An nalysis on the difficulties faced by students in lesrning question-tags ( A case study at second grade students of SMPN 4 tangerang selatan)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfillment of the Requirements for the Degree of Strata I
By :
Erna Syamsiah 107014000327
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2011 M/1432 H
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AII ANALYSIS ON THE DIFFICULTIES FACED BY
STUDBNTS
IN LBARIING QUESTION-TAG
(A Case Study at Second Grade Studmts of SMP Negeri 4 Kota Tangerang Selatan)
A oSkripsin
Presented to The Faculty of Tarbiyah and Teachersos Training in a Partial Fulfillment of The Requirements for the Degree of Strata I
By:
Erna Svamsiah 107014004327
Approved by: Advisor
Drs. Sunardi Kartowisastro" Dipl. Ed. NIP: 19440719196510 2 001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA.H Ah[D TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SYARIF IIIDAYATULLAH
JAKARTA
zOfiNU1432H
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Study at Second Grade Students of SMPN 4 Tangerang Selatan), written by Erna Syamsiah, studat's registration number: 107014000327 was examined in the examination session of the faculty of Tarbiyah and Teacher's Training , Syarif Hidayatullah State Islamic University Jakariaon December 23'd 201I. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for academic title of "16fr." in English Language Education at the Department of English Education.
CHAIRMAN
SECRETARY
EXAMINER 1
EXAMINER 2
Examination Committee: Drs. Svauki. M.Pd.
NIP: 19641212 199103 1 002
Neneng Sunengsih. M,Pd MP: 19730625 199903 200r
Drs.Nasrun Mahmud. M.Pd
ffi
Nida Husna. M.Pd. MA. TESOL NIP: 19720705 200312 2 002
Acknowledged by:
Dean of Tarbiyah and Teachers' Training Faculty
NurlenaRifa'i. Ph. D NIP: 19591020 198603 2 001
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DEPARTEMEN AGAMA UIN JAKARTA
FITK
Jl. lr. H. Juanda No 95 Ciwbt 15412lndonesia
FORM (FR)
No. Dokumen : FITK-FR-AKD-089 Tgl. Terbit : 1 Maret 2010
No. Revisi: : 01
Hal 1t1
SURAT
PERNYATAAN
KARYA SENDIRI
Saya yang bertanda tangan di bawah ini, N a m a
Tempat/Tgl.Lahir MM
Jurusan / Prodi Judul Skripsi
AI\i ANALYSIS ON TIIE DIFFICT]LTIES FACED BY STUDENTS IN LEARNTNG QUESTTON-TAGS
(A Case Study at Second Year Students of SMPN 4Kota Tangerang Selatan)
Dosen Pernbimbing : Drs. Sunardi Kartowisastro, Dipl.Ed
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
J akarta, 28 Desemb er 201 1 Mahasiswa Ybs.
F01C3AAF10731
NrM. 107014000327 Erna Syamsiah
Bogor,6 Januari 1989
r070t4000327
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Question-Tags, 2011. Advisor : Drs. Sunardi Kartowisastro, Dipl. Ed.
Key word: Difficulties Learning, Question Tags, SMP
In this research, the writer wishes to know the difficulties encountered by the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning Question-Tags and to find out the reason why the students face the difficulties.
The whole population of this research was 270 second year students of SMPN 4 Tangerang Selatan. In order to get 30 students out of 270 students to represent the population as the sample, The sample is taken by using purposive sampling technique The instrument of the test consist of a combination of multiple choice and fill in the blanks.
Based on the analysis of data, it is conclude that in learning Question-tags the higher percentage of students’ difficulties in the form of question-tags is 19.5% in Imperative sentence.
This result revealed that most students still find difficulties in using and making the form of question-tags. It is suggested that in learning and teaching Question tags: (1) the students should pay attention in the form of tenses and also on the exception rules in Question-Tags, and (2) the teacher must explain the material clearly and give more exercise either in oral or written forms and after they know the difficulties students in learning question-tag, the teacher can assist the students better.
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ABSTRAK
Syamsiah, Erna., Analisis kesulitan yang dihadapi oleh siswa kelas dua SMPN 4 Tangerang Selatan dalam belajar Question Tags, 2011.
Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed. Kata Kunci: Kesulitan Belajar, Question Tags, SMP
Dalam penelitian ini, penulis ingin mengetahui kesulitan yang dihadapi siswa dalam belajar Question-tags dan untuk mengetahui mengapa siswa mengahadpi kesulitan.
Seluruh populasi dari penelitian ini adalah 270 siswa kelas dua SMPN 4 Tangerang Selatan. Untuk mendapatkan 30 siswa dari 270 siswa, untuk mewakili populasi sebagai sampel, maka sampel diambil dengan menggunakan teknik purposive sampling. Instrumen tes terdiri dari kombinasi pilihan ganda, dan mengisi titik yang kosong.
Berdasarkan analisis data, disimpulkan bahwa dalam belajar question-tags persentase tertinggi kesulitan siswa dalam bentuk question-tags adalah 19.5% dalam kalimat imperative.
Hasil ini menunjukkan bahwa kebanyakan siswa masih menemukan kesulitan dalam menggunakan dan membuat bentuk question-tags. Disarankan bahwa dalam belajar dan mengajar Question tags: (1) para siswa harus lebih memperhatikan bentuk- bentuk tenses dan juga pada aturan pengecualian dalam Question Tags, dan (2) para guru juga disarankan untuk menyampaikan materi dengan lebih jelas dan memberikan lebih banyak latihan baik berupa lisan atau tulisan dan setelah mereka mengetahui kesulitan yang dihadapi, mereka dapat membantu siswa lebih baik.
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the lord of the worlds, who has given the health and strength to the writer in
completing this “skripsi”. May Allah’s peace and blessing be upon His final Prophet and Muhammad, his family and his companions and his followers.
This “skripsi” is presented to the English Deparment of Tarbiyah Faculty State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirement for the Degree of first strata. It is the great honor for the writer to make acknowledgement of indebtedness to convey her sincere gratitude to the most special persons in her life, her beloved mother (Siti Solawati) and Father (Wawan Setiawan), who have given their invaluable support during her study and during her writing “skripsi”. Heart felt thanks for their kindness and patience. My beloved brother Agus Armansyah, and also the whole of the member of the family. And Also My advisor Drs.H. Sunardi Kartowisastro, Dipl. Ed. who has patiently given valuable advice and guidance to
finalize this “skripsi”.
Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only an effort by herself alone, there are many people who help her. In this occasion, she presents great honor to:
1 All lecturers who have taught her in this English Department, for giving new knowledge, advices in facing life, and for giving study experiences. 2 Drs. Syauki,M.Pd, the head of English Department.
3 Neneng Sunengsih, M.Pd, the secretary of English Department. 4 Nurlena Rifa’i..Ph.D, the Dean of Tarbiyah and Education Faculty.
5 Hj. Rita Juwita, M.Pd as the principal of SMPN 4 Tangerang Selatan and also for the others who help her.
6 All teachers and the students at SMPN 4 Tangerang Selatan for giving permission and helping the writer to do this research.
7 Her beloved best friends and all of class A 2007 who have always been in the writer side in the facing all the laughter and tears during her study.
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8 To any other persons who is named cannot be mentioned one for their contribution to the writer during finishing her “skripsi”.
Finally, yet importantly, the writer realizes that his “skripsi” is still has some weakness and mistakes. Thus, she would be grateful to accept any suggestion and correction from anyone for better writing.
Jakarta, December 2011
(The writer)
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v
ABSTARK (2) ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENT ... v
LIST OF TABLE ... vii
LIST OF FIGURE ... viii
LIST OF APPENDICES ... ix
CHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Scope and Limitation of study ... 6
C. Formulation of the problem ... 6
D. Objective of study ... 7
E. Significance of study ... 7
F. Organization of study ... 8
CHAPTER II : THEORETICAL FRAMEWORK A. Grammar ... 9
1. Definition of Grammar ... 9
2. Scope of Grammar ... 11
3. Teaching Grammar ... 12
B. Question-Tags ... 15
1. Definition of Question-Tags ... 15
2. Form of Question-Tags ... 17
3. Use of Question-Tags ... 22
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CHAPTER III : THE IMPLEMENTATION OF RESEARCH
A. Research methodology ... 26
1. Source of data ... 26
2. Method of study ... 27
3. Place and time ... 27
4. Population and sample ... 28
5. Technique of data collecting ... 28
6. Instrument of research ... 28
B. Research findings ... 29
1. Data description ... 29
2. Technique of data analysis ... 31
C. Data Analysis ... 31
D. Data Interpretation ... 39
CHAPTER IV : CONCLUSION AND SUGGESTIONS A. Conclusion ... 41
B. Suggestions ...42
BIBLIOGRAPHY ... 43
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Students’ score of test result ... 51 2. Table 3.2
Question Tags and each Item ... 52 3. Table 3.3
The Frequency of Difficulty in the Form of Question Tags in Multiple Choice Forms ... 53 4. Table 3.4
The Frequency of Difficulty in the Form of Question Tags in Fill Forms .... 56 5. Table 3.5
The Frequency of Difficulty in the Intonation of Question Tags ... 58 6. Table 3.6
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LIST OF FIGURE
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ix
2. List of question interview ... 49
3. Surat Pengajuan Judul Skripsi ... 50
4. Surat Permohonan Izin Penelitian ... 51
5. Surat Diizinkan Penelitian Disekolah ... 52
6. Surat Keterangan Penelitian ... 53
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1 CHAPTER 1 INTRODUCTION
This chapter presents and discusses the background of the Study, Scope and Limitation of study, Formulation of the problem, Significance of study and Organization of study
A.Background of study
In social life, communication is very important and crucial among human beings. It is as fundamental as the physical requirements for food and shelter. And it is used by humans to communicate and interact with each other. Language is a tool man uses to represent ideas in sentences. Through the language, people can express their ideas, thoughts and feelings about knowledge, technology, culture, art, of many things in the world that surround us. We can say that in the lifetime of humans, language is important. They use language for the purpose of life in general. Communication is very important to make their lives more meaningful. As a result, they need a means of communication. Related to communication, language is much needed for people, so the writer will give the definitions of language.
Hornby (1987:473) states that “Language is human and non-instinctive method of communicating ideas, feelings and desires by means of a system
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of sounds and sound symbols”.1 Kretch et al. (1962:275) also describe that
“communication—the interchange of meanings among people-occurs mainly through language and is possible to the degree to which individuals have
common cognition, want, and attitude”.2
From the definitions of language above, the writer summarize that language is proper for communication. We can imagine how strange the world without language. People cannot express their thoughts and feelings to each other. Communication will go smoothly if the speakers and the hearers share the same language. In other word, there is no communication in the world, unless they use their language.
On the importance of language, Sidney Greenbaum said the schools should teach students language for a variety of reasons.3 First, an understanding of nature and functioning of language is a part of general knowledge that students should acquire about themselves and the world they live in. Secondly, linguistics (the study of language in all its aspects) is a central discipline for the social sciences and humanities.
One of the languages which is taught in the schools of our country is English language. English is one of international languages that has an important role in the world. It is widely studied and used as a tool of communication among people all over the world. English becomes one of the important subject matters taught at school. In Indonesia, English is considered as the first foreign language and becomes a compulsory subject to be learned by all students from the elementary school or even in the Kindergarten up to the University level.
1A.S Hornby. Oxford Advanced Learners Dictionary, (Oxford: Oxford University Press, 1987)p. 473
2 Kretch, et al. Individual in Society Psychology. California: Me. Graw- Hill Kogakusha, Ltd. 1962)p. 275
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Realizing how important English is, the government stated in the 1994 curriculum that :
“Bahasa Inggris adalah bahasa asing pertama di Indonesia yang
dianggap penting untuk tujuan penyerapan dan pengembanagan pengetahuan teknologi dan seni budaya serta pembinaan hubungan dengan bangsa-bangsa
lain”.4
“English is the first foreign language in Indonesia which is
considered very important in order to study and develop technology and culture, to build relation with other nations” (Translation by the writer).
If we talk about language, consequently we also talk about its system, rules and all about its systematic forms. In English language there is a grammar as rules and system underlying the principles that describe the structure of language. In order to have good English, students have to master the four basic language skills: i.e listening, speaking, reading and writing. Beside the four skills , there are sub skills : grammar, vocabulary and pronunciation. One of the sub skills that should be mastered in learning English by the students is grammar. They have to master the grammar properly because grammar is needed even in communicative ways.
Grammar consists of form and rules, as Celce-Murcia stated that: “ Grammar is about form and one way to teach form is given students rules, however grammar is about much more than form, and its teaching is ill served if students are simply given rules.5
Craig Hancock said that grammar is the natural, inherent, meaning, making system of the language, a system that governs the way words come
4 DEPDIKBUD RI, GBPP Bahasa Inggris (SMP), (Jakarta:Depdikbud, 1994), p.1(translated by the writer)
5 Celce-Murcia, Marianne (editor), Teaching Grammar in Teaching English as a Second or Foreign Language, (USA: Heile & Heile Publisher, 2001)p.251
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together to form meanings: grammar is also the study of that system, the various theories or perspectives that attempt to understand and describe it. 6
Grammar is one of the language aspects which is taught to every language learners. By learning grammar, someone can communicate his or her message clearly and precisely. The statement above shows that grammar is a basic knowledge to learn about English sentence structure and also keep an important role in learning and understanding the English language. Although English has been taught since the First grade of elementary school, even in the Kindergarten; many Indonesian students still do not understand or/and cannot apply the rules.
Sometimes students who learn English find many problems, especially with grammar. In English grammar, there are many aspects that students have to know. Even though students have learnt grammar completely; they still find difficulties in differentiating the usage of each function. One of the aspects in grammar is sentence. Generally, there are three basic forms of English sentence. They are positive, negative and interrogative sentences. Interrogative sentence is a sentence that is used in questions. According to Azar (1989: A16), there are four types of questions. They are Yes-No questions, Information questions, Negative questions and Question-Tags.7
In learning question-tags it is actually related to the tenses, as far as the students understand about tenses, it is quite possible that the students will get better understanding about question-tags’. Question-tags do not use the form of question word such as: who, what, when, where, why, whose, how, etc
6 Craig Hancock, Meaning- Centered Grammar, (London: Equinox Publishing Ltd. 2005), p.6
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According to Michael Swan “question-tags is an expression like isn’t
it? Or don’t you? (consisting of auxiliary verb + pronoun subject) put on to the end of a sentence, for example: It’s a nice day today, isn’t it?8
Moreover, Stannard W.Allen in living English structure stated that “A very common device in conversation is that of making a statement and at once asking the listener to confirm it. In English this has to be practiced, as we have a variable form: Positive statement, negative tag; negative statement,
positive tag. The auxiliaries repeat themselves in the tag”.9
Some students still make mistakes and find difficulties in identifying question-tags. Here are some examples of wrong sentences that are often made by the students in using question-tags in affirmative sentences”
- He plays football well, isn’t he? - Tommy is an actor, isn’t it?
The sentences above are wrong, they should say: - He plays football well, doesn’t he?
- Tommy is an actor, isn’t he?
Furthermore, the students often make mistakes in using question-tags in negative sentences, for example:
- Mary isn’t here, does she? - You like him, are you?10
From the typical mistakes we know that students are still confused in making the forms of question-tags, and they are also confused about the use of question tag in sentences. They are still confused to find what tense or verb or pronoun to be used in the tag.
8 Michael Swan, Practical English Usage, (New York: Oxford University Press:1983),xxi
9 Stannard W.Allen. Living English Structure, (London: Longman, 1987),p.155
10 Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and Usage,(Singapore: Addison Wesley Longman,1997), p.248
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As the writer found when teaching practice (P2KT) in SMPN 4 Kota Tangerang Selatan did. They still find difficulties in using question-tags. Because they are still hard to use the question tags correctly, as a yield it will lead the students to produce many mistakes in their learning but it is logically acceptable. The teacher must be aware about this problem and prevent them from making the same mistake by analyzing student’s problem itself.
Based on the background above, the writer is interested in writing about
“ AN ANALYSIS ON THE DIFFICULTIES FACED BY THE STUDENTS IN LEARNING QUESTION-TAGS” (A case study at Second Year of SMPN 4 Kota Tangerang Selatan). The writer chooses this title because there are many students still faced difficulty in learning Question-Tags. By observing the students difficulties in learning Question-Tags, the writer tries to identify and analyze them. The writer hopes it can make the teaching and learning activities better and can give a new idea for teacher how to teach Question-Tags well.
B.Scope and Limitation of Problem
The writer limits this study on the analysis on the difficulties faced by the second year students of State Junior High School 4 Kota Tangerang Selatan. The problems will be limited some points: (1) kind of tenses such as Present Tense, Past Tense, Present Perfect Tense, Present Continuous Tense, and Plural Word, Verb „be’, Subject I am, Subject That, Subject There, Request Sentence and Imperative Sentence. (2) the difficulties faced by the Second Grade students of SMPN 4 Kota Tangerang Selatan.
C.Formulation of Problem
Based on the discussion above, the writer would like to formulate the problem as : ”Do the students face some difficulties in learning question
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tags?”. This general question can be formulated into more specific question as
follows:
1. What are the difficulties faced by the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning Question-Tags? 2. Why do the Second Grade students of SMPN 4 Kota Tangerang
Selatan face difficulties in learning Question-Tags?
D.Objective of Study
This study has some purpose, they are:
1. To know the difficulties encountered by the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning Question-Tags
2. To find out the reason why the students face the difficulties.
As the purpose of the study and she hopes will be useful for student’s understanding in question tags for practicing in English correctly, and anybody who pays attention to learn English can take advantages from this study.
E.Significance of Study
The results of the finding are expected to provide useful information about some difficulties in learning question tags faced by students Second Grade of State Junior High School 4 Kota Tangerang Selatan in learning question-tags. Besides, these findings can contribute to two groups of people such as English teacher and further researcher.
For English Teacher, the study is expected to give practically contribution in English teaching activities. And they will know how far the students comprehend about Question-Tags, the difficulties which are faced by students when they learn this subject matter, and the causes of those difficulties. It is hoped the teacher would pay more attention and aware about preventing students from making the same mistake and they do some
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evaluation and revision in their teaching-learning activity and they can improve his/her various techniques in English teaching especially in teaching grammar. So it is expected that both teacher and students will have a good collaboration to overcome all problems that happen especially in learning,
For further research, this study is expected to give basic information to the further researcher to do a better research of teaching and learning process. And for readers broadly who are concerned with this paper, it is as one of resource which can enhance their perception and knowledge in Question-Tags.
F. Organization of Skripsi
This study is divide into four chapter :
Chapter 1 is an introduction, which contains background of study, scope and limitation of problem, formulation of problem, objective of study significance of study and organization of paper.
Chapter II is a theoretical framework, which contains grammar ( definition of grammar, scope of grammar, teaching grammar), Question-Tag ( definition of question-tag, form of question-tag, use of question-tag and difficulties in learning question-tag) and School profile.
Chapter III is the implementation of research include source of data, place and time, population and sample, technique of data collecting, instrument of the research, data description, technique of data analysis, data analysis and data interpretation.
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter the writer gives a theoretical framework that supports the study. It consists of: Grammar (Definition of Grammar, Scope of Grammar and Teaching Grammar), Question-Tag (Definition of tag, form of question-tag, Use of question-tag and Difficulties in learning question tag)
A.Grammar
1. Definition of grammar
The word grammar has several meanings which are given by different experts. There is no fixed definition of grammar.
The meaning of Grammar in Oxford dictionary is the rules in the language for the changing the form of words and combining them into sentences.1
Harmer stated almost the same as that of Oxford dictionary.2 He says that grammar of the language is the description of the ways in which words
1A.S Hornby, Oxford Advanced Learner’s Dictionary 5th Edition, Editor Jonathan Crowther (Oxford University Press), p. 517
2Jeremy Harmer, The Practice of English Language Teaching 3nd edition, ( London: Pearson Education limited, 2001), p.12
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can change their forms and can be combined into sentences in that language. Harmer defines the grammar of language is the description of the ways in which words can change their forms and can be combined into sentences in that language.3
Hancock stated that grammar is the natural, inherent, meaning-making system of the language, a system that governs the way words come together to form meanings; grammar is also the study of that system, the various theories or perspectives that attempt to understand and describe it.4
Meanwhile, Thornbury states that grammar is partly the study of what forms (or structure) are possible in a language. 5 And Burton (1982:1) says more complex that grammar is not a collection of hard and fast rules. It is more flexible and, therefore, more useful than the rule itself.6
Cook and Suter (1980:2) also state that grammar used a writer description of the rules of the language and a set of rules by which people speak and write. 7
Veit (1986:1) defines the term grammar as what enables someone of understand every word he is reading, and to speak and write words and sentences of his own. 8Consequently, by using good grammar, the sentence of our own will be understandable.
3 Harmer, The Practice of ….p. 1
4 Craig Hancock, Meaning-centered Grammar an Introductory text, (London: Equinox Publishing Ltd), p.6
5 Scott Thornbury, How to Teach Grammar,(London : Pearson Education limited, 1999) p.1
6 S.H. Burton, Mastering English Language, (London : Longman, 1982), p.1
7 Stanley J. Cook and Richard W. Stanley and Suter, The Scope of Grammar (New York: Mc. Graw-Hill Book Company, 1986), p.2
8 Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986), p. 1
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Moreover, Williams says (1970:13) a grammar is the description that represents our ability to speak in a certain way. 9This definition concludes that grammar focuses on the development of grammatical systems as a means for people to interact with each other.
From those definitions the writer summarize that grammar is the rule of a language, which will help us to understand and also help us to produce utterance spoken or written.
2. Scope of Grammar
Celce-Murcia stated in her book “ Teaching English as a Second or
Foreign Language” that she described about Three-Dimensional Grammar framework as bellow:10
Figure 2.1
Three dimensional of grammar
Our framework takes the form of a pie chart. Its shape helps us to make salient that in dealing with the complexity of grammar, three dimensions must concern us: structure and form, semantic or meaning and the pragmatic conditions governing use.11
9 J.M.William,The New English. (New York: The Free Press. A Division of the Macmillan company, 1970),p.13
10 Marianne Celce-Murcia, Teaching English as a second foreign language 2nd edition, (Boston: Heinle& Heinle, a division of Wadsworth, Inc,1991),p.253
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After perceiving the explanation above, the writer summarize that grammar consists of three points namely form, meaning and use. The first is form. Grammar has many forms and each form has its function and characteristics. The second is meaning. Meaning is important in grammar in that because it helps a writer or a speaker understand what s/he says or writes. Consequently, the learners need to learn not only what forms are possible, but also what particular forms will express their particular meaning. The third is the usage. We must know when we use grammar, where, when, and how to use grammar. Because it is also an important thing as important as meaning and form. Consequently the three dimensional grammar above is related to each other.
3. Teaching grammar
If we talk about teaching grammar, in the first we must know the reason why we teach grammar?. The first, languages have structural features that are complicated and hard to learn. For learners to master them, adequate experience, understanding and use of these features are necessary.
Second, grammar has not gone away because we have discovered lexis. In English, relative clauses follow their nouns; prepositions can come at the ends of clauses; adverbs cannot generally be put between a verb and
its object; there are two „present’ tenses which are used in different
situations. These are not facts about words – they are facts, which many students need to learn, about general linguistic categories. It is true that some wide-ranging structural generalisations have lexical components – English question formation can be presented as if it was a fact about the
verb „do’, or perfective aspect as if it was a fact about „have’. However, this
merely amounts to some rather unconstructive relabelling, and tells us nothing new that will help in teaching these difficult structural points. And while children arguably learn the grammar of their mother tongues by
starting with lexical „chunks’ which are later analysed and generalised from,
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there is no good evidence that this is a generally viable strategy in second-language learning.12
After we know the reason why we teach grammar, then we discuss the definition of grammar. Celce-Murcia states that teaching grammar means enabling language students to use linguistic forms accurately, meaningfully, and appropriately. 13
It is important to establish the fact that 'grammar teaching' can mean different things to different people. It may mean simply teaching to a grammar syllabus but otherwise not making any reference to grammar in the classroom at all. On the other hand it may mean teaching to a communicative syllabus. But dealing with grammar question that arise in the course of doing communicative activities. 14
Jeremy Harmer stated our aim of teaching grammar should be to ensure that students are communicatively efficient with the grammar they have at their level. 15
The role of grammar teaching is to provide some controls in the early stages in the English acquisition. At a later stage it can help to guide students away from permanently internalizing wrong generalizations about English' The more mature students will also be interested in learning about the language for its own sake.
Any generalization about the best way to teach grammar-what kinds of teaching procedures should be used and in what order will have to take into account both the wide range of knowledge and skills that need to be taught, and the variety of different kinds of structures subsumed under the
heading ’grammar’.
12 http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm October 14th 2011
13 Celce-Murcia, Teaching English …p.256 14 Thornbury , How to Teach …p.73 15 Harmer, The Practice of .. p.23.
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According to Celce-Murcia and Hilles, there are some stages in teaching grammar:
a. Presentation, in which we introduce the grammar structure, either inductively or deductively. There are a variety of techniques and resources that can be used during this step. Selection should be made according to teacher strengths, student preferences, and the nature of the structure (e.g., What is the structure-language-factor match?)
b. Focused practice, in which the learner manipulates the structure in question while all other variable are held constant. The purpose of this step is to allow the learner to gain control of the form without the added pressure and distraction of trying to use the form for communication. The teacher should not proceed to the next phase until most students have mastered at least the form of the structure.
c. Communicative Practice, in which the learner engages in communicative activities to practice the structure being learned. 16
In addition, the following are the some stage in teaching grammar that was found by the writer from internet, there are four stage in teaching grammar.17
First, assess your students before you teach grammar. What are your objectives in grammar for your grade level, and where are your students in regards to these objectives?.Second, making plan mini-lessons to address your students' deficiencies with grammar. Third, teach grammar points while you are also discussing books you are reading to the class or that students are reading themselves. Fourth, practice punctuation, proper grammar, and capitalization with spelling sentences.
Based on explanation some stage in teaching grammar above. The writer summarize that the important stage in teaching grammar are the
teacher know their students’ level, and then they make mini lesson plan to
determine the technique and the resources is used, and then they teach their students clearly and then give the students exercise.
16 Marriane Celce-Murcia . Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1988),p.27
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Moreover, we also must know the basic principles which can guide the teacher when they teach. Sandra Fotos in Marianne Celce-Murcia "Teaching English as a second or foreign Language" stated that there are general principles in teaching grammar:
a. Grammar teaching should be planned and systematic
b. Grammar teaching should nevertheless be “rough tuned," offering learners at slightly different stage a range of opportunities to add increments to their grammar understanding.
c. Grammar teaching may involve acceptance of classroom code switching and mother tongue use, at least with beginners.
d. Grammar teaching should be "little and often," with much redundancy and revisiting of issues.
e. 'Text-based, problem-solving grammar activities may be needed to develop learners' active, articulated knowledge about grammar. f. Active corrective feedback and elicitation will promote learners'
active control of grammar.
g. Grammar teaching needs to be supported and embedded in meaning-oriented activities and tasks, which give immediate opportunities for practice and use. 18
In addition, Jeremy Harmer says three of the most important common errors in teaching grammar, those are:
a. Function and Form, some of the confusion about English arises because of the mismatch between form and function.
b. Contrast with other languages. 19
From the explanation above, the writer would sum up that many ways to teaching grammar depends on different levels student and the teacher must pay attention about the general principles in teaching grammar.
B.Question-Tags
1. Definition of Question-Tags
Based on Longman Advanced Learner’s Grammar, Question-Tags are the short questions which we often attach to the end of a sentence. That
18 Celce-Murcia, Teaching English …p.275 19Harmer, The Practice of …, p.16-17
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definition is supported by Murphy (1994: 102), Question-Tags are mini questions that we often put on the end of a sentence in spoken English.20
Celce –Murcia says Question-Tags is a short question which is appended to a statement when the speaker seeks confirmation of his or her statement.21 Azar stated almost same with Celce-Murcia says Question-Tags is a question added at the end of a sentence, speakers use tag questions chiefly to make sure their information is correct to seek agreement.22
Moreover, Swan stated that a question-tag is rather like a 'reply
question’: it is made up of auxiliary verb + personal pronoun. It is used at the end if a sentence, to ask for confirmation of something we are not sure about, or to ask for agreement.23
Frank says more complete that Question-tags are also yes-no questions, but the special form into which they are put shows which of these two answers is actually expected. These alternatives for yes-no questions consist of two parts. The first part makes a statement; the second part asks the question that expects agreement with the statement. The second part contains the regular question auxiliary plus the personal pronoun that stands for the subject. 24
Based on the explanation above, the writer can sum up that Question-tags is a short question which is put at the end of a statement and made up of auxiliary verb + personal pronoun, to ask for clarification, to confirm information or to make sure that information is correct.
20 Raymond Murphy, English Grammar in Use 2nd Edition, (Cambridge: Cambridge university Press, 1994),p.102
21 Marianne Celce-Murcia, The Grammar Book An ESL/EFL Teacher’s course, (London: Newburry House Publishers,Inc, 1983), p. 160
22 Betty Schrampfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice-Hall,1989), P.Al6
23 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1983). P. 514
24 Marcella Frank, Modern Engtish a Practical Reference Guide, (New Jersey: Prentice Hall,Inc, 1972).P.89
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17 2. Form of Question Tags
According Fuchs and Bonner, forms of Question-tags vary but their meaning is always similar. And they added their explanation about the sentence or statement consist of question-tags. The statement expresses an assumption. The tag means Isn’t it true? or Right?
a) If the statement verb is affirmative, the tag verb is negative.
Example : You work on Friday, don’t you?
b) If the statement verb is negative, the tag verb is affirmative.
Example : You don’t work on Friday, do you?
c) And when the subject of the statement is that, the subject of the tag is
it.
Example : That’s a good idea, isn’t it? d) With all auxiliary verbs except do25
AFFIRMATIVE STATEMENT NEGATIVE TAG
Subject + Auxiliary Auxiliary + Not + Subject
You’re moving Aren’t you?
He’s been here before Hasn’t he?
They can move tomorrow Can’t they
NEGATIVE STATEMENT AFFIRMATIVE TAG
Auxiliary + Not + Subject Subject + Auxiliary
You’re not moving Are you?
He hasn’t been here before Has he?
They can’t move tomorrow Can they
e) With do as an auxiliary verb
AFFIRMATIVE STATEMENT NEGATIVE TAG
Subject + Verb Do + Not + Subject
You live here Don’t you?
They decided to move Didn’t they?
NEGATIVE STATEMENT AFFIRMATIVE TAG
Subject + Do + Not + Verb Do + Subject
You don’t live here Do you?
They didn’t decide to move Did they?
And Sidney Greenbaum says that Question-tags generally consist of an operator followed by a pronoun. As same as with other experts, he says a
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18
positive declarative generally takes a negative Question-tags and a negative declarative generally takes a positive Question-tags. 26
For example :
a) You are a secretary, aren’t they? b) I can’t do this job, can I?
Both the declarative and its Question-tags are sometimes positive: c) You’ve marked it have you?
This type of Question-tags show a conclusion what the speaker said. Question-tags may also be used in imperatives and exclamatives.
d) Open the door, will you? e) How beautiful she is, isn’t she?
Beaumont and Granger stated simple that form question-tags with an auxiliary verb (eg be, have, can) + personal pronoun (eg it,you). 27
a) You haven’t met my grandmother, have you? b) He can swim, can’t he?
A question-tags has the same auxiliary verb that is in the main clause. If the main clause has the verb be, we use be in the question-tag.
c) It’shot today, isn’t it?
We use do/does in present tense and did in the past tense consist of Question-tags.
d) You don’t like football, do you? e) You ate pizza yesterday, didn’t you?
We normally put a negative question-tag with a positive statement. And a positive question-tag with a negative statement. Compare :
f) It isn’t hot today, is it? It is hot today, isn’t it? g) You don’t like football, do you? You like football, don’t you? h) He can’t swim, can he? He can swim, can’t he?
26 Greenbaum, The Oxford …,p.48-49
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19 The question-tag for I am is Aren’t I
i) I’m right, aren’t I?
After imperatives we use the question-tags will/would you? and can/can’t/could you? when we want people to do things.
j) Shut the door, will you?
k) Help me with this bag, could you?
After a negative imperative, we use will you?
l) Don’t be late, will you?
After let’s we use shall we? to make suggestions. m)Let’s go out, shall we?
We use they in the question-tags after somebody/someone,
everybody/everyone, and nobody/no one. n) Somebody love you, didn’t they? o) No one phoned for me, did they? We can use there as a subject in question-tags.
p) There won’t be any problem, will there?
According Foley and Hall, the form tag-questions with do/does/did (in simple tenses), or the auxiliary verb. There are three main types of sentence + tag-question: 28
Type Sentence Tag
Question Mixed
Tag Questions
Affirmative + negative tag
You already know Harriet,
don’t you?
Negative + affirmative tag
She hasn’t had the
baby yet,
has she? Uniform
Tag questions
Affirmative + affirmative tag
He arrived last night then,
did he?
If an affirmative sentence contains a negative or ’restrictive’ adverb (e.g. scarcely, hardly), it takes an affirmative tag.
28 Mark Foley and Diane Hall, Longman Advanced Learner’s Grammar, A self-study reference&practice book with answers, (Longman: Pearson Education Limited, 2003), p. 97-98
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There was hardly enough food for me in the party, was there? Most modal verbs, like auxiliary verbs, are repeated in tag-question.
Adam can drive a car , can’t they?
Parents shouldn’t expect their children to agree with their opinions,
should they?
And they expalanated about the exception rules in question-tags. There are a number exception and variations in the form of the verb in the question-tags:
Tag question after….. Example
I am I am an artist, aren’t I ?
Need (negative)
He doesn’t need addition reference, does he? (or: He needn’t addition reference, need he? May/might It may/might be fine tomorrow, mightn’t it? Ought to We really ought to leave now, oughtn’t we?
Shouldn’t we?
Let’s Let’s we go to a cinema, shall we?
And then they says about another case in the question-tags.
Usually the pronoun in the tag-question matches the subject of the sentence: Thisis a good example, isn’t it? (This and it are both singular)
Those are the flowers from Mom, aren’t they? (Those and they are both
plural)
Nothingever happens when I’m away, does it?
But notice this exception:
Someone’s been taking my food again, haven’t they?
Nobody has phoned, have they?
While Azar explained the form of question-tags with the tables above:29
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21
21
AFFIRMATIVE SENTENCE + NEGATIVE TAG
Mary is here, isn't she?
You like tea, don't you?
They have left, haven't they?
NEGATIVE SENTENCE + AFFIRMATIVE TAG
Mary isn't here, is she?
You don't like tea, do you?
They have left, have they?
This/That is your book, isn't it? The tag pronoun for this/that = it. These/Those are yours, aren't they? The tag pronoun for these/those =
they. There is a meeting tonight, isn't there?
In sentence with there + be, there is used in the tag.
Everything is okay, isn't it? Personal pronouns are used to refer to indefinite pronouns.
Everyone took the test, didn't they?
They is usually used in a tag to refer to everyone, everybody, someone, somebody, no one, nobody.
Nothing is wrong, is it?
Sentences with negative words take affirmative tags.
Nobody called on the phone, did they? You've never been there, have you?
I am supposed to be here, I arn not? I am not? is formal English. I am supposed to be here, aren't l? Aren't I? is common in spoken
English.
From explanation above, it shows that the forms of question-tags are: if the statement positive, the tag-question is negative, if the statement negative, the tag-question positive. And the exception rules in question-tag says that in imperative sentence, the question-tag must “ will you”, request
sentence the tag must “shall we”, and Subject I the tag must “are”, Subject That/This the tag must “it”, subject Those/These the tag must “they”, and
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after somebody/someone, everybody/everyone, and nobody/no one the tag
is “they”.
3. Use of Question-Tags.
Foley and Hall stated we used mixed Question-tags with a falling intonation, to ask for confirmation: 30
It’s hot today, isn’t it?(the speaker believes that this is true and uses a tag question to check)
With a rising intonation, mixed Question-tags are a genuine request for information:
You haven’t talked to Sally yet, have you?
We answer mixed Question-tags in the following way: Affirmative tag: „Doni isn’t a playboy, is he?’
„No, I don’t think he is’ (agreement) /„Actually, yes, he is’
(contradiction)
Negative tag: „you’re an actrees aren’t you?
‘Yes, that’s right.’ (Agreement) /‘No, it’s three weeks.’
(Contradiction)
Request: Pick me up at eight, could you? Invitation: Let’s come to my party, won’t you?
Commands: turn the TV off, will you? Don’t annoy Rina, will you? Question-tags are normally used to ask for confirmation of what has just been said, they are:31
a) If we ask for confirmation concerning something we already feel sure of, falling intonation is used.
Example :
It’shot today, isn’t it?
30Foley and Hall, Longman Advanced…p. 98 31Devritis and K.O’Malley, English Grammar…p. 12
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23
You don’t live in Bandung, do you?
b) If, we are not sure whether what we are saying is correct, rising intonation is used.
Example :
Sheila’s met you before, hasn’t she? He didn’t pay, did he?
c) There is also another type of question-tags. These are not normally
„questions’ at all, but are used to express emotional reaction of some
kind. They may indicate feelings like: anger, worry and interest. In these cases a rising intonation is normally used.
Example :
So he’s late again, is he?
She’s safe now, is she?
Oh, you’ve found a new job, have you?
In one sites stated that we use tags in spoken English but not in formal written English. They are not really questions but are a way of asking the other person to make a comment and so keep the conversation open.32
According Fuchs and Bonner, the use of question-tag are:
a) Use Question-tags in conversation when you expect the speaker to agree with you. In this type of tag-question, the voice falls on the tag, use this type of tag-question to :
Check information you believe is correct. You expect the listener to answer (and agree)
Example : Tom lives in L.A., doesn’t he?
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(In this sentence the speaker believes that Tom lives in L.A and wants to check this information.)
Comment on a situation
Example : It’s a nice day, isn’t it?
( In this sentences the speaker is commenting on the weather)
b) Question-tags can be used to get information. You want to confirm your information because you are not sure it is correct. The voice rises at the end and you usually get an answer.
Example :
A : You’re not moving, are you?
(In this sentence the speaker in doubt, and wants get information) B : Yes, we’re returning to L.A or No, We’re staying here.33
According to Swan, the meaning of question-tag changes with the intonation. 34 If it is said with a falling intonation, it makes the sentence sound more like a statement. With a rising intonation, the sentence is more like a real question.
Example :
Nice day, isn’t it? (Falling intonation – not a real question)
You haven’t seen my brother everywhere, have you? ( Rising
intonation on have you? – this is a real question.).
As same as with Granger, Beaumont and Granger explained almost
the same with Swan, they say: “the meaning of question-tag depends on the intonation:
a) If we are asking a real question, we use a rising intonation
You haven’t seen my handphone, have you? (= have you seen
my handphone?)
b) But if we are sure of the answer, we use a falling intonation
It’s hot today, isn’t it? (= it’s hot. Do you agree?)35
33Fuchs and Bonner, Focus on……,p.93 34Swan, Practical English…p.515
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25
From the explanation above, it shows that the meaning of question-tag is depend on the intonation. If the intonation is rising, it means the speaker confirm the information because s/he is not sure it is correct and if the intonation is falling, it means the speaker ask for confirmation from listener (the speaker expect the listener to agree).
4. Difficulties in learning Question Tags
There are a few special difficulties with question-tags:
a) Usually students answer amn’t I in sentence subject I am, because they
don’t know the rules..
Example : I’m late, aren’t I?
b) Many students still confuse to choose the appropriate tag in imperative sentence.
Will you? Is used in question-tags after imperatives. Example: Don’t be late, will you?
c) Many students still confuse to determine the appropriate tag in request sentence.
Example: Let’s go, shall we?
d) Many students still confuse to determine the appropriate tag in sentence consist of the exception rules. Such as there can be used as a subject in questions-tags, sentences containing negative words like nothing,
nobody is following by affirmative question-tags and Somebody,
someone, everybody and everyone are also often followed by tags with
they.
Example:
There’s something wrong,isn’t there?
Nothing can stop us now, can it?
Somebody borrowed my book yesterday, didn’t they?
From the explanation above, the writer summarize that the students still confuse about what tense, verb or pronoun is used in question-tag.
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CHAPTER III
THE IMPLEMENTATION OF RESEARCH
In this chapter, the writer discusses the framework related to the methodology in analyzing the problems of the study. This chapter includes the discussion on research methodology (source of data, objective of study, method of study, place and time, population and sample, technique of data collecting, and instrument of research), research findings (data collection, and technique of data analysis), data analysis and data interpretation.
A.Research Methodology 1. Source of data
According to Arikunto (2002:107) data source is a subject where data can be obtained. 2The writer then classified data source
into three categories. They are symbolized with a letter “P” which
refers to a person, place, and paper. First, person is the data source, which can give data in the difficulties learning English and especially question tags faced by students through an interview. Second, place is the data source which can give presentation like state (equipment,
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room,etc) or move (activity students, teaching and learning process, etc), and the last is paper, it is the data source which can give data about the most difficulties in learning question tags faced by students.
In this research, the source of the data is some difficulties in learning question-tags faced by second grade of State Junior High School 4 Kota Tangerang Selatan..
2. Method of Study
In conducting her study, the writer used field research supported by library study. The writer did the library study to gain the data such as definition and ideas from experts. By doing this way, the writer can read many references book which are related to the topic. She also browsed internet and visited some libraries such as FITK library, UIN library, National library, and Unika Atmajaya library. Meanwhile, in the field research the writer did the observation directly to the school. In this case, the writer gave the test to the student about the topic would be studied and interviewed students to get some data.
3. Place and time
As stated in chapter one on the method of study, the writer carried out a field research. In the field research, it took place at State Junior High School 4 Kota Tangerang Selatan which is located on Jl.Pamulang Permai Barat II Komp.Pamulang Permai I, Pamulang, City South Tangerang - Banten, Indonesia.
The research was carried on October 2011. The writer began by coming to State Junior High School 4 Kota Tangerang Selatan and asking permission to Principal and English teacher then observing the learning nad teaching activity in 10th of October 2011. And then on 17th of October 2011, she gave a test about question tags and 18th of October 2011 she interviewed students about the difficulties in learning question tags.
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4. Population and sample
The population of the study is the students of second year of State Junior High School 4 Kota Tangerang Selatan. They consists of nine of classes, each of them consists of 30 students. Therefore, there are 270 students in number.
The writer did not take the total population as sample. She only took one class VIII-9 which has 30 students. The sample is taken by using purposive sampling technique, the determining of class that will be studied based on the policy and ease from the school.
5. Technique of data collecting
There are three techniques of collecting data, the writer uses test, interview and document.
a. Test
Test is a technique in collecting data to find out and identify the
student’s difficulty in learning question-tags. b. Interview
This technique is used to supplement the data needed which are not covered by technique previously. The writer asked some question to the students, to know the process of teaching and learning in class and to reinforce the analysis and to find out the reasons why the students faced the difficulties in learning question-tags. This technique was used to interview students of class VIII-9 of State Junior High School 4 Kota Tangerang Selatan.
c. Document
It is used to know the accurate data about location, profile of school and population where the research is carry out.
6. Instrument of research
The writer uses a written test as the instrument for collecting the data. For the test the writer gave selected item from the grammar
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book. The types of the test are multiple choice items, fill in the blanks, and essay form. It is consists of 25 items which are divided into two parts.
The first and second parts of the test is the form area. In part A there are 15 items multiple choice form, and In part B there are 10 items fill in forms. They are many aspects in the form area, they are
the form of „be’, modals, simple present tense, past tense, present continuous tense, present perfect, imperative sentence, request sentence, subject That, subject There, subject I and plural word.
B.Research findings 1. Data description
As stated in chapter 1 of this paper. The writer formulated field and library research. She got the data from the English test score about question tags. Having finished the field research on the form and intonation of question tags, the writer obtained the score. This
following table is the result of student’s score.
Table 3.1
Students’ Score of test result
No Sample Score No Sample Score
1 Students 1 65 16 Students 16 66.5
2 Students 2 71.5 17 Students 17 61.5
3 Students 3 66.5 18 Students 18 61.5
4 Students 4 81.5 19 Students 19 55
5 Students 5 80 20 Students 20 65
6 Students 6 71.5 21 Students 21 58
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8 Students 8 81.5 23 Students 23 73
9 Students 9 70 24 Students 24 61.5
10 Students 10 66.5 25 Students 25 58
11 Students 11 83 26 Students 26 63
12 Students 12 68 27 Students 27 80
13 Students 13 73 28 Students 28 80
14 Students 14 71.5 29 Students 29 80
15 Students 15 65 30 Students 30 73
Total 2038
Average Score 67.93
Highest Score 83
Lowest Score 55
Based on the table above, the writer had the English score from the test about Question-tags. The average score is 67.93 the highest score is 83 and the lowest score is 55.
Table 3.2
Question-tags and Each item
No The difficulty area Number of item 1. The form of question tags:
a. Verb „be’ A1
b. Simple past A2, A14, B1, B7
c. Simple present A3, B3, B10
d. Subject I A4, B2
e. Modals A5, B6
f. Present perfect A6, A8, B8
g. Present continuous A7, B4
h. Plural word A9, B5
i. Subject There A10
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k. Request sentence A12, B9, A15
l. Imperative sentence A13
2. Technique of data analysis
The technique of data analysis used by the writer is descriptive analysis technique (percentage) to get relative frequency, which is described in the table percentage. In this table percentage, she uses the formula:
P= F x 100 % N
P= Percentage
F= Frequency of error made N= Number of the students3
Besides the formula above, the writer also finds out the average score by using the formula as following:
P = F x 100 % N x n
P= Percentage
N= Number of the students n= Number of item test
C.Data Analysis
After the writer gets the students’ score, she analyzes the students’ error. After that, she counts the number of errors by tabulating and calculating the result of errors. She processes the calculation of result of the test by changing the result of errors into percentage. First the frequency of difficulty in the form question tags in multiple choices, the table could be seen as follow;
3 Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2001), p.40
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Table 3.3
The Frequency of Difficulty in the Form of Question-Tags in Multiple Choice Forms
No The difficulty area of Question-tags
Item Number
Frequency of
difficulty Percentage
1 Verb „be’ 1 1 0.9%
2 Simple past 2 4 3.5%
3 Simple present 3 12 10.7%
4 Subject I 4 9 8%
5 Modals 5 4 3.5%
6 Present perfect 6 1 0.9%
7 Present continuous 7 3 2.6%
8 Present perfect 8 5 4.4%
9 Plural word 9 5 4.4%
10 Subject There 10 3 2.6%
11 Subject That 11 12 10.7%
12 Modals 12 6 5.3%
13 Imperative Sentence 13 22 19.5%
14 Simple past 14 5 4.4%
15 Request sentence 15 21 18.6%
Total 15 113 100%
To find out the average score in multiple choice forms, using the formula as follow:
P = F x 100 % N x n
= 113 x 100 % 30 x 15
= 113 x 100 % 450
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These items are about the form of question-tags in multiple choice forms, it consists of 15 questions, they are: verb „be’, Simple Past, Simple Present, Subject I, Modals, Present Perfect, Present Continuous, Plural Word. Subject There, Subject That, Request Sentence and Imperative Sentence.
a. Part A (The Frequency of Difficulty in the Form of Question-Tags in Multiple Choice Forms)
1. In item 1 in the form of verb ’be’, there is just one student or 0.9% who choose wrong answer in this item.
2. In item 2 in the form of Simple Past Tense, there are 4 students or 3.5% who choose wrong answer in this item.
3. In the form of Simple Present Tense in item 3, there are 12 students or 10.7% who choose wrong answer in this item.
4. In item 4 in the form of Subject I, there are 9 students or 8% who choose wrong answer in this item.
5. In item 5 in the form of Modals, there are 4 students or 3.5% who choose wrong answer in this item.
6. In item 6 in the form of Present Perfect Tense, there is just one student or 0.9% who choose wrong answer in this item.
7. In item 7 in the form of Present Continuous Tense, there are 3 students or 2.6% who choose wrong answer in this item.
8. In item 8 in the form of Present Perfect Tense, there are 5 students or 4.4% who choose wrong answer.
9. In item 9 in the form of Plural word, there are 5 students or 4.4% who choose wrong answer in this item.
10. In item 10 in the form of Subject There, there are 3 students or 2.6% who choose wrong answer in this item.
11. In item 11 in the form of Subject That, there are 12 students or 10.7% who choose wrong answer in this item.
12. In item 12 in the form of Modals, there are 6 students or 5.3% who choose wrong answer in this item.
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13. In item 13 in the form of Imperative sentence, there are 22 students or 19.5% who choose wrong answer in this item. In other words, in item 13, most of students choose wrong answer in multiple choice forms.
14. In item 14 in the form of Simple Past Tense, there are 5 students or 4.4% who choose wrong answer in this item.
15. And the last, in item 15 in the form of Request sentence, there are 21 students or 18.6% who choose wrong answer in this item. And the total percentage of average error from the difficulty in question-tags in multiple choice forms is 25.11%.
Second, the writer analyzed the frequency of difficulty in the form question-tags in fill forms, the table could be seen as follow;
Table 3.4
The Frequency of Difficulty in the Form of Question-Tags in Fill Forms
No The difficulty area of Question tags
Item Number
Frequency of
difficulty Percentage
1 Simple past 1 12 11%
2 Simple present 3 4 3.7%
3 Subject I 2 2 1.9%
4 Modals 6 7 6.3%
5 Present continuous 4 13 11.9%
6 Present perfect 8 5 4.5%
7 Plural word 5 14 12.7%
8 Request sentence 9 16 14.5%
9 Simple past 7 22 20%
10 Simple present 10 15 13.6%
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To find out the average score in multiple choice forms, using the formula as follow:
P = F x 100 % N x n
= 110 x 100 % 30 x 10
= 110 x 100 % 300
= 36.7%
These items are about the form of question-tags in fill forms, it consists of 10 questions, and they are: Simple Past, Simple Present, Subject I, Modals, Present Perfect, Present Continuous Plural Word, and Request Sentence.
b. Part B (The Frequency of Difficulty in the Form of Question-Tags in Fill Forms)
1. In the form of Simple Past Tense in item 1, there are 12 students or 11% who made errors in this item.
2. In item 2 in the form of Subject I, there are 4 students or 3.7% who made errors in this item.
3. In item 3 in the form of Simple Present Tense, there are 2 students or 1.9% who made errors in this item.
4. In item 4 in the form of Present Continuous Tense, there are 7 students or 6.3% who made errors in this item.
5. In item 5 in the form of Plural Word, there are 13 students or 11.9% who made errors in this item.
6. In the form of Modals in item 6, the students choose wrong answer about 4.5% or 5 students.
7. In item 7 in the form of Simple Past Tense, there are 14 students or 12.7% who made errors in this item.
8. In item 8 in the form of Present Perfect Tense, there are 16 students or 14.5% who made errors in this item.
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DAFTAR NAMA GURU DAN PENDIDIKANNYA
SMPN 4 KOTA TANGERANG SELATAN
NO.
NAMA
PENDIDIKAN
TERAKHIR
GELAR
TAHUN
LULUS
NAMA FAKULTAS
/UNIVERSITAS
JURUSAN
1
Hj. Rita Juwita, M.Pd
S2/A4
M.Pd
2000
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
2
Dadi Kusnadi, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
3
Dra. Sri Suyatmi
S1/A4
S.Pd
1991
Univesitas Sebelas Maret
Pend. Bimbingan dan
Konseling
4
Lily Ekantiana, S.Pd
S1/A4
S.Pd
2000
Universitas Terbuka
Bahasa Indonesia
5
Yayat Hayati Nufus, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
6
Dra. Syamsiatun Qoruna D.
S1/A4
S.Pd
1992
Universitas Islam 45 Bekasi
Isospol
7
Keen Nasyithah, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
8
Nunung Nurjanah, S.Pd
S1/A4
S.Pd
2005
Universitas Terbuka
PPKn
9
Eva Yulisnur, M.Si
S2/A4
M.Si
2007
Universitas Krisnadwipayana
Pend. Jasmani dan
Rekreasi
10
Edi Junaedi
D3/A3
A.Md.Pd
1997
Universitas Terbuka
Pend. IPA
11
Sastrawati
S1/A4
S.Pd
1980
IKIP Padang
Ketrampilan PKK
12
Opan Sopandi, S.Pd
S1/A4
S.Pd
2003
Universitas Terbuka
Pend. Matematika
13
Nono Suryana, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Bahasa Indonesia
14
Nina Agustina, S.PD Bio
S1/A4
S. Pd Bio
2009
Universitas Terbuka
Pendidikan Biologi
15
Tati Rosilawati, S.Pd
S1/A4
S. Pd
2002
Universitas Terbuka
Pendidikan Sosiologi
16
Dra. Sri Hastuti Wayuningsih, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
17
Fauzah, S.Pd
S1/A4
S.Pd
2004
Universitas Terbuka
Pend. Kewarganegaraan
18
Nurlaelah, S.Pd
S1/A4
S.Pd
2004
Universitas Terbuka
Pend. Ekonomi Dan
Koperasi
(2)
61
19
Mulmiswariyanti, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
20
Dra. Titin Sulastri, MA
S2/A4
M.Ag
2008
Institut Ilmu Al-Qur'an
Magister Studi PAI
21
Hayati Nupus RKS, S.Pd
S1/A4
S.Pd
2004
STKIP
Bimbingan Konseling
22
Hendarsih, S.Pd
S1/A4
S.Pd
2001
Universitas Terbuka
Pend. Bahasa Inggris
23
Istiqomah, BA
S3/A3
BA
1985
IAIN Raden Fatah Palembang
Pendidikan Agama
24
Dra. M.T.C. Sri Hartini, M.Si
S2/A4
M.Si
2007
Institut Pertanian Bogor
Ilmu Gizi Masyarakat dan
SDK
25
Drs. Akhmad Mubarok
S1/A4
S.Pd
1986
IKIP Yogyakarta
Pend. Olah Raga
26
Dedi Ahmad Riadi
D3/A3
D 3
1988
IKIP Bandung
Pendidikan Teknik
Bangunan
27
Drs. Asep Ahmad Sopyan
S1/A4
S. Pd
1990
IKIP Bandung
Bahasa Sunda
28
Tri Susiati, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
29
Alam Tahruddin, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Bahasa Indonesia
30
Drs. Sukimin, MM
S2/A4
M.Pd
1994
Univesitas Sebelas Maret
Pendidikan IPS
31
Drs. Ayi Supardi
S1/A4
S.Pd
1989
IKIP Bandung
Pend. Jasmani dan Rohani
32
Ari Abania, S.Pd
S1/A4
S.Pd
1994
IKIP Muhammadiyah
Pend. Fisika
33
Drs. Aris Munandar, M. Pd
S2/A4
M.Pd
2005
UHAMKA
Magister Penelitian
34
Eti Murnihati, S.Pd
S1/A4
S. Pd
2003
Universitas Terbuka
Pendidikan Matematika
35
Budi Widodo, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
36
Oganeta Liberty, S.Pd
S1/A4
S. Pd
2003
Universitas Negeri Jakarta
Pendidikan Seni Rupa
37
Kurniasih, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Bahasa Indonesia
38
Endang Sri Sulastri, S.Pd
S1/A4
S. Pd
1993
Universitas Sebelas Maret
Pendidikan Kepelatihan
39
Sakinah, S.Pd
S1/A4
S. Pd
1993
IKIP Jakarta
Pendidikan Geografi
40
Enjang Supyan, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Bahasa Indonesia
41
Sunarmi, S.Ag
S1/A4
S. Pd
1994
UIN Syarif Hidayatullah Jakarta
Pendidikan Agama
42
Udih Suryadi, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Bahasa Indonesia
(3)
62
43
Agus Indro Winarto, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
44
Iim. Ibrahim, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
45
Ali Munir, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
46
Zahratul Jannah, S.Pd
S1/A4
S. Pd
1994
IKIP Muhammadiyah Jakarta
Pendidikan Matematika
47
M.F.T. Siti Noorzanah, S.Pd
S1/A4
S. Pd
1998
IKIP Surabaya
Pendidikan Bahasa Inggris
48
Eti Winarsih, S.Pd
S1/A4
S. Pd
1998
IKIP Jakarta
Pendidikan IPS
49
Hasanuddin, M.Pd
S2/A4
M.Pd
2011
Universitas Pakuan
Manajemen Pendidikan
50
Ida Mulfidah, S.Pd
S1/A4
S.Pd
1994
IKIP Muhammadiyah Jakarta
Filososbud Pendidikan
51
Halimatus Sa'diah, M.Pd
S2/A4
M.Pd
2011
Universitas Sultan Ageng Tirtayasa
Teknologi Pembelajaran
52
Nurlaelah, S.Pd
S1/A4
S. Pd
2007
Universitas Indraprasta
Bimbingan Konseling
53
Wiwin Nurwiantini, S.Pd
S1/A4
S. Pd
2006
Universitas Indraprasta
Pendidikan Matematika
(4)
63
T E M P A T T G L B L N T H N T g l B l n T h n T h n B l n T g l B l n T h n J E N J A N G BIDANG STUDI1 2 3 4 5 8 9 10 11 # 13 14 15 16 17 18 19 20 21 22
1 Hj. Rit a Juwit a, M.Pd 19591105 1981012002 3437737638300003Garut 05 11 1959 P Islam Ka. Sekolah BK IV.c 01 10 2008 24 00 01 04 2008 S.2/A.4 Mat emat ika 2007 2 Dra. Syamsiat un Qoruna D. 1959010819800320025360737638300033Karawang 08 01 1959 P Islam Guru Mat emat ika IV.a 01 10 2008 25 00 01 03 1980 S.1/A.4 I. Adm 2007 3 Yayat Hayat i Nufus, S.Pd 1956050919800320056841734635300002Serang 09 05 1956 P Islam WK. Bag SDM E.C IV.b 01 04 2002 28 00 15 07 1985 S.1/A.4 Bhs. Inggris 2007 4 Keen Nasyit hah, M.Pd 1959102819810120037360737639300003Jakart a 28 10 1959 P Islam Guru E. C IV.a 01 04 2002 24 00 16 09 1990 S.1/A.4 Bhs. Inggris 2007 5 Nunung Nurjanah, S.Pd 1958122819811120034560736637300003T asikmalaya28 12 1958 P Islam Guru PKn IV.b 01 10 2006 22 02 01 03 1981 S.1/A.4 PKn 2007 6 Lily Ekant iana, S.Pd 1953062719820320023959731632300002Purworejo 27 06 1953 P Islam Guru B. Indonesia IV.a 01 04 2004 22 00 01 03 1982 S.1/A.4 B. Indonesia 2008 7 Dra. Sri Suyat mi 195402141982032003354673263000002 Surakrt a 14 02 1954 P Kat holik Guru BK IV.a 01 04 2001 26 00 15 07 1996 S.1/A.4 BK 2008 8 Dadi Kusnadi, M.Pd 1962033019841010026662740641200002T asikmalaya30 03 1962 L Islam Wk.Bag Keuangan Olah Raga IV.a 01 04 2004 20 02 01 03 1990 S.1/A.4 Penjaskes 2007 9 Eva Yulisnur, M.Si 1961070519840120010037739640300013Lampung 05 07 1961 P Islam Guru Mat emat ika IV.a 01 10 2006 24 02 17 07 1998 S.2/A.4 PLS 2008 10 Nono Suryana, M.Pd 1961112419840310082456739642200003Cianjur 24 11 1961 L Islam WK. Bag KesiswaanB. Indonesia IV.a 01 10 2004 21 00 01 03 1984 S.1/A.4 B. Indonesia 2007 11 Sast rawat i 1956111119840320034443734637300023Padang 11 11 1956 P Islam Guru T . Busana IV.a 01 10 2004 24 00 01 07 1986 D.3/A.3 Ket ram. PKK2009 12 Opan Sopandi, S.Pd 1964082019841210017152742644200003Bandung 20 08 1964 L Islam Guru Mat emat ika IV.a 01 10 2005 21 02 01 12 1984 S.1/A.4 Mat emat ika 2008 13 Edi Junaedi 1962071519841210025047740642200013Bekasi 05 07 1962 L Islam Guru IPA IV.a 01 10 2006 22 02 01 09 2002 D.3/A.3 Fisika 2008 14 T at i Rosilawat i, S.Pd 1961111019841220051442739640300013Cirebon 10 11 1961 P Islam Guru Pembukuan IV.a 01 04 2006 20 02 12 08 1988 S.1/A.4 Akunt ansi 2007 15 Nina Agust ina 19620817198512200311497406423000023Ciamis 17 08 1962 P Islam Guru IPA IV.a 01 10 2008 20 02 16 12 1999 S.1/A.4 IPA 2008 16 Fauzah, S.Pd 1964101219850220023344742643300013T angreang 12 10 1964 P Islam Guru PKn IV.a 01 10 2006 18 01 01 03 1992 S.1/A.4 PKn 2008 17 Nurlaelah, S.Pd 1965061119850220017943743644300002Ciamis 11 06 1965 P Islam Guru IPS IV.a 01 10 2006 20 01 01 10 1989 S.1/A.4 Ekn & Kopr 2008
DATA GURU LENGKAP
SMPN 4 KOTA TANGERANG SELATAN
NO NAMA NIP NUPTK
LAHIR PENDIDIKAN
L
U
L
U
S
T
A
H
U
N
TMT Gol ongan Masa Ke rja Tugas Di Se kol ah6 7
AGAMA Jabatan/Mata Pe l ajaran Yang di ajarkan
G
o
l.
R
u
a
n
g
K
E
L
A
M
IN
(5)
64
18 Dra. T it in Sulast ri, MA 1961042519860720018747739640300002Jakart a 25 04 1961 P Islam Guru B. Indonesia IV.a 01 10 2002 22 00 01 07 1998 S.2/A.4 B. Indonesia 2008 19 Hayat i Nupus RKS, S.Pd 1964050819860320123840742643300012Jakart a 08 05 1964 P Islam Guru Bhs. Inggris IV.a 01 10 2008 22 00 01 03 1986 S.1/A.4 Bhs. Inggris 2008 20 Dra. Sri Hast ut i W. , M.Pd 1962031519870320061647740641300012Kr. Anyar 15 03 1962 P Islam Guru IPA IV.a 01 04 2003 21 00 06 10 1998 S.1/A.4 Biologi 2008 21 Hendarsih, S.Pd 131 687 487 4658743644300002Ciamis 26 03 1965 P Islam Guru Bhs. Inggris IV.a 01 04 2005 20 00 01 07 1989 S.1/A.4 Bhs. Inggris 2008 22 Ist iqomah, BA 1960120819870320032540738640300013Palembang 08 12 1960 P Islam Guru Agama IslamIV.a 01 05 2008 21 00 13 06 2000 D.3/A.3 Agama Islam 2008 23 Mulmis Wariyant i, M.Pd 1966112419880320079456744646300003Wonosobo 24 11 1966 P Islam Wk. Bag.KurikulumMat emat ika IV.a 01 10 2003 20 00 01 07 1991 S.1/A.4 Mat emat ika 2008 24 Dra. M.T .C. Sri Hart ini, M.Si1961061619890320059948739641300002Jakart t a 16 06 1961 P Krist en Guru Seni Budaya IV.a 01 04 2000 21 00 01 05 1993 S.2/A.4 I.Gizi Masy 2007 25 Drs. Akhmad Mubarok 1957050119880610016833735637200002Banjarnegara01 05 1957 L Islam Guru Pend. O R IV.a 01 10 2006 22 00 22 00 1986 S1/A.4 Olag Raga 2008 26 Dedi Ahamad Riadi 19650716198903100112048743646200063Bangka 16 07 1965 L Islam Guru IPA IV.a 01 04 2005 18 00 01 03 1989 D.3/A.3 T . Bangunan 2008 27 T ri Susiat i, M.Pd 1967040919900320102741745646300002Kudus 09 04 1967 P Islam Guru IPS IV.a 01 04 2005 18 00 25 01 1994 S.1/A.4 Ekonomi 2008 28 Alam T ahruddin, M.Pd 1965040819900310047704743644200002T angerang 08 04 1965 L Islam Guru B. Indonesia IV.a 01 10 2006 18 00 01 04 2000 S.1/A.4 B. Indonesia 2008 29 Drs. Asep Ahmad Sopyan 1966120319910310113535744646200003Cianjur 03 12 1966 L Islam Guru Bhs. Sunda IV.a 01 04 2001 18 00 01 03 1991 S.1/A.4 Bhs. Sunda 2008 30 Drs. Ayi Supardi 1964063019911110013962742644200000Cianjur 30 06 1964 L Islam Guru Olah Raga IV.a 01 04 2004 18 00 01 02 1999 S.1/A.4 P. Kesh & Re2008 31 Drs. Sukimin, MM 1965111119951210010443743647200013Pacit an 11 11 1965 L Islam Wk. Bag.WMM IPS IV.a 01 10 2006 14 2 01 12 1995 S.2/A.4 Geogafi 2008 32 Ari Abania, S.Pd 1967050319951220021835745647300102Nganjuk 03 05 1967 P Islam Guru IPA IV.a 01 04 2008 12 2 01 10 1999 S.1/A.4 Fisika 2008 33 Sakinah, S.Pd 1969091019970220030242747649300023Jakart a 10 9 1969 P Islam Guru IPS IV.a 01 10 2008 13 1 01 02 1997 S.1/A.4 Geogafi 2008 34 Budi Widodo, M.Pd 1969071619970210014048747649200013Kebumen 16 07 1969 L Islam Guru PKn IV.a 01 10 2008 13 1 01 02 1997 S.1/A.4 PKn 2008 35 Endang Sri Sulast ri, S.Pd 1968021319970220017545746649300002Sukoharjo 13 02 1968 P Islam Guru Olah Raga IV.a 01 10 2008 13 00 01 02 1997 S.1/A.4 P. Kepelat iha2008 36 Drs. Aris Munandar, M. Pd 19640705 19970310033037742646200003Sendangret no05 07 1964 L Islam Guru Fisika IV.a 01 10 2008 12 00 10 10 2007 S.2/A.4 IPA 2008 37 Kurniasih, M.Pd 1965060619970220027938743646300012Bumi Ciamis06 06 1965 P Islam Guru Seni Budaya IV.a 01 10 2006 17 00 18 06 1994 S.1/A.4 Seni Rupa 2008 38 Udih Suryadih, M.Pd 1962041119850310152743740644200002Jakart a 11 04 1962 P Islam Guru Mat emat ika IV.a 01 04 2008 17 2 01 11 1990 S.1/A.4 Mat emat ika 2008 39 Oganet a Libert y, S.Pd 1963091919880320048042739641300003Palembang 10 08 1961 P Islam Guru Mat emat ika IV.a 01 10 2007 12 2 01 03 2002 S.1/A.4 Mat emat ika 2008 40 Zahrat ul Jannah, S.Pd 1968022219901120014554746647300002Jakart a 22 02 1968 L Islam Guru B. Indonesia III.d 01 04 2007 14 2 01 09 1999 S.1/A.4 B. Indonesia 2008 41 Et i Murniahat i, S.Pd 1967100219941220035334745648300003T asikmalaya02 10 1967 P Islam Guru Mat emat ika IV.a 01 04 2007 12 2 01 03 2002 S.1/A.4 PKn 2008 42 Enjang Supyan, M.Pd 1967100319960110023335745649200000T asikamalay03 10 1967 L Islam Guru B. Indonesia IV.a 01 10 2007 14 2 01 09 1999 S.1/A.4 B. Indonesia 2008 43 Sunarmi, S.Ag 1970080719970220021139748650300023T angerang 07 08 1970 P Islam Guru Agama IslamIV.a 01 04 2007 12 1 01 02 1997 S.1/A.4 Agama Islam 2007
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65
44 Iim. Ibrahim, M.Pd 1970022219970210023554748650200002Bandung 22 02 1970 L Islam Guru IPS IV.a 01 10 2007 13 1 01 02 1997 S.1/A.4 B. Sunda 2008 45 Agus Indro Winart o, M.Pd 1968121219980210021544746647200003Sleman 12 12 1968 L Islam Guru E.C III.d 01 10 2007 12 1 01 02 1998 S.1/A.4 Bhs. Inggris 2008 46 Ali Munir, M.Pd 1966122619980210024558744647200033Padang 26 12 1968 L Islam Guru Mat emat ika III.d 01 04 2007 12 1 01 09 2002 S.1/A.4 Mat emat ika 2008 47 M.F.T . Sit i Noorzanah, S.Pd 1961081219940320050144739640300013Semarang 12 08 1961 P Islam Guru Bhs. Inggris III.c 01 10 2007 24 01 07 2000 S.1/A.4 Bhs. Inggris 2008 48 Et i Winarsih, S.Pd 1972032520060420072657750652300012T angerang 25 03 1972 P Islam Guru IPS III.b 01 04 2007 8 11 01 04 2006 S.1/A.4 Pend.Sejarah 2009 49 Hasanuddin, M.Pd 1968080720070110203139746650200003T angerang 07 09 1968 L Islam Guru Agama IslamIII.b 01 01 2007 6 01 01 2007 S.1/A.4 Agama Islam 2007 50 Ida Mulfidah, S.Pd 1966102920070120061361744648300003T angerang 29 10 1966 P Islam Guru BK III.a 01 01 2007 6 01 01 2007 S.1/A.4 Fil.&Sos Pen 2009 51 Halimat us Sa'diah, M.Pd 1976010120080120162433754658300002Surabaya 01 01 1976 P Islam Guru Biologi III.a 01 01 2007 4 07 01 01 2008 S.1/A.4 Biologi 2008 52 Nurlaelah, S.Pd 1976071320080120074045754656300053Jakart a 13 07 1976 P Islam Guru BK II.a 01 01 2007 4 07 01 01 2008 S.1/A.4 BK 2009 53 Wiwin Nurwiant ini, S.Pd 1971032720100110016659749650300002T asikmalaya03 27 1971 P Islam Guru Mat emat ika III.a 01 01 2007 4 01 01 2010 S.1/A.4 Mat emat ika 2009