CHAPTER I
INTRODUCTION
A. The Background of Problem
Human being is the social creature that cannot live individually. He or she needs the other fellow human being in order that he or she is able to communicate one another. The communication between or among human beings in the smallest form is a family, and the communication in the biggest form is a nation. In communication, they absolutely need the instrument, and the instrument for communication is of course language. According to D J Murthy (2003: introduction) describes “language as a matter of common knowledge, is the medium of communication through which we express our emotions, ideas, feeling, and thoughts to our fellow people”.
The writer is of the opinion that language has the central role in all aspects of life such as, economy, politics, social, culture, and many other not to mention here. Therefore, language always exits wherever human being exists. But language will change and develop through time. Basically, all languages are equal having a function to express feelings, ideas, and thoughts between or among human beings. The thing that is differing is the rules and pronunciation of language. There is no two language are equal in this world. The one language must be different from the other language. (http://www.unixl.com/dir/education/languages/language definition/, 2008) defines
"a language is considered to be a system of communicating with other people using sounds, symbols, and words in expressing a meaning, idea or thought". From this quotation, there are two aspects namely, language as the tool for communication and language as the tool for expressing self. The writer thinks there are many differences of both. Such as language for expressing self is it is firstly used by children when they express their emotion or will to their parents. And when they are being adult, they will use language not just for expressing self but more for communication. The other example, a writer expresses an idea or thought in writing, he never thinks who will read and never thinks do they understand or not. In communication, language is more then only a expressing self because communication will be not perfect or not be understood if it can not be understood by the other people. So that when the people use language for communication, they have to effort what they mean is understood by the other, whether ir from speaking or expressing of body language. Meanwhile, Fromkin (1999:21) states:
A number of facts pertaining to all languages can now be stated:
1. Wherever human exits language exits.
2. There are no primitive languages-all languages are equally complex and equally capable of expressing any ideas in the universe. The vocabulary of any language can be expanded to include new words for new concept.
3. All languages change through time.
They are many people disagree with saying that language is an one tool for communication because sometimes, there are two persons communicate by certain way that was be agree together such as, the pictures, vapor of fire, sound of something etc. But here, they also must agree if those tools are compared by language, so those tools are weaker. Language gives bigger chance or possibility and complex then those tools. Language must be sound of people not only a sound, and sound it’s self must gives symbol or meaning. In daily communication, one of most used is language whether in speaking or writing. And generally, language consists of two aspects. Those are firstly vocal that created by sound of people and secondly meaning that is correlation between sound of vocal sound with thing or thing of changer.
Language has the essential role in life. Except for communication it also helps development of life such as, the medium of development of science and technology, the medium of development of culture’s structure, etc. And factually, every languages has position, function and double roles those are as the root and culture product that includes function for thought’s medium and function for the science and technology development.
Language varieties in the world are so enormous. That can be seen such as, Arabic, French, Indonesian, English, and some others not to mention here with the language varieties. But there is one language that turns into a famous language for international communication that language is well-known as English. Although English as an international language, there are merely some nations that have made it as a official or formal language for their countries. Fromkin (1999: 401) declares that English has exported to number of countries where it became the national language, including the United States, large part of Canada, Australia, and New Zealand. Based on the fact above, there are some nations the people of which cannot understand or even speak English fluently, including Indonesia.
In Indonesia, English as a foreign language not second language. So, to study English is difficult enough more over for the beginners who have just known about English. Having understood necessity of English as an international language, our government cannot keep on being silent. They are continuously making an effort to better the education of English through improving the four skills that should be mastered by the students: listening, speaking, reading, and writing. Those skills are very important and preferable in studying language.
Besides the four language skills above that should be mastered by the students, there are also the language elements (grammar, vocabulary, pronunciation, and writing). The ability in language elements is considered to support the ability in language skills. Based on the fact, the writer will focus on grammar in the research, especially about adverbs. It caused by the writer is sure that many the students do not know or still do not catch on English adverbs. It is especially about adverbs position. Basically, the adverbs positions are at the beginning, at the middle, and at the end of sentence or clause. Swan (1996:20) states that three normal positions for adverbs: initial position (at the beginning of a clause), mid-position (with the verb), and end position (at the end of a clause).
The students perhaps know about kinds of adverb. But, they also perhaps do not know how to put it well in sentences. Even when they are commanded to translate the Indonesian sentences into English, because the adverbs in Indonesian and English language are rather different. To make clear, see the example given by the writer bellow:
1. Dengan baiknya dia berbicara bahasa Inggris.
2. Kemarin itu saya berada di rumah.
3. Pernahkah kamu mencintai saya.
4. Saya tidak pernah pergi ke Bali.
Some students might translate three sentences above with correct position of adverb as follows:
1. With well he or she speaks English.
2. That yesterday I was at home.
3. Ever do you love me?
4. I do not ever go to Bali.
Whereas, the good translation of the sentences above as follows:
1. He or she speaks English well.
2. Yesterday, I was at home/I was at home yesterday.
3. Have you ever loved me?
4. I never go to Bali.
For the first sentence, the adverb cannot be moved to beginning or middle of sentence. Just for clearly, if it is written “well, he or she speaks English” (baik, dia berbicara bahasa inggris) and “he or she speaks well English”(dia berbicara bahasa inggris yang baik), the both sentences have different meaning from the meaning that meant. And for the second sentence, the adverb only has two functions as being seen above. And for the adverb in the last sentence, it only has one position that is at the middle.
SMP N 2 CIAWIGEBANG KUNINGAN is one of the Junior High Schools in Ciawigebang, Kuningan regency. There are twelve classes used in the process of teaching and learning. Based on pre-observation towards the real condition of instructional process, the researcher finds that the eighth year students have problems in learning English. In this case, they have difficulties in comprehending the language features of adverbs, particularly in adverbs position.
Based on the explanation above about the students’ difficulties in comprehending the language features of adverbs, particularly in adverbs position, the researcher really goes in for doing research and writes a thesis entitled “THE INFLUENCE OF THE STUDENTS' KNOWLEDGE OF ADVERBS ON THEIR COMPETENCE IN MAKING SENTENCES AT EIGHTH GRADE OF JUNIOR HIGH SCHOOL OF SMP N 2 CIAWIGEBANG KUNINGAN”.
B. The Identifications of Research
The identification of the problem in this thesis is made up of three parts:
1. The Field of Research
In the identification of the problem, the writer shows that the field of this research is grammar and the kind of the problem is about the students’ knowledge of adverbs and their competence in making sentences at eighth grade of SMP N 2 Ciawigebang Kuningan.
2. The Approach of Research
The approach of research in this thesis uses quantitative approach. It means that the data obtained are presented by numbers and then interpreted by using statistical analysis.
3. The Main Problem
The main problem in this thesis is the students’ difficulties in comprehending the language features of adverbs, particularly in adverbs position in sentences.
C. The Limitation of Problem.
The limitation of the problem in this research is about the influence of the students’ knowledge of adverbs on their competence in making sentences.
Then, the writer is of the opinion that is urgent to explain the terms used:
1. Adverbs
Frank(1972:141) clarifies that adverb range in meaning from words having a strong a lexical content (those that describe the action of verb, or those indicate such meanings as time and place) to those are used merely for emphasis. The writer is of the opinion that an adverb can modify a verb, an adjective or a clause. But here the writer limited the problem is just for adverbs of manner, place, time, and frequency. More precisely by indicators : kinds and positions of adverb. It caused by the material of junior high school of SMP N 2 Ciawigebang, Kuningan
2. Making sentences
Hurford and Heasly (1989:16) defines that a sentence is neither a physical event nor a physical object. It is absolutely, a string of words put together by the grammatical rules of a language. The writer is of the opinion that sentence is a group of words that at least has a subject and a predicate that giving complete meaning. He limited the sentences is about simple sentence by indicators of present and past tenses. And it consists of declarative, interrogative, imperative, and exclamatory.
D. The Questions of Research
Based on the problem of the research mentioned above, some questions that can be shown up are as follows:
1. How is the students’ knowledge of adverbs?
2. How is the students’ competence in making sentences?
3. Is there any influence of the students’ knowledge of adverbs on their competence in making sentences?
E. The Aims of Research
The aims of the research are as follows:
1. To describe the students’ knowledge of adverbs.
2. To describe the students’ competence in making sentences.
3. To describe the influence of students' knowledge of adverbs on their competence in making sentences.
F. The Framework of Thinking
Generally, the students assume that learning English until be able to speak, they should have enough vocabulary. Having enough vocabulary is good, but it is just learning for nothing without supporting by knowledge of grammar, because grammar has the important role in language. Without good grammar, the spoken language or the written language will be difficult to understand. So, whenever human being speaks, write or translates the other say there must be grammar. And wherever language exists, grammar exists. As Greenbaum (1994:1-2) clarifies that grammar is the central component of language. It mediates between the system of sounds of written symbols, on the one hand, and the system of meaning. Meanwhile D J Murthy (2003: introduction) sates:
Grammar is a systematic study of scientific method which provides information and guidance necessary to learn a language. The science of grammar teaches us how language is spoken and written correctly and effectively so, it can be said the grammar is primarily concerned with the formation and classification of words and sentences and their practical significance in daily life.
In English there are many part of grammar that should know by the students, more over in writing. To get the excellent result in writing test, the student should understand grammar firstly. And the one of the English grammar is adverbs. It is also one of the writing skills. The adverbs become outstanding problem for the students of junior high schools when they write sentences in English. It is caused by English adverb has different position with depending on sentence form its self. Basically, there are many adverbs in English. As Thomson and Martinet (1995:47) clarify that many adverbs in English such as, adverbs of Manner: bravely, fast, happily, etc. Place: by, down, near, etc. Time: Now, soon, still etc. Frequency: always, never, occasionally, etc. Sentence: certainly, definitely, luckily, etc. Interrogative: when?, where?, why?, etc. Relative : when, where, why, etc.
An adverb can modify a verb, an adjective, a phrase or a clause. It is the function of an adverb. In the other word, an adverb has function as a complement in sentence. Based on the fact above, besides the students know about adverbs, they also have to know about sentence. Especially, they have to know about the form or the types of sentence.
In English, there are some forms or types of sentence such as, declarative, interrogative, imperative, and exclamatory. They have different character in putting adverbs. For example:
1. Declarative sentence : I am happy now./Now, I am happy.
2. Interrogative sentence : Where does he live?
3. Imperative sentence : Sit down please!
4. Exclamatory sentence : How slowly it runs!
The difference of the adverbs position in above sentences is absolutely depend on the form or types of sentences its selves. In this case, the students who have knowledge of adverbs and their competence in making sentences, they will be able to write or to understand above sentences correctly.
From the statement above, the writer would like to do the research about the influence of the students’ knowledge of adverbs on their competence in making sentences.
CHAPTER II
THE THEORETICAL FOUNDATION
A. The Description of Knowledge
”Knowledge is defined (Oxford English Dictionary) variously as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness". (ne.wikipedia.org/wiki/Knowledge: October 4 2008).
Meanwhile (http://www.anu.edu.au/people/Roger.Clarke/SOS/Know.html: October 4 2008) defines "knowledge is a complex of several related ideas". And http://www.merriam-webster.com/dictionary/knowledge describes "Knowledge applies to facts or ideas acquired by study, investigation, observation, or experience".
Based on the definition above, the knowledge comes from experience or education to a person and it more to be skill and something related thinking.
B. The Description of adverb
1. The Definition of adverb
In learning English, there are many aspects that have to know by the students. It is not only four skills but also grammar. The knowledge of grammar is very important for all students or learner of language especially in English. As Suryadi Junaedi (2007:1) describes that grammar is:
a. Ilmu yang mengajarkan kepada kita bagaimana cara membaca, berbicara dan menulis bahasa Inggris dengan baik dan benar. (The science teaches us how to read, to speak, and to write English well.)
b. Bagan dari aturan-aturan untuk berbicara atau menuylis bahasa tertentu. (The structure of the rules to speak or to write the certain language.)
Based on the describing above, grammar is main point in learning language. Adverb it’s self is one of grammar parts, so that the students must know about it well. Basically, the students always get trouble in learning adverb especially when they distinguish between adverb and adjective, more over for the students of junior high school. Before the writer discuss adverb deeply, the writer will gives some definitions according to the experts’ opinion as follows:
a. As (Raymond Murphy 1987:192) says that an adverb tells us more about a verb. An adverb tells us in what way someone does something or in what way something happens.
b. (Sedney Greenbaum and Randolph Quirk 1987:125) clarify "adverb has characteristics of morphological; the majority of adverbs have the derivational suffix-ly".
c. ( Hilman Fariz Mukti 2004:9) describes "adverb adalah kata yang digunakan untuk menerangkan bagian-bagian dari tata bahasa, kecuali kata benda atau kata ganti". (Adverb is a word that used to describes parts of language except noun and pronoun.)
d. (Fauziah Nuryati 2003:111) defines "adverb adalah kata-kata yang berfungsi untuk menjelaskan kata-kata yang bukan noun terutama verb". (Adverb is a word that has function to clarify the words not noun but verb).
e. ( Suryadi Junaedi 2007:129) defines "adverb adalah kata keterangan yang menjelaskan bagaimana caranya, dimana dan kapan terjadinya suatu pristiwa atau perbuatan dan bagaimana itu dilakukan atau terjadi".(The adverb is explains how, where, and when the something happens and how it to do).
f. (Surayin 2004:220) defines "adverb adalah kata atau kelompok kata yang menggambarkan atu menambahkan arti sebuah kata kerja kata sifat, kata keterangan lain atau seluruh kalimat". (Adverb is a word or group of words that describe or add the meaning to verb, adjective, another adverb or sentence.)
g. (A S Hornby 1995:18) defines "adverb is a word that adds more information about place, time, circumstance, manner, cause, degree, etc to a verb, an adjective, a phrase, or another adverb".
h. (Michael Strumpf and Auriel Donglas :125) describes that adverbs are words that modify verbs, adjective, or other adverbs.
i. (D J Murthy 2003:8) defines "adverb is a word to modify a verb, an adjective or another adverb or a word uses to explain how, when, and why an action is performed is known as an adverb".
j. Victoria Neufeldt and David B. guralnik (1989:19) define "adverb is word used generally to modify a verb, an adjective, or a clause, etc. English adverbs often end in - ly (ex: fast, carefully, then)".
From the definitions above, the writer has conclusion that adverb is a word that modifies a verb, an adjective, a phrase, another adverb or sentence in way how, how often, where, and when. As the following examples:
• They go by car. (How) the adverb by car here is explains about how they go.
• We always go to school by motorcycle. (How often) the adverb always here is explains about how often we go.
• I will come to your home tomorrow. (When) the adverb tomorrow here is explains about when I will come.
• He studies English at STAIN campus. (Where) the adverb at STAIN campus, it explains about where he studies.
2. The Function of adverbs
Back to the definitions above that adverb can modify:
a. It can modify verb. For examples:
- They work hard.
- He studied English yesterday
- She spoke English fluently in my home yesterday
All the adverbs in the sentences above explain the verbs that got in those sentences. The adverb that modify verb, it tells us about how, when, and where something happens.
b. It can modify adjective. For examples:
- He is very lazy
- She is very beautiful
- It’s now too hot to play tennis
c. It can modify another adverb. For examples:
- She sings very well.
- They run very fast.
- I speak very slowly.
d. It can modify a phrase. For example:
- He is such a fool.
- She has a bit of shock.
- It was rather a mess.
e. It can modify sentence. For example:
- Fortunately, the boy threw the ball quickly.
- Yesterday, we submitted the report to the committee.
- Obviously, they will not finish on time.
3. The Kinds of adverbs
There are many adverbs in English, as the writer takes some quotations from some books as follows:
According to D J Murthy (2003:165) mentions:
Kinds of adverbs: adverbs are divided into eight kinds on the basis of their use:
1. adverb of manner
2. adverb of place
3. adverb of time
4. adverb of frequency
5. adverb of certainly
6. adverb of degree
7. interrogative adverb
8. relative adverb
Meanwhile, Fuad Masud (1998:119) says that adverbs are adverb of manner, adverb of place and direction, adverb of time, adverb of degree, adverb of frequency, adverb of quantity, interrogative adverb, and relative adverb. The kinds of adverbs that mentioned by the experts all above is right, because they same to explain the adverb and it supported the students or the learners English to know well about adverb. But here, the writer would like to discuss only about adverb of manner, adverb of place, adverb of time, and adverb of frequency. And the explanation as follows:
According to D J Murthy (2003:165) describes that:
a. Adverb of manner: an adverb used to show how an action is done.
Such as: Quickly Bravely
Happily Hard
Well Fast
Ex:
- They lived happily.
- She speaks well.
- They run slowly.
b. Adverb of place: an adverb used to show where an action is done.
Such as: There Near
Here Around
Upstairs Out of the window
Ex:
- I went there.
- Please come here!
- Tommy is here.
c. Adverb of time: an adverb used to show when an action is done.
Such as: Today Yesterday
Tomorrow Finally
Now Soon
Ex:
- My father is not at home now.
- She will come here soon.
- Finally, I find her.
d. Adverb of frequency: an adverb used to show how often an action is done.
Such as: Often Twice
Three times Always
Usually Never
Ex:
- I never go to the movie.
- Budy eats three times a day.
- He is never here.
4. The Position of adverbs
Generally, there are three positions for all adverbs; initial position, mid-position, and end position. But here the writer would like to present the position of adverb which depend on the kinds of adverbs its selves.
a. Adverb of manner
According to A. J. Thomson and A. V. Martinet (1995:52) explains that position of adverb of manner as Follows:
1) Adverb of manner comes after the verb.
- She danced beautifully
- Ita walked slowly.
2) When the sentence has verb + preposition + object, the adverb can be either before the proposition or after the object.
- He looked at me suspiciously
- He looked suspiciously at me.
3) Similarly with verb + object sentences the length of the object effects the position of adverb.
- They secretly decided to leave the town.
- He angrily denied that he had stolen the documents.
b. Adverb of place
According to Suryadi Junaeda (2007:136) explains that the position of adverb of place as follows:
1) Diletakan sesudah verb. ( it can be putted after verb)
- He went outside.
- They went there.
2) Diletakan sesudah object. (it can be putted after object)
- I put the picture on the wall.
- They found it here.
3) Sesudah adverb of manner jika ada. (after adverb of manner if there is)
- They paled well there.
- He kept himself quietly in his room.
4) Kadang-kadang diletakan diawal kalimat. (sometimes putted at the initial of sentence)
- Here he studies English.
- At the concert ball she played the violin very well.
c. Adverb of time
According to Marcella Frank (1972:148) describes that adverb of time has position as follows:
1) Final position or putted at the end of sentence.
- She will come tomorrow.
- Let’s do it now.
2) Initial position
- Today I will go to Jakarta.
- Yesterday they came.
3) Mid-position for some adverbs of time such as, already, just, now, soon etc.
- We are just arrived.
- She will soon be here.
d. Adverb of frequency
According to Suryadi Junaeda (2007:138) describes that position of adverb of frequency as follows:
1) Diletakan sesudah adverb. (it can be putted after to be)
- He always in time for meal.
- They are sometimes very lazy.
2) Sebelum atau sesudah kata kerja (before or after the verb).
- We seldom visit our teacher.
- I complain continually.
3) Sesudah object (after the object).
- She visits me regularly.
- We shout them repeatedly.
4) Sesudah auxiliary (after auxiliry0.
- He has never gone to Bali.
- I have often been told not to do that.
For all the positions of adverb are only three position. The positions are initial-, mid-, and end. As Martin Hawings (2002:90) clarifies that front position is before the subject, mid position is between subject and verb, or immediately after be as a main verb, and end position is after the verb.
According to http://ryfdnet.wordspress.com/2007/12/26/adverbs-positin-details/ explains that position of adverb as follows:
o Adverb of manner most often at the end of clause, especially if the adverb is important to the meaning of the verb and can not be left out. Adverb in-ly can go in mid-position if the adverb is not the main focus of the message.
o Adverb of place has the position: at the end of clause and initial position is also possible, especially in literary writing and if the adverb is not main focus of the message. Here and there often begin clauses. Note the word order in here/there is, here come and there goes. Hare/there+verb+subject for example: here comes your bus/there is Alice. But for pronoun subject, come directly after here/there, for example: here it comes.
o Adverb of time has the position; mostly in end position, initial position is also common if the adverb is not the main focus of the message. Some can go in mid –position.
o Adverb of frequency, adverbs of indefinite frequency (often, ever, etc.) go in mid-position. Finally, eventually, already, soon, and last can also go in mid-position but still and just only go in mid-position. When adverbs come before not, they may also come before the first auxiliary verb; they always come before do.
C. The Description of Competence
"Kompetensi merupakan pengetahuan, ketrampilan, dan kemampuan yang berhubungan dengan pekerjaan, serta kemampuan yang dibutuhkan untuk pekerjaan-pekerjaan non-rutin".. (Competence is the knowledge, the skill, and the ability that relates with routines and non- routines of job.) (http://www.jakartaconsulting.com/art-07-03.htm : October 5 2008).
Meanwhile http://encarta.msn.com/dictionary_1861599121/competence.html defines "Competence: the ability to do something well, measured against a standard, especially ability acquired through experience or training".
Based on the definition above, it can be concluded that competence is the ability to do something based on the certain knowledge or experience.
D. The Description of Sentence
1. Definition of sentence
Many people think of language uses for communication whether in speech or in writing. The communication in speech or in writing normally, always uses the sentence. Generally, sentence is the tool or the way to send the message or to express whatever in thought. So, the competence to understand or to interpret the sentence is a must. And the good interpretation or understanding to the sentence, at least have to know about the sentence its self and types of sentence. Here the writer would like to present some definitions of sentence according to experts, as follows:
a. D J Murthy (2003:221) defines sentence is a group of words which makes complete sense.
b. Sedney Greenbaum (1994:12) describes that sentence can be indicated by (1). Usually end with a question mark, and (2). Capital letters are used for names, and full stops are used for abbreviations.
c. A S Hornby (1995:1071) defines sentence is a set of words expressing a statement, a question, or a command.
d. And according to Kamus Besar Indonesia (1981: 762) sentence is (in Indonesia means kalimat) is
1. kesatuan ujar yang mengungkapkan suatu konsaep fikiran dan perasaan;
2. perkataan;
3. satuan bahasa yang secara realatif berdiri sendiri, mempunyai pola intonasi final dan secrara actual ataupun potensial terdiri atas klausa
.
1. The unit of utterance expressing a concept of thought and feeling;
2. Utterance;
3. Unit of language relatively standing alone having final pattern of intonation and actually or potentially of clause.
e. Victoria Neufeldt and David B. guralnik (1989:1223) define :
Sentence is a word or a grup of syntactically related words that states, asks, commands, or exclaims something; conventional unit of connected speech or writing, usually containing a subject and a predicate: in writing, a sentence begins with a capital letter and concludes with an end mark (period, question mark, etc.), and in speech a sentence begins following a silence and concludes with any of various final pitches and a terminal juncture.
From the explanation above, the writer is opinion that sentence is a group of words expressing the statement or question and containing subject and verb at least, and giving a complete thought, for example:
Budi is writing a letter now.
Generally, sentences can be divided into three kinds, here are the names the three kinds of sentence:
1. Simple sentence is a sentence which has only one subject and one predicate.
2. Compound sentence is a sentence composed of two more coordinate clause.
3. Complex sentence is a sentence that consist of clause one or some of which is dependent and should be grouped into other clause.
2. The Sentence Types
The sentence type is talking about sentence according to the function. Every sentence can be one of four categories, depending on the intentions of the speaker or writer and the manner of expression. Michael Strumpf and Auriel Douglas (-- :295) classify sentence can be declarative, interrogative, imperative, and exclamatory.
a. Declarative sentence makes a statement of fact or possibility and it usually ends with period. For examples:
- My name is Eric.
- We may never see each again.
- I did not order the food.
In declarative sentence, it may positive or negative statement.
b. Interrogative sentence asks a question and it usually ends with question mark. For examples:
- What happened at the Club?
- Where did you go yesterday?
- When will our father come?
c. Imperative sentence makes a request or gives a command and it usually ends with periods or exclamation mark depend on the urgency of the command or request. For examples:
- Take your shoes off!
- Do not talk so loudly.
- Bring me the paper, please.
d. Exclamatory sentence expresses a thought with strong emotion and it usually ends with exclamation mark. For examples:
- How wonderful that mountain!
- Very good!
- What beautiful you are now!
E. The Influence of Knowledge of Adverbs toward Making Sentences
In this case, the will present or explain the influence of knowledge of adverbs on the competence in making sentences. Because when the sentence contains an adverb, the adverb may in effect identify a structural position allowing the position of the argument to be determined. And here, the writer limits the discussion of sentence only in simple and practice in the types of simple sentence.
1. Declarative sentence
Furthermore, the writer is of the opinion that most of declarative sentences have an adverb, whether adverbs of manner, place, time, and frequency. Based on the formula or the structure of declarative sentence in simple sentence is having one subject and predicate but in complete meaning. For example:
They speak English.
You are always good.
There are many position of adverbs if putted in declarative sentence that according to kinds of adverbs its selves.
a. Adverb of manner
As the writer describes before, that adverb of manner always in the end of sentence or comes after verb. The examples bellow:
- They speak English well.
- They speak well.
The adverb “well” above cannot be moved to the other positions such as:
- Well they speak English.
- They speak well English.
b. Adverb of place
Adverb of place has two positions are in mid- and end position. The example bellow:
- They speak English in the school.
- In the school they speak English.
The adverb of place “in school’ in the sentences above, can not be placed freely. Such as:
- They in the school speak English.
- They speak in the school English.
c. Adverb of time
Adverb of time usually has the initial or the end position of sentence. For the examples:
- They speak English yesterday.
- Yesterday they speak English.
The adverb of time above cannot be in the other position. Such as:
- They yesterday speak English.
- They speak yesterday English.
d. Adverb of frequency
Adverb of frequency in declarative sentence always has the mid position. For the examples:
- They often speak English.
- They never speak English.
2. Interrogative sentence
Generally, the interrogative sentence in simple sentence just adds the auxiliary or modal in the initial sentence. For the example:
They speak English. It will be “do they speak English?”
They are student. It will be “are they students?”
Placing adverb in interrogative sentence, it is always in the end of sentence whether adverbs of manner, place, time, and frequency. For the examples:
- Do they speak English well? ( it is question for the adverb of manner “well”
- Are they the student here? ( it is question for the adverb of place “here”)
- Do they speak English yesterday? (it is question for the adverb of time “yesterday”)
For adverb of frequency, it always be placed after the subject of sentence. For the example:
- Do they often speak English?
3. Imperative sentence
In this type of sentence, the adverbs always in the end of sentence. For the examples;
- Speak English well, please!
- Give me my pen now!
- Put your hand on the table!
- Don’t go anyway!
For adverb of frequency, it always comes after the interrogative word. For the example:
- Don’t often play!
- Don’t always here!
4. Exclamatory sentence
In exclamatory sentences, there are only two adverbs that usually use. There are adverb of place and adverb of time. For the examples:
- What nice here. (It is adverb of place)
- What beautiful you are now. (It is adverb of time).
The writer is of opinion, knowledge of all explanation above is very essential for the students especially for junior high school. Because, sometimes they same the Indonesian sentences into English sentences. This statement is really done when they are given the Indonesian sentences and translated into English. In fact, they do not position of adverbs appropriate with adverbs position of English correctly but they put adverb as the structure of Indonesian sentences. Absolutely, it is a challenge for the English teachers to give information much about adverbs.
CHAPTER III
THE METHODOLOGY OF RESEARCH
A. The Determination of Data
In determination the data, the writer used the empirical method to get all the writer need for the research. Based on this case, the writer made the determinations of data as follows:
1. The Kinds of Data
The kind of data in this research is about the students' knowledge of adverbs on their competence in making sentences.
2. The Resources of Data
In this research, the writer used the sources of data as follows:
a) The theoretical data
The theoretical data are got from some books and other literatures. Which are related to the title of this thesis as references.
b) The empirical data
To obtain these data, the writer visited and observed SMP N 2 Ciawigebang Kuningan. With the help of the English teacher, he gave a set of assessment test and interviewed the headmaster, the teachers, the staffs of administration, and the students of the school that to be population.
B. The Population and Sample
1. Population
Djojosuroto (2004:93) defines that populasi adalah keseluruhan unit yang akan diselidiki karakteristiknya atau cirinya. (Population is the entire numbers of unit that will be searched its characteristics and features). The population of this research is all the students of eighth grade at junior high school of SMP N 2 Ciawigebang, Kuningan, West Java. Its number is 150 students divided into 4 classes.
The students who become population consist of 150 students.
2. Sample
According to Sugiono (2007:118) defines “Sampel adalah bagian dari jumlah dan karakteristik yang dimiliki oleh populasi.” (Sample is the part of number and characteristics which had by population). Meanwhile, Subana (2005:116) argues that:
cara sampling cocok dilakukan bila sesuai dengan hal-hal seperti;
1. kehomogenan populasi terlihat jelas
2. kondisi populasinya tidak mempunyai batas;
3. untuk menghemat waktu dan tempat;
4. beresiko merugikan subjek.
The way of sampling is suitably done if it correlates to things as follows:
1. Homogeneity of sampling is clearly seen
2. the condition of the population is unlimited
3. in order to economize the time and cost
4. it is risky to lose the subject researched
In this research, sample is also as population, so this research is population research. As Suharsimi Arikunto (1992:108) describes” Untuk sekedar ancer-ancer maka apabila subyeknya kurang dari 100 lebih baiak diambil semua, sehingga merupakan penelitian populasi. Selanjutnya apabila subyeknya lebih dari 100 akan diambil 10% - 15% atau 20% - 25%”.. (just for estimation, if the subject less than 100, it is better take all so, it is the research of population. Then, if the subject more than 100, so it can be taken 10%, 15%, or 20%, 25%. Here the writer took 25% to be sample of population that is 40 Students and it done through random sampling technique. It is because the writer considers that the population is homogeneous and it would be better to take this kind of technique for this population. According to suryabrata (1983:37) clarifies that "jika populasi subjek homogen secara sempurna, besar sample tidak mempengaruhi taraf representative sample, untuk populasi yang demikian itu sampelnya cukup kecil saja." If the subject of population is completely homogeneous, the big sample does not affect the level of representative sample, for such a population the sample is just small.
C. The Place and Time of Research
In this research, the writer used the place and time as follows:
1. Place
The place of the research is SMP N 2 Ciawigebang, it is located at Jl. Sukadana No.12 Ciawigebang, Kuningan. The researcher choose the eighth grade of the students of SMP N 2.
2. Time
The time that used in this research is as the time in the research’s SK of campus as long two months that from 4th August to 4th October 2008.
D. The Method of the Research
The method for this research is quantitative method. According to John. W. Creswell (1994: 117) describes that a quantitative or numeric description of some fraction of the population-the sample- through the data collection process of asking questions of people. It means that the data obtained in particular forms of influence are presented by numbers, consequently, they can be measured and interpreted by means of using statistical analysis, especially by formula of product moment. But basically, all the research has the same target. As furthermore John W. Creswell (1994:3) clarifies “in a general sense, however, all research is oriented toward one or both of two ends: the extension of knowledge and the solution of problem. And here, the writer reaches the problem with quantitative method that for seeking the influence of the students’ knowledge of adverbs on their competence in making sentences.
E. The Variable of Research
According to Suharsimi Arikunto (2002:96) defines that Variabel penelitian adalah objek penelitian atau apa yang menjadi titik perhatian suatu penelitian. (Variable is the research object or what will be source of research.). In this research there are two (2) variables; these are independent variable or effecting variable (X) and dependent variable (Y) in the research title “The Influence of The Students’ Knowledge of Adverbs on their Competence in Making Sentences at SMP N 2 Ciawigebang, kuningan.”
From the title above, it can be known that the research reflects a case of causality.
X Y
Where:
X = The students’ knowledge of adverbs
Y = The students’ competence in making sentences
= The influence X to Y
F. The Technique of Collecting Data
In collecting data, the writer used the various techniques namely:
1. Observation
According to H. D. Sudjana(1992 :238) “Observasi adalah kegiatan mempelajari sesuatu gejala dan peristiwa melalui upaya melihat, mancatat data, mengamati atau mencari informasi secara sistematis”. (Observation is the activity to analyze the phenomena by seeing, writing data, or seeking information systematically). In this case, the writer visited the eighth grade at the junior high school 2 on Jl. Sukadana, Ciawigwbang, Kuningan, West Java. To observe directly about the reality of the field such as the process of teaching and learning English, the condition of teachers and the students, the facilities posed by the school as well. It is purposed to get the objective condition.
2. Test
Subana (2005:28) defines that tes adalah serangkaian pertanyaan atau latihan yang digunakan untuk mengukur keterampilan, pengetahuan, intelegensi, atau bakat yang dimliki individu atau kelompok. (Test is the set of the questions or exercises that is used to measure the skills, the knowledge, the intelligence, or the talent of individual or group).
The writer provides some exercises list in order to know students’ ability in using English adverbs. The exercises are adverbs test and writing test. It is done to get the data of research.
3. Inteview
As Sumantri (2006:32) clarifies that tehnik wawancara adalah tehnik pengumpulan data dari responden dengan menggunakan pedoman atau skedul wawancara, baik langsung maupun tidak langsung. (Interview technique is the technique of data collecting from respondents or interviewee by the rules of interview, whether directly/pace to pace or not directly/by telephone). To interview directly about the reality of the field such as the process of teaching and learning English, the condition of teachers and the students, the facilities posed by the school as well. It is purposed to get the objective condition.
G. The Technique of Analyzing Data
In analyzing the data, the writer used the technique of calculation, which is in harmony with the main point of this research mainly to analyze about influence. As a result, the writer carried out the calculation of statistic correlation or influence in order that he was capable of counting this calculation well. He tried to analyze the data by formula bellow:
Where:
rxy = Angka indeks korelasi “r” product moment
N = Jumlah responden (number of resfondents)
XY = Jumlah perkalian antara skor X dan skor Y(the score between X and Y)
X = Jumlah seharusnya skor (the value of the score)
Y = Jumlah seluruh skor (the value of all score)
(Anas Sudijono, 1990:191)
For interpreting the influence, the writer takes the standard correlation/influence from sudijono:
Table 1
Interpretation of table "R" product moment
Besarnya nilai "r'
Value of "r" Interpretasi
Interpretation
0.00-0.20 Antara variable x dan y memang terdapat korelasi, akan tetapi korelasi itu sangat lemah atau sangat rendah sehingga korelasi itu diabaikan (dianggap tidak ada korelasi antara vaiabel x dan variable y) Between x variable and y variable there is a correlation is neglected (it is considered that there is no correlation between x variable and y variable).
0.20-0.40 Antara variable x dan variable y terdapat korelasi yang lemah atau rendah. Between x variable and y variable there is a week or low correlation.
0.40-0.70 Antara variable x dan variable y terdapat korelasi yang sedang atau cukup. Between x variable and y variable there is an enough or sufficient correlation.
0.70-0.90 Antara variable x dan variable y terdapat korelasi yangh kuat atau tinggi. Between x variable and y variable there is strong or high correlation.
0.90-1.00 Antara variable x dan variable y terdapat korelasi yang sangat kuat atau sangat tinggi. Between x variable and y variable there is a very strong or very high correlation.
(Sudijono, 2001:180)
Then, after finding "r" to know the significant of influence, the writer used the formulation by Iqbal as Follow:
DC: r x 100%
Iqbal (2005:256)
H. The Hypotheses of the Research
After doing the research as long as two months, factually the writer has been found that there is positive influence of the students' knowledge of adverbs on their competence in making sentences.
CAHPTER IV
THE OBJECTIVE CONDITION AND RESEARCH FINDING
A. The Objective Condition
1. The Objective Condition of SMP N 2 Ciawigebang
SMP N 2 Ciawigebang is located in Sukadana village exactly between the village of Cigarukgak and Sukadana. This school is pioneered and founded by Drs. Dio prayogo and Drs. Kamiludin in 1992
Before becoming the enough big school or to be standard like the other, it only built in rooms simply and it has position as SMP N 3 of Ciawigebang and then it became SMP N 2 in 2002.
Table 2
The names of headmasters of SMP N 2 Ciawigebang
No Name of Headmasters Years
1.
2.
3. Drs. Muhidin Absor
Drs. Hj. Latifah, M. Pd.
Kurniawan, S.Pd. 1992
2000
2007-sekarang/now
The same those of other schools, SMP N 2 Ciawigebang also has vision, mission, and strategy to run the process of enhancing human resource:
a. Vision of SMP N 2 Ciawigebang
Penguasaan ilmu pengetahuan, ilmu agama dan kecakapan bersosialisasi dengan masyarakat dengan berlandaskan sikap yag baik. Mastering of scientific knowledge, religion, and life skill in order to be able to socialize with the society based on good attitude.
b. Mission of SMP N 2 Ciawibebang
o Memberikan kemampuan dalam penguasaan keilmuan/providing the ability in mastering the scientific.
o Memberikan kecakapan hidup/providing the life skill.
o Menerapkan kehidupan yang rapih da sopan./ implementing the good culture of life.
c. Strategies of SMP N 2 Ciawigebang
o Meningkatkan keimanan da ketaqwaan kepada Allah/ enhancing the belief and obedience to Allah.
o Menmgintensifkan mata pelajaran/ intensifying the subjects.
o Mengadakan pengembangan teknologi/ conducting the development of technology.
2. The teacher’s and Staffs’ Condition of SMP N 2 Ciawigebang
The process of teaching and learning is strongly supported by the teachers, so the existence of the teachers is very important in the school. In addition, the existence of the teachers in the school usually determines the growth and the development of the school. The school with the number of the teachers is really required in schools.
In SMP N 2 Ciawigebang, there are 21 teachers who teach various school subjects according to their various backgrounds of educations, and four administration staffs. The condition of the teachers and administration staffs in SMP N 2 Ciawigebang can be seen at the table 2 below:
Table 3
The headmaster’s, teachers’ and administration staffs’ names, positions, and school subjects
Name
Kurniawan, S. Pd.
Udin Ajudin, S. Pd. I
Devi Rukmana, S. Pd. I
Bambang Wahyudi, S. Pd.
Siti Fatimah, S. E.
Winarto, S. Ag.
Maesaroh, S. Pd.
Asep saepullah, S. Pd.
Momon, S. Pd.
Wawan Setiawan, S. Pd.
Ika Kurniawati, S. Pd.
Budi Syihabudin, ST.
Dedi, S. Pd.
Drs. Inah
Dra. Aam Siti Fatimah
Drs. H. hidayat
Aliyudin, S. Pd.
Ahmad, S. Pd.
Toto Sudarso, S. Pd.
Mimin Siti Aminah, S. Pd.
FurQon, S. Pd.
Darsono
Arif sukman
Yanto
Waluyo
Sumadi Headmaster
3. The Location of SMP N 2 Ciawigebang
SMP N 2 Ciawigebang lies exactly on Jl. Sukadana No.1 Ciawigebang Kuningan. And it can be seen from:
a. Westside : Homes of population
b. Eastside : field of sport
c. Side the South : Cigarukgak village
d. North side : homes of population
4. The Students’ Condition of SMP N 2 Ciawigebang
In the process of teaching and learning, the student is the other components who make the teaching and learning take place.
Having observed the condition of the students at SMP N 2 Ciawigebang, the writer knows exactly that there are 448 students in the school year 2008/2009. They consist of boys and girls.
In order to know the number of the students more detail, it can be seen in the table below:
Table 4
The number of the students of SMP N 2 Ciawigebang
No Grade Male Female Total
1.
2.
3. VII
VIII
IX 75
66
72 65
74
66 150
150
148
5. The Facilities of SMP N 2 Ciawigebang
The Facilities of the school is complete enough, to know about the facilities of the school more detail, it can be seen in the table below:
a. Rooms / Facilities of School
Table 5
The Facilities of SMP N 2 Ciawigebang
No. Facilities of School Numbers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19. Class room
Headmaster’s office
Teacher’s office
Administrator’s office
Counseling room
Art and skill room
Library
Laboratory
Sport room
Computer room
Media room
Visitor room
Mosque
Canteen
Barn
Teacher’s toilet
Students’ toilet
Garden
Field ceremony
12
1
1
1
1
-
1
1
-
1
-
1
1
2
-
1
1
1
1
b. Tools
Table 6
Tools of Study
No. Name of Tools Numbers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18. Table Teachers
Chair teachers
Cupboard teachers
Chair students
Cupboard students
Table students
Blackboard students
White board students
Cupboard media
Whiteboard media
Sound system
computer
IPA
Penjaskes
KTK
Sudanese
English
IPS 22
22
2
450
9
225
-
9
2
2
-
10
206
5
6
5
30
2
c. Teaching Aids (sport, art, and learning-teaching)
Table 7
Teaching Aid (sport, art, and learning-traching)
No. Name of Teaching aids Numbers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11. Volley ball
Basket ball
Foot ball
Badminton
Caste ball
Rebana
Peta
Globe
English dictionaries
Indonesia dictionaries
Qurdis 2
2
2
2
6
1 set
10
4
4
2
36
Table 8
Book of Library
No. Name of book library Numbers
1.
2.
3. Learning books
Support books
Read books 650
20
10
d. Infrastructure
Table 9
Infrastructure
No. Name of Infrastructure Numbers
1.
2.
3.
4
5 Installation water
Electric
Phone
Internet
Street Aces
-
-
6. The School Curriculum of SMP N 2 Ciawigebang
The same with the other schools, SMP N 2 ciawigebang also has curriculum that the other schools use that is KTSP curriculum that is since the government command to the every school. According to Mulyasa ( 2008 : 20 ) describes that ”Kurikulum Tingkat Satuan Pendidikan (KTSP) adalah suatu ide tentang pengembangan kurikulum yang diletakan pada posisi yang paling dekat dengan pembelajaran, yakni sekolah dan satuan pendidikan”. KTSP is an idea of curriculum development that has nearest position with teaching, those are school and educational united.
But in this case the writer would like to focus on English curriculum that is implemented in SMP N 2 Ciawigebang, especially at the eighth grade that is being researched. The English teachers put the curriculum as follows:
a. Listening
In teaching and learning for listening skill, the students are expected to be able to:
1) Understanding the meaning in simple transactional and interpersonal conversation to interact with around.
2) Understanding the meaning of functional and monolog text in simple form of descriptive and recount to interact with around.
b. Speaking
In teaching and learning for speaking skill, the students are expected to be able to:
1) Tell the meaning of simple’s transactional and interpersonal conversation to interact with around.
2) Tell the meaning of simple’s monolog and functional conversation in the descriptive and recount to interact with around.
3) Tell the meaning of functional text and short essay in the descriptive and recount that appropriate with around.
c. Reading
In teaching and learning for reading skill, the students are expected to be able to:
1) Read the functional text and short essay in the narrative and recount clearly.
2) Understanding the meaning of short essay of recount and narrative to interact with around.
3) Responding the meaning of short essay accurately and well that has correlation with around.
d. Writing
In teaching and learning for writing skill, the students are expected to be able to:
1) Write the meaning in the functional and short essay in the recount and narrative forms to interact with around.
2) Write the meaning accurately and well with kinds of writing language.
3) Write the meaning in rhetorical step and short essay in the kinds of writing language.
Beside four language skills above, the other components such as grammar and vocabulary, pronunciation and spelling must also be taught to support the development of the four language skills.
Practically the system evaluate this not yet enforceable fully ideally, because requiring adjustment within which do not just. Evaluate in this case more seen as assessment, namely process to determine quality of individual activity, or can also conceived of statement of pursuant to a number a fact to explain or characteristic of something, or can also conceived of a data interpretation of result of measurement.
7. The Real Process of Teaching and Learning English in SMP N 2 Ciawigebang
The real process of teaching and learning is the objective condition of what the teachers and the students do in one place and one condition. The writer obtained the information from his observation towards the teachers and the students when they were in the process of teaching and learning.
Then, the teacher described about the situation in the class when teaching English, most of the students were interested in the practice instead of the complicated formulation of grammar. For example, when studying adverbs, the students were interested in how to apply adverbs in sentences until they were able to making sentences with adverbs.
The writer is of the opinion, study adverbs need intensive time because, not only know about kinds of adverbs but also have to know about their position in sentences. It because kinds of adverbs have different position in sentences that generally are initial-position, mid-position, and end position. And not only those things but it also have to appropriate with the structure of sentences. For examples:
Adverb of manner (well), adverb of place (here), adverb of time (today), and adverb of frequency (always), all these kinds of adverbs are having different position in sentences even thought there is sometimes have same position.
Then the writer would like to investigate the real process of teaching and learning, especially when teaching writing. Here the steps that the English teacher and the students do when they are in the process of learning and teaching in SMP N 2 Ciawigebang:
a. The English teacher greets the students and then takes a list of attendance to know the absent students on that day, in this case he describes the material, namely adverbs that will be discussed by the students.
b. The teacher asks the students to study the English material, and then let them ask the questions for the complicated material.
c. After knowing that there is no trouble for the students in studying the material, the teacher then asks them to implement the adverbs in sentences.
d. The teacher asks them to make a group of 5 students and then make a frame of interesting story in order that the students string it by the sentences with using adverbs until becoming the paragraph.
B. The Research finding
1. The Students’ knowledge of adverbs
In this case, the writer with the help of the English teacher would like to investigate the students’ knowledge of adverbs by giving them some questions related to adverbs position.
a. The Test of Adverbs
The test is one instrument to know about the ability or comprehension of the students in a certain teaching material. In this case the writer, with the help of the English teachers presented the test in adverbs to find the data of the students’ ability or comprehension.
b. The Result of The Test
The aim of the test in any schools is to know the students’ learning achievement in the lesson that has been taught in order that the teachers know how the students’ ability is in the lesson. In this case, the result of the test will become the data of the students’ knowledge of adverbs. It is advantageous either for the writer namely to know the data of the students in his research, or for the English teacher herself in order that she knows the students’ knowledge which might need revision in the process of the teaching and learning. Below is the students’ learning achievement about adverbs that is presented at table 10.
Table 10
The Result of the Students’ Achievement in adverbs
No Name Mark
1.
2
3.
4.
5.
6.
7.
8
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31
32.
33.
34.
35.
36.
37.
38.
39.
40
Ade Rian Firmansyah
Ajat Rusmana
Agus Waluyo
Ana Rosdiana
Asep Saefullah
Ayu Rosmayanti
Cupriyatna
Destirah
Didi Tarhadi
Een Nuraeni
Endang
Iis Aisyah
Ijah Khadijah
Melly Puspita Rini
Maya Alviani
Mansyur
Mega Riana
Neni Kania
Novi Tri Utama
Nurhasanah
Oon Rohaniah
Reza Dwi Laluprisa
Rusdiana
Ruska
Roni
Riki
Rahmi Zuhal
Sarwita
Sumiati
Suneri
Suherman Abdul Roup
Sri Mulyadi
Sugino
Sri Maharani
Samsudin
Tursinah
Usup Supriatna
Wanto
Windiawati
Yono
100
90
90
90
80
60
60
70
70
80
80
50
50
60
40
40
50
60
80
80
90
90
70
80
80
40
90
100
90
80
80
70
60
50
50
70
80
70
70
70
total 2860
Based on the table V above the writer can find the data that:
The students getting the mark 40 are 3 students = 40 x3 = 120
The students getting the mark 50 are 5 students = 50 x 5= 250
The students getting the mark 60 are 5 students = 60 x5 = 300
The students getting the mark 70 are 8 students = 70 x8 = 560
The students getting the mark 80 are 10 students = 80 x 10= 800
The students getting the mark 90are 7 students = 90 x7 = 630
The students getting the mark 100are 2 students = 10 x2 = 200
The total mark from 40 students is 2860
Then, the writer calculates the average of the score above by using the formulation:
Where
Mx : Mean yang dicari / the average searched
∑ x : jumlah dari sekor-sekor / total number of the marks
N : the Number of cases
So, it becomes:
So the average score of adverbs test is 71.5
To know the level of the students’ knowledge of adverbs by gaining the average score 71.1 Purwanto (1990:83) clarifies the definition of the score that is illustrated at table 11 below:
Table 11
The Definiton of the Score
No. Rentang Nilai / Score Range Definisi / Definision
1.
2.
3.
4.
5. 90-100
80-89
65-79
55-64
Kurang dari 55 / Less than 55 A(SangatBaik/Excellent)
B (Baik/Good)
C (Cukup/Sufficient)
D (Kurang/Lack)
E (Gagal/Failed)
Based on the limitation of the score above it can be claimed that the students have enough score in adverbs test. So their ability in adverbs is enough.
2. The Students’ competence in making Sentences
The students must be able to implement adverbs in making sentences. This ability is considered as part of writing skill. So the test of this area is measured from the students’ ability in writing, not the students’ understanding towards adverbs.
a. The Test of The Students’ competence in making Sentences
The test aims measure the students' ability in writing, especially in making sentences in which there are adverbs. The writer with the help of the English teacher gave the test for the students; there are 40 students to be tested writing test.
b. The Result of The Test
As a matter of fact, writing is really important in studying any language say English; it is a-none-oral language that will help people to remember anything that has already been written before. Writing can be simple, but on the other hand it can be must complicated. Writing is used communicate the feeling and the idea of the writers to the readers. The mistakes in English writing sentences might lead the confusion of the readers. In order to avoid making mistakes and confusing the readers, all sentences being written should be punctually and grammatically correct. In this case, the students of junior high school (SMP N 2) Ciawigebang have been proved to practice writing. Here, the writer did the investigation to know how the students’ ability in writing is, especially in the implementation of knowledge of adverbs and their competence in making sentences.
Table 12 below is the data of the writer’s investigation to test 40 students about the competence in making sentences.
Table 12
The Result of the Students Learning Achievement Test of adverbs
on their competence in making Sentences
No Name Mark
1.
2
3.
4.
5.
6.
7.
8
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31
32.
33.
34.
35.
36.
37.
38.
39.
40
Ade Rian Firmansyah
Ajat Rusmana
Agus Waluyo
Ana Rosdiana
Asep Saefullah
Ayu Rosmayanti
Cupriyatna
Destirah
Didi Tarhadi
Een Nuraeni
Endang
Iis Aisyah
Ijah Khadijah
Melly Puspita Rini
Maya Alviani
Mansyur
Mega Riana
Neni Kania
Novi Tri Utama
Nurhasanah
Oon Rohaniah
Reza Dwi Laluprisa
Rusdiana
Ruska
Roni
Riki
Rahmi Zuhal
Sarwita
Sumiati
Suneri
Suherman Abdul Roup
Sri Mulyadi
Sugino
Sri Maharani
Samsudin
Tursinah
Usup Supriatna
Wanto
Windiawati
Yono
90
90
90
70
80
80
70
80
60
80
60
60
80
50
50
60
80
50
60
40
50
60
40
40
40
50
50
50
50
90
60
40
60
60
50
60
40
50
40
40
total 2400
Based on the table 10 above it can be known that:
The students getting the mark 40 are 8 students = 40 x 8 = 320
The students getting the mark 50 are 10 students = 50 x 10 = 500
The students getting the mark 60 are 10 students = 60 x 10 = 600
The students getting the mark 70 are 2 students = 70 x 2 = 140
The students getting the mark 80 are 6 students = 80 x 6 = 480
The students getting the mark 90 are 4 students = 90 x 4 = 360
The total mark from 40 students is 2400
Having consulted to the same formulation above, the writer then, counts the result of the test in order to know the average mark from the students’ test of the competence in making sentences. As a result becomes:
It means that the average score of the students’ learning achievement test of the competence in making sentences is 60
Based on the definition of the score above, it can be categorized that students’ achievement test of the competence in making sentences is still lack.
c. The influence of the students’ knowledge of adverbs on their competence in making sentences
In this case, the writer accumulated the findings in the two previous test results. They were the test of the students’ knowledge of adverbs and the test of the students’ competence in making sentences. And then he put them in a formulation in order to know the correlation between them.
There are two variables that will be counted in order to know the influence between them. T he first variable is the result of the students’ knowledge of adverbs which is represented by X, and the second variable is the result of the test of the students’ competence in making sentences which is represented by Y, table 13 below is the accumulation of the two previous tests.
Table 13
The Students’ knowledge of adverbs and their competence in making Sentences
No. Name x y x y xy
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Ade Rian Firmansyah
Ajat Rusmana
Agus Waluyo
Ana Rosdiana
Asep Saefullah
Ayu Rosmayanti
Cupriyatna
Destirah
Didi Tarhadi
Een Nuraeni
Endang
Iis Aisyah
Ijah Khadijah
Melly Puspita Rini
Maya Alviani
Mansyur
Mega Riana
Neni Kania
Novi Tri Utama
Nurhasanah
Oon Rohaniah
Reza Dwi Laluprisa
Rusdiana
Ruska
Roni
Riki
Rahmi Zuhal
Sarwita
Sumiati
Suneri
Suherman Abdul Roup
Sri Mulyadi
Sugino
Sri Maharani
Samsudin
Tursinah
Usup Supriatna
Wanto
Windiawati
Yono
100
90
90
90
80
60
60
70
70
80
80
50
50
60
40
40
60
50
80
80
90
90
70
80
80
40
90
100
90
80
80
70
60
50
50
70
80
70
70
70 90
90
90
70
80
80
70
80
60
80
60
60
80
50
50
60
50
50
60
40
50
60
40
40
40
50
50
80
50
90
60
40
60
60
50
60
40
50
40
40 10000
8100
8100
8100
6400
3600
3600
4900
4900
6400
6400
2500
2500
3600
1600
1600
3600
2500
6400
6400
8100
8100
4900
6400
6400
1600
8100
10000
8100
6400
6400
4900
3600
2500
2500
4900
6400
4900
4900
4900 8100
8100
8100
4900
6400
6400
4900
6400
3600
6400
3600
3600
6400
2500
2500
3600
2500
2500
3600
1600
2500
3600
1600
1600
1600
2500
2500
6400
2500
8100
3600
1600
3600
3600
2500
3600
1600
2500
1600
1600 9000
8100
8100
6300
6400
4800
4200
5600
4200
6400
4800
3000
4000
3000
2000
2400
3000
2500
4800
3200
4500
5400
2800
3200
3200
2000
4500
8000
4500
7200
4800
2800
3600
3000
2500
4200
3200
3500
2800
2800
total 2860 2400 215200 154400 174300
In order to know the influence of the two tests above the writer then consults to the formulation of the product moment calculation for correlation as follows:
After finding the result of the calculation above namely, 0.61 then the writer consults to the data description for value of ‘r’ as follows:
Interpretation of table “r” product moment
Besarnya nilai “r”
Value of “r” Interpretasi
interpretation
0.00-0.20
Antara variable x dan variable y memang terdapat korelasi, akan tetapi korelasi itu sangat lemah atau sangat rendah sehingga korelasi itu diabaikan (dianggap tidak ada korelasi antara variable x dan y)
Between x variable and y variable there is of course correlation, but the correlation is very weak or very low so that the correlation is neglected (it is considered that there is no correlation between x variable and y variable).
0.20-0.40 Antara variable x dan variable y terdapat korelasi yang lemah atau rendah
Between x variable and y variable there is a week or low correlation.
0.40-0.70 Antara variable x dan variable y terdapat korelasi yang sedang atau cukupan.
Between x variable and y variable there is an enough or sufficient correlation.
0.70-0.90 Antara variable x dan variable y terdapat korelasi yang kuat atau tinggi.
Between x variable and y variable there is a strong or high correlation.
0.90-1.00 Antara variable x dan variable y terdapat korelasi yang sangat kuat atau sangat tinggi.
Between x variable and y variable there is a very strong or very high correlation.
(Sudjono, 2001 : 180)
Based on the table of the ‘r’ value above that for the value of ‘r’ between 0.20-0.40 is regarded as low influence. So that, the mark implying 0.25 shows low influence. Finally the writer can draw a conclusion that there is positive but low influence between the students’ knowledge of adverbs as x variable and their competence in making sentences as y variable.
Then, to know how many percent of the influence, the writer used the formula:
DC: r x 100%
DC: (0.26) x 100%
DC: 0.0676 x 100%
DC: 67.6%
So, it can be concluded that giving influence only 67.6% and the remains about 32.4% is with the other factors.
CAHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Having finished investigating and calculating the data obtained from the school, the writer is finally able to draw a conclusion as follows:
1. The students’ knowledge of adverbs, which is seen from the students’ achievement test of adverbs, has obtained the average mark 70.1 it means that the students are successful enough in studying the material of adverbs, and also the teacher has been successful enough in teaching the material.
2. The students’ competence in implementing adverbs towards making sentences, which is seen from the students’ achievement test in their implementation of adverbs in making sentences, has obtained the average mark 60 it means that the students’ competence in writing skill can be termed as being lack.
3. The influence of the students’ knowledge of adverbs on their competence in making sentences shows the mark of “r” 0.26 it can be categorized that there is positive influence between x variable and y variable. The result of the value of the product moment correlation or influence, namely 0.26 leads the conclusion that there is low influence between x variable and y variable based on the value statement that 0.20-0.40 shows the low influence.
B. Suggestion
• Seen from the students’ knowledge of adverbs and their competence in making sentences that still shows the average mark 60, the English teacher would be better to motivate the students to study English continuously.
• Because the students of SMP N 2 Ciawigebang still have the opinion that learning English means learning and mastering the material, so the English teacher would be better to focus on the English skills especially writing as final learning objective instead of mastering the material.
• Because of the low average the students’ knowledge of adverbs and their competence in making sentences, so the English teacher would be better to encourage the students to practice English writing in any situation.
ABSTRACT
SOLEH : The influence of the students’ knowledge of adverbs on their competence in making sentences at eighth grade of SMP N 2 Ciawigebang Kuningan
In any language, the grammatical rules always play an important role in getting comprehensible communication, especially in written communication. It is because the kinds of communication run indirectly. But the investigation carried out by the writer proves that there is problem of the students’ ability in grammatical rule, especially in understanding adverbs and in making sentences using adverbs. In this writer puts the analysis of the influence between the knowledge of adverbs and the competence in making sentences.
The aims of this research are to find out the students’ knowledge of adverbs, to find out the students’ competence in making sentences and to find out whether there is influence of the students’ knowledge of adverbs on their competence in making sentences.
This thesis is based of the thinking that it is important for the students, especially the junior high school students to be able to write good and correct sentences, especially English sentences, and to know the students’ competence in making good sentences in English then the writer put the analysis by making the influence of the students’ knowledge of adverbs on their competence in making sentences.
To be able to find out the data in this research, the writer uses some methods and techniques, meanly the technique of collecting data, namely by making observation, interview and test, and also the technique of analyzing data, meanly the technique of calculation which is in harmony with the main point of this research, that is about influence. Then the writer also uses the quantitative method, namely the field of research and the library research. In accumulating the data from the field of research, the writer investigated the students by giving them some tests, and then he also interviewed to the headmaster of the school becoming the field of research, the teachers, and the administration staffs in order to know the data as source information required in his research.
Having found the research findings, the writer is able to draw a conclusion that there is positive influence of the students’ knowledge as x variable on their competence in making sentences as y variable. The average mark of the students test in adverbs is 71.5 and the students’ competence in making sentences is 60. Then the result of the influence coefficient between them is 0.26. Based on the value of “r” the result shows the low influence between the students’ knowledge of adverbs on their competence in making sentences. And if look at how many percent base on the formula DC: r x 100% the result is 67.6% and the remains is with the other factors.
BIBLIOGRAPHY
Bungin, Burhan, M. 2006. Metode Penelitian Kuantitatif. Jakarta: Kencana Prenada Media Group.
Djojosuroto, Kinayati, & Sumaryati, M. L. A. 2004. Prinsip-prinsip Dasar Penelitian Bahasa dan Sastra, ednd ed. Bandung: Nuansa
Fromkin, Victoria, et al. 1999. An Introduction to Language, 4th ed. Australia: Harcourt Australia Pty Ltd.
Frank, Marcella. 1972. Modern English: a Practical Reference Guide._______Prantice-Hall.
Greenbaum, Sedney. 1994. An Introduction to English Grammar. New York: Longman.
Hurford, R. James, & Heasley, Brendan. 1989. Semantics: a Coursebook. New York: Cambridge University.
Subana, & Rahadi, Moersetyo. 2005. Statistik Pendidikan, 2nd ed. Bandung: Pustaka Setia.
Sumantri, Ating & Muhidin, Ali, Sambas. 2006. Aplikasi Statistika dalam Penelitian. Bandung: Pustaka.
Supardi, Ahmad, & Syah, Wahyudi. 1984. Penelitian Ilmiah. Jakarta: Bulan Bintang.
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www.unixl.com/dir/education/languages/language definition/ 2008.
TABLE OF CONTENTS
PREPACE
TABLE OF CONTENTS
THE LIST OF TABLES
CHAPTER I INTRODUCTION
A. The Background of The Problem
B. The Identification of The Problem
C. The Limitation of The Problem
D. The Questions of The Research
E. The Aims of The Research
F. The Use of The Research
G. The Frame of Thinking
CHAPTER II THE THEORITICAL FOUNDATIONS
A. The Description of Adverbs
A.1. The Definition of Adverb
A.2. The function of Adverb
A.3. The kinds of Adverb
A.4. The Position of Adverb
B. The Description of Making Sentences
C. The Influence of Knowledge of Adverbs toward Making Sentences
CHAPTER III THE METHODOLOGY OF RESEARCH
A. Place and Time
B. The method of the research
C. The Step of the Research
D. The Population and Sample
E. The Research variable
F. The Technique of Collecting Data
G. The Technique of analyzing Data
CHAPTER IV THE RESEARCH FINDINGS
A. The Students’ knowledge of Adverbs
B. The Students’ Competence in Making Sentences
C. The Influence of The Students’ Knowledge of Adverbs on Their Competence in Making Sentences
CHAPTER V CONCLUSION AND SUGGESTION
BIBLOGRAPHY
