A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfillment of the Requirements for the Degree of Strata I
By :
Erna Syamsiah 107014000327
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
AII ANALYSIS ON THE DIFFICULTIES FACED BY
STUDBNTS
IN LBARIING QUESTION-TAG
(A Case Study at Second Grade Studmts of SMP Negeri 4 Kota Tangerang Selatan)
A oSkripsin
Presented to The Faculty of Tarbiyah and Teachersos Training in a Partial Fulfillment of The Requirements for the Degree of Strata I
By:
Erna Svamsiah 107014004327
Approved by: Advisor
Drs. Sunardi Kartowisastro" Dipl. Ed. NIP: 19440719196510 2 001
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA.H Ah[D TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SYARIF IIIDAYATULLAH
Study at Second Grade Students of SMPN 4 Tangerang Selatan), written by Erna Syamsiah, studat's registration number: 107014000327 was examined in the examination session of the faculty of Tarbiyah and Teacher's Training , Syarif Hidayatullah State Islamic University Jakariaon December 23'd 201I. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for academic title of "16fr." in English Language Education at the Department of English Education.
CHAIRMAN
SECRETARY
EXAMINER 1
EXAMINER 2
Examination Committee: Drs. Svauki. M.Pd.
NIP: 19641212 199103 1 002
Neneng Sunengsih. M,Pd MP: 19730625 199903 200r
Drs.Nasrun Mahmud. M.Pd
ffi
Nida Husna. M.Pd. MA. TESOL NIP: 19720705 200312 2 002
Acknowledged by:
Dean of Tarbiyah and Teachers' Training Faculty
DEPARTEMEN AGAMA UIN JAKARTA
FITK
Jl. lr. H. Juanda No 95 Ciwbt 15412lndonesia
FORM (FR)
No. Dokumen : FITK-FR-AKD-089 Tgl. Terbit : 1 Maret 2010
No. Revisi: : 01
Hal 1t1
SURAT
PERNYATAAN
KARYA SENDIRI
Saya yang bertanda tangan di bawah ini, N a m a
Tempat/Tgl.Lahir MM
Jurusan / Prodi Judul Skripsi
AI\i ANALYSIS ON TIIE DIFFICT]LTIES FACED BY STUDENTS IN LEARNTNG QUESTTON-TAGS
(A Case Study at Second Year Students of SMPN 4Kota Tangerang Selatan)
Dosen Pernbimbing : Drs. Sunardi Kartowisastro, Dipl.Ed
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
J akarta, 28 Desemb er 201 1 Mahasiswa Ybs.
F01C3AAF10731
NrM. 107014000327 Erna Syamsiah
Bogor,6 Januari 1989
r070t4000327
i
Question-Tags, 2011. Advisor : Drs. Sunardi Kartowisastro, Dipl. Ed.
Key word: Difficulties Learning, Question Tags, SMP
In this research, the writer wishes to know the difficulties encountered by the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning Question-Tags and to find out the reason why the students face the difficulties.
The whole population of this research was 270 second year students of SMPN 4 Tangerang Selatan. In order to get 30 students out of 270 students to represent the population as the sample, The sample is taken by using purposive sampling technique The instrument of the test consist of a combination of multiple choice and fill in the blanks.
Based on the analysis of data, it is conclude that in learning Question-tags the higher percentage of students’ difficulties in the form of question-tags is 19.5% in Imperative sentence.
ii
ABSTRAK
Syamsiah, Erna., Analisis kesulitan yang dihadapi oleh siswa kelas dua SMPN 4 Tangerang Selatan dalam belajar Question Tags, 2011.
Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.
Kata Kunci: Kesulitan Belajar, Question Tags, SMP
Dalam penelitian ini, penulis ingin mengetahui kesulitan yang dihadapi siswa dalam belajar Question-tags dan untuk mengetahui mengapa siswa mengahadpi kesulitan.
Seluruh populasi dari penelitian ini adalah 270 siswa kelas dua SMPN 4 Tangerang Selatan. Untuk mendapatkan 30 siswa dari 270 siswa, untuk mewakili populasi sebagai sampel, maka sampel diambil dengan menggunakan teknik purposive sampling. Instrumen tes terdiri dari kombinasi pilihan ganda, dan mengisi titik yang kosong.
Berdasarkan analisis data, disimpulkan bahwa dalam belajar question-tags persentase tertinggi kesulitan siswa dalam bentuk question-tags adalah 19.5% dalam kalimat imperative.
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the lord of the worlds, who has given the health and strength to the writer in
completing this “skripsi”. May Allah’s peace and blessing be upon His final Prophet and Muhammad, his family and his companions and his followers.
This “skripsi” is presented to the English Deparment of Tarbiyah Faculty State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirement for the Degree of first strata. It is the great honor for the writer to make acknowledgement of indebtedness to convey her sincere gratitude to the most special persons in her life, her beloved mother (Siti Solawati) and Father (Wawan Setiawan), who have given their invaluable support during her study and during her writing “skripsi”. Heart felt thanks for their kindness and patience. My beloved brother Agus Armansyah, and also the whole of the member of the family. And Also My advisor Drs.H. Sunardi Kartowisastro, Dipl. Ed. who has patiently given valuable advice and guidance to
finalize this “skripsi”.
Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only an effort by herself alone, there are many people who help her. In this occasion, she presents great honor to:
1 All lecturers who have taught her in this English Department, for giving new knowledge, advices in facing life, and for giving study experiences. 2 Drs. Syauki,M.Pd, the head of English Department.
3 Neneng Sunengsih, M.Pd, the secretary of English Department. 4 Nurlena Rifa’i..Ph.D, the Dean of Tarbiyah and Education Faculty.
5 Hj. Rita Juwita, M.Pd as the principal of SMPN 4 Tangerang Selatan and also for the others who help her.
6 All teachers and the students at SMPN 4 Tangerang Selatan for giving permission and helping the writer to do this research.
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8 To any other persons who is named cannot be mentioned one for their contribution to the writer during finishing her “skripsi”.
Finally, yet importantly, the writer realizes that his “skripsi” is still has some weakness and mistakes. Thus, she would be grateful to accept any suggestion and correction from anyone for better writing.
Jakarta, December 2011
(The writer)
v
ABSTARK (2) ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENT ... v
LIST OF TABLE ... vii
LIST OF FIGURE ... viii
LIST OF APPENDICES ... ix
CHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Scope and Limitation of study ... 6
C. Formulation of the problem ... 6
D. Objective of study ... 7
E. Significance of study ... 7
F. Organization of study ... 8
CHAPTER II : THEORETICAL FRAMEWORK A. Grammar ... 9
1. Definition of Grammar ... 9
2. Scope of Grammar ... 11
3. Teaching Grammar ... 12
B. Question-Tags ... 15
1. Definition of Question-Tags ... 15
2. Form of Question-Tags ... 17
3. Use of Question-Tags ... 22
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CHAPTER III : THE IMPLEMENTATION OF RESEARCH
A. Research methodology ... 26
1. Source of data ... 26
2. Method of study ... 27
3. Place and time ... 27
4. Population and sample ... 28
5. Technique of data collecting ... 28
6. Instrument of research ... 28
B. Research findings ... 29
1. Data description ... 29
2. Technique of data analysis ... 31
C. Data Analysis ... 31
D. Data Interpretation ... 39
CHAPTER IV : CONCLUSION AND SUGGESTIONS A. Conclusion ... 41
B. Suggestions ...42
BIBLIOGRAPHY ... 43
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Students’ score of test result ... 51 2. Table 3.2
Question Tags and each Item ... 52 3. Table 3.3
The Frequency of Difficulty in the Form of Question Tags in Multiple Choice Forms ... 53 4. Table 3.4
The Frequency of Difficulty in the Form of Question Tags in Fill Forms .... 56 5. Table 3.5
The Frequency of Difficulty in the Intonation of Question Tags ... 58 6. Table 3.6
viii
LIST OF FIGURE
ix
2. List of question interview ... 49
3. Surat Pengajuan Judul Skripsi ... 50
4. Surat Permohonan Izin Penelitian ... 51
5. Surat Diizinkan Penelitian Disekolah ... 52
6. Surat Keterangan Penelitian ... 53
1 CHAPTER 1 INTRODUCTION
This chapter presents and discusses the background of the Study, Scope and Limitation of study, Formulation of the problem, Significance of study and Organization of study
A.Background of study
In social life, communication is very important and crucial among human beings. It is as fundamental as the physical requirements for food and shelter. And it is used by humans to communicate and interact with each other. Language is a tool man uses to represent ideas in sentences. Through the language, people can express their ideas, thoughts and feelings about knowledge, technology, culture, art, of many things in the world that surround us. We can say that in the lifetime of humans, language is important. They use language for the purpose of life in general. Communication is very important to make their lives more meaningful. As a result, they need a means of communication. Related to communication, language is much needed for people, so the writer will give the definitions of language.
of sounds and sound symbols”.1 Kretch et al. (1962:275) also describe that
“communication—the interchange of meanings among people-occurs mainly through language and is possible to the degree to which individuals have
common cognition, want, and attitude”.2
From the definitions of language above, the writer summarize that language is proper for communication. We can imagine how strange the world without language. People cannot express their thoughts and feelings to each other. Communication will go smoothly if the speakers and the hearers share the same language. In other word, there is no communication in the world, unless they use their language.
On the importance of language, Sidney Greenbaum said the schools should teach students language for a variety of reasons.3 First, an understanding of nature and functioning of language is a part of general knowledge that students should acquire about themselves and the world they live in. Secondly, linguistics (the study of language in all its aspects) is a central discipline for the social sciences and humanities.
One of the languages which is taught in the schools of our country is English language. English is one of international languages that has an important role in the world. It is widely studied and used as a tool of communication among people all over the world. English becomes one of the important subject matters taught at school. In Indonesia, English is considered as the first foreign language and becomes a compulsory subject to be learned by all students from the elementary school or even in the Kindergarten up to the University level.
1A.S Hornby. Oxford Advanced Learners Dictionary, (Oxford: Oxford University Press, 1987)p. 473
2 Kretch, et al. Individual in Society Psychology. California: Me. Graw- Hill Kogakusha, Ltd. 1962)p. 275
3
Realizing how important English is, the government stated in the 1994 curriculum that :
“Bahasa Inggris adalah bahasa asing pertama di Indonesia yang
dianggap penting untuk tujuan penyerapan dan pengembanagan pengetahuan teknologi dan seni budaya serta pembinaan hubungan dengan bangsa-bangsa
lain”.4
“English is the first foreign language in Indonesia which is
considered very important in order to study and develop technology and culture, to build relation with other nations” (Translation by the writer).
If we talk about language, consequently we also talk about its system, rules and all about its systematic forms. In English language there is a grammar as rules and system underlying the principles that describe the structure of language. In order to have good English, students have to master the four basic language skills: i.e listening, speaking, reading and writing. Beside the four skills , there are sub skills : grammar, vocabulary and pronunciation. One of the sub skills that should be mastered in learning English by the students is grammar. They have to master the grammar properly because grammar is needed even in communicative ways.
Grammar consists of form and rules, as Celce-Murcia stated that: “ Grammar is about form and one way to teach form is given students rules, however grammar is about much more than form, and its teaching is ill served if students are simply given rules.5
Craig Hancock said that grammar is the natural, inherent, meaning, making system of the language, a system that governs the way words come
4 DEPDIKBUD RI, GBPP Bahasa Inggris (SMP), (Jakarta:Depdikbud, 1994), p.1(translated by the writer)
together to form meanings: grammar is also the study of that system, the various theories or perspectives that attempt to understand and describe it. 6
Grammar is one of the language aspects which is taught to every language learners. By learning grammar, someone can communicate his or her message clearly and precisely. The statement above shows that grammar is a basic knowledge to learn about English sentence structure and also keep an important role in learning and understanding the English language. Although English has been taught since the First grade of elementary school, even in the Kindergarten; many Indonesian students still do not understand or/and cannot apply the rules.
Sometimes students who learn English find many problems, especially with grammar. In English grammar, there are many aspects that students have to know. Even though students have learnt grammar completely; they still find difficulties in differentiating the usage of each function. One of the aspects in grammar is sentence. Generally, there are three basic forms of English sentence. They are positive, negative and interrogative sentences. Interrogative sentence is a sentence that is used in questions. According to Azar (1989: A16), there are four types of questions. They are Yes-No questions, Information questions, Negative questions and Question-Tags.7
In learning question-tags it is actually related to the tenses, as far as the students understand about tenses, it is quite possible that the students will get better understanding about question-tags’. Question-tags do not use the form of question word such as: who, what, when, where, why, whose, how, etc
6 Craig Hancock, Meaning- Centered Grammar, (London: Equinox Publishing Ltd. 2005), p.6
5
According to Michael Swan “question-tags is an expression like isn’t
it? Or don’t you? (consisting of auxiliary verb + pronoun subject) put on to the end of a sentence, for example: It’s a nice day today, isn’t it?8
Moreover, Stannard W.Allen in living English structure stated that “A very common device in conversation is that of making a statement and at once asking the listener to confirm it. In English this has to be practiced, as we have a variable form: Positive statement, negative tag; negative statement,
positive tag. The auxiliaries repeat themselves in the tag”.9
Some students still make mistakes and find difficulties in identifying question-tags. Here are some examples of wrong sentences that are often made by the students in using question-tags in affirmative sentences”
- He plays football well, isn’t he? - Tommy is an actor, isn’t it?
The sentences above are wrong, they should say: - He plays football well, doesn’t he?
- Tommy is an actor, isn’t he?
Furthermore, the students often make mistakes in using question-tags in negative sentences, for example:
- Mary isn’t here, does she? - You like him, are you?10
From the typical mistakes we know that students are still confused in making the forms of question-tags, and they are also confused about the use of question tag in sentences. They are still confused to find what tense or verb or pronoun to be used in the tag.
8 Michael Swan, Practical English Usage, (New York: Oxford University Press:1983),xxi
9 Stannard W.Allen. Living English Structure, (London: Longman, 1987),p.155
As the writer found when teaching practice (P2KT) in SMPN 4 Kota Tangerang Selatan did. They still find difficulties in using question-tags. Because they are still hard to use the question tags correctly, as a yield it will lead the students to produce many mistakes in their learning but it is logically acceptable. The teacher must be aware about this problem and prevent them from making the same mistake by analyzing student’s problem itself.
Based on the background above, the writer is interested in writing about
“ AN ANALYSIS ON THE DIFFICULTIES FACED BY THE STUDENTS IN LEARNING QUESTION-TAGS” (A case study at Second Year of SMPN 4 Kota Tangerang Selatan). The writer chooses this title because there are many students still faced difficulty in learning Question-Tags. By observing the students difficulties in learning Question-Tags, the writer tries to identify and analyze them. The writer hopes it can make the teaching and learning activities better and can give a new idea for teacher how to teach Question-Tags well.
B.Scope and Limitation of Problem
The writer limits this study on the analysis on the difficulties faced by the second year students of State Junior High School 4 Kota Tangerang Selatan. The problems will be limited some points: (1) kind of tenses such as Present Tense, Past Tense, Present Perfect Tense, Present Continuous Tense, and Plural Word, Verb „be’, Subject I am, Subject That, Subject There, Request Sentence and Imperative Sentence. (2) the difficulties faced by the Second Grade students of SMPN 4 Kota Tangerang Selatan.
C.Formulation of Problem
-7
tags?”. This general question can be formulated into more specific question as
follows:
1. What are the difficulties faced by the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning Question-Tags? 2. Why do the Second Grade students of SMPN 4 Kota Tangerang
Selatan face difficulties in learning Question-Tags?
D.Objective of Study
This study has some purpose, they are:
1. To know the difficulties encountered by the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning Question-Tags
2. To find out the reason why the students face the difficulties.
As the purpose of the study and she hopes will be useful for student’s understanding in question tags for practicing in English correctly, and anybody who pays attention to learn English can take advantages from this study.
E.Significance of Study
The results of the finding are expected to provide useful information about some difficulties in learning question tags faced by students Second Grade of State Junior High School 4 Kota Tangerang Selatan in learning question-tags. Besides, these findings can contribute to two groups of people such as English teacher and further researcher.
evaluation and revision in their teaching-learning activity and they can improve his/her various techniques in English teaching especially in teaching grammar. So it is expected that both teacher and students will have a good collaboration to overcome all problems that happen especially in learning,
For further research, this study is expected to give basic information to the further researcher to do a better research of teaching and learning process. And for readers broadly who are concerned with this paper, it is as one of resource which can enhance their perception and knowledge in Question-Tags.
F. Organization of Skripsi
This study is divide into four chapter :
Chapter 1 is an introduction, which contains background of study, scope and limitation of problem, formulation of problem, objective of study significance of study and organization of paper.
Chapter II is a theoretical framework, which contains grammar ( definition of grammar, scope of grammar, teaching grammar), Question-Tag ( definition of question-tag, form of question-tag, use of question-tag and difficulties in learning question-tag) and School profile.
Chapter III is the implementation of research include source of data, place and time, population and sample, technique of data collecting, instrument of the research, data description, technique of data analysis, data analysis and data interpretation.
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter the writer gives a theoretical framework that supports the study. It consists of: Grammar (Definition of Grammar, Scope of Grammar and Teaching Grammar), Question-Tag (Definition of tag, form of question-tag, Use of question-tag and Difficulties in learning question tag)
A.Grammar
1. Definition of grammar
The word grammar has several meanings which are given by different experts. There is no fixed definition of grammar.
The meaning of Grammar in Oxford dictionary is the rules in the language for the changing the form of words and combining them into sentences.1
Harmer stated almost the same as that of Oxford dictionary.2 He says that grammar of the language is the description of the ways in which words
1A.S Hornby, Oxford Advanced Learner’s Dictionary 5th Edition, Editor Jonathan Crowther (Oxford University Press), p. 517
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can change their forms and can be combined into sentences in that language. Harmer defines the grammar of language is the description of the ways in which words can change their forms and can be combined into sentences in that language.3
Hancock stated that grammar is the natural, inherent, meaning-making system of the language, a system that governs the way words come together to form meanings; grammar is also the study of that system, the various theories or perspectives that attempt to understand and describe it.4
Meanwhile, Thornbury states that grammar is partly the study of what forms (or structure) are possible in a language. 5 And Burton (1982:1) says more complex that grammar is not a collection of hard and fast rules. It is more flexible and, therefore, more useful than the rule itself.6
Cook and Suter (1980:2) also state that grammar used a writer description of the rules of the language and a set of rules by which people speak and write. 7
Veit (1986:1) defines the term grammar as what enables someone of understand every word he is reading, and to speak and write words and sentences of his own. 8Consequently, by using good grammar, the sentence of our own will be understandable.
3 Harmer, The Practice of ….p. 1
4 Craig Hancock, Meaning-centered Grammar an Introductory text, (London: Equinox Publishing Ltd), p.6
5 Scott Thornbury, How to Teach Grammar,(London : Pearson Education limited, 1999) p.1
6 S.H. Burton, Mastering English Language, (London : Longman, 1982), p.1
7 Stanley J. Cook and Richard W. Stanley and Suter, The Scope of Grammar (New York: Mc. Graw-Hill Book Company, 1986), p.2
8 Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986), p. 1
11
11
Moreover, Williams says (1970:13) a grammar is the description that represents our ability to speak in a certain way. 9This definition concludes that grammar focuses on the development of grammatical systems as a means for people to interact with each other.
From those definitions the writer summarize that grammar is the rule of a language, which will help us to understand and also help us to produce utterance spoken or written.
2. Scope of Grammar
Celce-Murcia stated in her book “ Teaching English as a Second or
[image:24.595.133.523.117.566.2]Foreign Language” that she described about Three-Dimensional Grammar framework as bellow:10
Figure 2.1
Three dimensional of grammar
Our framework takes the form of a pie chart. Its shape helps us to make salient that in dealing with the complexity of grammar, three dimensions must concern us: structure and form, semantic or meaning and the pragmatic conditions governing use.11
9 J.M.William,The New English. (New York: The Free Press. A Division of the Macmillan company, 1970),p.13
10 Marianne Celce-Murcia, Teaching English as a second foreign language 2nd edition, (Boston: Heinle& Heinle, a division of Wadsworth, Inc,1991),p.253
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After perceiving the explanation above, the writer summarize that grammar consists of three points namely form, meaning and use. The first is form. Grammar has many forms and each form has its function and characteristics. The second is meaning. Meaning is important in grammar in that because it helps a writer or a speaker understand what s/he says or writes. Consequently, the learners need to learn not only what forms are possible, but also what particular forms will express their particular meaning. The third is the usage. We must know when we use grammar, where, when, and how to use grammar. Because it is also an important thing as important as meaning and form. Consequently the three dimensional grammar above is related to each other.
3. Teaching grammar
If we talk about teaching grammar, in the first we must know the reason why we teach grammar?. The first, languages have structural features that are complicated and hard to learn. For learners to master them, adequate experience, understanding and use of these features are necessary.
Second, grammar has not gone away because we have discovered lexis. In English, relative clauses follow their nouns; prepositions can come at the ends of clauses; adverbs cannot generally be put between a verb and
its object; there are two „present’ tenses which are used in different
situations. These are not facts about words – they are facts, which many
students need to learn, about general linguistic categories. It is true that
some wide-ranging structural generalisations have lexical components –
English question formation can be presented as if it was a fact about the
verb „do’, or perfective aspect as if it was a fact about „have’. However, this
merely amounts to some rather unconstructive relabelling, and tells us
nothing new that will help in teaching these difficult structural points. And
while children arguably learn the grammar of their mother tongues by
starting with lexical „chunks’ which are later analysed and generalised from,
13
13
there is no good evidence that this is a generally viable strategy in
second-language learning.12
After we know the reason why we teach grammar, then we discuss the definition of grammar. Celce-Murcia states that teaching grammar means enabling language students to use linguistic forms accurately, meaningfully, and appropriately. 13
It is important to establish the fact that 'grammar teaching' can mean different things to different people. It may mean simply teaching to a grammar syllabus but otherwise not making any reference to grammar in the classroom at all. On the other hand it may mean teaching to a communicative syllabus. But dealing with grammar question that arise in the course of doing communicative activities. 14
Jeremy Harmer stated our aim of teaching grammar should be to ensure that students are communicatively efficient with the grammar they have at their level. 15
The role of grammar teaching is to provide some controls in the early stages in the English acquisition. At a later stage it can help to guide students away from permanently internalizing wrong generalizations about English' The more mature students will also be interested in learning about the language for its own sake.
Any generalization about the best way to teach grammar-what kinds of teaching procedures should be used and in what order will have to take into account both the wide range of knowledge and skills that need to be taught, and the variety of different kinds of structures subsumed under the
heading ’grammar’.
12 http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm October 14th 2011
13 Celce-Murcia, Teaching English …p.256
14
According to Celce-Murcia and Hilles, there are some stages in teaching grammar:
a. Presentation, in which we introduce the grammar structure, either inductively or deductively. There are a variety of techniques and resources that can be used during this step. Selection should be made according to teacher strengths, student preferences, and the nature of the structure (e.g., What is the structure-language-factor match?)
b. Focused practice, in which the learner manipulates the structure in question while all other variable are held constant. The purpose of this step is to allow the learner to gain control of the form without the added pressure and distraction of trying to use the form for communication. The teacher should not proceed to the next phase until most students have mastered at least the form of the structure.
c. Communicative Practice, in which the learner engages in communicative activities to practice the structure being learned. 16
In addition, the following are the some stage in teaching grammar that was found by the writer from internet, there are four stage in teaching grammar.17
First, assess your students before you teach grammar. What are your objectives in grammar for your grade level, and where are your students in regards to these objectives?.Second, making plan mini-lessons to address your students' deficiencies with grammar. Third, teach grammar points while you are also discussing books you are reading to the class or that students are reading themselves. Fourth, practice punctuation, proper grammar, and capitalization with spelling sentences.
Based on explanation some stage in teaching grammar above. The writer summarize that the important stage in teaching grammar are the
teacher know their students’ level, and then they make mini lesson plan to
determine the technique and the resources is used, and then they teach their students clearly and then give the students exercise.
16 Marriane Celce-Murcia . Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1988),p.27
15
15
Moreover, we also must know the basic principles which can guide the teacher when they teach. Sandra Fotos in Marianne Celce-Murcia "Teaching English as a second or foreign Language" stated that there are general principles in teaching grammar:
a. Grammar teaching should be planned and systematic
b. Grammar teaching should nevertheless be “rough tuned," offering learners at slightly different stage a range of opportunities to add increments to their grammar understanding.
c. Grammar teaching may involve acceptance of classroom code switching and mother tongue use, at least with beginners.
d. Grammar teaching should be "little and often," with much redundancy and revisiting of issues.
e. 'Text-based, problem-solving grammar activities may be needed to develop learners' active, articulated knowledge about grammar. f. Active corrective feedback and elicitation will promote learners'
active control of grammar.
g. Grammar teaching needs to be supported and embedded in meaning-oriented activities and tasks, which give immediate opportunities for practice and use. 18
In addition, Jeremy Harmer says three of the most important common errors in teaching grammar, those are:
a. Function and Form, some of the confusion about English arises because of the mismatch between form and function.
b. Contrast with other languages. 19
From the explanation above, the writer would sum up that many ways to teaching grammar depends on different levels student and the teacher must pay attention about the general principles in teaching grammar.
B.Question-Tags
1. Definition of Question-Tags
Based on Longman Advanced Learner’s Grammar, Question-Tags are the short questions which we often attach to the end of a sentence. That
18 Celce-Murcia, Teaching English …p.275
16
definition is supported by Murphy (1994: 102), Question-Tags are mini questions that we often put on the end of a sentence in spoken English.20
Celce –Murcia says Question-Tags is a short question which is appended to a statement when the speaker seeks confirmation of his or her statement.21 Azar stated almost same with Celce-Murcia says Question-Tags is a question added at the end of a sentence, speakers use tag questions chiefly to make sure their information is correct to seek agreement.22
Moreover, Swan stated that a question-tag is rather like a 'reply
question’: it is made up of auxiliary verb + personal pronoun. It is used at the end if a sentence, to ask for confirmation of something we are not sure about, or to ask for agreement.23
Frank says more complete that Question-tags are also yes-no questions, but the special form into which they are put shows which of these two answers is actually expected. These alternatives for yes-no questions consist of two parts. The first part makes a statement; the second part asks the question that expects agreement with the statement. The second part contains the regular question auxiliary plus the personal pronoun that stands for the subject. 24
Based on the explanation above, the writer can sum up that Question-tags is a short question which is put at the end of a statement and made up of auxiliary verb + personal pronoun, to ask for clarification, to confirm information or to make sure that information is correct.
20 Raymond Murphy, English Grammar in Use 2nd Edition, (Cambridge: Cambridge university Press, 1994),p.102
21 Marianne Celce-Murcia, The Grammar Book An ESL/EFL Teacher’s course, (London: Newburry House Publishers,Inc, 1983), p. 160
22 Betty Schrampfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice-Hall,1989), P.Al6
23 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1983). P. 514
17
17 2. Form of Question Tags
According Fuchs and Bonner, forms of Question-tags vary but their meaning is always similar. And they added their explanation about the sentence or
statement consist of question-tags. The statement expresses an assumption. The tag
means Isn’t it true? or Right?
a) If the statement verb is affirmative, the tag verb is negative.
Example : You work on Friday, don’t you?
b) If the statement verb is negative, the tag verb is affirmative.
Example : You don’t work on Friday, do you?
c) And when the subject of the statement is that, the subject of the tag is
it.
Example : That’s a good idea, isn’t it? d) With all auxiliary verbs except do25
AFFIRMATIVE STATEMENT NEGATIVE TAG
Subject + Auxiliary Auxiliary + Not + Subject
You’re moving Aren’t you?
He’s been here before Hasn’t he?
They can move tomorrow Can’t they
NEGATIVE STATEMENT AFFIRMATIVE TAG
Auxiliary + Not + Subject Subject + Auxiliary
You’re not moving Are you?
He hasn’t been here before Has he?
They can’t move tomorrow Can they
e) With do as an auxiliary verb
AFFIRMATIVE STATEMENT NEGATIVE TAG
Subject + Verb Do + Not + Subject
You live here Don’t you?
They decided to move Didn’t they?
NEGATIVE STATEMENT AFFIRMATIVE TAG
Subject + Do + Not + Verb Do + Subject
You don’t live here Do you?
They didn’t decide to move Did they?
And Sidney Greenbaum says that Question-tags generally consist of an operator followed by a pronoun. As same as with other experts, he says a
18
positive declarative generally takes a negative Question-tags and a negative declarative generally takes a positive Question-tags. 26
For example :
a) You are a secretary, aren’t they? b) I can’t do this job, can I?
Both the declarative and its Question-tags are sometimes positive: c) You’ve marked it have you?
This type of Question-tags show a conclusion what the speaker said. Question-tags may also be used in imperatives and exclamatives.
d) Open the door, will you? e) How beautiful she is, isn’t she?
Beaumont and Granger stated simple that form question-tags with an auxiliary verb (eg be, have, can) + personal pronoun (eg it,you). 27
a) You haven’t met my grandmother, have you? b) He can swim, can’t he?
A question-tags has the same auxiliary verb that is in the main clause. If the main clause has the verb be, we use be in the question-tag.
c) It’shot today, isn’t it?
We use do/does in present tense and did in the past tense consist of Question-tags.
d) You don’t like football, do you? e) You ate pizza yesterday, didn’t you?
We normally put a negative question-tag with a positive statement. And a positive question-tag with a negative statement. Compare :
f) It isn’t hot today, is it? It is hot today, isn’t it? g) You don’t like football, do you? You like football, don’t you? h) He can’t swim, can he? He can swim, can’t he?
26 Greenbaum, The Oxford …,p.48-49
19
19 The question-tag for I am is Aren’t I
i) I’m right, aren’t I?
After imperatives we use the question-tags will/would you? and can/can’t/could you? when we want people to do things.
j) Shut the door, will you?
k) Help me with this bag, could you?
After a negative imperative, we use will you?
l) Don’t be late, will you?
After let’s we use shall we? to make suggestions. m)Let’s go out, shall we?
We use they in the question-tags after somebody/someone,
everybody/everyone, and nobody/no one. n) Somebody love you, didn’t they? o) No one phoned for me, did they? We can use there as a subject in question-tags.
p) There won’t be any problem, will there?
According Foley and Hall, the form tag-questions with do/does/did (in simple tenses), or the auxiliary verb. There are three main types of sentence + tag-question: 28
Type Sentence Tag
Question Mixed
Tag Questions
Affirmative + negative tag
You already know Harriet,
don’t you?
Negative + affirmative tag
She hasn’t had the
baby yet,
has she? Uniform
Tag questions
Affirmative + affirmative tag
He arrived last night then,
did he?
If an affirmative sentence contains a negative or ’restrictive’ adverb (e.g. scarcely, hardly), it takes an affirmative tag.
20
There was hardly enough food for me in the party, was there? Most modal verbs, like auxiliary verbs, are repeated in tag-question.
Adam can drive a car , can’t they?
Parents shouldn’t expect their children to agree with their opinions,
should they?
And they expalanated about the exception rules in question-tags. There are a number exception and variations in the form of the verb in the question-tags:
Tag question after….. Example
I am I am an artist, aren’t I ?
Need (negative)
He doesn’t need addition reference, does he? (or: He needn’t addition reference, need he? May/might It may/might be fine tomorrow, mightn’t it? Ought to We really ought to leave now, oughtn’t we?
Shouldn’t we?
Let’s Let’s we go to a cinema, shall we?
And then they says about another case in the question-tags.
Usually the pronoun in the tag-question matches the subject of the sentence: Thisis a good example, isn’t it? (This and it are both singular)
Those are the flowers from Mom, aren’t they? (Those and they are both
plural)
Nothingever happens when I’m away, does it?
But notice this exception:
Someone’s been taking my food again, haven’t they?
Nobody has phoned, have they?
While Azar explained the form of question-tags with the tables above:29
21
21
AFFIRMATIVE SENTENCE + NEGATIVE TAG
Mary is here, isn't she?
You like tea, don't you?
They have left, haven't they?
NEGATIVE SENTENCE + AFFIRMATIVE TAG
Mary isn't here, is she?
You don't like tea, do you?
They have left, have they?
This/That is your book, isn't it? The tag pronoun for this/that = it. These/Those are yours, aren't they? The tag pronoun for these/those =
they.
There is a meeting tonight, isn't there?
In sentence with there + be, there is used in the tag.
Everything is okay, isn't it? Personal pronouns are used to refer to indefinite pronouns.
Everyone took the test, didn't they?
They is usually used in a tag to refer to everyone, everybody, someone, somebody, no one, nobody.
Nothing is wrong, is it?
Sentences with negative words take affirmative tags.
Nobody called on the phone, did they? You've never been there, have you?
I am supposed to be here, I arn not? I am not? is formal English. I am supposed to be here, aren't l? Aren't I? is common in spoken
English.
From explanation above, it shows that the forms of question-tags are: if the statement positive, the tag-question is negative, if the statement negative, the tag-question positive. And the exception rules in question-tag says that in imperative sentence, the question-tag must “ will you”, request
22
after somebody/someone, everybody/everyone, and nobody/no one the tag
is “they”.
3. Use of Question-Tags.
Foley and Hall stated we used mixed Question-tags with a falling intonation, to ask for confirmation: 30
It’s hot today, isn’t it?(the speaker believes that this is true and uses a tag question to check)
With a rising intonation, mixed Question-tags are a genuine request for information:
You haven’t talked to Sally yet, have you?
We answer mixed Question-tags in the following way: Affirmative tag: „Doni isn’t a playboy, is he?’
„No, I don’t think he is’ (agreement) /„Actually, yes, he is’
(contradiction)
Negative tag: „you’re an actrees aren’t you?
‘Yes, that’s right.’ (Agreement) /‘No, it’s three weeks.’
(Contradiction)
Request: Pick me up at eight, could you? Invitation: Let’s come to my party, won’t you?
Commands: turn the TV off, will you? Don’t annoy Rina, will you? Question-tags are normally used to ask for confirmation of what has just been said, they are:31
a) If we ask for confirmation concerning something we already feel sure of, falling intonation is used.
Example :
It’shot today, isn’t it?
30Foley and Hall, Longman Advanced…p. 98
23
23
You don’t live in Bandung, do you?
b) If, we are not sure whether what we are saying is correct, rising intonation is used.
Example :
Sheila’s met you before, hasn’t she?
He didn’t pay, did he?
c) There is also another type of question-tags. These are not normally
„questions’ at all, but are used to express emotional reaction of some
kind. They may indicate feelings like: anger, worry and interest. In these cases a rising intonation is normally used.
Example :
So he’s late again, is he?
She’s safe now, is she?
Oh, you’ve found a new job, have you?
In one sites stated that we use tags in spoken English but not in formal written English. They are not really questions but are a way of asking the other person to make a comment and so keep the conversation open.32
According Fuchs and Bonner, the use of question-tag are:
a) Use Question-tags in conversation when you expect the speaker to agree with you. In this type of tag-question, the voice falls on the tag, use this type of tag-question to :
Check information you believe is correct. You expect the listener to answer (and agree)
Example : Tom lives in L.A., doesn’t he?
24
(In this sentence the speaker believes that Tom lives in L.A and wants to check this information.)
Comment on a situation
Example : It’s a nice day, isn’t it?
( In this sentences the speaker is commenting on the weather)
b) Question-tags can be used to get information. You want to confirm your information because you are not sure it is correct. The voice rises at the end and you usually get an answer.
Example :
A : You’re not moving, are you?
(In this sentence the speaker in doubt, and wants get information) B : Yes, we’re returning to L.A or No, We’re staying here.33
According to Swan, the meaning of question-tag changes with the intonation. 34 If it is said with a falling intonation, it makes the sentence sound more like a statement. With a rising intonation, the sentence is more like a real question.
Example :
Nice day, isn’t it? (Falling intonation – not a real question)
You haven’t seen my brother everywhere, have you? ( Rising
intonation on have you? – this is a real question.).
As same as with Granger, Beaumont and Granger explained almost
the same with Swan, they say: “the meaning of question-tag depends on the intonation:
a) If we are asking a real question, we use a rising intonation
You haven’t seen my handphone, have you? (= have you seen
my handphone?)
b) But if we are sure of the answer, we use a falling intonation
It’s hot today, isn’t it? (= it’s hot. Do you agree?)35
33Fuchs and Bonner, Focus on……,p.93
34Swan, Practical English…p.515
25
25
From the explanation above, it shows that the meaning of question-tag is depend on the intonation. If the intonation is rising, it means the speaker confirm the information because s/he is not sure it is correct and if the intonation is falling, it means the speaker ask for confirmation from listener (the speaker expect the listener to agree).
4. Difficulties in learning Question Tags
There are a few special difficulties with question-tags:
a) Usually students answer amn’t I in sentence subject I am, because they
don’t know the rules..
Example : I’m late, aren’t I?
b) Many students still confuse to choose the appropriate tag in imperative sentence.
Will you? Is used in question-tags after imperatives. Example: Don’t be late, will you?
c) Many students still confuse to determine the appropriate tag in request sentence.
Example: Let’s go, shall we?
d) Many students still confuse to determine the appropriate tag in sentence consist of the exception rules. Such as there can be used as a subject in questions-tags, sentences containing negative words like nothing,
nobody is following by affirmative question-tags and Somebody,
someone, everybody and everyone are also often followed by tags with
they.
Example:
There’s something wrong,isn’t there?
Nothing can stop us now, can it?
Somebody borrowed my book yesterday, didn’t they?
26
CHAPTER III
THE IMPLEMENTATION OF RESEARCH
In this chapter, the writer discusses the framework related to the methodology in analyzing the problems of the study. This chapter includes the discussion on research methodology (source of data, objective of study, method of study, place and time, population and sample, technique of data collecting, and instrument of research), research findings (data collection, and technique of data analysis), data analysis and data interpretation.
A.Research Methodology 1. Source of data
According to Arikunto (2002:107) data source is a subject where data can be obtained. 2The writer then classified data source
into three categories. They are symbolized with a letter “P” which
refers to a person, place, and paper. First, person is the data source, which can give data in the difficulties learning English and especially question tags faced by students through an interview. Second, place is the data source which can give presentation like state (equipment,
27
room,etc) or move (activity students, teaching and learning process, etc), and the last is paper, it is the data source which can give data about the most difficulties in learning question tags faced by students.
In this research, the source of the data is some difficulties in learning question-tags faced by second grade of State Junior High School 4 Kota Tangerang Selatan..
2. Method of Study
In conducting her study, the writer used field research supported by library study. The writer did the library study to gain the data such as definition and ideas from experts. By doing this way, the writer can read many references book which are related to the topic. She also browsed internet and visited some libraries such as FITK library, UIN library, National library, and Unika Atmajaya library. Meanwhile, in the field research the writer did the observation directly to the school. In this case, the writer gave the test to the student about the topic would be studied and interviewed students to get some data.
3. Place and time
As stated in chapter one on the method of study, the writer carried out a field research. In the field research, it took place at State Junior High School 4 Kota Tangerang Selatan which is located on Jl.Pamulang Permai Barat II Komp.Pamulang Permai I, Pamulang, City South Tangerang - Banten, Indonesia.
4. Population and sample
The population of the study is the students of second year of State Junior High School 4 Kota Tangerang Selatan. They consists of nine of classes, each of them consists of 30 students. Therefore, there are 270 students in number.
The writer did not take the total population as sample. She only took one class VIII-9 which has 30 students. The sample is taken by using purposive sampling technique, the determining of class that will be studied based on the policy and ease from the school.
5. Technique of data collecting
There are three techniques of collecting data, the writer uses test, interview and document.
a. Test
Test is a technique in collecting data to find out and identify the
student’s difficulty in learning question-tags. b. Interview
This technique is used to supplement the data needed which are not covered by technique previously. The writer asked some question to the students, to know the process of teaching and learning in class and to reinforce the analysis and to find out the reasons why the students faced the difficulties in learning question-tags. This technique was used to interview students of class VIII-9 of State Junior High School 4 Kota Tangerang Selatan.
c. Document
It is used to know the accurate data about location, profile of school and population where the research is carry out.
6. Instrument of research
29
book. The types of the test are multiple choice items, fill in the blanks, and essay form. It is consists of 25 items which are divided into two parts.
The first and second parts of the test is the form area. In part A there are 15 items multiple choice form, and In part B there are 10 items fill in forms. They are many aspects in the form area, they are
the form of „be’, modals, simple present tense, past tense, present continuous tense, present perfect, imperative sentence, request sentence, subject That, subject There, subject I and plural word.
B.Research findings 1. Data description
As stated in chapter 1 of this paper. The writer formulated field and library research. She got the data from the English test score about question tags. Having finished the field research on the form and intonation of question tags, the writer obtained the score. This
following table is the result of student’s score.
[image:42.595.137.518.111.497.2]Table 3.1
Students’ Score of test result
No Sample Score No Sample Score
1 Students 1 65 16 Students 16 66.5
2 Students 2 71.5 17 Students 17 61.5
3 Students 3 66.5 18 Students 18 61.5
4 Students 4 81.5 19 Students 19 55
5 Students 5 80 20 Students 20 65
6 Students 6 71.5 21 Students 21 58
8 Students 8 81.5 23 Students 23 73
9 Students 9 70 24 Students 24 61.5
10 Students 10 66.5 25 Students 25 58
11 Students 11 83 26 Students 26 63
12 Students 12 68 27 Students 27 80
13 Students 13 73 28 Students 28 80
14 Students 14 71.5 29 Students 29 80
15 Students 15 65 30 Students 30 73
Total 2038
Average Score 67.93
Highest Score 83
Lowest Score 55
[image:43.595.149.526.84.466.2]Based on the table above, the writer had the English score from the test about Question-tags. The average score is 67.93 the highest score is 83 and the lowest score is 55.
Table 3.2
Question-tags and Each item
No The difficulty area Number of item 1. The form of question tags:
a. Verb „be’ A1
b. Simple past A2, A14, B1, B7
c. Simple present A3, B3, B10
d. Subject I A4, B2
e. Modals A5, B6
f. Present perfect A6, A8, B8
g. Present continuous A7, B4
h. Plural word A9, B5
i. Subject There A10
31
k. Request sentence A12, B9, A15
l. Imperative sentence A13
2. Technique of data analysis
The technique of data analysis used by the writer is descriptive analysis technique (percentage) to get relative frequency, which is described in the table percentage. In this table percentage, she uses the formula:
P= F x 100 % N
P= Percentage
F= Frequency of error made N= Number of the students3
Besides the formula above, the writer also finds out the average score by using the formula as following:
P = F x 100 % N x n
P= Percentage
N= Number of the students n= Number of item test
C.Data Analysis
After the writer gets the students’ score, she analyzes the students’ error. After that, she counts the number of errors by tabulating and calculating the result of errors. She processes the calculation of result of the test by changing the result of errors into percentage. First the frequency of difficulty in the form question tags in multiple choices, the table could be seen as follow;
Table 3.3
The Frequency of Difficulty in the Form of Question-Tags in Multiple Choice Forms
No The difficulty area of Question-tags
Item Number
Frequency of
difficulty Percentage
1 Verb „be’ 1 1 0.9%
2 Simple past 2 4 3.5%
3 Simple present 3 12 10.7%
4 Subject I 4 9 8%
5 Modals 5 4 3.5%
6 Present perfect 6 1 0.9%
7 Present continuous 7 3 2.6%
8 Present perfect 8 5 4.4%
9 Plural word 9 5 4.4%
10 Subject There 10 3 2.6%
11 Subject That 11 12 10.7%
12 Modals 12 6 5.3%
13 Imperative Sentence 13 22 19.5%
14 Simple past 14 5 4.4%
15 Request sentence 15 21 18.6%
Total 15 113 100%
To find out the average score in multiple choice forms, using the formula as follow:
P = F x 100 % N x n
= 113 x 100 % 30 x 15
= 113 x 100 % 450
33
These items are about the form of question-tags in multiple choice forms, it consists of 15 questions, they are: verb „be’, Simple Past, Simple Present, Subject I, Modals, Present Perfect, Present Continuous, Plural Word. Subject There, Subject That, Request Sentence and Imperative Sentence.
a. Part A (The Frequency of Difficulty in the Form of Question-Tags in
Multiple Choice Forms)
1. In item 1 in the form of verb ’be’, there is just one student or 0.9% who choose wrong answer in this item.
2. In item 2 in the form of Simple Past Tense, there are 4 students or 3.5% who choose wrong answer in this item.
3. In the form of Simple Present Tense in item 3, there are 12 students or 10.7% who choose wrong answer in this item.
4. In item 4 in the form of Subject I, there are 9 students or 8% who choose wrong answer in this item.
5. In item 5 in the form of Modals, there are 4 students or 3.5% who choose wrong answer in this item.
6. In item 6 in the form of Present Perfect Tense, there is just one student or 0.9% who choose wrong answer in this item.
7. In item 7 in the form of Present Continuous Tense, there are 3 students or 2.6% who choose wrong answer in this item.
8. In item 8 in the form of Present Perfect Tense, there are 5 students or 4.4% who choose wrong answer.
9. In item 9 in the form of Plural word, there are 5 students or 4.4% who choose wrong answer in this item.
10. In item 10 in the form of Subject There, there are 3 students or 2.6% who choose wrong answer in this item.
11. In item 11 in the form of Subject That, there are 12 students or 10.7% who choose wrong answer in this item.
13. In item 13 in the form of Imperative sentence, there are 22 students or 19.5% who choose wrong answer in this item. In other words, in item 13, most of students choose wrong answer in multiple choice forms.
14. In item 14 in the form of Simple Past Tense, there are 5 students or 4.4% who choose wrong answer in this item.
15. And the last, in item 15 in the form of Request sentence, there are 21 students or 18.6% who choose wrong answer in this item. And the total percentage of average error from the difficulty in question-tags in multiple choice forms is 25.11%.
[image:47.595.142.521.97.741.2]Second, the writer analyzed the frequency of difficulty in the form question-tags in fill forms, the table could be seen as follow;
Table 3.4
The Frequency of Difficulty in the Form of Question-Tags in Fill Forms
No The difficulty area of Question tags
Item Number
Frequency of
difficulty Percentage
1 Simple past 1 12 11%
2 Simple present 3 4 3.7%
3 Subject I 2 2 1.9%
4 Modals 6 7 6.3%
5 Present continuous 4 13 11.9%
6 Present perfect 8 5 4.5%
7 Plural word 5 14 12.7%
8 Request sentence 9 16 14.5%
9 Simple past 7 22 20%
10 Simple present 10 15 13.6%
35
To find out the average score in multiple choice forms, using the formula as follow:
P = F x 100 % N x n
= 110 x 100 % 30 x 10
= 110 x 100 % 300
= 36.7%
These items are about the form of question-tags in fill forms, it consists of 10 questions, and they are: Simple Past, Simple Present, Subject I, Modals, Present Perfect, Present Continuous Plural Word, and Request Sentence.
b. Part B (The Frequency of Difficulty in the Form of Question-Tags in
Fill Forms)
1. In the form of Simple Past Tense in item 1, there are 12 students or 11% who made errors in this item.
2. In item 2 in the form of Subject I, there are 4 students or 3.7% who made errors in this item.
3. In item 3 in the form of Simple Present Tense, there are 2 students or 1.9% who made errors in this item.
4. In item 4 in the form of Present Continuous Tense, there are 7 students or 6.3% who made errors in this item.
5. In item 5 in the form of Plural Word, there are 13 students or 11.9% who made errors in this item.
6. In the form of Modals in item 6, the students choose wrong answer about 4.5% or 5 students.
7. In item 7 in the form of Simple Past Tense, there are 14 students or 12.7% who made errors in this item.
9. In item 9 in the form of Request Sentence, there are 22 students or 20% who made errors in this item. In other words, most of students made errors in fill form.
10.In item 10 in the form of Plural Word, there are 15 students or 13.6% who made errors in this item.
And the whole percentage of average error from the difficulty in question-tags in fill forms is 36.7%.
Then, the following below is the analysis of the reason why the students faced the difficulty in learning question-tags that the writer got from asking some students orally.
c. Interview
To find out the reason why the students got difficulties in learning question-tag, the writer did an interview to all of students in Class VIII-9 of State Junior High School 4 Kota Tangerang Selatan. In doing her interview, the writer gave for about ten questions related to the topic and the teaching learning English activities which must be answered by the students.
37
However, the internal factor and external factor influenced the
students’ difficulties in their learning. First, they faced the difficulties because of their worse mind set or opinion. They believe that grammar is difficult subject. Then, they felt afraid to ask to their teacher,
because they thought their teacher is “killer”. Consequently, they can’t
communicate their difficulties to their teacher. Lastly, they have low enthusiasm and motivation in learning question-tags.
From the explanation above, the writer would like to conclude that the most mistakes done by the students are in the form of question-tags in multiple choice forms and fill forms. The first is the form of question-tag in multiple choice forms (Part A). The writer took four which are in each number there are more than 10% students who made mistakes. These students were choosing the wrong answer which is not the appropriate question-tags:
1. In item number 3 in the form of Simple Present Tense, there are 12 students or 10.7% who made mistakes. Because this item is the present tense in the speaking and there is apostrophe
between pronoun and auxiliary verb, consequently the students’ confuse to choose the right answer. The right answer is: You’d
better go home now, don’t you?
2. In item number 11 in the form of Subject That, there are 12 students or 10.7% who made mistakes. Because the Subject That, consequently the students’ confuse to choose the appropriate question tag. The right answer is: That is your book,
isn’t it?
3. In item number 13 in the form of Imperative Sentence, there are 22 Students or 19.5% who made mistakes. Because this item is
Imperative Sentence, no to be, consequently the students’
4. In item 15 in the form Request Sentence, there are 21 Students or 18.6% who made mistakes. As same as Imperative Sentence,
in Request Sentence also no verb, consequently the students’
confuses to choose the appropriate question tag. The right
answer is: Let’s have dinner at restaurant, shall we?
The most mistakes done by the students in Multiple Choice Forms are Request Sentence and Imperative sentence. It was happened because of their worse mind set or opinion. They believe that grammar is difficult subject and they felt afraid to ask to their teacher, because
they thought their teacher is “killer”.
The second is the form of question-tag in fill forms. The writer took six which are in each number there are more than 10% students who made errors. These students were choosing the wrong answer which is not the appropriate question-tags:
1. In item 1 in the form Simple Past Tense, there are 12 students or 11% who made mistakes. Because this item Simple Past Tense, consequently the students’ confuse to fill the appropriate question-tag. The right answer is: Helen and Monica went to London a week ago, didn’t they?
2. In item number 4, there are 18 students or 13.3% who made mistakes. Because this item is Present Continuous Tense in passive
voice, and subject is a thing, consequently the students’ confuse to fill the appropriate question-tag. The right answer is: Your bike is being repaired, isn’t it?
3. In item number 5, there are 14 students or 10.4% who made mistakes. Because this item is Plural Word and Simple Past tense,
consequently the students’ confuse to fill the appropriate question-tag. The right answer is: A few students spoke English well, didn’t they?
39
the first sentence, consequently the students’ confuse to fill the appropriate question-tag. The right answer is: By the end of the film we were all in tears, weren’t you?
5. In item number 9, there are 19 students or 14.1% who made mistakes. Because this item is Request Sentence. Consequently the
students’ confuse to fill the appropriate question-tag. The right answer is: let’s sing together, shall we?
6. In item number 10, there are 20 stude
