73
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis and interpretation, it can be concluded that the errors in the students’ test at the second grade of students at MTsN 1 Pandeglang
are errors in using modal auxiliaries ‘must’ and ‘have to’ which consist of mis-
formation about 78.83 errors, omission is 15.76 errors, addition is about 5.39 errors, and mis-order with frequency 0. Based on the high percentage of
the errors, it means the mastery of students in using modal auxiliary ‘must’ and
‘have to’ is low, and they have much difficulty in mastering it. It can be concluded that the students made errors because of context of learning
– in a classroom context the teacher or the textbook can lead the student to make faulty hypotheses
about language. students often made errors because of misleading explanation from the teacher, faulty presentation of a structure or word in a textbook.
B. Suggestion
By knowing the students’ frequency of error types and to prevent from making the same errors for the second times, it can be delivered some
suggestions: 1. It is necessary for the students to do more exercises in modal auxiliaries
‘must’ and ‘have to’. The students have to give more attention on the use of ‘must’ and ‘have to’ and how to distinguish them.
2 . It is good for the teacher to talk the students’ problems in understanding
English material in the class and help the students to solve it, and then it would be easier to the students in learning English.
3. The teacher has to motivate the students to be more confidence in using English and telling them that English is easy to learn and not to be afraid of
make mistake and errors.
BIBLIOGRAPHY
Azar, Betty Schramfer, Understanding and Using English Grammar 2
nd
Edition, New Jersey: Prentice-Hall Regents, 1989.
Brown, Douglas H., Principles of Language Learning and Teaching 4
th
Edition, New York: Longman, 2000.
Corder, S. Pit, Technique in Applied linguistic, Walton Street: Oxford University Press, 1974.
Crystal, David, An Encyclopedic Dictionary of Language and Languages, Oxford: Blackwell, 1992
Devitiis, G. De, L. Mariani and K. O’Malley, English Grammar for
Communication, England: Longman Group UK Limited, 1989. Dullay, Heidi, et al, Language Two, New York: Oxford University Press, 1982.
Frank, Marcella, Modern English a Practical Reference Guide, New York: Prentice-Hall Inc, 1972.
Harmer, Jeremy, Principle of Language Learning and Teaching, New York: Prentice Hall Regents, 1987.
Hopkins, Diana and Pauline Cullen, Cambridge Grammar for IELTS, United Kingdom: Cambridge University Press, 2007.
Huda, Nuril, Language Learning and Teaching: Issues and Trends, Malang : IKIP Malang Publisher, 1999.
Johanson, Stig and friends, Longman Grammar of Spoken and Written English., London: Edinburg Gate, 2000.
Klassen, Johanna, Using Student Error for Teaching, English Teaching Forum, Vol. 29, January 1991.
Longman dictionary of Contemporary English, 3
rd
Edition. England: Longman Group Ltd, 1995.
Richards, Jack C., Error Analysis: Perspective on second language Acquisition, England: Longman Group Ltd, 1974.
Sharma, SK., Error Analysis: Why and how, English Teaching Forum April 1982 vol.XXX N.3.
Kategori