Matzoh matzotmatzos Seraph
seraphimseraphs d
Many nouns of Japanese origin have no plural form and do not change:
Benshi benshi
Otaku otaku
Samurai samurai
e In New Zealand English, nouns of Maori origin can either
take an –s or have no separate plural form. Words more
connected to Maori culture and used in that context tend to retain the same form, while names of flora and fauna may
or may not take an-s , depending on context. Omission is regarded by many as more correct:
Kiwi kiwikiwis
Kowhai kowhaikowhais
Maori maori occasionally Maoris
Marae marae
Tui tuistui
Waka waka
f In Canada and Alaska, some words borrowed from
Inuktitut retain traditional plurals see also plurals of names of people below:
Inuk inuit
Inukshuk inukshuit
g Nouns from languages that have donated few words to
English, and that are spoken by relatively few English speakers, generally form plurals as if they were native
English words : Canoe
canoes Igloo
igloos Kangaroo
kangaroos Kayak
kayaks Kindergarten kindergartens
Pizza pizzas
Sauna saunas
7 Words better known in the plural
Original singular
Original plural common
singular Common plural
Agendum Agenda
Agendas Alga
Algae Algae
Bacterium Bacteria
Bacteria Biscotto
Biscotti Biscotti
Candelabrum Candelabra
Candelabras Datum
Data data mass noun
Graffito Graffiti
graffiti mass noun
Insigne Insignia
Insignias Opus
Opera Operas
Panino Panini
paninis currently gaining use
Paparazzo Paparazzi
Paparazzi Spaghetto
Spaghetti Spaghetti
27
CHAPTER III THE IMPLEMENTATION OF THE RESEARCH
A. Research Methodology
1. Objective of the Research
The objective of this r esearch is intended to know students’ error and to
know the reason why the students make errors in learning plural forms of nouns at MTs Nurul Huda Bogor.
2. Place and Time
The research was held at MTs Nurul Huda Bogor, which is located on Jl.Sumurwangi Desa Kayumanis Kec Tanah Sareal Bogor, focusing on first
year students. She conducted this research 29 September up 8 October 2011.
3. Technique of Sample Taking
The respondent of this research is the first year students of MTs Nurul Huda Bogor. It consists of one class with the amount 30 students. So, the
total respondent that the writer took is 30 students. 4.
Method of The Research
The writer used the descriptive analysis method and used the procedures of errors analysis itself. The method was intended to analyze problems occurred. So, it
involved accumulating, analyzing, and classifying data, also interpreting data. On the final step, the writer had to conclude the result of research
5. Instrument of The Research
To get the data, the writer gave a test to the first year students of MTs Nurul Huda Bogor. The test a teacher made was used to know how well the
students have already understood in learning plural forms of nouns.
6. Technique of Data Collecting
The technique of data collecting is one of the important parts in the research. In this research, writ
er used technique as
book literature and test instrument. The writer conducted a test to
know students’ error in learning plural forms of nouns. The test was given in the end of teaching learning process. It
consists of 30 items.
7. Technique of Data Analysis
In this part, the writer analyzes the data which have been collected. First, the data are given the score. After scoring, the data are analyzed. The
techniques of data analysis used by the writer in this research are descriptive analysis technique because the writer describes some students’ errors. Here is the
formula:
1
P: Percentage F: Frequency of error occurred
N: Number of Cases After getting the frequency and percentage of error, the
writer analyzed the average score by using formula:
1
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2004, p. 43 Translated
P= F X 100 N
p : Percentage
F : Frequency of Error
N : Number of Students
n : Number of item test
B. Research findings
1. Data Description
As the writer stated in preceding chapter, this “Skripsi” discussed about
error made by the first year students of MTs Nurul Huda Bogor in learning plural forms of nouns. To get the data, the writer has given the test about plural forms
noun to the 30 students of the first year. The test consists of 30 items, which are covered 17 items of regular forms and 13 items of irregular forms. The following
tables are the classification of plural forms area into each item and the stude nts’
score of the test result.
Table 3.1 Plural Forms Noun Area and Each Item
No Plural forms noun area Number of items
1 Regular forms
5,9,13,23,4,6,7,19,14,17,21,1,11,12, 8,16,18
2 Irregular forms
2,3,20,10,15, 22,24,25,26, 27,28,29,30
P = FX100 NXn
Table 3.2 Students’ Score of the Test Result
No Sample
Score 1
Student 1 53
2 Student 2
76 3
Student 3 36
4 Student 4
76 5
Student 5 66
6 Student 6
83 7
Student 7 50
8 Student 8
53 9
Student 9 40
10 Student 10 63
11 Student 11 46
12 Student 12 63
13 Student 13 90
14 Student 14 63
15 Student 15 63
16 Student 16 40
