The Ability Of Grade IX “Bimbel Medica” Learners In Mastering English Elliptical Construction

64

APPENDICES

THE TEST MATERIAL ON ELLIPTICAL CONSTRUCTION

GIVEN TO THE GRADE IX BIMBINGAN BELAJAR MEDICA’S

LEARNERS

Name :

Class : Date :

Time : 60 minutes

TOPIC : Positive Elliptical

1. Wina : “ Did you attend the meeting yesterday ?” Wike : “ Yes, I did”.

Wina : “ What about Rio ?” Wike: “ ________”.

a.so did he b. he did also c. he does to d. he was too 2. Parta : “ Did Mira go to the beach yesterday morning ?”

Budi : “ Yes, she did” . Parta : “ What about Rina ?” Budi : “ So did She”.

From the dialogue, we know that_______. a. Mira went to the beach, but Rina didn’t b. Rina went to the beach, but Mira did not.

65 c. Both Rina and Mira went to the beach.

d. Mira and Rina didn’t go to the beach.

3. Rini : “ Have you completed your homework ?” Dita : “ Exactly, I have and you ?”

Rini : “ I have too”.

From the dialogue, we know that_____.

a. Both Rini and Sita have completed their homework.

b. Not only Rini but also Sita have not completed their homework. c. Rina has not completed the homework but Rini has.

d. Sita has not completed the homework but Rini has. 4. “ we believe that this car is very expensive.”

“______”.

a. So am I b. But Rani isn’t c. Neither does Rani d. Rani does too

5. Tono : “ My brother has just bought a new motorcycle”. Parto : “ What a coincidence….!”

a. my brother has too b. also my brother c. my brother does too d. so does brother

6. Dini : “ I have just bought a new English book”. Dewi : “ what a coincidence!”

a. me too b. I don’t too c. I don’t either d. So don’t I 7. Putry could do the exam very well, and so could Ria.

Its means………

66 b. Both Putry and Ria could do the exam very well

c. Both putry and Ria could not do the exam very well d. Not only Ria nor Putry could do the exam very well 8. Reni : “ Your mother like cooking”.

Dona : “ …….”.

a. my mother too b. so does my mother c. my mother did too d. neither does my mother 9. We were making a cake. They were making a cake.

The two sentences can be joined become : a. we were making a cake and so were they. b. We are making a cake and neither are they c. They were making a cake and we weren’t. d. We were making a cake and you were. 10. I am a teacher. You are a teacher.

The two sentences can be joined become : a. I am a teacher and you are too. b. I am a teacher and you are. c. I am a teacher and neither are you d. I am a teacher but you aren’t.

67

TOPIC : Negative Elliptical

11. Nensi : “ Did Mira go to the beach yesterday morning ?” Yuli : “No, she didn’t”.

Nensi : “ What about Rina”. Yuli : “ Neither did She”.

From the dialogue we know that_______. a. Mira went to the beach, but Rina didn’t b. Rina went to the beach, but Mira didn’t. c. Both Rina and Mira went to the beach. d. Mira and Rina didn’t go to the beach. 12. Rini : “ Have you complete your homework ?”

Dita : “ Actually, I haven’t and you ?” Rini : “ Neither I”.

From the dialogue, we know that_____.

a. Both Rini and Dita have completed their homework.

b. Not only Rini but also Dita has not completed their homework. c. Rini has not completed the homework but Dita has.

d. Dita has not completed the homework but Rini has. 13. “ We are not believe that this car is very expensive.”

“______”.

a. So is Rani b. But Rani isn’t c. Neither I d. Rani does too 14. “ Did Mila phone you yesterday ?”

“ Mira didn’t phone me and _____ he”.

a. Neither b. Either c. too d. so 15. Tono : “ My brother never has just bought a new motorcycle”.

68 Parto : “ _________”.

a. my brother has too b. also my brother c. my brother does too d. my brother has either 16. “………”

“ neither does she”

a. I also sew my own clothes b. She can’t sew her own clothes c. No do I sew my own clothes d. I don’t sew my own clothes

17. Rony : “ I don’t like smoking”. Boby : “ ……” .

a. Neither don’t I b. So don’t I c. So don’t too d. I don’t either 18. Dini : “ I can not read English book well”.

Dewi : “ My young sister…………”.

a. and I do too b. I don’t too c. I don’t either d. can’t either 19. I don’t like coffee and neither does my wife.

It’s mean that…..

a. my wife like coffee b. my wife and I like coffee

c. both my wife and I like coffee d. both my wife and I dislike coffee 20. X: “ Dina and Dita haven’t returned your book .”

Y: “ ……….”

69

TOPIC : Opposite Elliptical

21. Putra could do the exam very well, but Yudi couldn’t. Its means………

a. only Putra could do the exam very well

b. Either Putra or Yudi could do the exam very well c. Both putra and Yudi could not do the exam very well d. Not only Yudi nor Putra could do the exam very well 22. “ Every schools are open everyday, but…..”

a. the university aren’t either b. Neither aren’t the university c. And the university aren’t too d. on Sunday isn’t

23. Reni : “ Mother likes cooking”. Dona : “ My mom dislike cooking”. We can conlude that……..

a. Reni’s mother like cooking, but Dona’s mom doesn’t. b. Reni’s mother like cooking and so does Dona’s mother. c. Both of their mother like cooking.

d. Both of their mother dislike cooking.

24. X : “ Tiger is not able to fly.” Y : “ Bird can fly in the sky.” The sentence mean………

a. All animals can fly. b. All animal is not able to fly. c. Tiger can not fly, but bird can d. Tiger can Fly, but bird can’t. 25. Hasan : “ I don’t think, that Maya knows anything about computers”.

70 Angga : “ But she …….., she took a computer course last year”.

a. did b. does c. know d. Knows

26. Rina : “ Neti has her paper typed. What about you ?” Wike : “ But……….”.

a. I do too b. So have I c. Neither don’t I d. I don’t 27. Chairul : “ I love Dian sastro very much”.

Rony : “ But….”.

a. I don’t love her b. I dislike her c. I love her d. You love her 28. Rudy : “She wants to go to the library”.

Ria : “But….

a. I won’t b. She wants c. I want d. She doesn’t want

29. X: “……….”

Y: “ But I can speaks English”.

a. I can’t speak English well. b. I can speak English.

c. She can’t speak English well. d. She can speak English well. 30. Riri : “She is reading book now”.

Wiwid : “He is not reading book now”. a. She is reading book now but, he isn’t. b. They are reading book now.

c. They are not reading book now. d. She is treading book now and so is he.

71

ANSWER KEY

POSITIVE ELLIPTICAL 1. A

2. C 3. A 4. A 5. A 6. A 7. B 8. A 9. A 10. A

NEGATIVE ELLIPTICAL 11. D

12. B 13. C 14. A 15. D 16. D 17. D 18. D 19. D 20. B

OPPOSITE ELLIPTICAL 21. A

22. D 23. A 24. C 25. B 26. D

72

27. A 28. A 29. C 30. A

Questionnaire items for learners :

1. Did you learn the elliptical construction or elliptical sentences ? a. Yes

b. No

c. I did know

2. Is the elliptical construction or elliptical sentences learned with excercises ? a. Yes

b. No

c. I do not know

3. Do you think the elliptical construction or elliptical sentences is difficult to understand ?

a. Difficult to understand b. Easy to understand c. I do not know

4. If there, what are the difficult to understand the elliptical construction or elliptical sentences ?

a. The patterns ( kinds of elliptical sententences ) b. The vocabularies ( understanding meaning ) c. Nothing

73 5. Can you understand when the elliptical construction or elliptical sentences given

in one meeting ? a. Yes b. No

c. I do not know The table

No Items Answers

(percentage)

Explanation

A B C

1 Did you learn the elliptical construction or elliptical

sentences ?

66,7 25 8,3 Choosing A greater than B and

C

2 Is the elliptical construction or elliptical sentences learned with

excercises ?

8,3 66,7 25 Choosing B greater than A and C

3 Do you think the elliptical construction or elliptical

sentences is difficult to understand ?

83,3 6,7 10 Choosing A greater than B and

C

4 If there, what are the difficult to understand the elliptical construction or elliptical

sentences ?

26,7 63,3 10 Choosing B greater than A and C

5 Can you understand when the elliptical construction or

5 83,3 11,7 Choosing B greater than A and C

74 elliptical sentences given in one

meeting ?

62

REFERENCES

Achirani. 2011. An Error Analysis Of The Use Of Using Present Tense Made By Students of Second Year Junior High School Of Madrasah Tsanawiyah Al Wasliyah 16 Perbaungan.Medan

Apriyanti, Erah. 2009. Solusi Taktis UN. Depok : Media Pusindo

Azar, Betty Schrampfer. 1989. English Grammar. New Jersey: Prentice Hall. Inc. Arikunto, Suharsimi. 1993. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta:

Rineka Cipta

Biber, Douglas. 2002. Student Grammar of Spoken and Written English. England: Longman Group Ltd.

Carrol, John B. 1993. Human Cognitives Abilities. Rowley: Cambridge University Press.

Depdikbud. 1983. Dirjen Pendidikan Dasar dan Menengah. Jakarta: Balai Pustaka. Dewa Brata, Paidi. 2007. Strategi Sukses UAN. Yogyakarta: Penerbit Andi.

Djayanti, Asfani. 2012. An Error Analysis of the Use of Simple Sentence Made by the Ninth Grade Students of SMP Negeri 2 Pancur Batu. Medan: Faculty of Cultural Studies USU.

Dwi W, Elan. 2005. Modern English Grammar. Yogyakarta: PustakaPelajar.

Ellis, Rod. 1985. Understanding Second Language Acquisition . Hong Kong : Oxford University Press

Gardner and Lambert .1972. Attitudes , Motivation, and Second Language Learning. London : Ontorio University Press

63 Lado, Robert. 1961. Language Testing: The Construction and Use of Foreign

Language Tests. London : Longman Group Limited.

Larsen, Diane F. (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press.

Nawawi, H. 1993. Metode Penelitian Bidang Sosial. Yogyakarta: Gajah Mada University Press

Nurkancana, Wayan and P. P. N. Sumartana. 1986. Evaluasi Pendidikan. Surabaya: Usaha Nasional.

Oller, John W. 1979. Language Test at School. London: Longman Group Ltd.

Prambandari. 2008. An Analysis On Primary School Students’ Ability To Use Personal Pronouns: A Case Study On The Sixth Year Students Of SDN NO. 101878 Tg. Moraw. Medan

Richard, J.C. 1974. Error Analysis Prespective on Second Language Acquisition. London: Longman Group.---. 1985. Longman Dictionary of Applied Linguistic. Burnt Mill: Longman.

Robbins, Stephen P. 2007. Perilaku Organisasi (Organizational Behaviour). Jakarta : Penerbit Salemba Empat.

Schneider, Edgar W. 2011. English Around The World : An Introduction. New York: Cambridge University Press

Setiawan Djuharie, Otong. 2002. Bimbingan Pemantapan BAHASA INGGRIS. Bandung: YramaWidya.

Sudijono, Anas. 1991. Pengantar Statistik Pendidikan. Rajawali Pers. Jakarta. Trask, R. L. 1999. Languange the Basic. London: Routledges

36 subjects. Next, the researcher prepared a multiple choice test before being taught and then the researcher taught the subject of elliptical in front of the class. And after that, did the test again after being taught . And the last, the researcher used descriptive method to describe all the point that involved by each learners. Then the researcher made the result test of the learners. The researcher combined the result of learners test before and after being taught.

3.2 Population and Sample

The word “population” might mean differently in different situation or context. Based on The Oxford Advance Learner’s Dictionary (1974 : 649), it explains that, “ population is the member of the people living in a place, country, etc or a special section of them.” According the quotation above, the population of a country is people, but the population of a research can be people, social phenomena, language, and any other things, which may be relevant to the study. In this case, population is a group of individual or item to be studied.

Sample was used as an object to represent the population. It was impossible for the researcher to take all population to be the object of this thesis. Therefore, the researcher took some learners as samples and informants. The sample of this thesis is grade IX of “Bimbel Medica” learners on Jl.Iskandar Muda no 19A Medan.

3.3 The Techniques of Collecting Data

In order to collect the data, the researcher did some steps. first, researcher collected the data by using observation and test. These two steps have their own advantages. By doing observation the researcher knew about the learners problems in elliptical sentences. By giving the test, the researcher got the data based on their

37 ability in mastering English elliptical construction. In fact, if someone do a research without using any technique of collecting the data, it will be impossible to complete the analysis.

3.4 Data Collection Procedure

According to Wikipedia, “Data is a set of values of qualitative or quantitative variables; restated, pieces of data are individual pieces of information. Data is measured, collected and reported, and analyzed, where upon it can be visualized using graphs or images.” It means that data is instrument for researcher to measure, reported and analyzed to be information in answering questions of problem and making conclusion and suggestion.

Based on the explanation above, library research was done to find the theory of ability and grammar in compiling information of data related of literature. Then, field research was done when collecting data from “Bimbel Medica” for analyzing the learners’ ability.

In analyzing the problem, some baseline data was needed that represent learner’s ability by giving them a grammar test. It was done by the grade IX of “Bimbel Medica” learners by giving them 30 questions of multiple choice. In scoring the test, it was given one point for one question. So, there are 30 questions which are conducted in 60 minutes. It was enough because Lado (1961:20) says, “We must test in one hour what has been learned in a month or a year or five years”.

Then, the researcher arranged the test as follows :

1. Test on the use of positive elliptical, number 1-10 in multiple choice

38 3. Test on the use of opposite ellipitical, number 21-30 in multiple choice

In this research, the test had been given to them which should be filled by thirty learners who were selected at random. After doing the test, the answer-sheets were collected.

3.5 Technique of Data Analysis

After collecting the baseline data, several steps were used to analyze the data as follow :

1. First, scoring the pre test and post test with use the formula of Nurkancana and Sumartana (1986) as follow :

N = �′

� .� . 100 %

N : The outcomes of the learners’ answer

X’ : The result of correct answer

X : The number of learners

Y : The number of question

In finding the average level of learners competency, the researcher categorizes the score into five levels, they are as follows:

Excellent 90-100 Very Good 80-89

Good 70-79

Bad 60-69

39 2. Then, the list of data was reconstituted the composition of list from the highest to the smallest score. It was needed to tabulate the scores of each student firstly. In scoring the test, the researcher used the formula of Nurkancana and Sumartana (1986) as follow :

�

=

R

N In which:

X = Individual score

R = The number of correct answers N = Number of questions

3. Then, it is needed to find the percentage of number of learners get score ≥ 60, number of learners get score <60 and also to find the percentage of the classification of the learners’ ability in answering the test will be calculated by using some formulas of Sudijono (1991:41) as follows:

First, find out the mean score of the learners’ ability in mastering English elliptical sentences, it was calculated by using this following formula:

�

�

= ∑��

∑�

In which:

�� = The average level of the learners ∑ �� = The total of score

40 After that, find the percentage of the classification of the learners’ ability in answering the test will be calculated by using the formula

P= �

� x 100%

In which: P = percentage

f = number of frequency

n = Total numbers of respondents

4. To categorize the level of the learners’ ability of mastering English elliptical construction, the following scale is used:

Table 3.1 Learners’ Score Range in “Bimbel Medica”

(Adapted from KKM (Minimum

Standard Scores) of English

subject )

Categories Score

Excellent 90-100 Very Good 80-89

Good 70-79

Bad 60-69

41

CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Data Analysis

As it had mentioned in the third chapter, the researcher carry on the field research. In this analysis, the data was collected from grade IX of “Bimbel Medica” learners at Jl. Iskandar Muda no.19A Medan. Researcher had taken 30 learners randomly from three classes. Each class consisted of 10 learners. In testing their ability, researcher gave 30 questions.

The researcher gave a multiple choice test, which was focused on elliptical sentences. This test consisted of 30 questions, each of elliptical sentences had certain

42 questions; for positive elliptical, it had ten questions of multiple choice test, negative elliptical had ten questions of multiple choice test and opposite elliptical had ten questions of multiple choice test. The researcher put the questions at random as it can be seen below.

Table 4.1 Elliptical Sentences function and each questions

No

Type of Elliptical Sentences

Multiple Choice Number of Items

1 Positive elliptical 1-10 10

2 Negative elliptical 11-20 10

3 Opposite elliptical 21-30 10

First, it was needed to tabulate the scores of learners’ data. In scoring the test, the researcher used the formula of Nurkancana and Sumartana (1986) technique of data analysis :

The formula:

N = X′

X .Y x 100 %

N : the outcomes of the learners’ answer

X’: the result of correct answer

X : the number of learners

43 In finding the average level of learners competency, the researcher categorize the score into five levels, they are as follows:

Excellent 91-100 Very Good 80-89

Good 71-79

Bad 60-70

Very Bad 0-59

Table 4.2 The Result of Positive Elliptical Construction Pre Test

Number of question A B C D True

answer

1 25 0 0 0 A

2 5 2 23 0 C

3 22 3 5 0 A

4 26 3 1 0 A

5 19 6 2 3 A

6 20 2 0 0 A

7 3 15 2 7 B

8 18 2 6 2 A

9 14 2 3 0 A

44 ( N1) =

result of correct answer (X′)

number of student (X) . number of question (Y) x 100 %

= 206

30 .10 x 100 %

= 68,7

Table 4.3 The Result of Positive Elliptical Construction Post Test

Number of question A B C D True

answer

1 30 0 0 0 A

2 2 2 26 0 C

3 23 3 4 0 A

4 25 3 1 0 A

5 24 1 2 3 A

6 24 2 1 3 A

7 3 23 2 0 B

8 21 2 6 1 A

9 25 2 3 0 A

10 30 0 0 0 A

( N2) = result of correct answer (X′)

number of student (X) . number of question (Y) x 100 %

= 251

30 .10 x 100 %

= 83,7 So, ��(avarage) =

�� + �2 2

=

68,7 + 83,7

45

=

76 ( rounded )

From the table and the result above, researcher had known that most of the learners could answer positive elliptical construction questions correctly. The score is 76, it means that the ability of the learners in mastering positive construction question is

“good”.

Table 4.4 The Result of Negative Elliptical Construction Pre Test

Number of question A B C D True

answer

11 9 3 3 15 D

12 1 24 3 2 B

13 4 2 22 2 C

14 13 16 1 0 A

15 13 2 3 12 D

16 8 5 3 14 D

17 0 0 0 24 D

18 0 0 0 22 D

19 0 0 2 22 D

20 0 25 0 0 B

( N1) =

result of correct answer (X′)

number of student (Y) . number of question (Y) x 100 %

= 193

30 .10 x 100 %

= 64,3

46

Number of question A B C D True

answer

11 5 0 0 25 D

12 0 27 0 0 B

13 6 2 20 2 C

14 24 1 5 0 A

15 8 2 0 23 D

16 8 5 3 22 D

17 3 0 2 25 D

18 2 0 3 25 D

19 0 0 2 27 D

20 0 28 0 0 B

( N2) = result of correct answer (X′)

number of student (Y) . number of question (Y) x 100 %

= 247

30 .10 x 100 %

= 82,3 So, ��(avarage) =

�� + �2 2

=

64,3 + 82,3

2

=

73 ( rounded )

From the table and the result above, researcher had been known that most of the learners can answer negative elliptical construction questions correctly. The score is 73, it means that the ability of the learners in mastering negative elliptical construction question is “good”.

47

Table 4.6 The Result of Opposite Elliptical Construction Pre Test

Number of question A B C D True

answer

21 30 0 0 0 A

22 2 2 2 24 D

23 22 2 3 3 A

24 7 3 23 0 C

25 13 12 3 2 B

26 8 5 3 14 D

27 24 0 1 5 A

28 23 0 4 3 A

29 0 0 22 8 C

30 30 0 0 0 A

( N2) =

result of correct answer (X′)

number of student (X) . number of question (Y) x 100 %

= 224

30 .10 x 100 %

= 74,7

Table 4.7 The Result of Opposite Elliptical Construction Post Test

Number of question A B C D True

answer

21 30 0 0 0 A

22 0 1 2 27 D

23 28 2 3 3 A

48

25 0 26 2 2 B

26 1 3 0 26 D

27 28 0 1 1 A

28 30 0 0 0 A

29 0 0 20 10 C

30 30 0 0 0 A

( N2) =

result of correct answer (X′)

number of student (X) . number of question (Y) x 100 %

= 275

30 .10 x 100 %

= 91,7 So, ��(avarage) =

�� + �2 2

=

74,7 + 91,7

2

=

83 ( rounded )

From the table and the result above, researcher had known most of the learners who can answer the opposite elliptical construction questions correctly. The score is 83, it means that the ability of the learners in mastering opposite elliptical construction question is “very good”. Moreover, researcher can said that the learners find it more easier in answer opposite elliptical construction question than other type of questions.

For the purpose, it is first needed to tabulate the scores of each student firstly. In scoring the test, the researcher used the formula of Nurkancana and Sumartana (1986) as follows :

49 N

In which:

X = Individual score

R = The number of correct answers N = Number of questions

Table 4.8 are arranged based on the result of scoring the test and on the highest to the smallest to distribute learners’ scores in sequence as follows.

Table 4.8 The Highest to the Smallest Scores

No. Name of the Learners

Total the Correct SCORE

(X)

Pre Test Post Test average

1. Delima Pardede 30 30 30 100

2. Jewel Mendagi 30 30 30 100

3. Joyce Bintang 27 30 28.5 95

4. Ega Malinda 26 30 28 93

5. Yolanda A S 25 30 27.5 91

6. Afri Damayanti 24 30 27 90

7. Jesica Ziliwu 24 29 26.5 88

8. Galang Topan P 23 28 25.5 85

9. Devi Ratu A 22 28 25 83

10. Andi Kurnia 24 26 25 83

11. Syaiful Fathah 24 26 25 83

12. Syarifah Fauziah 24 26 25 83

13. T. Rahmad Putra 23 26 24.5 82

50

15 Daniel T B Panjaitan 23 25 24 80

16 Albert Sam Owen 22 25 23.5 78

17 Hesron 22 25 23.5 78

18 Harten 21 25 23 76

19 Monica S P 21 25 23 76

20 Gabriel Peluhisa G 20 24 22 73

21 Vania I A Pelawi 20 24 22 73

22 Andrean Purba 19 24 21.5 72

23 Ade Jeremy Munthe 18 24 21 70

24 Ruspita Sari 18 22 20 68

25 Swandi Pakpahan 17 22 19.5 65

26 Ramona Octavia 17 22 19,5 65

27 Jumpa Agung 17 21 19 63

28 Rizki Adimanatap R 17 20 18,5 62

29 Kristian Abraham 15 18 16.5 55

30 Gidion I Silalahi 14 16 15 50

31 TOTAL 672 756 714 � � = 2340

The scores of the learners were converted to percentages by dividing the total correct answer with the number of all items and multiplied by 100% that is:

Outcomes of the score(N ) = total of correct answer (X′)

number of student (X) . number of question (Y) x 100

%

= 714

51

= 79,3 %

The percentage of the whole score is 79,3%. This percentage implies that the learners are able to answer elliptical Construction question.

4.2 Research Findings

After analyzing the data, table 4.9 described the ability of grade IX “Bimbel Medica” learners in mastering elliptical sentences in the multiple choice test with tabulating their grade and the percentage.

Table 4.9 The learners’ Score in Using Elliptical Sentence

No Score for each student

(X)

Frequency (x)

Fx

1 100 2 200

2 95 1 95

3 93 1 93

4 91 1 91

5 90 1 90

6 88 1 88

7 85 1 85

8 83 4 332

9 82 1 82

10 80 2 160

11 78 2 156

52

13 73 2 146

14 72 1 72

15 70 1 70

16 68 1 68

17 65 2 130

18 63 1 63

19 62 1 62

20 55 1 55

21 50 1 50

TOTAL ∑f = 30 ∑f x = 2340

Based on the table 4.9, it was found that the frequency was 30 and total score was 2340. Then, to find out the mean score of the learners’ ability in using elliptical sentences, it was calculated by using this following formula:

�

�

= ∑��

∑�

�

�

= 2340

30 =78

The average level of the learners’ competency is 78, Therefore the competency of grade IX “Bimbel Medica” Jl. Iskandar Muda No 19A medan in mastering elliptical Construction can be categories into “Good.”

Then, it is needed to find the percentage of number of learners get score ≥ 60, number of learners get score <60 and also to find the percentage of the classification

53 of the learners’ ability in answering the test will be calculated by using the formula of Sudijono (1991:41) as follows:

P= �

� x 100%

Then, the researcher tabulate the classification of learners’ score based on Minimum Standard Scores of English subject that can be seen at Table 4.10.

Table 4.10 The Result of Learners’ Score in Mastering English Elliptical Construction

Classification Frequency Percentage

(%) Level of

Ability

Range

Excellent 90-100 6 20

Very Good 80-89 9 30

Good 70-79 8 26,6

Bad 60-69 5 16,7

Very Bad 0-59 2 6,7

Total 30 100

From the table 4.10, it shows that 6 learners (20% of the respondents) have

excellent ability,9 learners (30% of the respondents) have very good ability, 8 learners (26,6% of the respondents) have good ability, 5 learners (16,7% of the respondents) have bad ability and 2 learners (6,7 % of the respondents) have very bad ability.

54 Based on classification criteria (Table4.10) above, then reassembled each learners' ability level as in table 4.11 as follows.

Table 4.11 The Learners’ Level of Ability in Mastering English Elliptical Construction

No Name Total Score

(X)

Level of Ability

1 Delima Pardede 30 100 Excellent

2 Jewel Mendagi 30 100 Excellent

3 Joyce Bintang 28.5 95 Excellent

4 Ega Malinda 28 93 Excellent

5 Yolanda A S 27.5 91 Excellent

6 Afri Damayanti 27 90 Excellent

7 Jesica Ziliwu 26.5 88 Very good

8 Galang Topan P 25.5 85 Very good

9 Devi Ratu A 25 83 Very good

10 Andi Kurnia 25 83 Very good

11 Syaiful Fathah 25 83 Very good

12 Syarifah Fauziah 25 83 Very good

13 T. Rahmad Putra 24.5 82 Very good

14 Ester Juliana P 24 80 Very good

15 Daniel T B Panjaitan 24 80 Very good

16 Albert Sam Owen 23.5 78 Good

55

18 Harten 23 76 Good

19 Monica S P 23 76 Good

20 Gabriel Peluhisa G 22 73 Good

21 Vania I A Pelawi 22 73 Good

22 Andrean Purba 21.5 72 Good

23 Ade Jeremy Munthe 21 70 Good

24 Ruspita Sari 20 68 Bad

25 Swandi Pakpahan 19.5 65 Bad

26 Ramona Octavia 19,5 65 Bad

27 Jumpa Agung 19 63 Bad

28 Rizki Adimanatap R 18,5 62 Bad

29 Kristian Abraham 16.5 55 Very bad

30 Gidion I Silalahi 15 50 Very bad

Total 2340

Mean 78

From the Table 4.12, it can be reviewed that the distribution of learners’ ability could be concluded as follows:

Table 4.12 Chart of Learners’ Ability in Mastering English Elliptical Construction

56 According to the chart above, it was found that the ability of grade IX “Bimbel Medica” learners , could be stated as follows:

• 6 learners ( 20% the respondents ) have excellent ability in mastering English elliptical construction

• 9 learners ( 30% the respondents ) have very good ability in mastering English elliptical construction

• 8 learners ( 26,6% the respondents ) have good ability in mastering English elliptical construction

• 5 learners ( 16,7% the respondents ) have bad ability in mastering English elliptical construction

• 2 learners ( 6,7% the respondents ) have very bad ability in mastering English elliptical construction

Based on the data analysis, it was found that the ability of grade IX “Bimbel Medica” learners in mastering English elliptical construction 76,6 % of the grade IX “Bimbel Medica” learners have high capability in mastering

20 30 26,6 16,7 6,7 0 5 10 15 20 25 30 35 Percentage excellent ability

very good ability good ability bad ability very bad ability

57 English Elliptical Construction. 23,4 % out of the grade IX “Bimbel Medica” learners have standard capability in mastering English elliptical construction.

Moreover, researcher could say that the result of process teaching and learning English as a second language in mastering English elliptical construction was “Good” based on the result of the data analysis.

Finally, the researcher could find the problems of grade IX “Bimbel Medica” learners in mastering English elliptical construction or elliptical sentences by distributing questionnaire with some items are as follows :

1. Did you learn the elliptical construction or elliptical sentences ? a. Yes

b. No

c. I did know

2. Is the elliptical construction or elliptical sentences learned with excercises ?

a. Yes b. No

c. I do not know

3. Do you think the elliptical construction or elliptical sentences is difficult to understand ?

a. Difficult to understand b. Easy to understand c. I do not know

4. If there, what are the difficult to understand the elliptical construction or elliptical sentences ?

58 b. The vocabularies ( understanding meaning )

c. Nothing

5. Can you understand when the elliptical construction or elliptical sentences given in one meeting ?

a. Yes b. No

c. I do not know

Table 4.13 The Result of Quistionnaire Items

No Items Answers

(percentage)

Explanation

A B C

1 Did you learn the Elliptical construction or elliptical

sentences ?

66,7 25 8,3 Choosing A greater than B and

C

2 Is the Elliptical construction or elliptical sentences learned with

excercises ?

8,3 66,7 25 Choosing B greater than A and C

3 Do you think the elliptical construction or elliptical

sentences is difficult to understand ?

83,3 6,7 10 Choosing A greater than B and

C

4 If there, what are the difficult to understand the elliptical

26,7 63,3 10 Choosing B greater than A and C

59 construction or elliptical

sentences ?

5 Can you understand when the elliptical construction or elliptical sentences given in one meeting ?

5 83,3 11,7 Choosing B greater than A and C

60

CHAPTER V

CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions

After having analyzed the data thoroughly, researcher would like to draw some conclusions, they are:

a. From the test that the researcher have given to the Medica learners, the average score of the grade IX learners is 78 %. Accordingly, it can be said that the ability of grade IX Medica learners in mastering English elliptical construction is “Good”. The result of the test also shows that the process of teaching and learning English grammar is good too at “Bimbel Medica” Jl. Iskandar Muda Medan. Majority of the learners understand about elliptical construction well, it is around 76,6%

b. The problems of the learners are lack of vocabularies, they do not understand about the kinds of elliptical construction and how to use it in English sentence, especially in conversation.

5.2 Suggestions

Having seen the result of the study, the researcher would like to offer some suggestions as follows.

a. Researcher expects English tutor in “Bimbel Medica” should improve their English teaching process especially about English grammar.

b. The grade IX “Bimbel Medica” learners should be encouraged to study English more seriously because it is very important for their future.

61 c. The learners should do more practices and familiarize themselves with examinations, so that they could get more good result in UN ( ujian nasional ) especially for English subject.

d. The learners should be diligent enough to read various English texts, in order to improve and enrich their English vocabulary and English grammar.

8

CHAPTER II

REVIEW OF LITERATURE

This research is based on some linguistic theories proposed by some prominent linguists. As the researcher have researched, there has not been any previous analysis about elliptical construction. In relation to review of the related literature, the following books and websites are consulted as the secondary sources to find out some supportive data and information :

Understanding Second Language Acquisition (1985) by Rod Ellis that contains about how to understand second language acquisition in describing theory of SLA and giving examples to research. In this book, it is found that in acquiring SLA has also meant acquiring the grammar of SLA, so that learner should be able to develop grammatical knowledge. This basic explanation help me in providing this research.

Techniques and Principles in Language Teaching (1986) by Diane Larsen Freeman. Diane Larsen Freeman’s book contains some methods in language teaching and giving some techniques in learners about the learning of English. In this book, the direct method is found that become the basic methods of learning English, especially in course design.

Bimbingan Pemantapan BAHASA INGGRIS (2002) by Otong Setiawan Djuharie describes about the kind of grammar with the explanation and also exercises to help learners in understanding grammar. It is used to construct a questionnaire in testing learners’ ability.

An Error Analysis of the Use of Simple Sentence Made by the Ninth Grade Students of SMP Negeri 2 Pancur Batu ( a thesis ) by Djayanti (2012) . Those studies also have been one of the references to make further analysis on this investigating.

9 An Analysis on Primary School Students’ Ability to Use Personal Pronouns: A Case Study on The Sixth Year Students of SDN No. 101878 Tg. Morawa by Prambandari (2008), is another research that describes about the students’ ability in uses personal pronouns. The writer assumed that in general there are is still many language problems especially grammatical problems.

An Error Analysis of The Use of Using Present Tense Made By Students of Second Year Junior High School of Madrasah Tsanawiyah Al Wasliyah 16 Perbaungan (a thesis) by Achirani (2011) describe about testing learners to find out about errors in grammar. Those researches have become a reference to make a further analysis in my study.

2.1 Ability

According to Oxford Dictionary (2000:2), “Ability is the fact that somebody/something is able to do something.”It means that someone measure from what she/he could do something with the ability she/he has. If someone has ability then she/he is considered to be doing something effectively or its contrary. Such thing can be obtained by way of learning and practicing continuously.

According to Robbins (2007:58) capability consists of two factors, namely: 1. Intellectual ability that the skills needed to perform a variety of mental

activity-thinking, reasoning and problem solving.

2. Physical ability is the ability to perform tasks that require stamina, skill, strength,and similar characteristics.

Carroll (1993) an influental psychologist in the field of educational linguistics divided the four ability components are as follows :

10 1. Phonetic coding ability is ability to perceive distinct sounds, associate a

symbol with that sound and retain that association.

2. Grammatical memory is ability to recognize the grammatical function of a lexical element (word, phrase, etc) in a sentence without explicit training in grammar.

3. Associative memory is ability to learn associations between words in foreign language and their meanings and retain that association.

4. Inductive learning ability is ability to infer or induce rules governing the structure of a language.

2.1.1 Factors of Ability

According to Ellis (1985), there are several factors which may affect a person's ability in learning a foreign language :

1. Personal Factors are divided into three parts as follows : a) Group dynamics

Differences inability/level of different learners in understanding a foreign language that trigger competitiveness among learners. This competition encourages students to be able to master a foreign language with active learning in the classroom or even suppress the learners a sense of mistrust in studying a foreign language.

b) Attitudes to the teacher and course material

The role of the teacher in the class in applying the teaching style to the student and teaching materials are used by learners also affect learners' ability to learn a foreign language. Mostly student prefer to use their own learning paths, such

11 as student-student interaction in the class or democratic teaching style. Learners also prefer to use a variety of materials than a coursebook.

c) Individual learning techniques

Some learners push themselves to be able to use a foreign language by using their own learning techniques, such as preparing and memorizing vocabulary lists, looking dictionary, learning word in context means learners pick up some vocabulary from paragraph that usually used in context, and practising vocabulary means use vocabulary in a sentence, conversation, playing games, etc.

2. General Factors are divided into : a) Age

Ellis (1985) says, “...children are better language learners than adults.”It means that the level of language acquisition at childhood better than adult hood. Because they lack of ability in language learning. Although there are adults who are able to learn the language.

b) Intelligence and aptitude

Intelligence and aptitude influence the ability in learning L2. Learner who has high level in intelligence and aptitude is able to understand the use of L2 rapidly especially in formal teaching method in some skills such as reading comprehension, dictation, and free writing, but much less of in naturalistic SLA ( Second Language Acquisition).

c) Cognitive style

Cognitive style is a term to use the manner in which people perceive, conceptualize, organize, and recall information. It talk about the process in receiving

12 the information (understanding of SLA). How the learners able to understand the foreign language and use practically, such as in communication and testing.

d) Attitude and Motivation

Gardner and Lambert (1972) define ‘motivation’ in terms of the L2 learner’s overall goal or orientation, and ‘attitude’ as the persistence shown by the learner in striving for a goal. If the learners have more or less motivation in learning L2, it will be shown in their attitude. Gardner and Lambert divide motivation into integrative and instumental. Integrative motivation occurs for learner who want to maintain their mother tongue when they learn a L2. It means they naturally learn L2 in acquiring some knowledge. Instrumental motivation occurs for learners who want to learning L2 for functional, such as passing an examination, furthering career opportunities or facilitating study of other subjects.

e) Personality

Personality refers to personal traits. In pshycology, personality is divided into : - Extroversion and Introversion : Extrovert learn L2 rapidly than introvert

because they have more contact with others. The more we have contact with other individual, the more we can use language practically and become habitual.

- Social skills : there are seven social styles but only ‘talkativeness’ and responsiveness’ which could make easier in learning L2 rapidly because they have interact with others in using L2 practically.

13 - Inhibition : Inhibition is negative factor that determine the way of the learners in taking risk while learning L2 and turn leads to increased self-consciousness of learners in learning L2.

2.2 Grade IX

In Indonesia, grade IX is the third grade in Junior High School. learners are typically 14 or 15 years old. They also learn about English especially grammar. In “Bimbel Medica”, there are some classes of grade IX that have been divided as randomized controlled trial, because grade IX learners come from different schools.

2.3 Elliptical Construction

In this chapter, the writer would like to discuss about elliptical construction or elliptical sentence. There are some definitions about what is elliptical construction. An elliptical clause (a form of elliptical construction) is a clause in which some words have been omitted. (www. Ensiclopedia.com). In the grammar of a sentence, an elliptical construction is a construction that lacks an element that is, nevertheless, recoverable or inferable from the context. The elliptical construction is a sequence of words in which some words have been omitted. Because of the logic or pattern of the entire sentence, it is easy to infer what the missing words are.

An elliptical sentence does not mean a sentence with an ellipsis in it. An ellipsis is three periods, symbolizing missing information. This form most often appears when using only part of a direct quote. An elliptical sentence refers to sentences with information missing. This form does not require an ellipsis. These sentences are grammatically correct only if the necessary information to understand the sentence has been supplied previously or is clear from the context of the sentence.

14 Actually elliptical construction is not only using in writing but it’s also often be used in dialogue to shorten what is being said. For examples :

1. Tony : “ I want to go home, and you ?” Rony : “me too”.

2. Ria : “I like ice cream very much”. Yuni : “so do I”.

3. X : “ My uncle went to Bandung last week”. Y: “ So did my father”

4. Riri : “I had bought a new motorcycle last year”. Yuyun : “I had too”.

5. Rika : “ I don’t want to stay here”. Feni: “ Neither do I”.

6. X: “My mother can’t speak Frence, and how about yours?” Y: “ My mother doesn’t either”.

7.Rio : “ My father doesn’t watch tv in the morning”. Ria : “ My mother doesn’t either”.

8.Rika : “ She has found a lovely dress”. Mira : “ But I haven’t”.

9. X : “ She has not a good boy friend”. Y : “ But I have ”.

10. Rio : “ I can drive a motor cycle to around the world”. Ria : “ But I can’t”.

There are three kinds of the elleptical contruction that will be discussed in this thesis :

15 1. Positive elliptical construction

2. Negative elliptical construction 3. Opposite elliptical construction

2.3.1. Positive Elliptical

Positive elliptical is used in positive sentence to combine two positive sentences inwhere the sentence has the same verb and object. To make the two sentences simply the learners can put conjunction and add with word ‘So’ and ‘Too’. For example:

- Mira goes to school everyday. - Rina goes to school everyday.

• The two sentences can be combine into :

- Mira goes to school everyday and so does Rina, or - Mira goes to school and Rina does too.

The important part that is must be carefully is about To be or auxiliary verb because It is always changes based on the tenses.

Explanation: From the example above ‘Mira goes to school everyday’ is as main clause and ‘so does Rina’ or ‘Rina does too’ is as next statement.

The example of elliptical construction in some tenses The pattern is :

S + V + O + and so + to be / auxiliary verb + S Or

S + V + O, + and + S + to be / Auxiliary + too Explanation:

16 V = verb

O = object

A. Elliptical Construction in Simple Present Tense

1. I buy a new book. She buys a new book. • I buy a new book and so does she, or • I buy a new book , and she does too. 2. She studies English in“Bimbel Medica”. He studies English in “Bimbel Medica”.

• She studies English in “Bimbel Medica” and so does he, or • She studies English in “Bimbel Medica”, and he does too.

3. They are smart learners in Indonesia. We are smart learners in Indonesia. • They are smart learners in Indonesia and so are we, or

• They are smart student in Indonesia, and we are too.

B. Elliptical Construction in Past Tense

1. She went to Bandung last month. He went to Bandung last month. • She went to Bandung and so did he, or

• She went to Bandung, and he did too. . My mother cooked some cakes yesterday. My aunty cooked some cakes yesterday.

• My mother cooked some cakes yesterday and so did my aunty, or 3. They saw the movie together in twenty one last nigth.

We saw the movie together in twenty one last night.

• They saw the movie together in twenty one last night and so did we, or • They saw the movie together in twenty one last night, and we did too.

17 1. I am thinking about this problem now.

You are thinking about this problem now.

• I am thinking about this problem now and so are you, or • I am thinking about this problem now, and you are too. 2. They are watching TV today. We are watching TV today.

• They are watching TV today and so are we, or • They are watching TV today, and we are too. 3. She is preparing some books for presentation at this time. He is preparing some books for presentation at this time.

• She is preparing some books for presentation at this time and so is he, or • She is preparing some books for presentation at this time, and he is too.

D. Elliptic Construction in Past Continuous Tense

1. I was climbing Sriwijaya mountain last month. He was climbing Sriwijaya mountain last month.

• I was climbing Sriwijaya mountain last month and so was he, or • I was climbing Sriwijaya mountain last month, and he was too. 2. Mia was reading that novel yesterday.

Nini was reading that novel yesterday.

• Mia was reading that novel yesterday and so was she, or • Mia was reading that novel yesterday, and she was too.

3. They were playing basketball together. We were playing basketball together. • They were playing basketball together and so were we, or

18

E. Elliptic Construction in Present Future

1. I will cut the tree tomorow. He will cut the tree tomorow.

• I will cut the tree tomorow and so will he, or • I will cut the tree tomorow, and he will too. 2. Reza will come to your house at sevent o’clock. Nila will come to your house at sevent o’clock.

• Reza will come to your house at sevent o’clock and so will she, or • Reza will come to your house at sevent o’clock, and she will too. 3. They will breakfast with me tomorow morning.

You will breakfast with me tomorow morning.

• They will breakfast with me tomorow morning and so will you, or • They will breakfast with me tomorow morning, and you will too.

F. Elliptic Construction in Past Future Tense

1. I would say sorry to you. She would say sorry to you. • I would say sorry to you and so would she, or • I would say sorry to you, and she would too. 2. She would bring a new magazine yesterday. He would bring a new magazine yesterday.

• She would bring a new magazine yesterday and so would he, or • She would bring a new magazine yesterday, and he would too. 3. They would give a doll for you. We would give a doll for you.

• They would give a doll for you and so would we, or • They would give a doll for you, and we would too.

19

G. Elliptic Construction with Modal Auxiliary Verb

1. I can swim well. She can swim well. • I can swim well and so can she, or • I can swim well, and she can too.

2. We might go to the office. I might go to the office. • We might go to the office and so might I, or • We might go to the office, and I might too.

3. You should take a medicine. She should take a medicine. • You should take a medicine and so should she, or • You should take a medicine, and she should too. 4. You must pay me more. Hari must pay me more.

• You must pay me more and so must he, or • You must pay me more, and he must too. 5. Lia has to study hard. Ali has to study hard.

• Lia has to study hard and so have to him, or • Lia has to study hard, and he has to too.

2.3. 2. Negative Elliptical

Negative elliptical is used in negative sentence to combine two negative sentences in where the sentence has the same verb and object. To make the two sentences simply the learners can put conjunction and add with word ‘Neither’ and ‘Either’.

For examples:

- Mira doesn’t go to school today. - Rina doesn’t go to school today.

20 The two sentence we can combine become :

- Mira doesn’t go to school today and neither does Rina. Or - Mira doesn’t go to school today and Rina doesn’t either.

In elliptical construction the important part that is must be carefully is about To be or auxiliary verb because It is always changes based on the tenses.

Explanation: From the example above Mira doesn’t go to school today is as main clause and neither does Rina or Rina doesn’t either is as next statement.

The example of elliptical construction in some tenses The pattern is :

S + V + O, + and + neither + to be / auxiliary verb + S Or

S + V + O, + and + S + to be / Auxiliary + not + either Explanation:

S = subject V = verb O = object

A.Elliptical Construction in Simple Present Tense

1. She doesn’t study English in that course. He doesn’t study English in that course.

• She doesn’t study English in that course, and neither does he. Or • She doesn’t study English in that course, and he doesn’t either. 2. They are not smart learners in this school.

We are not smart learners in this school.

• They are not smart learners in this school, and neither are we. Or • They are smart student in this schooland, and we aren’t either.

21 3. Nobody cares about my problem. Nobody cares about your problem.

• Nobody cares about my problem, and neither do you. Or • Nobody cares about my problem, and you don’t either.

B.Elliptical Construction in Past Tense

1. She seldom went to Bandung last month. He seldom went to Bandung last month.

• She seldom went to Bandung last month, and neither did he. Or • She seldom went to Bandung last month, and he didn’t either. 2. They didn’t see the movie together in twenty one last nigth. We didn’t see the movie together in twenty one last night.

• They didn’t see the movie together in twenty one last night, and neither did we. Or

• They didn’t see the movie together in twenty one last night, and we didn’t either.

3. Mira never made a beautiful dress yesterday. Gusni never made a beautiful dress yesterday.

• Mira never made a beautiful dress yesterday, and neither did Gusni. Or • Mira never made a beautiful dress yesterday, and Gusni didn’t either.

C. Elliptical Construction in Present Continuous Tense

1. I am not thinking about this problem now. You are not thinking about this problem now.

• I am not thinking about this problem now, and neither are you. Or • I am not thinking about this problem now, and you aren’t either. 2. They are not watching TV today. We are not watching TV today.

22 • They are not watching TV today, and we aren’t either.

3. You are rarely cleaning my house now. She is rarely cleaning my house now.

• You are rarely cleaning my house now, and neither is she. Or • You are rarely cleaning my house now, and she isn’t either.

D. Elliptical Construction in Past Continuous Tense

1. Noone was climbing Sriwijaya mountain last month. He was not climbing Sriwijaya mountain last month.

• Noone was climbing Sriwijaya mountain last month, and neither was he.Or • Noone was climbing Sriwijaya mountain last month, and he wasn’t either. 2. Mia was not reading that novel yesterday.

Nini was not reading that novel yesterday.

• Mia was not reading that novel yesterday, and neither was she. Or • Mia was not reading that novel yesterday, and she wasn’t either. 3. They were not playing basketball together.

We were not playing basketball together.

• They were not playing basketball together, and neither were we. Or • They were not playing basketball together, and we weren’t either.

E. Elliptic Construction in Present Future

1. I will not cut the tree tomorow. He will not cut the tree tomorow. • I will not cut the tree tomorow, and neither will he. Or • I will not cut the tree tomorow, and he won’t either. 2. Reza will not come to your house at sevent o’clock. Nila will not come to your house at sevent o’clock.

23 • Reza will not come to your house at sevent o’clock, and neither will she.

Or

• Reza will not come to your house at sevent o’clock, and she won’t either. 3. They will not breakfast with me tomorow morning.

You will not breakfast with me tomorow morning.

• They will not breakfast with me tomorow morning, and neither will you. Or

• They will breakfast with me tomorow morning, and you won’t either.

F. Elliptical Construction in Past Future Tense

1. I would not say sorry to you. She would not say sorry to you. • I would not say sorry to you, and neither would she. Or • I would not say sorry to you, and she wouldn’t either. 2. She would not bring a new magazine last day.

He would not bring a new magazine last day.

• She would not bring a new magazine last day, and neither would he. Or • She would not bring a new magazine last day, and he wouldn’t either. 3. They would not give a doll for you. We would not give a dool for you.

• They would not give a doll for you, and neither would we. Or • They would not give a doll for you, and we wouldn’t either.

G. Elliptical Construction with Modal Auxiliary Verb

1. I never can swim well. She never can swim well. • I never can swim well, and neither can she. Or • I never can swim well, and she can’t either. 2. We might not go to the office.

24 I might not go to the office.

• We might not go to the office, and neither might I. Or • We might not go to the office, and I might not too.

3. You should not go at the mid night. She should not go at the mid night. • You should not go at the mid night, and neither should she. Or • You should not go at the mid night, and she shouldn’t either. 4. You must not smoke here. Hari must not smoke here.

• You must not smoke here, and neither must he. Or • You must not smoke here, and he mustn’t either. 5. Lia has not to study hard. Ali has not to study hard.

• Lia has not to study hard, and neither has to he. Or • Lia has not to study hard, and he has not to either.

2.3.3. Opposite Elliptical

Opposite elliptical is used in two sentences that have contras meaning. Opposite entence use to combine two sentences in where the sentence has different verb but has it bject. If the first sentence has positive meaning, so the second sentence has negative one. In opposite elliptical the learners used conjunction “and + but” to combine that two sentences which have contras meaning.

For example:

- Mira go to school today.

- Rina doesn’t go to school today.

The two sentence we can combine become : - Mira go to school today, but Rina doesn’t.

In elliptical construction the important part that is must be carefully is about To be or auxiliary verb because It is always changes based on the tenses.

25 Explanation: From the example above Mira go to school today is as main clause, but Rina doesn’t is as next statement. The example of elliptical construction in some tenses

The pattern is:

S + V + O, + BUT + S + to be / auxiliary ( + ) ( - ) ( - ) ( + )

Explanation : S = subject V = verb O = object

( + ) = positive sentence ( - ) = negative sentence

A. Elliptical construction in Simple present tense

1. I am not buy a new book. She buys a new book. • I am not buy a new book, but she does.

2. She doesn’t study English in that course. He studies English in that course. • She doesn’t study English in that course, but he does.

3. They are smart learners in this school. We are not smart learners in this school.

• They are smart learners in this school, but we aren’t.

B. Elliptical Construction in Past Tense

1. She didn’t go to Bandung last month. He went to Bandung last month. • She didn’t go to Bandung last month, but he was.

26 My aunty didn’t cook some cakes yesterday.

• My mother didn’t cook some cakes yesterday, but my aunty did. 3. They saw the movie together in twenty one last nigth.

We didn’t see the movie together in twenty one last night.

• They saw the movie together in twenty one last night, but we did.

C. Elliptical Construction in Present Continious Tense

1. I am not thinking about this problem now. You are thinking about this problem now.

• I am not thinking about this problem now, but you are. Or 2. She is preparing some books for presentation at this time. He is not preparing some books for presentation at this time.

• She is preparing some books for presentation at this time, but he isn’t. 3. You are rarely cleaning my house now. She is cleaning my house now. * You are rarely cleaning my house now, but she is.

D. Elliptical Construction in Past Continuous Tense

1. I was not climbing Sriwijaya mountain last month. He was climbing Sriwijaya mountain last month.

• I was not climbing Sriwijaya mountain last month, but he was. 2. Mia was not reading that novel yesterday.

Nini was reading that novel yesterday.

• Mia was not reading that novel yesterday, but she was. 3. They were playing basketball together.

We were not playing basketball together.

• They were playing basketball together, but we weren’t.

27 1. I will not cut the tree tomorow. He will cut the tree tomorow.

• I will not cut the tree tomorow, but he will. 2. Reza will come to your house at sevent o’clock. Nila will not come to your house at sevent o’clock.

• Reza will come to your house at sevent o’clock, but she won’t. 3. They will breakfast with me tomorow morning.

You will not breakfast with me tomorow morning.

• They will breakfast with me tomorow morning, but you won’t.

F. Elliptical Construction in Past Future Tense

1. I would not say sorry to you. She would say sorry to you. • I would not say sorry to you, but she would .

2. She would not bring a new magazine last day. He would bring a new magazine last day.

• She would not bring a new magazine last day, but he would. 3. They would give a doll for you. We would not give a dool for you.

• They would give a doll for you, but we would.

G. Elliptical Construction with Modal Auxiliary Verb

1. You could not smoke here. He could smoke here. • You could not smoke here, but he could.

2. They may to see your mother. She may not to see your mother. • They may to see your mother, but she may not.

3. You should not go at the mid night. She should go at the mid night. • You should not go at the mid night, but she should.

4. You must not smoke here. Hari must smoke here. • You must not smoke here, but he must.

28 5. Lia has not to study hard. Ali has to study hard.

• Lia has not to study hard, but he has to.

2.3.4. The Summary Of Elliptical Construction

1. If in the sentence use to be \ auxiliary, so we use it in next statement.

2. Nothing to be \ auxiliary is used, if verb 1 is used do or does depend on subject sentence. Verb 2 is used did.

3. There is “have” + noun is used do in next statement.

4. There is “has” + to infinitive is used does in next statement. 5. There is “had” + object is used did in next statement.

6. If the elliptical sentence use negative word such as, not, rarely, never, nothing,nobody, no one, seldom, etc. It means the sentence is negative sentence. Therefore, we use negative elliptical in next statement.

7. If in the sentence use modal, so we use it in next statement.

2.4 Test

According to Ellis (1985:112), the purpose of test is to measure the abilities of learners to discriminate the meaningful sounds of language, to associate sounds with written symbols, and to identify the grammatical regularities of a language. Through the test, learners can know how good their ability in learning foreign languages, especially in understanding grammar of elliptical sentences in order to learners can improve their performance to become expert.

Lado (1961:19) states, “.... the test taker is understood as a social being whose subjectivity is a function of subject positions realized in the test itself. From this perspective, tests become technologies of subjectivity. The act as mechanism

29 both for the definition of subject positions and for the recognition of subjects. Tests create the identities that they measure.”Testing need to be carried out as evidence of student learning outcomes in schools. The test taker sperform tests to examine and determine the extent to which the student has the ability to understand grammar of elliptical sentence. The test will produce the identity of the tested person by knowing the grouping results in a standardized test that is applicable in school.

As stated by Depdikbud, Dirjen Dikti, 1983/1994, PPS, & 15 with its quidelines “To determine whether learners are regarded successful, at least 75% must get score 60 or more if less then 75% learners get this score, they are considered to have failed”. Then the results of the test compared to the Department of Education standarization.

2.4.1 Kinds of Test

According to Lado (1961:32), there are 5 type of tests as follows :

1. Translation

Translation test is the test to test the skill of transfer meaning from one language to another language. Eximiner will give a text in the form of paragraphs and then participants should translate the source language into the target language or the target language into the source language. Translation test are used to measure general achievement in foreign language courses, as a measure of proficiency to determine entrance in school that require a foreign language. A translation test is a valid test of ability to translate. In scoring a translation can be made objective if those people trust the translation test as the best testing device

30 Essay or composition test are questions that require learners to answer in the form of describing, explaining, discussing, comparing, giving reasons, and other similar forms in accordance with the demands of the question by using words and language itself. Examinees will be given a few questions that contain answer questions or tasks that must be done in a way to express ideas in a narrative test participants. Characteristic of the test description is the answer to that question is not provided by the people who construct items, but supplied by the test examinees. examinees are free to answer test questions. Each participant tests can select, connect, and or convey ideas using his own words. Essay use as a test of the ability to write essays.

3. Dictation

Dictation is type of test where the examiner dictates text and examinees rewrite the text read out. Participants will be asked to hear then rewrite what will be read by the examiner. Examiners will read out the sentence by sentence to give a break to the examinees in rewriting the text that was read. The reading material is usually in the form of a narrative text. In this test, participants practises listening and writing skills such as letter formation to spelling, punctuation and lay-out, vocabulary, syntax, and grammar.

4. Objective Tests

Objective tests is one of the types of tests that consist of questions that can be answered by the examinees by selecting one or more of several possible answers that have been attached to the respective items, or by way of write the answer in the form of words in place or space that has been provided for each item concerned. Objective test is also known as short answer test, yes-no test and new type test. Objective test

31 can test in a short time the entire range of the sound system of a language, or the major grammatical patterns, or representative sample of the vocabulary taught during a whole year or several year. They can scored easily.

In general the objective tests can be divided into six kinds, namely:

a. Completion test : Completiontest is type of test that ask student to complete/fill thetest. Completion test consists of sentences that the parts had been removed (already eliminated). It was replaced by dots (....). The points should be filled or completed or perfected by examinees and the answer (which by the examiner) has been replaced.

b. Short answer : The short answer test is type of test which is given questions that can be answered in the form of statements with a single word, a phrase, a number or a formula.

c. True-false : True-false test is one form of test that gives the questions in the form of a statement (statement), there is a true statement and false statement.Then examinees were asked to determine whether the statement is true or false.

d. Multiple choice : Multiple choice test is a test that consists of part of information, parts of the possible answers or alternatives and one right answer among possible answer.

e. Matching : matching test is a test to adjust or test to match a series of questions and a series of answers. Examinees ask to find and put answers are already available, so it is appropriate or suitable or a spouse of the question.

32 f. Rearrangement exercise : Rearrangement test is a test in the form of a series of complete sentences and correct, then divorced irregularly, so that the original form unrecognizable, examinees are asked to rearrange the sentence in accordance with the correct sequence.

5. Auditory Comprehension Tests

Auditory comprehension test is the test to practice listening skill. Examinees are required to listen to a paragraph or sentence or an essay which is read out loudly by the examiner then examinees choose the right answer of multiple choice reponses to show whether or not they understand what is read to them.

In testing learners' ability, the researcher uses multiple choice test that consist of positive elliptical sentences, negative elliptical sentences, and opposite elliptical sentences.

The examples of elliptical sentences one multiple choice :

Positive Elliptical

Wina : “ Did you attend the meeting yesterday ?” Wike : “ Yes, I did”.

Wina : “ What about Rio ?” Wike: “ ________”.

(A) So did he (B) He did also (C) He does too (D) He was too The correct answer is (A) Negative Elliptical

33 Nensi : “ Did Mira go to the beach yesterday morning ?”

Yuli : “No, she didn’t”. Nensi : “ What about Rina”. Yuli : “ Neither did She”.

From the dialogue we know that_______. (A) Mira went to the beach, but Rina didn’t (B) Rina went to the beach, but Mira didn’t. (C) Both Rina and Mira went to the beach. (D) Mira and Rina didn’t go to the beach.

The correct answer is (D) Opposite Elliptical

Putra could do the exam very well, but Yudi couldn’t. Its means………

(A) only Putra could do the exam very well

(B) Either Putra or Yudi could do the exam very well (C) Both putra and Yudi could not do the exam very well (D) Not only Yudi nor Putra could do the exam very well The correct answer is (A)

2.4.2 Criteria of Test

According to Lado (1961:30), criteria for the evaluation of language tests as follows :

34 According to Lado (1961:30), “Validity in language tests depends on the linguistic content of the test and on the situation or technique used to test this content.” and “Validity can be achieved and verified indirectly by correlating the scores on a test with those of another test or criterion which is valid.” It means that the questions are formulated in accordance with the level of examinees' ability to answer it. Due to the reason, the questions of the test should have components that test can be answered by examinees who have studied the material. In addition, tests is valid, if all examinees have the opportunity to demonstrate the knowledge, skills, and attitude they have understood.

b. Reliability

Reliability is one of the characteristics of good test. It refers to the consistency of the measurement. Lado (1961:31) says, “Reliability is measured by a correlation between the scores of the same set of learners on two consecutive administrations of the test.” It means that if the scores of the learners are stable applying it by different people or on different occasions then the test is reliable. But, if the score tends to fluctuate too much, the test is unreliable.

c. Scorability

Scorability in an assessment is the most basic thing as to determine whether an assessment is valid. It means that which a test can be score accurately so that the results which are obtained are valid. In the assessment test, an examiner should be careful in giving score. According to Lado (1961:31), “Objective tests are easy to score.” Evaluation can be made objectively by eliminating the personal opinion of the examiner. If a test gets steadily assessment results, with the same result, does not change even if the assessment was to by performed by different examiners, the test is valid.

35

d. Economy

Lado (1961:31) states, “it will be practical and economical if the test measures what is needed in a reasonable time with consider the situation.” In giving a test, the researcher should have consider a reasonable time; it is not too fast and not too long. The test should provide sufficient information in accordance with the time which is given in order to obtain the result which is expected.

e. Administrability

Lado (1961:32) states, “Can the test be given under the condition that prevail and by the personnel that is avalaible? That is, if we do not have a record player, a test on record can not be administered.” It means that the test should have the instruments which held by the examine in order to the test can be administered.

CHAPTER III

METHOD OF RESEARCH 3.1 Method of the Study

In this thesis,the researcher applied two methods of research, library research and field research. In library , the Researcher read some books related to the topic especially English grammar book to find the data of theory and to help in analysing the research. And then in field research, the researcher collected and chose the

1

CHAPTER I INTRODUCTION

1.1 Background of the Analysis

Language is a main of communication that is used to transfer information, ideas, and feelings from one person to another. Language is the main instrument of communication in human life. By using language, we can communicate with other person. By using language we also can convey our ideas, thought, opinion, and felling in every our life activities. Oller (1979: 7) states that language is usually to convey information about people, things, ideas, states of affair, and attitudes toward all of people in the world.

Nowadays, many people tend to study a foreign language, especially English. As we know that English holds an important part in International life as an International language. Because of that, many people are eager to speak and write English well. Most of the people in the world study English as second language in the school and support it by joining English course. Large part of learners in the world study about English as they second, or foreign language.

In studying English, the most important part that the learners have to understand is about grammar. Because the most important characteristic of language is the presence of grammar. As we know that, every human language has grammar indeed without exception. Grammar is a basic skill when we study a language. Grammatical structure is the pattern of arrangement of word. Trask (1999: 27) states that grammar is part of linguistic and linguists who specialize in the study of grammar are grammarians. Moreover, there are four branches of Linguistics; they

viii and Rinnah and all My friends in English Department’11 whose names can’t be mentioned one by one thank for spending our great times together . Remember guys, we are ”11” and I am proud of that.

I also want to thank to my special friend Debora Melisa Pasaribu for the joy and every things you have given to me, for the courages, your kinds that always give me the support to finish my thesis. Thanks “BOYEK” , thanks for the support.

Last but not least, for all of my friends and people who know me. I am truly sorry because I cannot write your names but I hope you always know that you are always in my heart. Thank you very much.

Despite my effort to produce a faultless paper, I am well aware that the readers will find numerous imperfections, for which I apologize.

Medan, October 20 2015

APRIZAL MANULLANG Reg. No: 110705021

ix ABSTRAK

Skripsi yang berjudul “ THE ABILITY OF GRADE IX “ BIMBEL MEDICA” LEARNERS IN MASTERING ENGLISH ELLIPTICAL CONSTRUCTION ” merupakan suatu analisis tentang kemampuan siswa kelas IX dalam memahami Elliptical Construction dalam tata bahasa Inggeris. Siswa tahun IX tersebut adalah siswa dari beberapa sekolah yang ada di kota Medan yang mengikuti bimbingan belajar di Bimbel Medica yang beralamat di jln. Iskandar Muda No. 19A Medan. Dalam mengerjakan skripsi ini peneliti menggunakan metode field research ( penelitian lapangan ) yaitu mengambil data dari siswa tahun IX yang mengikuti bimbingan belajar di Bimbel Medica Jln. Iskandar Muda Medan. Cara yang peneliti gunakan untuk mendapat data dari mereka dengan memberikan soal yang terdiri dari 30 pertanyaan untuk 30 siswa. Soal tersebut dibagi ke dalam tiga bagian jenis – jenis Elliptical Construction; Positive Elliptical, Negative Elliptical, and Opposite Elliptical. Soal tersebut diselesaikan dalam waktu satu jam. Setelah melakukan analisis data, peneliti dapat menyimpulkan bahwa tata bahasa Elliptical Construction telah dipahami dengan baik oleh siwa kelas IX SMP tersebut. Hasil dari analisis penelitian tingkat kemampuan kelas IX Bimbel Medica dalam memahami Elliptical Construction adalah Baik, rata – rata tingkat kemampuan mereka adalah 78 %.

x ABSTRACT

The thesis entitled “ THE ABILITY OF GRADE IX “BIMBEL MEDICA” LEARNERS IN MASTERING ENGLISH ELLIPTICAL CONSTRUCTION ” is a thesis that analyzed the ability of grade IX learners in mastering English Elliptical Construction. Those grade IX learners are the learners from some schools in Medan who study in Bimbel Medica at Jln. Iskandar Muda No.19A Medan. The way of researcher to get the data from the learners, giving them the test that consisted on 30 questions for 30 learners. The test devided into three kinds of Elliptical Construction; Positive Elliptical, Negative Elliptical, and Opposite Elliptical. The test finished in one hour. After doing the analysis, researcher can conclude that Elliptical Construction have been understood by the grade IX learners well. The Result of analysis the ability of grade IX Bimbel Medica in mastering Enlish Elliptical Construction is Good, the average of the ability is 78%.

xi TABLE OF CONTENTS

AUTHOR’S DECLARATION ... v

COPYRIGHT DECLARATION ... vi

ACKNOWLEDGEMENTS ... vii

ABSTRAK ... x

ABSTRACT ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiii

CHAPTER I INTRODUCTION ... 1

1.1. Background of the Study ... 1

1.2. Problem of the Study ... 6

1.3. Objective of the Study ... 6

1.4. Scope of the Study ... 6

1.5. Significance of the Study ... 7

CHAPTER II REVIEW OF LITERATURE ... 8

2.1 Ability ... 9

2.1.1. factor of ability ... 10

2.2 Grade IX ... 13

2.3 Elliptical Construction ... 13

2.3.1. Positive Elliptical ... 15

2.3.2. Negative Elliptical ... 19

2.3.3. Opposite Elliptical ... 24

xii

2.4 Test ... 28

2.4.1 Kinds of Test ... 29

2.4.2 Criteria of Test... 34

CHAPTER III METHOD OF RESEARCH ... 36

3.1 Method of Study ... 36

3.2 Population and Sample ... 36

3.3 The Techniques of Collecting Data ... 37

3.4 The Data Collection Procedure ... 37

3.5 Technique of Data Analysis ... 38

CHAPTER IV ANALYSIS AND FINDINGS ... 42

4.1 Data Analysis ... 42

4.2 Findings ... 52

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 61

5.1 Conclusions ... 61

5.2 Suggestions ... 61

REFERENCES ... 63 APPENDICES

xiii

LIST OF TABLE

Table 3.1 Learners’ Score Range in Bimbel Medica ... 41

Table 4.1 Elliptical Sentences function and each questions ... 42

Table 4.2 The Result of Positive Elliptical Construction Pre Test ... 43

Table 4.3 The Result of Positive Elliptical Construction Post Test ... 44

Table 4.4 The Result of Negative Elliptical Construction Pre Test ... 45

Table 4.5 The Result of Negative Elliptical Construction Post Test ... 46

Table 4.6 The Result of Opposite Elliptical Construction Pre Test ... 47

Table 4.7 The Result of Opposite Elliptical Construction Post Test ... 48

Table 4.8 The Highest to the Smallest Scores... 50

Table 4.9 The learners’ Score in Using Elliptical Sentence... 52

Table 4.10 The Result of Learners’ Score in Mastering English Elliptical Construction ... 54

Table 4.11 The Learners’ Level of Ability in Mastering English Elliptical Construction ... 55

Table 4.12 Chart of Learners’ Ability in Mastering English Elliptical Construction ... 57