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1 CHAPTER I INTODUCTION A. The Background of Study Language has important function in communication. Though language, we can improve our knowledge, language is so many function in the life of human being. William A. Haviland states that Language is a sound system that when combined according to certain rules that lead to meaning can be captured by everyone who speaks in the language 1 . By this function English as medium in international communication has played its rules and shown its important in a lot international activities. English is an international language spoken by almost millions of people all over the world. In Indonesia, English has been taught since junior high school even from elementary school up to universities. All student should study it so that they 1 http://carapedia.com/pengertian_definisi_bahasa_menurut_para_ahli_ info494.html accessed on January 28-2012
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CHAPTER I

INTODUCTION

A. The Background of Study

Language has important function in communication. Though language,

we can improve our knowledge, language is so many function in the life of human

being. William A. Haviland states that Language is a sound system that when

combined according to certain rules that lead to meaning can be captured by

everyone who speaks in the language1. By this function English as medium in

international communication has played its rules and shown its important in a lot

international activities. English is an international language spoken by almost

millions of people all over the world. In Indonesia, English has been taught since

junior high school even from elementary school up to universities. All student

should study it so that they may be able to communicate with other people from

other countries.

As we know that most of books available in the libraries are written in

English. If the student do not have any background of knowledge in English, they

will encounter a lot of complain of difficulties. They face this condition when they

study at university or other higher institution. There are four skills in English in

they are: listening, speaking, reading, and writing. Grammar a part of English

skills that should be learnt by all of leaner. One of the problems in learning

English is about how discriminate situating of preposition on, in, at, and etc, we

1 http://carapedia.com/pengertian_definisi_bahasa_menurut_para_ahli_info494.html accessed on January 28-2012

1

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know that preposition is one of part of speech which is very important in

mastering English.

In grammar preposition is a part of speech that introduces a prepositional

phrase, for instance, "The cat sleeps on the sofa", the word "on" is a preposition,

introducing the prepositional phrase "on the sofa". In English, the most used

prepositions are "in” at" and "on". In brief, a preposition indicates a relation

between things mentioned in a sentence.2 The fenomenon that occured in the field

that are many student do not understand about preposition and how to put the

preposition well in context. Sometime they are very difficult to use on, in, at, and

act how to put those in the simple sentence. The writer do this research because

he want to know the ability of students in using proper preposition on in, at, and

etc contextually, to the eight student at MTsN Geudubang Aceh.

B. Research Questions

Considering what the writer has discussed in the background, the problem

of study can be stated the follow:

1. How is the ability of students in using of preposition on in, at, and etc

contextually to the eight student at MTsN Geudubang Aceh?

2. What are the problem faced by the students about preposition on in, at, and etc

contextually to the eight student at MTsN Geudubang Aceh?

C. Purpose of Study

2 http://en.wikipedia.org/wiki/Preposition_and_postposition taked on mey 08-2011

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The purposes of study in this research are:

a. To find out what the problem face by students to use preposition on in,

at, and etc contextual to the eight student at MTsN Geudubang Aceh

b. To find out the the ability of students to use preposition on in, at, and

etc to the eight student at MTsN Geudubang Aceh.

D. Significance of Study

In this research, the writer wants to write the benefit of doing this

research as below:

1. To provide information of students to understand their writing in using

preposition

2. To be useful for teacher in dealing with students’ errors

3. To be useful for teacher to arrange new methods of teaching

4. To be beneficial for students to write better writing in good

arrangement of tense.

5. To be useful for students to make self correction

6. To increase English department students competence in mastering

grammar

7. To be useful for the researcher to avoid doing the errors in using

preposition

E. Limitation of Problem

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In this research, the writer only focuses two kind of preposition, there

are, preposition of place (on, in, at and over) and preposition of time (on, in, at

and over)

F. Terminology

a. Preposition

According to Winston Churchill preposition is a part of speech that

introduces a prepositional phrase. For example, in the sentence "The cat

sleeps on the sofa", the word "on" is a preposition, introducing the

prepositional phrase "on the sofa". In English, the most used prepositions

are "in” at" and "on".

b. Analysis

The word analysis is the adaptation of the English word, which means

the description of analysis, elaboration, separation, examination in detail.

Hasan Sadily the Encyclopedia defines the word analysis "means an

examination of something by making all the basic elements and

relationships between the elements concerned.3 the analysis can also be

interpreted as an investigation of an event, essays, deeds and so on to find

out the real situation, causes, and so the case sits. 4

CHAPTER II

3 Ar. Adi Candra dan Pius Abdillah, op. cit., p. 20.4 Hasan Sadily, Ensiklopedia (Jakarta: Ikhtiar Baru Van Houve, 1980), p, 206.

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LITERATURE REVIEW

Preposition are always followed by a noun or a noun phrase and indicate,

preposition describe position of noun. The writer state that prepositions are short

words that are usually located before the noun and a few prepositions followed by

a gerund Verb.

Martin Parrot states that many learners often see prepositions as a major

problem5.

- There are so many prepositions in English (many more than in a lot of

other language) and a learner often have to make choices and

distinctions that are not necessary in their own language.6

- Many choices have little or nothing to do with meaning, and are

therefore particularly difficult to remember.7

The statement above indicates that many students still difficult how to put

correct preposition. Even though some of the students have already known of

preposition, they still can make the wrong pattern in put the preposition well. The

errors can be found in students constructing the context whether in that context

should be used preposition. It also can be happened in choosing others kind of

preposition in others situation or context.

A. Definition of Preposition

5 Martin Parrot, Grammar for English Language Teachers, (Printed in United Kingdom : Cambridge University Press, 2000 ) P. 836Ibid.,7 Ibid.,

5

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Frank Marcella said that preposition is classified as a part of speech in

traditional grammar8. A preposition may be defined as connecting word showing

the relation of a noun or a noun substitute to some other word in the sentence (the

squirrel in the tree; the preposition in shows the relationship between the squirrel

and the tree.) Over ninety percent of preposition usage involves these nine

prepositions:

With at by

To in for

From of on

Prepositions cause problems because sometimes they can be used

interchangeably (He sat on the chair: He sat in the chair), because prepositions are

often combined with verbs to create phrasal verbs (to look after someone; to look

down on someone), and because a single preposition can be used to express

several different ideas (He is tall for his age; I swam for an hour)9

B. Function of Preposition

The main functions of preposition are: starting a prepositional phrase, i.e., a

phrase which consists of prepositional and noun, or other elements that function

like a noun, pronoun, numeral, gerunds, noun phrase and others.10

The writer state that preposition is to explain position of something,

preposition is very important to explain relation a thing to another thing,

8 Frank Marcella..Modern English : a Practical Reference Guide, ( New York University 1972) p. 163

9 http://rwc.hunter.cuny.edu/reading-writing/on-line/prep-def.html. accessed on October 2011

10 Hilman Fariz Mukti, about preposition p.352 Accessed on October 11- 2011

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preposition is used to communicate between one word of the other word, for

instance:

- The pen is in the cupboard

- The ruler is on the table

- He looks at me

From the example above we can see the relation between one thing to

other thing. The firs relation between a pen and cupboard, the second relation

between rulers and the table, and the third is relation between the persons with the

first person, the relation is place or position of a noun.

C. Kind of Preposition

Prepositions are used to express a number of relationships, including

time, location, manner, means, quantity, purpose, and state or condition. 11

The following outline demonstrates the uses of common prepositions.

1. Prepositions for Time. (In, on, at)

Prepositions used for time of different natures are in, on at etc.12

Preposition

Time Nature

In 1. Month or Year. e.g. in January, in 19852. Particular time of day or month or yeare.g. in morning, in evening, in first week of January, in summer, in winter3. Century or specific time in past etc

11http://rwc.hunter.cuny.edu/reading-writing/on-line/prep-def.html. Accessed on 22-October 2001

12 Ibid….Accessed 22 October 2011

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e.g. in 21st century, in stone age, in past, in future, in present

On 1. Day e.g. on Monday2. Datee.g. on 5th of March, March 53. Particular daye.g. on Independence Day, on my birthday,

At 1. Time of clocke.g. at 5 O’clock, at 7:30 PM2. Short and precise time e.g. at noon, at sunset, at lunch time, at bed time, at the moment, at the same time

Examples:

          - He was born in 1945.

          -  She will go to New York on 25th of March.

          - The concert will begin at 7 O’clock.

          - He gets up early in the morning.

          -  We enjoyed a lot in the summer.

          - The president will deliver speech to public on Independence Day.

2. Preposition for Place. (In, on, at)

Prepositions “in, on or at” are usually used for different places.

Preposition

Place Nature

In  Place having some boundary (physical or virtual boundary) Examples.In hallIn schoolIn a buildingIn a boxIn a carIn library

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In gardenIn AmericaIn roomIn cupboard

On  Surface of something. Examples.On a tableOn blackboard On a pageOn the wallOn the roofOn a map

At  Specific Place.Examples.At the entranceAt the bottom of glassAt front of the chairAt bus stopAt the edge of roof

Examples

          - She lives in New York.

          - Students study in library.

          - The wedding ceremony will be held in the hall.

          - There are some books on the table.

          - The teacher wrote a sentence on blackboard.

          - He was flying kite on the roof.

          - Her parents were waiting for her at the entrance of school

          - There was a huge gathering at bus stop.

          - His house is at the end of street.

3. Preposition for Direction (to, toward, through, into)

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Prepositions like to, towards, through, into are used to describe the

direction.13 Following examples will help in better understanding.

Examples:

      - She went to the library.

- He jumped into the river.

- He ran away when he felt that someone was coming toward him.

4. Preposition for Agent. (by)

Preposition for agent is used for a thing which is cause of another

thing in the sentence. Such prepositions are by, with etc.14 Following

examples will help in better understanding.

Examples:

- This book is written by Shakespeare.

-  The work was completed by him.

- The room was decorated by her.

D. Use some of The Preposition is often confusing

There are some preposition is often confusing to loyal learner as an

Example:

a. Above - over –on

1. Above

13 Ibid…,Accessed on October 22-201114 Ibid..

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Describes an object whose position is higher than other objects

the second object does not intersect, and a higher object should be

right on top of another object.15

Example:

- The plane flew above the cloud

- The bird flew above the cloud

2. Over

Describes an object whose position is higher than other objects

The second object may intersect or not intersect16

Example:

- The sky is over our heads

- The plane is over our home

3. On

Describes an object whose position is higher than other objects

the second object is touched or attached.17

Example:

- The book lies on the table

- The pen on the table

b. At – in

1. At

15 Hilman Fariz Mukti, about preposition……….Accessed on October 22-201116Ibid…,1716Ibid...,

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At used before the name of a small town or village and to talk

about a distant place.

Example:

- They passed their holidays at langsa

- - I go to Kuala Simpang at Kota Lintang streets’

2. In

In used before the name of the country or city or place a person's

name during the speech.

Example:

- They lived in Paris

- I live in Jakarta

c. At- In – On ( for Time )

1. At

Example:

- We arrived at two o’clock

- At midnight, at lunch time

2. In

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In usually use to say the name of month, year and season and

sometime two prepositions can be used with the same noun, but the

meaning is different.18

Lessons begin at 8.30 and I always arrive on time (=8.30)

Lessons begin at 8.30 and I always get there in time. (=before 8.30

I’m not late)

Example for month and weather:

- He arrive In April

- He come In the winter

We use for longer periods of time:

Example: we are in the time for the train (before the train start)

E. Extended Time, Starting At One Point And Ending At Another.

1. Since

Since is use with a point in time never for place the action is use

in time expressions either began at this point or continued to the rime

of speaking or accrued in the period between this point and the time of

speaking.

Example:

- I have seen him twice since May

- I have waiting for you since yesterday

18 Redmen, Stuart. English Vocabulary In Use. Cambridge University England, Jakarta erlangga,2001. P.34

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2. By

By is specific a commencement point, Contrast: example by the

time he was exhausted. This mean that by Phrases do not accurate

with the verbs of durative meaning by used of travel also there are

many expression formed by a preposition + noun a preposition is used

with a particular meaning in a number of expressions, so they are

many common.19

Example: by bus, by car, by train, by boat

My father went to Malaysia by plane20

3. From

From can be used for place and time

For time example: he waited from 6.00 till 6.30

For place example: I went from Westmister Bridge to the tower of

London

4. Until

Until can used for place and time

For place: she is going to company me until the station (she leave me

then)

For timer: I did not sleep until midnight (I started sleeping then)

5. For

19 Redmen, Stuart. English Vocabulary In Use. Cambridge University England, Jakarta Erlangga,2001. P.34

20 Ibid…,P.34

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For is used with period of time, definite in length but otherwise

indefinite. It’s usually followed by singular noun preceded by a plural

noun, an adjective of quantity or over:

Example

- I go to Medan For a long time

- We are free For five days

For is however often used before known periods of time with

action. Which are intended to last for the whole period? These actions

are usually planned. In advance and there is sometimes an idea of

purpose. The verbs: go, come, be, stay, rent, hire, and lend are often

used with for in this way.

Example:

- Went there for July

- They hired a car for their holidays

6. During

During is placed before know periods of time example those

know by name, such as: lent, taster or those previously defined. It is,

therefore, usually followed immediately by the name of period or by

the, this, that, these or those.

Example:

- She is coming during the summer.

- Shi is staying with her grandmother during the winter

7. Before

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Before is as preposition these accrued almost exclusively as

preposition of time and are followed by a temporal noun phrase.

Example:

- Send this letter before next week.

- I eat before hungry

8. After

After is the same like before, this preposition are followed by

temporal noun phrase.

Example:

- Send this letter after tomorrow

- I was resting after sport.

F. Place Position and Direction

1. Position

a. The point it self

1. In – or - inside

Hang your coat in the closet. (In give s the area of something

enclosed a container, a drawer, a room, a building, the world).21

Example: There was no one inside the house. (Inside emphasizes the

containment).

3. On

21 Marcella Frank, Modern English A Practical Reference Guide, ( Printed in United States of America: Printice Hall, 1972 ),p. 164

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Put the dishes on the table. (On indicates the surface of something a

floor, a wall, a ceiling, a desk, a street).

4. At

Example:

- He is at school (at church, at the store).

At is also used for addresses with street numbers. For instance: hi lives

at 200 Park Avenue 22

b. Higher or lower than a point

1. Higher point

Martin Hewing said in his book “we can use above or over when

we say that one thing is at a higher level than another”.23

a. Over

The plane flew over the mountains. (Over is felt to be generally

higher than a point).24

b. Above

He lives on the floor above us (above is felt to be directly higher

than a point).

This distinction between over and above is not always carefully

observed.25

22 Ibid….,P.16423Ibid…., P.16424 Martin Hewings, Advanced Grammar In Use. Cambridge University, New York 2005. P.17625 Marcella Frank..Modern English…………………..”,P.165

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c. Lower point

a. Under

Example:

- A subway runs under this street. (Under is felt to be generally lower

than a point).26

b. Underneath

Example:

- He swept the dirt under (Neath) the rug (underneath expresses the

idea of close under, especially so as to be hidden).27

c. Below

Example:

- He lives on the floor below us. ( below is felt to be directly lower

than a point)

d. Neighboring the point

a. Near

Example:

- He lives near the university (near has the most general meaning of

neighboring a point). By is synonym for near. Close to means very

near.

b. Next to

26 Ibid…P.16527 Ibid,...P.165

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Example:

- The theater is right next to the post office. (With nothing else

between them).

c. Beside

Example:

- He sat beside his wife during the party. ( on one side of a person or

thing than has two sides)

b. Between

Example:

- He sat between his two sons. (On each side of a person or thing that

has two sides). If more than two persons or things are positioned

around a point, among is used example: he sat among all his

grandchildren.28

c. Opposite

Example:

- The museum is just opposite the post office. (Directly facing

someone or something else).

2. Direction (Movement in regard to a point)

28 Marcella Frank..Modern English…………………..”,P.165

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20

The kind of movement designated by each preposition given below

is illustrated by the diagram below.29

a. To – From

- He always by walks to school from his home.

- I usually go to market from their home

b. Toward

- The pilgrims headed toward Mecca

- They move away from their old neighborhood

Toward away from

c. In ( to) – out of

- He run into the house quickly

- They go out of the house

Into Out of

d. Up – down

29 Marcella Frank..Modern English…………………..”,P.166

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- He climbed up (or down) the stairs.

- They go down from the stairs.

Up

Down

e. Around

- The ship sailed around the island

- I around that city

Around

f. Through

- You can drive through that town in an hour

- I go to school through that mosque

Through

g. Past or by

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- He walked past ( or by ) his old schoolhouse without stopping

- She went past her grandfather house.

Past

h. As far as ( up to)

- We will walk only as fare as ( up to) the old schoolhouse. Then we

will turn back

- I will go to your house only as far as the big house. Then I will turn

back.

As far as

Many of these Preposition of place can also begin adjective phrase that

modify a noun or pronoun.

Example:

- The cabinet above the sink is very dirty

- Everyone in the room was shocked by his remarks

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CHAPTER III

METHODOLOGY OF RESEARCH

A. Approach and kinds of research

In this research, the writer uses qualitative approach. Namely descriptive

method, which the writer does collecting data, data analysis and arrange a

conclusion in the field of research. in collecting data, the writer make some

tests, The writer wants to know students’ ability in mastering English

preposition. So to get the fact about students’ ability, the writer should does

observation in the field of research.

B. Presence of Researcher.

The writer will teach little explanation about preposition to students and

then gives them tests about the preposition. Then the writer observes result of

the tests that is done by students. The writer only gives to the student test

because preposition has learned in this class. The writer only provides little

information about the preposition before administering the test with the students.

C. Place and Time of Research23

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1. Place of Research

MTs Negeri Geudubang Aceh is state Islamic secondary school which is

under the control of the Department of Islamic. It is located at Kebun Baru

streets’.

The writer conducted research in MTsN Geudubang Aceh as schools that

have English lessons in it. The writer takes this location to do research because

these schools have English as one of several ministries there.

Furthermore, the preposition has also been studied by students at that

school was making it easier for writer to take a data of the sample. Because it has

been learned about the preposition, then it is suitable for the title that the writer

wants to analyze students' ability in using preposition. The writer just gives them a

test.

2. Time of Research

The writer gives students test about the preposition on March 20 -

2012. And the writer collect the data at that day.

D. Population and Sample

1. Population

Zuriah opinioned that population is the whole object which the researcher

pays attention to it in the certain time.30 Sugiyono also states that population is

30 Nurul Zuriah, Metodelogi Penelitian Sosial dan Pendidikan, ( Jakarta : Bumi Aksara, 2007 ), P. 116

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general area which consist of object / subject have quality and characteristic

needed by researcher to do research and then make the conclusion of it.31

The population in this study to the eight grade students at MTsN

Geudubang Aceh. There are three units in eight semesters. Unit I consist of 39

students, unit II consist of 39 students, and unit III consist of 40 students. Thus, all

the students are 118 students. The writer chooses them to be his population in this

research because they have learned preposition with their teacher before.

2. Sample

The people who provide the data in this study is called the sample. In this

study, The writer chooses the eighth grade students as subject of the

research, the eighth grade is the middle level at Junior High School, which

these students had been studied about some preposition in the first grade

with their teacher. The writer use Random Sample to take sampling, (Suharsimi

Arikunto, 1997) state that The sample mix researchers mix the subjects that are

considered equal in population, so researchers have the same rights to each

subject for the opportunity to be selected as a sample.32 The writer take a sample

of each the three classes by random. Here the writer collects data based on the

result of the tests that are answered by the students and the writer observes

how are students answer the questions.

31 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D , ( Bandung : ALfabeta, 2008 ), P. 117

32 http://idtesis.com/teknik-teknik-dalam-menentukan-pengambilan-sampel-penelitian-skripsi/accessed on mart 4-2012

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E. Techniques of Data Analysis

Through qualitative research, analysis process and data interpretation

need how to think creatively and carefully of a researcher. There is no

special formula to data analysis in qualitative, but the data has been

collected influence model of data analysis. In this case, the writer applies

matrix analysis, namely singular descriptive. The singular descriptive has

functioned to analyze and interpret the data that come from a result of

observation, such as individual, class or group. By singular descriptive, the

writer will analyze the data has been collected, then the writer arranges an

interpretation or conclusion of the data.

F. Steps in the research

This research is done to know the kinds of students’ ability in using

preposition contextually.

There are the steps uses in doing this research:

1. Giving test for the students in three classes and collects it in that day.

2. Analyze students’ test and find the ability that they made in using preposition

in answer it contextually.

3. Analyze the test that were answered by the students, giving the score for each

optional answer and classify it in the table.

4. Making the conclusion based on the research.

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After these process, the writer observes an English teacher in the

class. After that, the writer collects the data through result of the tests and

observation, then the writer tries to analyze the data.

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CHAPTER IV

DISCUSSION

A. Students’ Ability In Mastering Preposition

As we know that ability of each people is different, because of that,

the researcher should determine variable in a research. The writer wants to

know the ability of each subjects or students in mastering English

preposition at MTsN Geudubang Aceh, especially in the second grade.

Generally, the students’ ability in mastering preposition is only mastering

about the two kinds of preposition. This matter is demonstrated by the test.

The writer gave students tests to collect data, there are two kinds of

preposition that are tested by the writer that are preposition of time and

preposition of place. First test (T1) second test (T2), there are thirty questions of

each the test. Then the writer puts result of the test in a table as follow;

Table 4.1 : List of the grade second students’ name and score of adverbs

tests

No Students’ Name T1 T2 Average

1. Ade M. Rahmad 52,5 45 48

2. Ainul Mardhiah 75 77,5 77

3. Almalikul Mulki 50 52,5 42,5

4. Ami Riski 45 57,5 40

25

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5. Andre Mulya Sukma 82,5 65 66

6. Chairul Syahputra 60 55 62,5

7. Eka Suriana 60 62,5 65

8. Giovani 45 27,5 39

9. Firmansyah 70 65 62

10. Herdy Pratama 67,5 72,5 73

11. Iqbal Riski Mahendra 67,5 67,5 67

12. Lulu Afifah 47,5 35 28

13. Melani Hartati 77,5 77,5 76

14. Muchtar 32,5 55 61

15. Muhammad Husni 40 32,5 38

16. Muhammad Syahrul 40 40 42

17. Mustafa 67,5 57,5 72,5

18. Nadila Sawitri 67,5 70 69

19. Nova Leni 55 45 37

20. Novitasari 37,5 35 33

21. Ridwan Harben 45 60 57,5

22. Riska Indayani 55 45 40

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23. Riska putri 72,5 62,5 61

24. Ryan Syahputra 77,5 77,5 80

25. Sriwulandari 55 55 42

26. Sumiarti 70 57,5 55

27. Sutrisno 57,5 60 58

28. Wika Andini 60 62,5 52

29. Yuliana 40 55 41

30. Zulfahmi 22,5 25 22,5

B. Result of Research

Based on the table above, the result of the research showed that

score of each students are variety, there are students have ability in T3 and

there are students ability in T1 and T2. But in average, the higher score

is 80 and only thirteen students who have completeness score of standard

score at this school, which the standard score is 60. So, students’ ability

in mastering the adverbs is about 43,3 %, it means that students’ ability in

mastering adverbs is low.

They do not understand yet about form and using of adverb,

position of adverb in sentence. The writer describes the score in detail too,

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which the score based on the students’ ability of each kinds of the adverb,

the writer finds that students’ ability in mastering adverb of place is about

54 %, adverb of time is 49,3 %, adverb of manner is 37,3 % and adverb of

frequency is 53 %. In this case, we know that students’ ability in

mastering adverb of manner is lowest, it means that adverb of manner is

most difficult for the students.

Besides that, while the writer observes students in Teaching-Learning

Process, the writer looked that students can not apply adverb in a sentence

well. Then while an English teacher ask students to make a sentence, they

seldom put adverb in a sentence. Because of that, students look difficult in

mastering adverbs.

CHAPTER V

CONCLUSION AND SUGGESTION

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A. Conclusion

Some conclusions of the discussions, namely;

1. The purpose of this research is to know students’ ability in

mastering adverbs, the result is that students’ ability in mastering

adverbs is low. They just can tell about the four kinds of adverb,

but they do not understand about form and the way of adverb and

positions of adverbs well.

2. Based on the test’s score of the four adverbs, the writer finds that

the second grade students’ ability in mastering adverb is low.

Generally, the students’ ability is about 43,3 %, students fell

difficult in mastering adverb of manner, It is showed by their ability

in mastering manner adverb is 37,3 %, and this adverb’s score is

lowest than all of the other adverbs’ score.

B. Suggestions

Based on the result of research at MTs. S istiqamah Desa Alur Cucur,

the writer will give several suggestions, may these are useful suggestion in

knowing or understanding adverbs.

The writer gives suggestions as follow;

1. In teaching-learning process, while giving examples, such as a sentence

or paragraph, every teachers should tell about grammar, although not in

detail. So, the students can know an adverb in the sentence.29

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2. The writer hopes a teacher can give explanation about adverbs in detail,

so that the students understand form of adverb, using of adverb and

position of adverb. So, students can apply adverb in a sentence well.

3. Students must often read sentence or paragraph that contain adverb, so

that students understand position and using of adverb. Then students

should try to make or arrange the sentence their selves.

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Krohn, Robert, 1971. English sentence structure. Michigan: the University of Michigan.

Martin Parrot, Grammar for English Language Teachers, (Printed in United Kingdom : Cambridge University Press, 2000 )

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