An Analysis On My Apple Students’ Ability To Use Demonstrative Pronoun And Demonstrative Adjective

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AN ANALYSIS ON MY APPLE STUDENTS’ ABILITY TO USE

DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE

A THESIS

BY

TRIA ANINDI LUBIS REG. NO. 130721009

ENGLISH DEPARTMENT

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AN ANALYSIS ON MY APPLE STUDENTS’ ABILITY TO USE

DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE

A THESIS

BY

TRIA ANINDI LUBIS REG NO. 130721009

SUPERVISOR

Drs. ChairulHusni, M.Ed. TESOL.

NIP. 19570308 198403 1 004 NIP. 19600122 198601 1 001 Dr. Umar Mono, M.Hum.

Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of SarjanaSastra Form Department of English.

DEPARTMENT OF ENGLISH

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Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as thesis for The SarjanaSastra Examination.

Head, Secretary,

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Accepted by the Board of Examiners in partial fulfillment of requirements for the degree of SarjanaSastra from the Department of English, Faculty of Cultural Studies University of Sumatera Utara.

The examination is held in the faculty of Cultural Studies University of Sumatera Utara on Friday, August 28th2015

The Dean of Faculty of Cultural Studies University of Sumatera Utara

NIP. 19511013 197603 1 001 Dr. H. SyahronLubis, M.A.

Board of Examiners

Dr. H. MuhizarMuchtar, M.S. ……….

RahmadsyahRangkuti, M.A, Ph,D. ……….

Dr. Eddy Setia, M. Ed, TESP ……….

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AUTHOR’S DECLARATION

I, TRIA ANINDI LUBIS DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OF EXTRECTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR A AWARDED ANOTHER DEGREE. NO MATTER PERSON’S WORK HAS BEEN USED WITHOUT DUE TO ACKNOLEDGEMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN ANY TERTIARY EDUCATION.

Signed :

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COPYRIGHT DECLARATION

NAME : TRIA ANINDI LUBIS

TITLE OF THESIS : AN ANALYSIS OF MY APPLE STUDENTS’

ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE

QUALIFICATION : S-1/SARJANA SASTRA DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC INDONESIA.

Signed :

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ABSTRAK

Skripsiygberjudul“AN ANALYSIS ON MY APPLE STUDENT’S ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE”berisianalisistentangseberapajauhmurid-murid My Apple kelas pre-level 1, pre-pre-level 2 dan pre-level 1 dapatmenggunakan kata gantipenunjukdan kata

gantipenunjuksebagai kata sifat.

Tujuanpenelitianiniadalahuntukmenemukantingkatkemampuanmurid-muriddanfaktor-faktor yang mempengaruhikemampuanmurid-muriddalammenggunakan kata gantipenunjukdan kata gantipenunjuksebagai kata

sifat.Penelitian yang adalahdenganmemberikantesobjektifdalambentuk 16 soalpilihanbergandadan 16

soalpenyelesaiantentang kata gantipenunjukdan kata gantipenunjuksebagai kata sifatkepada 30 murid. Sebagaihasilpenelitian, ditemukanbahwa 4 murid (13,3%) mempunyaikemampuansangatbaik, 18 murid (60%) mempunyaikemampuanbaik, 7 murid (23,3%) mempunyaikemampuancukup, 1 murid (3,3%)

mempunyaikemampuanburuk, dantidakadamurid yang mempunyaikemampuansangatburuk. Nilai rata-rata seluruhmuridadalah 68, yang

menandakanbahwamerekamempunyaikemampuanbaik.Sementarafaktor-faktor yang mempengaruhikemampuanmuriddalammenggunakan kata gantipenunjukdan kata gantipenunjuksebagai kata sifatadalahfaktorcognitive style, faktorindividual learning technique, danfaktorextroversion introversion.

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ABSTRACT

Thesis entitled “AN ANALYSIS ON MY APPLE STUDENT’S ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE”contains the analysis of My Apple students who are in pre-level 1, pre-level 2 and level 1 classes can use demonstrative pronoun and demonstrative adjective. The purpose of this study is to find out the levels of students’ ability and the factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective. The research that is used in this thesis is library research and field research. Library research is done by collecting some books and thesis that related to this title. Meanwhile, field research is done by applying descriptive qualitative and quantitative method. The instrument used to collect the data is by giving the students objective test that consist of 16 questions of multiple choice and 16 questions of completion test about demonstrative pronoun and demonstrative adjective. As the result of the research, it was found that 4 students (13,3%) have very good ability, 18 students (60%) have good ability, 7 students (23,3%) have average ability, 1 students (3,3%) have poor ability, and none of the students have very poor ability. Mean score of the whole students is 68, so they have good ability. Meanwhile, factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective are cognitive style factor, individual learning technique factor, and extroversion introversion factor.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim.

First of all, Alhamdulillahthe writer praises and thanks the Almighty Allah

SWT who has given her the mercy such as life, health, times, believe and blessing.

Shalawat and Salam for the Prophet Muhammad SAW who has brought us from the

darkness to the brightness.

This thesis has been accomplished with the guidance, suggestions and

comments from many people. In this occasion, the writer would like to express her

sincere gratitude toward her supervisors, Drs. ChairulHusni, M.ED. TESOL ,

co-supervisor, Dr. Umar Mono, M.Hum, the Head of English Department, Dr.

MuhizarMuchtar, MSand the Secretary of English Department, RahmadsyahRangkuti M.A., Ph.D.The writer also wishes to express her thanks to all lecturers of English Department for their help and valuable knowledge during her

study at this department.

The writer also would like to thank Mrs. LannyCaulestari, S.E, the Head of

My Apple Multimedia Language Course for having allowed the students in pre-level

1, pre-level 2, and level 1 as respondents of this study and the entire teachers,

especially Mrs. AlmaTampubolon, S.S, Spdfor all the time, the information about

learning process of English, also for the administration staff, Mrs. Sri Hartini,

S.Kom for guidance there, and for all the students who have a good cooperation. Then, the writer would like to thank her beloved parents, H. Zaidi and Hj.

Khazleini, who have patiently given moral, spiritual and prays to their daughter. The writer also would like to thank her siblings, Poppy SiszanifaAm.Keb,

KhairulFikri, and FilzaRezki who have really supported her education from the first semester until completed this thesis. Also for her best cousin,

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The writer would like to thank her best friends, Pipin, Yudha, Celik, Erna

who have alwayssupport her from the beginning of Senior High School till now and

ever. The writer also thanks to her best companions Aya, Nisa, Rima, Rizki, Abun

who makememorable days during the academic years.

The writer also would like to thank her best partners Winda, Atika, Ivana,

Mariaty, Sheila and Hanna who give a lot contribution to supportthe writer to complete the study and her thesis. Last but not least, she would like to thank her

friends FauziahHaqiqi and Tri SuciWulandariwho have been as own family and

always support her in good and hard times.

Finally, the writer hopes that this thesis will be worthwhile contribution to the

readers and she also hopes to receive any constructive criticism and suggestions to

develop this thesis.

Medan, August 28th 2015

The Writer

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LIST OF TABLES

Table 1. Instrument of Research ... 27

Table 2. Scale of Scoring ... 28

Table 3. The Tabulation of the Score ... 30

Table 4. The Highest to the Smallest Score ... 32

Table 5. Score and Frequency of the Students ... 38

Table 6. The Percentage of the Students’ Ability in using Demonstrative Pronoun and Demonstrative Adjective ... 39

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ABSTRAK

Skripsiygberjudul“AN ANALYSIS ON MY APPLE STUDENT’S ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE”berisianalisistentangseberapajauhmurid-murid My Apple kelas pre-level 1, pre-pre-level 2 dan pre-level 1 dapatmenggunakan kata gantipenunjukdan kata

gantipenunjuksebagai kata sifat.

Tujuanpenelitianiniadalahuntukmenemukantingkatkemampuanmurid-muriddanfaktor-faktor yang mempengaruhikemampuanmurid-muriddalammenggunakan kata gantipenunjukdan kata gantipenunjuksebagai kata

sifat.Penelitian yang adalahdenganmemberikantesobjektifdalambentuk 16 soalpilihanbergandadan 16

soalpenyelesaiantentang kata gantipenunjukdan kata gantipenunjuksebagai kata sifatkepada 30 murid. Sebagaihasilpenelitian, ditemukanbahwa 4 murid (13,3%) mempunyaikemampuansangatbaik, 18 murid (60%) mempunyaikemampuanbaik, 7 murid (23,3%) mempunyaikemampuancukup, 1 murid (3,3%)

mempunyaikemampuanburuk, dantidakadamurid yang mempunyaikemampuansangatburuk. Nilai rata-rata seluruhmuridadalah 68, yang

menandakanbahwamerekamempunyaikemampuanbaik.Sementarafaktor-faktor yang mempengaruhikemampuanmuriddalammenggunakan kata gantipenunjukdan kata gantipenunjuksebagai kata sifatadalahfaktorcognitive style, faktorindividual learning technique, danfaktorextroversion introversion.

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ABSTRACT

Thesis entitled “AN ANALYSIS ON MY APPLE STUDENT’S ABILITY TO USE DEMONSTRATIVE PRONOUN AND DEMONSTRATIVE ADJECTIVE”contains the analysis of My Apple students who are in pre-level 1, pre-level 2 and level 1 classes can use demonstrative pronoun and demonstrative adjective. The purpose of this study is to find out the levels of students’ ability and the factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective. The research that is used in this thesis is library research and field research. Library research is done by collecting some books and thesis that related to this title. Meanwhile, field research is done by applying descriptive qualitative and quantitative method. The instrument used to collect the data is by giving the students objective test that consist of 16 questions of multiple choice and 16 questions of completion test about demonstrative pronoun and demonstrative adjective. As the result of the research, it was found that 4 students (13,3%) have very good ability, 18 students (60%) have good ability, 7 students (23,3%) have average ability, 1 students (3,3%) have poor ability, and none of the students have very poor ability. Mean score of the whole students is 68, so they have good ability. Meanwhile, factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective are cognitive style factor, individual learning technique factor, and extroversion introversion factor.

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is the main way to communicate with other person in human’s life.

Language has important role, such as thinking, express feeling, communicating ideas

and discussing with others. Sapir (1921 : 8) says “language is purely human and non

instinctive method of communicating ideas, emotional, and desires by means of

system of voluntarily produced symbols”.

Nowadays, many people tend to study not only their native language but also

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. Large part of students in the world study

about English as their second or foreign language. In Indonesia, students arealso

study English as second language in the school and support it by joining English

courseto improve language skills or language ability.However, still many people who

have not been able to use English because English is quite difficult to be learnt and

understood. One of the difficult parts to be learnt is grammar because it creates some

words to become a good sentence, paragraph, etc.

One of grammatical components is part of speech. Fries (1957: 65) classifies

the part of speech into eight parts, they are, noun, pronoun, adjective, verb, adverb,

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makes statements less repetitive while showing how the subjects and objects of a

clause or a series of clauses are connected. And he divided the pronouns into eight

types; personal pronouns, demonstrative pronouns, possessive pronouns, reflexive

pronouns, indefinite pronouns, reciprocal pronouns, relative pronouns, and

interrogative pronouns.

There are so many types of pronouns that have different meaning and purpose

in a sentence. Demonstrative Pronoun is one topic thatstudents studying about

English grammar, especially about demonstrative sentence. By understanding the

demonstrative pronoun, it can help the student in speaking and writing English well.

Demonstrative pronouns are those that identify or point to a thing or things and occasionally persons.They can be both singular and plural and they refer to

nouns that are either nearby or far away in time or space.

There are four demonstrative pronouns: this, that, these, those. This and

these used to replace specific person or thing near the speaker. But the difference is

this refer to singular nouns and these identify plural nouns. For example:

- This book is mine.

- Do you want these candies?

Then, that and those refer to replace specific person or thing far away from

the speaker. But the difference is that refer to singular nouns and those identify plural

nouns. For example:

- I can’t reach that pen

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So, a demonstrative pronoun tells us whether it is replacing something

singular or plural and whether that thing(s) is close by or farther away in purpose to

modify the pronoun.

Meanwhile, Demonstrative adjective are those that identify or point to a

thing or things and occasionally persons in purpose to modify the noun that followed

by adjective . Just like demonstrative pronoun, demonstrative adjective also can be

both singular and plural and they refer to nouns that are either nearby or far away in

time or space. Demonstrative adjective also must contain those 4 words above to

identify the demonstrative form (this, that, these, those) that has same meaning and

function as demonstrative pronoun but followed by adjective. For example:

- This red car is belong to my mother.

- Thatnew sofa looks better.

- Thesebroken glasses cuts her finger.

- Thoseexpensivebags are mine.

From the explanation above, the writer concludes both kind of the using of

demonstrative are identical, but a demonstrative pronoun stands alone, while a

demonstrative adjective modifies the noun.

In Indonesia, studying English is as important as other subject for students.

They study English beginning from primary school up to university level, moreover

they take the addition lesson in course for increase their English furthermore.

In this thesis, the writer describes and analyzes the ability of My Apple’s

students on demonstrative sentence. My Apple is a multimedia language centre that

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educated programs, they are: English for children, English for teenagers, English for

adults, Mandarin class, conversation, grammar, art and craft, and movie time.In

English program, there are some levels that categorize students’ knowledge about

English, appropriate with the curriculum based from Singapore. The levels are: Early

1, Early 2, Beginner 1, Beginner2, Beginner 1, Beginner 2, Level 1,

Pre-Level 2, Pre-Level 1-9, Step 1-6, and Conversation.

Pre-Level 1, Pre-Level 2 and Level 1 are the levels that study about

demonstrative pronoun and demonstrative adjective in those classes, the students are

commonly in 4th-5th grade of primary school.Having observed some students of My

Apple, the writer found that they are confused to differentiate the types of

demonstrative sentence. As a primary school students, they also have difficulty to

change the combination between the singular this or that either the plural these or

those. They are confused which one they should use. That’s why the writer describes

and analyzes the students’ ability to use demonstrative pronoun and demonstrative

adjective at My Apple course.

1.2 Problem of the Study

Based on the description above, the problem of this research is stated in the

formof question below:

a. To what extent are My Apple students able to use demonstrative pronoun and

demonstrative adjective?

b. What factorscan influence the students’ ability to use demonstrative pronoun

and demonstrative adjective?

1.3 Objective of the Study

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a. To find out to what extent the My Apple students able to use demonstrative

pronoun and demonstrative adjective.

b. To find out the factors that influence students’ ability to use demonstrative

1.4. Scope of the Study

In writing this thesis the writerlimits the study due to time limitation and

focus on the analysis of two demonstrative pronoun and demonstrative adjective

which is based on the curriculum used by the course. The object that analyzed

wasthestudentsof My Apple who are in the pre-level 1, pre-level 2 and level 1.

1.5 Significance of the Study

This research is a study on students’ ability in using demonstrative pronoun

and demonstrative adjective. It has positive significance not only for the students, but

also for the English teachers in their attempts to improve their teaching and learning

techniques of English grammar, especially demonstrative pronoun and demonstrative

adjective. Specifically, the significance of this study are stated as follow:

a. It is expected that the result of this research can provide some valuable

and useful information about the students’ ability to use demonstrative

pronoun and demonstrative adjective for the English teachers so that the

teachers can motivate their studentsmore to improve their ability in using

demonstrative pronouns and demonstrative adjective.

b. It is also expected that the thesis can be a reference for the other

researchers who are interested to research about demonstrative pronoun

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CHAPTER II

REVIEW OF LITERATURE

2.1 Review of Related Literature

In this thesis, some previous studies was used by the writer to support the

idea of choosing the topic and as the secondary sources to find out some supportive

data, such as:

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).Thisthesishas given me much help. The objective of this

research is to find out to what extend the sixth year students of SDN No. 101878 Tg.

Morawa are able to use personal pronouns as subject and object in sentences. And

based on the result, the writer give some conclusion as follow:

1. The students who have very good ability in using personal pronouns as

subject are 11 students (36,7% out of 30 respondents). Meanwhile, the total

score of the whole respondents in using personal pronouns as subject is

2006,3.

2. The students who have very good ability in using personal pronouns as object

are 13 students (43,3% out of 30 respondents). Meanwhile, the total score of

the whole respondents in using personal pronouns as object is 2020,1.

3. The students who have very good ability in using personal pronouns are 12

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4. The total score of the whole respondents in using personal pronouns is 2015.

It means that the mean score of the whole respondents is 67,17. So, they have

good ability in using personal pronouns both as subject and object.

An Analysis of Year IX Primagama Student’s Ability In Mastering Elliptical

Construction (a thesis) by Dona Marlina P. (2010), is another thesis discuss about

ability in mastering elliptical construction. Conclude that the average score of year

IX student is 80,6 %. The result of the test also shows that the process of teaching

and learning English grammar is very good too at Primagama cab. Aksara. Majority

of the students understand about Elliptic Construction well, it is around 80%. The

problem of the students is lack of vocabularies. They are not understand about the

kinds of Elliptic Construction and how to use it in English sentence, especially in

conversation.

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) describes about testing learner to find out

errors in grammar. This research has been one of my references to make a more

comprehensive analysis for my research.

An Analysis of Grammatical Errors Found in English Native Speakers’

Conversation: LCE English Course by DewiSyahPutri. The research has been one of

my references about testing learners in an English course, and the writer conclude

that:

1. The dominant Part of Speech error that is found in Native speakers’

conversation in LCE is Auxiliary verb. This is showed by the highest

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2. The lowest percentage of Part of Speech error is showed by Interrogative

adjective, interrogative pronoun, indefinite pronoun, and possessive

adjective ( 0,35 % ).

3. The dominant Tense error that is found in Native speakers’ conversation

in LCE is Present tense. This is showed by the percentage of Present tense

in analysis chapter as the highest percentage. ( 52,63 % ).

2.2 Demonstrative Pronoun

Demonstrative as used in the term, demonstrative pronoun, means to identify.

A writer or speaker uses a demonstrative pronoun to identify a person, place, or

thing.

Actually, there are five demonstrative pronouns in

English: this, that, these, those, and the less common yon or yonder (the latter is

usually employed as a demonstrative determiner; even so it is rarely used in most

dialects of English, although it persists in some dialects such as

yonder. Bryson (1949) stated:

Today we have two demonstrative pronouns, this and that, but

in

yon soars on golden wing"), which suggested a further distance than that.

You could talk about this hat, that hat, and yon hat. Today the word survives

as a colloquial

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But nowadays, there are only four demonstrative pronouns commonly used in

English in this world, they are: this, that, these and those.

Oxford Learner’s Pocket Dictionary (1995:308) defines that demonstrative

pronouns ispronoun sentence contain this, these, that, and those.

Bryson (1949) stated This; that; these and those are demonstrative pronouns

that substitute nouns when the nouns they replace can be understood from the

context. They also indicate whether they are replacing singular or plural words and

give the location of the object.

2.2.1 Forms of Demonstrative Pronoun

Langan (2003:199) states, “A pronoun must agree in number with the word or

words it replaces. If the word a pronoun refers to is singular, the pronoun must be

singular; if the word plural, the pronoun must be plural”. Demonstrative pronoun

also consist of two forms according to the space. If the word a pronoun refers to is

near from the speaker or farther away the speaker.

Then, from the explanation above, demonstrative pronoun consist of two

forms, they are from the number of the pronouns and the space of pronouns from

the speaker / writer.

a. Singular Form

Demonstrative pronoun in singular form is a demonstrative sentence that

contain a single pronoun. This form classified into 2 types, near from the speakerand

farther away the speaker.

• Near the speaker

If the pronoun is single and near the speaker, demonstrative pronoun that used is this.

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- I take this assignment

- You can not bring this book

- This house is belong to Anna - Do you understand this essay?

- When will mom arrive to this place?

- Ken is the only leader in this team

- Why is he stay in this room?

• Farther away the speaker

If the pronouns in singular and farther away the speaker, demonstrative pronoun that

used is that.

Example:

- That is my car.

- Watson can not borrow that book.

- Milly write that letter.

- Is that my meal?

- That is a river overthere. - Should we go to that office?

- Is that your goal?

b. Plural Form

Demonstrative pronoun in plural form is a demonstrative sentence that

contain more than one or plural pronoun. This form are classified into 2 types, they

near from the speakerand farther away the speaker.

• Near the speaker

If the pronouns are plural and near from the speaker, demonstrative pronoun that

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Example:

- These babies are my nephews. - These aren’t my enemies. - Are these your watches?

- Triscan not read these papers.

- Do you see these signs?

- Jill didn’t finish thesehomeworks.

- I don’t eat these pears

• Farther away the speaker

If the pronouns are plural and farther away the speaker, demonstrative pronoun that

used is those.

Example:

- I can’t attend to those classes today.

- Are those her pens?

- Do you see those birds?

- Why are you guys come to those events?

- Jeanine can’t see those truths.

- Bella and Sophie didn’t know those presents.

- Harry isn’t writethose novels.

2.3 Demonstrative Adjective

Demonstrative adjective limits the use of pronoun or the noun identify or

point the adjective itself. According to Kardimin (2004:345) demonstrative adjective

consist of two main type, they are: definite demonstrative and indefinite

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clearly, they are: this, these, that, those. Indefinite demonstrative use in a certain

explanation but not identified clearly, they are: a, an, one, any, a certain, such, some,

another, any other.

In this research I only discuss about indefinite demonstrative which is based

on the curriculum used of the course, which is they are only: this, these, that, those.

From the explanation and examples above, demonstrative pronouns and

demonstrative adjective can be conclude into the chart below.

Source:

2.4 Ability

2.4.1 Definitions of Ability

According the Oxford Dictionary, “Ability is possession of the means or skill

to do something.” It meansthatsomebody/

somethingwhohasabilityisabletodosomething.Someonemeasuredorassessedthatshe/he

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considered to bedoingsomethingwitheffectiveor its contrary. Such thing

canbeobtainedby way oflearning and practicing continuously.

According toEllis (1985)capabilityconsistsoftwofactors, namely:

1. Intellectual abilitythatthe skills neededtoperforma variety ofmental

activity-thinking, reasoningandproblemsolving.

2. Physical abilityis the abilityto perform tasksthatrequirestamina, skill, strength,

andsimilarcharacteristics.

Ellis (1985) also divided the four ability components as follows :

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.

2.4.2 Factors of Ability

According to Ellis (1985), there areseveralfactorswhichmayaffecta person's

abilityinlearningaforeignlanguage :

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a) Group dynamics

Differences inability/level

ofdifferentstudentsinunderstandingaforeignlanguagecausecompetitivenessamong

students.Thiscompetitionencouragesstudentstobe able to

masteraforeignlanguagewithactivelearningin the

classroomorevensuppressthestudentsa sense ofmistrustinstudyingaforeignlanguage.

b) Attitudes to the teacher and course material

The role of the teacher in the class in applicating the teaching style to the

student and teaching materials are used by students also affectstudents' ability

tolearnaforeignlanguage. Mostly student prefer use their own learning paths such as

student-student interaction in the class or democratic teaching style. Students also

prefer use a variety of materials than a coursebook.

c) Individual learning techniques

Some studentspushthemselvesto be able

touseaforeignlanguagebyusingtheirownlearningtechniquessuch as preparing and

memorizing vocabulary lists looks like in dictionary, learning word in context means

students pick up some vocabulary from paragraph that usually used in context, and

practicing vocabulary means use vocabulary in a sentence, conversation, playing

games, etc.

2. General Factors divide into :

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Ellis says, “...children are better language learners than adults.” It means that

the level oflanguageacquisitionatchildhoodbetterthanadulthood.

Becausethemoreweolderthemorewelackofabilityinlanguagelearning.Althoughthereare

adultswho are able tolearn the language, and they

whohasthereachhigherlevelsofproficiency.

b) Intelligence and aptitude

Intelligence and aptitude influence the ability in learning language. Learner

who has high level in intelligence and aptitude is able to understand the using of

language rapidly especially in formal teaching method in some skills such as reading

comprehension, dictation, and free writing but much less of in naturalistic 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

the information (understanding of Student Language Acquisition). How the learners

able to understand the foreign language and use practically such as in communication

and testing.

d) Attitude and Motivation

Motivation in terms of the language learner, overall goal or orientation, and

attitude is the persistence shown by the learner in striving for a goal. If the learners

have more or less motivation in learning language, it will be shown in their attitude.

Motivation divided into integrative and instrumental. Integrative motivation occurs

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means they naturally learn language for having knowledge. Instrumental motivation

occurs for learners who want to learning language for functional such as passing an

examination, furthering career opportunities or facilitating study of other subject.

e) Personality

Personality refers to personal traits. In psychologics, personality divide into :

- Extroversion and Introversion : Extrovert learn language 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 more easy in learning language rapidly because they

have interact with others in using language practically.

- Inhibition : Inhibition is negative factor, it determine the way of the learners

in taking risk while learning language and turn leads to increased

self-consciousness of learners in learning language.

2.5 Test

2.5.1 Definitions of 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.

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languages, especially in understanding grammar of conditionalsentencesin order

tostudentscanimprovetheirperformancetobecomeexpert.

A test is an objective and standardized method for estimating behavior, based

on a sample of that behavior. 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 both

for the definition of subject positions and for the recognition of subjects. Tests create

the identities that they measure.” Testingneed to becarriedoutasevidenceof student

learning outcomesinschools.Thetesttakersperformteststoexamineanddeterminethe

extent to whichthestudenthastheabilitytounderstandgrammar of conditional

sentences.The test willproducethe identity ofthe tested

personbyknowingthegroupingresultsinastandardizedtestthatisapplicableinschool.

2.5.2 Kind of Test

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

1. Translation

Translation test is the way examinees in testing the skill of transfer meaning

from one language to another language. Examinees will be given 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

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2. Essay

Essay or composition test are questions that require students 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

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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

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. Completiontestconsistsofsentencesthat 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

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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.

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

responses to show whether or not they understand what is read to them.

In testingstudent's ability, there aretwowaysthatcanbeusedtoobtainthedataof

student learning outcomes. In this research, two types of testwas used by the writer

that consist of multiple choice and completion test.

The examples of demonstrative sentences on multiple choice :

Demonstrative pronoun

“Can you see………birds singing out there?”

(A) this

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(C) those

(D) that

(E) The correct answer is (C).

Demonstrative adjective

“Jean came to my house and bring….…red roses which on my hand now.”

(A) that

(B) these

(C) those

(D) these

The correct answer is (B)

The examples of demonstrative sentences in completion test :

Demonstrative pronoun

I think _____ (this) (these) cup of coffee needs more sugar.

The correct answer :I think this cup of coffee needs more sugar.

Demonstrative adjective

Sonia is feel sad in _____ (these) (that) rainy days.

The correct answer : Sonia feels sad in these rainy days.

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

follows :

a. Validity

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 examines' ability to

answer it. Due to the reason, the questions of the test should have components that

test can be answered by examines who study material are given. In addition, tests is

valid, if all examines have the opportunity to demonstrate the knowledge, skills, and

attitude they have understood through the test.

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 students on two consecutive

administrations of the test.” It means that if the scores of the students 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. This means that whether a given test scores later on can be

accurately so that the results obtained are valid. In the assessment test, an examiner

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assessment test is scoring. According to Lado (1961:31), “Objective tests are easy to

score.” It is caused by the assessment 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 byperformed by different

examiners, the test is valid.

d. Economy

Lado (1961:31) said that if the test measure what we want it in a reasonable

time considering the testing situation, it will be practical and economical. It means

that a given test should have a reasonable time, not too fast and not too long. The test

should provide sufficient information in accordance with the time that is given in

order to the test results are obtained as 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

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CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

In this thesis, two methods of research were applied by the writer, they

consist of descriptive qualitative and quantitative.

According to Hadi (1996:36), “

Metodedeskripsidapatdiartikansebagaiprosedurpemecahanmasalah yang

diselidikidenganmenggambarkan/melukiskankeadaansubjek/objekpenelitian

(seseorang, lembaga, masyarakat,dll) padasaatsekarangberdasarkanfakta- fakta

yang tampakatausebagaimanaadanya”. (Descriptive methodis meant as procedure of

solving problem which been observant with describing the condition of

subject/object of research (individu, institution, community, etc).

Murdiyatmoko (2007:25), states “Metodekualitatifmerupakanmetode yang

mengutamakanbahan yang

sukardiukurdenganangka-angkaataudenganukuran-ukuran lain yang bersifateksak.” (Qualitative method is a method that prioritizes

material difficult to measure with numbers or with other measures that are exact).

Then Sarwono (2010:37), defines that “Analisis data

kuantitatifdilakukandengancaramemindahkan data kualitatifkedalam data

kuantitatif, dengancarapemberianskorataspilihan yang

diberikanolehsetiapresponden. Pemberianskordimaksudkanuntukmemindahkan data

kualitatif yang

berupajawabanrespondenataspertanyaan-pertanyaandalamangketkedalamnilai-nilaikuantitatif.” (Analysis of quantitative data

is done by moving the qualitative data into quantitative data, by way of scoring on

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data in the form of respondents' answers to the questions in the questionnaire into

quantitative values).

Descriptive qualitative method was used by the writer when collected the data

by giving the test of multiple choice and completion test to find descriptive study in

the student’s ability of using demonstrativepronoun and demonstrative adjective,

then descriptive quantitative method was used by the writer when examining the data

in number to analyze and make conclusion of the data.

Library research also done by the writer to find the data of theory and to help

in analyzing the research by reading some books and thesis related to the subject of

analysis (about demonstrative pronoun, demonstrative adjective and ability) and field

research was done by the writer when collecting the data from the course.

3.2 Location and Time

The location of this research ison My Apple Multimedia Language Course

inJalanSetia Budi No.370 E, Tanjung Sari, Medan. And the time of research was

held within 4 days, start from June 6th till June 10th2015.

3.3 Sources of Data

3.3.1 Population and Sample

The population of this research are the students of pre-level 1, pre-level 2 and

level 1 class in My Apple Language Course, which totally 30 students. And the

whole population was choosen by the writer as sample. This coursewaschoosen by

the writer as location of the research because the same research are never conducted

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students in improving their knowledge of demonstrative pronoun and demonstrative

adjective.

3.4 Data Collection Procedures

In this thesis library research was done by the writer to find the theory of

ability and grammar in compiling information of data related of literature. Then, field

research also done by the writer that consist of collecting data from the course for

analyzing the student’s ability.

3.5 Step of the Research

In analyzing the problem, some baseline data was needed to the writer that

represent student’s ability by give them a test. Some questions was given by the

writer to the students, that consist of 16 questions of multiple choice and 16

questions of completion test. The total questions consist of 32 questions

whichconducted in 20 minutes. The scheme of test can be seen in this table below:

Table 1. Instrument of Research

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In this research, the test was given by the writer to them which filled by thirty

students who are in pre-level 1, pre-level 2 and level 1 class. After doing the test, the

answer-sheets was collected by the writer.

3.6 Data Analysis

Having collected the baseline data, several steps was applied by the writer to

analyze the data as follows :

First, the writer score the data. In scoring the test, the cumulative score was

determined by the writer in 0-100 range. Onepoint for one question was applied by

the writer, thento find out the score of the students’ answer, the formula of

Nurkancana and Sumartana (1986) was used by the writer as follows:

X = R x 100 N

In which:

X = Individual score

R = The number of correct answers

N = Number of questions

Second, the writer categorizes the level. To categorize the level of the

students’ ability to usedemonstrative pronoun and demonstrative adjective, the

following scale adapted from Nurkancana and Sumartana (1986) was used:

Table 2. Scale of Scoring Score Ability 80-90 Very Good

60-79 Good

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20-39 Poor

0-19 Very Poor

Third, Mean score of the students’ ability in answering the test was calculated

by using the following formula:

In which:

_

X = mean score

∑X = the total of corect number

n = the number of respondents

Fourth, the percentage of the classification of the students’ ability in

answering the test will be calculated by using the formula of Sudjiono (1991:41) as

follows:

P= f x 100% n

In which:

P = percentage

f = number of frequency

n = Total numbers of respondents

Having analyzed the result of the test, to what extent students’ ability to use

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students who are in lowest ability was done by the writer to get know the factors that

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CHAPTER IV

DESCRIPTION AND FINDINGS

4.1 Data Description

The result data of the student’s test was collected by the writer. To determine

whether the students are regarded successful, at least 75% must get score of 60 or

more (very good and good). But if less than 75% of the students receive this score,

they are considered to have failed.

In order to find out the result of the test, the Standard Deviation (SD) rules

was applied by the writer. For this purpose, the writer tabulates the scores of each

student firstly. While tabulating the raw scores of each student, the correct answer

was written by the writer with students’ scores to use demonstrative pronoun and

demonstrative adjective.

Table 3. The Tabulation of the Score

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9. VGS 12 13 25 78

After scoring students’ answer sheet, the next step is ranking students’ score

from the highest to the smallest in order to find the students’ level of ability in using

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28. HBC 5 9 14 47 2209

29. KRM 6 7 13 41 1681

30. ERS 4 8 12 37 1369

Total ∑X=

2048

∑X2

=145347

After being ranked, the highest score of the students’ test result in using

demonstrative pronoun and demonstrative adjective is 94 and the lowest score is 37,

dominated with students in good level, there are 4 students in very good level and 18

students in good level, but the table above showed that there are 7 students in

average level and 1 students in poor level. It is indicated that the class still have

students who has low ability in using demonstrative pronoun and demonstrative

adjective.

Having finished making the tabulation of the raw scores that can be achieved

by each student, the writer found out the standard deviation of the test’s result by

used the formula:

SD = 1�{(�.∑X2₎−₍∑ �₎2_}

N

Which are,

SD = Standar deviation

∑

X = The total of correct answer

N = The number of respondents

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So,

The Calculation of mean is:

�� =

After knowing the Mean and the Standard Deviation, then the coefficient of

the reliability was calculated by the writer used the following formula suggested by

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r = The reliability of the instrument

The calculation above shows that the reliability of the test is 0,79. So, the

reliability of the test ishigh. It is based on Arikunto (1986:93), the standard of

reliability is:

0,00 – 0,40 = The reliability is low

0,41 – 0,70 = The reliability is significant

0,71 – 0,90 = The reliability is high

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4.1.1 Interview

Having found the lowest score of students, interview structure was used by

the writer to know the factors that influence students’ability to use demonstrative

pronoun and demonstrative adjective used the theory of Ellis (1985) about several

factors which may affect a person’s ability in learning a foreign language.There are 8

students in the lowest scores, which are 7 students in average level and 1 student in

poor level. The writer asked them about their low ability to use demonstrative

pronoun and demonstrative adjective by giving them same question: “What are your

difficulties to use demonstrative pronoun and demonstrative adjective?”

And their dominant answer are:

1. They have difficulty in receiving informations in English while learning in

the class. According to Ellis (1985), this is cognitive style factor, one of

general factors which may affect the ability. It is about the process in

receiving the information, how the learners able to understand the foreign

language and use practically such as in communicating and testing.

2. They have contrary about the meaning among that, this, these and those.

According to Ellis (1985) this is individual learning techniques factor, one of

personal factors which may affect the ability. Some students push themselves

to be able to use a foreign language by using their own learning techniques

such as preparing and memorizing vocabulary lists looks like in dictionary.

3. They have rarely contact with others using English practically. According to

Ellis (1985) this is extroversion and introversion factor, also one of general

factors which may affect the ability. The more they have contact with other

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4.2 Research Finding

After analyzed the data, the ability of the sixth year students of My Apple to

use demonstrative pronoun and demonstrative adjective was described by the writer

by tabulated their grade and the percentage.

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To find the mean score of the students’ ability in using demonstrative

pronoun and demonstrative adjective, The writer calculated by using this following

formula:

Thus, the mean score of the students’ ability is 68. It means that they have

good ability in using demonstrative pronoun and demonstrative adjective.

Table 6.The Percentage of the Students’ Ability in using Demonstrative Pronoun and Demonstrative Adjective

Classification Frequency Percentage

(%)

From the table of the percentage of students’ ability in using

demonstrative pronoun and demonstrative adjective above, it shows that 4 students

(13,3% of the respondents) have very good ability, 18 students (60% of the

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ability, and 1 students (3,3% of the respondents) have poor ability and there is no of the respondents that shows in very poor ability.

Table 7.The Students’ Level Of Ability In Using Demonstrative Pronoun And Demonstrative Adjective

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25. GRP 11 13 24 75 Good

26. DG 10 14 24 75 Good

27. FV 12 12 24 75 Good

28. YXES 11 14 25 78 Good

29. DNS 12 13 25 78 Good

30. SK 10 15 25 78 Good

Total 2048

Mean Score 68

Thus, the mean score of the students’ ability is 68. It means that they have good

ability in using demonstrative pronoun and demonstrative adjective. So, according to

the level of ability and the grades possesses by the students of My Apple Language

Course, the writer can state that:

• 4 students (13,3% of the respondents) have very good ability in using

demonstrative pronoun and demonstrative adjective.

• 18 students (60% of the respondents) have good ability in demonstrative

• 7 students (23,3% of the respondents) have average ability in using

• 1 students (3,3% of the respondents) have poor ability in using demonstrative

Thus, the writer can say that the result of the process teaching and learning

English in using demonstrative pronoun and demonstrative adjective is very good or

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CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the result,the writer gives some conclusion as follow:

1. There are 4 students (13,3% of the respondents) have very good ability, 18

students (60% of the respondents) have good ability, 7 students (23,3% of the

respondents) have average ability, 1 students (3,3% of the respondents) have poor

ability, and none of the respondents have very poor ability.Meanwhile, the total score

of the whole respondents in using simple past tense is 2048. It means that the mean

score of the whole respondents is 68. So, they have good ability in using

2. The factors that influence students’ ability to use demonstrative pronoun and demonstrative adjective are they have difficulty in receiving information in

English while learning in the class (cognitive style factor), they also have contrary

about the meaning among that, this, these and those (individual learning techniques

factor), moreover they have rarely contact with others using English practically

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5.2 Suggestion

The writer suggests the readers, especially the students of My Apple

Language Course, that they should improve and enrich their knowledge about

demonstrative pronoun and demonstrative adjective by studying well and doing the

exercises which are dealing with it. For the teachers, they should more concentrate

their teaching about grammar, especially demonstrative pronoun and demonstrative

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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: University of Sumatera Utara.

Arikunto, Suharsimi. 1993. ProsedurPenelitian: SuatuPendekatanPraktek. Jakarta:

RinekaCipta.

Bill Bryson, op cite. 1949. The Story of Language. Philadelphia:

Collin, Harper. 1993. Collins Cobuild English Grammar. London: Harper Collins

Publisher.

Curme, George. O. 1873. English Grammar. New York: Barnes and Noble, Inc.

Djajasudarma. 1993. MetodologiLinguistik. Bandung: IKIP.

Ellis, Rod.1985. Understanding Second Language Acquisition.Oxford : Oxford

University Press.

Fries, Charles Carpenter. 1957. The Structure of English. London: Longman, Green

and Co.

Hadi, Hadi. 1996. Dasar-DasarMetodologiPenelitianKuantitatifdalamPendidikan.

Jakarta:RajaGrapindo.

Kardimin. 2004. Bahasa. Jakarta: GramediaPustakaUtama.

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

Language Tests. London : Longman Group Limited.

Langan, John. 2003. Sentence Skills: A Work Book for Writers. Form A. Seventh

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Lock, Graham. 1996. Functional English Grammar. New York : Cambridge

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MarlinaP.,Dona. 2010. An Analysis of Year IX Primagama Student’s Ability In

Mastering Elliptical Construction. Medan: University of Sumatera Utara.

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Grafindo Media Pratama.

Nurkancana, Wayan and P. P. N. Sumartana. 1986. EvaluasiPendidikan. Surabaya:

UsahaNasional.

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APPENDICES Appendix 1: Questions Paper

Name : Class:

I. Multiple Choices

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d. This

Choose the best answer of each demonstrative adjective sentences! 1. “Have you seen scary movie?”

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4. This is my computer and is your new computer over there.

6. “Have you finished the mathematics homework?”

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II. Completion Test

Choose the correct demonstrative pronoun and fill in the blank to complete each sentences!

1. Can you move (those / that) books into the other room?

2. (this / that) airport is 75 miles away from here.

3. May I borrow some of (these / this) magazines?

4. (these / those) students in front of the class are my friends.

5. (this / these) is the year we will win the championship.

6. Could you toss me one of (those / this) pillows?

7. How much is (that / those) jackets hanging on the far rack?

8. (that / this) newspaper I’m holding has today’s news.

Choose the correct demonstrative adjective and fill in the blank to complete each sentences!

1. (this / these) fresh juices are absolutely delicious!

2. Do you see (those / this) flying birds above us?

3. I do not know any one of (those / them) strange people.

4. (those / this) brown puppy are so cute!

5. I do not know where the files are. I have not seen (that / those)

6. (this / these) is my annoying little sister, Jessica.

7. (these / that) is my uncle’s new big house.

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Appendix 2: Answer Key

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An Analysis On My Apple Students’ Ability To Use Demonstrative Pronoun And Demonstrative Adjective

TABLE OF CONTENTS

LIST OF TABLES

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