ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA

  P erpustakaan STAIN Salatiga iiiiiin iiiin

CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND INDONESIAN ADVERB OF FREQUENCY

  07 T D 3 0 1 0 9 2 2 .0 1 T H E S IS

  Submited in Partial Fulfilment of the Requirement for the Degree Sarjana Pendidikan Islam (S.Pd.I)

  Oleh:

  INDHI DWI SETIYANINGSIH NIM. 113 01 049 ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2006

  D E P A R T E M E N A G A M A RI S E K O L A H T I N G G I A G A M A IS L A M N E G E R I (S T A IN ) S A L A T IG A

  J l Stadion 03 Telp. (0298) 323706,323433 Salatiga 50721 Website :

  Salatiga. 27 July 2006 Ham mam, M. Pd. The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga

ATTENTIVE COUNSELOR NOTES

  Case . Indhi Dwi Setiyaningsih’s Thesis Dear

  The Head of State Islamic Studies Institute of Salatiga Assalamu 'alaikum Wr. Wb.

  After reading and correcting Indhi Dwi Setiyaningsih’s thesis entitled “CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND INDONESIAN ADVERB OF FREQUENCY”.

  I have decided and would like to propose that i t could be accepted by educational faculty I hope it would be examined as soon as possible.

  Wassalamu 'alaikum Wr. Wb.

  Consultant, Hammam, M. Pd.

  NIP. 150 301 298 u DEPARTMENT OF RELIGIOUS AFFAIRS

  STATE ISLAM IC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721

  Webs.ie :

STATEMENT OF CERTIFICATION

CONTRASTIVE ANALYSIS

BETWEEN ENGLISH AND INDONESIAN

ADVERB OF FREQUENCY

  

IN PH I DWI SET1YANIINGS1H

N IM . 113 01 049

  Has been brought to the board of examiners in August, 05lh 2006 M / Rajab, 11th 1427 H, and hereby considered to completely fullfillment of the requirement fertile degree of Sarjana Pendidikan Islam (S.Pd.l) in The English and Educational Faculty.

  August, 05th 2006 M Rajab, 11th 1427 H

  Salatiga, Board of examiners

  Drs. H. Sa’adi, M.Ag NIP. 150 262 646 NIP. 150 240 106

  Consultant

  <r? "/Vtowfy

  amam, M.Pd NIP. 150 301 298

  iii MOTTO

  

K e e p s m ile a n d n e v e r g ive, u p

  

ACKNOWLEDGMENT

Assalamu 'alaikum Wr. Wb.

  Alhamdulillahi rabbil ‘alamin, in the name of Allah the Lord of Universe,

  because of Him, the writer could complete this thesis as one o f the requirements for getting Sarjana Pendidikan Islam (S. Pd. I) In English Department Faculty of State Islamic Studies Institute (STAIN) Salatiga 2006.

  However, this success would not be achieved without support, guidance and encouragement from individuals and institutions, therefore let her to say thanks to: ■ Drs. Imam Sutomo, M. Ag., as the Head of STAIN Salatiga. ■ Hammam, M. Pd., thanks for your time, support, attention, motivation advices, suggestion, and recommendation from the beginning until the end.

  ■ Mrs. Nuryanti and Nana, thanks for lending me the books and all your input.

  ■ Sandy for giving me support and helping me searching the books. ■ For all English Department teachers. Thank you very much for sharing me your knowledge.

  Wassalamu'alaikum Wr. Wb.

  Salatiga, 31 July 2006 The writer Indhi Dwi S.

  v SPECIALLY D ED ICA TED T O I d e d ic a t e t h i s t h e s i s f o r t h e s e follow ing o u ts ta n d in g p e o p le t h a t given t h e i r love, s u p p o r t, m o tiv a tio n , fr ie n d s h ip , a n d c a rin g in my life.

  ■ My e n o rm o u s p a r e n ts , B apak S a rin d i a n d I b u S u ta r n i. How n ice it is t o h a v e tw o p e o p le a s s w e e t a s th o u g h tf u l f o r my p a r e n ts . You've given m e t h e m o st g e n e ro u s g i f t o f all... y o u r tim e... a p a r t o f y o u r life .

  ■ My s i s t e r s , M b a I i n a n d W u ri. And my b r o t h e r W a h y u . I w a n t rem in d you how m u ch I re a lly c a r e a n d th a n k you f o r all t h a t you've b e e n t o me. ■ My b e s t f r ie n d V ina, th a n k s f o r alw ays listen in g m e, love, y o u r c a rin g , an d b ein g a p la c e t o s h a r e . I love you.

  ■ S a n d y A n ta rik s a , I am so g lad and th a n k fu l t h a t Allah p u t you in H is plan f o r m e. I could n e v e r a s k f o r , w a n t, o r n e e d a b e t t e r m an, b e c a u s e I h a v e t h e b e s t in you. ■ N a n a a n d N o v i. My G irls, th a n k s f o r s h a r e m e y o u r love an d w o n d e rfu l frie n d s h ip .

  ■ Bang B lack, A ry 'S o lik in ', S u n tu r , A gus, A ris 'P ak G u ru ', A ndik, W a s k ito . I g e t a lo t o f m e m o ra b le tim e a n d fr ie n d s h ip w ith you.

  T h an k s guys!! M as E d y , M as H im i, M as D idik, a n d M b ak D e fy . T h a n k s f o r * y o u r a d v ic e , an d y o u r love, p a tie n t a n d c arin g . T h a n k s f o r building my c h a r a c t e r and b ein g my b e lo v e d s i s t a s an d b ro s . ■ M b a Luluk, K h o tm a, N u ru l, I v a . 'M o le n ', T in a .T W , J a d d i a n d all my ED f r i e n d s . O u r fr ie n d s h ip s m ea n s so m uch t o me.

  vi

  ■ Bpk a n d I b u M u n ja en i, Bpk. S la m e t B a d ro n i, Bpk. S u r o to , Bpk.

  S u r a tu n , Bpk. S u tik n o , Bu Y an a, Bu D arm i, Bu Mu r , Bu S o p , Bu A m b a r. T h an k s f o r y o u r k in d n e ss, c arin g a n d ad v ice.

  ■ I p a n , my f ig h tin g -m a te . T h an k s b r o f o r y o u r su p p o rt. ■ My f r i e n d s in HAM. T h a n k s f o r y o u r s u p p o r t guys!! * All t h e p e o p le t h a t I c a n 't m e n tio n o n e b y o n e ..

  S o th a n k fu l t o b e a b le t o s h a r e my t h e s i s w ith e a c h o f you...!!! J u ly '0 6 In d h i

  

Vll

  TABLE OF CONTENTS

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

   BIBLIOGRAPHY APPENDICES

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  IX

CHAPTER I INTRODUCTION A. Background of the Study One of the giving of God to human being is language. It is very

  important as a means of communication. There are many different languages, in the earth. Two of them are Indonesian and English.

  It is well known that English is as an international language. It is used as a means of communication in most of the countries in the world.

  Without language, human cannot communicate with other people. English is also used to write many kinds of scientific books.

  In fact, learning English is not easy, because there are many kinds differences between their native and target language. The function of language is for communication among human beings. In learning English as a foreign language, Indonesian learners are often confused to comprehend it because there are differences between English and Indonesian language systems. It happen because the Indonesian learners are influenced by Indonesian structure in learning.

  Every year millions o f people begin learning a foreign language but only very few succeed in mastering it. The most obvious reason is that the learners of foreign language have had experiences which vary from person to person.1

1 Sujoko. 1987.

  Error Analysis. Surakarta : UNS. Page 1

  1 If the native language habit is transferred when learning a foreign language, problems will arise. So by comparing the foreign language systems with the native language systems, the teacher will know the potential learning problems. Obviously learning English as a foreign language is more difficult than learning the first language. The basic problem arising is not only out of essential difficulties in the features of the second language themselves but also from the first language.

  Based on the assumption that the learners tend to transfer the nat've language systems into the foreign language, the teacher in teaching a foreign language must compare the native language and foreign language in order to be able to find the differences and to avoid errors. The errors are often influenced by the native language, as learners tend to transfer the structure of native language into the foreign language. Therefore, the learners learning a foreign language have to master the form and the meaning to avoid making errors.

  Generally, to master English, there are four skills learned by students such as writing, reading, listening, and speaking. From the skills above, the students will be able to make a good sentence. In addition, the students should learn about grammar. Grammar is the rules in a language for changing form of words and joining them into sentences.2 2 Hornby, A S . 2000.

  Oxford Advanced Learner 's Dictionary o f Current English. New York.

  Oxford University Press. Page 559

  2 The common problem faced by foreign language learners when reading material written in English is because they do not master vocabulary.

  Grammar is very important in learning English. One of grammar elements is adverb. Adverb is a word that modifies the meaning of verb, an adjective, or another adverb.3 According to Alter, there are many kinds of adverb. They are adverb of manner, adverb of place, adverb of time, adverbs of degree and adverb of frequency.4 In Indonesian, there are many kinds of adverb too. They are adverbia kualitatif (adverb of quality), adverbia

  kuantitative (adverb of quantitative), adverbia lim itatif (adverb of

  limitative), adverbia frekuentative (adverb of frequency), adverbia

  kewaktuan (adverb of time), adverbia kecaraan (adverb of manner), adverbia kontrastif (adverb of contrastive), and adverbia keniscayaan

  (adverb of certainty).5 In this thesis the writer will try to explore adverb of frequency in both languages, English and Indonesian.

  From the explanation above, the writer would like to study adverb of frequency. The writer wants to compare English and Indonesian adverb of

  • frequency to get the differences and similarities of them, so the writer wants to analyse both of them to give contribution.

  3 altec.org/Support/a 101 b5_101000 html

  

4 Alter, J. B. 1991. Essential English Usage and Grammar. Jakarta: Bina Rupa Aksara. Page 108

  5 Alwi, Hasan. Soenjono Dardjowidjojo. Hans Lapoliwa. and Anton, M Moediono. 1999. Tata Bahasa Indonesia. Balai Pustaka. Page 204

  B. Review of the Previous Research There are three previous researcher used by the writer as bones of literature thesis. Those are:

  1. Based on the thesis of Gunari entitled An Error Analysis in the Use o f

  Adverbs in Written English (The Case o f the Second Year Students o f Islamic Senior High School MAN Purwodadi in the Academy Year o f 2001/2002), states that interlingual (influence of native language system) and intralingual caused the learners difficult to learn English adverbs.

  2. According to Asyik Junaidi, in his thesis A Contrastive Analysis between

  English and Indonesian Sentence Patterns,

  states that by making a contrastive between two languages in order to find out the similar and different elements can used to predict the learning problems.

  3. According to Muhammad Mutaqiin in his thesis An error Analysis o f

  Using Adverbs in Reported Speech (a Case Study o f the Second Year Students o f SMU Sudirman Andong Boyolali in the Academic Year o f 2003 - 2004), states that the intralingual errors can find out the dominant error, the students usually ignore of the rule restriction.

  By comparing the two languages, learners will be able to identify the differences elements, which usually form stumbling blocks for them. Thus they can make a contrastive analysis between the two languages in order to find out the similar and the different elements.6

6 Ramelan. 1984.

  Introduction to Linguistic. Semarang: IKIP Semarang Press. Page 9

  4 The linguistic system deals with the systematic comparison and contrasting of the native and target (or second) language system, commonly knows as contrastive analysis.7 By comparing both languages, English and Indonesian, then find the differences elements, the learners could avoid error in learning adverbs of frequency.

C. Identification of the Problem

  In order to understand the topic easier, the writer will identify about the problem in the following:

  1. The similarities between English and Indonesian adverbs of frequency.

  2. The differences between English and Indonesian adverbs o f frequency.

D. Statement of the Problem

  The writer will present a study to a specific aspect of the problems that are:

  1. What are the similarities between English and Indonesian adverb of frequency?

  2. What are the differences between English and Indonesian adverb of frequency?

7 Brown, Douglas. 1980.

  Prinsiples o f Language Learning and Teaching. New Jersey. Pretice Hall. Page 148

  5

  ■ E. Objective of the Problem

  In writing this thesis, the writer has objectives as follows:

  1. To describe the similarities between English and Indonesian adverb of frequency.

  2. To describe the differences between English and Indonesian adverb of frequency.

  F. Benefits of the Study

  Theoretically, this thesis will add finding the similarities and differences between English and Indonesian adverbs of frequency, so that the teacher could find out the answer of the problems about adverb of frequency. For the students, it can use as one of literature reviews in their study.

  Practically, the study will give additional contribution to the learners to improve their understanding about grammar especially in adverb of frequency, and it can help the teacher in presenting English adverb of frequency easier.

G. Thesis Out Line

  I This thesis is divided into five chapters. In order to get a tidy presentation, the writer will convey the kind of the thesis in the following: Chapter I is Introduction, which contains the background of the study, review of the previous research, identification of the problem,

  .

  6 statement of the problem, objective of the study, benefits of the study, clarification of key terms, research methodology, and thesis out line.

  Chapter II is Review of the Related Literature. The chapter deals with detailed discussion on English and Indonesian Adverbs of frequency. It consists of definition of adverb, kind and position of adverb, function of adverb, the notion of contrastive analysis and the hypothesis of contrastive analysis.

  Chapter III is Data Presentation. It consists of the meaning of research method, the object of the research, the method of collecting tne data, the method of analysing the data, and the procedure of the research.

  Chapter IV is Data Analysis. This chapter describes the similarities and differences between English and Indonesian adverbs of frequency. Chapter V is Conclusion and Suggestion. In this chapter, the writer gives some conclusion of the study described in the previous chapter and some suggestion for English teaching and learning.

  7 CHAPTER n

REVIEW OF RELATED LITERATURE

  In this chapter the writer goes to talk about the underlying theory to support the subject of this research, that is adverb. To clarify about the adverb, the writer will give some explanations about the definition of adverb, kinds of adverbs, position and function adverb of frequency in English and Indonesian, contrastive analysis and hypothesis of contrastive analysis.

A. ENGLISH ADVERB

  To explain English adverb, she formulates it as follows:

1. Definition of Adverb

  Oxford Advanced Learner’s Dictionary states that adverb is a word that adds more information about place, time, manner, cause or degree to a verb, an adjective, a phrase, or another adverb.1

  Warner’s English Grammar and Composition states that an adverb is a word that modifies a verb, an adjective or another adverb.1 2 3 They answer the question “how?”, “when?”, “where?”, “how often?”,

  1 Hornby, A S . 2000 Oxford A dm nced Learner's Dictionary o f Current English. London:

  Oxford University Press. Page 19

  2 Warriner, John. E. 1982. Warriner’s English Grammar and Composition. USA. Harcourt Brace Jovanovich. Page 63 3 http ://netgrammar. altec. org/Support/a 101 b 5 _ l01000. html

  8 An adverb is defined as a word that modifies a verb, adjective, another adverb or a whole clause or sentence 4 To modify means to change a little. Adverb change sentences by adding to the meaning of the word they modify.

  2. Types of Adverb There are many types of adverb, common types include adverb of manner, adverb of time, adverb of frequency, adverb of place, and adverb of degree.

  a. Adverb of Manner It is an adverb that answers the question “how?”.5 This adverb explains how, in what way, something happens or is done. Adverb of manner most often occupy the end position of a clause.6 For instance, adverb of manner is such as bravely, happily, quickly, patiently,

  slowly, carefully, beautifully, quietly, sharply, loudly, fast, well, etc.

  The writer will present two examples in the form of sentences below: 1. She sings the song beautifully.

  2. He swims fast.

  b. Adverb of Time It is an adverb that says when something happen. In this adverb indicates the time of action when. Adverb of time usually

  4

  Ibid

  9 occupy either the beginning position or the end position of a clause.7 For instance, adverb of time is such as now, soon, still, then, today,

  yet, tomorrow, recently, afterwards, eventually, etc. The writer will

  present two examples in the form of sentences below: 1. Eventually he came.

  2. Sandy hasn’t finished his breakfast yet.

  c. Adverb of Frequency It is an adverb that says how often something happens.

  Stannard Allan said that these adverbs usually answering the question

  how often?8 For instance, adverb of frequency is such as always, never, occasionally, often, seldom, rarely, once, twice, sometimes, ever, hardly ever, usually, etc. The writer will present two examples

  in the form of sentences below: 1. I always do my homework on Sunday.

  2. Nana hardly ever wears earrings.

  d. Adverb o f Place It is an adverb that tells where something happens or an activity is taking place. It indicates place. Adverb of place most often occupy the end of position.9 For instance, adverb of place is such as

  here, there, by, near, away, everywhere, nowhere, somewhere, upstairs, downstairs, in, on, etc. The writer will present two examples

  in the form of sentences below:.

  7

8 Allen, W. Stannard. 1975. Living English structure. London: Longman. Page 92 9 www. fortunecitv. com.

  Ibid

  10

  1. The girl is th ere.

2. Anta is upstairs.

  e. Adverb of Degree It is an adverb that says how completely something happens.

  It shows the quantity how much, or in what degree or to what extent.10 1

  1 For instance, adverb of degree is such as hardly, rather, quite, too, very, almost, so, even, clearly, just, completely, enough, really, fully,

  etc. The writer will present two examples in the form of sentences below:

  1. She is absolutely right.

  2. Miss. Uwi explained about the topic clearly.

  3. Function of Adverb

  According to Marcella Frank, an adverb modifies a verb, adjective, adverb or entire sentence.11 She then will convey to each function below:

  a. Adverb as modifier of a verb She will directly present some examples and explain them.

  1. Anta speaks loudly.

  The adverb of manner loudly modify the verb speak. It explains the way Anta speaks.

  10 Ibid 11 Frank, Marcella. 1972. Modem English: A Practical Refemce Guide. London: Prentice Hall. Page 146

  11

  2. She never smokes.

  3. He drove a very fast car.

  The adverb o f frequency often modify the adverb o f degree quite.

  incredibly 2. He walks quite often.

  The adverb of manner slowly modify the adverb of degree

  1. She drives incredibly slowly.

  c. Adverb as modifier of other adverb She will directly present some examples and explain them.

  The adverb o f degree very modify the adjective fast. It explains how fast was his car.

  The adverb of degree very modify the adjective tall. It explains how tall is the person.

  The adverb of frequency never modify the verb smoke. It explains how often she smokes.

  2. You are very tall.

  The adverb of degree really modify the adjective handsome.

  1. He is really handsome.

  b. Adverb as modifier of an adjective She will directly present some examples and explain them.

  The adverb of place locally modify the verb live. It explains where Nana lives.

  3. Nana sings beautifully.

  12

  3. We study very hard.

  The adverb of manner hard modify the adverb o f degree very.

  d. Adverb as modifier of an entire sentence She will directly present some examples and explain them.

  1. Honestly, Anta didn’t get the money.

  The adverb honestly explains the sentence Anta didn 't get the

  money 2. Luckily, she won the competition.

  The adverb luckily explains the sentence she won the competition 3. He is obviously intelligent.

  The adverb obviously explains the sentence he is intelegent

  4. Adverb of Frequency

  a. Definition of Adverb of Frequency From the previous explanation, an adverb is defined as a word that modifies a verb, an adjective, another adverb or a whole clause or sentence.12 Frequency means the rate at which something happens or is repeated or the fact of something happening often.13

  Adverb o f frequency is an adverb that tells how often an action occurs. Adverb of frequency range in meaning from all o f time to none of the time.14

  www. angelfire.com ibid

  13 Hornby, A.S. Op Cit Page 514 14 www. neterammar, com ibid

  13 So, an adverb of frequency is a word that used to explain how often something happens. For instance, adverb of frequency is such as

  always, ever, frequently, generally, never, often, rarely, seldom, sometimes, usually, normally, hardly ever, occasionally, commonly,

  etc.

  b. Function of Adverb of Frequency There are three functions o f adverbs of frequency as follows.15

  1. To modify a verb She will directly present some examples and explain them.

  a. Vina always walks fast.

  b. Yoan usually goes to school by bike.

  In these examples, always modifies the verb walk and usually modifies the verb go. It means Vina walks fast every time, and Yoan goes to school by bike almost every day.

  2. To modify an adjective She will directly present an example and explain it.

  a. She is always happy. In this example, always modifis the adjective happy. It means she feels happy all the time.

  3. To modify another adverb She will directly present some examples and explain them.

15 Frank, Marcella.

  Op Cit. Page 144

  14 a. He never works seriously.

  b. I visit him quite often.

  In these examples, never modifies another adverb seriously and

  quite modifies another adverb often. It means that he works seriously not at any time, and I visit him many times.

  4. To modify whole clause or sentence She will directly present some examples and explain them.

  a. Never walk home alone at night.

  b. Sometimes we go to school by bus. In these examples, never modifies the sentence walk home alone at night means suggestion not to walk home at night alone.

  Sometimes modifies the sentence we go to school by bus. It means we go to school by bus at particular occasions but not all the time.

  c. Position of Adverb of Frequency An adverb which modifies a verb may occupy one of the three main positions in a clause. These positions may be referred to as the beginning position, the middle position, and the end position. Adverb of frequency may occupy any of these positions.16 According to Geoffrey Leech, there are three position of adverb of frequency. They are as follows.17

   ibid 17 Leech, Geoffrey. 2005.

  Kamus Lengkap Tata Bahasa Inggris. Jakarta: Kesaint Blanc. Page 24

  15

  1. Front Position An adverb in front position is located at the beginning of a clause. The use of this position tends to emphasize the adverb.18

  Imperative beginning with never and always can be used this position.

  These adverbs of frequently such as sometimes, often, and normally can be

  usually, occasionally, frequently, generally used in this position.

  Examples:.

  a. Always A o your best!

  b. Never forget this rule! c. Normally I wake up late.

  d. Sometimes it rains for a week in West Java.

  2. Middle Position Adverbs of frequency in the middle position occupy the location indicated below: a. Affirmative sentences

  Adverbs of frequency (but not ever) can be used in this position immediately after modal auxiliary verbs or first auxiliary verbs.19

  18 www. fortunecitv. com ibid

  19

  16

  1. Vina and I will always be close friends

  1. They don’t often go to the cinema

  20 www. fortunecitv. com ibid

  Examples:

  c. Interrogative sentences Adverb of frequency placed after subject of the sentences and the answer placed after subject and before auxiliary.

  4. I don’t often go to the shop

  3. I don’t always go to the library on weekend

  2. Wuri isn’t usually late

  b. Negative sentences Negative sentences indicated with the word not.20 Examples:

  2. You should never leave a baby alone

  4. I frequently watch the news before unner

  3. She sometimes visits the library

  2. He usually goes to work by car

  1. Sandy occasionally visits me on Sundays

  4. I have never read that book before Adverbs of frequency placed before main verbs Examples:

  3. Iam usually working at weekends

  17 Examples:

  1. Do you often go to the cinema? Yes, I often do

  2. Is she usually on time? Yes, she usually is

  3. Did Sandy ever play basketball? No, he never did

  4. Has Wuri ever been to Singapore? No, she never has

  3. End Position An adverb in the end position is located at the end of a clause. The use of this position tends to emphasize the adverb. An adverb in the end position occurs after an intransitive verb or after the direct object of a transitive verb. More than one adverb at a time can occupy the end position of a clause.21 Examples:

  a. He speaks seldom

  b. I visit her frequently

  c. We go to school by bus sometimes

  d. I visit him quite often

  21 www. fortunecitv. com ibid

  18

B. INDONESIAN ADVERB

1. Definition of Adverb

  In Kamus Besar Bahasa Indonesia states that adverb (adverbia) means kata atau gabungan kata yang dipakai untuk memerikan (A word that used to explain

  adjektiva, verba, atau adverbia lain.21

  adjective, verb, and another adverb) Depdikbud states that “kata keterangan adalah kata yang

  memberi keterangan pada verba, adjectiva, nomina predicative, atau kalimat" 2i (Adverb is a word that explains verb, adjective, nomina

  predicative, or sentence)

2. Types of Adverb

  In Tata Bahasa Baku Bahasa Indonesia, there are many types of adverb.2 3 24 There are as following.

  2

  2

  a. Adverbia kualitatif (adverbs of degree) It is an adverb that says the quality, in what degree, of something.

  Examples:

  1. Say a pal ins suka masakan Padang

  2. Permainannya kurang sempurna

  b. Adverbia kuantitatif (adverbs o f quantitative) It is an adverb that says the quantitative of something.

  

22 Pusat Pembinaan dan Pengembangan Bahasa. 1999. Kamus Besar Bahasa Indonesia. Jakarta:

Balai Pustaka. Page 9

  23 Depdikbud. 1988. Tata Bahasa Baku Bahasa Indonesia. Jakarta: Balai Pustaka. Page 223 24 Depdikbud.

  Op Cit. Page 204

  19 Examples:

  1. Lukanya banyak mengeluarkan darah

  2. Raut wajahnya sedikit memerah

  c. Adverbia limitative (adverbs o f limitative) It is an adverb that explains limitation of something.

  Examples:

  1. Kami di rumah saja selama liburan ini

  2. Obat itu hanya menghambat pertumbuhan penyakit

  d. Adverbia frequentative (adverbs of frequency) It is an adverb that says how often something happens.

  Examples:

  1. Kami selalu makan malam bersama-sama

  2. Para siswa iaram terlambat masuk kelas

  e. Adverbia kewaktuan (adverbs o f time) It is an adverb that says when something happens.

  Examples:

  1. Ayah baru saja tiba dirumah

  2. Kami akan segera menyelesaikan masalah itu

  f. Adverbia kecaraan (adverbs o f manner) It is an adverb that explains how something happens.

  Examples:

  1. Dia masuk ke rumah diam-diam

  2. Anta berlari dengan cepat

  20 g. Adverbia kontrastif (adverbs of contrastive) It is an adverb that explains the contradiction of something.

  Examples:

  1. Saya tidak pernah ke rumahnya , bahkan alamatnya pun saya tidak tahu

  2. Siapa bilang dia kikir , justru dia yang menyumbang paling banyak

  h. Adverbia keniscayaan (adverbs of certainty) It is an adverb that says the certainty of something.

  Examples:

  1. Kami pasti akan menemukannya

  2. Pemerintah tentu akan memperhatikan kepentingan rakyatnya

3. Function of Adverb

  Abdul Chaer states that adverb has two functions.23 There are as follows.

  a. Adverb that explains whole sentence.

  The position of these adverbs could be in the front, middle, or end of the sentence.

  Example: 1. Barangkali ia sakit hari ini.

2. Dia barangkali sakit hari ini. 2

  5 25 Chaer, Abdul. 2000.

  Tata Bahasa Praktis Bahasa Indonesia. Jakarta: Nusa Indah. Page 162

  21

  3. Dia sakit hari ini barangkali b. Adverb that explains element of sentence.

  This adverb explains the element of sentence and it tied with the element of the sentence that explained.

  Examples: 1. Nampaknya gadis itu cantik sekali.

  2. Gadis itu cantik sekali nampaknya.

  3. Cantik sekali nampaknya gadis itu.

  The word sekali follows the word cantik because the word always has tied with the element of sentence that is cantik

4. Adverb of Frequency

a. Definition of Adverb of Frequency

  In Kamus Besar Bahasa Indonesia states that adverb (adverbia) means kata atau gabungan kata yang dipakai untuk

  (A word that used

  memerikan adjektiva, verba, atau adverbia lain.26 2

  7

  to explain adjective, verb, and another adverb) Depdikbud states “kata keterangan adalah kata yang memberi

  keterangan pada verba, adjectiva, nomina predicative, atau kalim at"27 (Adverb is a word that explain verb, adjective, nomina

  predicative, or sentence) 26 Kamus Besar Bahasa Indonesia.

  Ibid 27 Depdikbud. Ibid

  22 In Kamus Besar Bahasa Indonesia states that frequency means kekerapan, jarang kerapnya28 So adverb of frequency means the word that used to explain how often something happens.

b. Function of Adverb of Frequency 1. Adverb that explain whole sentence.

  This adverb can be put in the beginning, middle, or end of sentence.29 Examples:.

a. Sermekali Sandy terlambat masuk kelas.

  b. Selalu dia pergi pada pagi hari.

  2. Adverb that explain element of sentence.

  This adverb explains the element of sentence and it tied with the element of the sentence that explained.

  Depdikbud states that the functions of adverb of frequency to explain elements of sentence as follows.30 a. To explains a verb

  Examples: 1. Sandy selalu tidur pukul 9 malam.

2. Ulil biasanya duduk di bangku itu

  In the examples above selalu and biasanya are adverb and pulang and duduk are verb.

28 Keraf, Gorys. 1989. Tata Bahasa Indonesia. Jakarta. Nusa Indah. Page 71 29 Chaer, Abdul.

  Ibid 30 Depdikbud. Ibid b. To explains an adjective Examples: 1. Kakek itu kadane-kadane baik.

  2. Mereka selalu gemb ira. In the examples above kadang-kadang and selalu are adverb and baik and gembira are adjective.

  c. To explains a nominal predicative Examples: 1. Yoan biasanya sendirian.

2. Mereka serins, berduaan.

  In the example above biasanya and sering are adverb and

sendirian and berduaan are nomina predicative.

c. Position of Adverb of Frequency

  According to Depdikbud, adverbs of frequency can be put in beginning position, middle position, or end position.31

  1. Beginning position These adverbs put in beginning of a clause to explain whole sentence.

  Examples: a. Biasanya dia pergi ke pasar pada pagi hari.

  b. Kadans-kadans saya mengunjunginya.

31 Depdikbud.

  Op Cit. Page 224

  24

  2. Middle position These adverbs can be put before or after the element of sentence.

  Examples: a. Dia datang serins terlambat.

  b. Kami Jarang pergi pada hari minggu.

  3. End position These adverbs put in the end of a clause to explain whole sentence.

  Examples:.

  a. Kakak membaca koran kadans-kadans.

  b. Uwi mengunjungi neneknya cukup serins.

C. CONTRASTIVE ANALYSIS

  Contrastive analysis is a procedure that is comparing the structure of the native and foreign language, predicting the difficulties and the errors in learning process, arranging the teaching material and also preparing the method in giving the subjects to the learners. Henry Guntur Tarigan said that” Analisis kontrastif adalah kegiatan yang mencoba membandingkan

  struktur B I dan B2 untuk mengidentifikasi perbedaan diantara kedua bahasa?2 (Contrastive analysis is an activity that tries to compare structure

  of first language and the second language to identify the differences between both languages).

32 Tarigan, Henry Guntur. 1988. Pengajaran Analysis Kesalahan Bahasa. Bandung: Angkasa. Page 23

  Robert Lado introduces contrastive analysis as the comparison of the structure of two languages to determine the points where they differ and the difference is the source of difficulty in learning target language.33

  From the definition above, it can be known that the contrastive analysis compares two things concerning with linguistic points. According to Sri Hastuti, Contrastive analysis as “Cabang ilmu yang membandingkan dua

  bahasa dari segala komponennya secara sinkronik sehingga ditemukan perbedaan-perbedaan dan kemiripan yang ada ”.34 (Branch of science that

  compares two languages and the elements synchronize to find the differences and the similarities).

D. HYPOTHESIS OF CONTRASTIVE ANALYSIS

  Contrastive analysis is stated in a well known as analytical activities with contrastive analysis term. In accordance with learning language someone makes mistakes frequently in expressing a sentence due to an effect of sentence construction to his/her language. Further more as developed by

  Charles Fries in 1945 and Robert Lado in 1957, errors are made by some divergences between the language and another language.33 In recent years researchers and teachers have come more and more to understand that second language learning is a creative process of constructing a system in which the learner is consciously testing hypothesis 33 Lado, Robert. 1962.

  Linguistic Across Culture, A pplied linguistic fo r Language 7 eacher. Michigan: Ann. Arbor University Press. Page 21.

  34 Sri Hastuti. 1989.

  Sekitar Analisis Kesalahan Berbahasa Indonesia. Yogyakarta. PT. Mitra Gama Widya. Page 45.

  35 Nurhadi. 1995.

  Tata Bahasa Pendidikan. Semarang: IKIP Semarang Press. Page 68

  26 about the target language from a number of knowledge: limited knowledge of the target language itself; knowledge about the communicative function of language, knowledge in general, and knowledge about life, human being and universe.

  Contrastive analysis took the position that the learner’s first language “interferes” with his or her acquisition of a second language, and that is therefore compares the major obstacle to successful mastery of the new language. The contrastive analysis hypothesis held that where the structure in the LI is different from those in L2, errors tfyat reflect the structure of the

  LI would be produced. Those differences will become the basis to predict some points that caused by difficulties that will be faces by the students.

  At the level of process, there are two versions of contrastive analysis hypothesis. They are ‘strong form’ and ‘weak form’.36 Strong form hypothesis states that the L2 errors can be predicted by identifying the differences between LI and L2, which are learned by learners. Weak form hypothesis states that contrastive analysis has diagnostic characteristic. Therefore, contrastive analysis and errors analysis must be mutually completable. Error analysis identifies the errors done by the learners and contrastive analysis determines which error is caused by the differences of both languages.

36 Tarigan. Ibid

  27 Henry Guntur Tarigan, states the hypothesis of contrastive analysis as follows.37

  1. That the prime cause or the single cause of default and error in foreign language learning is interference coming from the learner’s native language.

  2. The greater of differences between LI and L2 is, the more difficult learning foreign language will be.

  3. This difficulty is caused by the differences between LI and L2.

  4. That the result of comparison between the two languages is needed to predict the difficulties and errors in learning foreign language.

  5. Teaching material can be determined exactly by comparing both languages, than it is decreased with part which is similar. So what the students must learn are the sums of the differences compared based on contrastive analysis.

37 Tarigan. Op Cit. Page 24

  28

CHAPTER III RESEARCH METHODOLOGY In this chapter, the writer would like to explain the methodology of the

  research used. It consists of method used in the research, the data, source of data, method of collecting data, and method of analyzing data.

A. Method Used in the Research

  Research is an investigation undertaken in order to discover new facts or get additional information.1 Suharsimi Arikunto states that there are three kinds of research. They are descriptive, correlative, and comparative.1

  2 Hornby states that method is a way of doing something. The meaning of method is different from doing something. It is a procedure in carrying out the research dealing with the technique of collecting and analyzing the data. 3