Students' Difficulties in Learning Present Perfect Tense : a case Study at the Third Year students of akuntansi of SMK Puspita Bangsa Ciputat
STUDENTS’ DIFFICULTIES IN LEARNING PRESENT
PERFECT TENSE
(A Case Study at the Third Year ofThird Year Students of Akuntansi of SMK Puspita Bangsa Ciputat)
A paper presented to the Tarbiyah faculty and teacher’s training Presented to the Faculty of Tarbiyah and Teachers Training
In A partial fulfillment of the requirements
For the degree of S.Pd. (Bachelor of Arts) in English Language Education
By
DANI SETIAWAN NIM: 103014026941
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY (UIN)
SYARIF HIDAYATULLAH
JAKARTA
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STUDENTS’ DIFFICULTIES IN LEARNING PRESENT
PERFECT TENSE
A Case Study at the Third Year of SMK Puspita Bangsa
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training In A Partial Fulfilment of the Requirements
For the degree of S.Pd (Bachelor of Arts) in English Language Education
Approved by the Advisor
Drs. Mas’ud Ma’da, M.A NIP. 150 012 951
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1429 H / 2008
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ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiya and teachers’ training certifies that the ‘skripsi’ entitled ‘STUDENTS’ DIFFICULTIES IN LEARNING PRESENT PERFECT TENSE (A Case Study at the Third Year Students of AKUNTANSI of SMK Puspita Bangsa Ciputat), written by Dani Setiawan, student’s registration number: 103014026941 was examined by the committee in June 9st 2008 on Monday, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title of ‘S.Pd’ (Bachelor of Arts) in English Language Education Department.
Jakarta, JUNE 9th 2008
Examination Committee
CHAIRMAN : Drs. Syauki, M. Pd. ( ) NIP: 150 246 289
SECRETARY : Neneng Sunengsih, S. Pd. ( ) NIP: 150 293 236
EXAMINERS : 1. Drs. Nasrun Mahmud, M.Pd. ( ) NIP: 150 188 518
2. Dr. Syauki, M. Pd ( )
NIP: 150 270 348
Acknowledged by:
Dean of Tarbiyah and Teachers Training Faculty
Prof. Dr. Dede Rosyada, MA. NIP 150 231 356
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ACKNOWLEDGEMENT
In the Name of Allah, the Beneficent and the Merciful.
All praise be to ALLAH Lord of the Universe for his blessing guidance, love, help who has bestowed upon the writer in completing this ‘skripsi’. Peace and blessing be upon the Prophet Muhammad S.A.W and his family, his companions and his followers.
This ‘skripsi’ is presented to English Education Department of faculty of Tarbiya and Teacher’s training, State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of requirements for the Degree of Strata I (S1) entitled:
STUDENTS DIFFICULTIES IN LEARNING PRESENT PERFECT TENSE ( A Case Study at the third Year Students of AKUNTANSI
of SMK Puspita Bangsa Ciputat).
The writer would like to say his gratitude to his beloved father (IWAN SUPRIADI) and beloved mother (ETI SETIAWATI), Dodi Setiapriadi, Dien Hadi Setiadi and Diany Rahmawanti as his brother and sister, who always give motivation and support in various endeavors and moral encouragement to finish his study.
In this occasion to, the writer would also like to give his great appreciation, honor and gratitude to Mas’ud Mada, M.A, as his advisor, for his time, guidance, kind ness, contribution and patience in correcting and helping him in finishing this ‘skripsi’.
His gratitude also goes to:
1. All lecturers of English Education department who has taught the writer during his study.
2. Drs. Syauki, M.Pd. the head of English department. 3. Prof. Dr. Dede Rosyada, M.A as dean of Tarbiyah faculty.
4. Mrs. Neneng Sunengsih, M.Pd. As the writer’s academic advisor in English Department, especially in A class.
5. M. Asmian, SH. as the Principal of SMK Puspita Bangsa, Ciputat, Rozikin, A. Md as the English teacher and all staff of SMK Puspita Bangsa, Ciputat who has been cooperation during the writer conducting research in the school..
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6. All his friends that he cannot mention them one by one in A, B & C class who always help and give the writer support, time and remind him in accomplishing this “skripsi”. May Allah guide and give them all happiness through out their lives. Amen.
Finally, the writer realizes that this ‘skripsi’ is far from being prefect. Therefore, the writer would like to accept any constructive criticism and suggestion to make this ‘skripsi’ better.
Jakarta, June 5th
2008
The Writer
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TABLE OF CONTENTS
ENDORSEMENT SHEET ……….. i
ACKNOWLEDGEMENTS ………. ii
TABLE OF CONTENTS ……… iv
LIST OF TABLES ... vi
CHAPTER I : INTRODUCTION ……… 1
A. Background of the Study ……….. 1
B. Limitation of the Study ……….. 4
C. Statement of the Problem ………. 5
D. Objective of the Study ……….. 5
E. Method of the Study ……….. 5
F. Organization of the Study ……… 5
CHAPTER II : THEORITICAL FRAMEWORK ……… 6
A. Tense ………. 6
B. Present Perfect Tense ……….. 7
1.The Form of the Present Perfect Tense ……… 8
2.The Usage of the Present Perfect Tense ……….. 8
CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS ………. 17
A. Research Methodology ………. 17
1. Object of the Research ………. 17
2. Location, place and Time ………. 17
3. Population and Sample ………. 18
4. Techniques of Data Collecting ……… 18
5. Instrument of Research ………. 18
6. Techniques of Data Analysis ………. 19
B. Research Findings ……… 20
1. Data Description ……… 20
2. Data Analysis ……… 20
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CHAPTER IV : CONCLUSION AND SUGGESTION ……….. 29
A. Conclusion ………. 29
B. Suggestion ……….. 29
BIBLIOGRAPHY ………. 30
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LIST OF TABLES
1. Table 3.1: Tenses Area and Each Item ………. 20 2. Table 3.2: Students Score of Test Result ………. 21 3. Table 3 : Frequency and Percentage of the Difficulties in the Form of Present Perfect Tense………. 22 4. Table 3.4: Frequency and Percentage in Distinguishing the Usage of Present Perfect and simple past tense……….……… 25
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CHAPTER I INTRODUCTION
A. Background of the Study
As a foreign language in Indonesia, English has an important position and clearly needed by many learners to deliver thought and interact in a variety of situations. Therefore, people realize without mastering the language, interaction and all kinds of activity among the people will breakdown. Because when we learn a language, we learn to communicate through the language we have learned.
But, with mastering English, the students can develop their knowledge: science, technology, art and relations with other countries.
It is necessary for them to know and master the grammatical rules of the language to get good understanding, some students find some difficulties in learning grammar.
Nowadays, English is the most common language used throughout the world. English is the most widespread medium of international communication because of both the number of geographical spread of its speakers, and the large number of non-native speakers who use it for part at least of their international contact.1 In Indonesian school, English is determined as a compulsory subject in the national curriculum. It is taught beginning from junior high school up to the university.
English is also used not only to apply for a job but also to communicate with people from different nations. Jack C. Richards and Theodore S. Rodgers noted that “today English is the world’s most widely studied foreign language; five hundred years ago it was Latin, for it was the dominant language of education, commerce, religion and government in the western world.”2
Many writers believe that in learning English as a foreign language or second language the learner should, first of all, master the grammar structure system, the basic structural patterns of the present perfect tense items.
Grammar is one of the language aspects which are taught to every language learners. It is the basic knowledge and important role in understanding the English
1
C. J. Brumfit, English for International Communication, (Oxford: Oxford Pergamon Press, 1981), p. 1
2 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching; Description and Analysis, (Cambridge: Cambridge University Press, 1986), p.1
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language. As said by Paul Robert that “grammar is a body of generalization about how people says things. In order to make generalizations, we must agree on the meaning of terms for the things we wish to talk about. Grammar accuracy is only part of communication to convey a message, where grammar is merely a tool”.3 By learning grammar, we can communicate our message clearly and precisely.
Penny Ur noted that “grammar is defined as words are put together to make correct sentences. It doesn’t only affect how the units of words are combined in order to make correct sentences but also affects their meaning.4
But students who learned English meet a number of problems, especially with the grammar as the language that can be confusing. Some students think of grammar as rather boring subject..
We all know that English is different from other language whether on the vocabulary, phonology and structure system those have great deal of influence to Indonesian students in learning English.
Teaching all foreign language is stressed on mastering the four basic skills: listening, speaking, reading and writing. And also the knowledge of grammar is one of the important factors that students should master. Because a grammar is needed even in communicative ways. Grammar traditionally has a central role in language teaching particular theories of grammar and learning associated with them have provided justification for syllabus and in methodology in language teaching for decades.
In Understanding English, the student must understand the structure of English or grammar, understand to using it in oral or written. Because most of the students get difficulties to make sentences correctly with a tense. It is usually happened in – the past, present or present perfect tense.
Tense is usually defined as relating to the time of an action, event or state.5 Thus Kathryn Riley asserted that, “Tense is a classification system for verbs, indicating, in general the of the action: Past tense (e.g The tide rose), present tense (e.g the tide rises), future tense (e.g the tide will rise). English like all Germanic
3
Paul Robert, Understanding Grammar (New York, 1954) p. 123
4
Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambridge University Press, 1996), p. 75
5
Laurie Bauer, English Word-Formation, (New York: Cambridge University Press, 1983), p. 157
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language, has only two inflected tenses: Past and Present.6 The time of the action is commonly expressed by the verb. With tense, student can know when the time action occur, and understand the correspondence between the form of the verb and their concept of time.
The present perfect tense is a construction made up of a construction made up of the auxiliary have + the past participle form of the main verb. It is used to indicate an action that took place at an indifinite time or over a period of time in the past, but still has relevance in the present. The time of the actions is not mentioned and it is not implied.
W. Stannard Allen in living English structure stated: “English has three main divisions, Past, Present and Present Perfect Tense…”7 Absolutely, the verb in English influenced by the “time”, when it happens or will happen (past, present and present perfect tense). So a verb should be concord or related with the time.
When “state” happened in the past it must be followed by the “adverb of time”. Because In Indonesian language there is now use “the time”strictly even now, past or future. Beside that there is a tense that used to indicate an action or “state” happened in the past, but it was contiunous to the present or still true at present we call “present perfect tense”. And the common signals are: since. For, this week, up to now, so far, not yet, once, often, twice and three times etc.8
Most learners also confused with the forms of present perfect tense and their usage and they have difficulty in using them appropriately.
Based on the background above the writer takes a title of this paper” Student’s difficulty in Learning Present Perfect Tense” (A case study at SMK Puspita Bangsa)
B. Limitation of the Study
The writer limits the study on the error of the third year students of SMK Puspita Bangsa Ciputat. These errors are taken from the test focused on Present Perfect tense.
C. Statement of Problem
6
Kathryn Riley and Frank Parker, English Grammar Prescriptive, descriptive, Performance (USA:1988) p.106
7
W. Stannard Allen, Living English Structure (London: Longman, 1987), p. 75
8
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Based on the background of study, the writer formulates his problem as follows: “Which is more difficult for students between form and usage of present perfect”.
D. Objective of the study
The objectives of writing this paper are:
1. To know some problems found by the students of SMEA Puspita Bangsa in Learning present perfect tense.
2. The most mistakes made by the students is in the areas of present perfect tense in form and usage respectively.
E. The method of Research
This paper is written based on a field research; in this case the writer takes Sekolah Menengah Kejuruan (SMK) Puspita Bangsa Ciputat as place for investigation to be discussed. In field research the writer observes some difficulties and problems found by the third year students in teaching learning process of present perfect tense after collecting and processing the data the writer would like to offer an alternative to solve the problem.
F. Organization of Study
This skripsi divided into four chapters, as follows:
The first chapter explains the introduction, the background of study, limitation of the study, statement of the problem, the objective of the study, the method of study and organization of study.
The second chapter discusses the theoretical framework and explain about tense and present perfect tense. Which covers the form and the usage of Present perfect tense.
The third chapter consists research methodology and findings. Research methodology consists of: object of the research, location, place and time, population and sample, technique of data collecting, instrument of research and technique of data analysis. Moreover, research findings covers data description, data analysis and data interpretation.
The last chapter consists of two parts, they are conclusion and suggestion.It is a core review of previous discussion in this paper.
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CHAPTER II
THEORITICAL FRAMEWORK
A. Tense
The word “tenses” derived ultimately from the Latin word “tempus” meaning “time”.9 The word tense stands for a verb form or series of verb forms used to express a time relation. Tense vary in different language. Tenses may indicate whether an action, activity, or state is past, present, or future.10 The commonest tenses found in languages are present, past, and future; when the situation described in the present tense is related as simultaneous with the moment of speaking (e.g. John is singing); the situation described in the past as related prior to the moment of speaking (e.g. John was singing); while the situation described in the future as relates subsequent to the moment of speaking (e.g. John will sing). Since tense refers to the time of the situation which relates to the situation of the utterance, it can be described as “deictic”.11
As John I. Saeed (2003) said, “deictic system is the ways in which a speaker relates references to space and time to the “here” and ‘now’ of the utterance. Most grammatical tense systems allow the speaker to describe situations as prior to, concurrent with, or following the act of speaking.12 In other words, deictic refers to an interval or period of time which contains the moment of utterance. It can be expressed by some words: yesterday, now, tomorrow.
In talking about tense, it is only focused on the time of the situation that is being described, but it also discusses about form of verb. McCawley says that “tense are not features by themselves but underlying verbs”. Almost all verbs can show the differences between the present, past and future time by changing in the verb form. From this, can be also defined as “the time of the action on state expressed by the verb”.13 However, it should be pointed out that time in relation to action is a concept
9
John Lyons, Linguistic Semantic an Introduction, (Cambridge: Cambridge University Press, 1995), p. 312
10
A.S. Hornby, Guide to Patterns and Usage in English, (Low-Priced Edition, 1975),p.78
11
Bernard Comrie, Aspect: An Introduction to the study of verbal aspect and related problem, (Cambridge: Cambridge University Press, 1976), p. 2
12
John I. Saeed, Semantics: 2nd edition, (UK: Blackwell Publishing, 2003), p. 125
13
McCawley, Tense and Time Reference in English: Its Structure and Use in Discourse, (London: Routledge, 1991), p. 8
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that exists in the mind of the speaker, reader or listener. Tense is a actual usage, refers consistently only to grammatical forms.14
So time, as Lyons says, tense is “grammaticalizes the relationships which held between the time up the situation that is being describe and the temporal zero point of the deictic context”.15
Based on the explanation above, the writer can conclude that tense is a verb form or series of verb forms used to express a time relation. Tenses may also indicate whether an action, activity or state is past, present or future. when the situation described in the present tense is related as simultaneous with the moment of speaking (e.g. John is singing); the situation described in the past as related prior to the moment of speaking (e.g. John was singing); while the situation described in the future as relates subsequent to the moment of speaking (e.g. John will sing).
The Present Perfect tense is a construction made up of the auxiliary have + the past participle form of the main verb. It is used to indicate an action that took place at an indifinite time or over a period of time in the past, but still has relevance in the present. The time of the actions is not mentioned and it is not implied.
Example:
• I have seen that movie • He has read the book
• Have you ever studied Greek?
B. The form of the Present Perfect Tense.
A.J Thomson and A.V Martinet said, “The present perfect is formed with the present tense + the past participle. And for negative is formed by adding not to the auxiliary. The Interrogative is formed by inverting the auxiliary and subject.16
14
Julia M. Burks and George E. Wishorn, Let’s write English, (New York Little educational publishing inc, 1980), p. 192
15
Renant Declerck, Tense in English: Its Structure and Use in Discourse, (London: Routledge, 1991), p. 7
16 A. J Thomson & A.V Martinet, A. Practical English Grammar, (Oxford University Press:1986), p. 165
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Like all the perfect tenses, the present perfect is formed by combining some form of the verb to have with a past participle (e.g. opened, finished, believed, done). In thus case it simple present tense of the verb to have that is used as the auxiliary (or helping) verb:17
a. Affirmative
1) To make an affirmative of the verb other than be we use the following formula:
Example:
Subject have / has V3
I have finished my assignment
The students have passed the test
Anna has watched the scary movie
Mrs. Franz has slept
We’ve eaten
2) To make an affirmative of the verb be we use the formula:
Example:
Subject have / has been substantive
Carl’s dog has been dissapear for a week
I have been absent for 2 days
They have been In school since 6.30
Frederick has been to Germany this week
The basic form of the present perfect tense : have / has + the past participle. We use have with I, you, we, they or plural noun. And we use has with she, he, it or a
17
Don Le pan, English Checklist (Common Errors in English), (Binarupa Aksara, 1991), p.12 S + have / has + V3 + (…..)
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singular noun (e.g, Frederick / Mrs Franz). With pronouns, have is contracted to apostrophe + ve (‘ve) and has to apostrophe + s (‘s).18
b. Negative
1). To make a negative of the verb other than be we use the following formula:
Example:
Subject have / has + not V3
I have not finished my assignment
The students have not passed The test
Anna has not watched the scary movie
Mrs. Franz has not slept
2). To make a negative of the verb be, we use the following formula:
Example:
Subject have / has + not been substantive
Carl’s dog has not been dissapear For a week
I have not been absent for 2 days
They have not been in school since 6.30
Frederick has not been to Germany this week
C. Interrogative:
1) To make an interrogative of the verb other than be we put have / has before the subject. The following formula:
Example:
Have / has subject been substantive
18 Betty S. Azar, Understanding and Using English Grammar (New Jersey: Prentice Hall, 1989), p.161
S + have / has + not + V3 + (…..)
S + have / has + not + been + Substantive (Adverb of place) + (…)
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Have I been absent for 2 days ?
Has Carl’s dog been dissapear for a week ?
Have They been In school since 6.30?
Has Frederick been to Germany this week?
2). To make an negative interrogative of verb be, we put haven’t / hasn’t before the subject. The formula is
Example:
Have / has subject been substantive
Hasn’t Carl’s dog been dissapear for a week?
Haven’t I been absent for 2 days?
Haven’t They been in school since 6.30? Hasn’t Frederick been to Germany this week ?
3) To make an negative interrogative of verb other than be, we use the formula:
Example:
Haven’t / hasn’t Subject V3
Hasn’t Mrs. Franz slept?
Haven’t They passed the test?
Haven’t I finished my assignment?
Hasn’t Anna watched the scary movie?
The active forms of the present perfect tense (using the verb to work as an example) are as follows:
Singular Plural
1st person I have worked We have worked
2nd person You have worked You have worked
3rd person
He has worked
She has worked They have worked Haven’t / hasn’t + S + been + Substantive (adverb of place) + (……)
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It has worked
The passive forms of the present perfect tense (using the verb to hit as an example) are as follows:
Singular Plural
1st person I have been hit We have been hit 2nd person You have been hit You have been hit
3rd person
He has been hit She has been hit It has been hit
They have been hit
NOTE :
A passive sentence can be used when it consists transitive verbs.
C. The Usage of the Present Perfect tense
Betty S. Azar said, “the present perfect expresses the idea that something happened (or never happened) before now, at an unspecified time in the past. The exact time it happened is not important. If the is a specific mention of time, the simple past is used.19
She also said, “the present perfect also expresses the repetition of an activity before now. The exact time of each repetition is not important. “(e.g: We have had four driver test this semester).
The present perfect tense lays stress upon the completion of an action at the time when the speaker expresses the thought. Like the present tense, the present perfect has extended its meanings and functions somewhat beyond the perfection of an act in the present. It may indicate any of the following time meanings:
1. An act just completed, often with the help of an accompanying modifier: Example : I have this very minute finished reading your note
19
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At last, you two have found each other
2. An action beginning in the past and continuing into the future: Example: I have been hearing too many political speeches
He has been sitting here in this chair since noon 3. An action completed at any time before the present: Example: I have bought two dresses since you got yours20
According to English Page.Com, the concept of "unspecified time" can be very confusing to English learners. It is best to associate Present Perfect with the following topics:
1. Experience
The Present perfect used to describe your experience. It is like saying, "I have the experience of..." You can also use this tense to say that you have never had a certain experience. The Present Perfect is NOT used to describe a specific event. Examples:
• I have been to France.
• I have been to France three times.
• I have never been to France.
2. Change over Time
The Present perfect used to talk about change that has happened over a period of time.
Examples:
• You have grown since the last time I saw you.
• The government has become more interested in arts education.
• Japanese has become one of the most popular courses at the university since the Asian studies program was established.
• My English has really improved since I moved to Australia
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3. Accomplishments
The Present perfect used to list the accomplishments of individuals and humanity. You cannot mention a specific time.
Examples:
• Man has walked on the Moon.
• Our son has learned how to read.
• Doctors have cured many deadly diseases.
• Scientists have split the atom.
4. An Uncompleted Action You Are Expecting
The Present perfect often used to say that an action which we expected has not happened. Using the Present Perfect suggests that we are still waiting for the action to happen.
Examples:
• James has not finished his homework yet.
• Susan hasn't mastered Japanese, but she can communicate.
5. Multiple Actions at Different Times
The Present perfect also used to talk about several different actions which have occurred in the past at different times. Present Perfect suggests the process is not complete and more actions are possible.
Examples:
• The army has attacked that city five times.
• I have had four quizzes and five tests so far this semester.
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Marcella Frank in Modern English said, “The present perfect tense represents time that begin in the past and extends to the present, either in actual fact or in the mind of the speaker. It is not used with definite time words like “yesterday and last year”.21 The kinds of time words that express past to – present time are:
a. Since or for:
Example: I have lived here for three years or I have lived here since 1979. b. So far, Up to now, Up to present:
Example:We have had no trouble with our television set so far ( or up to now) c. Frequency words: always, never, ever, often, sometimes, occasionally.
Example: He has always lived in this town or this is the best book I have ever read.
J.B. Alter said, “The present perfect tense of the verb is used to show an action that happened only a short time ago. The word ‘just’ is used to show this. And the time expression is not mentioned in sentences in the present perfect tense. “ e.g.: My father has just washed his car.22
A.J Thomson and A.V Martinet said, “this tense may be used to be a sort of mixture of present and past. It always implies a string connection with the present and is chiefly used in conversation, letter, newspaper and television and radio reports.23
From the discussion above that present perfect focused on the action that happened in the past but related to the present moment. It is used commonly to show that the action has just been completed, or at least the effect of the action is still felt at the moment of speaking.
21
Marcella Frank, Modern English: Exercise for non – native speakers, part I: parts of speech (New Jersey: Prentice hall. Inc.1972)
22 J.B. Alter, Guided English Skills primary I, (Jakarta: Binarupa Aksara, 1991), 1st ed. P.106
23
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CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology 1. Object of the Research
SMEA / SMK PUSPITA BANGSA Ciputat students are divided into three grades. They are the first grade or class A, the second grade or class B and the third class or C. The writer took the third class at the object of the research.
2. Place and time
The writer decided to the research at SMEA / SMK Puspita Bangsa Ciputat which is located on Jl. Aria Putra, No.9 Ciputat. He did this research from 26th up to February 29th 2008. SMK / SMEA Puspita Bangsa has two kinds of expertise, which is: Business and Management and also Tourism. There are 16 theoritical classes for teaching and learning activities and also 5 practical classes for students practical activities which are : front office room, secretary room, accountant room, house keeping room and serving room.
There 14 facilities in the school, which are as follows : 1. Third floor building
2. Air conditioner room 3. Language lab.
4. Computer and internet lab. 5. Music studio.
6. Small hotel. 7. Sales lab . 8. Kitchen room 9. Musholla
10.Sport facilities : Futsal Volleyball Basket ball Badminton
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Headmaster : Mohammad Asmian, S.H Vice of headmaster in students’ field : Mulyono, S.E
Vice of headmaster in curriculum field : Nunung St N, S.Pd
There are 36 teachers in Puspita Bangsa :
1. Drs. Abd. Rozak 19. Sumarja, SS.
2. Dra. Hj. Dedeh R. 20. Rozikin, A. Md 3. Dra. Hj. Aini Soegirwo 21. Dra. Maryanah
4. Drs. Marjono 22. Dra. Umaeroh
5. Budi Utomo, S.Ag 23. Nofrianto, A.Md
6. Drs. Mukija HS, MM 24. Nurdin, S.Ag
7. Jumadi, S.Pd 25. Zaenal Arifin, SE.
8. Hasan Basri, SE. 26. Subarianto, SE. 9. Nina Yulestina, SE. 27. Samsi, S.Pd
10. Edi Suwarno 28. Tri Adji A, S.Pd.
11. Dasril, S.Pd. 29. Handayani, S.Pd
12. Mudalih, S.Ag 30. Ruzayanah, S.Pd.
13. Suyadi EW. 31. Elya Juliawati, A.Md
14. Setyadi 32. Gustrio Linda, S.SI
15. Nurdin, S.Pd 33. Zwesty Faj Inggriani, S.Pd.
16. Mawardi Asik, BA 34. Bambang Adi.
17. Drs. H. Agus Sofyan 35. Sartuti, S.Pd.
18. Suwarno SE. 36. Dra. Sri Rahayu.
Chief de programme
1. Tourism : Suyadi EW. 2. Business and Management : Nurdin, S.Pd
3. Population and Sample
The number of SMEA / SMK PUSPITA BANGSA is 124. They are divided into two classes : Class Akuntansi and Class Ekonomi. The writer took 25 % of population as samples by using random sampling. It was about 30 students.
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Here are the students’ rekapitulation of SMK Puspita Bangsa Ciputat :
4. Technique of Data collecting
In collecting data, the writer uses test. Here is the technique of data collecting. Test
Test was given for the third grade students of SMEA / SMK PUSPITA BANGSA CIPUTAT to find out the difficulties which faces by students in Present Perfect Tense and got the English test score.
5. The Instruments of the Research
In his research, the writer used test as the instrument to get the data. He made the test that covered Present Perfect Tense. The writer gave the test about form ( regular and irregular of past participle) and distinguishing usage present perfect tense and past tense. The test consisted of 20 items, 10 items were for the regular and irregular verbs, the form of test was mulitiple choices. And 10 items were for the distinguishing usage present perfect and simple past tense by completing the sentences. So, every correct item gets 5 points.
6. Technique of Data Analysis
The technique of data analysis used by the writer in this research is descriptive analysis technique (percentage), which is described in the table percentage. In this table percentage he used formula:
P = F X 100 % N
P = Percentage
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N = Number of sample which is observed
After having the frequency and percentage of difficulty, the writer then looked for the average mark by using formula:
P = F X 100 % N X n
p = percentage f = frequency
N = Number of students n = Number of items
B. Research Findings 1. Data description
There were two types of test were given to students to take students’ score in present perfect tense:
a. Form : to test the students’ ability in difference the regular and irregular verbs and irregular verbs of past participle.
b. Usage: it is used to test whether the students are able or unable in distingushing the usage of present perfect and simple past tense
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TABLE 3.1:
Tenses Area and Each Item
NO TENSES AREA NUMBER OF ITEMS
1 The form of present perfect tense a. regular verb
b. irregular verb
Part A 1,2,3,7,10
4,5,6,8,9 2 Distinguishing the usage of present
perfect tense and simple past tense
Part B 1 - 10
2. Data Analysis
After the writer did the research, he got the English test score, the frequency and percentage of students’ difficulties in the form of present perfect tense and distinguishing the usage of present perfect and simple past tense.
TABLE 3.2
Student’s score of Test Result
No SAMPLE Score No SAMPLE Score
1 Student 1 90 18 Student 18 60
2 Student 2 80 19 Student 19 60
3 Student 3 50 20 Student 20 30
4 Student 4 30 21 Student 21 50
5 Student 5 30 22 Student 22 50
6 Student 6 20 23 Student 23 50
7 Student 7 80 24 Student 24 50
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9 Student 9 80 26 Student 26 45
10 Student 10 75 27 Student 27 45
11 Student 11 75 28 Student 28 50
12 Student 12 50 29 Student 29 50
13 Student 13 70 30 Student 30 20
14 Student 14 60 Average Score 50,5
15 Student 15 75 Highest Score 90
16 Student 16 50 Lowest Score 20
17 Student 17 50
Based on the table above, the writer got the English score from the test about present perfect tense that the average score 50,5, the highest score was 90 and the lowest score was 20.
Table 3
Frequency and Percentage of the Difficulties in the Form of Present Perfect Tense
No. Present Perfect Tense Item
Number
Frequency of Students’
Error
Percentage
1. Form or regular verb 1 2 6%
2. Form or regular verb 2 5 16 %
3. Form or regular verb 3 10 33 %
4. Form or irregular verb 4 14 47 %
5. Form or irregular verb 5 5 16 %
6. Form or irregular verb 6 15 50 %
7. Form of regular verb 7 13 43 %
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9. Form of irregular verb 9 10 33%
10. Form of regular verb 10 3 10%
TOTAL 10
85 281 %
To find out the whole average is using the formula:
P = F X 100 % N X n
= 85 X 100 30 X 10 = 8500 300 = 28 %
These items were about the students’ difficulty in form of present perfect tense which consisted of the difficulty in the form of regular and irregular verb of past participle. They covered in 10 questions.
Firstly, the writer would like to convey the students’ difficulty in regular verb of past participle based on the table above. In item 1, there were 2 students or 6 % who made errors. In item 2, there were 5 students or 16 % who made errors. There were 10 students or 30 % who made errors in item 3. In item 4, there were 14 students or 47 % who made errors. There were 43 % or 13 students who made errors in item 7. In item 10, There were 3 students or 10 % who made errors.
The Second was the difficulty in the irregular verb of past participle as followed: In item 1, there were 2 students or 6 % who made errors. In item 4, there were 14 students or 47 % who made errors. There were 5 students’ or 16 % who made errors. In item 6, there were 15 students or 50 % who made errors. There were 8 students or 27 % who made errors in item 8. In item 9, there were 10 students or 33 % who made errors.
After he analyzed about the table, he would like to analyze about all items in part A.
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1. In item 1, there were 2 students or 6 % who chose the wrong answer. It was about the regular verb of past participle. The correct answer is : He said that he had lost his suitcase in the airport, including his pasport and his travel document.
2. In item 2, there were 5 students or 16 % who chose the wrong answer. It was about the regular verb of past participle. The correct answer is : Shenny couldn’t attend her friend’s birthday party until she finished her assignment..
3. In item 3, there were 10 student or 30 % who chose the wrong answer. It was about the regular verb of past participle. The correct answer is: My uncle have visited Hawaii when I was a little girl several years ago.
4. In item 4, there were 14 students or 47 % who chose the wrong answer. It was about the irregular verb of past participle. The correct answer is: He has promised of buying me a new bicycle but the bad storm he made her to change the plan.
5. In item 5, there were 5 students or 16 % who chose the wrong answer. It was about the irregular verb of past participle. The correct answer is: Have you ever eaten the lobster before ?
6. In item 6, there were 15 students or 50 % who chose the wrong answer. It was about the irregular verb of past participle. The correct answer is: My friend from USA
have spent a lot of time visiting some of interesting places in Jakarta.
7. In item 7, there were 13 student or 43 % who chose the wrong answer. It was about the regular verb of past participle. The correct answer is: I have already missed too many classes, because I was absent from class again for the rest of the term.
8. In item 8, there were 8 students or 27 % who chose the wrong answer. It was about the irregular verb of past participle. The correct answer is: Up to now, Professor Williams has given our class five mathematic tests.
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9. In item 9, there were 10 students or 33 % who chose the wrong answer. It was about the irregular verb of past participle. The correct answer is: In her whole lifetime, Anna has never seen snow
10. In item 7, there were 3 student or 10 % who chose the wrong answer. It was about the regular verb of past participle. The correct answer is: The manager have just opened his café when I got there.
From the analyzing above, the writer concluded that three of the most difficulties in part A of form test are in item 6 ( 50 %), item 4 (47%) and item 7 ( 43%).
Table 3.4
Frequency and Percentage in Distinguishing the Usage of Present Perfect and Simple Past Tense
No Usage of Present Perfect and Simple Past Tense
Item Number
Frequency of
Students Error Percentage
1. a. Present Perfect Tense b. Simple Past Tense
1 9 30 %
2. a. Present Perfect Tense b. Simple Past Tense
2 12 40 %
3. a. Present Perfect Tense b. Simple Past Tense
3 13 43 %
4. a. Present Perfect Tense b. Simple Past Tense
4 14 47 %
5. a. Present Perfect Tense b. Simple Past Tense
5 17 57 %
6. a. Present Perfect Tense b. Simple Past Tense
6 18 60 %
7. a. Present Perfect Tense b. Simple Past Tense
7 18 60 %
8. a. Present Perfect Tense b. Simple Past Tense
8 22 73 %
9. a. Present Perfect Tense b. Simple Past Tense
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10. a. Present Perfect Tense b. Simple Past Tense
10 28 92 %
Total 10 190 585 %
To find out the whole average is using the formula: P = F X 100 %
N X n = 190 X 100 30 X 10 = 19000 300 = 63.33 %
In these items, the students are asked to distinguish the usage of present perfect and simple past tense. But the fact, the students are still difficult / confuse to distinguish the usage of both. And from the table above was shown that In item 1 there were 9 students or (30 %) who made errors. 12 students or (40%) who made errors in item 2. 13 students or ( 43 %) who made errors in item 3. 14 students or ( 47 %) who made an error in item 4. 17 students or ( 57%) who made error in item 4. 18 students or ( 60%) who made error in item 5 and 6. 22 students or ( 73%) who made error in item 7. 25 students or ( 83%) who made error in item 8. 28 students or ( 92 %) who made error in item 9. So the average of difficulty in distinguishing present perfect and simple past tense is 63.33 %.
From the description above, the writer would analyze all items in part B, as following:
1. In item 1, there were 9 students or 30 % who chose the wrong answer.
The correct answer: My brother have wrote several plays when just finished his second tragedy.
2. In item 2, there were 12 students or 40 % who chose the wrong answer
The correct answer: The Bell have just rung when I arrived at the school yesterday.
3. In item 3, there were 13 students or 43 % who chose the wrong answer
The correct answer: I flew over Loch Ness last week then have you seen the Loch Ness monster.
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The correct answer: The police have pursued the suspicious man in the highway after he stole someone’s car which park in the parking lot.
5. In item 5, there were 17 students or ( 57%) who chose the wrong answer The correct answer: The lights have just turned off when I did my assignment
6. In item 6, there were 18 students or (60%) who chose the wrong answer
The correct answer: Mr. Hilton have worked as a cashier for twenty – five years, then he retired and went to live in the country.
7. In item 7, there were 18 students or (60%) who chose the wrong answer The correct answer: The concert began at 2.30 and lasted for two hours. So, Everyone have enjoyed it very much.
8. In item 8, there were 22 students or (73%) who chose the wrong answer
The correct answer: Miss Liza have already been a English teacher for twelve years, she was a warm and nice person that ever know.
9. In item 9, there were 25 students or (83%) who chose the wrong answer The correct answer: He was exactly a stranger, my family and I haven’t met him before.
10. In item 10, there were 28 students or (92%) who chose the wrong answer The correct answer: They have lived in Malaysia for four years and then went to Canada.
From the analyzing above, the writer concluded that three of the most difficulties in part B of the distingushing the usage of present perfect and simple past tense are in item 8 ( 73 %), item 9 (83%) and item 10 ( 92%).
5. Data Interpretation
After analyzing the items of area tested and explaining the frequency of error in each item, the writer presented the difficulties in learning present perfect tense, as follow:
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Kind and percentage of difficulty in Present Perfect Tense
No Kind of Difficulty Percentage of Error
1. The form of Present Perfect Tense a. Regular Verb
b. Irregular Verb
28 % 8 % 20 %
2. Distingushing the usage of Present Perfect Tense and Simple Past Tense
63.33 %
The table above shows that there are 28 % error in the form of present perfect. 8% error comes from regular verb and 21 % error comes from irregular verb. Then, difficulty in distingushing the usage of present perfect and simple past tense is 63.33%. The table shows that higher difficulty in learning present perfect tense was in distinguishing the usage of present perfect and simple past tense.
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Hasil Wawancara Date : 26 – 02 – 2008
Place : Classroom
Interviewer : Mr. Roziqin, S.pd
1. SMEA Puspita Bangsa menggunakan kurikulum apa? Jawaban: - Kurikulum 2004
- KBK
2. Apa buku yang bapak gunakan sebagai materi untuk mengajar siswa? Jawaban: Yudhistira ( English In Progress)
3. Metode apa yang bapak gunakan dalam pengajaran Bahasa inggris terutama sekali mengenai tenses?
Jawaban: - Brainstorming - Making sentences - Dialogue - Discussing the patterns
4. Apakah Bapak memberikan materi grammar dengan cara menyuruh siswa untuk menghafal rumus – rumusnya?
Jawaban: Tidak
5. Kesulitan apakah yg bapak rasakan, ketika mengajarkan materi grammar? Jawaban: Penguasaan vocabulary & Parts of the speech yang kurang bagi siswa sehingga menghambat pengajaran materi Grammar.
6. Apakah di sekolah ini mempunyai kegiatan Ekstrakurikuler yg bersangkutan dgn Bahasa Inggris?
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
The writer has concluded that the students are still confused in using present perfect tense, it was 28 % students who still get difficulties in form of present perfect tense, 8% error comes from regular verb and 21 % error comes from irregular verb. So, the highest percentage of student’s error in present perfect tense is 53.63 %. Then, the errors in distingushing the usage of present perfect and simple past tense is 63.33%. The result illustrates that distinguishing in the usage of present perfect and simple past tense have a higher difficulty than the form. So, it reveals that most students find some difficulty in learning present perfect tense, actually in usage.
B. Suggestion
There are some suggestion to the teacher in order to the students can not make an error in a time anymore. Here are the suggestions:
1. The teacher could explain more clearly about usage of present perfect tense. 2. The teacher should be creative in using the method of English teaching.
3. The teacher should give many exercises to the students about usage in the present perfect tense.
4. The should pay the attention about usage in the present perfect tense.
5. The students should learn more about usage in present perfect and simple past to prevent them making the same error in the future.
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BIBLIOGRAPHY
Allen W. Stannard, Living English Structure, London, Longman, 1987.
Alter, J.b Guide English Skills Primary 1, Jakarta: Binarupa Aksara, 1991, 1st Edition. Azar, Betty S. Fundamentals of English Grammar, New Jersey: Prentice hall, 1949,
2nd Edition.
___________ Understanding and Using English Grammar, New Jersey: Prentice Hall, 1989.
Brumfit, C. J., English for International Communication, Oxford: Oxford Pergamon Press, 1981
Comrie, Bernard, Aspect: An Introduction to the study of verbal aspect and related problem, (Cambridge: Cambridge University Press, 1976
De Clerck Renaat, Tense in English, Cambridge University Press, London & New York, 1991.
Frank Marcella, Modern English: Exercise for non – native speakers, part I: parts of speech (New Jersey: Prentice hall. Inc), 1972.
George E. wishorn and Julia M. Burks, Let’s Write English, Little Educational publishing Inc, 1980, New York.
Harman Susan Emolyn, Descriptive English Grammar, Prentice Hall, Inc 1990. Hornby A.S, Guide to pattern and usage in English (Low – priced edition, 1975). Le pan Don, English Checklist (Common Errors in English), Binarupa Aksara, 1991,
Indonesia.
Lyons, John, Linguistic Semantic an Introduction, Cambridge: Cambridge University Press, 1995
McCauley, Tense and time Reference in English: Its structure and Use in discourse, (London, Routledge, 1991.
McKay, Sandra L., Teaching Grammar; Form, Function and Technique, London: Prentice Hall International, 1987.
Murphy, Raymond, Grammar in Use, New York, Cambridge University Press, 1989. Parrot Martin, Grammar for English language teacher, Cambridge University Press,
2000.
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Secco Margaret Close, Has / had (The present perfect tense and simple past). Longman, Canada, 1979.
Swan, Michael, Practical English Usage, Oxford University Press, 1980.
Team of five, Improving Reading Skill in English, Jakarta: Darul Ulum Press,2001 Thompson, A.J and Martinet, A.V, A practical English Grammar, Oxford: Oxford
University Press, Fourth Edition.
Ur, Penny. A Practical guide for teachers, Cambridge University Press, 1988
UIN Syarif Hidayatullah, Pedoman Penulisan Skripsi, Tesis dan Disertasi, Jakarta: UIN Jakarta Press, 2002, cet. Ke 2.
(38)
Appendix 1 Research Instrument
Choose the correct past participle answer by crossing (X) from these questions below. 1. He (say)…….. that he had lost his suitcase in the airport, including his pasport
and his travel document.
a. said b. saying c. says d. say
2. Shenny couldn’t attend her friend’s birthday party until she (finish)……. her assignment.
a. finish b. finishing c. finisheded d. finished
3. My uncle (visit)…….. Hawaii when I was a little girl several years ago. a. visits b. visiting c. visited d. visit.
4. He has (promise)…….. of buying me a new bicycle but the bad storm he made her to change the plan.
a. promises b. promised c. promise d. promising 5. Have you ever (eat)…….. the lobster before ?
a. eating b. eats c. eated d. eaten
6. My friend from USA have (spend)…….. a lot of time visiting some of interesting places in Jakarta.
a. spent b. spending c. spended d. Spend
7. I have already (miss)…… too many classes, because I was absent from class again for the rest of the term.
a. misses b. missing c. missed d. misseded
8. Up to now, Professor Williams has (give)……….. our class five mathematic tests. a. gives b. given c. gived d. giving
9. In her whole lifetime, Anna has never (see)…….. snow a. seen b. seed c. seeing d. saw
10. The manager have just (open)……… his café when I got there. a. opening b. opened c. opens d. opended.
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Appendix 2
RESEARCH INSTRUMENT
Complete fill in the blank below by using present perfect and simple past.
1. My Brother (write)... several plays when just (finish)... his second tragedy. 2. The Bell (ring)………. when I (arrive)……… at the school yesterday.
3. I (Fly)...over Loch Ness last week then have you (see)... Loch Ness monster there.
4. The police (pursue)…….. the suspicious man in the highway after he (steal). ………. someone’s car which park in the parking lot.
5. Lights (turn)…….. off when I (do)……. my assignment.
6. Mr. Hilton (work)... as a cashier for twenty – five years, then he (retire)... and went to live in the country.
7. The concert (begin)...at 2.30 and lasted for two hours. So, Everyone (enjoy)... it much.
8. Miss Liza (be)……. a English teacher for twelve years, she (be)……..a warm and nice person that ever know.
9. He (be)…….. exactly a stranger, my family and I (meet)……..him before. 10.They (live)…….. in Malaysia for four years and then (go)……. to canada
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Appendix 3
Lembar Jawaban 1. A. 6. A 2. D 7. C 3. C 8. B 4. B 9. A 5. D 10. B
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Appendix 4
LEMBAR JAWABAN 1. Have wrote and arrived 2. Have just rang and arrived 3. Flew and have you seen 4. Have pursued and stole 5. Have just turned and I did 6. Have worked and retired 7. Began and have enjoyed 8. Have already began and was 9. Was and haven’t met
(42)
(1)
Secco Margaret Close, Has / had (The present perfect tense and simple past). Longman, Canada, 1979.
Swan, Michael, Practical English Usage, Oxford University Press, 1980.
Team of five, Improving Reading Skill in English, Jakarta: Darul Ulum Press,2001 Thompson, A.J and Martinet, A.V, A practical English Grammar, Oxford: Oxford
University Press, Fourth Edition.
Ur, Penny. A Practical guide for teachers, Cambridge University Press, 1988
UIN Syarif Hidayatullah, Pedoman Penulisan Skripsi, Tesis dan Disertasi, Jakarta: UIN Jakarta Press, 2002, cet. Ke 2.
(2)
Choose the correct past participle answer by crossing (X) from these questions below. 1. He (say)…….. that he had lost his suitcase in the airport, including his pasport
and his travel document.
a. said b. saying c. says d. say
2. Shenny couldn’t attend her friend’s birthday party until she (finish)……. her assignment.
a. finish b. finishing c. finisheded d. finished
3. My uncle (visit)…….. Hawaii when I was a little girl several years ago. a. visits b. visiting c. visited d. visit.
4. He has (promise)…….. of buying me a new bicycle but the bad storm he made her to change the plan.
a. promises b. promised c. promise d. promising 5. Have you ever (eat)…….. the lobster before ?
a. eating b. eats c. eated d. eaten
6. My friend from USA have (spend)…….. a lot of time visiting some of interesting places in Jakarta.
a. spent b. spending c. spended d. Spend
7. I have already (miss)…… too many classes, because I was absent from class again for the rest of the term.
a. misses b. missing c. missed d. misseded
8. Up to now, Professor Williams has (give)……….. our class five mathematic tests. a. gives b. given c. gived d. giving
9. In her whole lifetime, Anna has never (see)…….. snow a. seen b. seed c. seeing d. saw
10. The manager have just (open)……… his café when I got there. a. opening b. opened c. opens d. opended.
(3)
RESEARCH INSTRUMENT
Complete fill in the blank below by using present perfect and simple past.
1. My Brother (write)... several plays when just (finish)... his second tragedy. 2. The Bell (ring)………. when I (arrive)……… at the school yesterday.
3. I (Fly)...over Loch Ness last week then have you (see)... Loch Ness monster there.
4. The police (pursue)…….. the suspicious man in the highway after he (steal). ………. someone’s car which park in the parking lot.
5. Lights (turn)…….. off when I (do)……. my assignment.
6. Mr. Hilton (work)... as a cashier for twenty – five years, then he (retire)... and went to live in the country.
7. The concert (begin)...at 2.30 and lasted for two hours. So, Everyone (enjoy)... it much.
8. Miss Liza (be)……. a English teacher for twelve years, she (be)……..a warm and nice person that ever know.
9. He (be)…….. exactly a stranger, my family and I (meet)……..him before. 10.They (live)…….. in Malaysia for four years and then (go)……. to canada
(4)
Lembar Jawaban 1. A. 6. A 2. D 7. C 3. C 8. B 4. B 9. A 5. D 10. B
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LEMBAR JAWABAN 1. Have wrote and arrived 2. Have just rang and arrived 3. Flew and have you seen 4. Have pursued and stole 5. Have just turned and I did 6. Have worked and retired 7. Began and have enjoyed 8. Have already began and was 9. Was and haven’t met
(6)