Data Analysis Research Finding

Santi reading? ” Mother-tongue interference gives much influence to the students answer. It can be seen that some students are still confused in changing the verb based on adverb of each sentence. Besides that, the different grammar of the first language bears faulty grammar pattern. Table 3.6 Frequency of Error of Simple Past No Problem area Item number Frequency of error Percentage of error 3 Simple Past 2 18 60 8 11 36.6 13 3 10 26 11 36.6 30 13 43.3 Total 5 items 37.3 Those items are about simple Past Tense. There were 18 students 60 who made error in the item number 2, and it’s the highest frequency of error. 11 students 36.6 made error in the items number 8 and 26, 3 students 10 made error in the item number 13, and 13 students 43.3 made error in the item number 30. On the average, the percentage of error in this tense is 37.3 . Table 3.7 The Students’ Answer and Its Explanation No Students’ answer Explanation 2 Does he drive to school yesterday? In interrogative sentence of Simple Past “did” should be used. 8 My uncle don’t want to meet me a week ago. The sentence shows a situation began and ended at a particular timein the past. The negative form of Simple Past is “didn’t”. 13 When was you born? I was born in 1989. In nominal sentence of Simple Past “was” used for singular subject while “were” used for plural subject. 26 What did you usually do when you were in London? I used to walked down the road in the afternoon. The verb “used to” should be followed by base form of verb. “Used to” shows the past form. 30 My friend and I loved to play in a small field near our houses and we were riding oue bicycle together. The sentence shows a situation began and ended at a particular time in the past. The sentence should be use “V-2”. Some studentshave not understood yet to distinguish the usage of “does and did” “was and were” in the sentence. It can be seen from the students’ answer above that some students used “does” in making interrogative sentence although the sentence belongs to past sentence. Some students used “don’t” in negative sentence although the sentence belongs to past sentence. In general, those errors happened because of interlingual error. Table 3.8 Frequency of Error of Past Progressive No Problem area Item number Frequency of error Percentage of error 4 Past Progressive 3 13 43.3 10 13 43.3 15 11 36.6 18 10 33.3 20 9 30 Total 5 items 37.8 The table above shows the frequency of error of Past Progressive Tense. The highest frequency of error of students goes to number 3 and 10 with 13 students 43.3 , 11 students 36.6 nade error in the item number 15, 10 students 33.3 made error in the item number 18, and 9 students 30 made error in the item number 20. On the average, the percentage of error in this tense is 37.8 . Table 3.9 The Students’ Answer and Explanation No Students’ answer Explanation 3 They are studying when the headmaster came. The sentence shows two actioans. One action began earlier and was in progress when the other action occured. The sentence should be “were studying”. 10 When I got home you are studying English with your friends. The verb of second sentence should be “were studying” because the second action was in progress. 15 When I arrived at the station Mary is waiting for me. The second sentence should be “Mary was waiting for me”. 18 The teacher came into the classroom unusually early and one of the boys, who smoked a cigarette, had no time to put it The second sentence should be “who was smoking a cigarette”... because it was in progress when the other action occured. out. So, he threw it into the desk and hoped for the best. 20 The students are practicing in the workshop when a group of students from another province came to do comparative study. The verb of first sentence should be “were practicing”. Because it was in progress when the other action occured. From the students’ answer above it can be seen that some students still have not been able yet to distinguish the usage of “are studying and were studying” in the sentence. Those errors happen because of overgeneralization that produce incorrect pattern when the students applied the tense rule in the sentence. Table 3.10 Frequency of Error of Simple Future No Problem area Item number Frequency of error Percentage of error 5 Simple Future 4 4 13.3 9 16 53.3 14 7 23.3 22 15 50 23 16 53.3 28 6 20 Total 6 items 35.5 Based on the table above, there were 4 students 13.3 who made error in the item number 4, 16 students 53.3 made error in the items number 9 and 23, and it’s the highest error made by the student. 7 students 23.3 made error in the item number 14, 15 students 50 made error in the item number 22, and 6 students 20 made error in the item number 28. On the average, the percentage of error in this tense is 35.5 . Table 3.11 The Students’ Answer and Its Explanation No Students’ answer Explanation 4 My supervisor promises that I get a raise next year. The sentence expresses the future time. So that the verb should be “will get”. 9 The school will announced the result of the final examination next week. The sentence expresses future time since its adverb is “next week ”. So that verb should be will + base form. 14 The manager came early yesterday but he comes late tomorrow morning. “Tomorrow morning” shows that the sentence indicates future time. So that will + base form should be used. 22 This letter is in English, can you help me? Sure. I am going to translate it for you. The sentence expresses future time. To express willingness “will” is used. 23 Why did you buy this paint? I will paint my bedroom tomorrow. The sentence expresses future time. To express “a prior plan” be going to is used. 28 It will be a long weekend next week, what is your plan? We have a barbeque. “Be going to” is used since the sentence expresses a prior plan. From the students’ answer above it can be seen that some students still have not been able yet to distinguish the usage of “will and be going to” in the sentence. It happens because of the mother-tongue interference. Table 3.12 Frequency of Error of Future Progressive No Problem area Item number Frequency of error Percentage of error 6 Future Progressive 12 16 3 10 19 14 46.6 Total 3 items 28.3 The table above shows the frequency of error of Future Progressive. From the table it can be seen that nobody made error in the item number 12, 3 students 10 made error in the item number 16, while 14 students 46.6 made error in the item number 19, and it is the highest error made by the students. On the average, the percentage of error in this tense is 28.3 . Table 3.13 The Students’ Answer and Explanation No Students’ answer Explanation 12 Right now I am studying English. Yesterday at this time, I was studying English. Tomorrow at this time, I will study English. The third sentence expresses an activity that will be in progress at a time in the future. So that the verb should be “will be studying ”. 16 Right now I am attending class. Yesterday at this time, I was attending class. Tomorrow at this time, I will attend class. The verb of the third sentence should be “will be attending”. 19 I will begin to study at seven. You will come at eight. I will The sentence should be “I will be studying ”. study when you come. From the table above, it can be seen that some students are still not able to distinguish the sentence in past, present or future pattern. Besides that, the long sentences made them confused to identify sentence correctly. And the carelessness has inherited the faulty on the students’ answer.

3. Data Interpretation

After analyzing the frequency of error in each item, the following table describes the sequence of tenses problem area based on its high frequency of errors. Table 3.14 The Sequence of Tenses Problem Area Based on Its Highest Frequency of Errors No Tenses problem area Frequency of error 1 Simple Present 47.20 2 Present Progressive 39.94 3 Past Progressive 37.8 4 Simple Past 37.3 5 Simple Future 35.5 6 Future Progressive 28.3 The table above shows that the highest frequency of error goes to Simple Present with 47.20 . This proves that this tense becomes the most difficult grammatical area for the second students of MTs Al- Mursyidiyyah aven though they have been studying tenses since they were the first grade. Some students are still confused in forming verb based on the subject for the affirmative sentence. In negative sentences they are still confused in using don’t and doesn’t as well as in interrogative pattern. Besides, they have not understood yet the kinds of tenses in complex sentence or long dialog. In Present Progressive, 39.94 of students made errors. In this tense some students are still confused in forming this tense in the positive, negative or interrogative form. In forming question form some students are still confused in using “does or do”. 37.8 of students made errors in Past Progressive. In this tense some students are still confused to distinguish the two actions that occured at the same time but one action began earlier and was progress when the other action occurred. In Simple Past, 37.3 of students made errors. As mentioned above the difficulty is around how to distinguish the auxiliary do, does, and did in the sentences. In Simple Future, 35.5 of students do errors. Some students have not been able yet to distinguish the usage of be going to and will in the sentence. And the lowest frequency of errors made by the students is Future Progressive with 28.3 frequency of errors, in this tense the students are expected to compare among present, past and future sentences. From the results above the writer can say that, in general, some students are still confused to identify the tenses rule and usage both in the simple and complex sentences. It proves that the English learning at MTs Al-Mursyidiyyah must be improved again to be the best. Besides the material, there are many factors why the students made error. It may come from the method of teaching, because how well the students understand the material, it depends on the method of teaching that teacher used. 37

CHAPTER IV CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and discussion in the previous chapters, the writer concludes that some students still have not understood well the rule and the usage of those tenses eventhough they have just learnt. Simple Present Tense as the basic tenses becomes the item with the highest frequency of error that reaches up to 47.20. Then Present Progressive Tense with 39.94 frequency of error, Past Progressive Tense with 37.8 frequency error, Simple Past Tense with 37.3 frequency of error, Simple Future Tense with 35.5 and the lowest frequency of error made by the second grade of MTs. Al-Mursyidiyyah is Future Progressive Tense with 28.3. Generally, it can be concluded that the students still find difficulty in identifying tenses.

B. Suggestion

Based on the conclusion above, the writer would like to give some suggestion concerning with English learning process especially in learning tenses as follows: 1. The teacher ought to give a series exercise done both in classroom and for home assignment, whose aim is to cause the learner absorb the structure thoroughly. 2. The teacher should have various and fun method and technique, which are interesting for the student. It can be role-playing, games and etc.because fun atmosphere will make learners comfortable in learning tenses, and finally the learners can grasp the tenses easily. 3. In teaching Simple Present the teacher ought to explain about daily habit and routine activity. To give more understanding about this tense the teacher gets the students to write their daily activity schedule. 4. In teaching Present Progressive the teacher should demonstrate the action-in-progress in order to give more understanding that Present Progressive is used to indicated an activity that is in progress at the moment of speaking. 5. In teaching Simple Past the teacher should explain the verb forms –base form and past form- because past form is used in this tense. To make the students more undestanding about this tense the teacher has the students retell or write the past story. 6. In teaching Past Progressive the teacher should presents the two actions in order to explain which one an activity began earlier and was in progress when the other action occurred. 7. In teaching Simple Future the teacher has the students write their planned future in order to make them more understanding about this tense. 8. In teaching Future Progressive the teacher should present the two sentences in order to explain an activity that will be in progress at a time in the future.