ANALYSIS OF MODAL AUXILIARY MUST AND HAVE TO USED BY THE EIGHTH GRADE STUDENTS OF MTs DARUL AMIN PALANGKA RAYA

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1 ANALYSIS OF MODAL AUXILIARY MUST AND HAVE TO USED BY THE EIGHTH GRADE STUDENTS OF MTs DARUL AMIN PALANGKA RAYA THESIS BY MARIATUL AZIZAH NIM STATE ISLAMIC INSTITUTE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION DEPARTMENT OF LANGUAGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION 2017 M / 1438 H i

2 ANALYSIS OF MODAL AUXILIARY MUST AND HAVE TO USED BY THE EIGHTH GRADE STUDENTS OF MTs DARUL AMIN PALANGKA RAYA THESIS Presented to State Islamic Institute of Palangka Raya in partial fulfillment of the requirements for the degree Sarjana in English Language Education BY MARIATUL AZIZAH NIM STATE ISLAMIC INSTITUTE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION DEPARTMENT OF LANGUAGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION 2017 M / 1438 H ii

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4 MOTTO AND DEDICATION Whoever goes to study then he is in the way of Allah (HR. Turmudzi) This Thesis is dedicated to: My beloved Mother Intan Sari, Father Muhamad Suberi and Brother Abdul Aziz Muslim for their valuable endless prayer, sacrifice, and support. iv

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6 ABSTRACT Azizah, Mariatul Analysis of Modal Auxiliary Must and Have to Used by the Eighth Grade Students of MTs Darul Amin Palangka Raya. Thesis, Department of Language Education, State Islamic Institute of Palangka Raya. Advisors: (I) Siminto, M.Hum., (II) Aris Sugianto, M.Pd. Key word: Students abilities, students problems, modal auxiliary. This research purposes to describe about some problems as follows: (1) to know the students abilities in using modal auxiliary must and have to. (2) to find the students problems in using modal auxiliary must and have to. (3) to find the students problems in learning modal auxiliary must and have to. Research method used descriptive statistic with quantitative approach. For collecting the data used written test, questionnaire and interview. Then technique of analyzing the data used collecting data, giving code, giving score and then putting conclusion. The data was collected on January 3 rd March 3 rd, 2017 at the Eighth grade students of MTs Darul Amin Palangka Raya located on Yakut street, G. Obos 9 Palangka Raya with the total of sample was 25 students. In this research writer found some cases that are: the students abilities in using modal auxiliary must and have to was still low. 44% students got fail score, 40% students got poor score, and 16% students got fair score. The reasons of students got low score were: 72% students were confuse in using must and have to, 72% students did not know usage must and have to in sentence, 72% students did not know past form of must and have to, and 80% students did not know when they must use must and have to in sentence. The cause of students factors got problems in learning modal auxiliary must and have to were come from internal and external factors. First, in internal factor were: the students were bored in learning English because they did not find something interesting in learning English, they were not interested learning English because according to them the English subject was difficult, the students did not understand the meaning of sentences in English form, lack vocabulary and the teacher explanation about modal auxiliary material was unclear. Second, external factor included social environment and nonsocial environment were: they could not concentration in learning process because their friends disturb them, situation in class was too noisy and the supporting facilities in the school were less support. vi

7 ABSTRAK Azizah, Mariatul Analysis of Modal Auxiliary Must and Have to Used by the Eighth Grade Students of MTs Darul Amin Palangka Raya. Skripsi, Jurusan Pendidikan Bahasa, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Palangka Raya. Pembimbing: (I) Siminto, M.Hum., (II) Aris Sugianto, M.Pd. Kata kunci: Students abilities, students problems, modal auxiliary. Penelitian ini bertujuan menggambarkan beberapa permasalahan sebagai berikut: (1) mengetahui kemampuan siswa dalam menggunakan modal auxiliary must dan have to. (2) menemukan permasalahan siswa dalam menggunakan modal auxiliary must dan have to. (3) menemukan permasalahan siswa dalam mempelajari modal auxiliary must dan have to. Metode penelitian menggunakan deskriptif statistic dengan pendekatan kuantitatif. Pengumpulan data menggunakan tes tertulis, angket dan wawancara. Analisis data menggunakan teknik pengumpulan data, member kode, member skor, dan kemudian menarik kesimpulan. Data diambil pada tanggal 3 Januari 3 Maret 2017 di kelas VIII MTs Darul Amin Palangka Raya yang berlokasi di Jalan Yakut, G. Obos 9 Palangka Raya dengan total sampel adalah 25 siswa. Dalam penelitian ini penulis menemukan beberapa temuan yaitu: kemampuan siswa dalam menggunalkan modal auxiliary must and have to masih rendah. 44% siswa mendapatkan skor gagal, 40% siswa mendapatkan skor rendah, dan 16% siswa mendapatkan skor cukup. Alasan-alasan siswa mendapatkan nilai rendah adalah 72% siswa bingung dalam penggunaan must dan have to, 72% siswa tidak tahu penggunaan must dan have to di dalam kalimat, 72% siswa tidak tahu bentuk lampau dari must dan have to, 80% mereka tidak tahu kapan harus menggunakan must dan have to. Faktor penyebab siswa mendapatkan masalah di dalam mempelajari modal auxiliary must dan have to adalah berasal dari faktor internal dan external. Pertama, dalam faktor internal yaitu siswa merasa bosan dalam belajar bahasa Inggris karena mereka tidak menemukan sesuatu yang menarik dalam belajar bahasa inggris,mereka tidak tertarik belajar bahasa inggris karena menurut mereka pelajaran bahasa Inggris itu sulit, ketidak mengertian siswa dalam mengartikan bahasa Inggris, kurangnya kosakata, penjelasan guru yang belum jelas dalam memahami pelajaran modal auxiliary. Kedua, dari faktor external mencakup social Enveronment dan non social Enveronment yaitu mereka tidak bisa berkonsentrasi dalam proses belajar karena teman-teman mereka mengganggu, terlalu rebut di dalam kelas dan fasilitas penunjang di sekolahan yang kurang memadai. vii

8 ACKNOWLEDGEMENTS The writer would like to express her sincere gratitude to Allah SWT., for the blessing bestowed in her whole life particularly during the thesis writing without which this thesis would not have come to its final form. Sholawat and salam always be bestowed to the last prophet Muhammad SAW., having shown us the role of life to make our life true. Her appreciation is addressed to: 1. Dean of Faculty of Teacher Training and Education of the State Islamic Institute of Palangka Raya, Drs. Fahmi, M.Pd., for his invaluable assistance both in academic and administrative matters. 2. Vice Dean in Academic Affairs, Dra. Hj. Raudhatul Jennah, M.Pd., for her invaluable assistance both in academic and administrative matters. 3. Chair of Department of Language Education, Santi Erliana, M.Pd., for her invaluable assistance both in academic and administrative matters. 4. Chair of Study Program of English Education, M. Zaini Miftah, M.Pd., for his invaluable assistance both in academic and administrative matters. 5. Her thesis advisors, Siminto, M.Hum and Aris Sugianto, M.Pd, for their generous advice, valuable guidance and elaborated correction during their busy time to the completion of her thesis. 6. Both the members of the board of examiners, for their corrections, comments and suggestions which are profitable to the accomplishing of this thesis. 7. All lecturers of Study Program of English Education from whom she got in-depth knowledge of English and English teaching. 8. The principal of MTs DarulAmin Palangka Raya for his permission to take research at the school. viii

9 9. My classmates of Study Program of English Education, especially the 2008, 2009 and 2010 period, for the support in sadness and happiness during the study in undergraduate program and for their spirits to accomplish her study. 10. My beloved parents, Mr. Muhamad Suberi and Intan Sari for their moral support and endless prayer so that she is able to finish her study. May Allah SWT bless them all. Aamiin. Palangka Raya, July 2017 The writer, Mariatul Azizah NIM ix

10 TABLE OF CONTENTS Pages COVER... COVER (Second page)... ADVISOR APPROVAL... MOTTO AND DEDICATION... DECLARATION OF AUTHORSHIP... ABSTRACT... ABSTRAK (Indonesia)... ACKNOWLEDGEMENT... TABLE OF CONTENTS... LIST OF TABLES... i ii iii iv v vi vii viii x xii CHAPTER I: INTRODUCTION A. Background of the Study... 1 B. Problems of the Study... 4 C. Purpose of the Study... 5 D. Significances of the study... 5 E. Scope and Limitation of the Study... 5 F. Definition of the Concept... 5 CHAPTER II: REVIEW OF RELATED LITERATURE A. The Related Studies... 7 B. Theoretical Study Modal Auxilliary Student s Problem in Using Modal Auxiliary C. Framework of Thinking CHAPTER III: RESEARCH METHOD A. Research Design B.Population and Sample C.Technique Of Data Collecting D. Instrument Try Out Test Questionnaire E. Data Analysis Procedure F. Technique Analysis of the Data x

11 CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Data presentation The Usage of Modal Auxiliary Must and Have to (Written Test) Questionnaires about Factors of Students Problems in Using Modal Auxiliary Must and Have to Interview about problems which still encountered by the students in learning the modal must and have to B.Research finding Usage Modal Auxiliary must and have to by students Factors of Students Problems in Using Modal Auxiliary Must and Have to The Problems which Encountered by Students in Learning Modal Auxiliary must and have to C.Discussion The Students Score in Using Modal Must and Have to Percentage about Factor of Students Problems in Using Modal Must and Have to The Students Factors Got Problems in Learning Modal Auxiliary Must and Have to CHAPTER V: CONCLUSSION AND SUGGESTION A. Conclusion B.Suggestion REFERENCES APPENDICES xi

12 LIST OF TABLES Page Table 3.1. ITEMS SPECIFIC OF WRITTEN TEST Table 3.2 THE RESULT OF COEFFICIEND VALIDITY WRITTEN TEST Table 3.3 THE RESULT FOR INDEX OF THE DIFFICULT OF WRITTEN TEST Table 3.4. RESULT OF ANALYSIS VALIDITY OF QUETIONNAIRE Table 3.5. RESULT OF ANALYSIS VALIDITY OF THE QUESTIONNAIRE Table 4.1. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 1) Table 4.2. INCORRECT ANSWER OF STUDENTS (ITEM NUM.2) Table 4.3. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 3) Table 4.4. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 4) Table 4.5. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 5) Table 4.6. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 6) Table 4.7. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 7) xii

13 Table 4.8. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 8) Table 4.9. INCORRECT ANSWER OF STUDENTS (ITEM NUM. 9) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 10) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 11) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM.12) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 13) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 14) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 15) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 16) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 17) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM.18) Table INCORRECT ANSWER OF STUDENTS (ITEM NUM. 19) Table INCORRECT ANSWER OF STUDENTS xiii

14 (ITEM NUM. 20) Table 4.21.QUESTIONNAIRE OF STUDENTS Table INTERVIEWEE: THE STUDENTS Table INTERVIEWEE: THE TEACHER Table PERCENTAGE OF ABILITY IN NECESSITY Table PERCENTAGE OF ABILITY IN LOGICAL NECESSITY Table PERCENTAGE OF ABILITY IN OBLIGATORY Table PERCENTAGE OF ABILITY IN RECOMMENDATION Table PERCENTAGE OF ABILITY IN PROHIBITION Table DISTRIBUTION OF CRITERIA INTERPRETATION SCORE Table STUDENTS PROBLEMS Table STUDENTS SCORE IN USING MODAL AUXILIARY MUST AND HAVE TO Table INTERPRETATION OF STUDENTS SCORES Table FACTOR OF STUDENTS PROBLEMS IN USING MUST AND HAVE TO Table THE INTERNAL AND THE EXTERNAL FACTOR WHICT CAUSED THE STUDENTS PROBLEMS IN LEARNING MODAL AUXILIARY xiv