AN ANALYSIS ON THE DIFFICULTIES OF LEARNING REGULAR

AND IRREGULAR VERB FACED BY THE SECOND GRADE STUDENTS

OF SMPI HIDAYATUL ATHFAL CINERE

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training

in Partial Fulfillment of the requirement

for the degree of S. Pd. in English Language Education

By

RIZKI AWALIAH

NIM. 104014000308

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

J A K A R T A

2009

AN ANALYSIS ON THE DIFFICULTIES OF LEARNING REGULAR

AND IRREGULAR VERB FACED BY THE SECOND GRADE STUDENTS

OF SMPI HIDAYATUL ATHFAL CINERE

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training

in Partial Fulfillment of the requirement

for the degree of S. Pd. in English Language Education

By

RIZKI AWALIAH

NIM. 104014000308

Approved By

Advisor

Drs. Nasifuddin Djalil M.Ag

NIP.150 244 628

DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

J A K A R T A

1430 A.H / 2009 A.D

ENDORSEMENT SHEET The examination committee of Faculty of Tarbiyah and teachers’ Training

certifies that the “Skirpsi” (Scientific Paper) entitle “An Analysis of the

Difficulties of Learning Regular and Irregular VerbFaced by the Second Grade

Students of SMPI HidayatulAthfal Cinere”written by Rizki Awaliah, Student’s

Registration Number: 1040140000308, was examined on November 4th

, 2009, and

was declared to have passed and, therefore, fulfilled one of the requirements for

the academic title of ‘S.Pd.’ in English Language Education at the Department of

English Education

Jakarta, November 10th

, 2009

THE EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M. Pd (………….…………)

NIP.1964121 199103 1 002

SECRETARY : Neneng Sunengsih, S. Pd (…………………….)

NIP. 150 293 236

EXAMINERS : 1. Drs. Syauki, M.Pd (……………………)

NIP. 1964121 199103 1 002

2. Prof. Dr. Hadjid Harnawidagda (……………………) NIP. 150 011 332

Acknowledgement by

Dean of Faculty of Tarbiyah and Teachers’ Training

Prof. Dr. Dede Rosyada, MA

NIP. 19571005198703 1 003

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama :Rizki Awaliah

Tempat/Tanggal Lahir : Jakarta, 19 Februari 1986

NIM : 104014000308

Jurusan/Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : An ANALYSIS ON THE DIFFICULTIES OF

LEARNING REGULAR AND IRREGULAR

VERB FACED BY THE SECOND GRADE

STUDENTS OF SMPI HIDAYATUL ATHFAL

CINERE

Dosen Pembimbing :Drs. Nasiffudin Djalil, M. Ag

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqosah.

Jakarta, 26 Oktober 2010

Mahasiswa Ybs.

Rizki Awaliah NIM. 104014000308

ABSTRACT

Awaliah, Rizki, 2009, An Analysis on the Difficulties of Learning Regular and

Irregular Verb Faced by the Second Grade Students of SMPI

Hidayatul Athfal Cinere, Skripsi, Department of English Education,

The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah

State Islamic University, Jakarta

Advisor: Drs. Nasifuddin Djalil, M. Ag.

Key Word: Difficulties.

Regular and Irregular Verb

The main point which is discussed in this skripsi is about analysis on the

difficulties of learning regular and irregular verb faced by the second grade

students. As we know that one of the foreign languages, which is taught in the

schools of our country is English language. To have good English, the students

have to master the four basic language skills; they are listening, speaking, reading

and writing. Besides the four skills, they are sub skills; grammar, vocabulary and pronunciation. But in fact, the students are still lack of knowledge in mastering

the grammar, because there are some students who say that in learning English grammar is more difficult than the others. Therefore, in this skripsi the writer will

study about difficulties faced by the students in learning grammar, which is learning regular and irregular verb. The writer only takes past tense and past

participle of regular verb and past tense and past participle of irregular verb. The method used in this research is descriptive with quantitative

analysis. The writer describes the data of the test and then they are analyzed by

using the formula p = f x 100 %

N

After that the writer asks the students about their reason or difficulty in

doing test by doing interview. By analyzing the error, the writer finally knows which part of lesson that has not yet been understood by the students. The

population of the research is the second grade students of SMPI Hidayatul Athfal

Cinere with 16 students and the writer takes 12 students to be the samples.

The result of this research is the second grade students of SMPI

Hidayatul Athfal Cinere are still get difficulty in determining past tense of

irregular verb and past participle of irregular verb.

ABSTRAK

Awaliah, Rizki, 2009, Analisis Kesulitan Belajar Regular dan Irregular Verbyang

Dihadapi oleh Siswa kelas Dua SMPI Hidayatul Athfal Cinere,

Skripsi, Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu

Pendidikan, UIN Syarif Hidayatullah, Jakarta.

Dosen Pembimbing: Drs. Nasifuddin Djalil, M. Ag.

Kata Kunci: Kesulitan.

Regular and Irregular Verb

Topik utama yang dibahas dalam skripsi ini adalah tentang Analisis

Kesulitan Belajar Regular dan Irregular Verb yang Dihadapi oleh Siswa. Seperti

yang kita ketahui bahwa salah satu bahasa asing yang diajarkan di sekolah sekolah

di negara kita adalah bahasa Inggris. Agar memiliki bahasa Inggris yang baik,

para siswa harus menguasai empat keterampilan dasar berbahasa

yaitu:mendengarkan, berbicara, membaca dan menulis. Disamping itu ada yang

disebut dengan sub skill yaitu: tata bahasa, kosakata dan pengucapan. Tetapi pada kenyataannya para siswa masih mempunyai pengetahuan yang kurang tentang tata

bahasa, karena ada beberapa siswa yang berpendapat bahwa dalam belajar bahasa Inggris materi tentang tata bahasa itu lebih sulit jika dibandingkan dengan materi

yang lain. Oleh karena itu dalam skripsi ini penulis akan mempelajari tentang kesulitan yang dihadapi oleh siswa dalam mempelajari tata bahasa yaitu dalam

belajar Regular verb dan Irregular verb. Penulis hanya mengambil past tense dan past participle dari Regular verb serta past tense dan past participle dari Irregular

verb.

Metode yang digunakan dalam penelitian ini adalah metode deskriptif

dengan analisa quantitative. Penulis mendeskripsikan data dari tes kemudian data

tersebut di analisa menggunakan rumus p = f x 100 %

N

Setelah itu penulis bertanya kepada siswa siswa tentang alasan atau

kesulitan dalam mengerjakan tes dengan melakukan wawancarra.. Dengan

menganalisa kesalahan, penulis akhirnya mengetahui bagian mana dari pelajaran

tersebut yang belum dimengerti oleh siswa. Populasi dari penelitian ini adalah

seluruh siswa kelas dua SMPI Hidayatul Athfal Cinere sebanyak 16 siswa dan

penulis hanya mengambil 12 siswa sebagai sampel.

Hasil dari penelitian nini adalah siswa–siswi kelas dua SMPI Hidayatul

Athfal Cinere masih mendapatkan kesulitan dalam menentukan past tense dari

irregular verb dan past participle dari irregular verb.

ACKNOWLEDGEMENT

��� ا ا���� ا�����

In the name of Allah, the Beneficent, the Merciful

All praise be to Allah, the Lord of the world, for His Mercies and

Blesses, and He Has given the writer chance, ability, easiness, in finishing this

‘skripsi’, entitled: AN ANALYSIS ON THE DIFIICULTIES OF LEARNING

REGULAR AND IRREGULAR VERB FACED BY THE SECOND GRADE

SRUDENT OF SMPI HIDAYATUL ATHFAL CINERE. Mercy and peace of

Allah be upon the prophet Muhammad Peace be upon Him, His family and

followers.

This’skripsi’ is presented to the Faculty of Tarbiya and Teachers Training

in partial fulfillment of the requirements for the degree of Strata 1 (S1) at English

Education Department.

In this opportunity, the writer would like to express her greatest gratitude

to her beloved mother Hj. Nurhayati who has given her best loving, guiding,

supporting the writer’s studying, and her praying in every time both day and night

for the writer’s success. And also her greatest inspiration her beloved father H.

Marhali (Alm.) who has given her a lot of sacrificing, kindness, biggest love and

unforgettable sweet moments.

The writer would like to express her gratitude to Drs.Nasifuddin Djalil,

M. Ag., her advisor , for time, correction advice and his valuable help in the

process of writing this skripsi.

The writer realizes that she would not complete writing this ‘skripsi’

without the help of people around her. Therefore, she would like to give her

gratitude ansd appreciation to:

1. All lecturers in English Department who always give their precious

knowledge.

2. Drs. Syauki, M. Pd., The Head of English Department

3. Neneng Sunengsih, S.Pd, The Secretary of English Department

4. Prof. DR. Dede Rosyada, M.A., as the dean off Tarbiyah and Teachers

Training Faculty.

5. Abdul Halim, S. Pd. I, The head of SMPI Hidayatul Athfal Cinere, all

the teachers and second grade students of SMPI Hidayatul Athfal

Cinere who had sincerely spent their time and valuable help in

collecting the data that the writer needed.

6. The Writer’s Sister and brothers: Sulaiman, Siti Muhibah and Lukman

Hakim and her nephew and nieces for giving spirit and pray.

7. All friends in English Department especially in class A-2004 and her

close friends: Ade Laili Akhiliyyah, Mutiara Fani, Lailatussaidah, Liza

Fauziah and Hangi Latifah for the great friendship

8. All friends who had prayed and motivated for her, Arifah Hilyati, Alfi

Syahrin , Siti Suharsih, Aisyah Henry, Nurafniati Khairunnisa , and

Yeni Handayani..

9. All friends in her ‘Spiritual Voyage’ especially Hj. Romlah Hasan and

Hj. Dra. Imas Masiti for the praying, all the valuable lessons, friendship

and brotherhood.

Words are not enough to say much appreciation for all their help and

contribution in finishing this ‘skripsi’. May Allah guide and give them the

happiness throughout their life, may Allah the Almighty bless them, Amin.

Jakarta, October 2009

The Writer

TABLE OF CONTENT

ACKNOWLEDGEMENT ……………………………………………………….

i

TABLE OF CONTENT…………………………………………………………..

iii

LIST OF TABLES………………………………………………………………...

v

LIST OF FIGURE…………………………………………………………………

vi

CHAPTER I : INTRODUCTION

A. Background of the

Study…………………………………………….. ……

1

B. Limitation of the Study…………………………………

3

C. Formulation of the Problem…………………………….

3

D. Significance of the Study……………………………….

4

CHAPTER II : THEORITICAL FRAMEWORK

A. Grammar…………………………………………………

5

1. The Definition of Grammar…………………………...

5

2. The Scope of Grammar………………………………..

7

3. The Purpose and the Role of Grammar………………..

8

B. Verb………………………………………………………

13

1. The Meaning of Verb………………………………….

13

2. The Kinds of Verb…………………………………….

13

3. The Form of Verb…………………………………….

14

4. The Use of the Verb…………………………………..

20

C. The Difficulties in Learning Regular and Irregular

Verb………………………………………………………

23

CHAPTER III :RESEARCH METHODOLOGY

A. Purpose of the Study……………………………………..

26

B. Place and Time of the Study……………………………..

26

C. Design of the Study………………………………………

26

D. Population and Sample…………………………………...

27

E. Technique of Collecting Data……………………………

27

F. Technique of Analysis Data……………………………...

27

CHAPTER IV : RESEARCH FINDING

A. Data Description………………………………………….

30

B. Data Analysis…………………………………………….

31

C. Interpretation Of Data

Analisis……………………………42

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion………………………………………………

44

B. Suggsetion……………………………………………….

45

BIBLIOGRAPHY…………………………………………………………………

.46

APPENDICES…………………………………………………………………A1-

A10

LIST OF TABLES

Table 2.1 Aspect of the Teaching / Learning of Structure

………………………….9

Table 3.1 Number of Items of Regular and Irregular

Verb………………………...28

Table 4.1 Regular and Irregular Verb and each

item………………………….……30

Table 4.2 Students’ Score of Test

Result…………………………………………..31

Table 4.3 Students’ Response Distribution on Each Item of

Test…………………32

Table 4.4 Frequency of Error in Past Tense of Regular Verb……………………..

34

Table 4.5 Frequency of Error in Past Participle of

Regular

Verb…………………………………………………………….36

Table 4.6 Frequency of Error in Past Tense of Irregular

Verb……………………………………………………………………

…38

Table 4.7 Frequency of Error in Past Participle of Irregular

Verb………………………………………………………………………

40

Table 4.8 Percentage of Difficulty in Learning Regular and Irregular

Verb………………………………………………………………….......

42

LIST OF FIGURE

Figure 2.1 Three Dimensional of Grammar………………………………………...

7

CHAPTER I

INTRODUCTION

This chapter presents nd discusses the background of the study,

limitation of the study, formulation of the problem, and significance of the study.

A. Background of The Study

Language is Communication of thoughts and feelings through a system

of arbitrary signals, such as voice sounds, gestures, or written symbols.

Language is the principal means used by human beings to communicate with

one another. Language is primarily spoken, although it can be transferred to

other media, such as writing, if the spoken means of communication is

unavailable, as may be the case among the deaf, visual means.

Discussion about the importance of language, Sidney Greenbaum

stated in his book “Good English and The Grammarian” that:

Schools should teach about language for a variety reason. First, an

understanding of the nature and functioning of language is a part of general

knowledge that students should acquire about themselves and the world they

live in. Language study has a place in curriculum as justifiable as (say)

biology, geography and history. For language is both our most personal

possession (every individual’s language is unique to some extent) and at the

same time a facility that contributes most to our relationships with others (it

is the major means of human communication). Secondly, linguistics (the

study of the language in all its aspect) is a central discipline for the social

sciences and humanities, just as mathematics is important for the physical

science. Its relationship to other disciplines is evident in the hybrid

disciplines that focus on language: psycholinguistics, sociolinguistics, the

sociology of language and philology. Even at elementary levels, the study of

the language provides a useful introduction to research methods and

argumentation, since language data are readily available: students can draw

on their knowledge of the language and can easily collect samples of the

language of others1.

First of all it is quite clear that as a statement of simple fact English is

an international language in that it is the most widespread medium of

1 Sidney Greenbaum, Good English and The Grammarian, (New York : Longman

Inc., 1988), p. 27

international communication, both because of the number and geographical

spread who use it for its speakers, and because of the large number of non-

native speakers who use it for part at least of their international contact2.

One of the international languages that have important role in the

world is English. In the schools of our country, English becomes one of the

important subject material taught at school, even it includes as one of material

of national examination. In Indonesia, English is considered as the first

foreign language and becomes compulsory subject learned by all students

from the elementary school or even in the kindergarten up to the university

level.

English is different from Indonesian language. Every language has its

own characteristic, rules and skill.

In learning English, there are four skills (Listening, Speaking, Reading

and Writing) that should be mastered by the students. Besides the four skills.,

there are language sub-skill or language component( Grammar, vocabulary

and pronunciation), they are also should be mastered by them.

Grammar consists of form and rules, as Dianne Larsen-Stated that:”

Grammar is about form and one way to teach form is to give students rules;

however grammar is about much more than form and its teaching is ill served

if students are simply given rules”.3

However, it is not easy to master Grammar, Especially for students in

the second grade of Junior High School. Most of them say that Grammar is a

boring lesson and it makes them confused. If they want their English is good

they should master the grammar and able to differentiate the kind of grammar

such as, `tense, comparison degree, the use of modal , passive voice, etc. and it

is not easy to do, as the writer found when she taught in SMPI HIDAYATUL

ATHFAL Cinere.

2 Christopher Brumfit, English for International Communication, (London:

Pergamon Pres Ltd., 1982), p. 1 3 Diane Larsen-Freeman (Mariane Celce-Murcia, editor), Teaching Grammar in

Teaching English as a Second or Foreign Language, (USA:Heinle&Heinle Publisher,

2001), p. 251.

One of the difficulties which is faced by the students in learning

regular and irregular verb is lack of remembering of the past tense and past

participle change of whether that is regular or irregular verb.

Based on the statement described previously, the writer would like to

discuss about: “AN ANALYSIS ON THE DIFFICULTIES OF

LEARNING REGULAR AND IRREGULAR VERB FACED BY THE

SECOND GRADE STUDENTS OF SMPI HIDAYATUL ATHFAL

CINERE”. The writer chooses this title because there are many students still

face difficulties in using Regular and Irregular Verb. By observing the

students’ difficulties in using Regular and Irregular Verb, the writer tries to

identify and to analyze them. The writer hopes it can make teaching and

learning better and can give a new idea for her how to teach Regular and

Irregular Verb well.

B. Limitation of the Study

The writer will limit the study in analysis on the difficulties faced by

student at second year of HIDAYATUL ATHFAL Islamic Junior High School

in using past tense and past participle of regular verb and past tense and past

participle of irregular verb, as material in the second semester of second grade.

C. Formulation of the Problem

Based on the statement above the writer would like to formulate the

problem as follows:

1. Which is more dominant frequency of difficulty in using irregular verb or

regular verb?

2. Why do they face difficulties in using regular and irregular verb?

D. Significance of the Study

The results of this study are expected to provide useful information for

students, English teacher. And further researcher.

For the students, the result of this study will give an input to them to

improve their knowledge. For English teacher of SMPI Hidayatul Athfal

Cinere is to inform the teacher new information about some kind of students’

difficulties in learning regular and irregular verb and to improve their quality

of teaching English. And the last these findings of this study can be used by

other researcher to deliver useful information for other researchers who are

interested in English.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses about the theoretical framework

which consist of : grammar, verb, and the difficulties in learning regular and

irregular verb

A. GRAMMAR

1. The Definition of Grammar

The word grammar has many meanings. The definition of grammar

will be explained as follows.

According to David Nunan in his book Second Language Teaching

and Learning, Grammar is:

a. An analysis of the structure of the language, either as encountered in

a corpus of speech or writing (a performance grammar) or as predictive of a speakers knowledge (a competence grammar)

b. An analysis of that structural property which defines human language ( a universal grammar)

c. A level of structural organization, which can be studied independently of phonology and semantic. 4

Penny Ur stated in her book “Grammar Practice Activities: a Practical

Guide for Teachers” that grammar may be roughly defined as the way a

language manipulates and combines words (or a bits of words) in order to

form longer units of meaning.5

Craig Hancock sated Grammar is the natural, inherent, meaning-

making system of the language, a system that governs the way words come

4 David Nunan, Second Language Teaching and Learning (Boston: Massachusatts,

Heinle and Heinle Publisher, 1999), p. 97 5 Penny Ur, Grammar Practice Activities: a Practical Guide for Teachers, (New

York: Cambridge University Press, 1992), p. 4

together to form meaning; Grammar is also the study of the system, the

various theories or perspective that attempt to understand and describe it. A

popular idea of grammar – and one that we are discarding – is that grammar is

the set of prescriptive rules that limit the language we have available.6

According to Mark S. LeTourneau, Grammar is the discipline that

studies the structure of sentences in human language.7 While Scott Thornbury

said grammar is a system of rules (or patterns) which describe the formulation

of a language’s sentence.8

In book, “Language introductory reading” there is a sub chapter

discussing about Revolution in Grammar written by W. Francis. He divided

the meaning of grammar into three. Francis writes:

The first thing we mean by “grammar” is “the set of formal patterns in which the words of a language are arranged in order to

convey larger meaning”. It is not necessary that we be able to use them. In fact all speakers of language above the age of five or six know

how to use its complex forms of organization with considerable skill; in this sense of the world –call it ”Grammar 1”-they are thoroughly

familiar with its grammar. The second meaning of “grammar” —call it “Grammar 2”—is “

the branch of linguistic science which is concerned with the

description analysis, and formulization of formal language patters.”

Just as gravity was in full operation before Newton’s apple fell, so

grammar in the first sense was in full operation before anyone

formulated the first rule that began the history of grammar as a study.

The third sense in which people use the word “grammar” is

“linguistic etiquette.” This we may call “grammar3.” The word in this

sense is often coupled with a derogatory adjective: we say that

expression “ he ain’t hetre” is “ bad grammar.” What mean is that such

an expression is bad linguistic manners in certain circles? From the

6 Craig Hancock, Meaning Centered Grammar (London :Equinox Publishing Ltd,

2005), p. 6 7 Mark S. LeTourneau, English Grammar, (Orlando: Harcourt College Publisher,

2001), p. 2 8 Scott Thornbury , Uncovering Grammar, (Great Britain: Macmillan Publishers

Limited, 2001) , p. 1

point of “Grammar 1”it is faultless; it conforms just as completely to

the structural patterns of English as does “he isn’t here.” 9

Then, according to Jeremy Harmer The Grammar of a language is the

description of the ways in which words can change their foerms and can be

combined into sentence in that language.10

Another definition come from Sidney Greenbaum, he stated Grammar

refers to the properties and processes that underlie the use of the language—

that underlie the ability of speakers to speak and understand the language.11

2. The Scope of Grammar

Talking about scope of grammar, there are three main points that are

focused in grammar. They are form, meaning and use.

Figure 2.1

Three Dimensional of Grammar

9 Virginia P. Clark, Paul A. Eschholz, and Alfred F. Rosa, Language Introductory

Reading. (USA Martin’s Press, Inc. 1972), p. 112 10

Jeremy Harmer, The Practice of English Languge, 3rd

Edition, (England:Pearson

Education Limited, 2001), p. 12

11

Sidney Greenbaum, Good English and…. p. 23

FORM

How is it formed MEANING

What does it

mean?

USE

When/Why it is used?

Larsen described about Three-Dimension Grammar framework as

below:

Our framework takes the form of a pie chart. Its shape helps us to make salient that in dealing with the complexity of grammar, three

dimensions must concern us: structure or form, semantic or meaning and the pragmatic conditions governing use 12

Grammar has so many forms. The first is form; every form has their

own characteristics that depend on the using. According to Krashen, grammar

teaching is attention to the forms of the language acquisition. More recently,

research suggested that without some attention to form, learners run the risk of

fossilization. A focus on form does not necessarily mean return to the drill-and

repeat type methods teaching. A focus on form may simply mean correcting a

mistake13

. Usually, in grammar book, the form is divided into Tenses etc. In

this case, Irregular Verb and Regular Verb are included in miscellaneous

things in grammar.

The second is meaning. Meaning has an important place in Grammar.

It becomes a focus in teaching learning grammar. The third thing is use. How

to use grammar, when we use grammar, and where we use it become a

discussion things and also an important things. Furthermore, we will discuss

how the state of the three things above in teaching learning grammar.

3. The Purpose and the Role of the Grammar in Language

Learning

Jeremy Harmer stated that our aim in teaching grammar should be

ensure that students are communicatively efficient with the grammar they

have at their level. We may not teach them the finer points of style at the

12

Dianne Larse-Freeman, Teaching Grammar in Teaching English as a Second

Languge or Foreign Languge (Marianne Celce et al editor), (USA: Heinle-Heinle

Publisher, 2001) p. 253

13 Scoott Thornbury, How to Teach Grammar, (England: Pearson Education

Limited, 1999), p. 25

intermediate level, but we should make sure that they can use what they

know.14

In teaching anyone of structures, one should be – getting students to

learn quite a large number of different, though related, bits of knowledge and

skill: how to recognize the example of the structure when spoken, how to

identify its written form, how to produce both its spoken and written form,

how to understand its meaning in context, and produce meaningful sentences

using it themselves. All these “bits” may be presented in the form of a table,

thus:

TABLE 2.1

ASPECT OF THE TEACHING/ LEARNING OF STRUCTURES

Language

Skills

Form Meaning

Listening Perception and

recognition of the spoken

form of the structure

Comprehension of what

the spoken structure

means in context

Speaking Production of well-

formed examples in

speech

Use of the structure to

convey meanings in

speech

Reading Perception and

recognition of the written

form

Comprehension of what

the written structure

means in the context

Writing Production of well-

formed example in

writing

Use of the structure to

convey meaning in

writing

14

Jeremy Harmer, The Practice of English Language Teaching, 3rd

edition,

(England:Pearson Education Limited, 2001) p. 23

Some teachers, and/or the course books they use, have a tendency to

concentrate on some of these and neglect others: they may spend a lot of time

on getting the forms right and neglect to give practice in using the structure to

convey meanings: or they may focus on written exercises and fail to cover the

oral aspects satisfactorily. It is important to keep a balance, taking into

account, of course, the needs of the particular class being taught.

In the organization of grammar teaching, Penny Ur explained some

best way to teach grammar, what t kinds of teaching procedures should be

used and in what order- will have to take into account both the wide range of

knowledge and skills that need to be taught. The organization of usage

suggested here to represent only a general framework into a wide variety of

teaching technique will fit. Ur advocates a traditional four-stage approach to

the teaching of grammar items:

1. Presentation, making the structure salient through an input text in which

the item appears

2. Isolation and explanation. Ensuring that the students understand the

various aspects of the structure under investigation

3. Practice. Getting students to absorbs and master the language

4. Test. Getting learners to demonstrate mastery15

.

The function of such exercises is simply to help make the rules of form

clearer and to ensure that they are learnt more thoroughly. A learner who has

worked through a series of them may find it easier, eventually, to express him

or herself correctly, in language that will be acceptable to a native speaker.

But because they give no practice in making meanings with the structure (and

are therefore, incidentally, usually not very interesting) these exercises have

limited usefulness; so we should move on to meaning-based practice as soon

as we feel our students have a fundamental grasp of the rules of form and their

application.

15 Penny Ur, Grammar Practice Activities... p. 7

Christopher Brumfit says in his book that there is only one method for

teaching grammar. The method never varies and it is called explanation, which

of course is something has been known all along. Explanation is always the

method: it is up to the teacher to decide what kind of explanation is the most

suitable in any given circumstance. If a child says to his mother ‘you buyed

this mummy’ and mother gently corrects:’ not buyed, dear, bought’, mother is

giving an appropriate lesson in grammar. If teacher are teaching young

children English as a foreign language and one of them says ‘ I haven’t got

some milk’ and they say: I haven’t got any milk. Using any is because they are

saying not’, they are giving their pupils a grammatical explanation. when

explaining, teachers use every means at their disposal, including contrasts with

the mother-tongue if necessary; they know that a particular sr\tructure will

interfere with one in the target language. It goes without saying that

explanations may be elicited from students as well as given by teachers.16

Scoot Thornbury stated there are basic principles for grammar

teaching: they are The E-Factor and The A-Factor.

� The E-Factor: Efficiency = economy, ease and efficiency

Given that dealing with grammar is only a part of a teacher’s activities,

and given that classroom time is very limited, it would seem imperative that

whatever grammar teaching is done as efficiently as possible.efficiency, in

turn can be broken down into three factors: economy, easy and efficacy

When presenting grammar, a sound rule of thumb is: the shorter the

better. It has been shown that economy is a key factor in the trainig of

technical skills: when learning how to drive a car or operate a computer, a

little prior teaching seems to be more effective that a lot. The more instructor

piles on instructions, the more compused the trainee is likely to become. The

same would seem to apply in language teaching: be economical.

The ease factor recognises the fact that most teachers lead busy lives,

have many classes, and simply cannot afford to sacrifice valuable free time

16

Christopher Brumfit, Applied Linguistics and English Language Teaching, (London:

Macmillan Publishers Limited, 1991) p.50

preparing elaborate classroom materials. Of course, the investment of time and

energy in the preparation of materials is often acomponied by a commitment

on the part of the teacher to making them work, but, realistically, painstaking

preparation is not always going to be possible. Generally speaking, the easier

an activities is to set up, the better it is.

Finally and the most important is efficacy. This factor is the least easy

to evaluate. Learning, like language, resist measurement. Of course, there are

tests, and these can provide feedback to the teacher on the efficacy of the

teaching/learning process. Nevertheless, testing is notoriously problematic.

Moreover, there is much greater skepticism nowadays as to the extent that

teaching causes learning.

Efficiency, then, can be defined as the optimal setting of three related

factors: economy, ease, and efficacy.

� The A-Factor: Appropriacy

No class of learners is the same: not only are their needs, interest, level

and goals going to vary, but their beliefs, attitudes and values will be different

too. Thus, an activity that works for one group f learners, i.e that fulfils the E-

factor criteria- is not necessarily going to work for another. It may simply not

be appropriate. Hence, any classroom activity must be evaluated not only

according to criteria of efficiency, but also of appropriacy. Factors to consider

when determining appropriacy includes:

� The age of the learners

� Their level

� The size of the group

� The constitution of the group

� What their need are

� The learners’ interest

� The available materials and resources

� The learners’ previous learning experience and hence present

expectations

� Any cultural factors that might affect attitude

� The educational context17

B. VERB

1. The Meaning of The Verb

In the site of answers.com, there is stated that:

Verb, part of speech typically used to indicate an action. English

verbs are inflected for person, number, tense and partially for mood; compound verbs formed with auxiliaries (e.g., be, can, have, do,

will) provide a distinction of voice. Some English verb like forms

have properties of two parts of speech (e.g., participles may be used

as adjectives and gerunds as nouns). Verbs are also classified as

transitive (requiring a direct object) or intransitive. In Latin verb

inflection, voice and mood are indicated in every form. Most

languages have a form class resembling that of English verbs. In

many of them, unlike English, these words may form complete

sentences, e.g., in Spanish, “I am singing” is expressed by the single

word canto. Some languages (e.g., Turkish) can convey a great deal

of information through modifications of form in the verb stem and

ending, without the aid of auxiliary forms. A single word, for

example, can indicate reciprocity, reflexivity, necessity, time,

infinitive, number, person, and voice, as well as negative, causative, imperative, and intensive meanings. 18

Another stated that a verb is a word that expresses an action or

otherwise helps to make a statement.19

And according to Knud Schibsbye verb is defined as the sentence-

forming element of a word-group.20

2. The Kinds of Verb

All verbs are described as either regular or regular., according to the

manner in which the principal parts are formed.

17 Scoott Thornbury, How to Teach Grammar…p. 25-27 18

http://www.answers.com/topic/verb 19

John E. Warriner, English Grammar and Composition, ( USA: Harcourt Brace

Jovanovich, Inc, 1982), P. 122

20

Knud Schibsbye A Modern English Grammar (Great Britain: Oxford University Press,

1978), p. 18

a. Regular Verb

A regular verb is one that forms its past and past participle by adding –

d or –ed to the infinitive form.21

Approximately 98% of all English verbs are morphologically regular

(’regular as to form’). English regular verbs all have just four forms: the base

form, the -s form, the –Ed form, and the –ing form. The base form is used

throughout the present tense except in 3. sg. (the third person singular); the

base form also constitutes the imperative, appears as the second element in the

future and the conditional tenses, and makes up the second element in modal

constructions. When preceded by the preposition to, the base form constitutes

the infinitive, which is widely used in complementizing clauses22

b. Irregular Verb

An irregular verb is one that forms its past participle in some other

way than does a regular verb, usually, but not always, by a vowel change

within the verb. 23

The 300 or so English verbs that are irregular ( which constitute only

about 2% of the total number of verbs in the language but include many that

are frequently used) have either three, four, five, or even eight forms.24

3. The Forms of the Verb

a. Regular Verb Form

The forms of a regular verb (i.e., a four-form verb whose forms

manifest no vowel or consonant changes whatsoever) are now presented:

Process (the base form)

21John E. Warriner, English Grammar ... P. 124

22 Richard V. Teschner and Eston Evans, Analyzing the Grammar of English (USA:

Georgetown University Press, 2000), p. 47

22

John E. Warriner, English Grammar … P. 124

24 Richard V. Teschner and Eston Evans, Analyzing the Grammar … p. 48

— To process (the infinitive):

“I want to process these applications.”

— I /you/ we/ they process (i.e., 1. sg. {first person singular}, 2. sg., and 1.

pl../ 2.pl./3.pl. present tense forms, that is to say, all present tense forms

that are not 3.sg., for which see below)

— process (imperative = the command form):

“Process these applications right now!”

— will process (future tense):

“I will process 500,000 more applications tonight.”

— would process (conditional tense)

“I would process even more if I could.”

— might process ( a modal construction)

“ I might process all the applications for the whole country.”

Processes (the third- person singular present tense form): “ He processes

applications for the fun of it.” “ That new computer processes with

incredible speed.” (Etc)., etc. Any singular subject that is not the first

person—I —or second person — you—is automatically third person, a fact

which emphasizes the third person singular’s great importance. { the same is

true in the plural: any person not first — we —or second —you —is

automatically third{)

Processed (the past tense form and the past participle form):

PAST TENSE:

“I processed vast quantities of data yesterday.”

PAST PARTICIPLE (Which is typically used in perfect tense)

“ I have processed all of three applications today.”

Processing ( the present participle { which is typically used in progressive tenses,

for which gerund form):

“ I was processing that data when the phone rang”

“ I enjoy word processing.”25

25

Richard V. Teschner and Eston Evans, Analyzing the Grammar… p. 47

In weak verbs, the preterit is formed with the suffix -ed: work →

worked., If the base ends in e, -d is simply added to it: hone → honed; dye >

dyed. Where the base ends in a consonant plus y, the y changes to i before

the -ed is added; deny → denied. Where the base ends in a vowel plus y, the y is retained: alloy →

alloyed. The rule for doubling the final consonant in regular weak verbs for the

preterite is the same as the rule for doubling in the present participle; see above. 26

Here the pronunciation guides:

Group A

Voiceless sound: – p – k – s – ch – sh – f – x – h - pronounce ED as “T”

Example: Ask, asked = ask(T)

Ed as “T”

asked

baked

brushed

cooked

cracked

crashed

danced (da:ns) + t

dressed dropped

Group B

Voiced sound : – l – v – n – m – r – b – v – g – w – y – z – and vowel sounds (diphthongs) pronounce ED as “D”

Example: Allow, allowed = allow(D)

Ed as “D”

26

http://en.wikipedia.org/wiki/English_verbs#Principal_parts

advised (ad’vaiz) + d

agreed

allowed

answered appeared

Group C: T or D pronounce ED as “ID”

Example: Need, needed = need (id)

Ed as “ID”

accepted

afforded

attended

arrested

collected contacted

counted decided

defended demanded

divided ended

expanded expected 27

b. Irregular Verb Form

Many irregular verb have five forms: three of the forms just presented

for process (base, 3.sg. present, present participle) plus non-identical forms

for the past tense and past participle. An example of a five form irregular

verb is break, whose five forms are compare here with the regular verb

process.

Break/ process (BASE)

Breaks/ processes ( 3. S.G. PRESENT)

Broke / processed (PAST TENSE)

27 http://esl.about.com/od/beginnerpronunciation/a/past_pronounce.htm, 3rd

September 2009, 08 15 p.m

Broken/ processed (PAT APRTICIPLE)

Breaking/ processing (PRESENT PARTICIPLE)

If break were regular, its past tense and past participle forms would

both be breaked. As an irregular verb, however, its past tense form is

characterized by ablauting (‘ any vowel change that alternates’) in which /e/

� /o/ ( /brek/ �/brok/) and its participle form is characterized by both

ablating and / (e) n/ additional. Ablating involves many different types of

vowel changes. Here are some of them:

/U/→ /Λ/, / I / (do→ does, did)

/e/→/ε/ (say → says, said)

/ε/→/ɔ/ (catch → caught)

/I/→ /æ / (sit → sat)

/Λ/→/æ / (run → ran)

/I/→/æ /, /Λ/ (drink → drank drunk)

/i/→/e/ (eat →ate)

/ai/→/u/, /o/ (fly→ flew flown)

/o/ →/ɔ / (g o → gone)28

The remaining irregular verbs involve irregularity only in the past and/

or past participle form, and fit the following nine morphological patterns:

The Nine Morphological Patterns of Irregular Verbs

Three-Form Verbs

Verbs like bet have identical base base/past part. forms:

Bet (base; past; past part.)

Four –Form Verbs

(A) Identical past/ past participle:

28 Richard V. Teschner and Eston Evans, Analyzing the Grammar ... 49

(1) Both ablauthing and consonant difference:

Catch:

Catch [kεč] (base)

Caught [kɔt] (past; past participle.)

(2) ablauting only:

Sit:

Sit (base)

Sat (past; past participle.)

(3) Consonant difference only:

Spend:

Spend (base)

Spent (past; past participle.)

(B) Identical base/ past participle:

Ablauting only:

Run:

Run (base; past participle)

Ran (past)

Five-Form Verbs (all with non-identical base/ past/ past participle):

(A) Ablauting only:

Drink:

Drink (base)

Drank (past)

Drunk (Pat participle)

(B) –(e)n marking past participle plus ablauting:

(1) two different vowel sounds:

—same vowel in base and past participle:

Eat:

Eat (base)

Ate (past)

Eaten (past participle)

—same vowel in past and past participle:

Break:

Break (Base)

Broke (Past)

Broken (Past Participle)

(2) three different vowel sounds:

Fly:

Fly (base)

Flew (Past)

Flown (Past Participle)

Two highly frequent five-form verbs—do, and go—do not confirm to any of

the above patterns and must be treated individually as “eccentrics.”

(Phonetic transcription and commentary is added).

Do:

Do [du] (base)

Did [dId] (past) (ablauting but /d/ regularity)

Done [dΛn] (past participle) (ablauting with -n)

Go:

Go [go] (base)

Went (past) (this form is phonetically unrelated to the verb’s base)

Gone [ gɔn] (past participle)29

4. The Uses of The Verb

a. Past Tense

According to Marcella Frank in Modern English a Practical Reference

Guide” The Past Tense indicates definite time terminating in the past, whether

a time word is given or not.’ The Past Tense may refer to:

a. One even completed in the past

e.g. – I saw him last might

29 Richard V. Teschner and Eston Evans, Analyzing the Grammar…. 50-51

- They left two hours ago

b. Repeated events completed in the past and no longer happening

e.g. - Last year it rained frequently in this area

- When I was young, I went swimming every day

c. Duration of an even completed in the past

e.g. -he lived in New York for thirty years and then he decided to

return to French

- in Columbus’ day, people believed that earth was flat30

Meanwhile, Milda Broukal and Ingrid Wisniewiska said that, there are

three main uses of past tense:

1. to describe an action that happened at a definite time in the past

E.g. Edmund Hillary and Tenzing Norgay climbed mount

Everest (in 1953)

2. To talk about actions that happened in a sequence in the past

E.g. I came home, picked me up my mail and left

3. With time expression such as yesterday, last

night/week/month/year, Wednesday, for days/ week, years ago

and in 2004

E.g. I saw a great movie last night31

George Wishon and Julia Burks said “Past Tense is used to report a

state or activity which can be described to a definite past tense time. There are

two past tense auxiliaries in English:

1. The past tense of the verb use combines with to to form

auxiliaries.

e.g. – I used to be a boy scout

- I used to get up at 5:30 every morning

30

Marcela Frank, Modern English A Practical Reference Guide, (New Jersey: Prentice

Hall, Inc., 1972), p. 73

31

Milada Broukal and Ingrid Wisniestka, Grammar Form and Function, (New York: Mc

Graw- Hill, 2005) , p. 30

2. The past form of do as an auxiliary is used with simple form of

the verb to express emphasis.

e.g.-I did study for the examination

- No matter what Lisa said, he did finish the work32

Another explanation stated by Douglas Biber and his friends in

Grammar of spoken and written English about the use of past tense that “

Past tense also has a common special use when it is back shifted from

the present in reported speech or thought. That is, reports of earlier or thought

can be given in the past tense when the original quote ( in the case of speech)

was presumably in the present tense. In these cases the tense of the verb in the

indirect quote is adapted to agree with the past tense of the reporting verb:

1. a girl at work said she worked at Woolworths

Direct speech ‘I work at Woolworths’

2. Then the next day he said he no longer loved me

Direct speech ‘I no longer love you

3. I thought I was going to going to go home early

Original thought ‘I am going to go home early

4. Abbey said there was a meeting planned to discuss the contract

this week.

Direct Speech ‘There is a meeting planned to discuss the

contract this week’. 33

b. Past Participle

We use the past participle in the following ways:

32

George E Wishon and Julia M. Burks, Let’s Write English, ( New York: American book

Company), p. 195-196

33

Douglas Biber and Friends, Grammar of Spoken and Written English,

(Edinburgh:Longman, 1999), p. 455

� Participial phrases: to shorten the sentence, by omitting the

subject in the beginning of sentence

E.g. Irritated by the inefficiency, the boss yelled at the workers.

Based on the results of the tests, we changed our

plan.

� Participial adjectives: verb III that have function as adjective

E.g. - The bored students sat quietly through the lecture.

- I was pleased to see that the boss liked my idea.

� With the perfect tenses: tense which happened in the past and still have effect until now

E.g. - I've stayed at the hotel several times.

- Peter hadn't earned enough money to buy a car

yet.

� With the passive voice: change of object as subject that

followed by to be + VIII

E.g. - The store was closed by the time we got there.

- Electrical charge is carried by subatomic particles. 34

C. The Difficulties in Learning Regular and Irregular Verb

As it mentioned in chapter I, the students usually find the difficulties

when they learn regular and irregular verb. Generally, they find the difficulties

because of their mother-tongue, they also confused in differences between

forming past tense and past participle of regular and irregular verb. Randolph

Quirk and Sidney Greenbaum in A Students Grammar of the English

Language give differences between irregular and regular verb:

1. Irregular verbs either do not have the regular –ed inflection

34

http://www.geocities.com/Athens/Olympus/7583/pastpart.html

2. Irregular verb typically, but not necessary have variation in their

base vowel:

Choose-chosen-chosen, write-wrote-written

3. Irregular verb have a varying number of distinct form. Since the-s

and –ing forms are predictable for regular and irregular verb alike,

the only one forms that need be listed for irregular verb are the

base (V), the past (V-ed1), and the past participle (V-ed2). 35

For Irregular verb, the case is more complicated. One generalization

we can make is the following: if a verb form ends in –en, it is a past participle.

In other words, al –en forms are past participle forms: for example, given,

been, driven eaten, taken. Unfortunately (for it would make the identification

of past participles much simpler), the converse is not true. Not all past

participles end in –en. For example, we have already seen that the past

participle form of regular verbs is the same, superficially, as their past tense

form: both end in –ed (e.g., walked climbed, breathed). In fact, the identical

forms for both the past tense and past participle are one characteristic of

regular verbs.36

Other verbs behave like irregular verbs, in that their past participle is

distinct from their past tense form ; yet these forms do not end in –en the

characteristic past participle suffix for irregular verbs. Examples include I

have run a mile/ sworn my oath/ sung a song/ rung a bell.

Because the irregular verb almost has no the rules of the form and

unpredictable, students can remember it well, unless they will make mistake.

For example:

1. I cutted the grass yesterday (false)� I cut the grass yesterday (true)

35

Randolph Quirk and Sidney Grenbaum, A Studen’ts Grammar of the English Language,

(England:Pearson Education Limited,1990), p.29

36

Marcela Frank, Modern English … p. 101

2. the newspaper was readed by me (false) � The newspaper was

read by me (true )

Although regular verb is easy, students should know the rules too,

because there are some rules in it. For example:

1. I stoped the bus at the bust station(false) �stoped: must be added

by double ‘p’ �stopped

2. She tryed to be better student (false) �tryed: the end letter must

be changed by ‘I’�tried

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodology used in this study. It

comprises of the purpose of the study, place and time of the study, design of

the study, population and sample, techniques of collecting data, and technique

of analysis data.

A. Purpose of the Study

The purpose of the study is to know which more dominant frequency

of difficulty in using irregular verb or regular verb is, why they face

difficulties in using regular and irregular verb, and analyze them to find out

how to surpass the difficulties in using regular and irregular verb.

B. Place and Time of the Study

The research was held at SMPI Hidayatul Athfal Cinere, which is

located on Jl. Persahabatan No. 9 Rt 06/02 Cinere- Limo- Depok. The

research was begun by doing observation on Thursday, May 7, 2009. She gave

test on Thursday, May 28, 2009 and interview the students on Friday, May 19,

2008.

C. Design of the Study

This study is descriptive-evaluation in a form of quantitative research

about analysis on the difficulties faced by the students in learning regular and

irregular verb at the second grade of SMPI Hidayatul Athfal Cinere. The

descriptive study is designed to obtain the currents status of phenomena and is

directed toward determining the nature of the situation as it exists at the time

of the study. This study is also called evaluation because it tries to evaluate

objectively about teaching regular and irregular verb and it is also called a

quantitative research because the writer uses some numerical data which is

analyzed statically.

For information of theoretical framework, the writer visited some

libraries to find some books or articles that related with this study. To collect

data of research the writer made observation at school and fixed population

and sample for her research. After that the writer collected data with giving a

test. The writer examined the test and gave score. Next, the writer made

interview with students who got bad and good score to know why they face

difficulties in using regular and irregular verb.

D. Population and Sample

In Encyclopedia of Educational Evaluation stated:

Population is a set (or collection)of all elements processing one or

more attributes of interest. 37

The population is the entire group of individuals that wanted

information about. Population in this study is all of the class VII, they are 16

students.

Sample is a part of the population of interest, a sub-collection selected

from a population. A good sample is a sample which reflects maximal

population.

At the beginning of the research, the writer wanted to take all

population as sample because the total students of second grade only 16 but

unfortunately the students who absented are 4 so she took 12 students as the

sample or 75% of population.

E. Techniques of Collecting Data

There were three techniques of collecting data applied in this study;

they were observation, test and interview.

1. Observation

It is the main technique in collecting data about learning English in the

classroom. In this case, the researcher acted as an observer who observed the

teaching learning process without being involved in the process. Therefore,

this technique can be categorized as non-participant

37

Prof. Dr. Suharsimi Arikunto, Prosedur Penelitian suatu pendekatan praktik, edisi

revisi IV (Jakarta:Rineka Cipta,2002)p:44

The writer did the research by teaching the material in the class VIII

and explained about Regular and Irregular Verb.

2. Test

For Test, The writer gave test to students to know which more

dominant frequency of difficulty in using irregular verb or regular verb is, the

writer wrote 20 questions about regular and irregular verb with 5 items for

past tense of irregular verb, 5 items for past participle of irregular verb, 5

items for past tense of regular verb and 5 items for past participle of regular

verb.

TABLE 3.1

NUMBER OF ITEMS OF REGULAR AND IRREGULAR VERB

3. Interview

And the last is interview; an interview is a conversation between two

or more people where questions are asked by the interviewer to obtain

information from the interviewee. It used as supplement of the data needed

which are not covered by observation technique and test, such as the reason

why the students find the difficulties in learning regular and irregular verb.

Therefore, this interview is also used to convince the researcher about the data

gained through other technique. The interview technique is the form of semi-

structured held the technique by utilizing the interview guide containing the

NO REGULAR AND IRREGULAR VERB Number of

Item

1 REGULAR VERB

a. Past Tense

b. Past Participle

5

5

2 IREGULAR VERB

a. Past Tense

b. Past Participle

5

5

TOTAL 20 TEMS

main points as the objective of researcher. This interview was done to collect

data by means of dialog directly, with informants who consist of 6 students of

second grade who got bad score.

F. Technique of Data Analysis

The technique of data analysis that is used in this research is

descriptive analysis technique (percentage), which was described in the table

of percentage. In the table of percentage, the writer used formula:

P = percentage

F= Frequency of wrong answer

N= Number of Sample38

After having percentage and frequency the writer then looked for the

whole average by using the formula:

P= Persentage

F= Frequency of wrong answer

N= Number of Sample

n= Number of item test

Besides the percentage, she also used the result of interview for

analyzing the students’ difficulties.

38

Anas Sudjiono, Pengantar Statistic Pendidikan (Jakarta: PT. Raja Grafindo Persada,

2005) p: 43

F

P = x 100 %

Nxn

F

P = x 100 %

N

CHAPTER IV

RESEARCH FINDINGS

This chapter discusses about the finding based on the data gained

during research. It presents and discusses the findings as follows: (1), data

description, (2) data analysis and (3) data interpretation.

A. DATA DESCRIPTION

SMPI Hidayatul Athfal Cinere only has one second grade class and the

writer only took 12 students as sample

Having done the test, the writer collected the data needed. The Test

covered four Regular and Irregular Verb areas which consisted of 20

questions. After that the writer analyzed the students’ errors in Regular and

Irregular Verb, and counted the errors by tabulating and calculating the result

of errors. Finally the writer changed the result of the errors into percentage.

TABLE 4.1

Regular and Irregular Verb and each item

Adapted from students’ test item

NO REGULAR AND IRREGULAR VERB

Number of

Item

1 REGULAR VERB

a. Past Tense

b. Past Participle

1,2,4,8,14

7,9,10,13,18

2 IREGULAR VERB

a. Past Tense

b. Past Participle

3,15,16,19,20

5,6,11,12,17

In the table 4.`1, the test consists of 20 items which are divided into 4

parts of which has 5 questions for Past Tense of Regular Verb(number of

items are 1,2,4,8,14, Past Participle of Regular Verb (number of items are

7,9,10,13,18), Past Tense of Irregular Verb (number of items

are3,15,16,19,20) and Past Participle of Irregular Verb( (number of items are

5,6,11,12,17).

B. Data Analysis

After the writer did the research , she got the English test score about

frequency of students’ error in regular and irregular verb.

TABLE 4.2

Students’ Score of Test Result

No Sample Score

1 Student 1 60

2 Student 2 45

3 Student 3 85

4 Student 4 60

5 Student 5 50

6 Student 6 85

7 Student 7 65

8 Student 8 50

9 Student 9 70

10 Student 10 45

11 Student 11 40

12 Student 12 60

Average 59.58

Highest Score 85

Lowest Score 40

Adapted from students’ test item

Based on the table 4.2 above, the writer got the English score from the

test about regular and irregular verb that had average score 59.58. The lowest

score is 40 and the highest score is 85.

Then, on the following table, the writer would present students’ response

distribution on each item of test

TABLE 4.3

Students’ Response Distribution on Each Item of Test

NO Number of

Items

Right Wrong

1 Number 1 12 0

2 Number 2 5 7

3 Number 3 9 3

4 Number 4 8 4

5 Number 5 0 12

6 Number 6 8 4

7 Number 7 10 2

8 Number 8 11 1

9 Number 9 9 3

10 Number 10 9 3

11 Number 11 6 6

12 Number 12 5 7

13 Number 13 11 1

14 Number 14 9 3

15 Number 15 4 8

16 Number 16 8 4

17 Number 17 1 11

18 Number 18 7 5

19 Number 19 3 9

20 Number 20 6 6

Adapted from students’ test item

From the table above, it could be known that the most error that students

made is in number 5, all the students answered wrongly, otherwise number 1 is

the less error that students made, no students did the wrong.

After the writer got the students’ test score, she would analyze the

student’s’ errors. After the writer analyzed some errors, she would count the

number of errors by tabulating and calculating the result of errors. She would

process the calculation of result of the test by changing the result of result of

results into percentage.

Next in the explanation below, the writer would like to analyze about the

students’ difficulties when they learn regular and irregular verb (past tense and

past participle) with the observation, test, and interview result.

a. Observation

The writer did the observation by observing the students when they were

in the teaching-learning process and their activity in classroom and out of

classroom.

From the observation, the writer could state that when the teacher was

explaining the regular and irregular verb, some of the students focused on their

teacher’s explanation but the others talked each other and exactly they didn’t

focus on it.

Then, when the writer observed their activity in rest time, some students

who didn’t focus on English lesson of regular and irregular verb ignored the

irregular and regular verb lesson and they didn’t want to know at all but the

other students asked the recent lesson to the some student who focused on it.

b. Test

1. Past Tense of Regular Verb

The following table will present about frequency of error in past tense of

regular verb

TABLE 4.4

Frequency of Error in Past Tense of Regular Verb

Regular Verb Number of Item Frequency of

Error (F)

Percentage (p) of

error,

N=12=100%

1 0 0 %

2 7 58.3 %

4 4 33.3 %

8 1 8.3 %

14 3 25 %

Past Tense

5 items 15 Total 25%

Adapted from students’ test item

The table above shows about the students’ error from exercise about

Regular and Irregular verb in past tense of regular verb. It consists of 5

questions. None of students got the false answer of number 1. The percentage

of error of number 1 is the lowest from all items, that is 0 %.From that table it

is also known that number 2 is the highest one with percentage 58.3%.

The explanation from the table above is that in number 1 there is no

student or 0 student who made errors, in number 2 there are 7 (58.3%)

students who made errors, in number 4 there are 4 (33.3%) students who

made errors, in number 8 there are 1 (8.3%) student who made errors and in

number 14 there are 3 (25 %) students who made errors.

From the table above, to find out the whole average. It is used the

formula:

F

P = x 100 %

Nx5

15

= x 100 %

12x5

= 25 %

The data shows that there are 25% students who got difficulty in past

tense of regular verb

After she analized about the table, she would like to analize about all

item in past tense of regular verb, as follow:

1. They … their lesson two days ago.( discuss)

In item number 1, there were 0 student or 0% who chose the wrong

answer. The right answer is discuused.

2. On our way home last week, we … at some places.( stop)

In item number 2,there were 7 students ot 58.3% who chose the wrong

answer.The righr answer is stopped.

3. Last Saturday night , my friend…me to come to her birthday party. (invite)

In item number 4, there were 4 students or 33.3% who chose wrong

answer.The right answer is invited.

4. Mr. Amru was a doctor. He … in this hospital ten years ago. (Work)

In item number 8, there were 1 student or 8.3% who chose the wrong

answer. The right answer is worked

5. On last vocation, I … to National Museum. (Visit)

In item number 14, there were 3 student or 25 % who chose the wrong

answer.The right answer is visited

2. Past Participle of Regular Verb

The following table will present about frequency of error in past

participle of regular verb.

1500

=

60

TABLE 4.5

Frequency of Error in Past Participle of Regular Verb

Regular Verb Number of Item Frequency of

Error (F)

Percentage (p) of

error,

N=12=100%

7 2 16.6%

9 3 25%

10 3 25%

13 1 8.3%

18 5 41.6%

Past Participle

5 items 14 Total 23.3%

Adapted from students’ test item

From the table above, we know that in Past Participle form, many

students made a mistake in number 18. It can be known from the table above

that item number 18 has the highest percentage from the others; it had 41.6%.

Otherwise number 13 was the lowest one because it had the smallest

percentage, only 8.3%.

The explanations from the table 4.4 above are that in number 7 there are

16.6%who made errors or 2 students, in number 9 are 3 students or 25% who

made errors, in number 10 there are 3 students or 25 % who made errors, and

in number 18 there are 5 students or 41.6% who made errors.

Based on the table above, to find out the whole average. It is used the

formula:

14

= x 100 %

12x5

F P = x 100 %

Nx5

= 23.3%

The whole average showed that there are 23.33% students who got

difficulty in past participle of irregular verb

After she analized about the table, she would like to analize about all

item in past participle of regular verb, as follow:

1. Danang has… the Rocky Mountain for 4 hours. (climb)

In item number 7, there were 2 students or 16.6% who chose the wrong

answer. The right answer is climbed

2. I had neve … the football competition in Senayan. (watch)

In item number 9,there were 3 students ot 25 % who chose the wrong

answer.The right answer is watched

3. My families have… here for years. (live)

In item number 10, there were 3 students or 25 % who chose wrong

answer. The right answer is lived

4. Last year, this picture was … by an artist. (paint)

In item number 13, there were 1 student or 8.3%who chose the wrong

answer. The right answer is painted

5. England was … by the Norman in 1066. ( invand)

In item number 18, there were 5 student or 41.6 % who chose the wrong

answer. The right answer is invanded

3. Past Tense of Irregular Verb

The following table will present about frequency of error and percentage

form of past tense of irregular verb.

1400

= 60

TABLE 4.6

Frequency of Error in Past Tense of Irregular Verb

Irregular Verb Number of Item Frequency of

Error (F)

Percentage (p) of

error,

N=12=100%

3 3 25%

15 8 66.6%

16 4 33.3%

19 3 25%

20 6 50%

Past Tense

5 items 24 Total 40%

Adapted from students’ test item

The table above shows that number 15 is the highest because many

students made errors on this number. The percentage of number 15 is 66.6%..

And the lowest number is number 3 and 19, they have 25% or 3 students who

made errors.

The explanation from the table above is that in number 3 there are 3

students or 25% who made errors, in number 15 there are 8 students or 66.6%

who made errors, in number 16 there were 4 students or 33.3% who made

errors, in number 19 there were 3 students or 25% who made errors, and in

number 20 there were 6 students or 50% who made errors.

Based on the table above, to find out the whole average is using the

formula:

F

P = x 100 %

Nx5

24

= x 100 %

12x5

=40%

The table 4.5 expressed that generally there were 40% students who

made difficulty in past tense of irregular verb.

After she analized about the table, she would like to analize about all

item in past tense of irregular verb, as follow:

1. Mother ... to the market an hour ago. (go)

In item number 3, there were 3 students or 25% who chose the wrong

answer. The right answer is went .

2. When I was five-years old, my aunt ... the beautiful doll. (give)

In item number 15, there were 8 students or 66.6 % who chose the wrong

answer.The right answer is gave.

3. Five minutes ago, Joko was at home. He ... his homework. (do)

In item number 16, there were 4 students or 33.3% who chose wrong

answer. The right answer is did.

4. The birds ... in the sky last morning. (fly)

In item number 19, there were 3 students or 25 %who chose the wrong

answer. The right answer is flew.

5. They ... the wild tiger the day before yesterday. (catch)

In item number 20, there were 6 students or 50 % who chose the wrong

answer. The right answer is caught .

4. Past Participle of Irregular Verb

The following table would present about frequency of errors and

percentage in the form of past participle of irregular verb

2400 =

60

TABLE 4.7

Frequency of Error in Past Participle of Irregular Verb

Irregular Verb Number of Item Frequency of

Error (F)

Percentage (p) of

error,

N=12=100%

5 12 100%

6 4 33.3%

11 6 50%

12 7 58.3%

17 11 91.6%

Past Participle

5 items 40 Total 66.6%

Adapted from students’ test item

In the table 4.6 above, the past participle of irregular verb the highest

mistakes made by students is in number 5, all of the students got the wrong

answers, or 100% from 12 students and the lowest one is in number 6 that is

33.3% or 4 students from 12 students.

The explanation from the table above is that: in number 5 there are 100%

or 12 students who made errors, in number 6 there are 33.3%or 4 students who

made errors, in number 11 there are 6 students or 50% who made errors and in

number12 there are 7 students or 58,3% who made errors.

Based on the table above, to find out the whole average. It is used the

formula:

F P = x 100 %=66.6%

Nx5

40

= x 100 %

12x5

4000

= 60

= 66.6%

The whole average showed that there were 66.6% students who got

difficulty in past participle of irregular verb

After she analized about the table, she would like to analize about all

item in past participle of irregular verb, as follow:

1. Raid was ... some company three-hundred dollars in consulting fees. (pay)

In item number 5, there were 12 students or 100% who chose the wrong

answer. The right answer is paid.

2. I have ... snow for the first time in my life. (see)

In item number 6, there were 4 students or 33.3 % who chose the wrong

answer.The right answer is seen.

3. All kinds of foods are ... in supermarket. (sell)

In item number 11, there were 6 students or 50 % who chose wrong

answer. The right answer is sold.

4. She had never ... lobster. (eat)

In item number 12, there were 7 students or 58.3%who chose the wrong

answer. The right answer is eaten.

5. I have ... Greg Adams for ten years. (know)

In item number 17, there were 11 students or 91.6% who chose the wrong

answer. The right answer is known.

c. Interview

From the interview, there were many reason why the students faced the

difficulties in learning regular and irregular verb, such as they didn’t

understand what the teacher expalined, the teacher explanation was too fast,

they still confused how to differentiate regular and irregular verb(e.g. Know-

knowed, sell-selled, invite-invoten), they forgot what teacher explained, they

ignore the rules, they ommitted and added one word.

C. Interpretation of Data Analysis

After analyzing the items of area tested and explaining the frequency and

percentage of errors in each item, the writer presented the all kind of

difficulty in learning regular and irregular verb, as follows:

TABLE 4.7

Percentage of Difficulty in Learning Regular and Irregular Verb

No. The Difficulty Persentage

1 Past Tense of Regular Verb 25 %

2 Past Participle of Regular Verb 23.3%

3 Past Tense of Irregular Verb 40%

4 Past Participle of Irregular Verb 66.6%

Average 38.7 %

Adapted from students’ test item

Based on the table 4.7 above, it shows that in regular and irregular verb,

there are 25% students who find difficulties in past tense of regular verb,

23.33% students who find difficulties in the past participle of regular verb,

40% students who find difficulties in past tense of irregular verb and 66.6%

students who found difficulties in past participle of irregular verb.

The average of the overall difficulties made by the students are 38.7%.

The highest mistakes that are made by the student is in the past participle of

irregular verb, the second one is past tense of irregular verb, then past tense of

regular verb and the lowest is in past participle of regular verb.

The table shows that when the students learned about regular and

irregular verb and then they did exercise, majority of them made errors on past

participle of irregular verb with percentage 66.6.

And from the interview and observation, can be seen that many students

still find much difficulties from the test even from their environment. From

the environment can be known in their teaching-learning process, they ignored

the teacher’s explanation, according them, the teacher explanation was too fast

so they couldn’t catch the point. But some of them focused on the teacher

explanation but after that they forget what the teacher told, so they also forgot

the rules of the regular and irregular verb. And when they did the exercise of

the regular and irregular verb they can’t answer the question well or seriously.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and some suggestion based on the

research a finding previously which is concluded by the researcher at SMPI

Hidayatul Athfal Cinere.

A. Conclusion

Based on the data collected, tabulated and interpreted, the writer would like

to conclude that:

a. Irregular verb is more dominant frequency of difficulty than

regular verb that faced by students in second grade of SMPI

Hidayatul Athfal Cinere, especially past participle of irregular

verb. It can be known from previous chapter , the percentage of

difficulty in learning regular and irregular Verb: There are 25%

students who get difficulty in the use of past tense of regular

verb, 23.3% students who get difficulty in the use of past

participle of regular verb, 40 % students who get difficulty in the

use of past tense of irregular verb and 66.6% students who get

difficulty in the use of past participle of irregular verb.

b. According to the observation and interview data the reason why

they faced the difficulties are because:

• they ignored the teacher’s explanation about regular and

irregular verb.

• the teacher explanation was too fast

• they felt unfamiliar with a verb.

• They couldn’t differentiate whether it is regular or irregular,

so they did over-generalization.

• They ignored and forgot the rules because of the form

couldn’t be guessed.

• The regular and irregular verb couldn’t be well-remembered.

B. Suggestion

At the end of this ‘skripsi’ the writer would like to say that many students

have difficulties in using regular and irregular verb. In order to reduce the errors

in regular and irregular verb, the writer would like to present some suggestions:

a. To make students interested in learning grammar especially

regular and irregular verb, it is better for teacher to teach it

outside of the classroom, such as in audio visual room or make

some interesting media and game about regular and irregular

verb. Because the situation and atmosphere in classroom also can

make students bored and difficult in teaching-learning process. In

giving test teacher will know students who have difficulty in

learning and then give them motivation to make them more

interest in learning.

b. Students should prepare themselves to accept the material before

teaching and learning began and they should more pay attention

when teacher explain about regular and irregular verb and if they

face difficulties in regular and irregular verb they should ask to

their teacher.

c. Regular and irregular verb should be well-remembered by

students in order they can differentiate both of them.

d. Teacher has to motivate students to be more relaxed in learning

English and tell them that English is easy and not be afraid to

make mistakes.

BIBLIOGRAPHY

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10, 2009)

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Thornbury, Scoott, How to Teach Grammar, England: Pearson Educational

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Warriner, John E., English Grammar and Compotition, USA: Harcourt Brace

Javanovich, 1982.

Wishon, George E., and Burks, Julia M., Let’s Write English, NewYork: Litton

Educatioal Publishing International, 1980.

APPENDIX 1

TEST ITEMS OF REGULAR AND IRREGULAR VERB

Name : Class :

Day and Date :

Change the infinitive verb in the bracket into Past Tense or Past Participle of Regular or Irregular Verb!

6. They ... their lesson two days ago. (discuss)

7. On our way home last week, we ...at some places. (stop)

8. Mother ... to the market an hour ago. (go)

9. Last Saturday night , my friend ... me to come to her birthday party.

(invite)

10. Raid was ... some company three-hundred dollars in consulting fees. (pay)

11. I have ... snow for the first time in my life. (see)

12. Danang has ... the Rocky Mountain for 4 hours. (climb)

13. Mr. Amru was a doctor. He... in this hospital ten years ago. (work)

14. I had never ... the football competition in Senayan. (watch)

15. My families have... here for years. (live)

16. All kinds of foods are ... in supermarket. (sell)

17. She had never ... lobster. (eat)

18. Last year, this picture was ... by an artist. (paint)

19. On last vocation, I ... to National Museum. (visit)

20. When I was five-years old, my aunt ... the beautiful doll. (give)

21. Five minutes ago, Joko was at home. He ... his homework. (do)

22. I have ... Greg Adams for ten years. (know)

23. England was ... by the Norman in 1066. (invade)

24. The birds ... in the sky last morning. (fly)

25. They ... the wild tiger the day before yesterday. (catch)

APPENDIX 2

ANSWER KEYS OF THE TEST

1. Discussed

2. Stopped

3. Went

4. Invited

5. Paid

6. Seen

7. Climbed

8. Worked

9. Watched

10. Lived

11. Sold

12. Eaten

13. Painted

14. Visited

15. Gave

16. Did

17. Known

18. Invaded

19. Flew

20. Caught

APPENDIX 4

INTERVIEW With several students which are observed

Interviewer : Rizki Awaliah

Interviewee : several students which is observed

Day/ Date : Thursday/ November 5, 2009

After the students which are observed did the test,the writer asked the reason

why they chose the wrong answer. The items that the writer asked come from

each form of regular and irregular verb which is the most difficult in each

form. Interviewees are 50% of sample which are chose the wrong answer in

each form.

A. Regular Verb

1. Past Tense

2. On our way home last week, we ...at some places. (stop)

The right answer is stopped.

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1:Stoped, kan itu bentuk regular verb jadi Cuma ditambah

‘ed’ aja.

Student 2:Stoppen, karena itu bentuk Verb ke II dari stop.

Student 3:Stoped. Ya tinggal ditambah ‘ed’ aja, gampang kan.

Student 5:Stop. Lupa verb ke II nya apa.

Student 8:Stoped, kaya nya emang begitu deh bentuknya, seinget

saya

Student 12:Stoped, itu kan emang ditambah ‘ed’ aja.

4. Last Saturday night , my friend ... me to come to her birthday party.

(invite)

The right answer is invited

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 2:inviteed .itu termasuk regular verb juga, jadinya ditambah

‘ed’

Student 7:invoten, kayanya itutermasuk bentuk irregular verb,

jadinya dibelakangnya ditambahin”en”

Student 8:invite. lupa

Student 11:inviaiten, bentuk irregular verb, jadinya di tambah “en”

8. Mr. Amru was a doctor. He... in this hospital ten years ago. (work)

The right answer is worked

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 7: Job, Gak ngerti sama sekali kak!!

14. On last vocation, I ... to National Museum. (visit)

The right answer is visited

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 5 : visit, gak tau harus ditambahin apa.

Student 8 :visit, .lupa

Student 11:visitted, huruf terakhirnya kan di dobel.

2. Past Participle

7. Danang has ... the Rocky Mountain for 4 hours. (climb)

The right answer is climbed

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 4 :climben, emang begitu kan kak bentuknya?!

Student 11:climben, seinget saya ditambah “en”

9. I had never ... the football competition in Senayan. (watch)

The right answer is watched

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 5:watch lupa harus pake irregular verb/ regular verb,

jadinya itu aja deh jawabannya

Student 10:watching, eamang begitu.

Student 12:wetch, itu irregular verb, jadinya ada satu huruf yang

berubah dari Verb I ke Verb ke III.

10. My families have... here for years. (live)

The right answer is lived

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 2: live, lupa tadi guru nya menerangkan tentang kata ini

Student 8: liveed, ya jadinya Cuma ditambah ‘ed’ aja

Student 11: laiv. Itu bentuk irregular kan?!

13. Last year, this picture was ... by an artist. (paint)

The right answer is painted.

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 2: Paint. Lupa bentuk past participle dr paint

18. England was ... by the Norman in 1066. (invade)

The right answer is invaded.

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1: Invade,Lupa

Student 2:Invadeed, kan ditambah “ed”

Student 4:Invade,gak tau verb ke III Nya

Student 7:Invaden,itu kan past participle jadinya ditamabh “en”

Student 11:invadeed,di tambah “ed”

B. Irregular Verb

1. Past Tense

3. Mother ... to the market an hour ago. (go)

The right answer is went

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 4:go, lupa verb ke II nya “Go”

Student 6:gone, suka ketuker verb ke II dan ke III nya “Go”

Student 9:whent, emang “whent kan?!

15. When I was five-years old, my aunt ... the beautiful doll. (give)

The right answer is gave

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 2:given, suka ketuker ka verb ke II dan ke III nya

Student 5:given, bingung given itu bentuk ke II / ke III nya dari go

Student 6:given, emang given verb ke II nya.

Student 7: given, itu emang verb II nya “Go”

Student 9:given, suka ketuker antara past participle nya dan past

tense nya

Student 12: given, bingung membedakan past participle dan past

tense nya

16. Five minutes ago, Joko was at home. He ... his homework. (do)

The right answer is did

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 2:done, masih ketuker verb ke II dan ke III nya

Student 5:does, emang itu jawabannya

Student 8:done, setau saya emang pake “done”

Student 10:doed. Ditambah “ed” aj, soalnya itu regular verb

19. The birds ... in the sky last morning. (fly)

The right answer is flew

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1:Flyed, Itukan bentuk regular verb, jd ditambah “ed”

Student 2: fly, gak tau verb ke II nya apa.

Student 4:flow, flow itu bentuk past tense nya dari fly.

Student 5:fled, ditambah “ed” dan huruf terakhirnya dibuang.

Student 7: flyed, kan itu bentuk regular verb, jadinya ditambah

“ed”.

Student 9:flown, flown bentuk past tense nya dari fly.

20. They ... the wild tiger the day before yesterday. (catch)

The right answer is caught

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1:catched, bentuk regular verb dari catch

Student 5:catched, past tense nya dari catch emang catched

Student 7: cought, kaya nya emang itu deh.

Student 9:cought, itu past tense dari bentuk irregular verb

Student 10:cought, bentuk past tense nya dari catch

Student 11:catched, termasuk regular verb ditambah “ed”

2. Past Participle

5. Raid was ... some company three-hundred dollars in consulting fees.

(pay)

The right answer is paid

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1:payed, belum pernah dipelajari kak!

Student 2:Pain, belum pernah denger kata itu kak!

Student 3:payed, belum pernah tau tentang perubahan” pay”.

Student 4:payed, belum pernah dipelajari tuh.

Student 5:payed,ditambah “ed” kan itu regular verb.

Student 6:pay, jawaban saya ngasal, soalnya belum pernah

dipelajari.

6. I have ... snow for the first time in my life. (see)

The right answer is seen

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 4:saw, masih suka ketuker past participle dan past tense

nya

Student 7:saw, bingung saw itu verb ke II / ke III nya

Student 8:saw, emang itu form past participle dari see

Student 10:seed, ditambah “d” aja, kan huruf belakanghuruf

vokal, jadi ditambah “d” aja

11. All kinds of foods are ... in supermarket. (sell)

The right answer is sold

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1:sall, kaya nya emang itu bentuk yang benernya deh.

Student 4:sellen, kan irregular verb, jd klu past participle Cuma

ditambah “en”.

Student 8:sald, salah tulis kak.

Student 10:selled, itu bentuk regular, jadi ditambah “ed”.

Student 11:sallen, gak ngerti kak, guru n ya neranginnya

kecepetan.

Student 12:selld, ngasal, saya gag merhatiin penjelasan guru.

12. She had never ... lobster. (eat)

The right answer is eaten

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1:ate, oh disuruhnya pake past particple ya? Kiraain saya

bentuk past tense ny

Student : eatten, kelebihan huruf “t”, sebenarnya mau nulis “

eaten”

Student 5:eat, gak paham

Student 8:eatch, gak ngerti sma sekali

Student 10:eated, itu bentuk regular verb, jadinya ditambah “ed”

Student 12:eats, belum paham penggunaannya.

17. I have ... Greg Adams for ten years. (know)

The right answer is known

Interviewer: Apa Jawaban Anda?Apa alasan anda menjawab itu?

Student 1:know, lupa vebr ke III nya know.

Student 2:know. Lupa rumusnya, belum hafal

Student 3:knowed, emang ditambah “ed”

Student 4:know, lupa dan belum hafal rumusnya

Student 5:know, gak ngerti

Student 7:knowed, gak merhatin penjelasn yang pola “know”

APPENDIX 5

LIST OF STUDENTS’ INTERVIEWEE

1. Student 1: Ahmad Zainuddin

2. Student 2: Adi Gunawan

3. Student 3: Desi Rahmawati

4. Student 4: Ismawati

5. Student 5: Marfuah

6. Student 6: Novita Rahayu

7. Student 7: Reafly Nurhuda Yanti

8. Student 8: Rustania

9. Student 9: Silfiya

10. Student 10: Siti Nurjanah

11. Student 11: Sonia Azhari

12. Student 12: Puji Romansyah

Recapitulation of Students' Score

Subject :English

Class/Semester

: VIII/

II

School : SMPI Hidayatul Athfal Cinere

Academic Year :

2008/2009

Number of Error

Regular Verb Irregular Verb

Past Tense Past Participle Past Tense

NO.

Sample

1 2 4 8 14 7 9 10 13 18 3 15 16 19 20

1

Ahmad

Zainuddin X X X X

2 Adi Gunawan X X X X X X X X

3

Desi

Rahmawati X

4 Ismawati X X X X

5 Marfuah X X X X X X X

6 Novita Rahayu X X

7

Reafly Nurhuda

Yanti X X X X X X

8 Rustania X X X X X

9 Silfiya X X X X

10 Siti Nurjanah X X X X X X

11 Sonia Azhari X X X X X X X X

12

Puji

Romansyah X X X X

Total Per Area 29

AVERAGE SCORE