The problem in learning countable noun and uncountable noun

Bekasi)

By

Muhammad Rosid 19914015843

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2005

iv

Department of English Education, Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah (State Islamic University). Jakarta, 2016.

The Principal objective of this study is to find the problems in learning countable nouns and uncountable nouns. The author uses descriptive correlation method. The instrument used in this study was a questionnaire and exam. The questionnaire used in the form of accordance question existing indicators as for the exam made to find problems in learning countable nouns and uncountable nouns. From these results it can be concluded that they found the problem in learning to count noun and noun that cannot be counted. The writer also found some problems in learning countable and uncountable nouns. Some uncountable nouns such as hair, light, noise, paper, room, time, work, may be used as countable nouns depending on the context. Even though there are some other factors, which involved in teaching and learning process. Such as supporting factor like the facility, the quality of the teacher and students background.

v ABSTRACT

Muhammad Rosid, (NIM:19914015843), The Problem In Learning Countable Noun And Uncountable Noun ( A Case Study at the First Year of Junior High School 1 Babelan Kota Bekasi). Skripsi. Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri Syarif Hidayatullah Jakarta, 2016

Penelitian ini bertujuan untuk menemukan permasalahan dalam pembelajaran kata benda yang dapat dihitng dan kata benda yang tidak dapat dihitung. Penulis menggunakan metode korelasional deskriptif. Instrumen yang digunakan dalam penelitian ini adalah berupa angket dan soal ujian. Angket yang digunakan berupa butiran pertanyaan sesuai indikator yang ada. Sedangkan soal – soal ujian dibuat untuk menemukan permasalahan pada pembelajaran kata benda yang dapat dihitung dan kata benda yang tidak dapat dihitung. Dari hasil tersebut dapat diambil kesimpulan bahwa masih ditemukan permasalahan dalam pembelajaran kata benda yang dapat dihitung dan kata benda yang tidak dapat dihitung. Kata benda yang tidak dapat dihitung seperti “hair, light, noise, paper, room, time, work” dapat juga di gunakan sebagai kata benda yang dapat dihitung tergantung dengan konteks kalimatnya. Ada juga beberapa faktor yang mempengaruhi proses pembelajaran seperti fasilitas, kualitas guru dan latar belakang siswa.

vi

In the name of Allah, the Beneficient, the Merciful. All praise be to Allah, The Lord of the Universe who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and Blessing be upon Prophet Muhammad SAW, his family, his relatives, and his faihful followers.

In this occasion, the writer would like to dedicate this Skripsi to his late father (Alm. H. Senu) who could not live to see it and gives his grattitude for all cares and loves he poured. He feels also obliged to express his utmost respect and gratitude to her beloved mother (Hj. Endang Suastini) for her valuable support, continous prayers and moral encouragement in motivating the writer to finish his study.

The writer also would like to express her greatest appreciation, honour and gratitude to his advisors Mas'ud Mada, MA., Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., for their advice, guidance, corrections, and suggestions in finishing this

skripsi. He sincerely prays for them – may they always be blessed and be successful in whatever they are going.

His gratitude also goes to:

1. All lectures in English Department of English Education who have taught and educated the writer during his study at UIN Syarif Hidayatullah Jakarta. 2. Dr. Alek, M.pd., as the Head of English Department of English Education. 3. Zaharil Anasy, M.Hum., the Secretary of the Department of English

Education.

4. Prof. Dr. Ahmad Thib Raya, M.A., as a dean of Faculty of Tarbiyah and Teachers Training.

5. All lectures in English Department who had given motivation and support. 6. The principal of SMPN 1 Babelan Kota Bekasi, who had given permission to

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7. His academic advisor, Mas'ud Mada, MA., for his memorable advices, guidance, suggestions, and supports.

8. His beloved parents, Bp. Senu and Ibu Endang Suastini for their love and patience, understanding and support in finishing his study.

9. His dear older sister Karyati Rohmah and his dear younger sister Sri Hayati (Best Wishes for your future).

10.His dear friends in English Department who had given a nice memory and wonderful experiences with you all.

11.Staff officers of libraries of UIN Syarif Hidayatullah Jakarta and staff officers of National Libraries Republic Indonesia.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really a pleasure for her to receive critics and suggestions to make this Skripsi better. He also hopes that this Skripsi would be beneficial, particulary for his and for those who are interested in it.

Jakarta, 19 July 2016

viii

APPROVEMENT SHEET ... ii

SURAT PERNYATAAN KARYA SENDIRI ……….. iii

ABSTRACT ……… iv

ACKNOWLEDGEMENT ……….. vi

TABLE OF CONTENTS ……… vii

LIST OF TABLE ……….... viii

LIST OF APPENDICES ... ix

CHAPTER 1: INTRODUCTION A. Background of the study ……… 1

B. Limitation of the study ……… 4

C. Statement of the problem ……… 4

D. Objective of the study ……… 4

E. Method of the research ……… 4

F. Organization of the Study ……… 4

CHAPTER II: THEORITICAL FRAME WORK A. Nouns ……… 6

Types of nouns ……… 7

a. Common and proper nouns ……… 7

b. Collective nouns ……… 7

c. Material nouns ……… 8

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e. Countable and Uncountable noun ……… 8

B. The Problem in teaching countable and uncountable nouns 9 1. Teaching Method ……… 9

2. The teachers’ problem……… 11

3. The students’ problem……… 12

a. Students’ background ……… 12

b. Students’ motivation ……… 13

CHAPTER III : RESEARCH METHODOLOGY AND FINDING A. Object of the Research ……… 16

B. Purpose of the Research ……… 16

C. Place and Time of the Research ……… 16

D. Population and Sample ……… 16

E. Research Instrument ……… 17

F. Data collecting ……… 17

CHAPTER IV :Research Finding And Interpretation A. Data Description ……… 18

B. Data analysis ……… 18

C. Interpretation ……… 28

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ……… 37

B. Suggestion ……… 37

REFERENCES ……… 39

x

Table 2.3 The Table of Nouns That Can be Count and Uncounted …… 9

Table 4.1 The Scores of the Students’ Answer in True or False Test ….. 19

Table 4.2 The Lowest to the Highest Score ………... 22

Table 4.3 The Percentage of the Scores ………... 23

Table 4.4 The Scores of the Students’ answer in Matching Tests ... 24

Table 4.5 The Lowest to the Highest Score ... 26

Table 4.6 The Percentage of the Scores ………... 27

Table 4.7 The Classification of the Scores of the Students …………... 29

Table 4.8 The Students' Answer In True False Test ... 30

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LISTS OF APPENDICES

Appendix 1 The Work Sheet for Students

Appendix 2 The Questionnaire of the Motivation Student’s in Learning English Appendix 3 Answer Key

1 A. Background of the study

English as an internasional language is used to communicate among people all over the word. It is also used as written text in many books as the source of knowledge to people who need it.

The advance of communication can lead some people to the style of life. And when communication becomes people’s lifestyle, they have demanded by his or her language ability because a better communication would have never been occured without any language competence. Therefore teaching English is stressed on mastering the four basic skills: listening, speaking, reading and writting. Besides the four skills,the knowledge of grammar is one of the important factors that the students should master, in order to be able to listen, speak, read and write correctly.

Education is a process of renewal of the meanings of human experience, and sometimes of a growth for both individuals and groups. These remaks are just as a part for open education as for development of the close mind. Education is a process by which social of qualitatively different social orders, good and bad, enlightened and dark. 1

Every time that we write or speak, we are faced with a myriad of choices; not only choises in what we say but in how we say it. The vocabulary and

1

David Myberg,The Philosophy of Open Education, International Library of The Philosophy of Open Education, 1975 p. 79.

2

grammar that we use to communicate are influenced by a number of factors, such as the reason for the communication, the context, the people with whom we are communicating, and whether we are speaking or writting.2

It is not easy to teach grammar to the students, because there are so many rules in grammar, which not easy to understand. As Richard Veit stated in his book:

The teacher can still make grammar instructions worthwhile if they adhere to the following general guidelines.

1. Teacher should involve students in discovering grammar. 2. Teacher should make it clear.

3. Teacher should make it fun.

4. Teacher should adapt and supplement the available materials. 5. Teacher should not lose sight of real goals.3

It is reasonable to study language exclusively not only for the purpose of gaining an effective communication but also for a broader knowledge such as reading literature, science, history, magazine, newspaper or getting the newest information of the advance technology.

English as an international language that is used by many people in the entire of the world, becomes an essential language subject of educational issues in Indonesia nowdays. Students of elementary school up to collage students of university should learned it. Through this program they hope to be capable, skillful and fluency in English. As a matter of fact, many young learners face difficulty to understand English as their second language that definitely different from their mother tongue.

2

Long Man, Grammar of Spoken and Written English, First Edition, (London; 1999), p. 4. 3

To use the language perfectly, one should master the skills in understanding and expressing the language both in oral and written. David Nunan stated that grammar teaches us how to make use of words; that is to say, it teaches us how to make use of them in the proper manner to be able to choose the words which ought to be placed, we must be acquainted with certain principles and rules; and these principles and rules constitute what is called grammar.4

As language, English has a lot of aspects, which are different from Indonesian language such as cultural background, grammatical aspect, the sound system and the vocabulary, all of these become the problems for the students who want to learn English.

The problem is faced by students of the first year of junior high school 1 Babelan Bekasi, especially a part of grammar, in this case countable and uncountable nouns. They often make mistakes and find difficulties in identifying countable and uncountable nouns. Uncountable noun is always singular such as “sugars”, “milk” can’t change into “milks”.

Based on the explanation above the writer would like to search a problem under the title: “The Problem in Teaching and Learning Countable and Uncountable Nouns ( A Case Study in The First Year of Junior High School 1 Babelan Bekasi )”.

4

David Nunan, Second Language Teaching and Learning, (New York: HEINK and HCINLC publisher, 1999), p. 96.

4

B. The Limitation of the study

In this “skripsi” The writer limits himself to discuss the problem faced by students in learning nouns (countable and uncountable nouns) and how to solve it. C. Statement of the problem

To clarify the study, the writer has formulated the problems: “Are there any significant difficulties in learning countable and uncountable nouns? “

D. Objective of the study

Having the subject of the study more specific, the writer focuses this study on “how to solve the problem in learning countable and uncountable nouns?” And the object of this study was the student at the first years of SMPN 1 Babelan Bekasi.

E. Method of the research

To solve this problem the writing of this skripsi is based on library research that is by reading some books related to the subject and field research: analyzing test paper, observing lesson plan, making some interviews, take the test instrument of the test form which will be analyzed as a data.

F. Organization of the study

The writer has divided his skripsi into four chapters. Chapter one is introduction. It involves the background of the study, limitation of the study, statement of problem, objective of the study, method of the research and the organization of “skripsi” writing.

Chapter two deals with the theoretical framework. Library study consist of definition of noun and the kinds of noun, teaching method, teachers’ problem, and students’ problem.

Meanwhile in chapter three, talks about the methodology of research and research finding. The methodology of research consist of object of the research, purpose of the research, place and time of the research, population and sample, and research instrument. While research finding explains of data collecting, data description, and data interpretation.

In chapter four, the writer make some conclusions and suggestions of what have been discussed in the previous chapter.

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CHAPTER II

THEORETICAL FRAMEWORK A. Noun

All teachers want their students to speak and to write fluently, effectively and grammatically. It is not easy to teach grammar to the students, because there are so many rules in grammar, which is not easy to understand.

In this section, the writer discusses the meaning of nouns and types of nouns. According to Lid Law in her book that. “Nouns are word that are used to name of person, place or thing”.1

1 A thing may be a real object (head), an idea (honor), an action (arrival), quality (honesty), animal (cat), condition (sick), or a material (iron).

Table 2.1

The following is table for nouns:

No Person Place Thing Idea

1 William California Table Believe

2 Paula Jakarta Chair Goodness

3 Rita Park Noise Romance

4 Joanne Town Game Honor

5 Father Country Stone Sadness

1

1. Types of Nouns

a. Common and Proper Nouns

There are two classes of noun, proper noun and common noun. A proper noun names a particular person, name of country, or name of thing, and is always capitalized. A common noun names only one of group of persons, place or things and is not capitalized.2

Table 2.2

The table of common and proper nouns

Common Nouns Proper Nouns

I’ve never seen a queen

They live in a white house

The separate states became united stated

I’ve never seen the queen

They live in the White House

The separate states became the United Stated

b. Collective Nouns

Collective nouns are name of a group of people or things. The words committee, orchestra, team, and union all the name are group of people. These nouns are collective nouns. The name of people or things brought together, or collected into a group. The examples of collective nouns are: army, crowd, flock, team, organization, committee, trop, jury, band, group, class, herd, etc.

2

8

c. Material Nouns

Material nouns are nouns, which refer to material or substance for those, which are made of Salt, air, water, etc.

d. Abstract Nouns

According to Laidlaw, “Abstract nouns name qualities, attributes, or concept, which have no physical from in themselves”.3 Abstract nouns are nouns referring to a certain circumstances. The example of abstract nouns: pleasure, beauty, courage, fear, faith, cleverness, wealth, advice, friendship, etc.

e. Countable and Uncountable nouns

As written by Raymond Murphy in his book, “Countable nouns are things we can count”.4

Countable nouns are nouns that can be singular by a, an, or plural by -s, -es in the final. Countable nouns always take the form of singular and plural. It is also explained by Rachmat Taufiq Hidayat, he said that countable noun included common noun like: apple, table, sheep, ring, etc.5

3

Laidlaw Brother, Composition and Grammar, Steps in learning process, 1985 p. 312.

4

Murphy Raymond, English Grammar in Use, 1985 p. 148.

5

Rachmat Taufiq Hidayat, Belajar Mudah Bahasa Inggris, Pustaka Pelajar, (Yogyakarta, 1998), p. 8.

Table 2.3

The table of nouns that can be count and uncounted

Countable Nouns Uncountable Nouns

There are two hairs in my coffee. I don’t have much hair.

There are two lights in our bedroom. Close the curtain there’s too much light

I thought I heard a noise. It’s difficult to work when there is too much noise.

Have you got the paper to read? I want to draw a picture. Have you got some paper?

Our house has seven rooms. Is there room for me to sit here?

We had a great time at the party. Have you get time for a coffee!

B. The Problem in Teaching Countable and Uncountable Nouns 1. Teaching Method

Method is very important in teaching language. The appropriate method used will result good achievement. The teacher usually chooses a good method to teach.

A method refers to a specific instructional design or system based on a particular theory of language learning. It contains detailed specification of content, roles of teachers and learners and teaching procedures and techniques. It

10

is relatively fixed in time and there is generally little scope for individual interpretation. Method is learned through training.6

The appropriate method for teaching certain material is to attain the objective of teaching. The success of the teaching is determined by the method depends on the situation. Not all of the teachers use the same method. There are many methods, used in teaching English. The suitability of the method will also depend on the material to be presented. The method is good if it can be used effectively in conjunction with the material.

There are various methods of teaching a foreign language presented by William Francis Mackey, namely:

(1) Direct Method, (2) Natural Method, (3) Psychological Method, (4) Phonetic Method, (5) Reading Method, (6) Grammar Method, (7) Translation Method, (8) Grammar Translation Method, (9) Eclectic Method, (10) Unit Method, (11) Language Control Method, (12) Mimicry-Memorization Method, (13) Practice Method-Theory, (14) Cognate Method, (15) Dual Language Method.7

The teacher needs imagination to manage the class; The teacher must have a certain skill of teaching to develop learning process in the class and teacher must be able to create a particular situation.

6

Jack C.Richards, Approaches and Methods in Language Teaching, (Cambridge University Press, 2001), p. 244.

7

William Francis Mackey, Language Teaching Analysis, (London: Longman, Green-co,ltd 1965), p. 151.

Dan Desberg described that, “our real problem in learning a language is learning foreign language, the second language. Second language learning means imposing a second set of habit upon your first set of habit ...”8

2. The Teachers’ Problem

The success of teaching-learning process depends on several factors, the most important of which is the teacher. A teacher must understand how to motivate his students, and he must master the use of instructional devices, procedures, and material in order to do so. He should, however be aware of their limitations and strengths as motivators. But aside from his function as an organizer of activities, the teacher more frequently than any other individual occupies the center of the stage as an active disseminator or information, direct of thinking. 9

Discussing this topic is primary connected with the problem of teaching English, as a foreign language, which are generally felt by every teacher of English not only in our country but also in other country. Those problem steam from the different language system between English and our language. It also said by P.Gurrey in his book: “There is a special difficulty that is not commonly considered; it is the difficulty of overcoming the barrier of the pupil’s mother learner’s language reactions, and impedes the learning of the new language because it is so firmly seated as the first language.” 10

8

Dan Desberg, Language Learning Goal, English teaching forum, Vol.1,1963. P. 3.

9

Ibid, p.192

10

P.Gurrey, Teaching English as a Foreign Language, (Longman Group,ltd, London, 1970), p. 3.

12

Each teacher must try to discover how the children in his class are developing and how they learn concepts and skills if he is to select and organize instructional activities effectively. Teacher must introduce the subject with a question that aroused learner interest. The manner of presentation also was important. The teacher is the key figure in language course; he/she is the one who sets the tone for learning activities.11

3. The Students' Problem a. The Students' Background

Students are not only being the education object and target but also be the subject of education. It means the students get involve in teaching-learning activities.12 As the subject of education, the students have right to be active in increasing their activities. Students have the process of development and growth according to their natural tendency. They need the consistent guidance and direction toward the optimal point of their natural tendency ability.13

As written by Norman Mackenzie in his book," Students characteristic are also important. The knowledge of students bring to the situation may have serious gaps, they may or may not have a mental map of the subject before they begin, they may or may not be motivated to learn".14

The Students' background also has influences in mastery of English. The economic backgrounds of the students and poor students have no chance to learn

11

Edward D.Allen & Rebecca M. Valette, Foreign Language & English as a Second Language, (New York: Harcourt Brace Javanovich INC, 1977), p. 3.

12

Abuddin Nata, Filsafat Pendidikan Islam, (Jakarta: Logos, 1997), p. 79.

13

M. Arifin, Filsafat Ilmu Pendidikan Islam, (Jakarta: Bumi Aksara,1991), p. 144

14

Mackenzie Norman, Teacher Cognition in Language Teaching, (Cambridge University Press, 1996), p. 9.

or to memorize their lessons at home, because some students have to help their parents. Meanwhile, the wealthy students have more chances to learn English out of the class activity such as, from television program, radio broadcasting, English magazine, newspaper etc.

b. The Students' Motivation

Most of students want to learn what the school and the teacher want them to learn, and most children have the ability what the teacher asks. But there are some students who do not want to learn what the schools teach and there are some students who cannot perform the required learning tasks. Furthermore, in some students motivation for learning is exceedingly low.

Sears and Hilgard indicate that the teacher has a number of choices in connection with motivation. They said, "The significance of motivation for learning is usually assumed without question. On the one hand, the promise of rewards or the threat of punishment provides means by which the teacher can keep the pupil at work; on the other hand, interest, curiosity, and self-selected goals keep the learner at work without pressure from the teacher, The teacher has a choice between using specific goads or enlisting self-activating motives, or perhaps employing some combination of these".15

According to Peters and Burnett, "Identifying problems in education is easy, but finding right answer is another matter, because the problems are complex and involve controversial issues. Such as maintaining an adequate supply

15

Pauline S. sears and Ernest R. Hilgard, The Teacher's Role in the Motivation of the Learner, Yearbook for the National - Society for the Study of Education, LXHI, (University of Chicago Press, 1964), p. 182

14

of teachers, financing public education and determining what school should accomplish.16

There are two kinds of motivation: 1. Extrinsic Motivation

An extrinsic motivation is active motives and it functioned because of the outside stimulation.17 As an example, the student willing to study because he/she know that the day after he will have a test and hopefully to get good marks, for that his/her parents or teacher would push him to study more.

However, the most important role in extrinsic motivation is the role of a teacher. In learning and teaching process, a machine, a radio, a tape recorder, nor even modern computer has not replace the role of a teacher. There are still many human elements contained inside the teaching that cannot be replaced, sort of: behaviors, evaluation system, feelings, motivation, and habits that cannot be reached by any of those tools or machines mentioned. As Blair said that, "Teaching involves those attitudes, skills and abilities needed to guide student learning".18

2. Intrinsic Motivation

An intrinsic motivation is active motives or the function is not necessary to be stimulated from outside, because there's already motivation inside individuals. As an example, the student loves to study or to read a book, without pressure from other people. He/she will diligently study or read anything with pleasure. This

16

Herman J.Peters and Collins W. Burnett, Teaching 1, The Ohio State University Gail F. Farwell, University of Wisconsin, 1963. P. 312-31

17

Sadirman AM, Motivasi Belajar Mengajar, p.90

18

Timothy L. Blair, Emerging Patterns of Teaching from Methods to Fields Experiences, (Columbus, Ohio: Meril Publishing Company, 1988). p.7

happens because she/he finds something attractive of what they are reading or studying and makes it as something interesting.

Interest is one of important factors to help students in doing their study. Muhammad Nur stated, "Arousing interest is important to convince students how important the materials are presented, as well as the importance of showing students that the knowledge they will get is useful".19

Other factors in intrinsic motivation is the matter of need, need also has a significant role in determining the success of learning English as a foreign language, because there are some arguments for teaching foreign language can generally related to needs."20

19

Prof. Dr. Muhammad Nur, Pemotivasian Siswa Untuk Belajar, (Surabaya, Pusat Study Matematika dan IP A Sekolah, Universitas Negeri Surabaya, 2001), p.48

20

16

CHAPTER III

RESEARCH METHODOLOGY AND FINDING

A. Object of the Research

The writer choose SMPN I Babelan Bekasi as the object of the research, considering it is not far and only about 30 minutes to go there from the writers' home. Some teacher in the school has already known the writer well.

B. Purpose of the Research

The purpose of the "skripsi" writing is to find some problem in teaching and learning countable and uncountable noun in the first year SMPN I Babelan Bekasi.

C. Place and Time of the Research

In this research, the writer took the population of the first year students of Junior High school 01 Babelan that is located on Jl. Raya Babelan Kota, Kec. Babelan Bekasi Utara. The research was held over a period of time that is from 29th of January to 28th of February.

D. Population and Sample

As an addition to the library research, the writer also carried out the field research. In this field research, the writer firstly permitted to the English teacher of first year students to substitute in the last 30 minutes before the lesson come to end, to gives questionnaire and written test to the students purposely to analyze the problem faced by them in acquiring English grammar especially countable and uncountable noun.

The first year students of SMP 1 consist of 550 students. In this research the writer only took one class from twelve classes as a sample, which consists of 43 members with 18 males and 25 females. The writer took all of them as the sample of the research.

E. Research Instrument

The writer used questionnaire to find out the background of the students and students interest in English. The writer also used the written test to know how far the students can understand about countable and uncountable noun. Apart from that, the writer also made an interview to Mrs. Mulyati Spd as the English teacher.

F. Data Collecting

To gain the data, the writer made an experiment towards the first year students by providing some questionnaire, and some written test above thirty questions; fifteen question are true or false and the other are matching.

18

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Data Description

The writer not only interviewed Mr. Eman Sudirman B.A, the school principal of SMPN 1 Babelan but also did some interviews with the English teacher Mrs. Mulyati. She teaches English at the first years of SMPN 1 Babelan. She has been teaching there for about 3 years. In interviewing the English teacher of SMPN 1 Babelan, the writer asked him about her experiences in teaching English concerning with the problems if there is any, and the action done by the teacher to overcome such problem.

B. Data Analysis

In analyzing the data the writer uses a formula to find the mean score or the average score, as follow:

M = TS N

Notes: M = Mean score

TS = Total of the scores N = Number of the students

Besides the formula above, he also uses the percentage test formula, as follow:

P=F X 100% N

Notes: F = Frequency of the result of the students, test N = Number of the students

P = Percentage1

Based on the formulation above, the writer will try to analyze the data obtained from all of the students. But before doing so, the writer would like to clarify the weight of each item. It weight 6,6 for each item.

Table 4.1

The Scores of the Students' Answers in the True or False Test

N T W Score

1 6 6,6 40

2 6 6,6 40

3 7 6,6 46,2

4 9 6,6 59,4

5 6 6,6 40

6 6 6,6 40

7 4 6,6 26,4

8 9 6,6 59,4

9 3 6,6 20

1

20

N T W Score

10 4 6,6 26,4

11 9 6,6 59,4

12 9 6,6 59,4

13 5 6,6 33

14 7 6,6 46,2

15 9 6,6 59,4

16 8 6,6 53

17 6 6,6 40

18 8 6,6 53

19 10 6,6 66

20 7 6,6 46,2

21 9 6,6 59,4

22 6 6,6 40

23 9 6,6 59,4

24 7 6,6 46,2

25 8 6,6 53

26 7 6,6 46,2

27 11 6,6 72,6

28 6 6,6 40

29 3 6,6 20

N T W Score

31 10 6,6 66

32 9 6,6 59,4

33 5 6,6 33

34 8 6,6 53

35 10 6,6 66

36 8 6,6 53

37 4 6,6 26,4

38 6 6,6 40

39 6 6,6 40

40 8 6,6 53

41 6 6,6 40

42 6 6,6 40

43 9 6,6 59,4

N = 43 T = W = 30 TS = 212.8

Notes: N = Number of the students T = True

W = Weight

22

To clarify the scores, the writer will arrange them from the lowest to the highest, as follow:

Table 4.2

The Lowest to the Highest Score

20 20 26,4 26,4 26,4 33 33

33 40 40 40 40 40 40

40 40 40 40 40 46,2 46,2

46,2 46,2 46,2 53 53 53 53

53 53 59,4 59,4 59,4 59,4 59,4 59,4 59,4 59,4 59,4 66 66 66 72,6

To find the mean score, the writer uses the formula below:

M =TS

N =2012,4 43 = 47

Notes: M = Mean score TS = Total of scores

N = Number of the students

According to the data above, it is found out that the mean score is 47. Furthermore, the writer will determine the percentage of the scores by using the formula below:

P= F X 100% N

Notes: P = Percentage

F = Frequency of the result of the students, test N = Number of the students

Table 4.3

The Percentage of the scores

No Score Interval F P

1 90-100 - -

2 80-89 - -

3 70-79 1 2%

4 60-69 3 7%

5 50-59 15 35%

6 40-49 16 37%

7 30-39 3 7%

8 20-29 5 12%

9 10-19 - ,.

10 0-0.9 - -

24

Secondly, the writer will discuss the matching test. It also consists of fifteen items and weight of each item is 6,6. The following data are obtained from the results of the written test.

Table 4.4

The Scores of the Students' Answer in Matching Tests

N T W Score

1 8 6,6 53

2 5 6,6 33

3 8 6,6 53

4 8 6,6 53

5 10 6,6 66

6 6 6,6 40

7 8 6,6 53

8 10 6,6 66

9 8 6,6 53

10 8 6,6 53

11 7 6,6 46,2

12 6 6,6 40

13 8 6,6 53

14 8 6,6 53

15 12 6,6 79,2

N T W Score

17 9 6,6 59,4

18 7 6,6 46,2

19 8 6,6 53

20 11 6,6 72,6

21 8 6,6 53

22 9 6,6 59,4

23 11 6,6 72,6

24 10 6,6 66

25 13 6,6 86

26 9 6,6 59,4

27 10 6,6 66

28 11 6,6 72,6

29 12 6,6 79,2

30 11 6,6 72,6

31 8 6,6 53

32 8 6,6 53,

33 13 6,6 86

34 11 6,6 72,6

35 11 6,6 72,6

36 11 6,6 72,6

26

N T W Score

38 12 6,6 79,2

39 10 6,6 66

40 12 6,6 79,2

41 11 6,6 72,6

42 12 6,6 79,2

43 13 6,6 86

N = 43 T = 396 W = 30.1 TS = 287.7

To clarify the scores, the writer will arrange them from the lowest to the highest, as follow:

Table 4.5

The Lowest to the Highest Score

33 40 40 46,2 46,2 53 53

53 53 53 53 53 53 53

53 53 53 59,4 59,4 59,4 59,4

66 66 66 66 66 72,6 72,6

72,6 72,6 72,6 72,6 72,6 72,6 72,6 79,2 79,2 79,2 79,2 79,2 86 86

To find the mean score, the writer uses the formula below:

M =TS

N = 2712,4 43 = 63

Notes: M = Mean score TS = Total of scores

N = Number of the students

According to the data above, it is found out that the mean score is 63. Furthermore, the writer will determine the percentage of the scores by using the formula below:

P=F X 100% N

Notes: P = Percentage

F = Frequency of the result of the students, test N = Number of the students

Table 4.6

The Percentage of the Scores

No Score Interval F P

1 90 -100 - 0%

2 80-89 3 7%

3 70-79 14 33%

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No Score Interval F P

5 50-59 16 37%

6 40-49 4 9%

7 30-39 1 2%

8 20-29 - -

9 10-19 - -

10 0-0.9 - -

C. Interpretation

After classifying the items into area tested and explaining the frequency and percentage of the scores. The writer has a word that there are only few students who got the high score, while the rest of them got the low score. The high, the middle, and the low scores are determined as below:

The high score : 80 - 100 The middle score : 56 - 79 The low score : 10 - 55

Furthermore, the writer would like to present the classification of the scores of the students, as the table below:

Table 4.7

The Classification of the Scores of the Students

No CS Total Percentage of the Scores

True False Test Matching Test

1 The High Score - 7%

2 The Middle Score 30% 53%

3 The Low Score 70% 40%

From the table above we can sees the results of matching test that 7% of all students got high score, 53% of them got middle score and 40% got the low score.

The results of matching test show us that students can understand the different between countable and uncountable noun. From the test that has been given, only few students got low score. It's mean that students can identify the noun that can be counted and uncounted noun.

Meanwhile in true false test only 30% of all students got middle score and 70% of them got low score in true false test. The results of true false test show us that students still have problem in using countable and uncountable noun in the sentence. To find the problem that students faced, the writer analyzing each items in the true false test that consist of five teen questions. The writer use formula; P=F X 100%

N

Notes: P = Percentage

F = Frequency of the result of the students, test N = Number of the students

30

Table 4.8

The Students' Answer In True False Test

No Items Right Wrong N

F P F P

1 Please give me some fruit juice. 23 53% 20 47% 43 2 How much people in that room? 13 30% 30 70% 43

3 There is too many dust during the dry

season. 10 23% 33 77% 43

4 I have a little ink. 21 49% 22 51% 43

5 Indra eats a plate of rices in the morning. 27 63% 16 37% 43

6 Andi is very thirsty. He wants a glass of

water. 29 68% 14 32% 43

7 She gave some bread. 22 53% 21 47% 43 8 We don't have any cars. 19 44% 24 56% 43

9 How many sugar do you want in your tea? 8 14% 35 86% 43

10 Is there any waters in the bottle? 20 47% 23 53% 43 11 There are much students in this room. 6 18% 37 82% 43 12 How much money do you have? 22 53% 21 47% 43 13 I don't have many time. 9 21% 36 79% 43 14 There are many wood in Sumatra. 24 56% 19 44% 43

According to the results of true false test, which is conducted at the first year of SMP 1 Babelan, the writer found some problems that students have in learning countable and uncountable noun.

1. Some Problem Faced by the Students

The problem which is concerned with the use of countable and uncountable noun. The students often get difficulties in using countable and uncountable. In the sentence, many and much have the same meaning but the usages of them are different.2 Countable used many before noun that can be counted and used much before noun that cannot be counted. For example; 'how much sugar do you want in your tea?' 'Sugar' is noun that cannot be counted and always use much before noun but if the writer see the results in number nine 86% of all students make mistake.

From table 8 the students' answer in true false test, the writer can conclude that students found difficulties in using much or many. They often use much for noun that can be count and use many for noun that cannot be counted.

a. The lack of grammatical structures

The true false test consists of fifteen items and related to the grammatical structures. If the writer look to the table 7, it is clear that most of 70% of all students got the low score and the other got middle. If the writer compare with the results of matching test only 40% of all students got the low score. The result shows that the students still have difficulties using countable and uncountable noun in the sentences.

2

32

Grammatical structures become another problem faced by the students. They have difficulties in determining the structures of the sentences,

b. Lack of Vocabulary

Vocabulary is an important element in English. Without having any knowledge about vocabulary someone may find difficulties in learning English. The first year students of SMP 1 Babelan Bekasi are having this kind of problem. They have difficulties in understanding the meaning of the sentences.

There are many ways to get more vocabulary the one is reading English book. The students who like reading English book have more vocabulary then the students who don't like reading English book. In number six on table 9 below shows as only 32% of students who like reading English book.

2. Some Problems Faced by the School a. Background of the teacher

From the results of questionnaire test in number 7 the writer can see students’ opinion about their teacher in explaining the subject. Only 32% of students' say that the teacher explains is easy to understand. From the results the teacher should use another method to get succeed in teaching and learning process. The table below is students' answer in questionnaire test

Table 4.9

The Results of Questionnaire

No Items Option Frequency Percent

age 1 Apakah anda senang

dengan pelajaran bahasa Inggris?

a. Senang

b. Kurang senang c. Tidak senang

23 20 - 53% 47% -

2 Apakah bahasa Inggris sukar bagi anda untuk diikuti? a. Sukar b. Sedang c. Tidak 8 29 6 18% 68% 14%

3 Apakah anda pemah mengikuti kursus bahasa Inggris?

a. Pemah b. Tidak pemah c. Tidak ingin

24 16 3 56% 37% 7%

4 Pendapat anda dengan jumlah murid dikelas ?

a. Terlalu banyak b. Sedang c. Sedikit 20% 23% - 47% 53% -

5 Menurut anda apa yang menyebabkan

ketidak sukaan anda dengan bahasa Inggris ?

a. Pengucapannya sulit

b. Buku paket c. Gum 33 10 - 77% 23% -

6 Apakah anda suka membaca buku - buku berbahasa Inggris ?

a. Suka

b. Kurang suka c. Tidak suka

14 27 2 32% 63% 5%

7 Menurut pendapat anda tentang cara dan tehnik yang dipakai guru dalam menjelaskan pelajaran:

a. Mudah dipahami b. Sukar dipahami c. Kadang mudah

kadang sukar dipahami 14 1 28 32% 3% 65%

8 Apakah anda mempunyai minat/kemauan untuk memperdalam bahasa Inggris?

a. Ada b. Tidak ada c. Tidak tahu

29 4 10 68% 9% 23%

34

No Items Option Frequency Percent

age 9 Apakah orang tua anda

selalu memotivasi anda dalam belajar bahasa Inggris disekolah:

a. Selalu

memperiiatikan b. Kadang - kadang c. Tidak perduli

31 12 - 72% 28% -

10 Selain sebagai mata pelajaran sekolah, adakah tujuan lain anda mempelajari bahasa Inggris?

a. Ada b. Tidak ada

28 15

65% 35%

To get the data the writer uses formula below: P=F X 100%

N

Notes: P = Percentage N = Number of the students F = Frequency

b. The lack of facilities

The school principals of SMP 1 Babelan realizes that his school facilities are not sufficient to succeed the English teaching at their school. There is not any sufficient media to support the teaching and learning process. The library had a bad condition and the students don't have interest to read the book in library.

The teaching aids are very important for the teaching and learning process. They help the teacher to explain the materials. As stated by John Haycraft in his book, "much of what we say in any language is prompted by what we see or have seen around us. We, therefore, have to give our students practice in reacting in

English to object, or picture. Apart from this, aids are addition to our 'armory'. They allow us to explain a word or concept simply, by showing a picture, or pointing to an object".3

There are many teaching aids, such as: tape recorder, video, filmstrip, wall chart, classroom object, language laboratories, and so on. The school of SMP 1 Babelan have a few of all those teaching aids. So that, the teacher of English feels difficult to increase his teaching. The teacher finds nothing except classroom objects.

3. Some Problem Faced by the Teachers

The English teachers face many problems, which are related to English teaching such as their capability in English, choose of materials, the theories and the method. Consequently, students' achievement in English subject is low. To overcome these problems English teachers should share their experience to other English teachers. As written by Louis Coohen, in his book:

Common dilemmas faced by the teacher,4 1. Treating each child as a' whole person'.

2. Organizing the children on an individual basic.

3. Giving children a degree of control over the use of time, their activities and their work standards.

4. Seeking to motivate the children through intrinsic involvement and enjoyment of activities.

5. Developing and negotiating the curriculum from an appreciation of children's interest.

6. Attempting to integrate a various elements of the curriculum. 7. Focusing on the basic skills on cognitive development. 8. Treating each child primarily as a 'pupil'.

9. Offering reasons and rewards so that children are extrinsically motivated to tackle tasks.

3

John Haycraft, An Introduction to English Language Teaching, Longman Group Limited, (London, 1978), p.97.

4

Coohen,Louis and Manion Lawrence, A Guiack to Teaching Practice, New Fetter Lare Third Edition,( London, 1989). P. 100

36

10.Providing a curriculum which children are deemed to need and which 'society' expects them to receive.

11.Aiming for quantity in school-work.

12.Focusing on expressive of creative area of the curriculum.

The teacher who was seriously in teaching English faced many problems in teaching and learning process. Teacher already gave the best way to teach the subject in order that students can understand the subject easily. But in the other side the students who don't care with the lesson will be retarded teaching and learning process.

Zhu Kang says in her book, "(1) Student become more and more dependent on the teacher, with fewer and fewer creative activities of their own in the class room. (2) The teacher does most of the work for the students, so their language skill and linguistic competence cannot be developed sufficient. (3) Most of the students become bored, and so lost interest in studying English".5

Being a teacher would be an honor, because almost every society agrees that the image of the teacher as a 'knowledge center'. Many people think that a teacher knows many things, but that is not enough. A teacher not only knows many things, but also need to know how to do things, that is why being a teacher is not easy.

5

37

According to the results of the observation, which is conducted at the first year of SMP 1 Babelan. The writer found some problems that the students have in learning countable and uncountable noun. In the test that have given to the students, shows that students already understand the different between countable and uncountable noun. On the other hand the students found difficulties in using countable and uncountable noun in the sentences.

The writer also found some problems in learning countable and uncountable nouns. Some uncountable nouns such as hair, light, noise, paper, room, time, work, may be used as countable nouns depending on the context. Even though there are some other factors, which involved in teaching and learning process. Such as supporting factor like the facility, the quality of the teacher and students background.

B. Suggestion

Dealing with the conclusion, the writer would like to suggest as follow: 1. The English teacher should always improve his or her skill and

knowledge in exploring class through giving more tests.

2. The students should be active in learning English not only just in the classroom but also in the out of class.

38

3. The teachers can give more attention to the area that the students feel difficult.

4. In explaining the subject, it is necessary for the teacher to uses media to give more information to the students.

39

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