IN TEACHING IRREGULAR PLURAL NOUNS
(An Experimental Study at the First Grade Students’ of SMK Lingga Kencana Depok)
By
Lutfi Anwar
207014000446
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
The purpose of this study is to describe the objective condition of effectiveness of Drilling in teaching Irregular Plural nouns. It includes the mastery
of students’ irregular plural nouns by using Drilling, the difference between
students’ ability taught by using Drilling and that by Grammar Translation
Method, and the students’ achievement by using Drilling in teaching irregular plural nouns. The Sample of the research is 40 students. This research is using experimental method in the quantitative design by collecting data from observation and test. The data collected in this research are analyzed by using t-test. According to the result of statistical calculation, it is obtained the value of
“t0” (t-observation) is 3.262, and the value of “tt” (t-table) from the df(40) on
degree of significance of 5% is 2.02. It means that the value of t0 is higher than the
value of tt. Based on the result, the null hypothesis (Ho) which says it is not
effective to use Drilling in teaching irregular plural nouns is rejected, and the alternative hypothesis (Ha) which says it is effective to use Drilling in teaching
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Tujuan dari penelitian ini adalah untuk menggambarkan suatu kondisi yaitu keefektifan penggunaan teknik pengulangan (Drilling) dalam pengajaran irregular plural nouns. Tujuan tersebut antara lain, keefektifan penggunaan teknik Drilling
terhadap penguasaan kata dalam bentukirregular plural nouns siswa, perbedaan kemampuan siswa yang diajarkan dengan menggunakan teknik Drilling
dibandingkan kemampuan siswa yang diajarkan dengan metode Grammar Translation Method, dan keberhasilan siswa dalam penguasaan bentuk kata
irregular plural nouns yang diajarkan menggunakan teknik Drilling. Siswa yang termasuk dalam sampel penelitian ini berjumlah 40 orang. Penelitian ini termasuk penelitian eksperimen dalam bentuk kuantitatif dengan mengumpulkan data-data dari observasi dan tes.Data-data yang dikumpulkan dalam penelitian ini dianalisa menggunakan uji tes. Berdasarkan hasil statistik, telah didapatkan nilai “t0” (t
-observation) yaitu 3.262, dan nilai “tt” (t-table) dari df (40) pada taraf signifikan
5% yaitu sebesar 2.02. Dari hasil tersebut jelas bahwa t0 lebih besar dari pada tt.
Selanjutnya dapat ditarik kesimpulan bahwa hipotesis nihil (Ho) yaitu tidak ada
pengaruh yang signifikan dari penggunaan teknik Drilling dalam pengajaran
irregular plural nouns ditolak. Sedangkan hipotesis alternatif (Ha) yaitu ada
pengaruh yang signifikan dari penggunaan teknik Drilling dalam pengajaran
All praise be to Allah, the beneficent and the merciful, who has given the
writer His love and compassion to finish the last assignment in his study. Peace
and salutation be upon to the prophet Muhammad SAW, his family, his
companion, and his adherence.
In this occasion, the writer would like to express his sincere gratitude to
his advisor, Ismalianing Eviyuliwati, M.Hum who has patiently given him
valuable help, guidance, and corrections to finish this skripsi.
The writer also would like to say his great honor and deepest gratitude to
his beloved parents: Matamin and Mariyam, his lovely brother M. Burhani, M.
Muslim, M.Pd. Ahmad Rifai, his lovely sisters, Nuryanih, Robiatul Adawiyah
S.Pd.I, Siti Khoiriah, my girlfriend Putri Indriana Sari and whole family who
always gives their love, support, motivation, and advice in accomplishing his
study.
The writer also realizes that he would never finish writing this skripsi
without the help of some people around him. Therefore, he would like to say a lot
of thanks to:
1. All lecturers of English Departement, who have taught and given their
valuable knowledge for the writer during his study in English Departement
2. Drs. Syauki, M.Pd., the head of English Department.
3. Zaharil Anasy, M.Hum, the secretary of English Departement and staffs of
English Education Department
4. Dra. Nurlena, MA., Ph.D, the Dean of the Faculty of Tarbiyah and Teachers’
Training Syarif Hidayatullah State Islamic University Jakarta.
5. Ruslan Muntaha, SH, the head master of SMK Lingga Kencana Depok
6. Khodirin S.Pd., the English teacher of SMK Lingga Kencana Depok
7. All friends in English Department 2007/2008, his beloved friends Eri Fatoni
contributions on this skripsi. May Allah SWT protect and give them happiness
throughout their life. Finally, the writer realizes that the skripsi is far from being
perfect. It is a pleasure for him to receive constructive critiques and suggestions
from the readers.
Depok, 03 Mei 2013
TABLE OF CONTENT ... v
LIST OF TABLE ... vii
LIST OF CHART ... viii
CHAPTER I INTRODUCTION ... 1
A. The Background of Study ... 1
B. The Identification of Study ... 5
C. The Limitation of study ... 6
D. The Formulation of the Problem ... 6
E. The Objective of the Study ... 6
F. The Significance of the Study ... 6
CHAPTER II THEORETICAL FRAMEWORK ... 7
A. NOUN ... 7
1. The Definition of Noun ... 7
2. The Types of Noun ... 8
3. Form of Noun ... 9
4. Definition of Regular Singular and Plural Noun ... 10
5. Definition of Irregular Plural Nouns ... 14
6. Irregular Plural from Latin and Greek ... 17
B. Drills ... 18
1. Definition of Drill ... 19
2. Types of Drill ... 19
3. Use of Drill ... 23
C. GRAMMAR TRANSLATION METHOD ... 26
1. Definition of Grammar Translation Method ... 26
2. Characteristic of Grammar Translation Method ... 27
3. The Procedure of Grammar Translation Method ... 28
B. Place And Time of Research ... 32
C. Population and Sample ... 32
D. Research Method ... 32
E. Instrument of The Research ... 33
F. Technique of Collecting Data ... 33
G. Technique of Analyzing The Data ... 34
CHAPTER IV RESEARCHFINDING ... 36
A. Data Description ... 36
B. Hypothesis Testing ... 41
C. Finding…... ... 41
D. Discussion ... 42
CHAPTER V CONCLUSION AND SUGESSTION……….. ... 43
A. Conclusion ... 43
B. Suggestion ... 43
BIBLIOGRAPHY ... 44
Table 2.2 The Form of Irregular Plural Nous……… 16
Table 2.3 The list of Irregular Plural Nouns from Latin and Greek………. 17
Table 4.1 Scores of Students in the Control Class……… 36
Table 4.2 Scores of Students in the Experimental Class……….. 37
formulation of the study, the objective of the study, the significance of the study,
and the organization of the study.
A. The Background of Study
One of human characteristics is to communicate each other. In modern era,
communication is not only becoming a base of social interaction, but also
improveing largely that no one of modern society can survive without
communication, because everyday all people use language to communicate each
other.
Herbert H. Clark states that “Language is used for doing things. People use
it in everyday conversation for transacting business, planning meals and
vacations, debating politics, gossiping”.1
It means that language is a means for
people to communicate each other, and it requires an understanding in order to
have an effective communication. As Julie S. Amberg and Deborah J Vause state
that Humans communicate each other through language. Having a good
communication needs an understanding between people and a language that is
used, because a good communication usually appears in sort social context2. So
language is very important for human being to communicate each other.
Of all creatures on earth, human beings alone have a fully developed,
which enables them to communicate their thought to others in word, and which
they can record and writing for other to read.3
It can be stated that distinguishes between human beings from other living
creatures in the world are that their capability in producing sounds is amazing.
1
Herbert H. Clark, Using Language, (New York: Cambridge University Press, 1996), p.3.
2
Julie S. Amberg and Deborah J. Vause, American English: History, Structure, and Usage, (New York: Cambridge University Press, 1960), p. 2.
3
They can produce unlimited sounds to form thousands of words, and by
manipulating the arrangement or order of those words they can build as many
sentences as they want to show their anger, their happiness, their disappointment,
and the like. They will also be able to produce the same quantity of sentences as
manifestation of their thoughts, ideas, wants, desires, and whatever they are
named only by manipulating the arrangement of sounds. In shorts, by changing
the order of sounds they will be able to produce a very large number of words and
by manipulating the arrangement of words they will also be able to form limitless
number of sentences.
English as an international language has been learned by every country in
this world and also Indonesia. To face global dealing, English is used as a second
language or foreign language in Indonesia. English must be learned from primary
to university level. Many schools in Indonesia, English are used as a medium of
instruction in order to improve student ability in using English.
English is the first foreign language in Indonesia, which is considered
important in order to absorb and develop science, technology, art and in order to
improve the international relationship among the countries.
English is diferent from Indonesia language. Every language has its own
rules and its own skill. In learning English, there are four skill (Listening,
Speaking, Reading, and Writing), should be mastered by the students. Besides the
four skills, grammar also should be mastered by them. Grammar is needed even in
communication. Without the proper knowledge of grammar, the students will be
find many problems to build up the sentences and express their ideas for
communication activities, but if they have good grammar, they will be easily to
use English.
According to Mark S Anderson and Kathy Anderson, “grammar is the
rules in language systems for the use of words to create mening. It is about eord
patterns. Grammar operate in three levels in a piece of text. Knowing how
grammar operates allows us to identify and describe the use of words, sentences
and structures in a piece of text”.4
4
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra, Vic: Macmillan
According to Andrea Decapua, ”grammar is a set of rules, often seen as
arbitrary or unrealistic, is only one narrow view of grammar. Such a view based
on the belief that: 1. Grammar must be explicitly taught. 2. Grammar is absolute
and fixed a target or goal that speakers need attain in orderto be “good” speakers
or writers of the language. 3. Grammar is inherently difficult and confusing, its
mysteries only apparent toteachers, language mavens, or linguists.5
It can be said that, grammar is an vital part to be learnt in the process of
acquiring a language; it must be mastered to help someone to use the language
grammatically and meaningfully. Many teachers and students also see grammar as
the heart of language and at the same time as manifested in restricted and
controlled production of correct sentences, it is a description of the way language
work.
For some students, learning grammar may be difficult, because English is
different with Indonesia language especially in pattern. When learning English.
Students will learn about parts of speech. Each of words that make up our
language can be categorized parts of speech. Knowing the parts of speech allows
us to use language effectively. The main parts of speech as listed in the following
paragraph: There are seven parts of speech as follow: noun, abstract noun,
pronoun, verb, adverb, adjective, articles.(1) Noun. The term noun comes from the
Latin word nomen, which means name. Nouns are used to name a person, place or
thing. Noun can be proper, common, collective and abstract. (2) Abstract nouns
Abstract nouns name things that cannot be seen or touched. Some examples of
abstract nouns are joy, happiness, worry, jealous. (3) Pronouns. A pronoun is used
in place of noun. There needs to be a reference link to a noun so that the audience
knows who or what the pronoun is replacing. (4) Adjective: Adjectives are words
that add meaning to a noun or pronoun. They are describing words that modify
nouns. (5) Articles: There are two types of articles, definite and indefinite. To
show a definite (specific, particular) person, place or thing, the definite articles the
is used. (6) Verbs: Verbs are action, doing or having words, verbs indicate what
5
Andrea DeCapua, a Guide to American English for native and non-native speakers, (New York:
the noun or pronoun does or is. Verbs have: regular or irregular, finite or infinite,
person (first, second, and third), number (singular or plural), and voice (active or
passive). (7) Adverbs: Adverbs add meaning to verbs, adjectives or other
adverbs.6
One of the parts of speech which become a difficulty faced by the students
is noun. The students have a problem in learning noun, because English and
Indonesian language have different patterns in using noun. Usually in Indonesian
pattern there is no change in using noun. For example:
1. Ada satu buku diatas meja.
2. Ada empat buku diatas meja.
From the examples above, it shows that the word “buku” in the first
sentence indicates a singular form. However, there is no change in the word
“buku” in the second sentence which indicates a plural form.
In English, there is a rule in using a singular and plural noun form. For example:
1. There is a book on the desk.
2. There are four books on the desk.
The example above has shown that there is a change in using singular and
plural noun. In the first sentence the word “book” indicates a singular form. However, in the second sentence there is a change in the word “book”. The word
“book” is added by suffix -s to become “books” which indicates a plural form. Besides that students still have problem in using irregular noun form in
English. For example:
1. there is one mouse in the kitchen
2. there are three mouses in the kitchen
3. there is one goose at the lake
4. there are five gooses at the lake
From the example one and two above, it can be seen that students have a
problem when they used noun in irregular form. Students still considered that
every plural noun from must be added by the suffix -s or es. However, some
nouns have irregular plural form. In this case, the words “mouse and goose” have
6
irregular plural form, it should be “mice and geese” in the plural form. From the
example above, it should be revised to be:
1. There are three mice in the kitchen.
2. There are five geese at the lake
Therefore, irregular plural of nouns form is considered as one of difficult
materials when students learn grammar. It is proved by some researchers who
studied about irregular plural of nouns form. As mentioned in some previous
studies on“An Analysis on the Errors in Pronouncing Regular Plural Nouns Made
by Students” by Prihastuti with the result of the students First, it does not only a
lack of student’s storage of vocabulary items, but also the inability of the student to recognize the sounds of the language. Second factor is the facility of teaching
learning such as English textbook. The last factor is the students themselves. They
perhaps can understand the material well because it has been explained by the
teacher for several times, but they still keep making error of competence or
performance because they face the difficulties7, and “An Analysis on the
Difficulties Faced by the Students in Learning Plural Form of Noun” by
Munyati.8 With the students result that the students’ errors are divided into three
categories: Misformation 32.22% Omission 28.89% and Addition 21.11%. This
research shows that the students’ still make errors in forming plural of nouns and they need improvement to develop their skill especially in learning plural of
nouns. From the previous the study above, the writer decided to do a further
research entitled “The Effectiveness of Drilling in Teaching Irregular Plural
Nouns”.
B. Identification of the Problem
From the case above, the writer has found that the students difficulties in
using irregular nouns. It can be identify as, (1) the students generalize every nouns
has the same plural form by adding “s” or “es”. (2) They have lack of knowledge
about irregular plural nouns.
7
Prihastuti. An Analysis on the Errors in Pronouncing Irregular Plural Nouns. Skripsi. (Jakarta: FITK UIN, 2011).
8
C. The Limitation of the Study
To avoid misunderstanding in interpreting the problem, it is necessary to
make limitation of the problem. In teaching noun forms, there are regular and
irregular patterns that should be taught to students. There are also various
techniques in teaching nouns. Thus, to limits this study, the writer uses Drilling to
teach Irregular Pluralnoun. Thus the writer would like to conduct a research and to
write it on the paper entitled “The Effectiveness of Drilling in Teaching Irregular
Plural Nouns”.
D. Formulation Of the Problem
Based on the limitation of the problems above, the writer formulates the
problem as follow: “is there an effectiveness of drilling in teaching irregular
plural nouns?”.
E. The Objective of the Study
The objective of the study is to find out whether the effectiveness of
drilling in teaching irregular plural nouns. This study hopefully contributes many
advantages to English teacher in implementing the grammar teaching especially in
teaching irregular nouns. The result of the study hopefully can also assist the
students in mastering irregular nouns.
F. Significance of the Study
The result of the study is hoped to give contribution for the teachers, students,
and other researcher as follow:
1. The Teacher
This study is expected to give the alternative solution in teaching grammar
especially in teaching nouns.
2. The Students
It assists them to solve their problems in using irregular nouns.
3. The Institution of SMK Lingga Kencana Sawangan Depok
The writer hopes that this study can be beneficial to improve in the
form of singular and plural, the form of irregular of singular and plural. Drill also
broken down into definition of drill, types of drill, and the use of drill. Relevant
Study. Conceptual framework and hypothesis.
A. Noun
A noun tells us what someone or something is called For example, a noun
can be the name of a person (John), a job title (doctor) the name of a thing
(radio), the name of a place (London), the name of a quality (courage), or the
name of an action (laughter/laughing) Nouns are the names we give to people,
things, places, etc.1
English nouns can be classified as count (singular and plural) and noun-count.Thesingular form is used when considering the noun as a single item (count) or entity (noun-count), and the plural form is used when considering more than one of the same items. Noun-count nouns do not have a plural form.
Most plurals are formed by adding –s or – es to the singular nouns
(pen-gender in English, but some have a „natural (pen-gender’, e.g. woman – female. father
– male. English nouns only change their form when they plural or to show possession. Noun can be countable, uncountable, concrete (table, book, car, and
chair.) or abstract (idea, hope, responsibility).2
1
L. G. Alexander, Longman English Grammar, (New York: Pearson Education Limited, 1988), p.
45.
2
Howard Jackson also stated that some languages do not make a gender
classification of their nouns, for example Kuechun language. It is arguable,
moreover, that English does not exhibit grammatical gender: there is no mark of
gender in the noun, part from one or two endings that are restricted to noun
referring to female (e.g. tigress, usherette) and there is no mark in accompanying
words (articles, adjectives, etc.) either.3
From both definition above, the writer can says that noun is a word
todescribe things such as, the name of person, plant, animal, place, and etc.
Beside that Noun is one of important parts of speech in arranging a sentence to be
complete sentence, because of its rule of arranging a sentence according to the
gender itself.
2. Types of Noun
There are quite a few types of noun used to create a sentence in English
language. Here are the explanation details of each noun which are classified:
a. Proper noun
Proper Noun begins with capital letter in writing. It can includes personal
names (Mr. John Smith), names of geographic units such as countries, cities,
rivers, etc. (Holland, Paris), names of nationalities and religions (Dutchman,
Christianity), names of holiday (Easter, Thanksgiving Day), names of time units
(Saturday, June), words used for personification – a thing abstraction treated as a
person (Nature, Liberty).4
b. Common Nouns
Common Nouns which refer to classes of things or instance of things. Here
are some examples: teacher, village, girl, country, and soon. Common noun is
opposed also to proper nouns.
c. Countable or Noun countable
1) A countable noun can usually be made plural by the addition of – s (one
girl, two girls).
3
Howard Jackson. Discovering Grammar, (Oxford: Pergamon Press Ltd, 1985), p. 12.
4
2) A noun countable is not used in the plural. Mass nouns from one type
of uncountable noun. They are words for concrete objects stated in an
undivided quantity (coffee, iron). Abstract nouns (including names of
school subjects and sports) are uncountable.5
d. Collective Nouns
A collective noun is a word for group of people, animals or objects
considered as a single unit. Examples of collective nouns are audience,
committee, class, crew, crowd, enemy, faculty, flock, folk, government,
group, herd, jury, majority, nation, orchestra, press, public, and team.
e. Concrete Nouns
Concrete nouns are words that have a physical shape that can be seen or
touched. They can come from other categories of nouns: child, animal,
magazine, horse, plank, and vase.
f. Abstract Nouns
Abstract Nouns differ from concrete nouns in that they do not have a
physicalshape. They describe ideas, qualities, or feelings: anger, bravery,
hate, ignorance, intelligence, knowledge, love, peace, and sympathy. 6
3. Form of Nouns
Noun in many European languages may be inflected, that is, changed in
form, for certain grammatical properties. Usually these changes are made through
special endings. Inflectional forms of nouns may indicate:
a. Gender:
1) Masculine – refer to persons or animals of male sex: man, father, uncle,
lad, king, groom, and actor.
2) Feminine – refers to person or animal of female sex: woman, mother,
auntie, lass, queen, bride, actress, and geese.
3) Neuter – refers to objects to object no sex: tree, table, slipper, and car.
5
Ibid., p. 7.
6
4) Case – special endings mark nouns according to their function in the
sentence – subject, object of the verb, etc.7
b. Number:
Number is the name of system contrasting Singular and Plural. In the first
instance, it applies to noun inflection: noun typically has contrasting Singular and
Plural forms. Thus cat and cats ate the singular and plural forms of the noun cat,
and so on.8
4. Definition of Regular Singular and Plural Nouns
The most common ways to make nouns Plural is add „s” or “es”. The vast
majority of words in the English language become plural simply by adding an “s”. The plural of words ending in “s, - sh, - ch, - z, and – x, however is formed by
adding “es” (Student – students, teacher – teachers, box – boxes, and class – classes).9
Outside these numerals we have grammatical expressions of number in
mostsubstantives, in some pronouns and in some verbal forms, but neither in
adjectives nor inparticles. While some languages distinguish a singular (for one),
a dual (for two), sometimes even a trial (for three)and a plural, English like most
of the cognatelanguages has now only a singular and a plural.10
The plural of nouns is formed by adding final “s” and final “es” is added to
noun that end, sh, - ch, - s, - z, - and – x (song – songs, box – boxes, bush –
Rodney Huddleston and Geoffrey K. Pullum, A Student’s Introduction English Grammar, (New
York: Cambridge University Press, 2005), p. 85. 9
Barbara Hansen and Rebecca McDaniel, Simplified Sentence Skills, (Linclonwood / Chicago:
University of Cincinnati, 1998), p. 180.
10
Otto Jespersen, Essentials of English Grammar, (London: Taylor & Francis Group, 2006), p. 154.
11
Betty Schrampfer Azar, Understanding and Usung English Grammar, (New York: Longman,
1999), p. 100.
12
Most nouns in English have both singular and plural forms, and the plural
is usually formed by adding "-s" to the singular. Most nouns in English have both
singular and plural forms, and the plural is usually formed by adding “-s” to the singular (boss – bosses, - face – faces, cat – cats, day – days, and tax – taxes).13
Based on the definition above, it can be said that to make plural noun form
with simply ways just put in a letter “s”, when the final words are sh, - ch, - s, - z, - and x, become plural form by adding letters “es” in the end of the word.
a. The Regular Singular and Plural nouns
1) After a sibilant sound spelled as s, z, ch, sh, x, es is added.
Thief → thieves
Half → halves
However, some such words take the regular s ending.
Example
Chief → chiefs
Roof → roofs
Wife → wives
A few words have either from for the plural.
Example
Wharves or wharfs
Scarf or scarves
4) After final o, esis sometimes added, especially in some common words.
Example
The Table Below Shows the Use of Regular Singular and Plural Nouns.
Table 2.1
The List of Regular Singular and Plural Nouns
The words ending Singular Plural
The plural of most nouns is formed by adding final “s” Plate Plates
Table Tables
Student Students
The nouns ending “ss” Boss Bosses
Glass Glasses
Class Classes
Nouns ending in“ch” Bench Benches
Catch Catches
Beach Beaches
Nouns endingin “sh” Bush Bushes
Dish Dishes
Flash Flashes
Nouns ending in“x” Fox Foxes
Ax Axes
Box Boxes
Nouns endingin “z” Quiz Quizzes
Fez Fezzes
Nouns endingin “dg” Judge Judges
Noun ending in “y” Baby Babies
Cry Cries
City Cities
Nouns ending in “o” Veto Vetoes
Buffalo Buffaloes
5. Definition of Irregular Plural Nouns
An Irregular Plural noun is an Irregular noun in the Plural form. An
Irregular noun is a noun that becomes plural noun by changing it’s spelling in other ways than adding an “s” or “es” to the ending of the word. This change can happen in variety ways.14
Irregular plural nouns are generally nouns that follow older patterns of
Englishor are nouns that have been borrowed from Latin or Greek and thus take
the Latinor Greek plural formation. In the case of words that have been borrowed
from Latinor Greek, there is a tendency for them to adopt over time the regular
English plural–s inflection. Therefore, we see words such as syllabus that actually
have two pluralforms, the original syllabi and the English syllabuses.15
a. The form of Irregular Plural
Irregular plurals based on older English may take the form of:
a) An internal change.
brother) is found mainly in religious contexts.
c) There are a number of animal that have the same singular and plural form.
Fish → fish
Bison → bison
Swine → swine
Shrimp → shrimp
d) The singular has the same form as the plural.
Example
Series → series
means → means
e) Many foreign word s retain their foreign plural in English.
(1) Singular us ending becomes plural I ending.
Example
Stimulus → stimuli
Radius → radii
(2) Singular a ending becomes plural ae ending.
Example
some such word are used chiefly in the plural.
Example
Data and bacteria
(4) Singular is ending becomes plural es ending.
(6) Singular uex or ix ending becomes plural ices ending.
Example
Vortex → vortices
Matrix → matrices
(7) Singular eau ending becomes plural eaux ending.
Example
Bureau → bureau
Plateau → plateau
There is an increasing tendency for regular “s” plural to alternate with
foreign plural. The dictionary therefore also records such plural as memorandum,
vertebras, vortexes, criterions, and bureaus.
No plural is used for nouncountable words such as information, advice,
clothing, and furniture. Some noun words ending “s” are singular nouncountable
nouns, especially names of diseases and fields of study (news, measles,
economics). However, when words that name fields of study are used for practical
matters, such words are often considered plural.
Example
His businesses are very questionable
The acoustics in this room are not good
Some words ending in “s” are used chiefly as plural (ashes, brains, goods,
riches). In this group are words for items that have two parts (scissors, spectacles,
pliers, and trouser).
The Table Below Shows the Use of Irregular Singular and Plural Nouns. Table 2.2
The Form of Irregular Plural Nous
Singular Plural Arti
Man Men Laki-laki
Foot Feet Kaki
Tooth Teeth Gigi
Child Children Anak-anak
Sheep Sheep Biri-biri
Deer Deer Rusa
Datum Data Data
Criterion Criteria Criteria
Crisis Crises Krisis
Fish Fish Ikan
Series Series Seri
Louse Lice Kutu
Goose Geese Angsa
6. Irregular Plural from Latin and Greek
English has borrowed a great many words from Latin and Greek. Many
nouns (particularly ones from Latin) have retained their original plurals from
some time after they are introduced. Other nouns have become Anglicized, taking
on the normal final “s”. In some case, both forms are still competing.
The choice of a form can often depend on context: for a linguist, the plural
of appendix is appendices (following the original language), for physician,
however, the plural of appendix is appendixes. Likewise, a radio engineer works
with antennas and an entomologist deals with antennae. Choice of form can also
depend on the level of discourse: traditional Latin plurals are found more often in
academic and scientific context, whereas, in daily speech the anglicized forms are
more common. In the following table, the Latin plurals are listed together with the
Anglicized forms when they are more common.
Table 2.3
The List of Irregular Plural Nouns from Latin and Greek
Original Singular Original Plural From
Phenomenon Phenomena Latin and Greek
Criterion Criteria Latin and Greek
Datum Data Latin
Medium Media Latin
Memorandum Memoranda Latin
Analysis Analyses Greek
Basis Bases Greek
Crisis Crises Greek
Hypothesis Hypotheses Greek
Parenthesis Parentheses Greek
Thesis Theses Greek
B. Drill
Here is the theory that stated the important drill for young learner. Peck
(2000) found that the children enjoy rhythmic and repetitive language more than
adults do. They play with the intonation of a sentence, and most are willing to
sing. They enjoy repeating a word or utterance can differ, children are more likely
to laugh at the sounds of a second language, or to be reminded of a word in the
first language. Young children such as student may comfortably talk to
themselves, perhaps as part of a fantasy role play.16 From this theory it can be
stated that learning irregular of nouns form with repetition and intonation can
make the students enjoyed in learning language.
According to Julie Tice, young learner couls find difficulties in
remembering the way to say complete phrase in a forign language when theywere
first learning, but it would be easier for the leaener if the teacher gave the
repetition drill in a song. Because the learners would remember whole song and
chant with ease. For example, action song like „Head, Shoulders, Knees, and
Toes’ provided fun drills of language for parts of the body. The teacher could
introduce the song and also the action first before asked the learners to sing and
did the action.17
16
Sabrina Peck, Developing Children’s Listening and Speaking ESL, Third edition, (Tarone: Heinle & Heintein, 2000), p. 141.
17
According to Cordeiro, children benefit from knowing the rules and being
familiar with situation, have system, have routines, organized and plan your
lesson. Use familiar situation, familiar activities by using repeat stories, rhymes,
etc.18
Form the theory above the writer can conclude that the children enjoy
learning foreign language by using song and familiar situation, because they more
easily to remember new word and they fun with it.
1. Definition of Drills
Tice mentions that ”at its simplest, drilling means listening to a model,
provided by the teacher, or a tape or another student, and repeating what is heard.
This is a repetition drill; that is still used by many teachers when introducing new
language items to their students”. It can be concluded that the teacher says the
word or phrase and the students repeat it.
According to Richard theory, drill is a technique commonly used in
language teaching for practicing sounds or sentence patterns in a language, based
on guided repetition or practice some aspects of grammar or sentence format
formation is often known as pattern practice.19
From the theory above it can be restated that drill is a technique of word or
sentence repetition in introducing new language for the learners so that they easily
to memorize the language they are leaning.
2. Types of Drills
The use of drills and pattern practice is a distinctive feature of the
Audio Lingual Method. Various kinds of drill are used. Brooks includes the
following:
a. Repetition. The student repeats an utterance aloud as soon as he has heard it.
He does this whiteout looking at a printed text. The utterance must be brief
enough to be retained by the ear. Sound is as important as from and other.
18
Cordeiro, An Alternative Drilling Strategy, (Washington D.C: Cambridge University Press 1989), p. 97.
19
J.C Richards, Longman Dictionary of Language Teaching and Applied Linguistic, (London:
Example:
I used to know him. – I used to know him
After the student has repeated an utterance, he may repeat it again
and add a few words, then repeat that whole utterance and add
more words.
I used to know him years ago. - I used to know him years ago when were in school….
b. Inflection. One word in an utterance appears in other form when repeated.
Example:
I bought the ticket. – I bought the tickets.
I called the young man. –I called the young men….
c. Replacement. One word in an utterance is replaced by another.
Example:
Helen left early. – She left early.
They gave their boss a watch. –They gave him a watch….
d. Restatement. The student rephrases an utterance and addresses it to someone
else, according to instructions.
Example:
Tell him to wait for you. – Wait for me.
Ask her how old she is. – How old are you
e. Completion. The student hears an utterance that is complete expect for one
word, then repeats the utterance in complete form.
Example:
I’ll go my way and you go. . . . –I’ll go my way and you go yours. We all have … own troubles. – We all have our own troubles. . . f. Transposition. A change in word order is necessary when a word is added.
Example:
I’m hungry. (So). – So am I.
I’ll never do it again. (neither). – Neither will I. . .
g. Expansion. When a word is added it takes a certain place in the sequence.
I know him. (hardly). – I hardly know him.
I know him. (well). – I know him well. . .
h. Contraction. A single word stands for a phrase or clause.
Example:
Put your hand on the table. – put your hand there.
They believe that the earth is flat. – They believe it. . .
i. Transformation. A sentence is transformed by being made negative or
interrogative or through changes in tense, mood, voice, aspect, or modality.
Example:
He knows my address.
He doesn’t know my address.
Does he know my address?
He used to know my address.
If he had known my address.
j. Integration. Two separates utterances are integrated into one.
Example:
They must be honest. This is important. – it is important that they
be honest.
I know that man. He is looking for you. – I know the man who is
looking for you. . . .
k. Rejoinder. The student makes an appropriate rejoinder to given utterance. He
is told in advance to respond in one of the following ways:
Fail to understand.
BE POLITE. EXAMPLE
Thank you. –You’re welcome.
May I take one? – Certainly.
ANSWER THE QUESTION. EXAMPLE
What is your name? – My name is Smith.
Where did it happen? – In the middle of the street.
AGREE. EXAMPLE
Hi’s following us. –I think you’re right.
This is good coffee. –It’s very good. . .
l. Restoration. The student is given a sequence of words that have been culled
from a sentence but still bear its basic meaning. He uses these words with a
minimum of change and addition to restore the sentence to its original form.
He may be told whether the time is present, past, or future.
Example:
Students/waiting/bus – the students are waiting for the bus.
Boys/build/house/tree – the boys built a house in a tree.20
However there is a little difference with what Theodore Huebener introduced
about Pattern drillswhich are divided into thirteen types as follows:
a. Repetition Drill which is the simplest drill; the teacher asked the student to
repeat what the word or sentence he or she said.
b. Substitution Drill. The pupil changes the subject in sentence with pronoun of a
different person, number, or gender and also the verb
c. Transformation Drill. In this drill the model is changed from the singular to the
plural, from the plural to the singular, from the positive to the negative, from
the statement to the interrogative, and so on.
d. Replacement Drill. This is actually same as substitution drill. It changes the
noun to pronoun.
e. Response Drill. In this drill the student answer what the teacher questioned.
20
Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching,
f. Cued – response Drill. The teacher gives a signal to the student before or after
the question.
g. Rejoinder Drill. The student is given the way to rejoin the statement.
h. Restatement or Directed Dialogue. (Relay Drill.) pupils are directed to ask
question or make statements, first with the teacher and then with a classmate as
dialogue partner:
i. Completion Drill. The pupil completes the sentence with the correct word.
j. Expansion Drill. Adding words and phrases to build up a simple sentence.
k. Contraction Drill. Replacing a phrase or clause with a single word:
l. Integration Drill. Combining two separated statements.
m.Translation Drill. The pupil translates their native sentences with the same
structure into the foreign language.21
3. Use of Drill
Drills are likely to be useful at elementary level or in the practice phrase of
a lesson where limitation of the learning goal is desirable; there are some
experts who give the useful of drill. The most common purpose of drills is to
involve the whole class together in the practice of grammar pattern.22
Grant Taylor stated that there are twelve methods in using drill as follow:
Method 1. The teacher uses the book, but the students do not refer to it all. In
VARIATION A, The teacher first gives the variable element for the sentence and
then says the complete model sentence. The student repeats the complete model
sentence. In VARIATION B, the teacher not only gives the complete sentence
before the student response but also again after the student response. In the
classroom, VARIATION C is often effective. Here the teacher selects an
individual student for the first repetition. The teacher says the complete sentence
after the student, and finally the entire class repeats the complete sentence.
In this following drill, the variable element is isolated in the left column, and the
21
Theodore Huebener,, How to Teach Foreign Languages Effectively, (New York: New York
University Press: 1969), p. 19.
22
David Cross, A Practical Handbook of Language Teaching, (London: Cassel Villiers House,
pattern sentence is in the right column.
No Variable Element Sentence pattern
1 Write The students have written it already
2 See The students have seen it already
3 Do The students have done it already
4 Send The students have sent it already
5 Take The students have taken it already
6 Get The students have got it already
EXAMPLE (VARIATION A)
Teacher : Write. The students have wtitten it already.
Students : The students have written it already.
Teacher : See. The student have seen it already.
Students : The students have seen it already, etc.
EXAMPLE (VARIATION B)
Teacher : Wtite. The students have written it already.
Students : The students have written it already.
Teacher : The students have written it already.
Teacher : See. The students have seen it already.
Students : The students have seen it already. Do, etc.
EXAMPLE (VARIATION C)
Teacher : Write. The students have written it already.
Mr. Pappas : The students have written it already.
Teacher : The students have written it already.
Everyone in class : The students have written it already.
Teacher : The students have seen it already.
Mr. Kowalski : the students have seen it already, etc.
Method 2. The teacher uses the book, but the student does not refer to it at all. As
in Method 1, the teacher gives the variable element and then says the complete
column in this fashion or does a sufficient number of sentences to fix the pattern
in the student’s mind.
Method 3. This method combines the preceding two. The teacher uses the book,
but the student does not refer to it at all. The teacher goes through the drill the first
time using Method 1, then goes back to the beginning of the drill and start Method
2. In starting Method 2 the second time through the drill, it is not necessary to fix
the pattern as in Variations A and B of Method 2 since the student has already
become familiar with the pattern in going through the drill the first time using
Method 1.
Method 4. The teacher directs the students to open their texts to the appropriate
pattern drill. The teacher selects individual students to read each sentence aloud
starting from the beginning of the drill. The teacher gives each sentence after the
student. In the laboratory, the cue for the student to read the sentence aloud can be
merely the number of the sentence. As in prior method, where there are two
different patterns in the two columns, the drill can be done in three steps (each
column independently and then both) if desired.
Method 5. In this method, the teacher select only pattern drills which have two
independent Patterns in the two columns. The teacher gives the pattern in the left
column and the student is expected to give the appropriate response for the right
column. Upon completion of the drill, the procedure is reserved, the teacher
supplying the appropriate response for the right column thus demonstrating to the
student how he should have responded when he said the right column.
Method 6. This method is approximately equivalent to method 1 except that the
student response is written rather than oral. In variations A, the teacher gives the
complete sentence, and the student writes the form require by text (or check his
work if he has already written in the text). In variations B, the procedure is the
same except the teacher gives the complete sentence again after the student has
written in the text.
Method 7. The teacher gives the complete sentence, and the student writes the
form required by the text. The teacher then gives the complete sentence again, and
Method 8. In this method, the order of the student responses is the reverse of those
in Method 7. The teacher gives the complete sentence, and the student repeats the
sentence. The teacher then gives the complete sentence again, and the student
writes the forms required by the text.
Method 9. In VARIATION A, the teacher gives the complete sentence. The
student then writes the form requires by the text and repeats the student orally (in
whichever order he deems easiest). In VARIOATON B, the procedure is the same
except the teacher again gives the complete sentence after the student has
completed his dual response.
Method 10. In VARIATION A, the student looks at the pattern drill and reads the
appropriate sentence aloud. The teacher gives the complete sentence after the
student. The student then writes the form required by the text. In VARIATION B,
the procedure is the sane except the teacher again gives the complete sentence
after the student has written in the text.
Methos 11. Here the order of the student response is the reserve of those in
Method 10. In VARIATION A, the student first writes the form required by the
text, and the teacher gives the complete sentence. The student then repeats the
complete sentence orally. In VARIATION B, the procedure is the same expect the
teacher again gives the complete sentence after the student has responded orally.
Method 12. The student studies the pattern drill and writes the form required for
that particular drill. In this method, the teacher usually corrects the written work
and returns it to the student.23
C. Grammar Translation Method
1. The Definition of Grammar Translation Method
The Grammar Translation Method is a foreign language teaching method
derived from the classical (sometimes called traditional) method of teaching
Greek and Latin. The method requires the students to translate whole text word
for word and memorized numerous grammatical rules and exceptions as well as
23
Grant Taylor, Practicing American English, (New York: McGraw-Hill Company, Inc, 1960), p.
enormous vocabulary lists. The goal of this method is to be able to read and
translate literary masterpieces and classic.24
Grammar Translation Method has been used by language teacher for many
years. Richards and Rodgers told that Grammar Translation Method dominated
European and foreign language teaching from the 1840s to the 1940s, and in
modified from it continues to be widely used in some parts of the world today. 25
From explanation above, it can be stated that Grammar Translation Method
still uses today in language teaching. This method involves students to spend a lot
of time in understanding the language structure. Grammar, Vocabulary, and
Translation are being stress throughout the teaching method.
2. The Characteristics of Grammar Translation Method
There are some principal characteristics of the Grammar Translation Method
according to Richards and Rodgers as follow:
a. The goal of foreign language study is to learn a language in order to read
its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign language study.
b. Reading and Writing are mayor focus; little or no systematic attention is
pay to speaking or listening.
c. Vocabulary selection is based on the reading text used, and words are
taught trough bilingual word list, dictionary study and memorization.
d. The sentence is the basic unite of teaching and language practice.
e. Accuracy is emphasized.
f. Little or no attention is given to pronunciation.
g. Grammar is taught deductively.
h. The students’ native language is the medium of instruction.26
It can be concluded that Grammar Translation Method is emphasized to
the mastery of grammatical rule, teaching grammar deductively, the
24
http: // en. Wikipedia. Org/wiki/grammar-translation#method.
25
Jack C.Richards and Theodore S. Rodgers, Approaches And Method in Language Teaching,
(London: Cambridge University Press, 1986), p. 53-55.
26
translation is the main exercise, the students’ are ask to translate a sentence
from the native to the target language or vice versa, and language is taught
through rules rather than use.
3. The Procedure of Grammar Translation Method
a. Set introduction
1) Teacher greets the students
2) Teacher does socializing
3) Teacher reviews list chapter bat asking some questions to several
students
b. Presentation Stage
1) Teacher explains the rules and patterns of irregular singular and plural
form.
2) Teacher writes the pattern and some words irregular singular and plural
form.
3) Teacher gives the students’ time to ask questions if they do not
understand.
c. Practice Stage
1) Teacher distributes hand out of exercise.
2) Teacher explains how to do the exercise.
3) Students do the exercise.
4) Teacher discusses the answer together with the students.
d. Closure
1) Teacher reviews today’s lesson
2) Teacher closes the lesson.
D. Relevant Study
There are two relevant studies that the writer takes about Plural of Nouns
Form. They are An Analysis on the Errors in Pronouncing Regular Plural Nouns
Made by Students, An Analysis on the Difficulties Faced by the Students in
The first relevant study is about An Analysis on the Errors in Pronouncing
Plural Nouns Made by Students’, A Case Study at the First Grade of Muhammdiyah 17 Junior High School Students Rempoa (Prihastuti, 2012).27 The
objective of the research is to analyze how many errors. The subjects of this
research were students of SMP Muhammadiyah 17, Ciputat-Timur at the first
Grade. The writer took 40 students as a sample which comes from I A. To collect
the data, the writer uses a test and interview. The results of this research show that
the frequency of the errors occurs in students are Pronouncing plural nouns. The
students’ errors divided into three categories: suffix – s which is pronounced as /s/ 31.25% plural suffix – s which are pronounced as /z/ 23% and plural suffix – s
or es which are pronounced as /əz/ 76.75%.This research shows that there many
factors why the students produce errors. First, it does not only a lack of student’s
storage of vocabulary items, but also the inability of the studentto recognize the
sounds of the language (i.e. the lack knowledge of the rules because there is no
concept, especially, of voiced and voiceless sounds in their native language even
the sounds are available). Second, factor is the facility of teaching learning such
as English textbook. The school does not make English textbook as compulsory
item. Most of them get the information only from the teacher and it is not
sufficient.The last factor is the students themselves. They perhaps can understand
the material well because it has been explained by the teacher for several times,
but they still keep making error of competence or performance because they face
the difficulties.
The second study is about An Analysis of the Students’ Errors in the
Plural of Nouns, A Descriptive Study at Second Grade Students of MAN 2 Bogor
(Musrifah, 2007).28 The objective of this study isthe writer wants to find out the
errors made by the second grade students of MAN 2 Bogor on English plural. The
writer only took one class. It consists of 30 students. To collect the data, the writer
gave an essay test to the second grade students of MAN 2 Bogor. The test was
27
Prihastuti, An Analysis on the Errors in Pronouncing Plural Nouns Made by Students. Skripsi, (Jakarta: FITK UIN, 2012).
28
about plural which focused on regular plural of nouns. The result of this research
show that the frequency of the errors occurs in students’ in forming plural of nouns. The students’ errors are divided into threecategories: Misformation 32.22% Omission 28.89% and Addition 21.11%. This research shows that the
students’ still make errors in forming plural of nouns and they need improvement
to develop their skill especially in learning plural of nouns.
E. Conceptual Framework
In teaching learning process, grammar often becomes a problem for most
students, although they have studied English since elementary school. Students
find difficulties in learning grammar, specifically in learning parts of speech
which includes verb, adverb, adjective, noun,
For this reason, teacher should use an effective teaching method that
encourages students in learning English grammar, especially irregular singular
and plural of nouns form. In this case, drilling is expected to be able to help the
students in understandingirregular singular and plural of nouns form. Drilling is a
technique in which students work independently within a learning environment. It
is educates them to participate active in the classroom, so that it can increase the
students’ interest in learning English especially in learning irregular singular and plural of noun form.
In teaching irregular singular and plural of noun form by using Drilling can
provide opportunities for students to active engagement with material. Moreover,
drilling suggests that students must do more than just listen; they must read, write,
discuss or be engage in solving problems. Most important, to be active involved,
students have had the opportunity to work and have life experiences that have
shown them that they can learn things on their own and can participate and
interact with both other students and the teacher in the classroom. Therefore, use
F. The Hypotheses of Study
a. Alternative Hypothesis (Ha)
There is a significant difference of the Students’ results
between using Drilling Method and using Grammar Translation
Method in Teaching Irregular Plural of Nouns.
b. Null Hypothesis (Ho)
There is no significance difference the students’ result
between using Drillingand Grammar Translation Method in
purpose of the study, the time and place, the population and sample of research,
the method of the study, the technique of data collecting, the technique of data
analysis, and the testing of the hypotheses.
A. The Purpose of the Study
The purpose of the study is to know whether teaching of irregular of nouns
form through drilling is effective or not.
B. The Place and Time
The research was conducted at SMK Lingga Kencana Depok for about seven
weeks. It was begun from January and finished on February which was divided
into eight meetings including of giving pre-test, teaching learning activities, and
post-test.
C. The Population and Sample of Research
In this research the writer has taken the population of the first grade students
of SMK Lingga Kencana Depok. The whole students of the first grade were 58
students, namely class X Perbankan Syariah and X Tata Niaga which consists of
23 and 35 students in every class. The sample was took randomly, the writer took
sample 20 students from class X Perbankan Syariah and X Tata Niaga and total
sample 40 students.
D. The Method of the Study
This research used the True-experimental Design. The writer did the research
on two classes, before doing activity; students are given pre-test to find out their
basic competence. Then, they are taught irregular of nouns form through drilling.
Finally, students are given post-test in order to find out whether there is
E. The Technique of Data Collecting
To collect the data, the writer used test which is divided into pre-test and
post-test administered to experiment class and controlled class. The pre-post-test was
conducted before teaching learning process in order to find out the students’
ability in using irregular of nouns form. On the other hand, the post-test was
conducted after teaching learning activities to find out whether there is
effectiveness of teaching irregular of nouns form through drilling or not.
In collecting data, the writer has created a test which includes 15 multiple
choice items, 5 true and false items, and 5 fill in the blank items.
F. The Technique of Data Analysis
To analyze the data, the writer used t-test. The writer compared score between
the experimental class and control class. The technique is useful to prove
statistically which is more effective using Drilling or Grammar Translation
Method.
To find out the differences of students’ score in using Drilling compared to the
students’ score that used Grammar Translation Method, the writer used t-test
formula as follows:
to = � −�
� –
to = t – Observation
M 1 = Mean of Variable X (Variable I)
M 2 = Mean of Variable Y (Variable II)
SEM 1 = Standard Error of mean Variable X
SEM 2 = Standard Error of mean Variable X
And after getting mean differences of variables, the writer had to find out the
standard of deviation of variable and standard error mean of variable by using
1. Determining Mean I with formula
Mean Variable I = Ʃ
2. Determining Variable II with formula
Mean Variable II = Ʃ
3. Determining of Standard Deviation of Variable I
SDx = Ʃ
4. Determining of Standard Deviation of Variable II
SDy = Ʃ
5. Determining Standard of Error Mean of Variable I
SEMx = � −
6. Determining Standard of Error Mean of Variable II
SEMy = � −
7. Determining Standard of Error Mean of Variable I
SEMx – My = � +�
8. Determining to with formula
to = �� −�−
9. Determining t – table in significance level 5% and 1% with df.
df= (N2 + NI) – 2
G. The Technique of Analyzing Data
Having got the data from pre-test and post-test, they were analyzed
and processed by using statistic calculation of T-test formula with
significance degree 5%. The formula as follow:
to =
MD
�
MD = ƩD
MD: Mean of differences; the average score from the differences gained scores
between I variable and II variable, which are calculated with the formula
ΣD: Total score Between I variable (X Variable) and II variable (Y Variable), and D is gained with formula; D=X - Y;
N = Number of cases
SDD=
ƩD² N −
ƩD² N
SDD : the standard deviation from differences between score of X variable and
To know the result of the tests (pre-test and post-test) the writer made the table
of students score from both classes (experimental class and control class). Here
the result of students’ scores in the control class through Grammar Translation
Mathod in teaching Irregular Plural Nouns:
Table 4.1
The Result of Students in the Control Class Students (N) Pre-test Post-test Gained Score
1 48 56 8
2 63 76 13
3 47 68 21
4 54 68 14
5 74 78 4
6 50 60 10
7 68 70 2
8 20 48 28
9 50 56 6
10 68 70 2
11 48 50 2
12 40 40 0
13 56 60 4
14 30 60 30
15 60 62 2
16 50 50 0
17 70 72 2
18 68 76 8
19 60 60 0
20 40 50 10
Total 1064 1230 166
The table above describes the students’ score of the control class in learning Irregular Plural Nouns by using Grammar Translation Methodat the first grade
students of SMK Lingga Kencana Depok in odd semester. Based on table above,
the writer concluded that the average score is 53.2 for pre-test, 61.5 for post-test
and the gain score is 8.3.
The following table is the result of students’ score of the experiment class through Drilling in teaching Irregular Plural Nouns:
Table 4.2
The Result of Students in the Experimental Class Students (N) Pre-test Post-test Gained Score
1 56 68 12
concluded that the average score is 52.95 for pre-test, 71 for post-test and 18.05
The next table is the statistical calculation of the gain score both the
experiment class through Drilling and the control class through Grammar
Translation Method in teaching Irregular Plural Nouns.
Table 4.3
The Statistical Calculation of the Gain Score of Both the Control and the Experimental Class
Student X Y X Y X2 y2
experiment class (X) and the control class (Y) in learning Irregular Plural Nouns.
Based on table above, it can be concluded that the total score of the experimental
