Bekasi)
By
Muhammad Rosid 19914015843
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
iv
Department of English Education, Faculty of Tarbiyah and Teacher Training, UIN Syarif Hidayatullah (State Islamic University). Jakarta, 2016.
v ABSTRACT
Muhammad Rosid, (NIM:19914015843), The Problem In Learning Countable Noun And Uncountable Noun ( A Case Study at the First Year of Junior High School 1 Babelan Kota Bekasi). Skripsi. Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri Syarif Hidayatullah Jakarta, 2016
vi
In the name of Allah, the Beneficient, the Merciful. All praise be to Allah, The Lord of the Universe who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and Blessing be upon Prophet Muhammad SAW, his family, his relatives, and his faihful followers.
In this occasion, the writer would like to dedicate this Skripsi to his late father (Alm. H. Senu) who could not live to see it and gives his grattitude for all cares and loves he poured. He feels also obliged to express his utmost respect and gratitude to her beloved mother (Hj. Endang Suastini) for her valuable support, continous prayers and moral encouragement in motivating the writer to finish his study.
The writer also would like to express her greatest appreciation, honour and gratitude to his advisors Mas'ud Mada, MA., Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., for their advice, guidance, corrections, and suggestions in finishing this
skripsi. He sincerely prays for them – may they always be blessed and be successful in whatever they are going.
His gratitude also goes to:
1. All lectures in English Department of English Education who have taught and educated the writer during his study at UIN Syarif Hidayatullah Jakarta. 2. Dr. Alek, M.pd., as the Head of English Department of English Education. 3. Zaharil Anasy, M.Hum., the Secretary of the Department of English
Education.
4. Prof. Dr. Ahmad Thib Raya, M.A., as a dean of Faculty of Tarbiyah and Teachers Training.
5. All lectures in English Department who had given motivation and support. 6. The principal of SMPN 1 Babelan Kota Bekasi, who had given permission to
vii
7. His academic advisor, Mas'ud Mada, MA., for his memorable advices, guidance, suggestions, and supports.
8. His beloved parents, Bp. Senu and Ibu Endang Suastini for their love and patience, understanding and support in finishing his study.
9. His dear older sister Karyati Rohmah and his dear younger sister Sri Hayati (Best Wishes for your future).
10.His dear friends in English Department who had given a nice memory and wonderful experiences with you all.
11.Staff officers of libraries of UIN Syarif Hidayatullah Jakarta and staff officers of National Libraries Republic Indonesia.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really a pleasure for her to receive critics and suggestions to make this Skripsi better. He also hopes that this Skripsi would be beneficial, particulary for his and for those who are interested in it.
Jakarta, 19 July 2016
viii
APPROVEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI ……….. iii
ABSTRACT ……… iv
ACKNOWLEDGEMENT ……….. vi
TABLE OF CONTENTS ……… vii
LIST OF TABLE ……….... viii
LIST OF APPENDICES ... ix
CHAPTER 1: INTRODUCTION A. Background of the study ……… 1
B. Limitation of the study ……… 4
C. Statement of the problem ……… 4
D. Objective of the study ……… 4
E. Method of the research ……… 4
F. Organization of the Study ……… 4
CHAPTER II: THEORITICAL FRAME WORK A. Nouns ……… 6
Types of nouns ……… 7
a. Common and proper nouns ……… 7
b. Collective nouns ……… 7
c. Material nouns ……… 8
ix
e. Countable and Uncountable noun ……… 8
B. The Problem in teaching countable and uncountable nouns 9 1. Teaching Method ……… 9
2. The teachers’ problem……… 11
3. The students’ problem……… 12
a. Students’ background ……… 12
b. Students’ motivation ……… 13
CHAPTER III : RESEARCH METHODOLOGY AND FINDING A. Object of the Research ……… 16
B. Purpose of the Research ……… 16
C. Place and Time of the Research ……… 16
D. Population and Sample ……… 16
E. Research Instrument ……… 17
F. Data collecting ……… 17
CHAPTER IV :Research Finding And Interpretation A. Data Description ……… 18
B. Data analysis ……… 18
C. Interpretation ……… 28
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ……… 37
B. Suggestion ……… 37
REFERENCES ……… 39
x
Table 2.3 The Table of Nouns That Can be Count and Uncounted …… 9
Table 4.1 The Scores of the Students’ Answer in True or False Test ….. 19
Table 4.2 The Lowest to the Highest Score ………... 22
Table 4.3 The Percentage of the Scores ………... 23
Table 4.4 The Scores of the Students’ answer in Matching Tests ... 24
Table 4.5 The Lowest to the Highest Score ... 26
Table 4.6 The Percentage of the Scores ………... 27
Table 4.7 The Classification of the Scores of the Students …………... 29
Table 4.8 The Students' Answer In True False Test ... 30
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LISTS OF APPENDICES
Appendix 1 The Work Sheet for Students
Appendix 2 The Questionnaire of the Motivation Student’s in Learning English Appendix 3 Answer Key
1 A. Background of the study
English as an internasional language is used to communicate among
people all over the word. It is also used as written text in many books as the source of knowledge to people who need it.
The advance of communication can lead some people to the style of life. And when communication becomes people’s lifestyle, they have demanded by his
or her language ability because a better communication would have never been
occured without any language competence. Therefore teaching English is stressed on mastering the four basic skills: listening, speaking, reading and writting. Besides the four skills,the knowledge of grammar is one of the important factors
that the students should master, in order to be able to listen, speak, read and write correctly.
Education is a process of renewal of the meanings of human experience, and sometimes of a growth for both individuals and groups. These remaks are just as a part for open education as for development of the close mind. Education is a
process by which social of qualitatively different social orders, good and bad, enlightened and dark. 1
Every time that we write or speak, we are faced with a myriad of choices; not only choises in what we say but in how we say it. The vocabulary and
1
2
grammar that we use to communicate are influenced by a number of factors, such as the reason for the communication, the context, the people with whom we are
communicating, and whether we are speaking or writting.2
It is not easy to teach grammar to the students, because there are so many
rules in grammar, which not easy to understand. As Richard Veit stated in his book:
The teacher can still make grammar instructions worthwhile if they adhere to the following general guidelines.
1. Teacher should involve students in discovering grammar. 2. Teacher should make it clear.
3. Teacher should make it fun.
4. Teacher should adapt and supplement the available materials. 5. Teacher should not lose sight of real goals.3
It is reasonable to study language exclusively not only for the purpose of gaining an effective communication but also for a broader knowledge such as
reading literature, science, history, magazine, newspaper or getting the newest information of the advance technology.
English as an international language that is used by many people in the
entire of the world, becomes an essential language subject of educational issues in Indonesia nowdays. Students of elementary school up to collage students of
university should learned it. Through this program they hope to be capable, skillful and fluency in English. As a matter of fact, many young learners face difficulty to understand English as their second language that definitely different
from their mother tongue.
2
Long Man, Grammar of Spoken and Written English, First Edition, (London; 1999), p. 4. 3
To use the language perfectly, one should master the skills in understanding and expressing the language both in oral and written. David Nunan
stated that grammar teaches us how to make use of words; that is to say, it teaches us how to make use of them in the proper manner to be able to choose the words
which ought to be placed, we must be acquainted with certain principles and rules; and these principles and rules constitute what is called grammar.4
As language, English has a lot of aspects, which are different from
Indonesian language such as cultural background, grammatical aspect, the sound system and the vocabulary, all of these become the problems for the students who
want to learn English.
The problem is faced by students of the first year of junior high school 1 Babelan Bekasi, especially a part of grammar, in this case countable and
uncountable nouns. They often make mistakes and find difficulties in identifying countable and uncountable nouns. Uncountable noun is always singular such as “sugars”, “milk” can’t change into “milks”.
Based on the explanation above the writer would like to search a problem under the title: “The Problem in Teaching and Learning Countable and
Uncountable Nouns ( A Case Study in The First Year of Junior High School 1 Babelan Bekasi )”.
4
4
B. The Limitation of the study
In this “skripsi” The writer limits himself to discuss the problem faced by
students in learning nouns (countable and uncountable nouns) and how to solve it.
C. Statement of the problem
To clarify the study, the writer has formulated the problems: “Are there any significant difficulties in learning countable and uncountable nouns? “
D. Objective of the study
Having the subject of the study more specific, the writer focuses this study on “how to solve the problem in learning countable and uncountable nouns?” And
the object of this study was the student at the first years of SMPN 1 Babelan Bekasi.
E. Method of the research
To solve this problem the writing of this skripsi is based on library research that is by reading some books related to the subject and field research:
analyzing test paper, observing lesson plan, making some interviews, take the test instrument of the test form which will be analyzed as a data.
F. Organization of the study
The writer has divided his skripsi into four chapters. Chapter one is introduction. It involves the background of the study, limitation of the study,
Chapter two deals with the theoretical framework. Library study consist of definition of noun and the kinds of noun, teaching method, teachers’ problem, and students’ problem.
Meanwhile in chapter three, talks about the methodology of research and
research finding. The methodology of research consist of object of the research, purpose of the research, place and time of the research, population and sample, and research instrument. While research finding explains of data collecting, data
description, and data interpretation.
In chapter four, the writer make some conclusions and suggestions of what
6
CHAPTER II
THEORETICAL FRAMEWORK A. Noun
All teachers want their students to speak and to write fluently, effectively
and grammatically. It is not easy to teach grammar to the students, because there are so many rules in grammar, which is not easy to understand.
In this section, the writer discusses the meaning of nouns and types of nouns. According to Lid Law in her book that. “Nouns are word that are used to name of person, place or thing”.1
1 A thing may be a real object (head), an idea
(honor), an action (arrival), quality (honesty), animal (cat), condition (sick), or a material (iron).
Table 2.1
The following is table for nouns:
No Person Place Thing Idea
1 William California Table Believe
2 Paula Jakarta Chair Goodness
3 Rita Park Noise Romance
4 Joanne Town Game Honor
5 Father Country Stone Sadness
1
1. Types of Nouns
a. Common and Proper Nouns
There are two classes of noun, proper noun and common noun. A proper noun names a particular person, name of country, or name of thing, and is always
capitalized. A common noun names only one of group of persons, place or things and is not capitalized.2
Table 2.2
The table of common and proper nouns
Common Nouns Proper Nouns
I’ve never seen a queen
They live in a white house
The separate states became united stated
I’ve never seen the queen
They live in the White House
The separate states became the United Stated
b. Collective Nouns
Collective nouns are name of a group of people or things. The words
committee, orchestra, team, and union all the name are group of people. These nouns are collective nouns. The name of people or things brought together, or collected into a group. The examples of collective nouns are: army, crowd, flock,
team, organization, committee, trop, jury, band, group, class, herd, etc.
2
8
c. Material Nouns
Material nouns are nouns, which refer to material or substance for those,
which are made of Salt, air, water, etc.
d. Abstract Nouns
According to Laidlaw, “Abstract nouns name qualities, attributes, or
concept, which have no physical from in themselves”.3 Abstract nouns are nouns referring to a certain circumstances. The example of abstract nouns: pleasure,
beauty, courage, fear, faith, cleverness, wealth, advice, friendship, etc.
e. Countable and Uncountable nouns
As written by Raymond Murphy in his book, “Countable nouns are things we can count”.4
Countable nouns are nouns that can be singular by a, an, or plural by -s, -es in the final. Countable nouns always take the form of singular and
plural. It is also explained by Rachmat Taufiq Hidayat, he said that countable noun included common noun like: apple, table, sheep, ring, etc.5
3
Laidlaw Brother, Composition and Grammar, Steps in learning process, 1985 p. 312.
4
Murphy Raymond, English Grammar in Use, 1985 p. 148.
5
Table 2.3
The table of nouns that can be count and uncounted
Countable Nouns Uncountable Nouns
There are two hairs in my coffee. I don’t have much hair.
There are two lights in our bedroom. Close the curtain there’s too much light
I thought I heard a noise. It’s difficult to work when there is too much noise.
Have you got the paper to read? I want to draw a picture. Have you got some paper?
Our house has seven rooms. Is there room for me to sit here?
We had a great time at the party. Have you get time for a coffee!
B. The Problem in Teaching Countable and Uncountable Nouns 1. Teaching Method
Method is very important in teaching language. The appropriate method used will result good achievement. The teacher usually chooses a good method to
teach.
A method refers to a specific instructional design or system based on a
10
is relatively fixed in time and there is generally little scope for individual interpretation. Method is learned through training.6
The appropriate method for teaching certain material is to attain the objective of teaching. The success of the teaching is determined by the method
depends on the situation. Not all of the teachers use the same method. There are many methods, used in teaching English. The suitability of the method will also depend on the material to be presented. The method is good if it can be used
effectively in conjunction with the material.
There are various methods of teaching a foreign language presented by
William Francis Mackey, namely:
(1) Direct Method, (2) Natural Method, (3) Psychological Method, (4) Phonetic Method, (5) Reading Method, (6) Grammar Method, (7) Translation Method, (8) Grammar Translation Method, (9) Eclectic Method, (10) Unit Method, (11) Language Control Method, (12) Mimicry-Memorization Method, (13) Practice Method-Theory, (14) Cognate Method, (15) Dual Language Method.7
The teacher needs imagination to manage the class; The teacher must have a certain skill of teaching to develop learning process in the class and teacher must
be able to create a particular situation.
6
Jack C.Richards, Approaches and Methods in Language Teaching, (Cambridge University Press, 2001), p. 244.
7
Dan Desberg described that, “our real problem in learning a language is
learning foreign language, the second language. Second language learning means
imposing a second set of habit upon your first set of habit ...”8
2. The Teachers’ Problem
The success of teaching-learning process depends on several factors, the most important of which is the teacher. A teacher must understand how to motivate his students, and he must master the use of instructional devices,
procedures, and material in order to do so. He should, however be aware of their limitations and strengths as motivators. But aside from his function as an
organizer of activities, the teacher more frequently than any other individual occupies the center of the stage as an active disseminator or information, direct of thinking. 9
Discussing this topic is primary connected with the problem of teaching English, as a foreign language, which are generally felt by every teacher of
English not only in our country but also in other country. Those problem steam from the different language system between English and our language. It also said by P.Gurrey in his book: “There is a special difficulty that is not commonly
considered; it is the difficulty of overcoming the barrier of the pupil’s mother learner’s language reactions, and impedes the learning of the new language
because it is so firmly seated as the first language.” 10
8
Dan Desberg, Language Learning Goal, English teaching forum, Vol.1,1963. P. 3.
9
Ibid, p.192
10
12
Each teacher must try to discover how the children in his class are developing and how they learn concepts and skills if he is to select and organize
instructional activities effectively. Teacher must introduce the subject with a question that aroused learner interest. The manner of presentation also was
important. The teacher is the key figure in language course; he/she is the one who sets the tone for learning activities.11
3. The Students' Problem a. The Students' Background
Students are not only being the education object and target but also be the
subject of education. It means the students get involve in teaching-learning activities.12 As the subject of education, the students have right to be active in increasing their activities. Students have the process of development and growth
according to their natural tendency. They need the consistent guidance and direction toward the optimal point of their natural tendency ability.13
As written by Norman Mackenzie in his book," Students characteristic are also important. The knowledge of students bring to the situation may have serious gaps, they may or may not have a mental map of the subject before they begin,
they may or may not be motivated to learn".14
The Students' background also has influences in mastery of English. The
economic backgrounds of the students and poor students have no chance to learn
11
Edward D.Allen & Rebecca M. Valette, Foreign Language & English as a Second Language, (New York: Harcourt Brace Javanovich INC, 1977), p. 3.
12
Abuddin Nata, Filsafat Pendidikan Islam, (Jakarta: Logos, 1997), p. 79.
13
M. Arifin, Filsafat Ilmu Pendidikan Islam, (Jakarta: Bumi Aksara,1991), p. 144
14
or to memorize their lessons at home, because some students have to help their parents. Meanwhile, the wealthy students have more chances to learn English out
of the class activity such as, from television program, radio broadcasting, English magazine, newspaper etc.
b. The Students' Motivation
Most of students want to learn what the school and the teacher want them to learn, and most children have the ability what the teacher asks. But there are
some students who do not want to learn what the schools teach and there are some students who cannot perform the required learning tasks. Furthermore, in some
students motivation for learning is exceedingly low.
Sears and Hilgard indicate that the teacher has a number of choices in connection with motivation. They said, "The significance of motivation for
learning is usually assumed without question. On the one hand, the promise of rewards or the threat of punishment provides means by which the teacher can
keep the pupil at work; on the other hand, interest, curiosity, and self-selected goals keep the learner at work without pressure from the teacher, The teacher has a choice between using specific goads or enlisting self-activating motives, or
perhaps employing some combination of these".15
According to Peters and Burnett, "Identifying problems in education is
easy, but finding right answer is another matter, because the problems are complex and involve controversial issues. Such as maintaining an adequate supply
15
14
of teachers, financing public education and determining what school should accomplish.16
There are two kinds of motivation:
1. Extrinsic Motivation
An extrinsic motivation is active motives and it functioned because of the outside stimulation.17 As an example, the student willing to study because he/she know that the day after he will have a test and hopefully to get good marks, for
that his/her parents or teacher would push him to study more.
However, the most important role in extrinsic motivation is the role of a
teacher. In learning and teaching process, a machine, a radio, a tape recorder, nor even modern computer has not replace the role of a teacher. There are still many human elements contained inside the teaching that cannot be replaced, sort of:
behaviors, evaluation system, feelings, motivation, and habits that cannot be reached by any of those tools or machines mentioned. As Blair said that,
"Teaching involves those attitudes, skills and abilities needed to guide student learning".18
2. Intrinsic Motivation
An intrinsic motivation is active motives or the function is not necessary to be stimulated from outside, because there's already motivation inside individuals.
As an example, the student loves to study or to read a book, without pressure from other people. He/she will diligently study or read anything with pleasure. This
16
Herman J.Peters and Collins W. Burnett, Teaching 1, The Ohio State University Gail F. Farwell, University of Wisconsin, 1963. P. 312-31
17
Sadirman AM, Motivasi Belajar Mengajar, p.90
18
happens because she/he finds something attractive of what they are reading or studying and makes it as something interesting.
Interest is one of important factors to help students in doing their study. Muhammad Nur stated, "Arousing interest is important to convince students how
important the materials are presented, as well as the importance of showing students that the knowledge they will get is useful".19
Other factors in intrinsic motivation is the matter of need, need also has a
significant role in determining the success of learning English as a foreign language, because there are some arguments for teaching foreign language can
generally related to needs."20
19
Prof. Dr. Muhammad Nur, Pemotivasian Siswa Untuk Belajar, (Surabaya, Pusat Study Matematika dan IP A Sekolah, Universitas Negeri Surabaya, 2001), p.48
20
16
CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A. Object of the Research
The writer choose SMPN I Babelan Bekasi as the object of the research, considering it is not far and only about 30 minutes to go there from the writers' home. Some teacher in the school has already known the writer well.
B. Purpose of the Research
The purpose of the "skripsi" writing is to find some problem in teaching
and learning countable and uncountable noun in the first year SMPN I Babelan Bekasi.
C. Place and Time of the Research
In this research, the writer took the population of the first year students of Junior High school 01 Babelan that is located on Jl. Raya Babelan Kota, Kec.
Babelan Bekasi Utara. The research was held over a period of time that is from 29th of January to 28th of February.
D. Population and Sample
As an addition to the library research, the writer also carried out the field research. In this field research, the writer firstly permitted to the English teacher
of first year students to substitute in the last 30 minutes before the lesson come to end, to gives questionnaire and written test to the students purposely to analyze the problem faced by them in acquiring English grammar especially countable and
The first year students of SMP 1 consist of 550 students. In this research the writer only took one class from twelve classes as a sample, which consists of
43 members with 18 males and 25 females. The writer took all of them as the sample of the research.
E. Research Instrument
The writer used questionnaire to find out the background of the students and students interest in English. The writer also used the written test to know how
far the students can understand about countable and uncountable noun. Apart from that, the writer also made an interview to Mrs. Mulyati Spd as the English teacher.
F. Data Collecting
To gain the data, the writer made an experiment towards the first year students by providing some questionnaire, and some written test above thirty
18
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Data Description
The writer not only interviewed Mr. Eman Sudirman B.A, the school principal of SMPN 1 Babelan but also did some interviews with the English teacher Mrs. Mulyati. She teaches English at the first years of SMPN 1 Babelan.
She has been teaching there for about 3 years. In interviewing the English teacher of SMPN 1 Babelan, the writer asked him about her experiences in teaching
English concerning with the problems if there is any, and the action done by the teacher to overcome such problem.
B. Data Analysis
In analyzing the data the writer uses a formula to find the mean score or the average score, as follow:
M = TS N
Notes: M = Mean score
TS = Total of the scores
N = Number of the students
Besides the formula above, he also uses the percentage test formula, as follow:
Notes: F = Frequency of the result of the students, test N = Number of the students
P = Percentage1
Based on the formulation above, the writer will try to analyze the data
[image:31.595.155.469.333.626.2]obtained from all of the students. But before doing so, the writer would like to clarify the weight of each item. It weight 6,6 for each item.
Table 4.1
The Scores of the Students' Answers in the True or False Test
N T W Score
1 6 6,6 40
2 6 6,6 40
3 7 6,6 46,2
4 9 6,6 59,4
5 6 6,6 40
6 6 6,6 40
7 4 6,6 26,4
8 9 6,6 59,4
9 3 6,6 20
1
20
N T W Score
10 4 6,6 26,4
11 9 6,6 59,4
12 9 6,6 59,4
13 5 6,6 33
14 7 6,6 46,2
15 9 6,6 59,4
16 8 6,6 53
17 6 6,6 40
18 8 6,6 53
19 10 6,6 66
20 7 6,6 46,2
21 9 6,6 59,4
22 6 6,6 40
23 9 6,6 59,4
24 7 6,6 46,2
25 8 6,6 53
26 7 6,6 46,2
27 11 6,6 72,6
28 6 6,6 40
29 3 6,6 20
N T W Score
31 10 6,6 66
32 9 6,6 59,4
33 5 6,6 33
34 8 6,6 53
35 10 6,6 66
36 8 6,6 53
37 4 6,6 26,4
38 6 6,6 40
39 6 6,6 40
40 8 6,6 53
41 6 6,6 40
42 6 6,6 40
43 9 6,6 59,4
N = 43 T = W = 30 TS = 212.8
Notes: N = Number of the students
T = True W = Weight
22
[image:34.595.156.470.221.396.2]To clarify the scores, the writer will arrange them from the lowest to the highest, as follow:
Table 4.2
The Lowest to the Highest Score
20 20 26,4 26,4 26,4 33 33
33 40 40 40 40 40 40
40 40 40 40 40 46,2 46,2
46,2 46,2 46,2 53 53 53 53
53 53 59,4 59,4 59,4 59,4 59,4 59,4 59,4 59,4 59,4 66 66 66 72,6
To find the mean score, the writer uses the formula below:
M =TS
N =2012,4 43 = 47
Notes: M = Mean score
TS = Total of scores
N = Number of the students
According to the data above, it is found out that the mean score is 47.
P= F X 100% N
Notes: P = Percentage
F = Frequency of the result of the students, test
[image:35.595.135.490.329.644.2]N = Number of the students
Table 4.3
The Percentage of the scores
No Score Interval F P
1 90-100 - -
2 80-89 - -
3 70-79 1 2%
4 60-69 3 7%
5 50-59 15 35%
6 40-49 16 37%
7 30-39 3 7%
8 20-29 5 12%
9 10-19 - ,.
10 0-0.9 - -
24
Secondly, the writer will discuss the matching test. It also consists of fifteen items and weight of each item is 6,6. The following data are obtained from
[image:36.595.151.473.246.736.2]the results of the written test.
Table 4.4
The Scores of the Students' Answer in Matching Tests
N T W Score
1 8 6,6 53
2 5 6,6 33
3 8 6,6 53
4 8 6,6 53
5 10 6,6 66
6 6 6,6 40
7 8 6,6 53
8 10 6,6 66
9 8 6,6 53
10 8 6,6 53
11 7 6,6 46,2
12 6 6,6 40
13 8 6,6 53
14 8 6,6 53
15 12 6,6 79,2
N T W Score
17 9 6,6 59,4
18 7 6,6 46,2
19 8 6,6 53
20 11 6,6 72,6
21 8 6,6 53
22 9 6,6 59,4
23 11 6,6 72,6
24 10 6,6 66
25 13 6,6 86
26 9 6,6 59,4
27 10 6,6 66
28 11 6,6 72,6
29 12 6,6 79,2
30 11 6,6 72,6
31 8 6,6 53
32 8 6,6 53,
33 13 6,6 86
34 11 6,6 72,6
35 11 6,6 72,6
36 11 6,6 72,6
26
N T W Score
38 12 6,6 79,2
39 10 6,6 66
40 12 6,6 79,2
41 11 6,6 72,6
42 12 6,6 79,2
43 13 6,6 86
N = 43 T = 396 W = 30.1 TS = 287.7
To clarify the scores, the writer will arrange them from the lowest to the
[image:38.595.151.473.111.340.2]highest, as follow:
Table 4.5
The Lowest to the Highest Score
33 40 40 46,2 46,2 53 53
53 53 53 53 53 53 53
53 53 53 59,4 59,4 59,4 59,4
66 66 66 66 66 72,6 72,6
72,6 72,6 72,6 72,6 72,6 72,6 72,6 79,2 79,2 79,2 79,2 79,2 86 86
To find the mean score, the writer uses the formula below:
M =TS
N = 2712,4 43
= 63
Notes: M = Mean score TS = Total of scores
N = Number of the students
According to the data above, it is found out that the mean score is 63. Furthermore, the writer will determine the percentage of the scores by using the
formula below: P=F X 100% N
Notes: P = Percentage
[image:39.595.130.492.568.736.2]F = Frequency of the result of the students, test N = Number of the students
Table 4.6
The Percentage of the Scores
No Score Interval F P
1 90 -100 - 0%
2 80-89 3 7%
3 70-79 14 33%
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No Score Interval F P
5 50-59 16 37%
6 40-49 4 9%
7 30-39 1 2%
8 20-29 - -
9 10-19 - -
10 0-0.9 - -
C. Interpretation
After classifying the items into area tested and explaining the frequency and percentage of the scores. The writer has a word that there are only few
students who got the high score, while the rest of them got the low score. The high, the middle, and the low scores are determined as below:
The high score : 80 - 100 The middle score : 56 - 79 The low score : 10 - 55
Table 4.7
The Classification of the Scores of the Students
No CS Total Percentage of the Scores
True False Test Matching Test
1 The High Score - 7%
2 The Middle Score 30% 53%
3 The Low Score 70% 40%
From the table above we can sees the results of matching test that 7% of all students got high score, 53% of them got middle score and 40% got the low score.
The results of matching test show us that students can understand the different between countable and uncountable noun. From the test that has been
given, only few students got low score. It's mean that students can identify the noun that can be counted and uncounted noun.
Meanwhile in true false test only 30% of all students got middle score and
70% of them got low score in true false test. The results of true false test show us that students still have problem in using countable and uncountable noun in the
sentence. To find the problem that students faced, the writer analyzing each items in the true false test that consist of five teen questions. The writer use formula; P=F X 100%
N
Notes: P = Percentage
F = Frequency of the result of the students, test
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Table 4.8
The Students' Answer In True False Test
No Items Right Wrong N
F P F P
1 Please give me some fruit juice. 23 53% 20 47% 43
2 How much people in that room? 13 30% 30 70% 43
3 There is too many dust during the dry
season. 10 23% 33 77% 43
4 I have a little ink. 21 49% 22 51% 43
5 Indra eats a plate of rices in the morning. 27 63% 16 37% 43
6 Andi is very thirsty. He wants a glass of
water. 29 68% 14 32% 43
7 She gave some bread. 22 53% 21 47% 43
8 We don't have any cars. 19 44% 24 56% 43
9 How many sugar do you want in your tea? 8 14% 35 86% 43
10 Is there any waters in the bottle? 20 47% 23 53% 43
11 There are much students in this room. 6 18% 37 82% 43
12 How much money do you have? 22 53% 21 47% 43
13 I don't have many time. 9 21% 36 79% 43
14 There are many wood in Sumatra. 24 56% 19 44% 43
According to the results of true false test, which is conducted at the first year of SMP 1 Babelan, the writer found some problems that students have in
learning countable and uncountable noun.
1. Some Problem Faced by the Students
The problem which is concerned with the use of countable and uncountable noun. The students often get difficulties in using countable and uncountable. In the sentence, many and much have the same meaning but the
usages of them are different.2 Countable used many before noun that can be counted and used much before noun that cannot be counted. For example; 'how
much sugar do you want in your tea?' 'Sugar' is noun that cannot be counted and always use much before noun but if the writer see the results in number nine 86% of all students make mistake.
From table 8 the students' answer in true false test, the writer can conclude that students found difficulties in using much or many. They often use much for
noun that can be count and use many for noun that cannot be counted.
a. The lack of grammatical structures
The true false test consists of fifteen items and related to the grammatical
structures. If the writer look to the table 7, it is clear that most of 70% of all students got the low score and the other got middle. If the writer compare with the
results of matching test only 40% of all students got the low score. The result shows that the students still have difficulties using countable and uncountable noun in the sentences.
2
32
Grammatical structures become another problem faced by the students. They have difficulties in determining the structures of the sentences,
b. Lack of Vocabulary
Vocabulary is an important element in English. Without having any
knowledge about vocabulary someone may find difficulties in learning English. The first year students of SMP 1 Babelan Bekasi are having this kind of problem. They have difficulties in understanding the meaning of the sentences.
There are many ways to get more vocabulary the one is reading English book. The students who like reading English book have more vocabulary then the
students who don't like reading English book. In number six on table 9 below shows as only 32% of students who like reading English book.
2. Some Problems Faced by the School a. Background of the teacher
From the results of questionnaire test in number 7 the writer can see
students’ opinion about their teacher in explaining the subject. Only 32% of students' say that the teacher explains is easy to understand. From the results the teacher should use another method to get succeed in teaching and learning
Table 4.9
The Results of Questionnaire
No Items Option Frequency Percent
age 1 Apakah anda senang
dengan pelajaran bahasa Inggris?
a. Senang
b. Kurang senang c. Tidak senang
23 20 - 53% 47% -
2 Apakah bahasa Inggris sukar bagi anda untuk diikuti? a. Sukar b. Sedang c. Tidak 8 29 6 18% 68% 14%
3 Apakah anda pemah mengikuti kursus bahasa Inggris?
a. Pemah b. Tidak pemah c. Tidak ingin
24 16 3 56% 37% 7%
4 Pendapat anda dengan jumlah murid dikelas ?
a. Terlalu banyak b. Sedang c. Sedikit 20% 23% - 47% 53% -
5 Menurut anda apa yang menyebabkan
ketidak sukaan anda dengan bahasa Inggris ?
a. Pengucapannya sulit
b. Buku paket c. Gum 33 10 - 77% 23% -
6 Apakah anda suka membaca buku - buku berbahasa Inggris ?
a. Suka
b. Kurang suka c. Tidak suka
14 27 2 32% 63% 5%
7 Menurut pendapat anda tentang cara dan tehnik yang dipakai guru dalam menjelaskan pelajaran:
a. Mudah dipahami b. Sukar dipahami c. Kadang mudah
kadang sukar dipahami 14 1 28 32% 3% 65%
8 Apakah anda mempunyai minat/kemauan untuk memperdalam bahasa Inggris?
a. Ada b. Tidak ada c. Tidak tahu
34
No Items Option Frequency Percent
age 9 Apakah orang tua anda
selalu memotivasi anda dalam belajar bahasa Inggris disekolah:
a. Selalu
memperiiatikan b. Kadang - kadang c. Tidak perduli
31 12 - 72% 28% -
10 Selain sebagai mata pelajaran sekolah, adakah tujuan lain anda mempelajari bahasa Inggris?
a. Ada b. Tidak ada
28 15
65% 35%
To get the data the writer uses formula below: P=F X 100%
N
Notes: P = Percentage N = Number of the students F = Frequency
b. The lack of facilities
The school principals of SMP 1 Babelan realizes that his school facilities
are not sufficient to succeed the English teaching at their school. There is not any sufficient media to support the teaching and learning process. The library had a
bad condition and the students don't have interest to read the book in library. The teaching aids are very important for the teaching and learning process. They help the teacher to explain the materials. As stated by John Haycraft in his
English to object, or picture. Apart from this, aids are addition to our 'armory'. They allow us to explain a word or concept simply, by showing a picture, or
pointing to an object".3
There are many teaching aids, such as: tape recorder, video, filmstrip, wall
chart, classroom object, language laboratories, and so on. The school of SMP 1 Babelan have a few of all those teaching aids. So that, the teacher of English feels difficult to increase his teaching. The teacher finds nothing except classroom
objects.
3. Some Problem Faced by the Teachers
The English teachers face many problems, which are related to English teaching such as their capability in English, choose of materials, the theories and the method. Consequently, students' achievement in English subject is low. To
overcome these problems English teachers should share their experience to other English teachers. As written by Louis Coohen, in his book:
Common dilemmas faced by the teacher,4 1. Treating each child as a' whole person'.
2. Organizing the children on an individual basic.
3. Giving children a degree of control over the use of time, their activities and their work standards.
4. Seeking to motivate the children through intrinsic involvement and enjoyment of activities.
5. Developing and negotiating the curriculum from an appreciation of children's interest.
6. Attempting to integrate a various elements of the curriculum. 7. Focusing on the basic skills on cognitive development. 8. Treating each child primarily as a 'pupil'.
9. Offering reasons and rewards so that children are extrinsically motivated to tackle tasks.
3
John Haycraft, An Introduction to English Language Teaching, Longman Group Limited, (London, 1978), p.97.
4
36
10.Providing a curriculum which children are deemed to need and which 'society' expects them to receive.
11.Aiming for quantity in school-work.
12.Focusing on expressive of creative area of the curriculum.
The teacher who was seriously in teaching English faced many problems
in teaching and learning process. Teacher already gave the best way to teach the subject in order that students can understand the subject easily. But in the other side the students who don't care with the lesson will be retarded teaching and
learning process.
Zhu Kang says in her book, "(1) Student become more and more
dependent on the teacher, with fewer and fewer creative activities of their own in the class room. (2) The teacher does most of the work for the students, so their language skill and linguistic competence cannot be developed sufficient. (3) Most
of the students become bored, and so lost interest in studying English".5
Being a teacher would be an honor, because almost every society agrees
that the image of the teacher as a 'knowledge center'. Many people think that a teacher knows many things, but that is not enough. A teacher not only knows many things, but also need to know how to do things, that is why being a teacher
is not easy.
5
37
According to the results of the observation, which is conducted at the first
year of SMP 1 Babelan. The writer found some problems that the students have in learning countable and uncountable noun. In the test that have given to the students, shows that students already understand the different between countable
and uncountable noun. On the other hand the students found difficulties in using countable and uncountable noun in the sentences.
The writer also found some problems in learning countable and
uncountable nouns. Some uncountable nouns such as hair, light, noise, paper, room, time, work, may be used as countable nouns depending on the context.
Even though there are some other factors, which involved in teaching and learning process. Such as supporting factor like the facility, the quality of the teacher and
students background.
B. Suggestion
Dealing with the conclusion, the writer would like to suggest as follow:
1. The English teacher should always improve his or her skill and knowledge in exploring class through giving more tests.
38
3. The teachers can give more attention to the area that the students feel difficult.
39
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