AN ANALYSISONSENIORHIGH SCHOOLSTUDENTS’
ABILITY TOUSESIMPLEPASTTENSE:A CASESTUDYON
THETENTHYEARSTUDENTS OFSMAN21MEDAN
ATHESIS
BY
MARIATY ASIHOMBING
REG. NO:130721017
DEPARTMENTOFENGLISH
AN ANALYSISON SENIORHIGHSCHOOL STUDENTS’ ABILITYTO USE SIMPLE PAST TENSE: ACASESTUDYONTHE TENTHYEAR STUDENTSOFSMAN21 MEDAN
ATHESIS
BY
MARIATYA SIHOMBING REGNO. 130721017
SUPERVISOR CO-SUPERVISOR
Drs. Chairul Husni, M.Ed. TESOL. Rahmadsyah Rangkuti, M.A., Ph.DNIP. 19570308 198403 1 004 NIP. 19750209 200812 1 002
SubmittedtoFacultyofCulturalStudiesUniversityofSumateraUtaraMedan in partialfulfillmentoftherequirements forthedegreeofSarjanaSastraForm Departmentof English.
DEPARTMENT OFENGLISH
ApprovedbytheDepartmentof English, Facultyof CulturalStudies University of Sumatera Utara (USU) MedanasthesisforTheSarjanaSastra Examination.
Head, Secretary,
AcceptedbytheBoardof Examinersinpartialfulfillmentof requirementsfor thedegreeof SarjanaSastra fromtheDepartment of English, Facultyof CulturalStudies Universityof Sumatera Utara.
The examinationis heldinthefacultyof CulturalStudies Universityof Sumatera Utara onMonday, July6th,2015
TheDeanof Facultyof CulturalStudies Universityof Sumatera Utara
Dr. H. SyahronLubis, M.A.NIP. 19511013 197603 1 001
Boardof Examiners
Dr. H. Muhizar Muchtar,M.S. ……….
Rahmadsyah Rangkuti, M.A., Ph,D. ……….
Dr. Hj. Masdiana Lubis, M. Hum. ……….
AUTHOR’S DECLARATION
I, MARIATYA SIHOMBINGDECLARETHATIAMTHESOLEAUTHOR OFTHIS THESISEXCEPTWHEREREFERENCEIS MADEIN THETEXT OFTHIS THESIS.THIS THESISCONTAINS NOMATERIAL PUBLISHED ELSEWHERE OF EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICHI HAVE QUALIFIED FOR OR AWARDEDANOTHER DEGREE. NO OTHERPERSON’S WORKHASBEEN USEDWITHOUT DUEACKNOWLEDGEMENTSINTHE MAIN TEXT OFTHIS THESIS. THIS THESIS HAS NOTBEEN SUBMITTED FOR THEAWARD OF ANOTHER DEGREE INANYTERTIARYEDUCATION.
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COPYRIGHT DECLARATION
NAME: MARIATYA SIHOMBING
TITLE OFTHESIS : AN ANALYSISON SENIORHIGHSCHOOL STUDENTS’ ABILITYTO USE SIMPLE PAST TENSE:ACASESTUDYONTHETENTHYEAR STUDENTSOFSMAN21 MEDAN
QUALIFICATION : S-1/SARJANA SASTRA
DEPARTMENT : ENGLISH
IAMWILLING THATMYTHESISSHOULDBEAVAILABLEFOR REPRODUCTIONAT THEDISCRETION OFTHELIBRARIAN OF DEPARTMENT OFENGLISH, FACULTY OFCULTURALSTUDIES UNIVERSITY OFSUMATERAUTARA ON THEUNDERSTANDINGTHAT USERS ARE MADEAWARE OFTHEIR OBLIGATION UNDER THELAW OFTHE REPUBLIC INDONESIA.
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ABSTRAK
JudulSkripsiiniadalahAN ANALYSIS ONSENIOR HIGHSCHOOL
STUDENTS’ABILITY TOUSESIMPLE PASTTENSE:ACASESTUDYON THETENTHYEAR STUDENTS OFSMAN 21 MEDAN.Skripsiinimembahas seberapajauhsiswa/ikelas 10SMAN21MedandapatmenggunakanSimplePast Tense.Jumlahsiswa/ikelas10SMAN21Medanadalah280orangdari7kelas.Dipilih 10 siswa/i dari setiapkelas untukmenjadi responden dengan cara memberikanloterekepadasetiapkelassehinggadiperoleh70siswa/i.Penelitian yang digunakandalampembahasanskripsiiniadalahpenelitiankepustakaandan penelitian lapangan.Penelitiankepustakaan dilakukandenganmengumpulkan beberapabuku dan skripsiyangberhubungan dengan judul ini.Sedangkan peneliitian lapangandilakukan denganmenggunakanmetodedeskripsikualitatif,yaitu memberikantestertulistentang “SimplePastTense”dalambentukpilihanberganda kepadasiswa/i.Setelahitu,tes diperiksadanakanmendapathasilberupanilaiuntuk masing-masing siswa. Dari pembahasan ditemukan nilai rata-rata (mean score) siswa/imenggunakansimplepast
tense adalah68,2 yang menandakanbahwamereka
mempunyaikemampuanyangbaikdalammenggunakansimplepasttense.Siswa/i yang mempunyaikemampuansangatbaikdalammenggunakansimplepasttense
sebanyak49orang (70%dariresponden),15orang (21,4%)berkemampuanbaik, 3 orang(4,3%)kemampuannyacukup,3orang(4,3%)kurangmampumenggunakan
simplepasttense.Datainimenunjukkanbahwasiswa-siswikelas10SMAN21
Medanmempunyaikemampuanyang baikdalammenggunakansimplepasttense dalamkalimatbahasaInggris.
ABSTRACT
Thethesis entitledANANALYSIS ONSENIOR HIGHSCHOOLSTUDENTS’
ABILITY TO USE SIMPLE PAST TENSE: A CASE STUDY ON THE TENTH YEAR STUDENTS OF SMAN 21 MEDAN.The objectiveof this researchisTofindouttowhatextentthetenthyearstudentsofSMAN21Medan
abletousesimplepasttense.Therearesevenclassesaltogetherandeachclass
consistof40students.So,thereare280studentsofthetenthyear.Therefore,the numberof thestudents whowillbetherespondents are7 classes x10students/each class=70students.Itmeansthatthepercentageofthesample is25%.Inwriting this thesis,Thewriterusesa methodofresearch,namely: descriptivequalitative.In collectingdata,Thewriterusesdescriptivequalitativemethodbygivingthestudents
awrittentestinthemultiple-choiceformandcompletiontestonsimplepasttense.
Fromthisresearch,thepercentageofstudents’ability inusingsimplepasttense, it showsthat49students(70% oftherespondents)haveverygoodability,15students (21,4%
oftherespondents)havegoodability,3students(4,3% of the
respondents)haveaverageability,and3 students(4,3% oftherespondents)have
poorabilityand there isno of therespondentsthatshowsin verypoor ability.
ACKNOWLEDGEMENTS
Firstofall,I wouldliketothank tomyFather,JesusChrist,for all the blessing
andgivesmehealth,strength,andinspiration tofinishthisthesisasoneof
therequirementstogetbachelorcertificatefromDepartmentofEnglish,University of
SumateraUtara.
Specialthanksgotomy amazingparents,M.SihombingandBiv.
M.Silaban,S.Thforsupporting,loving,caring,praying,andbelievinginme.My
belovedsiblings,Johansen Martua,S.Pd.,BripkaJackson Miduk,GandaJames, S.Kep.,BrigadirMartinJosephinandSamuelManogar,thanksforloving me.I loveyou,guys.
ThankyoutoDr.SyahronLubis,M.A.,astheDeanofFacultyof
CulturalStudies.Dr.H.MuhizarMuchtar,MS.,astheHeadofDepartment of
English.Thisthesiscouldhavebeenaccomplishedwiththeguidance,suggestions
andcommentsfrommany people.Inthisoccasion,thewriterwouldliketoexpress
hersinceregratitudetowardhersupervisor,Drs.ChairulHusni,M.ED.TESOL
andthesecretary ofDepartmentofEnglishandalsoasmy co-supervisor,
RahmadsyahRangkuti,M.A,Ph.D,forthebenefitoftheir wideknowledgeand for their suggestions,guidance and advicein makingcorrectionsto thisthesis.
Thankstomy CompanioninArms:AtikaAkhmarandRezhaLFahlevi.
Thanksforyourhelps,advices,suggestionsandcaring foreachother,guys.Weare
SpecialThankstomy bestsisterseverGratciaDevianaSinabutarand
CarolinaLumbanGaol.Thanksforeverything.Hardtosay foryourcaring and lovingme aslongasweknoweach other.
Thanksto DwiKhairaniand Sister NovaJuanitaSiregar.Thanksforyour advicesandsuggestions,sisters.Thankyouforallmy ExtensionEnglishStudy Program2013 friends.Imissyou all.
Andfinally,Irealizethatthisthesisisfarfrombeingperfect,Ihopethat thosewho read
thisthesismay give criticsand suggestionsfor makingitbetter.
Medan, July2015
TheWriter
TABLE OFCONTENTS
1.1 Background of theStudy...1
1.2 Problemof theStudy...2
1.3 Objectiveof theStudy...2
1.4 Scopeof theStudy...3
1.5 Significanceof theStudy...3
CHAPTER II REVIEW OFLITERATURE...4
2.1 Related Studies...4
2.2 GeneralConceptofTheSimplePastTense...6
2.2.1TheUnderstandingof Tense...6
2.2.2 TheUnderstandingof SimplePast Tense...7
2.2.3 Definition of SimplePastTense...7
2.3 TheFormof SimplePastTense...8
2.3.1 TheSimplePast Tensein Regular Verb...8
2.3.2 TheSimplePast Tensein Irregular Verb...10
2.3.3SpellingRulesfor –edEndings...14
2.4 Ability...15
2.4.1 Definitionsof Ability...15
2.4.2FactorsofAbility...16
2.5 Test...19
2.6 VerbForm...23
2.7 TimeExpression...23
2.8 Diagramof SimplePastTense...24
CHAPTER IIIRESEARCH METHOD...25
3.1 Location of TheResearch...25
3.2 Method of TheAnalysis...25
3.3 Population and Sample...25
3.4 ACaseStudy...27
3.5 Instrumentsof CollectingtheData...27
3.6 Scoringof theTest...28
3.7 Purposeof the Test...30
3.7.1 Administration of theTest...30
3.8 Criteriaof test...30
3.9 Research Procedures...34
CHAPTER IVANALYSISANDFINDINGS...35
4.1 DataAnalysis...35
4.1.1 Interview...46
4.2 Findings...46
CHAPTERV CONCLUSIONANDSUGGESTION...49
5.1 Conclusion...49
5.2 Suggestion...50
REFERENCES...51 APPENDICES :
Appendix 1 :TestQuestions
ABSTRAK
JudulSkripsiiniadalahAN ANALYSIS ONSENIOR HIGHSCHOOL
STUDENTS’ABILITY TOUSESIMPLE PASTTENSE:ACASESTUDYON THETENTHYEAR STUDENTS OFSMAN 21 MEDAN.Skripsiinimembahas seberapajauhsiswa/ikelas 10SMAN21MedandapatmenggunakanSimplePast Tense.Jumlahsiswa/ikelas10SMAN21Medanadalah280orangdari7kelas.Dipilih 10 siswa/i dari setiapkelas untukmenjadi responden dengan cara memberikanloterekepadasetiapkelassehinggadiperoleh70siswa/i.Penelitian yang digunakandalampembahasanskripsiiniadalahpenelitiankepustakaandan penelitian lapangan.Penelitiankepustakaan dilakukandenganmengumpulkan beberapabuku dan skripsiyangberhubungan dengan judul ini.Sedangkan peneliitian lapangandilakukan denganmenggunakanmetodedeskripsikualitatif,yaitu memberikantestertulistentang “SimplePastTense”dalambentukpilihanberganda kepadasiswa/i.Setelahitu,tes diperiksadanakanmendapathasilberupanilaiuntuk masing-masing siswa. Dari pembahasan ditemukan nilai rata-rata (mean score) siswa/imenggunakansimplepast
tense adalah68,2 yang menandakanbahwamereka
mempunyaikemampuanyangbaikdalammenggunakansimplepasttense.Siswa/i yang mempunyaikemampuansangatbaikdalammenggunakansimplepasttense
sebanyak49orang (70%dariresponden),15orang (21,4%)berkemampuanbaik, 3 orang(4,3%)kemampuannyacukup,3orang(4,3%)kurangmampumenggunakan
simplepasttense.Datainimenunjukkanbahwasiswa-siswikelas10SMAN21
Medanmempunyaikemampuanyang baikdalammenggunakansimplepasttense dalamkalimatbahasaInggris.
ABSTRACT
Thethesis entitledANANALYSIS ONSENIOR HIGHSCHOOLSTUDENTS’
ABILITY TO USE SIMPLE PAST TENSE: A CASE STUDY ON THE TENTH YEAR STUDENTS OF SMAN 21 MEDAN.The objectiveof this researchisTofindouttowhatextentthetenthyearstudentsofSMAN21Medan
abletousesimplepasttense.Therearesevenclassesaltogetherandeachclass
consistof40students.So,thereare280studentsofthetenthyear.Therefore,the numberof thestudents whowillbetherespondents are7 classes x10students/each class=70students.Itmeansthatthepercentageofthesample is25%.Inwriting this thesis,Thewriterusesa methodofresearch,namely: descriptivequalitative.In collectingdata,Thewriterusesdescriptivequalitativemethodbygivingthestudents
awrittentestinthemultiple-choiceformandcompletiontestonsimplepasttense.
Fromthisresearch,thepercentageofstudents’ability inusingsimplepasttense, it showsthat49students(70% oftherespondents)haveverygoodability,15students (21,4%
oftherespondents)havegoodability,3students(4,3% of the
respondents)haveaverageability,and3 students(4,3% oftherespondents)have
poorabilityand there isno of therespondentsthatshowsin verypoor ability.
CHAPTERI
INTRODUCTION
1.1 Backgroundof theStudy
Languageisthebestmeansofcommunicationtointeractamongpeopleand
tocreateagoodrelationshipbetweentheminsociety.Withoutlanguage,theywill notableto
expressand share theirideas, thoughts,feelings,stories,experiences,etc that
isreallyneeded to build agood relationship in life.
Inthisworld,everycountry hasitsownlanguageorlanguages.But,they
cannotusetheirownlanguagesiftheyareincountrywheretheirlanguageisnot understood.
For example, generally Indonesian people cannot use Indonesian languagewhenthey
areinGermanorothercountriesthatdonotunderstand
Indonesianlanguage.Theyshouldusealanguagethatisunderstoodbyeach.Itis English.
English is an internationallanguagethatis used as astandard languagein
internationallevel.Therefore,inordertocreatearelationshipinternationally,they have to
use English.
InIndonesia,EnglishhasbeenlearntfromKindergarten,Primary School, Junior
HighSchool, Senior High School, until University. However, stillmany
peoplewhohavenotbeen able touseEnglishbecauseEnglishissodifficult to be learnt
andunderstood.Oneofthedifficultpartstobelearntisgrammarbecauseit creates
somewordsto becomeagood sentence, paragraph, etc.
If we talk aboutgrammar, we can notbeseparate itfrom tenses. In thisthesis,
SMAN21Medan,Thewriterwantstomakesurestudents’ability tousesimplepast
tense.That’swhythewriterwantstodescribeandanalyzethestudents’abilityin using
simplepasttenseatSMAN21Medan.Thestudentshavestudiedsimplepast tensein
Englishsubjectwhich istwiceaweekfor each classand the time2x 40
minutesforonemeeting wasallotted.Furthermore, thewriterneedsfurther some
evaluation of thegravityfrom each typeof abilityin a communicativeor pedagogical
pointofview.Thewriterchoosesthisschoolaslocationof theresearch becausethe termsof
accessibilityand thesameresearchsarenever conducted there.
1.2 Problem of theAnalysis
Basedonthedescription above,theproblemsofthisresearcharestated in the
formof questions:
a.TowhatextentthetenthyearstudentsinSMAN21Medanareabletouse
simplepasttense?
b.Whatarethecausesforstudentswhoobtainedlowestscorefornotbeen able to
usesimplepast tense?
1.3 Objectiveof theAnalysis
Theobjectiveof thisresearchare:
a. To find outto what extentthetenth year studentsof SMAN21 Medan able to
usesimplepast tensein sentencesthatincludestheir score.
b.Tofindoutthecausesforstudentswhoobtainedlowestscorefornotbeen able to
1.4 Scopeof theAnalysis
ThescopeofthisanalysisisontheabilityofthestudentsofSMAN21
Medan in usingsimplepast tense.In aresearch, it isveryimportant to limit thescope
ofanalysistogettherelevantdata.Itwillbebetterby limitingtheanalysisintothe abillity
ofusingtenses.TensesareoneoftheimportantpartswhenweuseEnglish languageorallyor
in writing.
1.5 Significanceof theAnalysis
Thisresearchisastudy onstudents’ability inusingsimplepasttense.Ithas
muchpositivesignificancenotonlyforthestudents,but alsoforthe Englishteachers intheir
attemptstoimprovetheirteaching andlearning techniquesofEnglish grammar,especially
simplepasttense.Specifically,thesignificanceofthisresearch arestated asfollow:
a.Itis expected thattheresultof this research canprovidesomevaluableand
usefulinformationaboutthestudents’ability inusingsimplepasttenseforthe English
teachers so thattheteachers can motivatetheirstudents to improvetheir abilityin
usingsimplepast tense.
b.Itisalsoexpectedthatthethesis canbeareferenceforotherresearchers who are
CHAPTER II
REVIEW OFLITERATURE
2.1 RelatedStudies
Previousstudiesareneededto helpthewriter in completing thethesis.Some of
theprevious studiesare:
Prambandarie(2008)inherthesis entitledAnAnalysisOnPrimarySchool Students’
AbilityTo Use Personal Pronouns: ACaseStudyOn TheSixth Year
StudentsOfSDNNO.101878 Tg.Morawa,concludesthat thisstudyismainlyaimed
atdescribingthestudents’ability tousepersonalpronouns.Thestudentswhohave very
goodabilityinusing personalpronounsassubject are11students(36,7% outof
30respondents),9students(30%outof30respondents)havegoodability inusing
personalpronouns as subject.6students (20%outof30respondents)haveaverageability
inusingpersonalpronounsassubject,4students(13,3%outof30 respondents) havepoor
abilityin usingpersonalpronounsas subject.
Batubara(2009)inherthesisentitledAnErrorAnalysisofAuxiliaryVerbs Madeby
the2006/2007 Ninth GradeStudentsofMadrasahTsanawiyahAl-Ullum
Medan,concludesthatthemosterrormadeby studentsistheusingofdo(36,26%),
theusingof be(32,90%), and an errorin usinghave(30,84%).
Pujiasi(2010)in her thesisentitledThe ErrorsofUnityandCoherence in Writing
English ParagraphMadebyTheSixthSemester Students ofD-3 English
StudyProgramofUSU,concludesthat theerrorsare appearedespeciallyinusing the
Napitupulu(2010)inherthesisentitledAnErrorofUsingAdverbsbythe
EleventhYearStudentsofSMANegeri7Medan.Basedonherresearch,thereare
someerrorswhichmadeby studentsomission(21,12%),misinformation(25,35%),
misordering(23,94%),and overgeneralization (29,57%).
Rukiah(2011)inherthesisentitledAn ErrorAnalysisInUsingPassiveVoice Made
ByEleventh YearStudents OfMAN 1 Panyabungan, concludesthat theprocess
ofteaching andlearning EnglishPassiveVoiceinMAN1Panyabunganisgood enough, but
itneedsto be improved to decrease thenumber of errorsin using passive
voicewhichmadebythestudents.Shefindsthemosterrormadeby studentsin
simplefuturetense(27,75%),simplepasttense(26,59%),andthe lastissimple present
tense(20,23%).
Achirani(2011)inherthesis entitledAnError Analysis ofUsingPresent Tense
Made by Students of Second Year Junior High School of Madrasah
TsanawiyahAl-Washliyah16Perbaungan,concludesthatthemosterror madeby studentsinpresentperfect
continous(93,27%),simple present(75,74%).Present Perfect(69,28%),and
presentcontinous(61,71%).
Djayanti(2012) in her thesis An Error Analysis Of The Use Of Simple
SentenceMadebyTheNinthGradeStudents ofSMPNegri2 Pancur Batu,concludes
thatsomany problemswhichmadeby ninthgradestudentsofSMPNegri2Pancur
Batu.Shefindsoutthemosterrormadebystudentsisformationerrors,involves: preposition,
conjunction, noun, adverb, adjective, gerund, modals, be, article,
pronoun,anddeterminer(48,52%),arrangingerrors,involves:misorderingofverb
phraseandmisorderingofnounphrase(19,95%),deductionerrors,involves:-ing,
and be (25,15%), adding errors, involves:determiner, plural maker (s/es), -ing,
modal,be,possesivemaker, verb,preposition,pronoun, adjective,article,noun, third
personsingularverbmaker(11,39%).So, theconclusionistheabilityinusing simple
sentencesof studentsin SMPnegeri2 Pancur Batu isnotgood.
2.2 GeneralConceptof TheSimple Past Tense
2.2.1 TheUnderstandingof Tense
Many Learnershaveconsiderabledifficulty withEnglishtensesystem.As
with,otherareasofthegrammar,difficultiesmayarisefromthenatureofthesystem itself or
fromdifferencebetweenEnglish and thelearners’ mothertongue.
AccordingtoLyons’ideathattheterm‘tense’isderiviedfromthelatinword
‘tempus’meaning‘time’.Itmeansthattraditionally thetenseisdefinedintermof
time.ItisinlinewithSidneyGreenbaumwhodefinedthetenseasagrammatical category
thatisrealizedby verbinflection.Meanwhile,A.SHornbysaidthattense
referstoanaction,activity orstatemay occurinpast,presentorfuture.Hence,there are
threetensesin language, present, pastand future. Regardingthosedefinitions, the word
‘tense’ standsfor averb formor seriesof verbsused to expressa timerelation.
SinceEnglishhasnofutureinflectedformoftheverb,SidneyGreenbaum
claimedthatEnglishhastwotense:thepresentandthepast.Thesituationdescribed
inthepresent tenseisrelatedassimultaneouswiththemomentofspeaking,the situation
describedin thepast asrelates subsequent to the momentof speaking.
Here,thewriter concludedthattenseis agrammaticalcategory, typically marked
2.2.2 TheUnderstandingofSimple PastTense
Englishinsistsonmarking everyfiniteverbgroupforabsolutetense,whether or
notthe time orientation would be clear without it. Many other languages, however,
often do not require such marking of the verb group where the time
locationiseitherunimportantorisclearfromthecontext.Thismay partly explain why
somelearnersofEnglishtend,forexample,tousepasttenseswhenwriting narratives.
AccordingtoWeiner,thesimplepasttensedescribesanactionorsituation
thatbeganand ended in thepast. Inaddition,Hallstatedthatsimplepasttense
indicatesapastaction thatoccured atadefinitetimeinthepast,whetherthattimeis
statedornot.ItisinlinewithA.JThomsonandA.VMartinetwhodefinedthe simplepasttense
astheactioncompletedin thepastaatdefinitetime.
Fromthoseseveralstatementabove,the writerconcludedthatthesimplepast tenseis
used to express adefiniteeventin thepast.Simplepasttenseis alsoused if the
eventhappened completelyin thepasteven the time isnotmentioned.
2.2.3 Definitionof Simple Past Tense
Azar(1941:32)saysthatthesimplepasttenseisusedtotalkaboutactivities
orsituationsthatbeganand ended ataparticulartime in thepast(e.g.,yesterday,last night,
two daysago, in 1990).
AccordingtoManurung(2007:107), “Thesimplepast tense isused to express
pastactionwhenadefinitepointoftimeinthepastis given,apasthabit,andin
Woods(2010:30)saysthatthesimplepasttensetellsaboutwhathappened before
thepresenttime.
HarligandReynolds(1995:114-116)haveidentifiedthedifficultiesdealing
withtheuseofsimplepasttenseanditsrelationshiptolexicalaspect.Theirstudy
indicatesthatnonnativelearnersofEnglishhaveastrongconceptofthepresent tensewhen
dealingwith adverbsof frequency.
2.3 Form ofSimple Past Tense
AccordingtoMcGraw,thesimplepasttenseisclassifiedintotwotypes.
Theyarethesimpleinregularverbandthesimplepastinirregularverbincluding past tenseof
the verb be. The formulaof each type consists of three parts: affirmative, negative and
interrogative.
2.3.1 Simplepast tense inregularverb
Thefirsttypeofthesimplepasttenseinregularverbformusestheformula
asfollowing:
S+ V2 +O+Adverb
For Examples:
1. Shehelped hermother in thekitchen thismorning
2. The children playedgameslastnight
3. We listened tothe music after dinner
According totheexamplesabove,theformisusedforallsubjectsboth
singularandplural.Allregularverbstakean–edending inthepasttense.Moreover, there
Meanwhile, thenegativeformulaof simplepast tenseasfollowing:
S+Didnot +V1 +O+Adverb
For examples:
Her roommatedid notorder apizza lastnight
Wedid not live in an apartmentlastyear
Myfamilydid notown a computer untilrecently
Basedontheexamplesabove, it canbeseenthat theverbin thesentenceis returned
tothesimpleform. Then, theusedidnotisbeforethesimpleformofthe main verb.
Thecontraction for did notisdidn’t.
Inaddition,theotherformofsimplepasttenseisinterrogativebyusingthe
formula:
Did/Didn’t +S+V1 +O+Adverb
For examples:
1. Didyou move to anewhouse lastyear ?
2. Didyour mother cook lastnight?
3. Didn’tyou studyEnglish lastnight?
Theexamplesaboveshowthatthemainverbinthequestionisalsoreturned to
2.3.2 Simplepast tense inirregularVerbs
Many verbshaveirregularpastforms.Thesedonottakean–edending inthe
pastform. Then, theverbsthathave irregular past tenseformfollowthenamepattern
inaffirmative,negativeandinterrogativeasregularverb.Hereistheexample of irregular
verb asfollowing:
SimpleForm Simple Past Tense Simple Form Simple Past Tense
Arise Arose flee Fled
Broadcast Broadcast hit hit
Come came leave left
Cost Cost lend lent
Creep Crept let let
Cut Cut lie lay
Deal Dealt light lit/lighted
Dig dug lost lost
Do Did make made
Draw Drew mean meant
Drink Drank meet met
Drive Drove overcome overcame
Slide Slid thrust thrust
Slit Slit understand understood
Speak Spoke upset upset
Spend Spent wake woke/waked
Spin Spun wear wore
Split Split weave wove
Spread Spread wind wound
Spring Sprang write wrote
Basedon theexamples above, theverbbeis theexceptionof irregularverb.
Thisirregularverbisuseddifferently thanotheriregularverbinaffimative,negative and
interrogative.
Hereisthepatternofsimplepasttenseofverbbeasfollowingfor the
affirmativeform theformula asfollow:
S+Was/Were+ Substantive(Adverbialofphrase) + ...
For example:
1. Mario wasathomelastnight
2. Ratnawasastewardessoneyear ago
3. Somestudents were absentlastSunday
Allthoseactionsareinthepast,andTheyareallfinished;they donotcarry over into
thepresent.Two of themaresingular noun (Mario and Ratna);oneof them ispluralnoun
(somestudents) used.
Next, here istheformulaof thenegativeformof simplepast tensein irregular
verb.
For example:
1. Iwasnot in myroom lastnight
2. Wewerenothungryfor dinneryesterday
Thelastformofsimplepasttenseinirregularverbisinterrogativeform,here
istheformula:
Was/Were+S+ Substantive(Adverbialofphrase) +...
Was/Were+ Not +S+Substantive( Adverbialofphrrase) +...
For example:
1.Was Mario athomelastnight?
2. Were Theyin thefarrewellpartylastnight?
3. Wasn’t thedogfed thisafternoon ?
4. Weren’t thosesofasexpensive?
TheexamplesaboveshowthattheuseofwasisusedforthepronounsI,He,
She,It,ThisandThat,howeverthebeof wereisusedforpronounsuchas:You,We,
, theseand Those.So, theuseof wasisonlyused for thesingular noun and theuseof
wereisonlyforthepluralnoun.Furthermore,thenegativestatementusesnotafter
theverbbeinthesentence.Meanwhile,thecontractionforwasnotiswasn’t,the
contractionforwerenotis weren’t.Theconctractionis usedtotomakethesentence easier in
2.3.3 Spelling Rulesfor–edEndings
Ending Rule Example
-y Iftheformofaverbendsin–yafter
aconsonant,changethe–yto–iand add –
ed.
carry/carried
marry/married
study/studied
try/tried
Vowel + Consonant inOne-syllableVeb
Ifthesimpleformofaone-syllable
verbends inoneconsonantaftea
vowel,doublethelast consonant
(exceptx) andadd –ed.
Note:Theletterswandyattheend
ofwords arevowels,notconsonants. Do
notDouble them.
knit/knitted
Stressed syllable Ifthesimpleformofaverbendsin
an accented (stressed) syllable,
follow the preceding rule for one final
consonant after onevowel.
occur/occured
permit/permitted
prefer/preferred
submit/submitted
-e If thesimpleformofaverb endsin
–e, add only–d.
tie/tied
like/liked
Allotherverbs Add –edtothesimpleformofall other regular verbs.
ask/asked
belong/belonged
need/needed
2.4 Ability
2.4.1 Definitionsof Ability
AccordingtheOxfordDictionary,“Ability ispossessionofthemeansorskill
todosomething.”Itmeansthatsomebody/somethingwhohasabilityisabletodo
something.Someonemeasuredorassessedthatshe/hecould dosomething withthe
abilityshe/hehas.Ifsomeonehasability thenshe/heisconsideredtobedoing something
witheffectiveoritscontrary.Suchthing canbeobtainedby way of learningand
practicingcontinuously.
AccordingtoRobbin(2007:58)capabilityconsistsoftwofactors,namely:
1.Intellectualability thattheskillsneededtoperformavarietyofmentalactivity- thinking,
reasoningand problemsolving.
2.Physicalabilityistheabilitytoperformtasksthatrequirestamina,skill,strength, and
similar characteristics.
Carroll(1993) an influentalpsychologistin thefield of educationallinguistics
divided thefour abilitycomponentsasfollows:
1. Phonetic codingabilityisabilityto perceive distinct sounds, associate a
symbolwith thatsound and retain thatassociation.
2. Grammaticalmemoryisabilitytorecognizethegrammaticalfunctionofa lexical
element(word,phrase,etc) inasentencewithoutexplicittraining in grammar.
3. Associativememoryisabilitytolearnassociationsbetweenwordsinforeign
4. Inductivelearningabilityisabilitytoinferorinducerulesgoverningthe structureof
alanguage.
2.4.2 FactorsofAbility
AccordingtoEllis(1985),thereareseveralfactorswhichmayaffectaperson's abilityin
learningaforeign language:
1. PersonalFactorsaredivided intothreeheadingsasfollows:
a) Group dynamics
Differencesinability/levelofdifferentstudentsin understanding aforeign
languagecausecompetitivenessamong students.Thiscompetitionencourages
studentstobe able tomaster aforeignlanguagewithactivelearning intheclassroom or
even suppressthestudentsasenseof mistrustin studyingaforeign language.
b) Attitudesto theteacher andcourse material
Theroleof the teacher intheclassinapplicating the teaching styletothe
studentandteachingmaterialsareusedbystudentsalsoaffectstudents'abilityto
learnaforeignlanguage.Mostly studentpreferusetheirownlearningpathssuch as
student-studentinteractionintheclassordemocraticteaching style.Studentsalso prefer
useavarietyof materialsthana coursebook.
c) Individual learningtechniques
Somestudentspushthemselvestobeabletouseaforeignlanguageby using
theirownlearningtechniquessuchaspreparingandmemorizingvocabulary lists
vocabularyfromparagraphthatusuallyusedincontext,andpracticingvocabulary
meansusevocabularyin asentence,conversation, playing games, etc.
2. GeneralFactorsdivideinto :
a) Age
Ellissays,“...children arebetter languagelearnersthanadults.”Itmeans that
theleveloflanguageacquisitionatchildhoodbetterthanadulthood.Becausethe
moreweolder themorewelackof ability inlanguagelearning. Althoughthereare adults
who are able tolearn the language, and theywho hasthereach higher levelsof
proficiency.
b) Intelligence andaptitude
Intelligence and aptitudeinfluence the abilityin learningL2.Learner who has
highlevelinintelligenceandaptitudeis abletounderstandtheusingofL2rapidly especially
informalteachingmethodinsomeskillssuchasreadingcomprehension, dictation, and
freewritingbut much lessof in naturalisticSLA.
c) Cognitivestyle
Cognitivestyleisatermtousethe mannerinwhichpeopleperceive,
conceptualize,organize,andrecallinformation.Ittalkabouttheprocessinreceiving
theinformation(understanding ofSLA).Howthelearnersable tounderstandthe foreign
language and usepracticallysuchasin communication andtesting.
d) Attitude and Motivation
striving foragoal.Ifthelearnershavemoreor lessmotivationin learningL2,itwill
beshownintheirattitude.GardnerandLambertdividemotivationintointegrative
andinstumental.Integrativemotivationoccursforlearnerwhowant tomaintain their
mothertonguewhentheylearnaL2.ItmeanstheynaturallylearnL2forhaving
knowledge.Instrumentalmotivationoccursforlearnerswhowant tolearningL2for
functionalsuchaspassinganexamination,furtheringcareeropportunities or
facilitatingstudyof other subject.
e) Personality
Personalityrefersto personal traits. In pshycology, personalitydivideinto :
- Extroversion andIntroversion :Extrovert learn L2 rapidlythan introvert
becausethey havemorecontactwithothers.Themorewehavecontactwith
otherindividual,themorewecanuse languagepractically andbecome habitual.
- Socialskills:AccordingtoStrong(1983)therearesevensocialstylesbut only
‘talkativeness’andresponsiveness’whichmoreeasy inlearningL2 rapidlybecause
theyhave interactwith othersin using L2 practically.
- Inhibition:InhibitionisnegativefactorstatedbyGuiora(1972a;1972b).It
determinethewayofthelearnersintakingriskwhilelearningL2andturn leadsto
2.5 Test
2.5.1 Definitionsof Test
AccordingtoEllis(1985:112),thepurposeof testistomeasuretheabilities
oflearnerstodiscriminatethemeaningfulsoundsoflanguage,toassociatesounds
withwrittensymbols, and to identify thegrammaticalregularities ofalanguage.
Throughthetest,studentscanknowhowgoodtheirability inlearningforeign
languages,especially inunderstandinggrammarofconditionalsentencesinorderto
studentscan improvetheir performance tobecomeexpert.
According toU.SCongress,“A testisanobjectiveandstandardizedmethod for
estimatingbehavior, based on asampleof thatbehavior.”
McNamara(1949:196)states,“....thetesttakerisunderstoodasasocial
beingwhosesubjectivity isafunctionofsubjectpositionsrealizedinthetestitself.
Fromthisperspective,testsbecometechnologiesofsubjectivity.Theact as
mechanismbothforthedefinitionofsubjectpositions andfor therecognitionof
subjects.Testscreatethe identitiesthattheymeasure.”Testing needtobecarriedout
asevidenceofstudentlearningoutcomes inschools.Thetesttakersperformteststo
examineanddeterminetheextenttowhichthestudenthastheability tounderstand
grammarofconditionalsentences.Thetestwillproducetheidentity ofthetested
2.5.2 Kindof Test
AccordingtoLado (1961:32), there are5 typeof testsasfollows:
1. Translation
Translationtestistheway examineesintestingtheskilloftransfermeaning fromone
language to another language. Examinees willbegiven a text in theformof
paragraphsandthenparticipantsshouldtranslate thesourcelanguageintothe target
languageorthetargetlanguageintothesourcelanguage.Translationtestareused to measure
general achievement in foreign language courses, as a measure of proficiency
todetermineentranceinschoolthatrequireaforeignlanguage.A
translationtestisavalidtestofabilitytotranslate.Inscoringatranslationcanbe
madeobjective if thosepeople trustthe translation test asthebest testingdevice.
2. Essay
Essay orcompositiontestarequestionsthatrequirestudentstoanswerinthe
formofdescribing,explaining,discussing,comparing,giving reasons,andother
similarformsinaccordancewiththedemandsofthequestionbyusingwordsand
languageitself. Examinees willbegivenafew questions thatcontain answer
questionsortasksthatmustbedoneinawaytoexpressideasinanarrativetest
participants.Characteristicof thetestdescription is theanswer to thatquestion is not
provided by thepeoplewhoconstructitems,butsuppliedby thetestexaminees. examinees
arefree to answer test questions. Each participanttests can select,
connect,andorconveyideasusinghisownwords.Essayuseasatestoftheability to write
3. Dictation
Dictationistypeoftestwheretheexaminerdictatestextand examinees rewrite
thetextreadout.Participantswillbeasked tohearthen rewritewhatwillbe
readbytheexaminer.Examinerswillreadoutthesentencebysentencetogivea
breaktotheexamineesinrewritingthetextthatwasread.Thereadingmaterialis usually
intheformofanarrativetext.Inthistest,participantspractiseslisteningand writing skills
such as letter formation to spelling, punctuation and lay-out, vocabulary, syntax, and
grammar.
4. ObjectiveTests
Objectivetestsisoneofthetypesofteststhatconsist ofquestionsthat canbe
answered bytheexamineesby selecting oneormoreofseveralpossibleanswersthat
havebeenattached totherespectiveitems,or by wayofwritetheanswerintheform
ofwordsinplaceorspacethathasbeenprovidedforeachitemconcerned.Objective testis
alsoknown as shortanswer test,yes-no testandnew typetest.Objectivetest
cantestinashorttimetheentirerangeofthesoundsystemofalanguage,orthe
majorgrammaticalpatterns,orrepresentativesampleof thevocabularytaughtduring
awholeyear or severalyear. Theycan scoredeasily.
Ingeneral theobjective testscan bedivided into six kinds, namely:
a.Completiontest: Completiontestistypeoftestthataskstudentto complete/fill
thetest.Completiontestconsistsofsentencesthat thepartshad
beenremoved(already eliminated).Itwasreplacedby dots(....).Thepoints
shouldbefilledorcompletedorperfectedby examineesandtheanswer (which
b. Shortanswer: Theshortanswertestistypeoftestwhichisgivenquestions thatcanbe answeredin theformof statementswith asingleword,aphrase,a
number or aformula.
c. True-false:True-falsetestisoneformoftestthatgivesthequestionsinthe formofastatement(statement),thereis atruestatementandfalsestatement. Then
examinees wereasked todeterminewhether thestatementis trueor false.
d.Multiplechoice: Multiplechoicetest isatestthatconsistsofpartof information, parts of the possible answers or alternatives and one right answer
amongpossible answer.
e. Matching:matchingtestisatesttoadjustortesttomatchaseriesof questions
andaseries ofanswers.Examinees asktofindandputanswers are
alreadyavailable, so itisappropriateor suitableor aspouseof thequestion.
f. Rearrangementexercise:Rearrangementtest isatest intheformof aseries ofcompletesentencesandcorrect, thendivorcedirregularly,sothatthe
originalformunrecognizable,examineesareaskedtorearrangethesentence in
accordancewith the correctsequence..
In testing student'sability,therearetwo waysthatcan beused to obtain the
dataofstudentlearningoutcomes.Inthisresearch,Thewriteruses twotypesoftest that
2.6 VerbForm
Auxiliary Verb Past
Did
Saw
Ate
Came
2.7 TimeExpressions
Sincethesimplepasttensereferstotheactivity endedinthepast,the
expressionoftimecanbeneglectedfromthepattern.Theexpressionofpasttime specify
thetimeinthepastwhenanactionwascompleted.Herearesomeexample expressionsfor
past time:
Last month
Lastyear
A week ago
Two monthsago
Threeyearsago
Kemarin
Tadimalam
Tadipagi
Kemarin sore
Kemarin lusa
Minggu lalu
Bulan lalu
Tahun lalu
Semingguyanglalu
Duabulan yanglalu
2.8 Diagram of Simple Past Tense
Weuse theSimplePastwhen we talk aboutsomethingwhich started and
CHAPTER III
RESEARCH METHOD
3.1 Locationof theResearch
Thisresearchisconducted atSMAN21Medan, Jln. KramatIndah Medan
Denai.
3.2 Methodof theAnalysis
Inwriting this thesis,Thewriteruses amethodofresearch,namely:
descriptivequalitative.Incollecting data,Thewriterusesdescriptivequalitative
methodbygiving thestudents awritten testin themultiple-choiceformand completion
teston simplepasttense.
Djajasudarma(1993:8)statesthatdescriptivequalitativemethod isa method
thatisusedtodescribethedatasystematicallyandaccurately.Thisresearchdoesnot stoponly
incollectingandexaminingthedata,butalsoanalyzingitinordertogeta conclusionaboutthe
tenthyearstudents’abilityofSMAN21Medaninusingsimple past tense.
3.3 Populationand Sample
Gay (1987:102)says,“Populationisthegoupofinteresttotheresearcher,the
grouptowhichsheorhewouldliketheresultofthestudytobegeneralized.”It means that
The population of this research is the 2014/2015 tenth year students of
SMAN21Medan.Therearesevenclassesaltogetherandeachclassconsistof40
students.So,there are280studentsofthe tenthyear.Realizing that thenumbersare
greatenoughandThewriterwillfacesomedifficulties,especially theenergy,time,
andfund,so Thewritersets 25%of themfromeach class tobecometherespondents so that
theconclusion ofthattest isaccurate.
Arikunto (1993:109) says. “A sampleis a limited number of elements
selectedfromapopulationtoberepresentativeofthatpopulation”.Itmeans thatnot all
thepopulation toberespondents.So, thewholeoftherespondentsin thisresearch
are70students.Itis25%.ThereasonfortakingthisnumberbasedonArikunto’s
idea(1993:120)saysthatifthepopulationconsistsofalargenumber(morethan
100),thesamplecanbetakenfrom10%-15%or20%- 25%ormore,itdependson
theabilityoftheresearcherbyconsideringtheirenergy,time,andfunds.Itmeans that
thepercentageof thesample is70 x 100% =25%
280
Basedonthequotation above,thesampleusedtorepresent thepopulation in
thisresearchisadequate.They arenotclassifiedonthebasisoftheirgradeof
intelligence.Therefore,allofthemhavethesameopportunity tobeselectedasthe sample.
Inobtaining thesample,Thewriter usesrandomsampling technique
consideringwhatGay(1987:104)saysthatrandomsamplingisthebestsinglewayto obtain
ResearchPopulation
No Class Numberofstudents
1. X-1 40
2. X-2 40
3. X-3 40
4. X-4 40
5. X-5 40
6. X-6 40
7. X-7 40
Total 280
3.4 A CaseStudy
IqbalHasan(2002:15)says,“Acasestudy isaresearchonthestatusofthe
studysubjectsrelatedto aspecificphraseor typicalof thewholepersonality.
Thesubjectofresearchmay beindividuals,groups,organizations,and
communities.Inthisstudy,researcherwanttostudy intensivelythebackground,and
environmentalinteractionofsocialunits.Thisstudy emphasizesassessmentofmany
variableson asmallnumber of units.
3.5 InstrumentsofCollecting theData
Theway ofcollectingdataplaysanimportantroleinconductingany kindof
researchsothattheresultofthestudywillbevalid.Inthisresearch,thedataare
collectedbyawrittentestinmultiplechoice formandcompletiontestonsimple
pasttense.Thetestisconductedbygiving50questions.Andthestudentsmust
chooseonecorrectanswer.Afterthat,thewritergaveinterviewtothestudentswho in lowest
Sincethisresearchisdealing withthestudents’ability tousesimplepast
tense,soThewritertakesthewholequestionsfromtheirhandbookthatrelatedto
simplepasttense.
Blue Print of Instrument
Typeof test Numberof test
Numberof eachitem Scoreof eachitem
MultipleChoice 30 1-30 2 point
Completion Test 20 1-20 2 point
3.6 Scoringof theTest
In scoringthe test, Thewriter determinesthe cumulativescoreranging0-100.
Thewriter givestwo pointfor onequestion. And to find out thescoreof thestudents’
answer, Thewriter usesthisfollowingformula:
Which:
X = individualscore
R =number of correctanswers
N =number of questions
X=R X 100
To categorize the levelof thestudents’ abilityin usingsimplepast tense,the
followingscale isused:
Score Category
80-100 VeryGood
60-79 Good
40-59 Average
20-39 Poor
0-19 VeryPoor
(Nurkancana andSumartana, 1986)
Mean scoreof thestudents’ abilityin answeringthe testcan becalculated by
usingthefollowingformula:
Which:
_
X =score
∑X = totalof correctnumber
N =number of respondents
(Gay, 1981: 292)
And thepercentageof theclassification ofthestudents’ abilityin answering the
testcan becalculated byusingthefollowingformula:
Which:
P =percentage
f =number of frequency
r = totalnumbersof respondents
3.7 Purposeof Test
NurkancanaandSumartana(1986:25)statethetestisoneway toholda
researchthatformsataskthatshouldbedoneby studentsoragroupofstudentsin order to
getscore about their behaviour or prestige, that can be compared with score
achievedbyanotherstudentorwithstandadscorethatwasmade.Inthisresearch,
thepurposeofthetestistomeasurethestudents’ability inusingsimplepasttense.
Afteranalyzing theresultofthetest,Thewriterwillseewhatextendtheyareableto
usesimplepasttense.
3.7.1 Administrationof Test
ThetestwillbeheldatSMAN21Medan.Itwillbedoneby thetenthyear
3.8 Criteria of Test
According toLado(1961:30),criteriafor theevaluationof languagetests as
follows:
a. Validity
According toLado(1961:30),“Validity inlanguagetestsdependson the linguistic
contentof the test and on thesituation or techniqueused to test this
content.”and“Validity canbeachievedandverifiedindirectly bycorrelatingthe
scoresonatestwiththoseofanothertestorcriterionwhichisvalid.”Itmeansthat
thequestionsareformulatedinaccordancewiththelevelofexamines' ability to
answerit.Duetothereason,thequestions ofthetestshouldhavecomponents that
testcanbeansweredby examineswhostudy materialaregiven.Inaddition,testsis valid,if
all examineshavetheopportunity todemonstrate theknowledge,skills, and attitude
theyhaveunderstoodthroughthetest.AccordingtoGay(1987:198),“The validity
ofthequestionnaireisprobably notdonemoreoftenbecauseitisnoteasy
andrequiresmuchadditional timeand effort.However,theappropriatevalidation
procedureforagiven questionnairewilldepend upon thenatureof theinstrument”.
Based on thequotation aboveand also theexplanation about
thetestbefore,Thewriterconsidersthatthetestisvalid.Inthisresearch,Thewriterpreparesthe
testwhichisnot toodifficult andnottoo easy.Thewritersetsthe testbasedon the
curriculum.The test that wasgivenforthe2014yearsstudentsofSMAN21Medan
hasthecontentofvalidity becausethequestionsofthetestarefromtheirhandbook.
Inadditional,Thewriterusesthefacevalidity inwhichthestudentsunderstandand
b.Reliabilityof Test
Reliability isone of the characteristics of good test. It refersto the
consictencyofthemeasurement.NurkancanaandSumaratana(1986:131)state, “The
reliability ofatestistheextendtowhichitgivesconsistentresultwhenappliedby different
peopleorondifferentoccasions”.Itmeans thatifthescoresofthestudents
arestableapplyingitbydifferentpeopleorondifferentoccasionsthenthetestis reliable.
But,if the score tends to fluctuate too much, the test is unreliable. Reliability
isoneofthecharacteristicsofgoodtest.Itreferstotheconsistencyofthe measurement. Lado
(1961:31) says, “Reliability is measured by a correlation between
thescoresofthesamesetofstudentsontwoconsecutiveadministrationsof
thetest.”Itmeansthat ifthescoresofthestudentsarestableapplying itby different
peopleorondifferentoccasionsthenthetestisreliable.But,ifthescoretendsto fluctuate
toomuch, thetest isunreliable.
Inthisresearch,Thewriterhastreated the2014/2015tenthyearstudents
equally.Thewriterpreparedfiftyquestionsandforeachitemwouldbegiventwo
point.So,everystudentwillgetscoreasshe/hecould.Thewriterexaminedtheir
answer-sheetsinthesameway.Thewriterwillusethefollowingformulasuggested
byKuder – Richarson:
(KR)r= �
���−
[
�−
� (��−��)
��.���
]
Which:
r =reliabilityof the instrument k
=number of questions
M = mean ofthetestscore
c. Scorability
Scorabilityinanassessmentisthemostbasicthingastodeterminewhether
anassessmentisvalid.Thismeansthatwhetheragiventestscoreslateron can be accurately
sothattheresultsobtainedarevalid.Intheassessmenttest,anexaminer
shouldbecarefulintermsofscorabilities,becauseitisonethatissensitiveofthe
assessmenttestisscoring.AccordingtoLado(1961:31),“Objectivetestsareeasy to
score.”Itiscausedbytheassessmentcanbemadeobjectivelybyeliminatingthe
personalopinionoftheexaminer.Ifatestgetssteadily assessmentresults,withthe
sameresult,doesnot changeevenif theassessmentwastobyperformed bydifferent
examiners, thetest isvalid.
d. Economy
Lado(1961:31)saidthatifthe testmeasurewhatwewantitinareasonable
timeconsidering thetesting situation,itwillbepracticalandeconomical.Itmeans
thatagiventestshould haveareasonable time, not toofastand not toolong.Thetest
shouldprovidesufficientinformationin accordancewith thetime that isgivenin order to
thetestresultsareobtained asexpected.
e. Administrability
Lado(1961:32)states,“Canthe testbegivenundertheconditionthatprevail
andbythepersonnelthatisavalaible?Thatis,ifwedonothavearecordplayer,a testonrecord
cannotbeadministered.”Itmeansthatthetestshouldhavethe instruments which held bythe
3.9 ResearchProcedures
Theproceduresof collectingdataof thisresearchare asfollow:
a. Firstday,thewriterbroughtinvestigationletterto theheadmasterwith theaimat
askingor permission to do searchat theschool.
b. Secondday,thewriterdidsurveytoconditionclassandintroduceherself tothe
studentsandallatoncetogivesomeexplanationaboutthewriter’saimtocomeat theschool.
c.Thirdday,thewritergavethetesttothestudentsandexplainhowtodoit.The
timefordoingthetestis60minutes.Afterthepreparedtimehasbeenover,Thewriter
collectstheanswer-sheet.
CHAPTER IV
ANALYSISANDFINDINGS
4.1 Data Analysis
This investigationuses thedescriptivequalitativemethod.Thedatathatthe
writercollectedfrom theresultofthe student’stest.Todeterminewhetherthe
studentsareregardedsuccessful,atleast75%mustgetscoreof60ormore(Very
GoodandGood).Butiflessthan75%ofthestudentsreceivethisscore,theyare considered to
havefailed.
Toobtaintheinformationconcernwiththeabilityofthestudents,thestudy
determinesatableof percentagescale andqualification asfollows:
Score Category
80-100 VeryGood
60-79 Good
40-59 Average
20-39 Poor
0-19 VeryPoor
(Nurkancana andSumartana, 1986)
For thepurpose, thewriterneeds totabulatethescores of eachstudentfirstly.
Whiletabulatingtherawscoresofeach student,thewriterwritesdownthecorrect
answerwiththeirscoresinusing simplepast tense in the multiple choice and
andpercentagesofstudents’scores,meanscoresandinterview.Thesefindingsare
elaboratedasfollows:
TABULATIONOFTHE SCORE
No Name Correct answerfor multiple choice(I)
34. RanggaS Putra 11 16 27 54
Accordingtothetabulationofthescore above,thewritermakesacorrection
andgivesascorebasedonthestandard marking.Beforethewritergivesascore,in
theprocessofdata analysis,thedata arecollectedbyawritten testin multiplechoice
questions.Andthestudentsmustchooseonecorrectanswer.Afterthat,thewriter getstheir
scorealtogether.
THE HIGHEST TOTHE SMALLESTSCORES
36. TresyaPanjaitan 17 18 35 70 4900
simplepasttense is92and thelowestscoreis28,but thetable aboveshowedthat mostof
thestudents got6inaverageandpoor classification. Itis indicated thatthe students
Thewriterfindsthat thehigheststudents’ ability(very good)isintheinterval
scoreof 80-100 and thefrequencyis49while in thegood ability, the intervalscore is
60-79andthefrequencyis15.However,thelowestcategoryability(averageand poor) isin
the intervalof 40-59 and 20-39and thefrequencyof both is6.
AfterThewriterhasfinished making thetabulationoftherawscoresthat can
beachievedby eachstudent,Thewriterfindsoutthestandarddeviationofthetest’s result.
SD=1�{(��.∑X2)−(∑��)2}
N
Which:
SD =standar deviation
∑X = totalof correct answer
N =number of respondents
∑X2 =Quadrateofthe totalscore
So,
SD = 1�{(��.∑X2)−(∑��)2}
N
= 1�{(70.340116)−(4774)2}
= 1√23808120−22791076
70
= 1√1017044
70
= 1(1008,48)
70
= 14,40
= 14 (rounded)
TheCalculation of meanis:
�� = ∑X
N
= 4.774
70
= 68,2
After knowing the Mean and the Standard Deviation, then The writer
calculatedthe coefficientof thereliability:
(KR)r=
Thecalculationaboveshowsthatthereliabilityofthetestis0,88.So,the reliability
ofthetestishigh.ItisbasedonArikunto(1986:93),thestandardof reliabilityis:
0,41 – 0,70 = Thereliabilityis significant
0,00 – 0,40 = Thereliabilityislow
0,71 – 0,90 = Thereliabilityishigh
4.1.1 Interview
After thewriterfoundstudents whoobtained lowestscore, thewriteruses
structureinterview toknowthestudents’difficulties inusingsimplepasttense. The
writeraskedthemabout their lowability inusing simplepasttenseandthereare6
studentsin thelowestscoresin average and poor classification ofability.
Thestudentswhoobtained lowestscoresaidwhythey gotdifficultiesinusing
simplepasttense in studyingEnglish because:
Statements Students’ responses
Do notknowthe irregular verb anymore Strongly Agree
Could not remember the formula of
simplepasttense
Agree
There is a difficultyin using different
subject in usingsimplepast tense
Uncertain
4.2 Findings
Afteranalyzingthedata,thewriter willtabulatetheirgradeandthe
percentage.Afterdecidingthestudents’categoryability,thewriteraccountsthe
meanscore.Themeanscoreofthetestis 68,2.Accordingtothetabulation,means
herebelongstogoodability inusingsimplepasttense.Itcanbeconcludedthatthe resultof
Tofindthe meanscoreofthestudents’abilityinusingsimplepasttense,Thewriter
calculated byusingthisfollowingformula:
�
�
=
∑fx
∑
f
= 4774
70
= 68,2
Thus,themeanscoreofthestudents’abilityis68,2.ItmeansthatTheyhavegood
abilityin using simplepasttense.
The Percentageof theStudents’ Ability in Using Simple Past Tense
Classification Frequency Percentage (%) Levelof Ability Range
Very good 80 -100 49 70
Good 60 – 79 15 21,4
Average 40 – 59 3 4,3
Poor 20 – 39 3 4,3
Verypoor 0 – 19 0 0
Fromthetableabovethepercentageofstudents’abilityinusingsimple
pasttense,itshowsthat49students(70% oftherespondents)haveverygood ability,15students(21,4%of therespondents) havegoodability, 3 students(4,3%of
therespondents)haveaverageability, and3students(4,3%oftherespondents)have
poorabilityand there isno of therespondentsthatshowsin verypoor ability.
THE STUDENTS’ LEVEL OFABILITYINUSINGSIMPLE PAST TENSE
28. ViviSulyastari 16 17 33 66 Good
Thus,themeanscoreofthestudents’abilityis68,2.ItmeansthatThey have
goodability inusingsimplepasttense.So,accordingtothelevelofability andthe
gradespossessesbythe2015tenthyearstudentsofSMAN21Medan,Thewriter statesthat:
• 49students(70%oftherespondents)haveverygoodabilityinusingsimple past
tense.
• 15students(21,4%oftherespondents)havegoodabilityinusingsimplepast tense.
• 3students(4,3% oftherespondents)have averageabilityinusing simplepast tense.
• 3students(4,3%oftherespondents)havepoorabilityinusingsimplepast tense.
Thus,Thewritercansaythattheresultoftheprocessteachingandlearning
CHAPTERV
CONCLUSION AND SUGGESTION
5.1 Conclusion
So,theobjectiveofthisresearchis tofindouttowhatextent thetenthyear
studentsofSMAN21Medanareabletousesimplepasttenseandtofindoutthe causesof
studentsfor notbeen able to usesimplepasttense. Theresultasfollow:
1. The totalscoreof respondentsin usingsimplepast tenseis 4774. It
meansthat the mean score of the whole respondents is 68,2. So, They
havegood abilityin using simplepasttense.
2. Thereare49students(70%oftherespondents)whohaveverygoodability,
15 students(21,4% of therespondents) havegood ability,3students(4,3% of
therespondents)haveaverageability, and3students (4,3%of the respondents)
havepoor ability.
3. The causesof studentsfor notbeen able tousesimplepasttense isthey do
notknowwhatistheformof simplepasttenseandhowtousesimple
pasttense,yet.Theydonotknowtheirregularverbandtheyalsoconfused in the
negativeandquestionformsofthesimplepasttense.Moreover,they
donotunderstandtheexplanationgivenbytheteacherbecausetheypay lessattention
5.2 Suggestion
Thewritersuggests thestudentsafter reading thisresearch,they should
improveandenrichtheirknowledgeaboutsimplepasttensebystudyingwelland doing
theexerciseswhicharedealing withsimplepast tense.Fortheteachers, they should more
REFERENCES
Achirani.2011.An ErrorAnalysisofUsingPresentTenseMadebyStudentsof
SecondYearJuniorHighSchoolof MadrasahTsanawiyahAl- Washliyah
16 Perbaungan. USU.
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RinekaCipta.
Azar,BettySchampfer.1992.FundamentalsofEnglishGrammar.SecondEdition.
New Jersey:PrenticeHall.
Batubara, Intan S. 2009. An ErrorAnalysisof Auxiliary VerbsMadebythe
2006/2007NinthGradeStudentsofMadrasahTsanawiyahAl-Ullum
Medan. USU
Belajarbahasainggrisonline-gratis.blogspot.com Djajasudarma.1993.
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Horby,A.S. 1975. Guide to Pattern andUsage in English. New York:
Lachance, Julie. 2009. Basic English. United Statesof America:McGrawHill.
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Manurung,Heldin. 2007. SimplifiedEnglish Grammar. Jakarta:KesaintBlanc.
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Prambandarie,InggihAyu.2008.AnAnalysisOnPrimarySchoolStudents’Ability
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Rukiah.2012.AnErrorAnalysisInUsingPassiveVoiceMadeByEleventhYear
StudentsOfMAN 1 Panyabungan. USU.
APPENDIX 1
Name : Time: 60minutes
I.ChoosethebestCorrectanswerfrom thefollowing questionsabout“Simple PastTense”withcross(X)it.Ifyouransweriswrongandyouwanttochange it,you shoukd circle(O)your wronganswer.(Pilihlah jawaban yangpaling benar dari pertanyaan-pertanyaan di bawah ini tentang simple past tense dengan menyilangnya (X). Jika jawabanmusalah dan kamu ingin menggantinya,kamu harusmelingkari(O) untukjawabanyang salah.)
Dear:Sarah
Sarah, Iamwritingtoyou just to memorize aboutour holidayinyour citylastyear.
I(1).... so happybeingtherewithyou.We(2).... manytourismobjectslikeParangtritisBeach, Prambanan Temple, and Malioboro. Ireallyenjoyed theplaces. We(3)... manyfoodsand souvenirsthere.We also (4)... thepictures scenery.We(5)... so happyspendingtime together.
Ihopewe can visit there again next time.
1. a. is b. was c. are d. were
Thepupilsofclass10B…(6)aprojectlastweek.Firstthepupils..(7)whatthey
wantedtodo.Thenthey ...(8)informationfrombooksandbrochuresandthey …(9) toalotofpeople.They...(10)someinterestingphotosinthelibrary.Theirteacher
…(11)themwhenthey …(12)her.Thenthey …(13)aposterandavideoand…(14) theother groupsabout their project.
6. a. Did b. do c. does d. doing
14. a. Told b. Tell c. Give d. Gave
15. She....her unclelastnight. a. Meet
b. See c. Met d. Saw
16. Icould notphoneyou becauseI a. is
b. was c. Being d. Were
in hurry.
17. Dannyopened thewindowand thebird . a. die
b. flew c. flying d. death
18. Although itwasadifficultquestion butshe a. answer
b. answered c. Knew d. Knows
correctly.
19.Even thoughIhad a. Tell
b. explained c. Explaining d. Told
20. Whydidn’tyou a. see
b. visited c. Visiting d. saw
21. Itwasdark, so didn’t a. see
b. saw c. Seeing d. ask
clearly, hestill could notunderstand whatImeant.
yourgrandma’shouse?
22. Did You … mea message? a. Sent
b. Send c. Sended d. give
23. TheScientistmixestheformula
a. Did thescientistnotmixedtheformula? b. Didn’t thescientistmix theformula? c. Did not thescientist mixtheformula? d. Doesthescientistnotmixedtheformula?
24. Dina and Dinido agreat job
a. Did Dina and Dinidid agreatjob? b. Did notDina and Dinidoagreat job? c. Did Dina and Dinidoagreat job? d. Does Dina and Dinido agreatjob?
25. IsShe in the class? a. Isn’tShe in the class? b. Wasn’tShe in theClass? c. Weren’tShe intheclass? d. doesn’tShe in theclass?
26. Mr. Oscar....hiscar threedaysago.a. sell
b. sold c. to sell d. sells
27. Shedidn’t....her holidayanywhere. a. spend
b. spending c. spent d. to spend
28. I...averyinterestingshortstory yesterday. a. read
b. reads c. readed d. reading
29. Thatgirl....hereyesterday. a. was
30. ....Theydo their homework lastnight? a. do b.
did c. does d. don’t
II. Completethepassagewiththesimplepast form of theverbsinparentheses. Includeadverbswhenindicated, andpaycarefulattentiontospelling. Thefirst one isdoneasanexample.
The First Born
Lily was
... 10 (hold) herand... 11 (tell) her littlestories
and...12(read)herbooks and...13(sing)her lullabies.
They...14(wake)upinaninstantifthey...15(hear)hercry during
thenight.They...16(write)letters and...17(send)cards tofriends
andrelativesdetailingevery littlethingLily...18(do).Infact,her
parents...19(give)Lily theircompleteattention.That is,untilher sister,
Cathy,... 20 (be) born twoyearslater.
(be) Bob and Dorothy’s first child. When Dorothy ... 1
(become) pregnant,thecoupleimmediately...2(begin)toprepareforthe
baby.They... 3 (go) shopping for babyfurniture and... 4
(buy)toysandplaythings.Dorothy...5(make)little
clothesandblankets.AndwhenbabyLily...6(come)intotheworld,thehappyparents...
...7 (fall) in lovewith their preciouschild. They...8(take) picturesof Baby
KEMENTERIANPENDIDIKANDAN KEBUDAYAAN
UNIVERSITASSUMATERAUTARA
FAKULTASILMU BUDAYA
DEPARTEMENSASTRAINGGRIS
JalanUniversitasNo.19 KampusUSU,Telp.(061)8220840Medan- 20155
Nomor:
0b
IUN5.2.1.7.1.2/PRS/2015 Lamp.Ha1 :IzinPenelitian
Yth.PembantuDekanI Fak:ultasIlmuBudaya Universitas SumateraUtara di
Medan
Denganhormat,kamimohonkepadaBapakPembantuDekanI FakultasIlmuBudaya USU agardapatkiranyamemberikanizinpenelitianuntukmahasiswaSastraInggriske
SMAN21Medan,jalanKramatIndah ISelamboUjungMulaiTgl.16 Maret2015sampai dengan21April2015,dalamrangkapenulisanProposal/Skripsimahasiswatersebut:
Nama NIM
ProgramStudi
JudulProposal/Skripsi
:MariatyASihombing
: 130721017
:SastrtaInggrisEkstensi
:AnAnalysis OnSeniorHightSchool Students' AbilityTo UseSimple Past Tense:ACase Study OnTheTenth YearStudentsOfSMAN21Medan"
PEMERINTAHKOTAMEDAN
DINASPENDIDIKAN
JalanPelitaIVNo.77Telp.(061)6629322MEDAN-20236
Medan, /9 Maret2015
Nomor: 070/3YO.f.PPMP/2015
l,(1111p.
:-1. Berdasarkan surat permohonan dari Dekan·Fakultas Ilmu Budaya Universitas Sumatera
UtaraNomor 652/UN5.2.1.7/PPM/2015 tariggal12Maret2015 perihal
padapokoksuratini,kamisampaikankepadaSaudara:.
Nama NIM Departemen/Prodi
MariatyA.Sihombing
130721017 SastraInggris
JudulPenelitian AnAnalysisOnSenior HighSchool Students' AbilityTo
UseSimplePastTense:ACaseStudyOnTheTenthYear StudentsOfSMAN21Medan
TempatPenelitian : SMANegeri21Medan
2. DiharapkanSaudaradapatmembantunyadenganketentuansebagaiberikut: a. Tidakmenggangguprosesbelajarmengajardisekolah.
b. YangbersangkutanberkoordinasidenganKepalaSekolah.
c. Yangbersangkutan melaporkanhasilnyakeDinasPendidikanKotaMedanc/q BidangPPMPselambat-lambatnyaseminggusetelahselesaikegiatan. d. Suratiniberlakusejaktanggaldikeluarkansampaikegiatandianggapselesai.
3. DemikiandisampaikanataperhatianSaudarakamiucapkanterimakasih.
Tembusan:
I. DekanFak.IlmuBudaya USU 2. Pertinggal
t>- HAN,S.Pd
PEMBINA
