asna widadi new

8/11/2019 Asna Widadi New

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AN ANALYSIS ON STUDENTS ERROR S IN USING CAN AND MAY

( A Case Study at the Second Grade Students of MTs Negeri Parung Bogor)

By:

ASNA WIDADI107014001110

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS TRAINING

THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA2014


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AN ANALYSIS ON STUDENTS ERROR S IN USING CAN AND M AY

( A Case Study at the Second Grade Students of MTs Negeri Parung Bogor)

A Skripsi

Presented to the Faculty of Tarbiya and Teacher s Training

in a Partial Fulfillment of Requirements for the Degree of S.Pd.

(Bachelor of Art) in English Language Education

By:

ASNA WIDADI107014001110

Approved by the Advisor

Drs. Nasrun Mahmud, M.Pd.NIP. 150 041 070

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS TRAINING

THE SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014


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AFI AI\ALYsts oN STunnxTS' ERRoRS IN UsING c4 TAND MAY(,e Case Study at the Second Grade Students of MTs Negeri Parung Bogor)

A Skripsi'

Presented to the Faculty of Tarbiya and Teacher's Training

in a Partial Fulfillment of Requirements for the Degree of S.Pd.(Bachelor of Art) in English Language Education

By:

ASNA WIDAI}I10701400uI0

Approved by the Advisor

tr)rs. Nasrun Mahmud. M.Pd,lHP. 150 041 070

TIIE I}EPARTMENT OF ENGLISH EDUCATIONTIIE FACULTY OF TARBIYA AI\ID TEACHERS' TRAIhIING

TITE SYARIT HIDAYATT]LLAH STATE ISLAMIC IJNTVf,RSITY

JAKARTA

2014


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ST}RAT PERIYYATAA T KARYA SEI {DIRI

Saya yang bertanda tangan di bawah ini:

Nama

Tempa&rTanggal Lahir

NIM

Jurusan/ Prodi

Judul Skripsi

Ci{NAI{DMAY (A Case Stady at the Second Grade Studerxs

Dosen Pembimbing

af MTs Negeri Parung Bogor)

: Drs. Nasrun Mahrnud, M.Pd

Dengan ini rnenyatakan bahwa skripsi yang saya buat bCInar-benar hasil karya sendiri dan

saya bertanggrmg jawab secara akademis atas apa yang saya tnlis.

Pernyataan ini dibuat sebagai salah satu syarat rnenempuh Ujian Munaqosah.

Jakalta 30 April 2014

Mahasiswa Ybs.

FnM. 107014001110

Asna Widadi

Jakart4 17 Septenrber 1989

107014001 I x0

Pendidikan Bahasa lnggris

AFt ANALYSIS ON STT'DSI{TS' ARRORS IN USING

Asna Widadi

IV


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ENDORSEMEI{T SIE.ET

The Examination Commiftee of the Faculty of Tarbiya and Teachers' Training ceriifies thatthe slaipsl'(Scientific Paper) entitled AN ANALYSIS ON STUDSNTS'ERRORS IN

USING Cl{il AND MAY, (A Case Stady at the Second Grade Students of MTs NegertParung Bogor), written by Asua Widadi, student's registration nnmber iO70140O11 lO wasexarnined at examination session of, the Fauulty of Tarbiya and Tedra,r s Trainftrg onWednesday, April 30th 20t.4. The skripsi'has been acryted and declmed to have ftlfiltedone of the requirements for the degree of S.Fd (Bachelor of Arts) in English tanguagBEducation at the English Deparhnent.

Jakarta April30s,2014

EXAMINATION CO]IIMITIEEC}TAIRMAN

SECRETARY

EXAMINER I

EXA}VIINER TI

Drs, Svauki. ltrPdNIP.I 9641212 199103 1 002

Zaharil Anaw. MJfumNIP. 19761A07 2A07n 1 002

Drs. Bahrul Hasibuan, M.Ed

Nenene Sunenssih, M.PdNrP. 1973062s 199903 2 001

It

*--*::::-'-1ffi

:

. Acknowledged by:The Dean of Tarbiya and Teachers' Training Facutty

Dra. Nurlena Rifa'i M.A,.,Ph.DNIP. 19591 02A 198603 2 001


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ABSTRACT

Asna Widadi (10701400110) AN ANALYSIS ON STUDENTS ERRORS INUSING CAN AND MAY. A Case Study at the Second Grade Students of MTs

Negeri Parung Bogor. Skripsi of English Education at the Faculty of Tarbiya andTeacher s Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

Key Words : Errors, Can and May

This study is aimed to find empirical evidence of major errors in using canand may which the Second Grade students of MTs Negeri Parung, Bogor made inthe even semester of the 2010- 2011 academic year.

The sample of this study consisted of 40 students of VIII-2 class. The data

were collected through test and interview. The collected data was analyzed byusing descriptive analysis by describing students errors and quantitative analysis

by the formula of the percentage.

The results of this study are as follows: (1) Based on the explanations onresearch findings, so the errors made by students consisting of word choice withthe percentage 81.31% , verb tense with the percentage 10.20%, and addition withthe percentage 8.49% . (2) The reason why students make errors in using can andmay caused by inter-lingual transfer in which the systems, rules, and patterns ofthe students native language distract their target language with the percentage65.78%. Next, the students make the errors caused by context of learning in which

either the teachers, textbooks, or the patterns are improperly contextualized withthe percentage16.50%. At last, the students make the errors caused by intra-lingual transfer in which the students create the hypotheses which are not relatedto their first and target language with the percentage 17.72%.

ASNA WIDADI(PBI)


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ABSTRAK

Asna Widadi (107014001110) ANALISIS KESALAHAN-KESALAHANSISWA DALAM MENGGUNAKAN CAN DAN MA Y. Penelitian Kasus padaKelas 2 MTs Negeri Parung Bogor. Skripsi Jurusan Pendidikan Bahasa Inggris,Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri SyarifHidayatullah, Jakarta, 2014.

Kata Kunci : Kesalahan-kesalahan, can dan may

Penelitian ini dimaksudkan adalah untuk menemukan bukti nyata darikesalahan-kesalahan utama dalam menggunakan dalam can dan may yang siswakelas 2 MTs Negeri Parung Bogor buat pada semester genap tahun akademik2010/2011.

Sample dalam penelitian ini terdiri dari 40 siswa kelas VIII-2. Datadikumpulkan melalui tes dan wawancara. Data yang telah dikumpulkan dianalisadengan menggunakan analisa deskriptif dengan menggambarkan kesalahan siswadan analisa kuantitatif dengan rumus persentase.

Hasil penelitian adalah sebagai berikut: (1) kesalahan- kesalahan yang banyak dibuat oleh siswa terdiri dari: word choice dengan persentase 81.31% ,verb tense dengan persentase 10.20%, dan addition dengan persentase 8.49% . (2)alasan siswa mengapa siswa melakukan kesalahan dalam menggunakan can dan may disebabkan karena inter-lingual transfer dimana system, aturan dan pola

bahasa asli siswa mengganggu bahasa yang sedang siswa pelajaridengan persentase 65.78%. Selanjutnya, siswa membuat kesalahan karena context oflearning yang mana guru-guru, buku teks, atau pola-pola yang tidak kontekstualdengan persentase 16.50%. Terakhir, siswa membuat kesalahan karena intra-lingual transfer dimana siswa membuat hipotesa yang tidak ada hubungannyadengan bahasa pertama dan bahasa yang sedang mereka pelajari dengan

persentase 17.72%.

ASNA WIDADI (PBI)


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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

In the Name of Allah the Beneficent the Merciful

All praises be to Allah, Lord of the World, who gives the writer guidance

and strength in doing this Skripsi until it is finish. Then peace and prayers be

upon to the prophet Muhammad shalalahu alaihi wassalam, to his family, his

relatives, and his followers.

In this occasion, the writer would like to express her greatest appreciation,

honor, and gratitude to her beloved mother, Hj. Komariyah, for her valuable

supports and moral encouragements in motivating the writer to finish her study.

The writer also would like to express her deepest gratitude to her advisor,

Drs. Nasrun Mahmud, M,Pd., who guides the write r in finishing this Skripsi for

the great contribution, guidance, kindness, and patience.

Moreover, the writer would like to give thanks and appreciation to:

1. Drs. Syauki, M.Pd, the head of the Department of English Education.

2. Zaharil Anasy, M. Hum, as the secretary of the Department of English

Education.

3. Dra. Nurlena RifaI, M.A., Ph.D. , as the Dean of the Faculty of Tarbiya and

Teachers Training .

4. All lecturers and the staff of the Department of English Education, for their

knowledge, motivation and patience during her study at the Syarif Hidayatullah

State Islamic University Jakarta.

5. Hj. Eti Munyati, S.Ag., as the headmaster of MTs Negeri Parung Bogor for

giving the permission to conduct the research.

6. Mrs. Ade Amalia, S.Pd., the English teacher of MTs Negeri Parung, for giving

help, guidance, support and suggestion during conducting the research

7. Her husband, Yanur Hadi Utomo, for giving support to her.


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8. Her friends; Irma (sapie) and Itha (pandha), who care and always give support

to her and her classmates C- Class07 community especially to; Widy, Meyza,

Mila, Ujie, Ijal and Gofur.

May Allah Subhanallahu wa taala bless them for all of what they have done .

Finally, the writer realized that this Skripsi is still far from being perfect;

therefore, she hopes some suggestions or criticisms to make it more scientifically.

Then she wishes that this Skripsi would be benefical, particularly for her and for

those who are interested in it.

Jakarta, April 2014

The Writer


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TABLE OF CONTENTS

APPROVEMENT SHEET .............................................................................. ii

ENDORSEMENT SHEET .............................................................................. iii

SURAT PERNYAT AAN K AR YA SEN DI RI .................................................... iv

ABSTRACT ....................................................................................................... v

ABSTRAK ........................................................................................................ vi

ACKNOWLEDGEMENT .............................................................................. vii

TABLE OF CONTENTS ................................................................................. ix

LIST OF TABLES ........................................................................................... xi

LIST OF APPENDICES................................................................................. xii

CHAPTER I: INTRODUCTION .................................................................... 1

A. The Background of the Study ............................................ 1

B. The Limitation of the Study ............................................... 5

C. The Formulation of the Study ............................................ 5

D. The Objective of the Study ................................................ 5

E. The Significance of the Study ............................................ 6

CHAPTER II: THEORETICAL FRAMEWORK ........................................ 7A. Errors .................................................................................. 7

B. The Difference between Error and Mistake ....................... 7

C. Error Analysis .................................................................... 9

1. The Understanding of Error Analysis ................... 9

2. The Procedure of Error Analysis........................... 9

3. The Goal of Error Analysis ................................. 11

4.

The Types of Error Analysis ............................... 11


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5. The Sources of Error ........................................... 15

D. Modal Auxiliary ............................................................... 17

1. The Understanding of Modal Auxiliary ............... 17

2. The Kinds of Modal Auxiliary ............................. 18

3. Modal Auxiliary can and may .............................. 22

a) Can ........................................................... 22

b) May ........................................................... 24

CHAPTER III: RESEARCH METHODOLOGY ....................................... 26

A. The Research Methodology ....................................... 261. The Place and Time of the Research .................... 26

2. The Method of the Research ................................ 26

3. The Population of Sample .................................... 26

4. The Technique of Data Collecting ....................... 26

5. The Technique of Data Analysis .......................... 28

CHAPTER IV: RESEARCH FINDINGS ..................................................... 29

B. The Research Finding ................................................ 29

1. The Description of the Data ................................. 29

2. The Analysis of the Data ...................................... 29

3. The Interpretation of the Data .............................. 38

CHAPTER V: CONCLUSION AND SUGGESTION ................................. 40

A. The Conclusion .......................................................... 40

B. The Suggestion ........................................................... 40

BIBLIOGRAPHY ........................................................................................... 42

APPENDICES ................................................................................................. 43


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LIST OF TABLES

Table 2.1 Guide for Correcting Errors ......................................................... 12

Table 3.1 Modal Auxiliaries and the Number of Each Item ........................ 27

Table 4.1 Modal Auxiliaries Area and Each Item ....................................... 29

Table 4.2 Table of Number of Classification of Errors Explanation ........... 30

Table 4.3 Table of Number of Causes of Errors Explanation ...................... 31

Table 4.4 The Frequency and Percentage of the Students Errors in the

Meaning of Can ........................................................................... 32

Table 4.5 The Frequency and Percentage of the Students Errors in the

Meaning of May ........................................................................... 34

Table 4.6 The Frequency and Percentage of the St udents Errors in the

Form of can and may ................................................................... 36


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LIST OF APPENDICES

Appendix 1 Form of Test ............................................................................ 43

Appendix 2 Answers key ............................................................................ 47

Appendix 3 The Students Answer Sheet ................................................... 48

Appendix 4 Instrument of Interview (students) .......................................... 52

Appendix 5 The Stude nts Response to the Interview ................................ 53

Appendix 6 Instrument of Interview (teacher)............................................ 56

Appendix 7 Surat Bimbingan Skripsi ......................................................... 57

Appendix 8 Surat Izin Penelitian ................................................................ 58

Appendix 9 Surat Keterangan Telah Melakukan Penelitian ....................... 59


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grammar. In other they did not make error in their using, but practically.

Although all students have learned grammar sometimes they still made error

to make sentence in their using.

The writer concludes that making errors during the process of second

language using is considered as a natural process. The teacher should

beware of these errors by analyzing the learners error itself.

Grammar is one of the language aspects which is taught to every

learner. It is the basic knowledge and important role in understanding the

English language. As Robert explained that grammar is a body of

generalization about how people says thing in order to make generalization,

we must agree on the meaning of terms for the thing we wish to talk about,

grammar accuracy is only part in delivering our message, where grammar is

merely a tool. 3 By using grammar we can delivery our message clearly and

precisely.

In grammar, the rules are taught to construct a good sentence, then it

makes someone will be confident do communication with other people.

People who have good grammar automatically they have a good idea to

communicate. Ur noted that grammar is defined as words are put together

to make correct sentences it does not only affect how the units of words are

combined in order to make correct sentences but also affect their meaning. 4

Without the knowledge of grammar the students will find many

problems to build up the sentence and express their idea in communication

activities. This is directly the same as Fernald ideas that grammar is the

treatment of connected words as they are used for the expression of

thought. 5

As we know there are eight parts of speech in English grammar, there

are noun, pronoun, adverb, verb, adjective, conjunction, preposition, and

3 Paul Robert, Understanding Grammar, (New York: Harper& Row Publisher, 1954), p.123

4 Penny Ur, A Course in Language Teaching Practice and Theory, (London: Cambridge,University Press 1996), p.75

5

James C. Fernald, English Grammar Simplified, (New York: Barners and Nobel Books,1979),p. xi


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interjection. One of parts of speech is verb. When we study a verb, we will

also study a Modal Auxiliaries. Modal Auxiliaries are of auxiliary verb

(or helping verb) that can modify the grammatical mood (or mode) of a

verb. Modal auxiliaries is a verb such as can, may or will that is used with

another verb (not a modal) to express possibility, permission, intention, etc. 6

These auxiliaries add to the verb a special semantic component such

as expressing ability, possibility, permission, advice, necessity, lack of

necessity, prohibition, asking for assistance, making logical conclusions,

giving instructions, making suggestions and stating preferences. English

learners need to be able to express the various meaning of modals as soon as

possible in their communication with others.

Modal auxiliaries have special grammatical features such as no

infinitive after verb, and have no- s after the third singular. Most modal

verbs have not only a grammatical function, but also a dictionary meaning,

for instance, could can mean past ability, but that is not its only meaning.

Another meaning of could is possibility.

The writer is interested in discussing Modal Auxiliaries because based

on her observation in the class, students get difficulty in using Modal

Auxiliaries especially can and may in their sentences or paragraph. They do

not understand what modal auxiliary is used. This difficult make causes

them to errors in their writing.

In using Modal Auxiliaries, the students have to know the kind of

modal auxiliaries that used in the right way in the particular situation what

they mean, and the form of modal auxiliaries. Because of the problem,

therefore, the students think that modal auxiliaries are difficult. They have

to memorize each meaning of Modal Auxiliaries and understand the form of

its.

Here are the examples of students error in using Modal Auxiliaries

6

A. S. Hornby, Oxford Advanced Learners Dictionary of Current English, Sixth Edition. Oxford: Oxford University Press. 2000. p. 385


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She can to help me.

The above sentence is wrong because the students use to infinitive

after auxiliary can, whereas according to English structure auxiliaries are

not followed by to infinitive but followed by infinitive without to , so the

right sentence is:

She can help me.

And in other sentence:

She cans swim well.

The above sentence is wrong because the students add s after

auxiliary can, whereas modal auxiliaries have no s on the third person

singular, so the right sentence is:

She can swim well.

The writer concludes that one of the reasons of errors is the difficulty

to understand the form of the modal auxiliaries for Indonesian learners,

because Indonesian language does not have modality to express ability,

possibility, probability, etc. as English does.

After finding some problems mentioned above, the writer concludes

that the problem is that the students are not aware of how to use modal

auxiliaries correctly. The writer sees that there are so many errors that the

students have made. The students dont u se these auxiliaries properly andare still being confused to use or choose the right auxiliaries in writing and

communicating.

Therefore, the writer tries to analyze the students errors in using

modal auxiliaries especially can and may , so the writer makes a research

entitled AN ANALYSIS ON STUDENTS ERROR IN USING CAN

AND MAY (A Case Study at the Second G rade Students of M Ts Neger i

Parung, Bogor).


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The writer chooses can and may because most of students still confuse

in using can and may and most of materials about modal auxiliary in

English textbook are using can and may.

B. The Limitation of the Study

In this study, the writer focused on analyzing the students errors in

using modal auxiliary can and may . To be more focused, the problem is

limited on analyzing the students errors in using modal auxiliary can and

may that are based on Betty Azars grammatical error classification. Here

are the classifications: singular-plural, word form, word choice, verb tense,

add word, omit word, word order, incomplete sentence, spelling

punctuation, capitalization, article, meaning not clear, and run on sentence. 7

C. The Formulation of the Study

Based on the background of the study, the writer would like to

formulate the problems as follows:

1. What grammatical errors did The MTs Negeri Parung, Bogor s Second

Grade Students make in using can and may?

2. What are the sources of the students grammatical errors?

D. The Objective of the Study

This study is aimed to find empirical evidence of major errors in using

can and may which the Second Grade students of MTs Negeri Parung,

Bogor made in the even semester of the 2010- 2011 academic year.

7

Betty Schrampfer Azar, Understanding and Using English Grammar 2nd

Edition, (NewJersey: Prentice Hall, 1992), p.A29.


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E. The Significance of the Study

The significance of the study is to broaden the writers perception of

the students learning style in particular and the reader in general.


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CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer explains some theories that still relate to the topic.

First, the writer explains the definition of error analysis that consist of the

understanding of error analysis, goal of error analysis, types of error, sources of

error, and differences between error and mistake. Second, she explains definition

of Modal Auxiliary, kinds of Modal Auxiliary, and Modal Auxiliary can and may.

A. ERRORS

Errors are the flawed side of learner speech or writing. They are those parts

of conversation or composition that deviate from some selected norm of mature

language performance. 1 Making errors is an inevitable part of learning. It is

impossible that learners never make any errors in language learning process.

Students can make errors when they write or speak and it is natural. The errors

that they make are even potentially important for the understanding of language

and it is as a part of learning process.

The study of errors is carried out by means of Error Analysis (EA). In the

1970s, error analysis supplanted contrastive analysis , which sought to predict the

errors that learners make by identifying the linguistic differences between their

first language and the target language. 2

B. THE DIFFERENCE BETWEEN ERROR AND MISTAKEWhen we talk about error it is always connected to mistake. Some people

even think that the term of error and mistake are the same and they commonly

cannot see the distinction between both of them. Error and mistake are different.

Jacek Fisiak in his book; Contrastive Linguistics and the Language Teacher mad

1 Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: OxfordUniversity Press, 1982), p. 138

2

Rod Ellis, The Study of Second Language Acquisition, (New York: Oxford UniversityPress, 2008), p.47


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a distinction between them: Error are systematic, consistent deviances

characteristic of the learners linguistic system at a given sta ge of learning.

Mistakes are deviations due to performance factors such as memory limitations

(e.g. spelling pronunciations, fatigue, emotional strain, etc. they are typically

random and are readily corrected by the learner when his attention is drawn to

them. 3

Mistakes are skin to slips of the tongue. That is, they are generally one-time-

only events. The learner who makes a mistake is able to recognize it is a mistake

and correct it if necessary. On the other hand, an error is systematic. That is, it is

likely to occur repeatedly and is not recognized by the learner as an error. The

learner in this case has incorporated erroneous form from the persectives of the

target language into his or her system. 4

Hubbard et al. also make difference between error and mistake. Errors

caused by lack of knowledge about the target language English or by incorrect

hypothesis about it; and unfortunate mistake caused by temporary lapse of

memory, confusion, slip of the tongue and so on. 5 In other words, Ellis stated

that Error is a lack of knowledge and mistake is the students posses knowledge

of the correct form and it is just slipping up. 6

Brown also gave the similar opinion about error and mistake. According to

him, an error is a noticeable from the adult grammar of a native speaker, reflects

the competence of the learner. And a mistake is slip, a failure to utilize a known

system correctly. An error cannot be self corrected, while mistake can be self

corrected if the deviation is pointed out to speaker. 7

Based on the opinions above the writer summed up that error caused by lack

of knowledge, the student did not know what were they wrote and they could not

3 Jacek Fisiak, Contrastive Linguistics and the Language Teacher, (Oxford: PergamonPress, 1981), p. 224

4 Susan M. Gass, Larry Selinker, Second Language Acquistion: An Introductory Course ,(New York: Routledge Taylor & Francis Group, 2008), p.102

5 Peter Hubbard, et, al,. A Training Course for TEFL, (New York: Oxford UniveristyPress, 1983), p. 134

6 Rod Ellis, The Study of Second Language Acquisition, Second Edition, (New York:Oxford University Press, 2008), p.17

7

H. Douglas Brown, Principle of Language Learning and Teaching, (New Jersey:Prentice Hall Inc, 1987), p. 217


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recognize it unless other people or their teacher corrected them and it cannot be

self corrected. While mistake happened because temporary laps of memory and

also slip of the tongue, actually the students have known about what they write

but they just slip up and they can correct and recognize their own mistakes.

C. ERROR ANALYSIS

1. The Understanding of Error Analysis

Learning a target language (English) is different from learning

ones mother tongue. There are some opinions about error analysis.

Brown in his book stated that Errors can be observed, analyzed, and

classified to reveal something of the system operating within the learner,

led to a surge o f study of learners errors, called error analysis. 8 It

seems this concept is the same as the one proposed by Crystal Error

Analysis is a technique for identifying, classifying, and systematically

interpreting the unacceptable forms produced by someone learning a

foreign language, using any of the principles and procedures provided by

linguistic 9 Ellis explained in her book that Error analysis was one of

the first methods used to investigate learner language. 10

From the definitions above, the writer summarize that error

analysis is an activity to identify, classify, and interpreted or describe the

errors made by someone in speaking or in writing and it is carried out to

obtain information on common difficulties faced by someone in

speaking or in writing English sentences.

2. The Procedure of Error Analysis

There are some procedures in analyzing the learner errors. Corder

suggests in Ellis the following steps in error analysis; collection of

8 Brown (1987), op.cit ., p.259 9 D. Crystal, The Cambridge Encyclopedia of Language, (Cambridge: Cambridge

University Press, 1987), p. 78 10 Ellis (2008), op.cit., p.68


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sample of learner language, identification of errors, description of

errors, explanation of errors and evaluation of errors. 11

First, collection of a sample of learner language. It is deciding

what sample of learner language to use for the analysis and how to

collect these samples. We can identify three board types of error analysis

according to the size of the sample.

Second, identification of errors. After the learner language has

been collected, the errors have to be identified. To identify errors we

have to compare the sentences learners produce with what seem to be

normal or correct sentences in the target language which correspond

with them. 12

Third, description of errors. When the errors have been identified,

they can be described. There are several ways of doing this. One way is

to classify errors into grammatical categories. Another way might be to

try to identify general ways in which the learners utterances differ from

the reconstructed target language utterances. 13 As Ellis stated that The

description of learner errors involves a comparison of the learners

idiosyncratic utterances with a reconstruction of those utterances in the

target language .14

Fourth, explaination of errors. After the errors have been identified

and described, the next step is to try to explain them. Explanation is

concerned with establishing the source of the error, i.e. accounting for

why it was made. 15

At last, evaluation of errors. Because the purpose of the error

analysis to help learners learn second language, so there is a need to

evaluate errors. It involves a consideration of the effect that errors have

11 Ellis (2008), op.cit., p. 4812 Rod Ellis, Second Language Acquisition, (New York: Oxford University Press, 1997),

p.1613 Ibid p. 1814

Ellis (2008), op.cit , p. 5415 Ellis (2008), op.cit, p. 57


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on the person (s) addressed. 16 The design of error evaluation studies

involves decisions on who the addressed (i.e. the judges) will be, what

errors they will be asked to judge, and how they will be asked to judge

them. 17

Based on the explanation above, the writer summarize that the

procedure of error is the several steps to carry out an error analysis.

There are collection of sample of learner language, identification of

errors, description of errors, explanation of errors and evaluation of

errors.

3. Goal of Error Analysis

The most typical use of the error analysis is the teachers. It is

designing teacher pedagogical material and strategies. Analysis is as a

tool for investigating how learners acquire a second language and to

provide the feedback value for the teacher.18

Dullay stated that studyingstudents errors serves two major purposes: 19

a. It provides data from which inferences about the nature of the

language learning process can be made.

b. It indicates to teachers and curriculum developers which part of the

target language students have most difficulty producing correctly and

which errors types detract most learners ability to communicate

effectively.

4. Types of Error

Each student has different types in making errors when they write

paragraphs. According to Azzar in his book, types of errors fall into

16 Ellis (2008), op.cit., p. 6317 Ibid18 Ellis, (2008), op.cit , p. 4519

Heidi Dulay, Marina Burt, and Stephen Krashen, Language Two, (New York: OxfordUniversity Press, 1982), p. 138


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fourteen categories; singular-plural, word form, word choice, verb tense,

addition, omission, word order, incomplete sentence, spelling,

punctuation, capitalization, article, meaning not clear, and run-on

sentence. 20

Table 2.1

Guide for Correcting Errors

No. Types of Error Example of Error Error Correction

1. Singular- Plural He have been here for

six month

He has been here

for six months

2. Word Form I saw a beauty picture I saw a beautiful

picture.

3. Word Choice She got on the taxi She got into the

taxi

4. Verb Tense He is here since June He has been here

since June

5. Addition I want go to the zoo I want to go to the

zoo

6. Omission She entered to the

university

She entered the

university

7. Word Order I saw five times that

movie

I saw that movie

five times

8. Incomplete Sentence I went to bed. Because I

was tired

I went to bed

because I was tired

9. Spelling An accident occured An accident

occurred

10. Punctuation What did he say What did he say?

11. Capitalization I am studying english I am studying

English

20

Betty S. Azar, Understanding and Using English Grammar, Second Edition.( NewJersey: Prentice Hall Regents, 1989), p. A29-A30


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13

No. Types of Error Example of Error Error Correction

12. Article I had a accident I had an accident

13. Meaning not clear He borrowed some

smoke

(???)

14. Run-on sentence My roommate was

sleeping, we didnt

want to wake her up

My roommate was

sleeping. We didnt

want to wake her

up.

Furthermore, based on surface strategy taxonomy, there are four

types of error; 21

a. Omission

Omission errors are characterized by absence of an item that must

appear in a well-formed utterance. Omission can occur morphology.

Learner often omits the third person singular morpheme s, the

progressive ing, the plural marker s and the past tense inflection-ed. A

learner could say, for example: A strange happen to me yesterday . In

syntax, learners may omit certain elements, which are obligatory, for

example: Must say also the names? instead of Must also say the

names?

b. Addition

Addition errors are characterized by the presence of an item which

must not appear in a well-formed utterance. There are three types of

addition where errors have been observed in the speech of L1 and L2,

namely double markings, regularization, and simple addition.

1) Double markings

Double markings are two items rather than one that is marked for

the same feature. Dulay states that This error is the defined as the

failure to delete certain items which are required in some linguistic

21 Dullay (1982), loc.cit.


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15

2) Archi-form

Archi-form is the selection of one member of a class of forms to

represent others in the class. For example in the sentence: I ve many

questions to ask him .

3) Alternating form

As the learners vocabulary and grammar grow, the use of archi -

forms often gives way to the apparently fairly free alternation of

various members of a class with each other. It means that the more

grammar that the learners get, the high frequency of error that the

learner made. For example: I like he . This sentence is example of

errors in using pronoun.

d. Misordering

Misordering errors are characterized by the incorrect placement of

morpheme or group of morpheme in an utterance. For example: what

daddy is doing? the correct one is what is daddy doing?

5. Sources of Error

Brown claims that there are three major sources of error. He labels

interlingual transfer, intralingual transfer, and context of learning. 22

a. Interlingual transfer

Interlingual transfer happened because the native language or mother

language interference. In these early stages, before the system of second

language is familiar, the native language is the only linguistic system in

previous experience upon which the learner can draw. 23 This opinion is

supported by Richards et, al. that Interlingual error is an error which

results from language transfer, that is, which is caused by the learners

native language. 24

22 Brown (1987), op cit., p.22323 Ibid p. 22424

Jack C. Richard, Platt John, and Plat Heidi, Longman Dictionary of Language Teachingand Applied Linguistic, Second Edition, (New York: Longman, 1992), p. 185


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b. Intralingual transfer

Intralingual transfer (the transfer within the target language itself).

Researcher have found that the early stages of language learning are

characterized by a predominance of interference (interlingual transfer),

but once learner have begun to acquire parts of the new system, more

and more intralingual transfer generalization within the target language

is manifested. 25

Richards et. al. gave the same opinion that An Intral anguage error

is one which results from faulty or partial learning of the target

language, rather than from language transfer. 26 Intralangual errors may

be caused by the influence of one target language item upon another. For

example a learner may produce He is comes , based on a blend of the

English structures He is coming or He comes.

c. Context of learning

Context refers, for example, to classroom with its teacher and its

materials in the case of school learning or the social situation in the case

of untutored second language learning. In a classroom context the

teacher or the textbook can lead the learner make faulty hypotheses

about the language. Students often make error because of a misleading

explanation from the teacher, faulty presentation of a structure or word

in a textbook, or even because of a pattern that was rottenly memorized

in a drill but properly contextualized. 27

As quoted by Hubbard, Corder point out that there are three major

causes of error. Those are mother tongue interference, overgeneralizations,

and errors encouraged by teaching or method. 28

a. Mother- tongue interference

Although young children appear to be able to learn a foreign

language quite easily and to reproduce new sounds very effectively,

25 Ibid, p.18626 Ibid., p. 18727

Brown (1987), op.cit , p. 26628 Hubbard (1983), op.cit , p. 140 142


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older learners experience considerable difficulty. The sound system

(phonology) and the grammar of the first language impose themselves

on the new language and this leads to a foreign pronunciation, faulty

grammatical patterns and occasionally to wrong choice of vocabulary.

b. Overgeneralization

The mentalist theory claims that the learner processes new

language data in his mind and produces rules for its production, based on

evidence. Where the data are inadequate or the evidence only partial,

such rules may well produce the following patterns. Where you went

yesterday? , and where did go yesterday?.

c. Error encouraged by teaching material or method

Errors appear to be induced by the teaching process itself. Error is

evidence of failure of ineffective teaching or lack oil control. If the

material is well chosen, graded and presented with meticulous care, there

should be any error. It is fairly easy to accept this in the early stages of

language learning when controls are applied in the shape of substitution

tables, conversion exercises of a mechanical nature and guided sentence

patterns, but more difficult at later stages. However, i t might be salutary

for as bear in mind the possibility of some of our students error being

due to our own teaching.

D. MODAL AUXILIARY

1. The Understanding of Modal Auxiliary

Modals express special meaning such as ability, necessity, and

permission. Because English learners need to be able to express the various

meanings of modals as soon as possible in their communication with others,

modals are among the first grammar topics taught in most English language

courses. 29

29

Ron Cowan, The Teachers Grammar of English: A Course Book and Reference Guide ,(Cambridge: Cambridge University Press, 2008), p. 293


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Meanwhile, Azar stated that modal auxil iaries generally express a

speakers attitudes or moods. For example, modal can express that a

speaker feels something necessary, advisable, permissible, possible, or

probable; and in addition, they can convey the strength of these attitudes. 30

In addition, according to Janet Ross and Gladys Doty explained that

auxiliary verbs called modals are used with the simple form of the verb to

express hypothetical conditions and conjectures as well as attitudes. 31

Based on the opinions above the writer concluded that modal

auxiliaries are functional words that help verbs to express specific meaning

such as ability, probability, possibility, obligatory, etc. Such modal

auxiliaries are can, could, may, might, will, would, shall, should, and ought

to.

2. Kinds of Modal Auxiliaries

According to Azar the types of modal auxiliaries can be divided into

two types. First, modal auxiliaries can, could, had better, may, might, must,

ought to, shall, should, will, and would . Second, similar expressions: be able

to, be going to, be supposed to, be to, have to, have got to, used to. 32 Modal

auxiliaries express concepts or attitudes relating to recommendation,

obligation, necessity, and prohibition; permission and refusal; possibility,

expectation, probability and certainty; promise and intention; ability and

willingness. 33

Swan stated that modal verbs have several points in common whichmake them quite different from other verbs:

30 Betty Schramfer Azar, Understanding and Using English Grammar, Second Edition,(New Jersey: Prentice Hall Regents), 1989. p. 68

31 Janet Ross, Gladys Doty, Writing English: A Composition Text in English as a Foreign Language, Second Edition, (New York: Harper & Row Publishers), 1975. p. 91

32 Azar (1989), op cit. , p. 6833 B. D. Graver, Advanced English Practice, Second Edition, (Oxford: Oxford

University Press), 1971. p. 3


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a. Modal verbs are not used (except sometimes in the negative) to talk

about things which are definitely happening, or have definitely happened.

They are used when we say that we expect things to happen, or that

events are possible, or necessary, or improbable, or impossible, or when

we say that things did not happen, or that we are not sure whether they

happened.

e.g.: I cant swim .

She could be in London or Paris or Tokyo- nobody knows.

I may come tomorrow if I have time.

You might have told me Frances was ill.

What would you do if you had a free year?

I think they should have consulted a doctor earlier.

b. Modal verbs have no s on the third person singular; questions and

negatives are made without do; they are followed by the infinitive

without to of other verbs (except for ought).

e.g.: You neednt look at me like that.

He must be here by nine oclock.

Can your mother drive ?

That ought to be enough.

c. Modal verbs have no infinitives, and other expressions are used instead,

when necessary.

e.g.: Id like to be able to skate .

You are going to have to work earlier.

d. Modal verbs have no past forms. Could and would are used with pastmeanings in some cases (but never to say that particular events actually

happened on define occasion).

e. Modal verbs can be used with perfect infinitives to talk about things

which did not happen, or which we are not sure about, in the past.

e.g.: You should have told me at once.


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Her car may have broken down .34

Actually, there are two groups of auxiliary verb. The first includes the

functional auxiliary verbs be, do, have and go. 35 They do not really have

meanings of this kind when they are used as auxiliary verbs. 36 All of

these verbs can also serve as main verbs as well as auxiliaries.

Examples: I do not understand your question.

We are going to visit my uncle. 37

The second includes the modals auxiliaries can, may, might, must,

should, and so on. They differ from the other auxiliaries ( do, be, have, and

go ) in that they have no s-forms, or ing -forms, or participles. Furthermore,

they so called past forms of modals sometimes express the same meaning as

the present or simple forms. They also occur in statements which refer to

future time. Thus, the form of a modal does not necessarily indicate the time

reference of the sentence in which it is used. 38 There serve both as structural

signals and have a meaning of their own. They are never used as main

verbs.

Examples: We can see the zoo some weekday.

Can we see the zoo some weekday?

You shouldnt try to go there on Sunday.

Should we try to go there on Sunday? 39

According to Cowan , modals can be classified according to form and

meaning. The form of modals can be categorized into three categories; pure

modals, marginal modals, and semi modals .

34 Michael swan, Practical English Usage, (Oxford: Oxford University Press), 1980. p.388

35 Eugene J. Hall, Grammar For Use, (Jakarta: Binarupa Aksara, 1993), p. 1136 Swan (1980), op cit. , p. 9137 Hall (1993) , loc cit. 38 Jean Praninskas, Rapid Review of English Grammar, Second Edition, ( New Delhi:

Prantice Hall of India, 1977), p. 23439 Hall (1993), loc cit.


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The first category, pure modals, is comprised of verbs such as can,

could, and may. It display all four the characteristics mentioned such as

contraction, inversion, repetition, in resorts and tags, and invariant form. 40

Nine central modal auxiliary verbs are used to express modality: can, could,

may, might, shall, should, will, would, must. These are invariant forms

taking the role of auxiliary; they precede the negative particle not in

negation and precede the subject in yes-no questions. They are followed in

the verb phrase by a bare infinitive verb. In general, modals cannot co-occur

with each other in the verb phrase; however, some regional dialects allow

modals in series (such as might could or might should ).41

The second category, marginal modals, has only three members- dare,

need, and ought to. They are classified as marginal because they display

only two of syntactic characteristic of pure modals.

The modals in the third category, semi modals 42 (other terms used for

these expressions are quasi -modals and periphrastic modals) 43, are fixed

idiomatic expression beginning with have , had , or be for example, have

to, had better , and be going to .44

In addition, there are several multiword expression, such as be able

to, be obliged to , and be willing to , that have meanings similar to those of

modals. 45

Modals are all defective verbs in the sense that they do not have all

the principal parts of English verbs. They also have meanings of their own,which separates them from the functional auxiliaries. The modals have a

dual use. First, they have meanings of their own; and second, they also are

40 Cowan (2008), op cit., p. 29541 Dougles Biber., et al, Longman Grammar of Spoken and Written English, (London:

Edinburg Gate, 2000), p. 48342 Cowan (2008), loc cit. 43 Biber., et al (2000), op cit ,. p. 48444

Cowan (2008), loc cit. 45 Cowan (2008), op cit., p. 295- 296


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used like the functional auxiliaries to form negatives and questions. 46 All of

these modals can also be grouped according to the meanings they express.

Many modals have meanings in addition to basic meanings related to these

groupings. In Basic Meaning of Modals, modals can be categorized into

three groups according to meaning.

a. Modals of ability, permission, and possibility. This group includes

the modals can, could, may and might.

b. Modals of advice and necessity. This group includes must, should,

dare, need, have to, had better, had best, have got to, ought to, and be supposed to.

c. Modals for expressing future time. This group of modals includes

shall, will, would, and be going to .47

3. Modal Auxiliary C an and M ay

a. Can

Can is one of modal auxiliaries that use to assist verbs to expressability, possibility, permission, offering, request and order and it is followed

by the bare infinitive. The past tense form of can, namely, could. Can is

used informally to request permission, especially if the speaker is talking to

someone she/he knows fairly well. 48

Like other modal auxiliaries can is usual placed before the predicates

of the sentence in positive sentence, for example: He can swim. In negative

sentence, modals need not between the modal and the verb, for example:

He can not swim. In interrogative sentences, they precede the subject of the

sentence, for example: Can he swim?.

Can used to express:

1) Ability

46 Hall (1993), op cit., p. 19547

Cowan (2008), loc cit. 48 Azar (1989), loc cit.


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Can is used to indicate the possession of ability in general,

or being in a position, in particular circumstances, to perform

the activity denoted by the main verb. 49 Can means be able to

do something, or know how to do something. 50 Can express

the ability to do something in the immediate present or in the

future.

a) Present ability

e.g.: George can read English quite well now.

b) Future ability

e.g.: I can help you next week.

2) Permission

Can is used in statements implying permission as well as

ability. 51 It is used to request permission to do something. Can is

possible and can be used for the present or future and can is the

most informal, and is actually better than may in requests for

permission involving the negative. 52

The following details are the use of can to express

permission.

a) Asking for permission

e.g.: Can I see your railway time-table? 53

b) Giving permission

e.g.: You can go home now.3) Possibility

49 Graver (1971), op cit., p. 850 Cowan (2008), op cit ,. p. 29751 Janet Ross, Writing English: A Composition Text in English as a Foreign Language,

Second Edition, (New York: Harper & Row Publishers, 1975), p. 23852 James A. W. Heffernan, John E. Lincoln, Writing A College Handbook, Second

Edition, (New York: W. W. Norton & Company, 1982), p. 40153

A. S. Hornby, Guide to Patterns and Usage in English, Second Edition, ( Oxford:Oxford University Press, 1975), p. 197


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Another meaning of can is to show possibility of

something.

e.g.: He can ski on the hills. 54

4) Offering

Can is also often used to offer something to another

people.

e.g.: I can lend you a pound till Wednesday, if that will

help.

Can I carry your bag?

5) Request and orders

Can is also used to make someone to do something, or to

orders someone to do as they are orders. For example, in

restaurant, when customers make an order, they may ask waiters

to bring them meals, drinks, desert, cigarette, etc.

e.g.: Can you come here, please?

b. May

May is one of modal auxiliaries that used to express possibility. The

past tense form of may, namely, Might. In Formal style, it is also used in

statements that give authoritative permission. 55 It expresses permission in

formal usage or to indicate that something is allowed. Present or future time

is indicated.

According to Jannet Ross and Gladys Doty (1975), may sometimes

indicates conjecture about the future. When used in this sense, the past tense

is indicated by may have, for example: It may rain tomorrow. (There is a

strong possibility) and It may have rained while we were gone. (The speaker

is not sure whether it did or not). 56

Like other modal auxiliaries may is usual placed before the predicates

of the sentence in positive sentence, for example: You may go now. In

54 A. J. Thomphson, A. V. Mariret, A Practical English Grammar, Third Edition,(Oxford: Oxford University Press, 1986), p. 119

55

Hornby (1975), op cit., p. 19856 Ross and Doty (1975), op cit. , p. 239


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negative sentence, modals need not between the modal and the verb, for

example: You may not go now. In interrogative sentences, they precede the

subject of the sentence, for example: May you go now?.

May used to express:

1) Possibility

e.g.: He may tell his wife. 57

2) Permission

e.g.: The children may play here. 58

From above explanation, it is obviously clear that can and may ,can carry many functions or meanings. Can may be used to express

ability, to express permission, to show possibility, to offers something, and

to make a request or orders, and may can be used to express possibility and

permission.

57 Thomphson, and Mariret (1986), op cit., p. 13158

Robby Lou, English Tenses and How to Use The,. (Jakarta: Mobile English Plus,2006), p. 84


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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research of methodology which is consist of the

place and the time, the method, the population, the sample of the research,

technique of data collecting and also technique of data analysis.

A. The Research Methodology

1. The Place and Time of the Research

The writer did the research at MTs Negeri Parung which is located on Jl.Raya Lebak Wangi, Parung- Bogor. The research was carried on May 6 th

may 20 th 2011.

2. The Method of the Research

In this research, the writer used descriptive analysis method and used the

procedures of errors analysis itself. This method is purposed to analyze the

students errors by interviewing and giving them the test to collect the data. Next, it involved accumulating, analyzing, and classifying data with various

techniques, also interpreting data. On the final step, the writer had to conclude

the result of research.

3. The Population and Sample

The population of this research was the second grade students of MTs

Negeri Parung Bogor. There are 193 students which are divided into five

classes; VIII-1, VIII-2, VIII-3, VIII-4, and VIII-5. The writer used purposive

sampling , in which she chose VIII-2 class as the sample of this research. There

are 40 students.

4. The Technique of Data Collecting

In collecting the data, the writer used two techniques; they are test and

interview.


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a. The test

The writer gave the test to know the frequency of errors in using

modal auxiliaries can and may. The test which consisted of 30 items.

There are 20 questions of multiple choices and 10 questions of fill in

the blank. The test was divided into two parts, 15 items were about the

meaning and the function of modal auxiliary can and may. And the

tests were about the verb which could be used in modal auxiliaries

sentence or called the form of modal auxiliaries. The distribution of

test could be seen in the table below.

Table 3.1

Modal Auxiliaries and the number of each items.

No. Modal Auxiliaries Number of item

1. Can 8

2. May 7

3. Form 15

Total 30 items

The form here is meant the verb could be used in modal auxiliaries

(can and may) sentence or the sentence pattern of modal auxiliaries.

b. Interview

The writer did interview to some students who got bad and good score

in order to know the reasons why students make errors in using modal

auxiliaries especially can and may. She took 20 students of class VIII-

2 to interview which are about 50% of the sample. For the reinforcing

the data, she also interviewed the English teacher. The instrument for

interview is questioners.


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5. The Technique of Data Analysis

After collecting the data from the test, the writer analyzed the students

errors by using descriptive analysis technique (percentage) and quantitative,

because the writer describes some students errors and uses numerical data in

this skripsi which is described in the table of percentage the writer used this

formula: 1

P = F x 100%F + C

P = Percentage

F = Frequency of Errors

C = Correct Answers

1 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja GrafindoPersada, 2008), p. 43.


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changing the result of errors into percentage. By calculating the errors, she

knows the students score. Then, she does the interview not only to the students

who get the bad and the good score but also to the English teacher of class

VIII-2.

2. The Analysis of the Data

After the writer did the research, she got fr equency of students errors of

modal auxiliaries can and may; he would like to analyze what errors existing

on all items, and why errors occurred in multiple choice and fill in the blank.

The table below explaining the errors explanation in entire parts, as follows:

Table 4.2

Table of Number of Classification of Errors Explanation

From the table 4.4 above, there are 335 errors committed in word choice

with 81.31% because the students put inappropriate words to be used in a

sentences. There are 42 errors committed in verb tense with 10.20% because

the students might not know the correct tense in the use of can and may. At

last, There are 35 errors committed in addition with 8.49% because the

students add inappropriate words in the form of can and may. Here the

explanation regarding causes of errors described in the tables below:

No. Types of Error Number of

Errors

Percentage of

Errors

1. Word Choice 335 81.31%2. Verb Tense 42 10.20%

3. Addition 35 8.49%

Total 412 100%


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Table 4.3

Table of Number of Causes of Errors Explanation

Based on the table 4.5 above, there are 271 errors caused by inter-lingual

transfer with 65.78% because the students might be influenced by their mother

tongue influences in terms of patterns, systems, or rules. Then, there are 68

errors caused by intra-lingual transfer with 16.50% because the students might

strive to derive the rules behind the data to which has ben exposed by the

students, and may develop hypotheses related neither to their mother tongue

nor to their target language.

Also there are 73 errors caused by context learning with 17.72% because

the teachers or the textbooks may lead the students to create faulty hypotheses

about the language. Students might make errors because of a misleading

explanation from either to the teachers, textbooks, or patterns memorizing.

Here is the explanation about frequency and percentage of the students errors

in the meaning of can below:

No. Causes of Errors Number ofCauses of Errors

Percentage ofCauses of

Errors1. Inter-lingual

Transfer

271 65.78%

2. Intra-lingual

Transfer

68 16.50%

3. Context of Learning 73 17.72%

Total 412 100%


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Table 4.4

The Frequency and Percentage of the Students Errors in the

Meaning of Can

Students

Number

Number of

Item Test

Correct

Answer

Frequency of

Errors

Percentage

of Errors

1. 10 4 6 4.08%

2. 10 7 3 2.04%

3. 10 7 3 2.04%

4. 10 9 1 0.68%

5. 10 7 3 2.04%

6. 10 6 4 2.27%

7. 10 4 6 4.08%

8. 10 8 2 1.36%

9. 10 9 1 0.68%

10. 10 9 1 0.68%

11. 10 7 3 2.04%

12. 10 7 3 2.04%

13. 10 7 3 2.04%

14. 10 8 2 1.36%

15. 10 8 2 1.36%

16. 10 8 2 1.36%

17. 10 6 4 2.27%

18. 10 7 3 2.04%

19. 10 6 4 2.27%

20. 10 8 2 1.36%

21. 10 9 1 0.68%

22. 10 9 1 0.68%

23. 10 8 2 1.36%

24. 10 8 2 1.36%


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To find out the percentage of the students errors in the meaning of can ,

the writer used the formula below:

P = Frequency of Errors x 100%Frequency of Errors + Correct Answers

= 147 x 100%147 + 253

= 14700400

= 36.75%

Students

Number

Number of

Item Test

Correct

Answer

Frequency of

Errors

Percentage

of Errors

25. 10 7 3 2.04%

26. 10 7 3 2.04%

27. 10 7 3 2.04%

28. 10 7 3 2.04%

29. 10 9 1 0.68%

30. 10 8 2 1.36%

31. 10 8 2 1.36%

32. 10 9 1 0.68%

33. 10 6 4 2.27%

34. 10 6 4 2.27%

35. 10 8 2 1.36%

36. 10 7 3 2.04%

37. 10 7 3 2.04%

38. 10 8 2 1.36%

39. 10 7 3 2.04%

40. 10 6 4 2.27%

Total 253 147 100%


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From the data above, the writer can conclude that the average of the

students errors in using can is 36.75%, and it can be concluded that the rest is

63.25%, which means that the majority of the students did not do errors on the

test.

After the writer got the description of the meaning of can above , she

would like to analyze the data description of the students errors in the meaning

of may, as follows:

Table 4.5

The Frequency and Percentage of the Students Errors in the

Meaning of May

Students

Number

Number of

Item Test

Correct

Answer

Frequency of

Errors

Percentage

of Errors

1. 10 5 5 2.69%

2. 10 8 2 1.07%

3. 10 7 3 1.61%4. 10 5 5 2.69%

5. 10 6 4 2.15%

6. 10 8 2 1.07%

7. 10 7 3 1.61%

8. 10 2 8 4.30%

9. 10 5 5 2.69%

10. 10 2 8 4.30%11. 10 7 3 1.61%

12. 10 6 4 2.15%

13. 10 7 3 1.61%

14. 10 5 5 2.69%

15. 10 7 3 1.61%

16. 10 6 4 2.15%

17.

10 6 4 2.15%


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35

To find out the percentage of the students errors in the meaning of may,

the writer used the formula below:

Students

Number

Number of

Item Test

Correct

Answer

Frequency of

Errors

Percentage

of Errors

18. 10 3 7 3.76%

19. 10 4 4 2.15%

20. 10 8 2 1.07%

21. 10 3 7 3.76%

22. 10 4 6 3.22%

23. 10 5 5 2.69%

24. 10 1 9 4.84%

25. 10 3 7 3.76%

26. 10 6 4 2.15%

27. 10 6 4 2.15%

28. 10 6 4 2.15%

29. 10 4 6 3.22%

30. 10 6 4 2.15%

31. 10 6 4 2.15%

32. 10 8 2 1.07%

33. 10 6 4 2.15%

34. 10 7 3 1.61%

35. 10 7 3 1.61%

36. 10 7 3 1.61%

37. 10 8 2 1.07%

38. 10 6 4 2.15%

39. 10 7 3 1.61%

40. 10 6 4 2.15%

Total 214 186 100%


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36


= 186 x 100%186 + 214

= 18600400

= 46.05%


students errors in using may is 46.05%, and it can be concluded that the rest is

53.95%, which means that the majority of the students did not do errors on the

test.

After the writer got the description of the meaning of may above , she

would like to analyze the data description of the students errors in the form of

can and may, as follows:

Table 4.6

The Frequency and Percentage of the Students Errors in the Form of

Can and May

Students

Number

Number of

Item Test

Correct

Answer

Frequency of

Errors

Percentage

of Errors

1. 10 6 4 5.06%

2. 10 7 3 3.80%3. 10 7 3 3.80%

4. 10 10 0 0%

5. 10 8 2 2.53%

6. 10 7 3 3.80%

7. 10 8 2 2.53%

8. 10 9 1 1.26%

9. 10 8 2 2.53%


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Students

Number

Number of

Item Test

Correct

Answer

Frequency of

Errors

Percentage

of Errors

10. 10 10 0 0%

11. 10 7 3 3.80%

12. 10 8 2 2.53%

13. 10 9 1 1.26%

14. 10 7 3 3.80%

15. 10 7 3 3.80%

16. 10 9 1 1.26%

17. 10 7 3 3.80%

18. 10 7 3 3.80%

19. 10 7 3 3.80%

20. 10 9 1 1.26%

21. 10 9 1 1.26%

22. 10 7 3 3.80%

23. 10 6 4 5.06%

24. 10 10 0 0%

25. 10 8 2 2.53%

26. 10 6 4 5.06%

27. 10 9 1 1.26%

28. 10 10 0 0%

29. 10 8 2 2.53%

30. 10 7 3 3.80%

31. 10 6 4 5.06%

32. 10 8 2 2.53%

33. 10 9 1 1.26%

34. 10 9 1 1.26%

35. 10 8 2 2.53%

36. 10 9 1 1.26%

37. 10 9 1 1.26%


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To find out the percentage of the students errors in the form of can and

may , the writer used the formula below:


= 79 x 100%79 + 321

= 7900400

= 19.75%


students errors in using the form of can and may is 19.75%, and it can be

concluded that the rest is 80.25%, which means that the majority of the

students did not do errors on the test.

3. The Interpretation of the Data

Based on the analysis of the results above, it can be observed that word

choice errors are the highest with 335 errors and the percentage is 81.31%. it

means that the most students choose words that should not be put in sentence

on the test. Next, there are 42 errors in verb tense with 10.20% and 35 errors in

addition with 8.49%.

In addition, it can be concluded that inter-lingual transfer is the cause of

errors that interference the students most with 65.78%, which occur due to the

Students

Number

Number of

Item Test

Correct

Answer

Frequency of

Errors

Percentage

of Errors

38. 10 9 1 1.26%

39. 10 8 2 2.53%

40. 10 9 1 1.26%

Total 321 79 100%


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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents about the conclusion of the research and the

suggestion for the teachers and the students.

A. The Conclusion

Based on the explanation on research findings, so the errors made by

students in using can and may consist of word choice with the percentage 81.31%,

verb tense with the percentage 10.20%, and addition with the percentage 8.49% .

The reason why the students make errors in using can and may caused by

inter-lingual transfer in which the system s, rules, and patterns of the students

native language distract their target language with the percentage 65.78%. Next,

the students make the errors caused by context of learning in which either the

teachers, textbooks, or the patterns are improperly contextualized with the

percentage16.50%. At last, the students make the errors caused by intra-lingual

transfer in which the students create the hypotheses which are not related to their

first and target language with the percentage 17.72%.

B. The Suggestion

Based on the students errors in using can and may, the writer would like

to give some suggestions as follow:

1. For the teacher:

a. Teachers should give motivation for students in learning can and may

because most students assume that English is one of the most difficult

subject matters in their study.

b. The English teacher should explain the rules of grammatical form

especially modal auxiliaries can and may clearly until student understand

the material they learn.

c. Teachers should give more exercises and practices to students in learning

can and may especially each meaning of its.


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d. Teachers sometimes teach English by using games in order for students to

understand more and they will feel funny when studying English,

especially about modal auxiliary can and may .

2. For students:

a. The Students have to study more about Modal auxiliaries to make it easy

to understand.

b. The students not only have to listen to the teachers explanation but also to

practice what the materials have already been explained in their home.

c. The Students have to know and memorize each meaning of modal auxiliry

especially can and may.


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BIBLIOGRAPHY

Azar, Betty Schrampfer. Understanding and Using English Grammar Second Edition . New Jersey: Prentice Hall Regents, 1989.

Biber, Douglas, et al. Longman Grammar of Spoken and Written English. London,Longman Group Limited, 1999.

Brown, H. Douglas. Principle of Language Learning and Teaching. New jersey:Prentice Hall Inc, 1987.

Cowan, Ron. The Teachers Grammar of English. New York: Cambridge

University Press, 2008.

Crystal, D. The Cambridge Encyclopedia of Language. Cambridge: CambridgeUniversity Press, 1987.

Dixson, J. Robert. Practice Exercises in Everyday English. Miami: GentsPublishing Company, Inc, 1957.

Dulay, Heidi, Marina Burt, and Stephen Krashen. Language Two. New York:Oxford University Press, 1982.

Ellis, Rod. The Study of Second Language Acquisition, Second Edition. NewYork: Oxford University Press, 2008.

Fernald, James C. English Grammar Simplified. New York: Barners and Nobel

Books, 1979.

Fisiak, Jacek. Contrastive Linguistics and the Language Teacher. Oxford:Pergamon Press, 1981.

Graver, B. D. Advanced English Practice Second Edition. London: Oxford

University, 1971.

Hall, Eugene J. Grammar for Use. Jakarta: Binarupa Aksara, 1993.

Heffernan, James A. W and John E. Lincoln. Writing A College Handbook,Second Edition. New York: W. W. Norton & Company, 1982.

Hornby, A S. Guide to Patterns and Usage in English, Second Edition. London:Oxford University Press, 1975.


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Hornby,A. S. Oxford Advanced Learners Dictionary of Current English, Sixth Edition. London: Oxford University Press, 2000.

Hubbard, Peter et, al,. A Training Course for TEFL. New York: OxfordUniveristy Press, 1983.

Mc Donough, Jo and Christopher Shaw. Materials and Method in ELT, aTeachers Guide, Second Edition. New York: Blackwell Publishing,2003.

Praninskas, Jean. Rapid Review of English Grammar, Second Edition. New Delhi:Prentice Hall of India, 1977.

Richard, Jack C, and Theodore S. Rodgers. Approaches and Method in LanguageTeaching: a Description and Analysis. London: Cambridge UniversityPress, 1986.

Richard, Jack C., Platt John, and Plat Heidi. Longman Dictionary of LanguageTeaching and Applied Linguistic, Second Edition. New York: Longman,1992.

Robert, Paul. Understanding Grammar. New York: Harper& Row Publisher,1954.

Ross, Janet, Gladys Doty. Writing English: A Composition Text in English as a Foreign Language, Second Edition. New York: Harper and ROWPublishers, 1965.

Sudijono, Anas. Pengantar Statistik Pendidikan. (cet. 15). Jakarta: PT. RajaGrafindo Persada, 2005.

Swan, Michael. Practical English usage. London: Oxford University Press, 1980.

Thompson, A.J, A.V Martinet. A Practical English Grammar, Fourth Edition.

London: Oxford University Press, 1986.

Thompson, A.J, A.V martinet. A Practical English Grammar. London: OxfordUniversity Press, 1979.

Ur, Penny. A Course in Language Teaching Practice and Theory. London:Cambridge University Press, 1996.


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APPENDIX 1

RESEARCH INSTRUMENT

Name :

Class :

Date/Day :

I. Choose the best answer a, b, c, or d!1. I ...... swim very well. (ability)

a. Can b. Mayc. Shouldd. Must

2. It..... be quite cold in Jakarta on December. (possibility)a. May

b. Canc. Shouldd. Have to

3. I dont have enough money. ... I borrow yours, mom? (permission)a. Can

b. Willc. Should

d. May4. Aqilah : the school will hold a winner camp next week.

Syalu : em,, I may ...., but I dont really want to. a. Participate

b. Participatingc. Participatesd. participated

5. Alya : Hello?Duta : Hello. Is Ana there?

Alya : Yes. She isDuta : ..... I speak to her? (Permission)a. May

b. Willc. Shouldd. Have

6. Can you please.... the salt?a. To pass

b. Passingc. Passedd. pass


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7. Alisa : Im trying to study, but the radio is t oo loud. ....you please turn down?Me : Sure.Alisa : Thanks.Me : Youre welcome. (Request)

a.

Will b. Have toc. Mustd. Can

8. Mother : Okay, kids, you..... have a cookie after dinner.Kids : Thanks mom. (Permission)

a. May b. Couldc. Cand. Cannot

9. Professor Vilia, weve finished our work today. May we .. now, please? a. Left

b. Leavec. Leavingd. to leave

10. Nina : ... I use your phone, Mr. Ahmad?Mr. Ahmad : Yes, of course. (permission)

a. Can b. May not

c. Cannotd. May

11. Its not fair. Jenny..... drive daddys car to school and I have to go to there by bus.(possibility)

a. May not b. Will notc. Cannotd. Should not

12. The children cant .. mobile phone in their class.a. to bring

b. bringsc. broughtd. bring

13. May I ... your bag, sir?a. Carries

b. Carriedc. Carryingd. Carry

14. Andy : who can that be at the door?Antony : it..... be pizza delivery service?Andy : oh yes, I will take the pizza for us. (Possibility)


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27. ... you sit down here, please? (request)28. She ... be very charming when she wants to be. (possibility)29. ... I come in? (permission)30. They say it ...snow tomorrow. (Possibility)


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APPENDIX 2

ANSWER KEY

Part I

1. A

2. A

3. D

4. A

5. A

6. D

7. D

8. C

9. B

10. D

11. C

12. D

13. D

14. C

15. B

16. B

17. B

18. C

19. D

20. D

Part II

21. May

22. Can

23. May

24. Can

25. Can

26. Can

27. Can

28. May

29. May

30. May


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APPENDIX 3

THE STUDENTS ANSWER SHEET

Part I (Multiple Choices)

No. Name of Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 201. Abie Wenang wijaya 1 0 1 1 1 1 1 1 0 1 0 1 1 0 1 0 0 0 1 02. Achmad Ridho A.S 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 0 1 03. Adi Mulyo Juliono 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 04. Agriane Astari 1 1 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 15. Ahmad Syarifudin 0 0 1 0 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 16. Ayu Safitri 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 0 0 0 1 17. Bambang Riski. H 0 0 1 1 1 1 1 0 0 1 0 1 1 1 0 1 1 1 1 18. Damar Gurendro 1 0 1 1 0 1 1 1 0 0 0 1 1 0 1 1 1 1 1 19. Dea Apriyani 1 1 0 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 0 110. Dede Sulaeman 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 111. Dena Ariesta P.S 1 1 1 1 0 1 1 1 1 1 0 0 1 1 0 0 1 1 1 012. Deni Nurdiansyah 1 0 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 013. Devi Ana Safitri 1 1 0 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 114. Eka Dwi Jayanti 0 1 0 1 0 1 1 1 1 1 1 1 0 1 1 1 0 0 1 115. Gietta Rizayanti 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 0 116. Ike Apriliyani 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 017. Indra Lesmana 0 0 1 0 0 0 0 1 1 1 1 1 0 1 1 1 1 1 1 118. Irfan Ramdani 1 0 1 0 0 1 1 0 1 0 0 1 1 1 0 1 1 1 1 119. Iwan Lubis 0 0 1 0 0 0 1 0 0 1 1 1 1 0 1 1 1 1 1 120. Kurniawan Haqqi. P 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 121. Mahrika Shella 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 022. Miranti Putri Nurcahya 1 0 1 1 0 1 1 1 1 1 1 0 0 0 0 1 1 1 1 123. Moh. Abdul Rahman 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 0 0 0 0 124. Muhamad Hakim 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 125. Muhamad Hartono 1 0 1 1 1 0 1 0 1 0 0 1 1 1 0 1 1 1 1 126. Muhamad Safarudin 0 0 1 0 1 0 1 1 1 1 0 1 0 1 1 1 1 1 0 1


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27. Nadia Febriani 1 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 128. Nurhayati 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 129. Nurianti 1 0 1 1 0 1 1 1 0 0 1 1 0 0 1 1 1 1 1 130. Prasta Anggara 1 0 1 0 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 131. Shinta Kusuma Dewi 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 0 0 1 032. Siti Azzahra Dzolanti 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 133. Siti khodijah 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 1 134. Syufi Rachmawati 1 1 1 1 1 1 0 1 1 0 0 1 0 1 1 0 1 1 1 1

35. Ummu Umdatin. N 1 0 1 0 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 136. Via Syabriella 0 1 1 1 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 137. Vika Darudita 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 138. Winda Paramita Andini 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 139. Wiwid Handayani 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 0 140. Yolanda Ineke Putri 1 0 1 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 1


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Part II (Fill in the Blank)

No. Name of Students 21 22 23 24 25 26 27 28 29 301. Abie Wenang wijaya 0 0 1 1 1 1 0 1 0 02. Achmad Ridho A.S 1 0 0 1 1 0 1 1 1 13. Adi Mulyo Juliono 1 0 0 1 1 1 1 1 1 04. Agriane Astari 0 1 1 1 1 1 0 1 0 15. Ahmad Syarifudin 0 1 1 1 0 1 1 1 1 06. Ayu Safitri 0 0 1 1 1 1 1 1 1 17. Bambang Riski. H 1 1 1 1 1 0 0 1 0 08. Damar Gurendro 0 0 1 1 1 1 1 0 0 09. Dea Apriyani 0 1 1 1 1 1 0 0 1 110. Dede Sulaeman 0 0 1 1 1 1 1 0 0 011. Dena Ariesta P.S 0 1 1 0 1 1 1 0 1 112. Deni Nurdiansyah 1 0 1 1 1 0 1 1 0 013. Devi Ana Safitri 0 1 1 1 1 1 0 1 0 114. Eka Dwi Jayanti 0 0 1 1 1 1 1 1 0 015. Gietta Rizayanti 1 1 1 0 1 1 1 1 0 116. Ike Apriliyani 0 0 1 1 1 1 1 1 0 117. Indra Lesmana 1 1 1 1 0 0 1 1 0 018. Irfan Ramdani 0 1 1 0 1 1 1 0 0 019. Iwan Lubis 1 1 1 1 0 0 1 0 0 020. Kurniawan Haqqi. P 0 1 1 1 1 1 0 1 1 121. Mahrika Shella 0 0 1 1 1 1 1 1 0 022. Miranti Putri Nurcahya 0 1 1 1 1 1 0 1 0 023. Moh. Abdul Rahman 0 1 0 1 1 1 0 0 1 124. Muhamad Hakim 0 1 1 0 1 1 1 0 0 025. Muhamad Hartono 0 0 1 1 1 1 1 1 1 026. Muhamad Safarudin 0 1 1 1 0 1 1 1 0 027. Nadia Febriani 0 1 1 1 1 1 0 1 0 028. Nurhayati 0 1 1 1 1 0 1 1 1 0


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APPENDIX 4

INSTRUMENT OF INTERVIEW

1. Bagaimana pendapatmu tentang pelajaran bahasa Inggris? Apakah kamu

menyukainya?

2. Apakah kamu mempunyai jadwal khusus untuk belajar bahasa Inggris di rumah?

3. Selain buku teks bahasa inggris, apakah kamu mempunyai buku sumber yang

lainnya?

4. Apakah gurumu sering memberi latihan pelajaran Bahasa Inggris di kelas?

5. Apakah kamu dapat menangkap dan memahami penjelasan guru tentang materi

modal auxiliary can dan may ?

6. Apakah kamu menghadapi kesulitan dalam materi modal auxiliary can dan may ?

Dimana letak kesulitannya?

7. Dari soal yang telah diberikan, soal nomor berapa yang kamu anggap palling sulit?

kenapa?

8. Bagaimana pendapatmu tentang suasana belajar di kelas ketika guru sedang

menerangkan materi ini?


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APPENDIX 5

The Students Response to the Interview

No. Student 1 2 3 4 5 6 7 8

1. A Ya, sayasangat

menyukainya

Tidak Ya, akumempunyai

nya

Ya Ya, saya mengerti Kadang-kadang,didalam

penggunaannya

Yang no. 11 bingung pake can atau may

Asyik, seru, gurunyakadang kocak

2. B Ya, saya

menyukainya

Tidak,

hanya

belajar

sendiri

Tidak Ya Ya, saya mengerti Terkadang,kesulitannya di arti

No. 29, antara canand may

Terkadang anak-anak berisiksehingga guru tidakkonsen dalammengajar

3. C Ya Tidak Ya Ya Ya, sedikit Ya, sedikit.Kesulitannyafungsinya

Soal yang berkaitandengan jawabanmay, karena sulitmembedakanfungsinya dengancan

Kelasnya berisik jaditidak konsen

4. D Ya, suka Tidak Ya Ya Ya, sedikit

mengerti

Ya, sedikit No. 20 bingung pilihverb nya

Berisik dan ricuh

5. E Suka tapi

sulit

dimengerti

Tidak Ada Ya,

sering

Sedikit mengerti Ya, ketikamembedakan fungsimay permission dancan permission

Yang essay karenatidak ada pilihan

jawabannya

Ricuh karena banyakyang tidakmemperhatikan


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6. F Saya

menyukainya

Tidak Tidak

punya

Iya Sedikit mengerti Sedikit, di arti saja No.10 pilihan ganda Suasananyamenyenangkan

7. G Saya

menyukainya

Tidak Tidak

punya

Ya,

sering

Sedikit

lupa/sebagian saja

Sering, ketikamembedakan polite dan impolite nya

No 25, 29, 30.Karena bingung

jawabnya antara candan may

Suasananya cukupnyaman

8. H Kadang-

kadang

Tidak Tidak Sering Sedikit Iya No. 11, karenafungsi possibilitydimiliki oleh kedua

modal

Ngantuk

9. I Suka Tidak Tidak Sering

sekali

Lumayan Sepertinya tidak No.21 susahmembedakan apakahini polite /impolite

Kelas nya panas, berisik dan bikinngatuk

10. J Suka, sedikit

senang

Tidak Tidak Ya,

sering

Lumayan

memahami

Kurang memahami,kebanyakan arti danfungsi

No. 20 susahmenentukan verbnya

Sangatmenyenangkan danmudah dipahami tapi

berisik11. K Ya, suka Ya, saat

sore

Koran

bahasa

inggris

Ya Sedikit yang saya

mengerti

Ya, kebiasaan pakaito setelah can andmay

Semua essay Santai, banyak yangtertawa tapi

pengajarnya sabarsampai sayamengerti walaupunsedikit

12. L Ya, sangat

suka

Ya, ada Ya, saya

punya

Sering Mengerti,

tergantung guru

yang mengajarnya

Kadang-kadang,

fungsi dari mayhampir sama dengancan

No. 2, 3, 5, dan 10

juga essay.

Sangat berisik

karena anak lakinyatidak bisa menjagaomongan.

13. M Kadang suka

kadanga

tidak

Tidak Ada Ya,

sering

Sedikit mengerti Ya, fungsi nya banyak banget

Yang berkaitandengan fungsi

permission, possibility dari can&may, karena gak

Berisik, jadi tidakkonsen belajar


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bisa bedainnya14. N Ya, suka kok. Tidak Ada Ya,

sering

sekali

Sedikit mengerti Ya, gak afal artinya Cukup mudah semuasoalnya

Agak berisik tapimasih bisakonsentrasi

15. O Iya, suka Tidak Tidak Iya,

sering

Iya Iya, gak bisa bedainfungsinya masing-masing

No. 27, 10, dan 15 Tidak nyamankarena berisik

16. P Ya Enggak Ya Ya,

sering

Kadang-kadang Ya, permission dan possibility nya ada didua-duanya, can danmay jadi bingung.

No. 1,4,2,5,3 Berisik, jadi tidak bisa menngkap ilmuyang diberikan guru

17. Q Kadang suka

kadang tidak

Tidak Ya Sering Sedikit Tidak begitumengerti

Tidak ada Ricuh

18. R Terkadang Tidak ada Ada Sering Sedikit Tidak begitu, penggunaannya.

Tidak ada yang sulit,mudah semua

Terkadang rame

19. S Saya senang Tidak ada Ya sering

asna widadi new

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