Analysis of modal auxiliary “Must” and “Have to” used by the Eighth Grade Students of MTs Darul Amin Palangka Raya

Azizah, Mariatul (2017) Analysis of modal auxiliary “Must” and “Have to” used by the Eighth Grade Students of MTs Darul Amin Palangka Raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

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 3rd – March 3rd, 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.

ABSTRAK

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.

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