(A Case Study of the First year students of SMU PGRI 22 Serpong)
A 'Skripsi'
Presented to the Faculty ofTarbiyah and Teachers' Training
In Partial Fulfillment of the Requirements for the Degree of Strata-I (SI)
By:
DIAN ISROWATI 9914015778
English Department
The Faculty of Tarbiyah and Teachers' Training
Syarif Hidayatullah State Islamic University
(A Case Study of the First year students of SMU PGRI 22 Serpong)
A Skripsi
Presented to the Faculty ofTarbiyah and Teachers' Training
In Partial Fulfillment of the Requirements for the Degree of Strata-I (SI)
By:
DIANISROWATI 9914015778
Approved by: Advisor
Mas'ud Mada, MA 150 012951
English Department
The
Faculty of Tarbiyah and Teachers' Training
Syarif liidayatullah State Islamic University
Jakarta
A 'Skripsi' titled: AN ANALYSIS OF STUDENTS' GRAMMATICAL
ERRORS IN SUMMATIVE TEST (A Case Study of the First year students of
SMU PGRI 22 Serpong) was examined at examination session of the Faculty of
Tarbiyah and Teachers' Training State Islamic University (UIN) Syarif Hidayatullah
Jakarta on Thursday, October 2, 2003. This 'skripsi' has fulfilled the requirements for
the Degree of Strata- I (S 1) at the English Department.
fCommittee
Exn 1iner1 ! •
ＬＮﾷｾ＠
r -· ..._
Drs. Svau M.Pd.
NIP. 150 246 289
Jakarta, October 2, 2003
Examination Committee
The Secretary of Committee
Drs. H. Mahsusi MD. MM. NIP. 150 233 Q73
Examiner II
(
ｾＡｖｴｾﾷＭ
In tfie name
of
}l ffafi, 'Ifie <Beneficent, 'Ifie :Merciju[
Praise be to Allah, Lord of the universe, who gives the writer guidance and
strength, so she could finish this 'skripsi'. Peace and blessing be upon Prophet
Muhammad SAW, his family, his relatives, and all his followers.
Many people assisted her in writing this 'skripsi'. The writer wants to give her
sincerest gratitude and the honor to her beloved parents M. Arsyad Yasin and Anisah,
her beloved sisters and brothers, the big family of her aunt, for their support,
understanding, advice, contribution, love and moral encouragement that they give to
the writer.
The writer also wants to give her gratitude to Mr. Mas'ud Mada, MA, as the
writer advisor for his time, guidance, kindness, contribution, and patient in correcting
and helping her in finishing this 'skripsi'.
The writer realized that she would never finish in writing this 'skripsi' without
the help of some people around her. Therefore, she would like to give special thanks
to:
I. Prof. Dr. Salman Hamn, the Dean of Faculty of Tarbiyah and Teachers'
Training
2. Drs. Nasrun Mahmud, M.Pd, the Dean of English Department, and Drs, Syauki,
4. Her best friends: Nina, Iin, Nine, Sharon, Arna, Fitri, Yatie, Ika and Rahmy,
K' Moel (for being her kind roommate), her KKN's friends, all her friends in
class A, and others that the writer cannot mention one by one, thanks for being
her friends and a wonderful time in campus.
She should also like to express her appreciation to Drs. H. Didi Suhendi M,
:ll.1Pd, the Head Master of SMU PGRI 22 Serpong, and Drs. H. Muhammad Halirni as
the Vice head Master, to give me an opportunity to do research in the school, Mrs.
Sumiati Roebyo, the English teacher of the first class, for her help, contribution and
kindness. And also for all the first students, especially for class 1.1 and 1.2, who was
being the sample in this 'skripsi'.
Finally, the writer hopes some suggestions and critics from the readers for this
very simple paper and it will have some value, although she admits that it is far from
being perfect.
Ciputat, September 2003
The Writer
Acknowledgement. ... .
Table of Contents ... . 111
List of Table ... . v
CHAPTER I: INTRODUCTION... ... ... I A. Background of the Study... I B. Scope of the Study... 4
C. Statement of the Problem... 4
D. Objective of the Study... 4
E. ｾｦｯｴｨｯ､＠ of the Study... 5
F. Organization of Writing. . .... 5
CHAPTER II: THEORETICAL FR<\MEWORK... 6
A. Grammar ... . 1. Definition of Grammar.. ... "' .. .
6 6 2. Some Common Error in Grammar... 7
B. Error Analysis... 8
1. Definition of Error... 9
2. The Goals of Error Analysis... 11
3. Procedure of Error Analysis... 12
" English Curriculum of 1994 ... 16
3. Syllabus . . .. . . . .. . . .. . . .. . .. . .. .. . .. . . . .. . ... ... ... .. ... ... . ... .. .. 19
4. Test... 20
CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS ... 22
A. Research Methodology... 22
I. Purpose of Research . . . .. . . .. .. . .. . .. . .. ... ... ... ... .. ... . ... .. 22
2. Place and Time.... . . . 22
3. Population and Sample ... ... ')')
---4. Instrument of Research... . 235. Techniques of Data Collecting... 23
6. Technique of Data Analysis ... 24
7. Procedures of Research . . . 24
B. Research Findings . . . .. . . 24
1. Data Description . . . 24
2. Data Analysis . .. .. . .. . .. ... . . . ... . .. .. ... .. . .. . .. . .. ... .. . ... .. . ... . . ... 25
3. Data Interpretation... 29
CHAPTER IV: CONCLUSION AND SUGGESTION ... 31
A. Conclusion. . . . .. .. . .. . . .. . .. .. . .. ... .. . .. . .. ... ... . .. ... .. . .. . .. . 31
B. Suggestion... 31
BIBLIOGRAPHY
APPENDLXES
1. Table!. Grammar Area and Each Item .. . ... 25
2. Table2. Frequency of Error in Tenses ... 25
3. Table 3. Frequency of Error in Indirect Command ... 26
4. Table 4. Frequency of Error in Modal. ... 27
5. Table 5. Frequency of Error in Sub-Clause ... 27
6. Table 6. Frequency of Error in Object Pronoun ... 28
7. Table 7. Frequency of Error in Adjective Clause ... 28
8. Table 8. The Sequence of Grammar Area Based on Its High Frequency of Error. ... 29
A. Background of the Study
English is one of the language which is widely used all over the world.
Therefore, although Indonesian is officially used as national language, however
English is considered as the first foreign language which is taught in Indonesian
schools. Being aware of the important of English, the government of Indonesia
occupied it as the only compulsory foreign language subject taught at the formal
education from the Secondary School up to the university. By the students have
passed through these years of learning English, they are expected to acquire some
abilities, those are: the ability to read and understand English books, the ability to
speak English, and the ability to write in English.
The general aim of language teaching is that the students should learn the
language, covering pronunciation, vocabulary, and grammar by practising the fourth
basic skills: listening, reading, speaking, and writing. Furthermore, the fourth basic
skills are used for ｣ｯｭｭｵｮｩ｣｡ｴｩｯｾ＠ To be able to communicate in English, besides
having enough vocabulary, the students have to master grammar or structure.
Grammar or structure is one of the language aspect which is taught to every
language learners. It is as the basic knowledge and as an important role in
language and it is very important that learners thoroughly use."1 It means that by
understanding the structure points, the students can understand and predict the
language system and how the language is naturally constructed and used to develop
their language skills.
In teaching learning process, there are generally some aspects that cannot be
separated. There are the students, the teachers, the materials, the objective of
instructions, the methods, and the instruments. We need some instruments to measure
the result of English teaching activity. One of the instruments influence the English
teaching and learning process is a test or evaluation. The evaluation is an effort,
which is done, to determine whether the educational objective and the instructional
objective has been reach or not. By giving the test, teachers can get the feedback of
all their instructional programs, students' achivement on what they taught and the
process of delivering the materials.
At school, learning and teaching activities are usually use formative and
summative tests. The formative test is usually made by the teacher of each class and
given at the end of lesson unit and the summative test is usually made by the team
and given at the end of each term or at the end of the school year and it is held in
every school together in the same time.
1
Colin Dawson, Teaching English as a foreign Language, Practical Guide, (London: Harrap
The materials in the summative test must be based on the curriculum. But in
fact, the contents of test which is made by the team, sometimes is not suitable with
the materials of curriculum or far from the topics of curriculum.
The test is served to motivate the learner and to give unity to the portions of the
material ceing studied at different times. Test is a kind of academic capability,
sending useful indications back to the teaching center, allowing the teacher to
re-orient thev
""'··k
to overcome weakness and difficulties. Test should be deviced toprove the skills and abiEties, and if the instruction has been good, all well motivated
and r.ormally intelligent student ought to be able to show their excellence on the te'L
English as a foreign language teaching has been based on· grammar, and unlike
various measure of communicative skills, there is general agreement on what the test.
Gramm'!r items, such as auxiliary verbs, are easy to identify, and error in grammatical
can be quickly spotted and ｾｯｵｮｴ･､Ｎ＠ Grammar tests are designed to measure >tudent
proficiency in matters ranging from inflections (bottle-bottles) to syntax. Syntax
involves the relationship of word order, use of the negative, question forms, and
connectives.'
In the first language acquisition or rn a second language learning, error is a
natural phenomenon that occurs when students learning or doing the test It is
unavoidable before correct grarr.mar rules are completely internalized.
Based on Lhl: explanation above, the writer tries to discuss about students'
grammatical errors in summative test, which have been done by the first year students
of S\1U PGRI 22 Serpong"
B, Scope of the Study
l t is necessary to make a limitation of the problem. In this skripsi, the
writer limits the discussion on the grammatical errors are commonly made· by
the students in Summative test The explenation will serve in the highest
frequency of error only.
C. Staterr.ent of the Problem
I3ascd on limitation above, the writer would like to formulate the problem
as follow "What kinds of grammatical errors are commonly made hy the students
in summative test?"
C. Objective of the Study
The objective of the study in this 'skripsi' is to find out the students'
grammatical lrrors are commoqly made in English summative test. Besides that, this
'skripsi' is expected ',o be prcfour:d the writers' knowledge in the field of English
D. Method of the Study
The study is based on the field and library research in collecting data. In
library research, she tries to study and analyze some theories by reading the books
related to the topic and complete the study to find out the theories bearing on.
The field research was carried out at Sl\1U PGRI 22 Serpong Tangerang. The
writer wants to get the grammatical errors data which is commonly made by the first
year students in English summative test.
E. Organization of Writing
The writer arranges this 'skripsi' into four chapters. Chapter one is an
introduction which explains about background of the study, scope of the study,
statement of the study, objective of the study, method of the study, and organization
of writing.
Chapter two is theoretical framework. It is divided into three sub-chapters.
The first is grammar, the second is error, and the third is curriculum and test.
Chapter three is research methodology and finding. Research methodology
consist of purpose of research, place and time of research, population and sampel,
instrument of research, technique of data collecting, technique of data analysis, and
the prosedure of research. While research finding consist of data description, data
analysis, and data interpretation.
Finally, chapter four is about conclusion and suggestion based on the study.
A. Grammar
I. Definition of Grammar
To communicate clearly, accurately, powerfully, precisely, and
effectively, we need the knowledge of grammar as the rules of language.
Cobbett wrote:
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. (Cobbett, 1819)3
On the recent dictionary oflinguistic terminology, grammar is:
I) An analysis of the structure of the language, either as encountered in a corpus of speech or writing (a performance grammar) or as
predictive of a speakers' knowledge (a competence grammar). A
contrast is often drawing between descriptive grammars, which tries to establish rules of the correct use of language in society. 2) An analysis of that structural property which define human language (a universal grammar). 3) A level of structural organization, which can be studied
independently of phonology and semantic.4
3 David Nunan. Second language Teaching and learning, (New York: Heinle & Heinle
Publisher, l 999), p. 96
4
!bid. p. 97
In Oxford Dictionary wrote that grammar is "the rule in a language,
for changing the form of words and combining them into sentences."5
The knowledge of grammar is very important to express what we want
to say and interpreting correctly not only the basic meaning of what someone
has been said but also to force the utterance of piece of writing.
2. Some Common Error in Grammar
Grammar deals ｜｜ｾｴｨ＠ words and their relationship to each other, it
includes discussion of the form of the words, and the used of phrases, clauses
and sentences, their tenses and cases. Because of its complexity, it is logical if
there are many students who make many errors in grammar.
Based on an experience of some English teachers and lecturers, and
based on the studies done by some English students, and referred to the
Reinhart' s book "Testing Your English Grammar", concluded that there are
17 common areas of grammar that the learners usually make some e1Tors.
There are:
a. Noun
b. Agreement
c. Tenses
d. Passive Voice
e. Comparison
f Modals
a Adverb and Adjective
o·
h. Adjective ending in -ing and -ed
1. Gerund and Infinitive
J. That and Interrogative Clauses
k. Sentence Structure
I. If (Conditional) Clause
m. Wish
n. Negative Adverb
o. That clauses containing the bare infinitive
p. So and such
q. Preposition6
In this 'skripsi' the writer tries to analyze the students' grammatical
errors in their summative test. The test has 6 grammar areas; there are tense,
indirect command, modal, sub-clause, subject pronoun, and adjective- clause.
B. Error Analysis
It is unavoidable that the learner does some errors in his language learning
process. The realization of the second language learners' errors is important for
6 Susan M. Reinhart. Testing Your English Grammar, (Michigan: The University of Michigan
understanding of a foreign language learning process and planning of a course. In
other words, errors give sign to the teachers and researchers how target language
learning is successfully achieved.
The study of learners' errors called error analysis. It is a way of looking at
errors made by the learners of target language. Since the analysis is based on factual
data of learners' errors. As Corder (1967: 167) noted: "A learners' errors ... are
significant in [that] they provide to the researcher evidence of how language is
learned or acquired, what strategies or procedures the learner is employing in the
discovery of the language." 7
1. Definition of Error
To get clear understanding about error, several opinions have given some
linguists should be observed among others. Dullay defined error as "The
flawed side of learner speech or writing. They are those part of conversation
or composition that deviate from some selected norm of mature language
performance. "8 Then Douglas Brown said: "Put in other way, an error is a noticeable deviation from the adult grammar of a native speaker, reflecting the
interlanguage competence of the learner".9 In addition, Henry Guntur Tarigan
and Djago Tarigan. said:
H. Douglas Bro\\n, Principle of Language learning and Teaching, (New York, Prentice Hall Regents. l 987) p. l 70
'Dullay ct all. Language Two, (New York: Oxford University Press. 1982), p.138
9
"Sebaliknya, kesalahan disebabkan factor kompetensi. Artinya siswa memang belum memahami sistem linguistik bahasa yang digunakan. Kesalahan biasanya terjadi secara konsisten, jadi secara sistematik". (In contrast, error is caused by a competence factor. It means that the students have not understood the used of the target language linguistic system yet. In a common, error is happened consistently. Tl ms, tt . . ts systemallc . • ) IO
From those opinions about error, it can be concluded that error, which
are linguists explained in their own term, are something to do with
unacceptable and inappropriate forms of the grammar of the target language
and the competence of the foreign language learners.
Error is usually compared v-tith mistake. It is important to make
distinction between error and mistake, because they are technically two
different phenomena. In order to analyze learners' errors m proper
perspective, it is a crucial point to make a distinction between error and
mistake. A mistake refers to a performance error that is either a random guess or a 'slip', in that it is a failure to utilize a known system correctly. Native
speakers are normally capable of recognizing and correcting such "lapses" or
mistakes, which are not the result of a deficiency in competence but the result
of some sort of breakdown or imperfection in the process of producing
speech.11
'" Henry Guntur Tarigan & Djago Tarigan. Pengajaran Analisis Kesalahan Berbahasa,
(Bandung: Angkasa. 1988). Cct. Kc 10, p. 75-76
Corder distinguished between error and mistake. According to him:
"'Performance errors have been called 'mistakes' while the term ·errors' was reserved for the systematic deviations due to the learner is still developing knowledge of the second language rule system."12
2. The Goal of Error Analysis
Speaking about the goal of error analysis, it is for pragmatic use.
Sridhar in Co111rastire Analysis, Error, and Inter/anguage wrote:
It was believed that error analysis, by identifying the areas of difficulty for the learner, could help in (i) determining the sequence of presentation of target items in textbook and classroom, with the difficult items following the easier ones: (ii) deciding the relative degree of emphasis, explanation and practice required in putting across various items in the target language; (iii) devising remedial lesson and exercises, and finally (iv) selecting items for testing the I earners pro 1c1ency. · ' fi . n
According to Corder, error analysis has two functions "the first is a
theoretical one and the second is a practical one."14
The most practical use of the analysis of the error is the teachers. It is
designing pedagogical material and strategies. Dullay stated that studying
learners' errors serves two major purposes:
I) It provides data from which inferences about the nature of language learning process can be made: & 2) It indicates to teachers and curriculum developers, which part of the target language
12 Dullay, cl all,
Op. Cit, p. 139
13
Jacek Fisiak (cd), Contrastive linguistics and the language Teacher, (England: Pentagon
Press Lid .. 1981). p. 221-222
1
•1 S. Pit. Corder. Error Ana(vsis and Jnterlanguage, (New York: Oxford University Press,
students have most difficulty producing correctly and which errors types detract most from a learners' ability to communicate
ffi . l ,, 15
e ecuvey.
The theoretical aspect of error analysis is part of the methodology of
investigating the language learning process.
3. Procedure of Error analysis
In the language teaching, either a native language or a second
language teaching, study about learner' errors is very important. As the writer
said before that error analysis is a way of looking at the errors made by the
learners of a target language. There are some procedures in error analysis,
such as a san1ple collection, identification of the sample, error explanation,
and error classification.
Based on these procedures, Tarigan defined error analysis as:
"Suatu prosedur kerja, yang biasa digunakan oleh para peneliti dan guru bahasa, yang meliputi pengumpulan sampel, penjelasan kesalahan tersebut, pengklasifikasian kesalahan itu berdasarkan penyebabnya, serta pengevaluasian atau penilaian taraf keseriusan kesalahan itu." (A procedure, which is usually used by language researcher and teachers and which coves sample collection, error explanation, error classification, which are based on the cause of errors and evaluation of seriousness of error).16
Corder ( 1994) suggest the following steps in error analysis research:
a. Collection of a sample of learner language b. Identification of error
c. Description of error
15
Dullay. ct all. Op. Cit, p. 138
16
d. Explanation of error e. Evaluation of error17
Roger T. Bell said: " ... a step by step the procedure which teachers
can follow in order to recognize when error has occurred, describe what it is
and explain why it exists."18
The first step in the process of analysis is recognition or identification
of errors. It crucially depends on correct interpretation of the learners'
intentions. It can be arrived by authoritative interpretation or plausible
interpretation.
It is called authoritative interpretation when the learner is asked in his mother tongue what he is intended to express with his utterance of the target
language. In contrast, plausible interpretation is the learner is not available for
consultation; we interpret his utterance on the basis of the learners' utterance.
Theo Van Els stated:
Corder differenties between: - an authoritative interpretation: if the learner is available, we can ask him to express his attentions in his mother tongue, and then translate his utterance into the target language, using what ever we can glean from his original attempt as a guide to the form he aimed at; - a plausible interpretation: if the learner is absent, we have to do the best we can to infer what he intended to say from his utterance, its context and what ever we know about him and his knowledge of the world and the target language. 19
17
Rod Ellis, The Study of Second Language, (Oxford: Oxford University Press, 1995), p. 48
18
Roger T. Bell, An introduction to Applied Linguistics: Approach and Method in Language
Teaching, (London: Bastforc! As;adernic and Education Ltd, 1981), First edition, p. 171
1
' Theo Van Els, ct all, Applied linguistics and The Learning Teaching of Foreign Langu11gc,
The second step is the describing error. It begins only when an identification stage has taken place. The description of learner errors involves
a comparison of the learners' idiosyncratic utterances with a reconstruction of
those utterances in the target language. It requires, therefore, attention to the
surface properties of the learners' utterances.
Finally, the last step in the process of analysis is the explanation of
error that can be regarded as a linguistic problem. This step attempts to
account for how and why the learners' errors happen.
C. Curriculum and Test
I. Definition of Curriculum
The curriculum is derived from Greek language 'curriculum'. It means
·a running course or race course, especially a chariot race course'. It is also
derived from French language 'curier' which means 'to run'. At the time,
curriculum is defined as the subject, which should be followed by the pupils
or students to achieve a certificatew
Stenhouse defines the curriculum as:
"An attempt to communicate the essential principles and features of educational proposal in such a form. It is open to critical scrutiny and capable of effective translation into practice". (Stenhouse, 19775:4)21
'" S. Nasution. Pengembangan Kurikulum, (Bandung: PT.Citra Aditya Balcti, 1993), p. 9
" David Nunan, The learner-centered Curriculum, (New York: Cambridge University Press,
Curriculum is needed by the teacher in teaching and learning process
to achieve the aim of the school or institution. Curriculum is the intention and
the plan, and its implementation in teaching and learning process involves the
teacher and the student.
Rodgers in Syllabus Design, Curriculum Development and Polity
Determination wrote:
The curriculum is a far broader concept. Curriculum is all those activities in which children engage under the auspices of the school. This includes not only what pupils learn, but also how they learn it, and how the teacher help them learn, using what supporting materials, styles, and methods of assessment, in what kind of facilities. 22
The teacher ought to give the students the opportunities to be active in
learning. Based on the curriculum, the teachers have to motivate their
students, help them learn, so the purpose of teaching process can be achieved.
In the class, the teacher should be creative in developing the teaching learning
activities.
Such a curriculum will contain similar element to those contain in the
traditional curriculum development, that is planning (including needs analysis,
goal and object setting), implementation (including methodology and material
development) and evaluation. The key deference between learner-centered
and traditional curriculum is a collaborative effort between teacher and
22
Robert Keith JolUJSon (cd), 77ie second language Curriculum, (New York: Cambridge
learner, since learners are closely involved in the decision-making process
regarding the content of the curriculum and how it is taught.23
The key elements in the curriculum model proposed as follows: initial
planning procedures (including data selection of learning activities and
material), and ongoing monitoring, assessment and evaluation. By these key
elements, the curriculum expected can be organized well and successful.
2. English Curriculum of 1994
In curriculum 1994 stated that the general objective of English
language is to develop students' competence to communicate in the target
language in real communicative context. In communicative competence, there
are four elements, which should master by the students.
According to Michael Canale (1983), "Communicative competence
consist of four competences, there are grammatical competence,
sociolinguistic competence, discourse competence, and strategic competence.
Grammatical competence deals with mastery of verbal and non verbal of
linguistic codes. It is includes mastery of vocabularies, words, sentences, and
. . 24 pronunc1at1on.
" David Nunan. The /earner-centered Curriculum, (New York: Cambridge University Press,
1989), p. l
°'
Nuril Huda. Communicative ..Jpproach, English Language Education, Vol. I, No. 1, July. 1995,From the statement above, grammar aspect is very important m
communicative competence. When we communicate with other people,
grammar used to interpret and convey literal meaning of utterances. So it
keeps an important role in communication.
The introduction of English Curriculum of 1994 consists of:
a. The Objective
According to Garis-Garis Besar Program Pengajaran 1994 (GBPP)
of the Department of Education and Culture, that the purpose oflearning
English in Senior High School is:
"Pada akhir sekolah menengah umum siswa memiliki keterampilan membaca, menyimak, berbicara, dan menulis dalam bahasa lnggris melalui tema yang dipilih berdasarkan: tingkat perkembangan dan minat mereka, tingkat penguasaan kosa kata (lebih kurang 2500 kosa kata untuk Program IP A dan IPS, dan lebih kurang 3000 kosa kata untuk Program Bahasa),dan tata bahasa yang sesuai." (In the end of study, the students have to able in fourth basic skills; reading, listening, speaking, and writing in the English language, which is suitable with the theme basis on knowledge development and interest of student, mastery in vocabulary (about 1500 vocabularies for science and social program, and about 3000 vocabularies for language program) and suitable language system. 25
As we know that the purpose of learning language especially a
second or a foreign language is able to communicate directly in the
language. In other hand, the students have to able to communicate in real
communicative context.
" Depa rte men Pcndidikan clan kcbudayaan, Kuriku/um Bahasa lnggris I 994, (Jakarta,
b. n1e Aieaning of Language
Based on the 1994 curriculum, the language is the means to
express an idea, mind, opinion, and feeling. In Indonesia, the English
language is the first foreign language, which expected important to adopt
and increase the sciences, technology, and culture art, and make a
relationship with other countries.
c. 7he Function
In the senior High School, English is an compulsory subject, which
has a function as means to increase the students themselves in the
sciences, technology and culture art. So they can grow up become smart
nations, have skills, and Indonesia personality and ready to develop their
country.
d.
nie
RoleIn the Senior High School, the English lesson includes the skills:
reading, listening, speaking, and writing, which emphasized on the reading
skill. Language elements such as a grammar, vocabulary, pronunciation,
and spelling, presented to support those fourth basic skills, not to mastery
the English element themselves. Those fourth basic skills served in the
units, with in this GBPP called 'theme'.
In GBPP, textbooks must conform to curriculum. There are fourth
English components that should be studied by student of Senior High School,
students, in 1994 curriculum there are I 0 units or themes, which must
comprise in each six months (semester). GBPP that was adapted contains list
of vocabularies, which each theme consists of words suggested to learn agrees
｜｜ｾｴｨ＠ its theme. The position of vocabulary in GBPP is to help teachers and
book writers in choosing materials that suitable with the theme.
The approach in GBPP of 1994 English Curriculum of Senior High
School is a meaningful approach (Pendekatan Kebermaknaan), and GBPP
model that used is a variable focus model (model penekanan beragam).
3. Syllabus
A syllabus is a document that consists essentially, of the list; these lists
specify all the things to be thought in the course. Syllabus design is seen as
being concerned essentially with the selection and grading of content, while
methodology is concerned with the selection of learning tasks and activities.
Syllabus is a devise for teaching planning; it is a plan. which the teacher alters
into a reality of classroom interaction. It can be said that the syllabus specifics
what is to be learned and the methodology tells us how it is to be learned.
According to Penny Ur, a syllabus has some characteristics which:
a. It consist of a comprehensive list of:
• Content item (words, structures, topics) • Process items (tasks, methods)
b. It is ordered (easier, more essential items first)
c. It has explicit objective (usually expressed in the introduction) d. It is a public document.
f. It may indicate a preferred methodology or approach.
g. It may recommend materials.26
'Syllabus' to refer to the selecting and grading of content, and
'curriculum' more widely to refer to all aspects of planning, implementing,
evaluating, and managing an educational program.
Here the writer can conclude that the syllabus is more specific than
curriculum, where the curriculum includes the aspects must be achieved in
teaching and learning process and obtain universal in all education institution,
and the syllabus is a local workable-planning including what to be taught to be
student and how to teach it.
4. Test
There are two types of test, namely:
1. Formatil·e Emluation is concerned with judgments made during the
design and/ or development of a program, which are directed toward
modii)ing, "forming" or otherwise improving the program before it is
completed.
Summative Evaluation describes judgments about the merits of an already
completed program, procedure, or product. 27
"' Penny. Ur, A Course in Language Teaching: Praclice and Theory, (Cambridge: Cambridge
University Press. 1996) p. 183
,. Anthony J. Nitka, Educaliona/ Test and Measuremenl lntroduclion, (New York: Harcourt
In Petunjuk Pelaksanaan Kurikulum 1994, there are three types of
evaluation they are:
a. Formative test is given at the end of lesson unit, functioning a feedback to
know the degree of the student achievement individually or as a group, or
to see how far the students have reached the instructional objectives. Then,
the result of the test will be used to improve the implementation of
teaching and learning process.
b. Summative test is given at the end of each six months or at the end of the
school year. It has to cover all the themes and topics.
c. National examination is given at the end of the third year, and this test is
held nationally (EBT ANAS).28
The writer concludes that summative test is a test which is done to get
data or information about students' learning achievement on subject material
which have been taught, given at the end of the school year or when the
programs of study was completed.
"' Dcpdikbud Rl, Kurikulum Seko/ah Afenengah Umum: Petunjuk Pe/aksanaan Proses Be/ajar
A. Research Methodology
I. Purpose of Research
As mentioned in the chapter one that the objective of the study is to
find out the grammatical errors are commonly made by the students in
summative, test. Besides that, this 'skripsi' is expected to be profound the
writer's knowledge in the field of language test especially in grammar and to
other English teachers.
2. Place and Time of Research
The research of this study was held at SMU PGRI 22 Serpong, which
is located on Jl. PahJawan Seribu, Serpong, Tangerang. This research began
by doing observation to the school on Monday 9 June 2003. The writer did an
interview of the English teacher of the first class on Saturday, 21 June 2003
and than took the question sheet and the students' answer sheets of English
summative test. The test already has been done on Saturday, 14 June 2003.
3. Population and Sample
The population of the research consists of seven classes. Because the
population is homogeneous, the sample was taken by two classes, there are
only 82 students where are from the class I. I and class 1.2.
The writer used a purposing random sampling to get representative data
and make easy to calculate it.
4. Instrument of Research
To obtain the data in this research the writer used the students' work
sheets and students' answer sheets of their English summative test. The
students' work sheet consists of 55 items. 50 items are multiple choices and 5
items are essay. The grammatical items are broken down in the multiple
choices (see appendix).
5. Technique of Data Collecting
a. Observation
In implementation of her observation, the writer visited the school
to ask for the result of English summative test for the first year in order to
know about students' grammatical errors.
b. Interview
The writer has interviewed the English teacher of the first class.
The interview was talking about the general description of the test
implementation of English summative test for the first year students, and
also about the teaching learning process in the class especially in teaching
6. Technique of Data Analysis
The technique of data analysis that is used in this research is
descripti\·e analysis technique (percentage), which is described in the table
percentage. In the tabie percentage the writer used formula.
/ ..
!' = .'.._ x J 00 %
'.·
.
'P f}crcentage
F Frequency of wro11g answer
:\ - Number of sample
7. The Procedure of Research
As it was statec.! in chapter one, this ' skripsi' will discuss about the
students' gramrr.atical errors in summative test, and the research has been done.·
The writer took two classes from seven classes of the first year
students as a sample.
The next step is the writer calculates (table percentage) of grammatical
errors, which is commonly made by the students as a result of their English
summative test. The wider explanation will be discussed later.
B. Research Finding
1. Da'.a Description
As the writer has explained in the preceding chapter, this 'skripsi'
students. She took the answer sheets to get data and the work sheets to
analyze. The test covers 6 grammar areas, which are broken down into 17
items. The following tables are classifications of such items based on its
grammar areas.
Table 1
Grammar Area and Each Item
No
i
Grammar Area Number of itemsI
-·1
···1 --·
-·-Tenses 26,27,32,48
ｾ＠
I
Indirect Command 28,29,30,49, 50i
'
I
Modal 31,33,34J
4
I
Sub-Clause 365
I
Object Pronoun 406
I
Adjective Clause 41,42,432. Data Analysis
The next step is analyzing the result of data. The data analysis will be
described as follows.
a. Tenses
Table 2
Frequency of Error in Tenses
:
Grammar Area Number of Items Frequency of Error1 No
'
'
26 72 (87,80%)
27 34 (41,46%)
I Tenses
32 52 (63,41%)
48 59 (71,95%)
[image:36.595.59.455.121.668.2]Those items are about tenses. The first item is a future perfect
tense. There were 87,80 % student choose the wrong answer. The second
item a past continuous tense and there were 41,46 % students made errors.
The third item is a simple present tense, there were 63,41 % students
made errors. As the second item, the last item is a past continuous tense
too and the students who made errors in this item are 71,95 %.
b. Indirect Commands
Table 3
Frequency of Error in Indirect Commands
'
I
No Grammar Area Number ofltems Frequency of Error'
28 71 (86,58%)I
29 48 (57,83 %)I '
2
I
Indirect Command 30 53 (63,85 %)I
49 70 (84,33 %)
I
I
I
I
50 68 (82,92 %)i
I
i Total 5 items 310 (75,60 %)
It those items, the students are still confused to make the indirect
command. The table above shown that 75,60% students made the error in
[image:37.595.85.450.167.475.2]c. \lodal
Table 4
Frequency of Error in Modal
! I
j No
I
Grammar Area Number of Items Frequency of ErrorI
'
i
31 79(95,18 %)I
I
3I
Modal 33 69 (83,13 %)I
I
I
I
34 78(95,12 %)I
I Total 3 items 226 (91,86 %)
The table above shows us that the students also still confused to
use the correct usage of modals. It was approved by the high frequency of the errors. There were 91,86% students cannot use tliem correctly.
d. Sub-Clause
Table 5
Frequency of Error in Sub-Clause
!
No
I
Grammar Area Number of Items Frequency of Errori
4
I
Sub-clause 36 66 (80,48 %)i Total 1 item 66 (80,48 %)
The table above indicates that there were many students who did
not understand yet about sub-clause. It can be seen from the frequency of
[image:38.595.86.454.95.498.2]e. Subject Pronoun
Table 6
Frequency of Error in Object Pronoun
!
I
No Grammar Area Number ofltcms Frequency of Error\ 5 Object Pronoun 40 67 (80,72 %)
Total 1 item 67 (80,72 %)
This item is about subject pronoun. In this grammar area, there
were 80, 72% students who made errors.
f. Adjective Clause
Table 7
Frequency of Error in Adjective Clause
No Grammar Area Number of Items Frequency of Error
41 67 (81,92 %)
I 6 Adjective Clause 42 64(76,82 %)
I
43 52 (63,85%)I
Total 3 Items 183 (74,39 %)
In the first item there were 81, 92 % students choose the wrong answers and 77, I 0 % students made errors in the second item. Students
who made errors in the third item are 63,85%. It is the lowest one than
[image:39.595.87.454.105.473.2]3. Data Interpretation
After classifying the items into each grammar area, and analyzing the
frequency of eITor in each item, the following table describes the sequence of
grammar are based on its high frequency of eITors.
! !
i No [
I
,
l
I
I
')
I
I
3 !
4
5
[image:40.595.78.449.147.507.2]6
Table 8
The Sequence of Grammar Area
Based on Its High Frequency of Errors
Grammar Area Frequency of Error
Modal 226 (91,86 %)
Object Pronoun 67 (80,72 %)
Sub Clause 66 (80,48%)
Indirect Command 310 (75,60 %)
Adjective Clause 183 (74,39 %)
Tenses 217(66,15%)
The table above shows that in tenses items, the frequency of eITor is the
lowest one ( 66, I 5% ). In fact, it is still high in frequency because more than 50
% students made eITors in this grammar area. It is because most of the
students in this school come from the medium to lower class. So, much of
them cannot join an English course. Besides that, their teacher said that the
students still have a low motivate to study hard (see appendix IV).
The second level is adjective clause. The meaning of adjective clause is
a dependent clause that modifier as noun. It is describes, identifier or gives
noun of place (where). The second item and the third item are adjective
clauses used to show possession (whose). In this grammar area the frequency
of error is 74,39%.
The third level is indirect command (75, 18%). Object pronoun is in the
fourth frequency of errors that is 80,72% and sub-clause is in the fifth level
(80,48%). The item for sub clause is about adverbial of time "as soon as" (see
appendix).
The highest frequency of error, which students made in summative test
is in modal (91,86%). It is a very high frequency of error, because almost all
students made error in this grammar area.
This phenomenon occurs because most of student:;still confused to use
the correct usage of modals. According to Reinhart, modal sometimes be
confusing because:
I) They generally have more than one meaning. For example, should
and ought to are commonly used to express a sense of obligation, or
both should and ought to can also imply expectation without
emphasizing a sense of obligation. 2) Their meaning in the past, negative, or interrogative is sometimes altered or restricted. For example, hm·e to and must have the same meaning in this sentence. You must (or have to) read the book. But in the negative, their meanings change. 3) Their sometime subtle differences in meaning. In the case of should and have to, for example, should can ｩｭｾｬｹ＠ a sense of obligation. However, have to (and must) imply necessity. 8
A. Conclusion
Based on the data analysis and the discussion in the previous chapter, the writer
would like to conclude that after analyzing through the library study, doing the
research, the writer got the data about students' grammatical errors which commonly
made in summative test of the first year students. The errors are very significant in
frequency. It is proved that the frequency of the error, on the average, from the 17
items the error in the modal is the highest in frequency. From 82 students, 91,86%
students made errors in this grammar area.
B. Suggestion
At the end of this paper, the writer would like to say that many students have
problems with grammar. So, to the English teachers, and to the students themselves,
they should pay more attention to grammar. Especially for the English teacher of the
first class of SivfU PGRI 22 Serpong, when she teaches the grammar to her students,
she should pay more attention in modal as the highest error in frequency. The team
who makes the test should make good items for every test. In this case, the items for
summative test adjusted with students' need.
And others suggestion are:
•:• Teachers have to motivate the students to be more relaxed in facing Summative
test. So, they will not feel worry and can finish the test well.
·:· !he 1<.:ad1c1 s ought to give the students the opportunities to be active in learning
English, especially in grammar.
•:• The teachers have to motivate the students that English is easy; do not worry to
make errors, because language is habit. Like proverb says "We learn through
our error'·
•:• The teacher should be creative in developing the teaching learning activities in
classroom and making the class alive, especially in learning grammar that
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Language Teaching, London: Eastford Academic and Education Ltd, 1981.
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Brown, I-L Douglas, Principle qf Language Leaming and Teaching, New Jersey:
Prentice Hall, 1980
.Corder, S. Pit, Error Analysis and Jnterlanguage, New York: Oxford University
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Departemen Pendidikan dan Kebudayaan RI, Kurikulum Bahasa lnggris 1994,
Jakarta: Depdikbud, 1995.
Departemen Pendidikan dan Kebudayaan RI, Kurikulum Sekolah Menengah Umum:
Pet11nj11k Pelaksanaan Proses Be/ajar A1engajar, Jakarta: Depdikbud, 1994.
Dowson, Colin, Teaching English as a Foreign Language, Practical Guide, London:
Harrap Limited, 1984.
Dullay, et all, Language Two, New York: Oxford University Press, 1982.
Ellis, Rod, The St1ll(F rdSecond Language, Oxford: Oxford University Press, 1995.
Els. Theo Van. Applied Linguistics and The LeamingTeaching of Foreign Language,
London: Edward Arnold Ltd., 1991.
Fisiak. Jacek. Comrasfil'e Linguistics and the language teacher, England: Pergamon Press, 1981. ·
Huda, Nuril, Co111m1111ica1ive Approach, English Lan[,'liage Education, Vol. I, No. 1, July, 1995.
Johnson, Robert Keith, lhe Second Language Curriculum, New York: Cambridge
Cniversity Press, 1989.
Madson, S. Harold, Techniques in Testing, New York: Oxford University Press, 1983.
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Nitka, Anthony J., Educational Test and A1easure lllfroduction, New York: Harcourt
Brace Jovanovich, Inc., 1985.
Nunan, David, Second Language Teaching and Learning, New York: Heinle &
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Nunan, David, The Learner- Ce/l/ered Curriculum, New York: Cambridge University
Press, 1989.
Oxford Advance Learners' Dictionary, Oxford: Oxford University Press, 1995. Fifth Edition.
Reinhart, Susan :'v!., Testing Your })1glish Grammar, Michigan: The University of rvlichigan. 1985.
Tarigan, Henry Guntur and Djago Tarigan, Pengajaran Analysis Berbahasa,
Bandung: Angkasa, 1988, Cet. Ke -I 0.
Ur, Penny, A Course In Language Teaching practice and Theory, England:
1 02031008 x ./ ./ x x x x x x x 2 02031010 x ./ ./ x x x x x x x
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19 02031142 x x ./ ./ x ./ x ./ x x 20 02031144 x x ./ x x ./ x x ./ x 21 02031150 x x x x ./ x x x x x 22 02031152 x ./ x x ./ x x x x x 23 02031169 x x x x ./ x x x x x
24 02031172 x x x x x x ./ x x x 25 02031182 x x x x x x ./ x x x
26 02031190 x x x x ./ x ./ x x x 27 02031195 x x x x ./ x ./ x x x 28 02031195 x ./ x x ./ x x x x x 29 02031207 x x ./ x x x x x x x 30 02031225 x x ./ x x x x x x x 31 02031229 x x ./ x x x x x x x
32 02031231 x x x ./ x ./ ./ x x x 33 02031236 x x x x x ./ x x x x
34 02031246 x x x x x x ./ x x x 35 02031248 x ./ ./ x x ./ ./ x ./ x 36 02031256 x x x x ./ x x x x x 37 02031261 ./ ./ x x x ./ ./ x x x 38 02031264 x ./ x x x ./ x x x x 39 02031273 ./ ./ x x x x ./ x x x 40 02031275 x x x x x x x ./ x x 41 02031277 x x x ./ x x x x x x Total NI 39 23 21 38 34 22 28 34 39 41
Total GA 121 157
Total NI : Total of students' wrong answers based on each number of item Total GA: Total of students' wrong answers based on each grammar area
x x x ./ ./ ./ x x x x x ./ ./ ./ x x x x x x x x x ./ ./ x x x x x x x x x x x ./ x ./ x x 32 113
x x x
x x x
x x ./
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x x x
x x x
x x ./
x x x
x x ./
x x x
x x x
x ./ ./
x x x
x x x
40 40 27 40 27
Total : Total of students' grammatical errors at class 1.1, which have done by each student
Notes: T : Tenses
IC : Indirect Command M : Modal
OP : Object Pronoun SC : Sub-Clause AC Adjective Clause
./ x x 14
./ x x 14
x x ./ 12
x x ./ 13
x x ./ 13
x x x 15
x x ./ 12
x x ./ 12
x x x 13
x x ./ 12
./ x x 13
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x x ./ 11
./ x ./ 10
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./ ./ x 12
x x ./ 15
x x x 15
x x x 16
x x x 15
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x x x 14
x x x 16
x ./ x 14
x ./ x 11
x x x 15
x x x 12
x x x 15
./ ./ 9
x x x 16
x x x 16
31 35 28
[image:47.595.33.499.26.607.2]1 02031016 x ./ x ./ x x x x ./ x ./ 2 02031024 x x x v' x v' x x v' x x 3 02031032 v' ./ x ./ x x x x v' x x 4 02031036 ./ v' x v' x x x x v' x x 5 02031048 x ./ x x x x x x x x x 6 02031052 x ./ x v' x x x x v' x x 7 02031053 ./ v' x v' x x x x ./ x x 8 02031061 x v' x v' x x x ./ x ./ v'
g-
02031067 x ./ x x x x x x x x x10 02031082 x v' v' x x x v' x x x x 11 02031086 v' ./ x x x x x x v' x x 12 02031105 x x x x ./ x x x x x x 13 02031106 x x x x v' x x x x v' x 14 02031108 ./ v' x v' x x x x v' x x 15 0203- - - - x ./ x v' x x x x .( x x 16 02031110 x x x x x x .( ./ x x x 17 02031116 x x x x x x ./ v' x x x 18 02031124 x x x x ./ x x x x x x 19 02031130 ./ ./ x x x x x x ./ x x 20 02031133 ./ v' x "' x x x x ./ x x 21 02031136 x x x x x v' x x x x x 22 02031137 x x x x x v' x x x x x 23 02031138 ./ x x x x x x x x v' x
24 02031146 x ./ v' x x v' ./ x x x x 25 02031163 x v' ./ v' x v' v' x x x x 26 02031178 x v' .( v' x v' v' x x x x 27 02031181 x v' .( ./ x v' .( x x x x 28 02031185 x ./ x ./ x x ./ .( x x x 29 02031287 x ./ x v' x x v' v' x x x 30 02031188 x v' x x v' x x x x x x 31 02031189 x v' x x x v' x v' x x x 32 02031193 x v' v' x x v' x x x x x 33 02031194 x v' ./ ./ x ./ .( x x x x 34 02031201 x .( x v' x v' v' x x x x 35 02031212 x x x x x x x x v' x x 36 02031214 x v' x x x x x x x x v' 37 02031240 x ./ x x x v' v' x x x x 38 02031262 x v' v' ./ x ./ v' x x x v'
39 02031265 x v' v' v' x v' v' x x x x 40 02031270 x v' v' v' x ./ v' x x x x 41 02031280 x x x x x x x x x x x Total NI 33 11 31 21 37 26 25 36 29 38 37
Total GA 96 153 113
Total NI: Total of students' wrong answers based on each number of item Total GA: Total of students' wrong answers based on each grammar area
x x x
./ x x
x x x
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38 27 39 27 39
Total : Total of students' grammatical errors at class 1.2, which have done by each student
Notes: T : Tenses
IC : Indirect Command
M : Modal
OP : Object Pronoun
SC : Sub-Clause
x v' x 12
x ./ x 12
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x x x 17
[image:48.595.29.498.49.619.2]Interviewee· Sumiati Roebyo
Jabatan · Guru Bahasa lnggris kelas 1
Tcmpat • Ruang Guru SMU PGRI 22 Scrpong
Hari & Tgl • Sabtu, 21 Juni 2003
Dalam pengajaran bahasa lnggris, metode pengajaran apa yang !bu gunakan
sclarna jni?
2 Apakah dengan menggunakan metode pengajaran yang Tbu gunakan
tcrsebut dapat lcbih mempcnnudah siswa dalam memahami materi yang !bu
sampaikan?
3 Kcsulitan-kcsulitan apa yang saja yang senng mcnjadi kcndala dalam
mcngajarkan bahasa lnggris di kelas, khususnya untuk materi grammar?
-+ Solusi apa yang !bu amhil sebagai langkah pemecahannya?
:; \knurut pengamatan !bu, apakah soal-soal yang ada dalam summativc tes
bahasa lnggris yang dibuat oleh tim pcmbuat soal sesuai dengan matreri
vang tclah !bu ajarkan?
6 Bcrdasarkan hasil tes siswa, apakah hasil yang diperoleh sJSwa sebagian
I. ;\!etode apa yang lbu g1111aka11 dalam pengqjaran bahasa lnggris di kelas,
klwsusnya 1111111k materi grammar?
Dalam pengajaran bahasa Inggris di kelas, saya menggunakan communicative
approach. Aietode yang saya gunakan bervariasi tergantung dari materi
pelajaran yang sedang saya sampaikan, misalnya wawancara, tanya jawab,
dialog, diskusi, dan lain-lain. Demikian juga untuk pelajaran grammar.
U11111k tenses, apa !bu mengajarkannya dengan cara meminta siswa untuk
menghafal ｲｵＱＱＱＱＱＮＱｾｲＱＱｭＱＱｳｮｹ｡Ｌ＠ atau bagaimana?
!ya, saya meminta siswa untuk menghafalkan dan memahami
rumus-rumusnya, untuk present, past atau co11tin11011s. Karena bila tidak demikian,
siswa kurang memberikan perhatian, padahal tenses itu kan cukup rumit dan
ｾｫ｡ｮ＠ semakin sulit jika siswa tidak memahami tata caranya.
3 Apa dengan metode yang lbu gunakan itu mempermudah siswa dalam
memahami materi yang Jbu ajarkan?
Sejauh ini iya, tapi kemampuan siswa itu kan tidak sama, saya hanya berusaha
membuat KBt-.1 di kelas menjadi semenarik mungkin agar siswa tidak merasa
bosan. Tapi untuk siswa kelas tiga, biasanya nilai bahasa Inggris untuk anak
ekonomi siswa, karena sebagian besar siswa disini kan berasal dari tingkat
ekonomi menengah ke bawah, jadi jarang diantara mereka yang mengikuti
kursus bahasa Inggris di luar sekolah, padahal itu akan sangat membantu
sekali. Siswa yang mengikuti kursus, biasanya mereka jadi lebih mudah
memahami pelajaran yang diajarkan di kelas. Kemauan untuk belajar yang
masih rendah juga menjadi kendala yang berpengaruh cukup besar.
5. Bagaimana cara !bu untuk mengatasi ha/ tersebut?
Saya selalu memberikan homework pada siswa. Dan biasanya saya
memberikan siswa vocabulary untuk dihapalkan, kemudian mereka harus
menerapkannya sendiri kedalam kalimat sederhana. Bagi siswa kelas tiga, ada
semacam reil1forcement untuk bekal mereka menghadapi ujian akhir dan
EB TAN AS.
6. Apakah sekolah ini mengadakan kursus bahasa Jnggris sebagai kegiatan
exrrakuriku/er:'
Tidak, tetapi saya pribadi memberikan siswa jam pelajaran tarnbahan di Iuar
jam belajar mereka, membahas materi yang siswa anggap sulit dengan
harapan mereka jadi lebih mengerti sehingga bisa mendapatkan nilai yang
lebih baik saat ujian. Dan seperti yang sudah saya katakan tadi, ada jam
pelajaran tambahan untuk siswa kelas tiga, biasanya membahas soal-soal ujian
sampaikan di kelas?
Kebetulan saya tennasuk tim pembuat soal. Guru bidang studi dari tiap
sekolah ditarik satu orang sebagai perwakilan, kebetulan kami berada di
tingkat Kabupaten. Soal-soal ujian yang kami buat tentu saja sudah
disesuaikan dengan kurilailum, demikian juga dengan materi pelajaran yang
telah saya sampaikan dikelas, walaupun terkadang ada materi yang dilewat
atau sebaliknya ditambahkan itu berdasarkan pertimbangan sejauh mana siswa
memerlukannya. Dan sekalipun pada soal-soal test ada perbedaan, itu hanya
pada konteks nya saja tidak pada isi, dan karena disekolah ini ada yang ujian
pagi dan siang, maka dibuat !ah dua soal ujian yang berbeda untuk
menghindari bocor nya soal.
8. Sekarang kan !bu sudah mendapatlwn hasil tes siswa, apalwh hasil yang
mereka dapatka11 sudah sesuai dengan target yang ingin dicapai?
Hampir. Nilai-nilai mereka sudah cukup baik dan hampir mencapai target
DINAS PENDID!KAN ' "f '
' KABUPATEN TANGERANG. '
SEKOLAH MENENGAH ti'MU.M ( SMU )
ULAN GAN UMUM SEIVIESTER c;iENAP (11)
Tf\.HUN PELAJARAN-2002/2003" ·
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2 3acalah soa.!-soal dengan tCliti sebelumAndakcrjakan I • · · · J. Peril:salah kcrnbali hasil pekerjaan
-
. Anda sebehim diserahkan kepada Petugas 1. . . .
