortstory yesterday. a. read

b. reads c. readed d. reading

29. Thatgirl....hereyesterday. a. was

b. is c. were d. are

30. ....Theydo their homework lastnight? a. do b.

did c. does d. don’t

II. Completethepassagewiththesimplepast form of theverbsinparentheses. Includeadverbswhenindicated, andpaycarefulattentiontospelling. Thefirst one isdoneasanexample.

The First Born Lily was

... 10 (hold) herand... 11 (tell) her littlestories

and...12(read)herbooks and...13(sing)her lullabies.

They...14(wake)upinaninstantifthey...15(hear)hercry during

thenight.They...16(write)letters and...17(send)cards tofriends

andrelativesdetailingevery littlethingLily...18(do).Infact,her

parents...19(give)Lily theircompleteattention.That is,untilher sister,

Cathy,... 20 (be) born twoyearslater.

(be) Bob and Dorothy’s first child. When Dorothy ... 1

(become) pregnant,thecoupleimmediately...2(begin)toprepareforthe

baby.They... 3 (go) shopping for babyfurniture and... 4

(buy)toysandplaythings.Dorothy...5(make)little

clothesandblankets.AndwhenbabyLily...6(come)intotheworld,thehappyparents...

...7 (fall) in lovewith their preciouschild. They...8(take) picturesof Baby

KEMENTERIANPENDIDIKANDAN KEBUDAYAAN

UNIVERSITASSUMATERAUTARA

FAKULTASILMU BUDAYA

DEPARTEMENSASTRAINGGRIS

JalanUniversitasNo.19 KampusUSU,Telp.(061)8220840Medan- 20155

Nomor:

0b

IUN5.2.1.7.1.2/PRS/2015

Lamp.

Ha1 :IzinPenelitian

Yth.PembantuDekanI Fak:ultasIlmuBudaya Universitas SumateraUtara di

Medan

Denganhormat,kamimohonkepadaBapakPembantuDekanI FakultasIlmuBudaya USU

agardapatkiranyamemberikanizinpenelitianuntukmahasiswaSastraInggriske

SMAN21Medan,jalanKramatIndah ISelamboUjungMulaiTgl.16 Maret2015sampai

dengan21April2015,dalamrangkapenulisanProposal/Skripsimahasiswatersebut: Nama

NIM

ProgramStudi

JudulProposal/Skripsi

:MariatyASihombing

: 130721017

:SastrtaInggrisEkstensi

:AnAnalysis OnSeniorHightSchool Students' AbilityTo UseSimple Past Tense:ACase Study OnTheTenth YearStudentsOfSMAN21Medan"

Demikiansuratinikamisampaikan.Atasperhatiandankerjasamayangbaikdiucapkan

PEMERINTAHKOTAMEDAN

DINASPENDIDIKAN

JalanPelitaIVNo.77Telp.(061)6629322MEDAN-20236

Medan, /9 Maret2015

Nomor: 070/3YO.f.PPMP/2015

l,(1111p.

:-Hal : lzin Penelitian

KepadaYth:

KepalaSMANegeri21Medan

di-Medan

1. Berdasarkan surat permohonan dari Dekan·Fakultas Ilmu Budaya Universitas Sumatera

UtaraNomor 652/UN5.2.1.7/PPM/2015 tariggal12Maret2015 perihal

padapokoksuratini,kamisampaikankepadaSaudara:.

Nama NIM Departemen/Prodi

MariatyA.Sihombing

130721017 SastraInggris

JudulPenelitian AnAnalysisOnSenior HighSchool Students' AbilityTo

UseSimplePastTense:ACaseStudyOnTheTenthYear StudentsOfSMAN21Medan

TempatPenelitian : SMANegeri21Medan

2. DiharapkanSaudaradapatmembantunyadenganketentuansebagaiberikut: a. Tidakmenggangguprosesbelajarmengajardisekolah.

b. YangbersangkutanberkoordinasidenganKepalaSekolah.

c. Yangbersangkutan melaporkanhasilnyakeDinasPendidikanKotaMedanc/q BidangPPMPselambat-lambatnyaseminggusetelahselesaikegiatan. d. Suratiniberlakusejaktanggaldikeluarkansampaikegiatandianggapselesai. 3. DemikiandisampaikanataperhatianSaudarakamiucapkanterimakasih.

Tembusan:

I. DekanFak.IlmuBudaya USU 2. Pertinggal

t>- _HAN,S.Pd

PEMBINA

DINASPENDIDIKANKOTAMEDAN

SMANEGERI21MEDAN

Jl.KRAMATINDAH/SELAMBOUJUNGTELP.061-77839821 KEL.MEDANTENGGARAKEC.MEDANDENAIKODEPOS20228

Email

Nomor Lampiran

:420/2621/SMA.21/2015 Medan,26Maret2015

Hal :PelaksanaanPenelitian

DenganHormat,

Sayayangbertandatangandibawahini:

Nama NIP

:Dra.Hj.YurmainiSiregar,M.Si

:195811271982032004 PangkatIGololngan :PembinaTingkatIIIV-b Jabatan

UnitKerja

:KepalaSekolahIGuruPembina :SMANegeri21Medan

Menerangkanbahwa:

NIM

130721017

Kampus Jurusan ProgramStudi JenjangStudi

:UniversitasSumateraUtara :SastraInggris

:SastraInggris :S1

Adalah benar telah melakukan penelitian dengan judul '"AnAnalysis On Senior High School Students' AbilityToUseSimplePastTense:ACaseStudyOnTheTenthYearStudentsOfSMAN 21Medan",yangdilakukanpadatanggal16Maret2015-21 April2015.