An Analysison Seniorhighschool Students’ Abilityto Use Simple Past Tense: Acasestudyonthe Tenthyear Studentsofsman21 Medan

CHAPTER II

REVIEW OFLITERATURE

2.1 RelatedStudies

Previousstudiesareneededto helpthewriter in completing thethesis.Some of theprevious studiesare:

Prambandarie(2008)inherthesis entitledAnAnalysisOnPrimarySchool Students’

AbilityTo Use Personal Pronouns: ACaseStudyOn TheSixth Year

StudentsOfSDNNO.101878 Tg.Morawa,concludesthat thisstudyismainlyaimed

atdescribingthestudents’ability tousepersonalpronouns.Thestudentswhohave very goodabilityinusing personalpronounsassubject are11students(36,7% outof

30respondents),9students(30%outof30respondents)havegoodability inusing personalpronouns as subject.6students (20%outof30respondents)haveaverageability inusingpersonalpronounsassubject,4students(13,3%outof30 respondents) havepoor abilityin usingpersonalpronounsas subject.

Batubara(2009)inherthesisentitledAnErrorAnalysisofAuxiliaryVerbs Madeby

the2006/2007 Ninth GradeStudentsofMadrasahTsanawiyahAl-Ullum

Medan,concludesthatthemosterrormadeby studentsistheusingofdo(36,26%),

theusingof be(32,90%), and an errorin usinghave(30,84%).

Pujiasi(2010)in her thesisentitledThe ErrorsofUnityandCoherence in Writing

English ParagraphMadebyTheSixthSemester Students ofD-3 English

StudyProgramofUSU,concludesthat theerrorsare appearedespeciallyinusing the

Napitupulu(2010)inherthesisentitledAnErrorofUsingAdverbsbythe

EleventhYearStudentsofSMANegeri7Medan.Basedonherresearch,thereare

someerrorswhichmadeby studentsomission(21,12%),misinformation(25,35%), misordering(23,94%),and overgeneralization (29,57%).

Rukiah(2011)inherthesisentitledAn ErrorAnalysisInUsingPassiveVoice Made

ByEleventh YearStudents OfMAN 1 Panyabungan, concludesthat theprocess

ofteaching andlearning EnglishPassiveVoiceinMAN1Panyabunganisgood enough, but itneedsto be improved to decrease thenumber of errorsin using passive voicewhichmadebythestudents.Shefindsthemosterrormadeby studentsin simplefuturetense(27,75%),simplepasttense(26,59%),andthe lastissimple present tense(20,23%).

Achirani(2011)inherthesis entitledAnError Analysis ofUsingPresent Tense Made by Students of Second Year Junior High School of Madrasah

TsanawiyahAl-Washliyah16Perbaungan,concludesthatthemosterror madeby studentsinpresentperfect

continous(93,27%),simple present(75,74%).Present Perfect(69,28%),and presentcontinous(61,71%).

Djayanti(2012) in her thesis An Error Analysis Of The Use Of Simple

SentenceMadebyTheNinthGradeStudents ofSMPNegri2 Pancur Batu,concludes

thatsomany problemswhichmadeby ninthgradestudentsofSMPNegri2Pancur Batu.Shefindsoutthemosterrormadebystudentsisformationerrors,involves: preposition, conjunction, noun, adverb, adjective, gerund, modals, be, article, pronoun,anddeterminer(48,52%),arrangingerrors,involves:misorderingofverb

phraseandmisorderingofnounphrase(19,95%),deductionerrors,involves:-ing, article,verb,preposition,reflexivepronoun,pronoun,determiner,possesivemaker,

and be (25,15%), adding errors, involves:determiner, plural maker (s/es), -ing, modal,be,possesivemaker, verb,preposition,pronoun, adjective,article,noun, third personsingularverbmaker(11,39%).So, theconclusionistheabilityinusing simple sentencesof studentsin SMPnegeri2 Pancur Batu isnotgood.

2.2 GeneralConceptof TheSimple Past Tense

2.2.1 TheUnderstandingof Tense

Many Learnershaveconsiderabledifficulty withEnglishtensesystem.As with,otherareasofthegrammar,difficultiesmayarisefromthenatureofthesystem itself or fromdifferencebetweenEnglish and thelearners’ mothertongue.

AccordingtoLyons’ideathattheterm‘tense’isderiviedfromthelatinword

‘tempus’meaning‘time’.Itmeansthattraditionally thetenseisdefinedintermof time.ItisinlinewithSidneyGreenbaumwhodefinedthetenseasagrammatical category thatisrealizedby verbinflection.Meanwhile,A.SHornbysaidthattense referstoanaction,activity orstatemay occurinpast,presentorfuture.Hence,there are threetensesin language, present, pastand future. Regardingthosedefinitions, the word ‘tense’ standsfor averb formor seriesof verbsused to expressa timerelation.

SinceEnglishhasnofutureinflectedformoftheverb,SidneyGreenbaum claimedthatEnglishhastwotense:thepresentandthepast.Thesituationdescribed

inthepresent tenseisrelatedassimultaneouswiththemomentofspeaking,the situation describedin thepast asrelates subsequent to the momentof speaking.

Here,thewriter concludedthattenseis agrammaticalcategory, typically marked on theverb thatdeicticallyrefersto the timeof the event.

2.2.2 TheUnderstandingofSimple PastTense

Englishinsistsonmarking everyfiniteverbgroupforabsolutetense,whether or notthe time orientation would be clear without it. Many other languages, however, often do not require such marking of the verb group where the time locationiseitherunimportantorisclearfromthecontext.Thismay partly explain why somelearnersofEnglishtend,forexample,tousepasttenseswhenwriting narratives.

AccordingtoWeiner,thesimplepasttensedescribesanactionorsituation

thatbeganand ended in thepast. Inaddition,Hallstatedthatsimplepasttense indicatesapastaction thatoccured atadefinitetimeinthepast,whetherthattimeis statedornot.ItisinlinewithA.JThomsonandA.VMartinetwhodefinedthe simplepasttense astheactioncompletedin thepastaatdefinitetime.

Fromthoseseveralstatementabove,the writerconcludedthatthesimplepast tenseis used to express adefiniteeventin thepast.Simplepasttenseis alsoused if the eventhappened completelyin thepasteven the time isnotmentioned.

2.2.3 Definitionof Simple Past Tense

Azar(1941:32)saysthatthesimplepasttenseisusedtotalkaboutactivities

orsituationsthatbeganand ended ataparticulartime in thepast(e.g.,yesterday,last night, two daysago, in 1990).

AccordingtoManurung(2007:107), “Thesimplepast tense isused to express pastactionwhenadefinitepointoftimeinthepastis given,apasthabit,andin conditionalsentence.

Woods(2010:30)saysthatthesimplepasttensetellsaboutwhathappened before thepresenttime.

HarligandReynolds(1995:114-116)haveidentifiedthedifficultiesdealing withtheuseofsimplepasttenseanditsrelationshiptolexicalaspect.Theirstudy

indicatesthatnonnativelearnersofEnglishhaveastrongconceptofthepresent tensewhen dealingwith adverbsof frequency.

2.3 Form ofSimple Past Tense

AccordingtoMcGraw,thesimplepasttenseisclassifiedintotwotypes.

Theyarethesimpleinregularverbandthesimplepastinirregularverbincluding past tenseof the verb be. The formulaof each type consists of three parts: affirmative, negative and interrogative.

2.3.1 Simplepast tense inregularverb

Thefirsttypeofthesimplepasttenseinregularverbformusestheformula asfollowing:

S+ V2 +O+Adverb For Examples:

1. Shehelped hermother in thekitchen thismorning 2. The children playedgameslastnight

3. We listened tothe music after dinner

According totheexamplesabove,theformisusedforallsubjectsboth singularandplural.Allregularverbstakean–edending inthepasttense.Moreover, there aresomespellingrulesof regular verbs.

Meanwhile, thenegativeformulaof simplepast tenseasfollowing: S+Didnot +V1 +O+Adverb

For examples:

Her roommatedid notorder apizza lastnight

Wedid not live in an apartmentlastyear

Myfamilydid notown a computer untilrecently

Basedontheexamplesabove, it canbeseenthat theverbin thesentenceis returned tothesimpleform. Then, theusedidnotisbeforethesimpleformofthe main verb. Thecontraction for did notisdidn’t.

Inaddition,theotherformofsimplepasttenseisinterrogativebyusingthe formula:

Did/Didn’t +S+V1 +O+Adverb

For examples:

1. Didyou move to anewhouse lastyear ? 2. Didyour mother cook lastnight? 3. Didn’tyou studyEnglish lastnight?

Theexamplesaboveshowthatthemainverbinthequestionisalsoreturned to thesimpleform.The isno final–edendingin thequestion form.

2.3.2 Simplepast tense inirregularVerbs

Many verbshaveirregularpastforms.Thesedonottakean–edending inthe pastform. Then, theverbsthathave irregular past tenseformfollowthenamepattern inaffirmative,negativeandinterrogativeasregularverb.Hereistheexample of irregular verb asfollowing:

SimpleForm Simple Past Tense Simple Form Simple Past Tense

Arise Arose flee Fled

Awake awoke/awaked fly Flew

Be was/were forbid forbade

Bear Bore forget Forgot

Beat Beat forsake forsook

Become Became freeze Froze

Begin Began get Got

Bend Bent give Gave

Bet Bet go Went

Bite Bit grind ground

Bleed Bled grow grew

Blow Blew hang hung/hanged

Break Broke have had

Breed Bred hear heard

Bring Brought hide hid

Broadcast Broadcast hit hit

Build Built hold held

Burst Burst hurt hurt

Buy Bought keep kept

Cast Cast know knew

Catch Caught lay laid

Choose Chose lead led

Come came leave left

Cost Cost lend lent

Creep Crept let let

Cut Cut lie lay

Deal Dealt light lit/lighted

Dig dug lost lost

Do Did make made

Draw Drew mean meant

Drink Drank meet met

Drive Drove overcome overcame

Eat Ate pay paid

Fall Fell prove proved

Feed Fed put put

Feel Felt quit quit

Fight Fought read read

Find Found ride rode

Ring Rang stand stood

Rise Rose steal stole

Run Ran stick stuck

Say Said sting stung

See Saw strike struck

Seek Sought strive strove

Sell Sold swear swore

Send Sent sweep swept

Set Set swim swam

Shake Shook swing swung

Shoot Shot take took

Show Showed teach taught

Shut Shut tear tore

Sing Sang tell told

Sit Sat think thought

Slide Slid thrust thrust

Slit Slit understand understood

Speak Spoke upset upset

Spend Spent wake woke/waked

Spin Spun wear wore

Split Split weave wove

Spread Spread wind wound

Spring Sprang write wrote

Basedon theexamples above, theverbbeis theexceptionof irregularverb. Thisirregularverbisuseddifferently thanotheriregularverbinaffimative,negative and interrogative.

Hereisthepatternofsimplepasttenseofverbbeasfollowingfor the affirmativeform theformula asfollow:

S+Was/Were+ Substantive(Adverbialofphrase) + ...

For example:

1. Mario wasathomelastnight

2. Ratnawasastewardessoneyear ago 3. Somestudents were absentlastSunday

Allthoseactionsareinthepast,andTheyareallfinished;they donotcarry over into thepresent.Two of themaresingular noun (Mario and Ratna);oneof them ispluralnoun (somestudents) used.

Next, here istheformulaof thenegativeformof simplepast tensein irregular verb.

For example:

1. Iwasnot in myroom lastnight

2. Wewerenothungryfor dinneryesterday

Thelastformofsimplepasttenseinirregularverbisinterrogativeform,here istheformula:

Was/Were+S+ Substantive(Adverbialofphrase) +...

Was/Were+ Not +S+Substantive( Adverbialofphrrase) +...

For example:

1.Was Mario athomelastnight?

2. Were Theyin thefarrewellpartylastnight? 3. Wasn’t thedogfed thisafternoon ?

4. Weren’t thosesofasexpensive?

TheexamplesaboveshowthattheuseofwasisusedforthepronounsI,He,

She,It,ThisandThat,howeverthebeof wereisusedforpronounsuchas:You,We,

, theseand Those.So, theuseof wasisonlyused for thesingular noun and theuseof

wereisonlyforthepluralnoun.Furthermore,thenegativestatementusesnotafter theverbbeinthesentence.Meanwhile,thecontractionforwasnotiswasn’t,the

contractionforwerenotis weren’t.Theconctractionis usedtotomakethesentence easier in writtenand utterance.

2.3.3 Spelling Rulesfor–edEndings

Ending Rule Example

-y Iftheformofaverbendsin–yafter

aconsonant,changethe–yto–iand add –

ed.

carry/carried marry/married study/studied try/tried

Vowel + Consonant inOne-syllableVeb

Ifthesimpleformofaone-syllable verbends inoneconsonantaftea vowel,doublethelast consonant (exceptx) andadd –ed.

Note:Theletterswandyattheend

ofwords arevowels,notconsonants. Do notDouble them. knit/knitted plan/planned rob/robbed stop/stopped bow/bowed play/played row/rowed stay/stayed

Stressed syllable Ifthesimpleformofaverbendsin

an accented (stressed) syllable, follow the preceding rule for one final consonant after onevowel.

occur/occured permit/permitted prefer/preferred submit/submitted

-e If thesimpleformofaverb endsin

–e, add only–d.

tie/tied like/liked

Allotherverbs Add –edtothesimpleformofall

other regular verbs.

ask/asked belong/belonged need/needed want/wanted

2.4 Ability

2.4.1 Definitionsof Ability

AccordingtheOxfordDictionary,“Ability ispossessionofthemeansorskill todosomething.”Itmeansthatsomebody/somethingwhohasabilityisabletodo

something.Someonemeasuredorassessedthatshe/hecould dosomething withthe abilityshe/hehas.Ifsomeonehasability thenshe/heisconsideredtobedoing something witheffectiveoritscontrary.Suchthing canbeobtainedby way of learningand practicingcontinuously.

AccordingtoRobbin(2007:58)capabilityconsistsoftwofactors,namely:

1.Intellectualability thattheskillsneededtoperformavarietyofmentalactivity- thinking, reasoningand problemsolving.

2.Physicalabilityistheabilitytoperformtasksthatrequirestamina,skill,strength, and similar characteristics.

Carroll(1993) an influentalpsychologistin thefield of educationallinguistics divided thefour abilitycomponentsasfollows:

1. Phonetic codingabilityisabilityto perceive distinct sounds, associate a symbolwith thatsound and retain thatassociation.

2. Grammaticalmemoryisabilitytorecognizethegrammaticalfunctionofa lexical element(word,phrase,etc) inasentencewithoutexplicittraining in grammar.

3. Associativememoryisabilitytolearnassociationsbetweenwordsinforeign language and their meaningsand retain that association.

4. Inductivelearningabilityisabilitytoinferorinducerulesgoverningthe structureof alanguage.

2.4.2 FactorsofAbility

AccordingtoEllis(1985),thereareseveralfactorswhichmayaffectaperson's abilityin learningaforeign language:

1. PersonalFactorsaredivided intothreeheadingsasfollows:

a) Group dynamics

Differencesinability/levelofdifferentstudentsin understanding aforeign languagecausecompetitivenessamong students.Thiscompetitionencourages studentstobe able tomaster aforeignlanguagewithactivelearning intheclassroom or even suppressthestudentsasenseof mistrustin studyingaforeign language.

b) Attitudesto theteacher andcourse material

Theroleof the teacher intheclassinapplicating the teaching styletothe studentandteachingmaterialsareusedbystudentsalsoaffectstudents'abilityto

learnaforeignlanguage.Mostly studentpreferusetheirownlearningpathssuch as student-studentinteractionintheclassordemocraticteaching style.Studentsalso prefer useavarietyof materialsthana coursebook.

c) Individual learningtechniques

Somestudentspushthemselvestobeabletouseaforeignlanguageby using theirownlearningtechniquessuchaspreparingandmemorizingvocabulary lists lookslikeindictionary,learningwordincontextmeansstudentspickupsome

vocabularyfromparagraphthatusuallyusedincontext,andpracticingvocabulary meansusevocabularyin asentence,conversation, playing games, etc.

2. GeneralFactorsdivideinto :

a) Age

Ellissays,“...children arebetter languagelearnersthanadults.”Itmeans that theleveloflanguageacquisitionatchildhoodbetterthanadulthood.Becausethe

moreweolder themorewelackof ability inlanguagelearning. Althoughthereare adults who are able tolearn the language, and theywho hasthereach higher levelsof proficiency.

b) Intelligence andaptitude

Intelligence and aptitudeinfluence the abilityin learningL2.Learner who has highlevelinintelligenceandaptitudeis abletounderstandtheusingofL2rapidly especially informalteachingmethodinsomeskillssuchasreadingcomprehension, dictation, and freewritingbut much lessof in naturalisticSLA.

c) Cognitivestyle

Cognitivestyleisatermtousethe mannerinwhichpeopleperceive, conceptualize,organize,andrecallinformation.Ittalkabouttheprocessinreceiving

theinformation(understanding ofSLA).Howthelearnersable tounderstandthe foreign language and usepracticallysuchasin communication andtesting.

d) Attitude and Motivation

Gardner andLambert(1972)define‘motivation’ interms of theL2 learner’s overallgoalororientation,and‘attitude’asthepersistenceshownbythelearnerin

striving foragoal.Ifthelearnershavemoreor lessmotivationin learningL2,itwill beshownintheirattitude.GardnerandLambertdividemotivationintointegrative

andinstumental.Integrativemotivationoccursforlearnerwhowant tomaintain their mothertonguewhentheylearnaL2.ItmeanstheynaturallylearnL2forhaving

knowledge.Instrumentalmotivationoccursforlearnerswhowant tolearningL2for

functionalsuchaspassinganexamination,furtheringcareeropportunities or facilitatingstudyof other subject.

e) Personality

Personalityrefersto personal traits. In pshycology, personalitydivideinto :

- Extroversion andIntroversion :Extrovert learn L2 rapidlythan introvert becausethey havemorecontactwithothers.Themorewehavecontactwith otherindividual,themorewecanuse languagepractically andbecome habitual.

- Socialskills:AccordingtoStrong(1983)therearesevensocialstylesbut only ‘talkativeness’andresponsiveness’whichmoreeasy inlearningL2 rapidlybecause theyhave interactwith othersin using L2 practically.

- Inhibition:InhibitionisnegativefactorstatedbyGuiora(1972a;1972b).It

determinethewayofthelearnersintakingriskwhilelearningL2andturn leadsto increased self-consciousnessof learnersin learning L2.

2.5 Test

2.5.1 Definitionsof Test

AccordingtoEllis(1985:112),thepurposeof testistomeasuretheabilities oflearnerstodiscriminatethemeaningfulsoundsoflanguage,toassociatesounds

withwrittensymbols, and to identify thegrammaticalregularities ofalanguage. Throughthetest,studentscanknowhowgoodtheirability inlearningforeign languages,especially inunderstandinggrammarofconditionalsentencesinorderto studentscan improvetheir performance tobecomeexpert.

According toU.SCongress,“A testisanobjectiveandstandardizedmethod for estimatingbehavior, based on asampleof thatbehavior.”

McNamara(1949:196)states,“....thetesttakerisunderstoodasasocial

beingwhosesubjectivity isafunctionofsubjectpositionsrealizedinthetestitself. Fromthisperspective,testsbecometechnologiesofsubjectivity.Theact as mechanismbothforthedefinitionofsubjectpositions andfor therecognitionof subjects.Testscreatethe identitiesthattheymeasure.”Testing needtobecarriedout asevidenceofstudentlearningoutcomes inschools.Thetesttakersperformteststo examineanddeterminetheextenttowhichthestudenthastheability tounderstand grammarofconditionalsentences.Thetestwillproducetheidentity ofthetested personbyknowingthegroupingresultsinastandardizedtestthatisapplicablein school.

2.5.2 Kindof Test

AccordingtoLado (1961:32), there are5 typeof testsasfollows:

1. Translation

Translationtestistheway examineesintestingtheskilloftransfermeaning fromone language to another language. Examinees willbegiven a text in theformof paragraphsandthenparticipantsshouldtranslate thesourcelanguageintothe target languageorthetargetlanguageintothesourcelanguage.Translationtestareused to measure general achievement in foreign language courses, as a measure of proficiency todetermineentranceinschoolthatrequireaforeignlanguage.A

translationtestisavalidtestofabilitytotranslate.Inscoringatranslationcanbe madeobjective if thosepeople trustthe translation test asthebest testingdevice.

2. Essay

Essay orcompositiontestarequestionsthatrequirestudentstoanswerinthe formofdescribing,explaining,discussing,comparing,giving reasons,andother similarformsinaccordancewiththedemandsofthequestionbyusingwordsand

languageitself. Examinees willbegivenafew questions thatcontain answer questionsortasksthatmustbedoneinawaytoexpressideasinanarrativetest

participants.Characteristicof thetestdescription is theanswer to thatquestion is not provided by thepeoplewhoconstructitems,butsuppliedby thetestexaminees. examinees arefree to answer test questions. Each participanttests can select, connect,andorconveyideasusinghisownwords.Essayuseasatestoftheability to write essays.

3. Dictation

Dictationistypeoftestwheretheexaminerdictatestextand examinees rewrite thetextreadout.Participantswillbeasked tohearthen rewritewhatwillbe readbytheexaminer.Examinerswillreadoutthesentencebysentencetogivea

breaktotheexamineesinrewritingthetextthatwasread.Thereadingmaterialis usually intheformofanarrativetext.Inthistest,participantspractiseslisteningand writing skills such as letter formation to spelling, punctuation and lay-out, vocabulary, syntax, and grammar.

4. ObjectiveTests

Objectivetestsisoneofthetypesofteststhatconsist ofquestionsthat canbe answered bytheexamineesby selecting oneormoreofseveralpossibleanswersthat havebeenattached totherespectiveitems,or by wayofwritetheanswerintheform ofwordsinplaceorspacethathasbeenprovidedforeachitemconcerned.Objective testis alsoknown as shortanswer test,yes-no testandnew typetest.Objectivetest cantestinashorttimetheentirerangeofthesoundsystemofalanguage,orthe

majorgrammaticalpatterns,orrepresentativesampleof thevocabularytaughtduring awholeyear or severalyear. Theycan scoredeasily.

Ingeneral theobjective testscan bedivided into six kinds, namely:

a.Completiontest: Completiontestistypeoftestthataskstudentto complete/fill

thetest.Completiontestconsistsofsentencesthat thepartshad beenremoved(already eliminated).Itwasreplacedby dots(....).Thepoints shouldbefilledorcompletedorperfectedby examineesandtheanswer (which bythe examiner) hasbeen replaced.

b. Shortanswer: Theshortanswertestistypeoftestwhichisgivenquestions thatcanbe answeredin theformof statementswith asingleword,aphrase,a number or aformula.

c. True-false:True-falsetestisoneformoftestthatgivesthequestionsinthe

formofastatement(statement),thereis atruestatementandfalsestatement. Then examinees wereasked todeterminewhether thestatementis trueor false.

d.Multiplechoice: Multiplechoicetest isatestthatconsistsofpartof information,

parts of the possible answers or alternatives and one right answer amongpossible answer.

e. Matching:matchingtestisatesttoadjustortesttomatchaseriesof questions

andaseries ofanswers.Examinees asktofindandputanswers are alreadyavailable, so itisappropriateor suitableor aspouseof thequestion.

f. Rearrangementexercise:Rearrangementtest isatest intheformof aseries

ofcompletesentencesandcorrect, thendivorcedirregularly,sothatthe originalformunrecognizable,examineesareaskedtorearrangethesentence in accordancewith the correctsequence..

In testing student'sability,therearetwo waysthatcan beused to obtain the dataofstudentlearningoutcomes.Inthisresearch,Thewriteruses twotypesoftest that consistofmultiplechoice andcompletion test.

2.6 VerbForm

Auxiliary Verb Past

Did

Saw Ate Came

2.7 TimeExpressions

Sincethesimplepasttensereferstotheactivity endedinthepast,the expressionoftimecanbeneglectedfromthepattern.Theexpressionofpasttime specify thetimeinthepastwhenanactionwascompleted.Herearesomeexample expressionsfor past time:

Time Meaning

Yesterday LastNight

ThismorningYesterd ayafternoon

Thedaybeforeyesterday Lastweek

Last month Lastyear A week ago Two monthsago Threeyearsago

Kemarin Tadimalam Tadipagi Kemarin sore Kemarin lusa Minggu lalu Bulan lalu Tahun lalu

Semingguyanglalu Duabulan yanglalu Tigatahun yanglalu

2.8 Diagram of Simple Past Tense

Weuse theSimplePastwhen we talk aboutsomethingwhich started and finished in thepast.

2.5 Test

2.5.1 Definitionsof Test

AccordingtoEllis(1985:112),thepurposeof testistomeasuretheabilities

oflearnerstodiscriminatethemeaningfulsoundsoflanguage,toassociatesounds

withwrittensymbols, and to identify thegrammaticalregularities ofalanguage.

Throughthetest,studentscanknowhowgoodtheirability inlearningforeign

languages,especially inunderstandinggrammarofconditionalsentencesinorderto

studentscan improvetheir performance tobecomeexpert.

According toU.SCongress,“A testisanobjectiveandstandardizedmethod for estimatingbehavior, based on asampleof thatbehavior.”

McNamara(1949:196)states,“....thetesttakerisunderstoodasasocial

beingwhosesubjectivity isafunctionofsubjectpositionsrealizedinthetestitself.

Fromthisperspective,testsbecometechnologiesofsubjectivity.Theact as

mechanismbothforthedefinitionofsubjectpositions andfor therecognitionof

subjects.Testscreatethe identitiesthattheymeasure.”Testing needtobecarriedout

asevidenceofstudentlearningoutcomes inschools.Thetesttakersperformteststo

examineanddeterminetheextenttowhichthestudenthastheability tounderstand

grammarofconditionalsentences.Thetestwillproducetheidentity ofthetested personbyknowingthegroupingresultsinastandardizedtestthatisapplicablein school.

2.5.2 Kindof Test

AccordingtoLado (1961:32), there are5 typeof testsasfollows:

1. Translation

Translationtestistheway examineesintestingtheskilloftransfermeaning fromone language to another language. Examinees willbegiven a text in theformof

paragraphsandthenparticipantsshouldtranslate thesourcelanguageintothe target

languageorthetargetlanguageintothesourcelanguage.Translationtestareused to measure general achievement in foreign language courses, as a measure of proficiency todetermineentranceinschoolthatrequireaforeignlanguage.A

translationtestisavalidtestofabilitytotranslate.Inscoringatranslationcanbe madeobjective if thosepeople trustthe translation test asthebest testingdevice.

2. Essay

Essay orcompositiontestarequestionsthatrequirestudentstoanswerinthe formofdescribing,explaining,discussing,comparing,giving reasons,andother similarformsinaccordancewiththedemandsofthequestionbyusingwordsand

languageitself. Examinees willbegivenafew questions thatcontain answer

questionsortasksthatmustbedoneinawaytoexpressideasinanarrativetest

participants.Characteristicof thetestdescription is theanswer to thatquestion is not provided by thepeoplewhoconstructitems,butsuppliedby thetestexaminees. examinees arefree to answer test questions. Each participanttests can select,

connect,andorconveyideasusinghisownwords.Essayuseasatestoftheability to write

3. Dictation

Dictationistypeoftestwheretheexaminerdictatestextand examinees rewrite

thetextreadout.Participantswillbeasked tohearthen rewritewhatwillbe

readbytheexaminer.Examinerswillreadoutthesentencebysentencetogivea

breaktotheexamineesinrewritingthetextthatwasread.Thereadingmaterialis usually intheformofanarrativetext.Inthistest,participantspractiseslisteningand writing skills such as letter formation to spelling, punctuation and lay-out, vocabulary, syntax, and grammar.

4. ObjectiveTests

Objectivetestsisoneofthetypesofteststhatconsist ofquestionsthat canbe

answered bytheexamineesby selecting oneormoreofseveralpossibleanswersthat

havebeenattached totherespectiveitems,or by wayofwritetheanswerintheform

ofwordsinplaceorspacethathasbeenprovidedforeachitemconcerned.Objective testis

alsoknown as shortanswer test,yes-no testandnew typetest.Objectivetest

cantestinashorttimetheentirerangeofthesoundsystemofalanguage,orthe

majorgrammaticalpatterns,orrepresentativesampleof thevocabularytaughtduring

awholeyear or severalyear. Theycan scoredeasily.

Ingeneral theobjective testscan bedivided into six kinds, namely:

a.Completiontest: Completiontestistypeoftestthataskstudentto complete/fill

thetest.Completiontestconsistsofsentencesthat thepartshad

beenremoved(already eliminated).Itwasreplacedby dots(....).Thepoints

b. Shortanswer: Theshortanswertestistypeoftestwhichisgivenquestions thatcanbe answeredin theformof statementswith asingleword,aphrase,a number or aformula.

c. True-false:True-falsetestisoneformoftestthatgivesthequestionsinthe formofastatement(statement),thereis atruestatementandfalsestatement. Then examinees wereasked todeterminewhether thestatementis trueor false.

d.Multiplechoice: Multiplechoicetest isatestthatconsistsofpartof information, parts of the possible answers or alternatives and one right answer amongpossible answer.

e. Matching:matchingtestisatesttoadjustortesttomatchaseriesof questions

andaseries ofanswers.Examinees asktofindandputanswers are

alreadyavailable, so itisappropriateor suitableor aspouseof thequestion.

f. Rearrangementexercise:Rearrangementtest isatest intheformof aseries

ofcompletesentencesandcorrect, thendivorcedirregularly,sothatthe

originalformunrecognizable,examineesareaskedtorearrangethesentence in accordancewith the correctsequence..

In testing student'sability,therearetwo waysthatcan beused to obtain the

dataofstudentlearningoutcomes.Inthisresearch,Thewriteruses twotypesoftest that

2.6 VerbForm

Auxiliary Verb Past

Did

Saw Ate Came

2.7 TimeExpressions

Sincethesimplepasttensereferstotheactivity endedinthepast,the

expressionoftimecanbeneglectedfromthepattern.Theexpressionofpasttime specify

thetimeinthepastwhenanactionwascompleted.Herearesomeexample expressionsfor

past time: Time Meaning Yesterday LastNight ThismorningYesterd ayafternoon Thedaybeforeyesterday Lastweek Last month Lastyear A week ago Two monthsago Threeyearsago Kemarin Tadimalam Tadipagi Kemarin sore Kemarin lusa Minggu lalu Bulan lalu Tahun lalu Semingguyanglalu

Duabulan yanglalu

2.8 Diagram of Simple Past Tense

Weuse theSimplePastwhen we talk aboutsomethingwhich started and finished in thepast.