CHAPTER III METHODOLOGY METHODOLOGY
B. Discussions
The research findings‟ achieviement that the worksheet strategy successfully improved the student‟ achievement in learning present. The interpretation of finding above is presented as follows:
Here, the researher discussed the errors made by the students based on the causes of errors.
From the result of the analysis of the students; errors in using simple present tense in descriptive text, i found that the errors are caused by both intralanguage and interlanguage errors.
1. Intralanguage Errors
Intralanguage errors are errors which reflect the learners‟ competence at particular stage, and illustrate some og general characteristic of language acquistion. Based on the data, I distinguished the intralanguage errors proposed by Richard (1974:6) as follows:
a. Overgeneralization
6.5 7 7.5 8 8.5 9
Category 1 Category 2 Category 3
Series 1
Overgeneralization errors arise when the students apply a structure that they already experience in another new situation. Sentences (1) show the students‟ overgeneralization errors.
- It is has four legs.
- They are like playing ball.
- It eats is meat.
These errors are categorized as the addition of be (before and after verbs). The
sentences above taht the students overgeneralization the verbs has, live,like, and eat by adding be before and after the verbs. In fact, the verb for the simple Present Tense is formed by using simple form of the verb called infinitive without to or be and when the third person singular subject is present, a suffix –s/-es is added to the verb. Since the students already acquired the rules in another new situation that is when they had touse „ infinitive‟ in simple present tense.
The use of double be in the sentence is also a result of overgeneralization.
- They are is lively
There is only one students who made the errro. The student may thought that be is always identical with is. Thought the subject is they and he already used are, he still added the sentences with is after are.
b. Ignorance of Rule Restrictions
Ignoranceof rules restrictions occur when the students ignore restriction of certain structures as in sentences below:
- Her skin are full color.
- There is also people that not like it - There colors is orange, white, and black.
These errors are categorized as wrong of be.the students ignored the restrictions on the use of auxiliary be for singular and plural subjects. They picked the auxiliaries without
considering the correct use of them. The use auxiliary be depends on the subject. When the subject of the sentences is singular, the students should use is intead of are. While when the subject is plural, the students should use are instead of is.
In this case, the students may be confused to use what kind of be must be used in the sentences, because in their mother tongue rules there is no differences in meaning between both of them.
The ignorance of rules restrictions can also be found in sentences below:
- It can also plays football.
- It will protects the eggs.
- It is can run very fast.
- It can eating, flying, diving,and sleep.
These erroers are categorized as wrong form of modal auxilliary. The students ignored the rule of using modal auxilliary that is the persences of infinitive after the modal auxilliary.
The verb should not be added whith be, suffix –s/-es. Or –ing. The next sentences, sentence, show the students‟ errors which are categorized as wrong form of negstive sentences. In this case, the students failed to use the correct form of auxiliary verb do. To make the negative sentences in the simple persent tense we should put do not does not after the subject. These incorrect sentences are as follows:
- It has not legs.
- I am not like this animal.
- There is also people that not like it.
The sentence (6) also the result from the students ignorance of the use of auxiliaverb for third person singular subject where have should be changed into has.
- Bird have beativul color c. Incomplete Aplication of rules
This cause of errors refers to the students‟ failure to fully develop a structure, like in sentences below:
a. The animal in the jungle.
b. I like cat because it tame.
c. My elephant smart and strong.
The errors are categorized as omission of be. The students, in this case, failed to apply a complete structure in the simple present tense as they omitted an element that is be. These errors occur since their native language does not require be to make a sentence followed by an
adjective, a noun, or an adverb. They make English sentences as the way they do in their native language.
Incomplete application ryles can also be found in sentences below:
- It live in jungle.
- It look like people.
- My family love it.
In the sentences, the students omited suffix –s/es from the verb. Because the subject of the sentences are thrid singular person, so the students must use verb-s as the predicators. The words live, look, and love should be lives, looks, and loves.
The next sentence, the student omitted the verb like in sentence:
- It short tail.
From the example above, the student seemed to be careless to observe presence of the verb as predicator in the sentence.
d. False Concept Hypothesized
False concept hypothesized derives from the students‟ faulty comprehension of
distinctions in the target language. It may be due to poor gration of teaching item which lead to students‟ confusion to distinguish two or more structures.
The following sentences, which are sentences result from the students‟ faulty comprehension to distinguish singular and prular form.
- It is big mammals.
- It ear are sharp.
- It is a wild animals.
The sentences above indicate that the students did not comprehend the structure in singular and prular form. Prular is a process of adding morphrmr (s/es) to prular words while singular form does not need morpheme (s/es) adding.in this case, the students seem confused in distinguish singular and prular formin English language especially in simple presnt tense.
e. Interlanguage Errors
Interlanguage errors are errors caused by the interfence of the learners‟ mother tongue.
The reserecher found out only two kinds of errors from the types of erros which are categorized into interlanguage errors. The two errors also resulted from interlanguage errors; they are
omission of be and wrong form of be. Many students still found it difficult in using correct be in the sentences. Many of which still failed in using it, even they omit it. The example are in sentences below:
- It colors is chocolste and yellow.
- We do not afraid to elephant.
In this case , some students have already known that the sentesnces need be. But they seem careless by picking the be as they without cosidering the correct form. Then, some students also failed to apply be by using auxiliary do. While in the sentences below, the students omit the prencse of be. As stated before, English maintains the prences of be to make sentences
comprising of noun, adjective, or adverb.
- It very cute and funny.
- It wild animal
- My favorite animal an elephant.
These types of erroe accur because br does not exist in the students‟ mother tongue, so that the cause of errors called over differentiation in which a certain target language item is not found in the native language. Those are data anlysis that were made on the students‟ writing of using simple present tense in descriptive text. In the next chapter, the researher will give conclusion and sugestions.
The findings above shows that the students‟ ability to master the present progressive tense in pretest and posttest. In doing those test, the students are asked to fill the blanks by using correct answer of to be. In this case, there are ten numbers for each variable. So the total items of test for pretest and posttest are sixty question. Before, the researcher teacher the students‟ by using worksheet, firstly the researcher gave pretest. This test is aimed to know the students‟ prior knowledge of present progressive tense. Yet, the data analysis shows the finding that the
students‟ score is low or 6.30. howefer, after using worksheet in teaching and learning process of present progressive tense for eight meeting, the students‟ score in posttest is 7.76.
The students‟ score in posttest is heigher than students. Score in prestest. Comparing the
students‟ mean score of both test, the researcher findings the students‟ improvement is23.17%. it
means that, using worksheet is effective to improve the students‟ ability to master present progressive tense.
Furthermore, the data anlysis shows that the students‟ ability to master the present perfect tense in pretest and posttest. The kind of test is subjective test. In doing those test, the students are asked to fill the blanks by using the correct answer of to be. In this case, there are ten numbers for each variable. So the total items of test for pretest and posttest are sixty questions. In analyzing the students‟ data, the researcher calculates the students‟ mean score.
Before, the researcher teachers the students‟ by using worksheet, firstly the researcher geve pretest. This test is aimed to know the students‟ prior knowledge of present progressive tense.
Yet, the data anlysis shows the finding that the students‟ score is low or 6.17. however, after using worksheet starategy in teaching and learning process of present progressive tense for eight meetings, the students‟ score in posttest is 7.56. the students. Score in posttest is heigher than students‟ score in pretest. It mean that, using worksheet strategy is effective to improve the students‟ ability to master present progressive tense.
In relation to the findings, the researcher creates the graphic above to indicates that the comparison students‟ ability in present tense betwee pretest and posttest. The data analysis shows the finding that the students score is low or simple present tense (6.41), present progressive tense (6.30), and present perfect tense (6.17). Howefer , after using worksheet strategy in teaching and learning process of present tense for eight meeting, the students‟ score in posttest is simple preset tense (7.67). Present progressive (7.76), and present perfect tense (7.56). The students‟ score in posttest is higher than students‟ score in pretest. The researcher concludes that the use of worksheet to improve students‟ ability to master persent tense.
The result of data analysis above indicated that t – test value was greater than t-table value. It means that there was significantly difference in using worksheet to improve the students‟ achievement in learning English structure of simple present tense, present progressive tense, and present perfect tense. The value of t- test is simple present tense (8.6), present progressive tense (7.8), and present perfect tense (7.2). The classification of there variable is signivicant. It proves that worksheet is effective teaching strategy in the classroom.
CHAPTER V
CONCLUSIONS AND SUGGETIONS A. Conclussion
After conducting the research about the application of worksheet at SMA N 1
Sunggguminasa Gowa, and based on the research findings in the previous chapter, the writer puts forward the following conclusions:
1. Worksheet strategy with the achievement on the students‟ ability to master present tense was significantly. The data above indicated that the Worksheet had succed to improve the students‟ achievement in learning present tense at SMA N 1 Sungguminasa, particulary.
2. Using Worksheet strategy in improving students‟ ability to master present tense is effective. It is analyzed from the hypothetical trsting in which shows that t-value is greather than the t-table. The value of-test issimple present tense (8.6), present progressive tense (7.8) , and present perfect tense (7.2).theclasification of these three variables is significant. It proves that worksheet strategy is affective as alternative teaching strategy in the classroom.