A skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training at a Partial Fulfillment of the Requirements for the Degree of Sarjana Strata 1
By:
INNI NIHAYAH 107014000885
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ii
Have to’ of the Second Grade Students of Junior High
School at MTsN 1 Pandeglang.
Advisor : Drs. Syauki, M.Pd.
Key Words : Error Analysis, Modal Auxiliaries.
iii
School at MTsN 1 Pandeglang.
Advisor : Drs. Syauki, M.Pd.
Key Words : Error Analysis, Modal Auxiliaries.
iv
Lord of the world who has blessed the writer in completing this ‘skripsi.’ Peace and Blessing be upon the Prophet Muhammad SAW, his family, his companion, and his followers.
In this opportunity, the writer would like to express her greatest honor to her beloved family; her parents, Johar Maknun, S.Pd.I. and Huliyah, and her brothers ; Syaiful Rokhman and Fauzul Iman and sister; Mariyatul Qibtiyah who always give their support and moral encouragement in finishing her study. Also, she would like to address her greatest thanks to her advisor Drs. Syauki, M.Pd. For his time, guidance, valuable helps, correction and suggestion during completing this ‘skripsi.’
The writer realized that without support and motivation from people around her, she could not finish this ‘skripsi.’ Therefore, she would like to give her deepest appreciation for:
1. All lecturers in English Education Department who always give their motivation and valuable knowledge and also unforgettable experience during her study at State Islamic University ‘Syarif Hidayatullah’ Jakarta. 2. Drs. Syauki, M.Pd.; the chairman of English Education Department and
Neneng Sunengsih, S. Pd; the secretary of English education Department. 3. Nurlena Rifa’i, Ph.D.; the Dean of faculty of Tarbiyah’ and Teachers’
Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta.
v ‘skripsi.’
Jakarta, November 2011
vi
ABSTRACT ... ii
ACKNOWLEDGEMENT ... iv
TABLE OF CONTENTS ... vi
LIST OF TABLES ... viii
CHAPTER I: INTRODUCTION ... 1
A. Background of The Study ... 1
B. Limitation of The Study ... 3
C. Formulation of The Problem ... 4
D. Objective of The Study ... 4
E. Significance of The Study ... 4
CHAPTER II: THEORETICAL FRAMEWORK ... 5
A. Error Analysis ... 5
1. Definition of Error Analysis ... 6
2. Distinction between Error and Mistake ... 7
3. Causes of Errors ... 8
4. Types of Errors ... 11
5. Goal of Error Analysis ... 15
6. Procedure of Error Analysis ... 15
B. Auxiliary ... 16
1. Definition of Auxiliary ... 16
2. Kinds of Auxiliary ... 18
3. Usage of Auxiliary ... 19
C. Modal Auxiliary ... 21
1. Definition of Modal Auxiliary ... 21
vii
D. Method of the Research ... 33
E. Instrument of the Research ... 34
F. Techniques of Data Collecting ... 35
G. Techniques of Data Analysis ... 35
CHAPTER IV: FINDINGS AND INTERPRETATIONS A. Findings ... 36
1. Data Description ... 36
2. Data Analysis ... 69
3. Causes of Errors ... 70
B. Interpretation ... 71
CHAPTER IV: CONCLUSION AND SUGGESTION ... 73
A. Conclusion ... 73
B. Suggestion ... 73
BIBLIOGRAPHY
viii
4. Table 4.2 (The Identification of the Errors of Student 2) ……… 37 5. Table 4.3 (The Identification of the Errors of Student 3) ……… 37 6. Table 4.4 (The Identification of the Errors of Student 4) ……… 38 7. Table 4.5 (The Identification of the Errors of Student 5) ……… 39 8. Table 4.6 (The Identification of the Errors of Student 6) ……… 40 9. Table 4.7 (The Identification of the Errors of Student 7) ……… 41 10.Table 4.8 (The Identification of the Errors of Student 8) ……… 41 11.Table 4.9 (The Identification of the Errors of Student 9) ………. 42 12.Table 4.10 (The Identification of the Errors of Student 10) ……. 43 13.Table 4.11 (The Identification of the Errors of Student 11) ……. 44 14.Table 4.12 (The Identification of the Errors of Student 12) ……. 45 15.Table 4.13 (The Identification of the Errors of Student 13) ……. 46 16.Table 4.14 (The Identification of the Errors of Student 14) ……. 47 17.Table 4.15 (The Identification of the Errors of Student 15) ……. 48 18.Table 4.16 (The Identification of the Errors of Student 16) ……. 49 19.Table 4.17 (The Identification of the Errors of Student 17) ……. 51 20.Table 4.18 (The Identification of the Errors of Student 18) ……. 52 21.Table 4.19 (The Identification of the Errors of Student 19) ……. 53 22.Table 4.20 (The Identification of the Errors of Student 20) ……. 54 23.Table 4.21 (The Identification of the Errors of Student 21) ……. 55 24.Table 4.22 (The Identification of the Errors of Student 22) ……. 56 25.Table 4.23 (The Identification of the Errors of Student 23) ……. 57 26.Table 4.24 (The Identification of the Errors of Student 24) ……. 58 27.Table 4.25 (The Identification of the Errors of Student 25) ……. 59 28.Table 4.26 (The Identification of the Errors of Student 26) ……. 60 29.Table 4.27 (The Identification of the Errors of Student 27) ……. 61 30.Table 4.28 (The Identification of the Errors of Student 28) ……. 63 31.Table 4.29 (The Identification of the Errors of Student 29) ……. 64 32.Table 4.30 (The Identification of the Errors of Student 30) …… 66 33.Table 4.31 (Table of Recapitulation of the Students’ Errors)….. 67 34.Table 4.32 (Frequency of students’ error)……… 69 35.Table 4.33 (Table of Students’ who made Errors)………... 69 36.Table 4.34 (The Sequence of Types of Errors Based on Its High
1 A. Background of the Study
As an international language, English is used by most of the people in the world. It is getting more important. Many countries use English to communicate and convey their messages or ideas to others. Therefore, the Indonesian government has decided that English must be taught officially at school.
English language is the first foreign language in Indonesian schools. Having studied English, the students are expected to acquire some abilities, and those are: the ability to listen to English sound, the ability to read and understand English books, the ability to speak English, and the ability to write in English. We can call those abilities as “Language Skills.” Besides the four language skills, they should have capability in language components. One of the language components is grammar. The grammar components such as syntax, morphology, and so on should be acquired by anyone who learns language, so they can use the language clearly, accurately, and effectively. From the four language skills above, the students may still have some difficulties in writing a set of sentences in English.
However, Indonesian learners seem to have problem in mastering English grammar because English and Indonesian language are quite different. This phenomenon is one of the factors that can trigger students to make errors. The errors include inter-lingual and intra-lingual errors.1 According to Corder quoted from Asian esp Journal “Inter-lingual error happens because the learner‟s native language habit (L1)-pattern, system, and rules-interfere to prevent him or her, to some extent, from acquiring the patterns and rules of the second language. Intra-lingual error is an error caused by the language being learnt (L2). Thus, error can be caused by both L1 and L2.”2
1www.asian-esp-journal.com/April_2007_EBook.doc 2
Errors are not always harmful. Sometimes error is needed for some purposes. Error can be used as a tool of evaluation for measuring, the mastery of language being learnt. In addition, errors can also help the teacher even the curriculum designer to improve the material given or designed.
In making a good writing in English, students have to know all rules in writing, not only in general rule but also in a specific rule. The specific rule here is about sentence. To make a good sentence, students have to pay attention that a sentence they make is constructed by a complete aspect like subject, verb, and complement. A construction is not named as a sentence if it has no verb or to be.
When students learn verbs, one of the categories of verb that they will learn is modal auxiliaries those are: can, could, will, would, shall, should, must, have to, may, might, had better, and ought to. These auxiliaries are added to the
verb a special semantic component such as expressing ability, possibility, permission, advice, necessity, lack of necessity, prohibition, asking for assistance, making logical conclusions, giving instructions, making suggestion, and stating preferences.
Modal auxiliaries have special grammatical features such as no infinitive after verb, and have no – „s‟ after the third singular. Most modal verbs have not only a grammatical function, but also a dictionary meaning.
The rule is simple enough in theory, but in practice, there might not be as expected for a number of reasons. One of the reasons of modal auxiliaries errors is the difficulty to understand the forms of the modal auxiliaries for Indonesian learners, because Indonesian language does not have modality to express ability, possibility, probability, etc as English has. The students often go wrong when they use modal auxiliaries in their writing. Although they have learnt the function of each modal, they still get difficulties in making sentences with modal.
Here the writer would like to show a number of different errors made by the second year students of Junior High School on writing sentences by using modal auxiliaries as follows:
The sentence above is incorrect because students use be after auxiliary must. The students must not add anything after modal; according to Betty Schrampfer Azar “modals are followed immediately by simple form of a verb.”3 The correct sentence of this form is:
- They must go to school.
Other error is:
- Anni have to return my book now.
The sentence above is incorrect because students are still influenced by their mother tongue that has no different form for all subjects. The correct one is:
- Anni has to return my book now.
From all of that case above, the writer wants to point out that the problems in modal auxiliaries are complex. Then, to solve it, students have to have the more concentration in learning modal auxiliaries.
In this case, the writer is interested to analyze the errors related to modal auxiliaries made by Indonesian learners, entitled “ERROR ANALYSIS ON USING MODAL AUXILIARIES „MUST‟ AND „HAVE TO‟ OF THE SECOND GRADE STUDENTS OF JUNIOR HIGH SCHOOL AT MTsN 1 PANDEGLANG.” It is because there are many students who still make some errors in using modal auxiliaries.
B. Limitation of the Study
Referring to the title, the discussion of this study will be focused only on the students‟ errors in using modal auxiliaries ‘Must and Have to.’
3
C. Formulation of the Problem
Based on the statement of the problem above the formulation of problem of this study can be formulated as follow:
1. What are the types of errors made by the students in using modal auxiliaries Must and Have to?
2. Why did the students make such errors in using modal auxiliaries Must and Have to?
D. Objective of the Study
This study are intended to know the errors made by the second grade students of MTsN 1 Pandeglang, analyze the reasons why the students made errors in using modal auxiliaries Must and Have to.
E. Significance of the Study
5 A. Error Analysis
In the process of learning a foreign language, students may find many new language characteristics that are different from their mother tongue, in which there is no denial leading students to make errors. Moreover, it is very important for the teachers to be able to know and analyze the errors, and it will help the students to reduce the same errors.
The study of learner‟s error is called by the linguist as Error Analysis. It is a way of looking at errors made by the learners of the target language. Error analysis is an independent source of valid data. It provides information on students‟ errors, which in turn helps teachers to correct students‟ errors, and also improves the effectiveness of their teaching. Apparently errors give the sign to teacher and researchers how target learning is successfully achieved. According to Corder as quoted by Brown: „A learner‟s errors…are significant in [that] they provide to the researcher the learner is employing in the discovery of the language.‟1
In addition, Brown suggests two major purposes in analyzing students‟ errors:
“Firstly, the analysis will provide data from which interference about the nature of language learning process can be made. Secondly, the analysis provides the teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which error types detract most from learners’ ability to communicate effectively. Likewise, Corder suggests the same idea of investigating the errors to either diagnostic or prognostic purposes. It is diagnostic because it can
tell us the learner’s state of the language at a given point during the
learning process and prognostic because it can tell course organizer to
reorient language learning material on the basis of the learner’s current
problem.”2
1
H. Douglas Brown, Principle of Language Learning and Teaching, Fourth Edition, (New York: Longman, 2000), p. 217.
2
1. Definition of Error Analysis
Error Analysis was first introduced by W.R. Lee in 1957, and it gained popularity in the 1970s.3 Even though, the field of error analysis in SLA (Second Language Acquisition) was established in the 1970s by Corder and colleagues, error analysis was an alternative to contrastive analysis.4
According to Crystal, “Error analysis in language teaching and learning is the study of the unacceptable forms produced by someone in learning a language, especially foreign language.”5 Nuril Huda makes the same point that “Error analysis is meant to determine errors which are made by learners‟ which are considered as indicator of the learners‟ problems in learning a second language.”6
Guntur Tarigan said: “Errors Analysis is a procedure which is usually used by the language researchers and teachers, consisting of the identification sample collection, the explanation of the errors, the classification of the errors based on its cause, and the evaluation of seriousness phase of the errors.”7
To be more detail, Sharma explained, “Error Analysis is defined as a process based on analysis of learners‟ error with one clear objective; evolving a suitable and effective teaching learning strategy and remedial measure necessary in certain clearly marked out areas of the foreign language.”8
According to Corder, Error analysis is carried out in three successive stages they are:
(1). Recognition of Errors
It is crucially dependent upon correct interpretation of the learners‟ intentions.
3
Nuril Huda, Language Learning and Teaching: Issues and Trends, (Malang : IKIP Malang Publisher, 1999), p. 5.
4
http://en.wikipedia.org/wiki/second language acquisition. 12 September 2011 5
David Crystal, An Encyclopedic Dictionary of Language and Languages, (Oxford: Blackwell, 1992), p. 125.
6
Nuril huda, Language Learning and Teaching: Issues and Trends, … p. 6. 7
Henry Guntur Tarigan dan Djago Taringan, Pengajaran Analisis Kesalahan Berbahasa,
(Bandung: Angkasa, 1988), p. 68. 8
(2) Description of Errors
In this step, one tries to show the learner show they have failed to realize the intended message.
(3) Explanation of Errors
Explanation is still largely speculative, because of our limited knowledge of the psychological and neurological process involved in language learning.9
So the writer tries to conclude that the error analysis is a way of looking at error made by the learner of the target language, as a source of information to the teacher, which in turns helps teachers to correct the student‟s errors, and improves the effectiveness of their teaching.
2. Distinction between Error and Mistake
Error and Mistake are not the same. But most the people still misunderstand about the definition of both. To be more clarified between error and mistake, Hubbard et al said “error caused by lack of knowledge about the target language (English) or by incorrect hypothesis about it, and mistakes caused by temporary lapses or memory, confusion, slips, of the tongue and so on.”10
In his book on mistakes and correction, Julian Edge suggests that we can divide mistake into two broad categories: “slips (that is mistakes which students can correct themselves and which therefore need explanation), and attempts (that is when a student tries to say something but does not yet know the correct way to saying it).”11
From explanation above, it can be concluded that error is systematic and the students cannot self-corrected, because it reflects the students‟ competence in the target language. in contrast, a mistake is an error that students can self-correct, because it is only the result of the students‟ performance.
9
http://teaching stylesonline.com/stages of error analysis. Html.20 may 2011 10
Johanna Klassen, Using Student Error for Teaching, (English Teaching Forum, January 1991) Vol. 29, N. 1, p. 10.
11
3. Causes of Errors
According to Pit Corder, there are three major causes of error, which he labels „transfer error‟ (Mother Tongue interference), „analogical error‟ (Over -generalization) and „teaching induced error‟ (Error encourage by teaching material or method).12
a. Mother tongue interference
The beginning stage of learning a second language is characterized by good deal of mother tongue interference (from the nature language), in this early stage, before the system of the second language is familiar, the native language is the only familiar language system. The sound system (phonology) and grammar of native language sometimes impose themselves on the new language and this leads to “a faulty foreign pronunciation”, faulty grammatical pattern and wrong choice of vocabulary.
E.g:
*”She in my chair sitting is “- instead of – She is sitting in my chair13 b. Over Generalization
Over Generalization covers instance where the learner creates a deviant structure on the basis of her/his experience of other structures in the target language.
E.g:
Basis sentence I studied in my room last night
Student‟s sentence* At eight clocks last night I studied in my room The correct sentence At eight clocks last night I was studying in my room c. Error encouraged by teaching material or method
Error can appear to be induced by teaching process it self and error is an evidence of failure of ineffective teaching or lack control. If material is
12
S. Pit Corder and J. P. B. Allen, Technique in Applied linguistic, (Walton Street: Oxford University Press, 1974), p. 140.
13
well chosen, graded and presented with meticulous care, there should never be any error, the students will be easy to accept.
Example error encouraged by teaching material in regular and irregular verb:
*I‟m go to school every day Instead of – I go to school every day.14
According to Richards, three are four causes of errors: a. Over-generalization
Over generalization is the use of previously learned rules in new situation. Over generalization includes instance where the learner makes a rule on the basis of his experience of other rule in the target language. Example:
-*Do you go to Bali last year? Instead of – Did you go to Bali last year? b. Ignorance of rule restriction
This type of errors is the result of the failure to observe the restrictions of existing structures, that is, the application rules to context where they do not apply, for example:
-*The man who I saw him yesterday is my teacher. Instead of - The man whom I saw yesterday is my teacher
c. Incomplete application of rules
This error is the result of the learner‟s high motivation to achieve communicative ability. In achieving this, learner sometimes produces grammatical incorrect sentence.
-*She go to school every day – instead of – She goes to school every day. d. False concept hypothesized
This error is the result of the faulty comprehension of distinction in the foreign language, sometimes this error is because of the poor gradation of materials of teaching.15
14
S. Pit Corder and J. P. B. Allen, Technique in Applied Linguistic, …, p. 142. 15
Meanwhile, Brown distinguishes the causes of error into four causes, they are: inter-lingual transfer, intra-lingual transfer, context of learning and communication strategies.16
a. Inter-lingual Transfer
Inter-lingual errors happened because the interference of a mother tongues into a target language. Interference is transfer of a native language, which impede the learning of a target language because of differences between both languages.
In this early stage, before the system of the language is familiar, the native language is the only linguistic system in previous experience upon which the learner can draw.17
b.Intra-lingual Transfer
The early stage of language learning is characterized by a predominance of inter-lingual transfer, but once the learner has begun to acquire part of the new system, more and more inter-lingual generalization within the target language manifested, and his previous experience begin to include structure within the target language itself.18
c.Context of Learning
Context refers to the classroom with its teacher and its materials in the case of school learning. In a classroom context the teacher or the textbook can lead the student to make faulty hypotheses about a language. students often make errors because of misleading explanation from the teacher, faulty presentation of a structure or word in a textbook.19
d.Communication Strategies
Communication strategies actually include processes of inter-lingual and intra-lingual transfer and the context of learning as a learner tries to get a message across to a hearer or reader.20
16
H. D. Brown, Principle of Language and Teaching, … p. 224. 17
H. D. Brown, Principle of Language and Teaching, … p. 224. 18
H. D. Brown, Principle of Language and Teaching, … p. 224. 19
H. D. Brown, Principle of Language and Teaching, … p. 226. 20
4. Types of Errors
Dulay, Burt, and Krashen in their book entitled Language Two, classifying errors into four types: error based on linguistic category, error based on surface strategy taxonomy, error based on comparative taxonomy, and error based on communicative effect taxonomy.21
a. Error based on linguistic category taxonomy
This category of errors includes the language component inducing students to make errors frequently.
The components include phonology (pronunciation), syntax, and morphology (grammar), semantics, lexicon (meaning and vocabulary), and discourse (style). For example, in syntax, the errors may cover the main or subordinate clauses or within a clause in which constituent is affected, e.g. the noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, and the adjectives.22
b. Errors based on surface strategy taxonomy
A surface strategy taxonomy highlights the ways of surface structures are altered: Learners may omit necessary items (omission) or add unnecessary ones (addition); they may „misform‟ items (selection) or „misorder‟ them (misordering). This classification is classified more into four parts below: 1) Omission
Omission errors can be characterized by the absence of an item that must appear in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types or morpheme are omitted more than others.
E.g. Mary is – president of - new company. 2) Addition
Students not only omit elements, which they regard as redundant, but they also add redundant elements. Addition errors are the opposite of omissions. They are characterized by the presence of an item, which must not appear in
21
Heidi S. Dullay, Marina Burt, Stephen Karshen, Language Two, (New York: Oford University Press, 1982), pp. 146–193.
22
a well-formed utterance. They are three types of addition errors have been observed in the speech of both L1 and L2 namely double markings, regulation, and simple addition.23
a) Double markings
Double markings are two items rather than one is marked for the same feature. Many addition errors are more accurately described as the failure to delete certain items which are required in some linguistic constructions, but not in others. For example:
- He doesn‟t knows my name or We didn‟t went there. b) Regularization
A rule typically applies to a class of linguistic items, such as the class of main verbs or the class of nouns. There are both regular and irregular forms and constructions in language, learners apply the rules used to produce the regular ones to those that are irregular, resulting in errors of regulation. Such as, the verb eat not become eated ; the noun sheep is also sheep in the plural, not sheeps.
c) Simple Addition
Errors are „grab bag‟ subcategory of additions. If an addition error isn‟t a double marking or regularization, it is called simple addition. There are not particular feature, which can characterize simple additions other than those not appear in a well-formed utterance. For example:
- The fishes doesn‟t live in the water. 3) Misformation
Misformation errors are characterized by the use of the wrong form of the morpheme or structure. While in omission errors the item is not supplied at all, in misformation errors the student supplies something, although it is incorrect.
There are three types of misformation namely; regularization arrors, archi-forms, and alternating forms.24
23
Dulay et al, Language Two, … pp. 150–156. 24
a) Regularization errors
It is that all under the misformation category are those in which a regular marker is used in place of an irregular one. For example; runned for run or goose for geese.
b) Archi-forms
The selection of one number of a class of forms to represent others in the class is a common characteristic of all stages of second language acquisition. We have called the form selected by the students an archi-form. For example a learner may select one member of the class of personal pronoun to function for several others in the class, Me hungry, give me that!
c) Alternating forms
As the student‟s vocabulary and grammar grow, the use of archi-forms often gives way to the apparently fairly free alternation of various members of a class with each other. For example: those dog.
4) Misordering
Misordering is a wrong placement of morpheme or a group of morphemes in an utterance. For example:
- I don‟t know what is that. (Misordering)25 c. Comparative taxonomy
The classification of error in a comparative taxonomy is based on comparison between the structure of second language errors and certain other types of constructions. There are four types of error according to comparative taxonomy,26 there are:
1) Development Errors
These errors are similar to errors made by students learning the target languages as their first language. For example; Dog eat it. The omission of the article and the past tense marker any be classified a
25
Dulay et al, Language Two, … pp. 158–162. 26
development because they are also found in the speech of students learning English as their first language.27
2) Interlingual Errors
Interlingual errors are similar in structure to a semantically equivalent phrase or sentence in the students‟ native. Interlingual error refers to L2 errors that reflect native language structure regardless of the internal precess or external conditions that spawned them. For example: He has a book green.28
3) Ambiguous Errors
Ambiguous errors are those that could be classified equally well as development or interlingual. These errors reflect the student‟s native language structure, and at the same time, they are of the type found in the speech of children acquiring a first language. for example: I no have car.29
4) Other Errors
Other Errors are the errors made by the student‟s native using their native language structure on their second language developmental form, such as “she do hungry”, where “do” as verb for present tense must add “s/es” for subject “she.”30
d. Communicative Effect Taxonomy
Communicative effect focuses on distinguishing between errors that seem to cause miscommunication and those that don‟t. Errors that affect the overall organization of the sentence hinder successful communication (global error), while errors that affect a single element of the sentence usually do not hinder communication (local error). For example;
- English language use many people. (Global error) - Why we like each other? (Local error)31
27
Dulay et al, Language Two, … p. 165. 28
Dulay et al, Language Two, … p. 171. 29
Dulay et al, Language Two, … p. 172. 30
Dulay et al, Language Two, … p. 172. 31
5. Goal of Error Analysis
The most practical use of the analysis of the error is the teachers. It is designing pedagogical material and strategies. Dullay stated that studying students‟ errors serves two major purposes:
a. It provides data from which inferences about the nature of language learning process can be made.
b. It indicates to teachers and curriculum developers, which part of the target language students have most difficulty producing correctly and which errors types detract most from a students‟ ability to communicate effectively.32
The theoretical aspect of error analysis is part of the methodology of investigating that the language learning process.
6. Procedure of Error Analysis
In the language teaching, either a native language or a second language teaching, study about students‟ errors is very important. Theo van Els and friends stated that there are some procedures in error analysis,namely;
a. Identification of errors b. Description of errors c. Explanation of errors d. Evaluation of errors
e. Preventing/correction of errors33
The first step in the process of analysis is recognition or identification of errors. In this step teachers recognize the students‟ errors from the task given by the teachers.
The second step is the describing error. It begins when an identification stages has taken place. The description of student errors involves classification of kinds of errors made by the student.
32
Dulay et al, Language Two, …p. 138. 33
The third 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 students‟ errors happen.
The fourth step is evaluation of errors. In this step the teacher gives evaluation from the task done by the students depends on the task teacher will be given to students.
Finally, the last step in the process of analysis is correction of error where the teacher checks the result from the task done by the students. And then than teacher gives the correct answer from the errors has been done by the students. Example:
Table 2.1
Example of procedure of Error Analysis
Identification or error
Description and
error classification Explanation Correction
In the schedule, the event will be start tomorrow morning.
„Do have to‟ we packing tonight?
Mis-formation „Do have to‟ should be replaced by
„must we‟
In the schedule, the event will be start tomorrow morning.
„Must‟ we packing tonight? You „have to‟ come
with us if you don‟t want to.
Omission „Do not‟ should be added before „have
to‟
You „don‟t have to‟ come with us if you
don‟t want to.
B.Auxiliary
1. Definition of Auxiliary
Devitiis et al, in their book suggest that : “In English a verb „Can‟ sometimes be used-on its own, in its basic form: for example study in They study history conveys the lexical meaning of study and the reference to habitual action in the present signaled by the simple present tense form.”34
“On other occasion, however, the verb in its basic form is not sufficient I itself to convey both the lexical meaning the word and other supplementary information (e.g. about person, tense, aspect, interrogation, negation). For example, in She studies history we need the suffix-s in order to refer the action to a third person singular subject; in He is studying now we need both another verb form (is) and a suffix (-ing) to convey the meaning of the
34
„progressive’ aspect. In I have written a letter a verb form (have) and a suffix
(-en) are necessary to express the „perfect’ aspect. And in Do they speak
English?, do is used to make an „interrogative’ structure.”35
“Thus, side by side with full verbs, such as study, write, and speak, which carry the basic lexical meaning. English uses the verbs be, have, and do, as „auxiliary verbs.‟ These auxiliary verbs „help‟ full verbs to convey the extra information about tense, aspect, interrogation, negation, etc.”36
Besides the explanation above, in Longman Dictionary “Auxiliary verb is a verb that is used with another verb to show its tense, person, mood, etc. in English the Auxiliary verb are be, do, and have (as in I am running, I didn‟t go, They have gone) and all the modal.”37
Michael Swan in his book suggest that:
“Auxiliary (or „helping’) verbs are used together with other verbs to „help’
them express particular grammatical functions or meanings (for instance, to make questions, or to form tenses). In English, a lot of important meanings are expressed by changes in the verb, for example: questioning, negation, time, completion, continuation, repetition, willingness, possibility, and obligation. But English verbs do not have many different forms. The maximum (except for be) is five (e.g. see, sees, seeing, saw, seen). So to express these meanings, a number of auxiliary verbs are used such as do, be, and have.These three auxiliary verbs have very important grammatical functions. Do is used to make question and negative forms of simple tenses, and for some other purposes. Be is used with participles (-ing and –ed forms) to make progressive and passive verb-forms. Have is used to make perfect verb-forms. Do, be, and have also have other „non-auxiliary’ uses.”38
Based on the explanation above, Do, Be, and Have can be called as primary auxiliary. Besides this kind of auxiliary, there are modal auxiliary verbs and other verbs. Here are the explanations related to modal verbs which is defined as the verbs are used with other verbs to express various ideas, mostly to do with degrees of certainty or obligation, they are: will, would, shall, should, can, could, may, might, must, ought to, have to, etc.
35
G. De Devitiis, et al, English Grammar for Communication, … p. 31. 36
G. De Devitiis, et al, English Grammar for Communication, … p. 31. 37
Longman dictionary of Contemporary English 3rd Edition. (England: Longman Group Ltd, 1995), p. 74.
38
Next, there is other verbs used in verb + verb structures are not usually called auxiliary verbs. An important different between auxiliary verbs and other verbs is that in auxiliary verb structures, questions are made by simply changing the order of the subject and auxiliary verbs. In other verb + verb structures, the auxiliary do has to be added. Here are the examples below:
a. She seems to understand. b. He is swimming.39
2. Kinds of Auxiliary
In English, we use special forms of the verb phrase to express a lot of important meanings – for example, questioning, willingness, possibility, obligation, certainty etc. The problem is that English verbs do not have many different forms: the maximum is five. So to express all of these meanings we use a special kind of verbs called auxiliaries.
There are three kinds of auxiliary verbs: primary auxiliaries, modal auxiliaries, and other verbs.40 Michael Swan in his book suggest that: Primary auxiliaries are Do, Be, and Have. “Do is used to make question and negative forms of simple tenses, and for some other purposes. Be is used with participles (-ing and –ed forms) to make progressive and passive verb-forms. Have is used to
make perfect verb-forms. Do, be, and have also have other „non-auxiliary‟ uses.”41 Besides this kind of auxiliary, there are modal auxiliary verbs and other verbs. Here are the explanations related to modal verbs which is defined as the verbs are used with other verbs to express various ideas, mostly to do with degrees of certainty or obligation, they are: will, would, shall, should, can, could, may, might, must, ought to, have to, etc.
Next, there is other verbs used in verb + verb structures are not usually called auxiliary verbs. An important different between auxiliary verbs and other verbs is that in auxiliary verb structures, questions are made by simply changing
39
http://esl.about.com/od/grammarintermediate/a/a_auxiliary.html 40
http://esl.about.com/od/grammarintermediate/a/a_auxiliary.html 41
the order of the subject and auxiliary verbs. In other verb + verb structures, the auxiliary do has to be added.
3. Usage of Auxiliary
Knowing correct auxiliary verb usage is key to tense usage. Every tense takes an auxiliary form of the verb. Here is a quick overview of auxiliary verb usage: 42 Also, there are several usages of auxiliary, among them:
a) To make question and negative forms, used Do/Does/Did e.g. What time does he get up?
He didn’t finish his homework last week.
b) To form present continuous tense using Is/Am/Are and present future adding Going to after to be
e.g. They are working hard at the moment. She is going to study medicine at university. c) To form past continuous tense using Was/Were
e.g. I was watching TV when you arrived.
d) To form present perfect and present perfect continuous using Have/ Has
e.g. How long have you lived here?
e) To form past perfect and past perfect continuous using Had e.g. He had eaten by the time I arrived.
f) To form simple future tense using Will/Will not (Won’t) e.g. He won’t understand.
Besides the explanations that stated above, auxiliary actually can be used in several forms explained more below:43
a. Passive voice
The auxiliary verb be is used with a past participle to form the passive voice; for example, the clause “the door was opened” implies that someone (or something) opened it, without stating who (or what) it was. Because many past participles are also stative adjectives, the passive voice can sometimes be ambiguous; for example, “at 8:25, the window was closed”
42
http://esl.about.com/od/grammarintermediate/a/a_auxiliary.html 43
can be a passive-voice sentence meaning, “at 8:25, someone closed the window.44”
b. Progressive aspect
The auxiliary verb be is used with a present participle to form the progressive aspect; for example, “I am riding my bicycle” describes what the subject is doing at the given (in this case present) time without indicating completion, whereas “I ride my bicycle” is a temporally broader statement referring to something that occurs habitually in the past, present, and future.
c. Perfect aspect
The auxiliary verb have is used with a past participle to indicate perfect aspect: a current state experienced by the subject as a result of a past action or state. For example, in “I have visited Paris” the current state is one of having a Paris visit in one‟s past, while the past action is visiting Paris. The past action may be ongoing, as in “I have been studying all night.”
d. Modality
Modality means the attitude of the speaker to the action or state being expressed, in terms of either degree of probability (“The sun must be down already”, “The sun should be down already”, “The sun may be down already”, “The sun might be down already”), ability (“I can speak French”), or permission or obligation (You must go now”, “You should go now”, “You may go now). See modal verb and English modal verb.
44
e. Dummy
Do, does, or did plays a dummy (place-filling) role in transforming
simple (one-word) verbs into questions or negatives: “I go” → “Do I go?”, “I do not go”; “He goes” → “Does he go?”, “He does not go”; “I went” → “Did I go?”, “I did not go.”
f. Emphasis
The auxiliaries do, does, and did are also used for emphasis in positive declarative statements in which the verb otherwise contains only one word: “I do like this shirt!”, “He does like this shirt”, “I did like that shirt.”45
C. Modal Auxiliary
1. Definition of Modal Auxiliary
Hopkins and Cullen define “modal auxiliaries as auxiliary verbs that give information about ability, possibility, or necessity. The modals such as can, could, may, might, will, would, shall, should, ought to, and need are followed by the infinitive without to and their form does not change. For example, He could speak French and Italian (not He could speaks).”46 In addition, Betty Schrampfer suggest that:
“Modal Auxiliaries generally express a speaker’s attitudes, or “moods”.
For example, modal can express that a speaker feels something necessary, advisable, permissible, possible, or probable; and in addition, they can convey the strength of these attitudes.”47 Michael Swan mention in his book that, “These are the verbs can, could, may, might, must, will, would, shall, should, ought to, and need. They are different from the other three auxiliary verbs in two ways. Firstly, they have special grammatical features (for instance, they have no infinitive, and the third person singular has no-s). Second, most modal verbs have not only a grammatical
function, but also a „dictionary meaning’: for instance, must can mean „be obliged to’. (do, be, and have do not really have “meanings” of this kind
when they are used as auxiliary verbs.”48
45
http://letsimproveourenglish.wordpress.com/2011/04/04/the-function-of-auxiliary-verb/ 46
Diana Hopkins and Pauline Cullen, Cambridge Grammar for IELTS, (United Kingdom: Cambridge University Press, 2007), p. 108.
47
Betty Schramfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice Hall Regents, 1989), p. 68.
48
In conclusion, modal auxiliaries are functional words that help verbs to express specific meaning such as ability, probability, possibility, obligatory, etc. Such modal auxiliaries are can, could, may, might, will, would, shall, should, ought to, must, have to, and need.
2. Kinds of Modal Auxiliary
According to Betty Schrampfer Azar, “ the types of Modal Auxiliaries can be divided into two types. First, modal auxiliaries can, could, had better, may, might, must, ought to, shall, should, will, and would. Second, similar expressions: be able to, be going to, be supposed to, be to, have to, have got to, used to.”49
Stig Johanson et, al stated in their book that, Modals and semi modals can be grouped into three major categories according to their main meanings (excluding used to, which relates to past time).
a. Permission/possibility/ability: can, could, may, might
b. Obligation/necessity: must, should, had better, have to, need, ought to, be s to, be supposed to
c. Volition/prediction: will, would, shall, be going to.50
In addition, Michael Swan suggest that: “Each modal auxiliary verbs has at least two meanings. One use of all modal verbs is to talk about the possibility or probability of a situation or event. Some of these verbs are used to say that a situation is certain; others that it is probable or possible; others that it is impossible.”
a. Certainty: shall, shan’t, will, won’t, must, can’t, couldn’t, would,
wouldn’t.
b. Probability: should, shouldn’t, ought to, oughtn’t to, may (not) c. Weak probability: might, might not, could.
d. Theoretical Habitual possibility: can
49
Betty Schramfer Azar, Understanding and Using English Grammar 2nd Edition, (New Jersey: Prentice Hall Regents, 1989), p. 68.
50
e. Conditional certainty or possibility: would, wouldn’t, could,
couldn’t, might, mightn’t.51
Here are the explanations from several statements above about the usages of those modal auxiliaries, among them:
a. Can
Can is used informally to request permission, especially if the speaker is talking to someone she/he knows fairly well.52 The detail functions of Can are followed:
1. To express the ability
E.g.: I can speak three foreign languages. He can swim
2. To express request or asking to someone else for doing something. E.g.: Can you open the windows?
Can you help me?
3. To express asking or giving permission. Giving Permission:
E.g.: You can go home now. You can smoke here. Asking Permission:
E.g.: Can I go home now? Can I use your dictionary? 4. To express possibility
E.g.: He can be a good doctor in the future. 5. To express offering something to someone else
E.g.: Can I get you some tea?53
51
Michael Swan, Practical English Usage, (Oxford: Oxford University press, 1980), p. 389. 52
Betty Schramfer Azar, Understanding and Using English Grammar 2nd Edition,… p. 68. 53
b. Could
1. Could expresses ability, subject to certain conditions which probably do not exist. In this use, could can refer to the present, the past, or the future. E.g.: I could go know, if I wanted to. (I do not want to)
2. Could is used to request permission. It is somewhat more formal and polite than can.
E.g.: Could I borrow your pencil?
3. Could also express the ability in the past time. E.g.: When I was younger, I could run fast. 54
c. May
1. May express possibility.
E.g.: I may go, but I don‟t really want to.
It may rain, according to the weather report.
2. May is also used to express permission. It is considered more formal and polite than can or could.
E.g.: May I smoke here? No, you may not.
d. Might
1. Might expresses possibility which is considerably slighter or weaker than that express by may.
E.g.: I might accompany you, but it doesn‟t appear very likely. It might snow in October; you can never be sure.
2. Might is used to ask permission. It is more formal and more polite than may, can, or could.
E.g.: Might I be excused early?55
54
George E. Wishon, Julia M. Burks, Let’s write English revised edition, New York: Litton Educational Publishing, 1980), p. 230.
55
e. Should
1. To express suggestion
E.g.: You look tired. You should take a rest. You should do your homework.
2. To ask or give the opinion about something E.g.: A: I am bad at English. What should I do? B: I think you should take an English course. 3. To show the obligation
E.g.: you should pay the tax regularly. 4. To criticize the condition or situation
E.g.: The children shouldn’t be playing. They should be at school.56
f. Shall
1. To express the request for agreement or an offer to do something for someone.
E.g.: Shall I answer the telephone for you? Shall I go now and come back later?
2. Shall is used with the first person pronouns, I and We, to express future action.
E.g.: I shall leave for Spain tomorrow. We shall return in September. 3. Shall can express a threat
E.g.: If you speak like that again, you shall be punished. 4. Shall may express a promise
E.g.: you shall receive your diploma in June.
g. Will
1. Will is used to express agreement, mild promise or willingness, or, in a question, to make a polite request.
E.g.: I will do whatever you think best.
56
I will act in the play if you will. Will you please carry this for me? 2. The negative of will may express refusal.
E.g.: My uncle will not be there tonight.57 3. To express a prediction
E.g.: According to the weather report, it will be cloudy tomorrow. 4. To express willingness
Ex: A: The phone is ringing B: I’ll get it.58
h. Would
1. To express the result of a condition in a contrary-to-fact situation. E.g.: If I had time, I would go with you.
(I do not have the time. Therefore, the condition is contrary to fact). 2. In the interrogative, would may inquire as to someone‟s willingness to do
something, ask about someone‟s preference, or invite someone to do something.
E.g.: Would you be kind enough to this for me?
Would friend be interested in this book about ancient art? Would you like to join us for tea tomorrow?
3. Would in the negative express refusal. It is the past of will not. E.g.: He would not let me enter the country.
4. To express a habitual or customary action in the past.
E.g.: When I was young, my grandfather would tell me stories. I would sit beside him and listen for hours.
57
George E. Wishon, Julia M. Burks,Let’s write English revised edition,… p. 233. 58
i. Must
- Function of Must in obligation
1. To express the idea of necessity or unavoidable obligation, or a condition which cannot be changed.
E.g.: The time is up. We must go.
(Perhaps we do not want to, but we have to choice) One must eat to live.
(There is no choice)
You say you want to pass. Then you must try harder. (it is the only way)
2. Must in the negative express prohibition and is used to keep someone from doing something. The prohibition may be because of a rule, a law, the general disapproval of society, or the danger involved.
E.g.: You must not walk on the grass. (There is a rule against it) You must not pick the flower in the park.
(It is prohibited by law) You mustn’t smoke in class.
Children mustn’t cross busy streets alone.
Must can only be used to refer to present and future obligation. To talk about the past, had to is used.
E.g.: I had to leave early because I wasn't feeling well.
3. In affirmative, must can be used to give strong advice or orders to oneself or other people.
E.g.: I really must stop smoking.
You must be here by eight o'clock at the latest.
(When must is used the obligation comes from the speaker. If the obligation comes from outside must is possible but HAVE TO is more common).
E.g.: I have to work from 9.00 a.m. till 5.00 p.m.
E.g.: Must I clean all the rooms?
Why must you always leave your dirty clothes in the bathroom?59
- Function of Must in deduction
1. Must can be used to say that we are sure about something (because it is logically necessary).
E.g.: Mary must have some problem: she keeps crying. I'm in love. That must be nice.
There's the doorbell. It must be Roger.
2. Must is only used in this way in affirmative sentences. In questions and negatives we use can or can't instead.
E.g.: That can't be the postman. It's only seven o'clock. What do you think this letter can mean?
3. Must is used with the perfect infinitive for deductions about the past. (can and can't for questions and negatives)
E.g.: We went to Majorca. That must have been nice. The lights have gone out. A fuse must have blown.
I don't think he can have heard you. Call again.
Where can John have put the matches?
He can't have thrown them away.
4. In reported speech, must can be used after a past reporting verb as if it were a past tense. (Only in that case, must refers to the past).
E.g.: I decided that I must stop smoking. I felt there must be something wrong.60
j. Ought to
1. Ought to, like should, express desirability, avoidable obligation, or duty. It relates to present or future time. Ought to and should are often used interchangeably.
E.g.: You ought to study more. (If you want to learn)
59
http://ismailmidi.com/berita-168-must-vs-have-to.html 60
The child ought to be reading by now.
2. Ought to + have + a past participle, referring to past time, indicates that a duty has not been done or, in the negative, something wrong has been done.
E.g.: You failed; you ought to have studied more. You ought not to have wasted your time.
k. be going to
Be going to implies prior or planning, or suggest a process leading to an action.
E.g.: Ridho is going to apply for a position in the Foreign Service.
l. Have to
Have to, like must, expresses unavoidable obligation or necessity. Have to is interchangeable with must in affirmative sentences and is often used instead of must in negative sentence.
E.g.: We must leave by 6:00.
We do not have to leave by 6:00.
We must not leave before 6:00. (We are prohibited from leaving) Unlike the modal auxiliaries, have to change its from to indicate time and person.
I
You have to, had to, have had to, will have to We
They
He/She has to, had to, has had to, will have to
In addition, „have to‟ has several usage, these are:
1. Have to is used, with a following infinitive, to express the idea of obligation. E.g.: How often do you have to travel on business?
2. Have to is used to make a distinction between habitual or repeated obligation, and non-habitual obligation. When there is the idea of repetition we use ordinary verb-forms, with do in questions and negatives.
E.g.: I don't usually have to work on Sundays. Do you often have to speak French in your job?
3. When people are talking about one thing that they are obliged to do, it is more usual to use got-forms.
E.g.: I haven't got to work tomorrow.
Have you got to do any interpreting this week?
4. Got-forms are unusual in the past, and are replaced by ordinary verb-forms of infinitive and participles.
E.g.: Did you have to go to Church on Sundays when you were a child?
5. To talk about the future, both have to and will have to are common. E.g.: I've got to get up early tomorrow. We're going to Devon.61
m. Used to
Used to expresses the idea of a customary or habitual action in the past. E.g.: it used to take weeks to cross the ocean by ship.
n. be to
Be to is used to indicate plans and arrangements. E.g.: I am to telephone him tomorrow at 5:00.
(It has been arranged that I will telephone him tomorrow).62
o. Need
Need is used to express immediate necessity in the future. E.g.: you needn’t pay for the bill.
61
http://ismailmidi.com/berita-168-must-vs-have-to.html 62
1. The ordinary forms of need are much more common than the modal auxiliary forms. The only modal form which is often used is needn't. E.g.: You needn't try to explain.
Do you need to stay this evening?
When the modal forms are used, they usually refer to immediate necessity; they are often used to ask for or give permission -usually permission not to do something. Ordinary verb forms are more common when we talk about habitual, "general" necessity. Compare:
(1) We needn't book a table. The restaurant won't be full.
Need I do the washing up? I'm in a hurry.
(2) Do you need to get a visa if you go to Mexico?
2. Present tense forms of need can be used to talk about the future, but will need to is often used to give advice. Compare:
E.g.: (1) Need I come in early tomorrow? (Or, Do I need to come in...) I need to get the car service soon.
(2) You'll need to star work soon if you want to pass your exams
3. Affirmative modal forms are possible after negative verbs, and in sentences which express doubt or negative ideas.
E.g.: I wonder if we need take sleeping-bags. I don't think he need go just yet.
The only thing you need do is fill in this form.
(You don't need to do anything else)
Note that these affirmative modal forms are mainly used in a formal style. In informal usage we would probably use the ordinary forms.
E.g.: I wonder if we need to take sleeping-bags. I don't think he needs to go just yet.
p. Dare
1. To express bravely E.g.: I dare go alone.
2. The negative form of dare is used to express fear. E.g.: I daren’t look.63
q. Have got to
Have got to also expresses the idea of necessity. It is informal and is used primarily in spoken English. Usual pronunciation of got to is “gotta”.
E.g.: I have got to go now. I have class in ten minutes.
r. be supposed to
1. To express the idea that someone expects something to happen. E.g.: The game is supposed to begin at 10:00.
2. To express expectations about behavior; often they give the idea that someone expects a particular person to do something.
E.g.: I am supposed to go to the meeting. My Boss told me that he wants me to attend.
s. Had better
In meaning, had better is close to should/ought to. But had better is usually stronger. Often had better implies a warning or threat of possible bad consequences. Had better has a present or future meaning. It is followed by the simple form of a verb. It is more common in speaking than writing.
E.g.: The gas tank is also empty. We had better stop at the next service station.64
63
Silvester Goridus Sukur, Complete English Grammar for The TOEFL,… p. 123. 64
33 A. Time and Place of the Research
The research was done at MTsN 1 Pandeglang on November 1st until November 12th 2011. The writer gave the explanation about modal auxiliaries and then gave a test about it to the second grade of students of VIII (A) class at MTsN 1 Pandeglang located on Jln. Raya Labuan km. 5,7 Kadulisung Pandeglang.
B. Purpose of the Research
The writer would like to find out the errors on modal auxiliaries „must‟ and „have to‟ are commonly made by the third year students of MTsN Pandeglang 1.
C. Population and Sample of the Research
The writer took the respondents of the study at second grade students of MTsN 1 Pandeglang for academic year 2011/2012 which consist of 7 classes with the total are 210 students. The writer used Cluster Sampling in this research. The sample taken is only one class of second grade students of MTsN 1 Pandeglang that is VIII (A) class which consists of 30 students. The writer chooses class VIII (A) because in VIII (A) with 30 students in number can represent 14.28% the whole of the students in second grade of MTsN Pandeglang 1, and all of the students in VIII (A) represent when the writer gave the test to them.
D. Method of the Research
result of research. The study is also based on field research. Through field research, the writer explains the tenses through modal auxiliary in the class, examines the second grade students of MTsN Pandeglang 1 by doing the test to get some data from the students. It is also supported by some of books are related to the topic.
E. Instrument of the Research
To get the data, the writer gave a test to the second grade students of MTsN 1 Pandeglang at VIII A class. Before made a test, the writer made „kisi -kisi soal‟ which focus on the function of modal auxiliaries „must‟ and „have to‟ earlier. Here is the table of „kisi-kisi soal‟:
Table 3.1 Kisi-kisi Soal
After made „kisi-kisi soal,‟ the writer made items of test referred to it. Kind of the test is „fill in the blank space‟ consisting 30 questions. After that, the writer gave the test to the students of VIII B in order to know the validity of the test. The result of the test showed 90% items of the test are valid and 10% items of the test are invalid (see appendices). It can be concluded that the test is valid. Therefore, the writer gave the test to VIII A as the sample of the research.
NO. MUST FORM NO. SOAL
1. NECESSITY POSITIVE 2, 12, 16, 1
NEGATIVE 3, 4, 25, 22
INTERROGATIVE 9, 19, 5
2. POSSIBILITY POSITIVE 29, 20, 28, 14
NEGATIVE 11, 30, 8
INTERROGATIVE
-NO. HAVE TO FORM NO. SOAL
1. NECESSITY POSITIVE 26, 21, 6, 24, 27
NEGATIVE 15, 23, 17, 7
F. Techniques of Data Collecting
In collecting the data, the writer used some techniques such as book literature and test instrument. Before conducting the research, the writer searched some books and other reference which are related to this research. Then, writer conducted a test to investigate students‟ errors in using modal auxiliaries. The material of the test was about must and have to. The writer enclosed the test in the appendix section.
G. Techniques of Data Analysis
After collecting data from the test, the writer analyzed the students‟ errors by focusing on their grammatical errors in using modal auxiliaries must and have to from the students‟ answer sheet.
To get the data, the writer collected the errors items from each student‟s answers and grouping them into several terms, such as expressing degree of necessity of „must‟ and „have to,‟ and possibility.
By using these terms, the writer classified the errors items. From the data, the writer tried to verify the frequency the errors that students‟ made in their answer.
The percentage of the errors will be presented based on the terms of descriptive analysis technique. The writer applied the following formula to calculate the percentage of students‟ grammatical errors of “must and have to.”
The formula is:
P= F X 100% N
P = Percentage
F = Frequency of error made
36 A. Findings
1. Data Description
As the writer explains in the preceding chapter of this „skripsi‟ discussed about error in using modal auxiliaries, which have been done by the second grade students of MTsN Pandeglang 1. The writer took the answer sheet to get data and the worksheets to analyze. The test covers modal auxiliaries „must‟ and „have to.‟ After the writer gets the students‟ worksheet, she found many errors on it. Here are the data of the students‟ errors which are focused on modal auxiliaries „must‟ and „have to.‟
Table 4.1
The Identification of the Errors of Student 1 Number
of test
Identification of Error
Description Error Classification
Explanation Correction
5. In the schedule, the event will be
start tomorrow morning. Do have
to we packing tonight?
Mis-formation „Do have to‟ should be replaced by
„must we‟
In the schedule, the event will be
start tomorrow morning. Must we
packing tonight?
6. Oh, he must go to work because
there was an emergency.
Mis-formation „Must‟ should be replaced by
„had to‟
Oh, he had to go to work because
there was an emergency. 7. You have to
come with us if you don‟t want
to.
Omission „Do not‟ should be added before
„have to‟
You don‟t have to come with us if you don‟t want to.
13. Rina‟s father was sick last week. Did Rina must go
home?
Mis-formation „Must‟ should be replaced by
„have to‟
Rina‟s father was sick last week. Did
