Data Description Data Interpretation

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CHAPTER IV RESEACH FINDINGS

A. Data Description

In doing his research, the writer took class VIII-2 for his sample. The numbers of students in class VIII-2 are 42 students. When, the test is given, 7 students were sick and absent so the writer took 35 student in this reseach. And he took 17 student of class VIII-2 to unterview which are about 50 of the sample. The students’ name of class VIII-2 could be seen in the table below. Having done the test, the writer can collect the data needed. The test covers the meaning, the fuction and the form of modal Auxilaries Can and Could which consists of 24 items. Next, the writer will analyze the students’ errors. After the writer analyzed some errors, then, he will count the number of errors by tabulating and caculating the result of errors. He will process the caculating of result of the test by changing the result of errors into presentage. By calculating the errors, he knows the students’ score. Then, he does the interview not only to the students who get low score and the good score but also to the English teacher of eight grade of Mts Muhammadiyah. The following tables are classifications of the meaning, the function and the form of modal auxiliaries. 24 Table 4.2 Modal auxilaries area and each item No Modal Auxilaries Item Number

1. Can

1,3,5,8,9,11 2. Could 2,4,6,7,10,12 Table 4.3 The items of modal auxiliary form No Modal Auxilaries Item Number

1. Can

13,15,16,17,19,20,21 2. Could 14,18,22,23,24

B. Data Analysis

The writer gave the best to get a valid data. The data analysis will be described as follows:

1. Can

Table 4.4 Frequency of Difficulty in Can Modal Auxiliary Number Of Item Frequency of Error Frequency of Error Can 1 3 8.57 3 18 51.42 5 24 68.57 8 10 28.57 9 27 77.14 11 18 51.42 Total 6 items 100 285.69 Based on the above calculation, the highest error is on number 9 with 77,14 and the lowest one is on number 1 with 8,57. The average of error in this item is as follows: 25 P = 100   n N F = 100 6 35 100   = 100 210 100  = 47,61

2. Could

Table 4.5 Frequency of Difficulty in Could Modal Auxiliary Number Of Item Frequency of Error Frequency of Error Could 2 24 68.57 4 31 88.57 6 27 77.14 7 3 8.57 10 28 80 12 4 11.42 Total 6 items 107 334.27 Based on the above calculation, the highest error is on number 4 with 88,57 and the lowest one is on number 7 with 8,57. The average of error in this item is as follows: P = 100   n N F = 100 6 35 107   = 100 210 107  = 47.61 = 50.95 26

3. The Form of Modal Auxilaries

Table 4.6 Frequency of Difficulty in Modal Auxiliaries Form Number of Item Frequency of Error Frequency of Error 13 27 77.14 14 12 34.28 15 9 25,.71 16 5 14.28 17 11 31.42 18 19 54.28 19 3 8.57 20 30 85.71 21 28 80 22 30 85.71 23 32 91.42 24 6 17.14 Total = 12 Items 212 605.66 Those items are about the form of modal Auxiliary. It means, the students have to know the pattern of Modal Auxiliary in a sentence. From the calculation mentioned above, the highest frequency is on number 23 with 91,42 and the lowest frequency is on 16 with 14,28. He can also see, there are two items which have the same frequencies. Those are on 20 and 22 with 85,71 student who chose the wrong answers. Then, the average of the students’ error in this item is as follows: P = 100   n N F = 100 12 35 212   = 100 420 212  = 50.47 27 Based on the data which have been receive about the analysis of learning difficulties of modal auxilaries, the writer got the information that the learning difficulties were: a. In written test After the test given, the writer checked the data and got the information about the difficulties faced by the students in learning modal auxiliaries. Based on the data showed almost the student faced difficulties in the meaning and function of modal auxiliaries in the meaning and function of modal auxiliaries. b. In interview The writer did the interview to the students and to the English teacher for reiforcing the data. The interview consisted of 10 items. He took 17 students from class VIII-2 which he did the written test. Based on the result of the interview which could be found in the appendixes 4 and 5, the student were still confused about the meaning and function of madal auxiliaries because they were confused in determining which kinds of modal auxiliaries should put in the context of sentence. Beside that confusing, there are some difficulties which are caused by internal and external factors. 28 Table 4.7 The Internal factor and External factors which caused the students’ difficulties no students name Internal factor External factor Ia T Ib MT MH STL sosial nonsosial A V M 1 A - - - √ - - - - √ - 2 B - - √ - - - - - - - 3 C - - √ √ - √ - - - √ 4 D - - √ √ - - √ - - - 5 E - - √ √ - - √ - - - 6 F - - √ - - - √ - - - 7 G - - √ - - - - - - - 8 H - - √ - - - - - √ - 9 I - - √ - - - - - - - 10 J - - √ √ - - -- - - - 11 K - - √ √ - - - - - - 12 L - - √ √ - - - - - - 13 M - - √ √ - - - - - - 14 N - - √ - - - - - - - 15 O - - √ - - √ - √ - 16 P - - √ √ - - - - - - 17 Q - - √ √ - - - - √ - Total 15 12 1 4 4 2 Note: Ia : Intelligence T : Talent Ib : Interest MT : Motivation MH : Mental Health STL : Special Types of Learner A : Audio V : Visual M : motorist 29 From the observant result explained above, that the cause of the students’ learning difficulties were came from the internal factor, that most of interviewee facing the difficulties caused by the interest, they do not attention to the teacher’s explanation, beside that the cause of difficulties are caused by their motivation in learning English subject with 12 students and their special types of learner with 5 students. The external factors, social environment is 4 students. They could not study well and bad-relationship between teacher and students. And non-social environment is 2 students. Which is the learning instrument and the class too hot.

C. Data Interpretation

After classifying the item into each modal auxiliary area and analyzing the frequency of error in each item, the following table describes the sequence of modal auxiliary area based on its high frequency of error. Table 4.8 The sequence of modal auxiliary area based on its high frequency of Difficulty. Modal Auxiliary Number of item Number of error Frequency of error Average of error Can 6 100 285.69 11.90 Could 6 107 334.27 13.92 Total 12 207 619.96

25.83 The table showed most of the students made error on Could with

frequency of error 334,27 and the average 13,92. It is mean this frequency is the higher than frequency of “Can”. Table 4.9 The sequence of meaning, function and form of modal auxiliaries No Modal Auxiliary Number of error Frequency of error Average of error 1. The meaning and function 207 619.96 25.83 2. The form 212 605.66 25.23 30 The table showed the average value of similar students in meaning and function of modal auxiliary, eventhough the meaning and function are higher than form, it is 25.83. Most of the second year students of Mts Muhammadiyah 1 made error and confused in determining the function and the form of modal Auxiliary. It is meant they have not mastered yet in function and form, and also they confuse what kind modal auxiliary “ Can or Could” they should use when the sentence is about giving suggestion, asking permission, and so on. The students have low interest and motivation in learning modal Auxiliaries, besides, they have not understood yet the explanation given by the teacher because they gave less attention to the explanation. 31

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and the discussion in the previous chapter, the writer would like to conclude that the mastery of second year students class VIII-2 to modal auxiliary especially in determining the meaning and function and also t he form of “Can” and “Could” is low. Here the causes of students’ difficulties in learning some modal auxiliaries of Can and could came from internal and external factors. 1. The students were still confused to differentiate the meaning and function of modal Auxiliaries. 2. The students were still low in mastering form of modal Auxiliary especially Can and Could. 3. The students were low interest and motivation in learning English. 4. The students did not concentrate to the material given because their friends disturb them and Uninteresting teacher.