“error analysis on using modal auxiliaries „must‟ and...

“ERROR ANALYSIS ON USING MODAL AUXILIARIES

„MUST‟ AND „HAVE TO‟ OF THE SECOND GRADE STUDENTS

OF JUNIOR HIGH SCHOOL AT MTsN 1 PANDEGLANG”

A skripsi

Presented to the Faculty of Tarbiyah and Teachers‟ Training at a Partial Fulfillment

of the Requirements for the Degree of Sarjana Strata 1

By:

INNI NIHAYAH

107014000885

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS‟ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

1433 H/2011 M

I4RROR ANALYSIS ON USING MODAL AUXILIARII'S 'MUST' AND.T{AVII TO' OF THE SECOND GRADE STUDENTS OF JUNIOR HIGH

SCHOOL AT MTsN 1 PANDEGLANG

A skripsi presented to the Faculfy of Tarbiyah and Teachers' Training at aPartial of F'ulfillment of the Requirernents for the Degree of strata I

(llachelor of Arts) in English Education Department

BY:INNI NIHAYAH

NIM: 10701400088s

APPROVED BY:

DEI'AITTMENT OF ENGLISH EDUCA'I'ION

FACULTY OF TARBIYAH AND TEACHERS' TRAINING

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

NIP: 19641 2 $9143 | 042

20tl

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and Teachers'

Training Certifies that the "Skripsi" (Scientific Paper) entitled "Brror Analysis on

Using Modal Auxiliaries 'must' and 'have to' of the Second Grade Students of

Junior High School at MTsN 1 Pandeglang." Written by Inni Nihayah, Student's

Registration Number 107014000885 was Examined by the Committee on 2l't of

December 2011, and Declared to have passed and therefore, Fulfilled one of the

Requirements for the Academic Title of 'S.Pd.' (Bachelor of Arts) in English

Education Department.

Jakarta, 2i December, 20l l

EXAMINATION COMMITTEE

Chairman : Drs. Svauki, M.Pd.NIP. 19641212199103 | 002

: Nenene Sunenssih. M.Pd.NIP. 19730625 199903 2 001

Secretary

Examiners 1. Dr. H. M. Farkhan. M.Pd.NrP. 1957100s 198703 I 003

2. Dr. Alek. M.Pd.NrP. 19690912 200901 I 008

Acknowledged by

Dean of Faculty of Tarbiyah and Teachers' Training,

WDr. Nurlena Rifa'i. Ph.D.

NIP. 19591020 198603 2 001

DEPARTEMEN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-089Tgl. Terbit : 1 Maret 2010No. Revisi: 0 1Hal 1 t l

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda

Nama

tangan di bawah ini,

Inni Nihayah

Pandeglang / 11 September 1981

107014000885

Pendidikan Bahasa Inggns

: *ERROR ANALYSIS ON USING MODAL

AUXILIARIES 'MUST' AND 'HAVE TO' OF THE

SECOND GRADE STUDENTS OF JUNIOR HIGH

SCHOOL AT MTsN l PANDEGLANG'

Tempat/Tgl.Lahir

NIM

Jurusan / Prodi

Judul Skripsi

Dosen Pembimbing : Drs. Svauki. M.Pd.

dengan ini menyatakan bahwa sktipsi yang saya buat benar-benar hasil karya sendiri

dan saya bertanggung ja',vab secara akademis atas apa yang saya tulis.

J akarta, 30 Desemb er 20I 1Mahasiswa Ybs.

Inni NihayahNIM. 107014000885

ii

ABSTRACT

Nihayah, Inni. 2011. Error Analysis on Using Modal Auxiliaries ‘Must and

Have to’ of the Second Grade Students of Junior High

School at MTsN 1 Pandeglang.

Advisor : Drs. Syauki, M.Pd.

Key Words : Error Analysis, Modal Auxiliaries.

This research is aimed at obtaining the clear information about level of the

students’ errors in using modal auxiliaries ‘must’ and ‘have to’ by using

descriptive analysis method. The samples of this research are 30 students of VIII

A of second grade students at MTsN 1 Pandeglang. To collect the data, the writer

gave a test and questionnaire sheets to know why the students do the errors in

using ‘must’ and ‘have to.’ After conducting the research, the writer found several

findings; The most students’ errors are mis-formation 78.83%, the second level of

errors is in omission with frequency 15.76%, the third level of errors is in

Addition with frequency 5.39%, and the last level of errors is in Mis-order with

frequency 0%. The reasons why the students did errors in using ‘must’ and ‘have

to’ are caused by context of learning – in a classroom context the teacher or the

textbook can lead the student to make faulty hypotheses about language. students

often made errors because of misleading explanation from the teacher, faulty

presentation of a structure or word in a textbook.

iii

ABSTRAK

Nihayah, Inni. 2011. Error Analysis on Using Modal Auxiliaries ‘Must and

Have to’ of the Second Grade Students of Junior High

School at MTsN 1 Pandeglang.

Advisor : Drs. Syauki, M.Pd.

Key Words : Error Analysis, Modal Auxiliaries.

Penelitian ini bertujuan untuk memperoleh informasi yang sebenarnya

tentang tingkat kesalahan siswa dalam menggunakan ‘must’ dan ‘have to,’ dengan

menggunakan metode deskriptif analisis. Sampel dalam penelitian ini adalah

sebanyak 30 siswa dari kelas VIII A di MTsN 1 Pandeglang. Untuk

mengumpulkan data, penulis memberikan tes dan kuisioner untuk mengetahui

kenapa siswa membuat kesalahan dalam menggunakan ‘must’ dan ‘have to.’

Setelah melakukan penelitian, penulis menemukan beberapa temuan yaitu;

kesalahan yang paling banyak dilakukan siswa adalah mis-formation sebesar

78.83%, tingkat kedua adalah kesalahan pada omission dengan frekuensi 15.76%,

tingkat ketiga adalah kesalahan pada addition dengan frekuensi 5.39%, dan

tingkat paling rendah adalah pada mis-order dengan frekuensi 0%. Alasan

mengapa siswa melakukan kesalahan-kesalahan dalam penggunaan ‘must’ dan

‘have to’ adalah karena Context of learning yang berarti bahwa dalam konteks

kelas, guru atau buku panduan dapat menyebabkan siswa membuat kesalahan

hipotesis tentang bahasa. Siswa-siswa sering membuat kesalahan karena

penjelasan yang kurang tepat dari guru, dan kesalahan presentasi dari struktur

kalimat dalam buku panduan.

iv

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah,

Lord of the world who has blessed the writer in completing this ‘skripsi.’ Peace

and Blessing be upon the Prophet Muhammad SAW, his family, his companion,

and his followers.

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

her beloved family; her parents, Johar Maknun, S.Pd.I. and Huliyah, and her

brothers ; Syaiful Rokhman and Fauzul Iman and sister; Mariyatul Qibtiyah who

always give their support and moral encouragement in finishing her study. Also,

she would like to address her greatest thanks to her advisor Drs. Syauki, M.Pd.

For his time, guidance, valuable helps, correction and suggestion during

completing this ‘skripsi.’

The writer realized that without support and motivation from people

around her, she could not finish this ‘skripsi.’ Therefore, she would like to give

her deepest appreciation for:

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

motivation and valuable knowledge and also unforgettable experience

during her study at State Islamic University ‘Syarif Hidayatullah’ Jakarta.

2. Drs. Syauki, M.Pd.; the chairman of English Education Department and

Neneng Sunengsih, S. Pd; the secretary of English education Department.

3. Nurlena Rifa’i, Ph.D.; the Dean of faculty of Tarbiyah’ and Teachers’

Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta.

4. Cecep Gunawan, M.Pd. The headmaster of MTsN 1 Pandeglang who has

allowed the writer to observe there. Also, the second grade students of

VIII A and B of MTsN 1 Pandeglang, who helped the writer by doing the

test given. Without their help this ‘skripsi’ will not be finished.

v

May this ‘skripsi’ can be useful to the readers, particularly to the writer.

Also, the writer realized that this ‘skripsi’ is far from being perfect. It is a pleasure

for her to receive constractive critics and suggestion from anyone who read her

‘skripsi.’

Jakarta, November 2011

The Writer

vi

TABLE OF CONTENTS

ENDORSEMENT SHEET ............................................................................................................ i

ABSTRACT ................................................................................................................................... ii

ACKNOWLEDGEMENT ........................................................................................................... iv

TABLE OF CONTENTS ............................................................................................................. vi

LIST OF TABLES ...................................................................................................................... viii

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

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

B. Limitation of The Study .......................................................................................... 3

C. Formulation of The Problem ................................................................................... 4

D. Objective of The Study ........................................................................................... 4

E. Significance of The Study ....................................................................................... 4

CHAPTER II: THEORETICAL FRAMEWORK ..................................................................... 5

A. Error Analysis ......................................................................................................... 5

1. Definition of Error Analysis ............................................................................ 6

2. Distinction between Error and Mistake ........................................................... 7

3. Causes of Errors ............................................................................................... 8

4. Types of Errors .............................................................................................. 11

5. Goal of Error Analysis ................................................................................... 15

6. Procedure of Error Analysis .......................................................................... 15

B. Auxiliary ................................................................................................................ 16

1. Definition of Auxiliary .................................................................................. 16

2. Kinds of Auxiliary ......................................................................................... 18

3. Usage of Auxiliary ......................................................................................... 19

C. Modal Auxiliary .................................................................................................... 21

1. Definition of Modal Auxiliary ....................................................................... 21

2. Kinds of Modal Auxiliary .............................................................................. 22

vii

CHAPTER III: RESEARCH METHODOLOGY ................................................................... 33

A. Time and Place of the Research ..................................................................... 33

B. Purpose of the Research ................................................................................. 33

C. Population and Sample of the Research ........................................................ 33

D. Method of the Research ................................................................................. 33

E. Instrument of the Research ............................................................................ 34

F. Techniques of Data Collecting ...................................................................... 35

G. Techniques of Data Analysis ......................................................................... 35

CHAPTER IV: FINDINGS AND INTERPRETATIONS

A. Findings .......................................................................................................... 36

1. Data Description ...................................................................................... 36

2. Data Analysis ........................................................................................... 69

3. Causes of Errors ....................................................................................... 70

B. Interpretation .................................................................................................. 71

CHAPTER IV: CONCLUSION AND SUGGESTION ........................................................... 73

A. Conclusion ..................................................................................................... 73

B. Suggestion ...................................................................................................... 73

BIBLIOGRAPHY

APPENDICES

viii

LIST OF TABLES

1. Table 2.1 (Example of procedure of Error Analysis) …………. 16

2. Table 3.1 (Kisi-kisi Soal)……………………………………….. 34

3. Table 4.1 (The Identification of the Errors of Student 1) ……… 36








11. Table 4.9 (The Identification of the Errors of Student 9) ………. 42

12. Table 4.10 (The Identification of the Errors of Student 10) ……. 43




















32. Table 4.30 (The Identification of the Errors of Student 30) …… 66

33. Table 4.31 (Table of Recapitulation of the Students’ Errors)….. 67

34. Table 4.32 (Frequency of students’ error)……………………… 69

35. Table 4.33 (Table of Students’ who made Errors)……………... 69

36. Table 4.34 (The Sequence of Types of Errors Based on Its High

Frequency of Errors)……………………………………………. 71

1

CHAPTER I

INTRODUCTION

A. Background of the Study

As an international language, English is used by most of the people in the

world. It is getting more important. Many countries use English to communicate

and convey their messages or ideas to others. Therefore, the Indonesian

government has decided that English must be taught officially at school.

English language is the first foreign language in Indonesian schools.

Having studied English, the students are expected to acquire some abilities, and

those are: the ability to listen to English sound, the ability to read and understand

English books, the ability to speak English, and the ability to write in English. We

can call those abilities as “Language Skills.” Besides the four language skills, they

should have capability in language components. One of the language components

is grammar. The grammar components such as syntax, morphology, and so on

should be acquired by anyone who learns language, so they can use the language

clearly, accurately, and effectively. From the four language skills above, the

students may still have some difficulties in writing a set of sentences in English.

However, Indonesian learners seem to have problem in mastering English

grammar because English and Indonesian language are quite different. This

phenomenon is one of the factors that can trigger students to make errors. The

errors include inter-lingual and intra-lingual errors.1 According to Corder quoted

from Asian esp Journal “Inter-lingual error happens because the learner‟s native

language habit (L1)-pattern, system, and rules-interfere to prevent him or her, to

some extent, from acquiring the patterns and rules of the second language. Intra-

lingual error is an error caused by the language being learnt (L2). Thus, error can

be caused by both L1 and L2.”2

1 www.asian-esp-journal.com/April_2007_EBook.doc

2 www.asian-esp-journal.com/April_2007_EBook.doc

2

Errors are not always harmful. Sometimes error is needed for some

purposes. Error can be used as a tool of evaluation for measuring, the mastery of

language being learnt. In addition, errors can also help the teacher even the

curriculum designer to improve the material given or designed.

In making a good writing in English, students have to know all rules in

writing, not only in general rule but also in a specific rule. The specific rule here

is about sentence. To make a good sentence, students have to pay attention that a

sentence they make is constructed by a complete aspect like subject, verb, and

complement. A construction is not named as a sentence if it has no verb or to be.

When students learn verbs, one of the categories of verb that they will

learn is modal auxiliaries those are: can, could, will, would, shall, should, must,

have to, may, might, had better, and ought to. These auxiliaries are added 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 suggestion, and stating

preferences.

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.

The rule is simple enough in theory, but in practice, there might not be as

expected for a number of reasons. One of the reasons of modal auxiliaries errors is

the difficulty to understand the forms of the modal auxiliaries for Indonesian

learners, because Indonesian language does not have modality to express ability,

possibility, probability, etc as English has. The students often go wrong when they

use modal auxiliaries in their writing. Although they have learnt the function of

each modal, they still get difficulties in making sentences with modal.

Here the writer would like to show a number of different errors made by

the second year students of Junior High School on writing sentences by using

modal auxiliaries as follows:

- They must be go to school.

3

The sentence above is incorrect because students use be after auxiliary

must. The students must not add anything after modal; according to Betty

Schrampfer Azar “modals are followed immediately by simple form of a verb.”3

The correct sentence of this form is:

- They must go to school.

Other error is:

- Anni have to return my book now.

The sentence above is incorrect because students are still influenced by

their mother tongue that has no different form for all subjects. The correct one is:

- Anni has to return my book now.

From all of that case above, the writer wants to point out that the problems

in modal auxiliaries are complex. Then, to solve it, students have to have the more

concentration in learning modal auxiliaries.

In this case, the writer is interested to analyze the errors related to modal

auxiliaries made by Indonesian learners, entitled “ERROR ANALYSIS ON

USING MODAL AUXILIARIES „MUST‟ AND „HAVE TO‟ OF THE SECOND

GRADE STUDENTS OF JUNIOR HIGH SCHOOL AT MTsN 1

PANDEGLANG.” It is because there are many students who still make some

errors in using modal auxiliaries.

B. Limitation of the Study

Referring to the title, the discussion of this study will be focused only on the

students‟ errors in using modal auxiliaries ‘Must and Have to.’

3 Betty Schramfer Azar, Understanding and Using English Grammar 2

nd Edition, (New Jersey:

Prentice Hall Regents. 1989), p. 68.

4

C. Formulation of the Problem

Based on the statement of the problem above the formulation of problem of

this study can be formulated as follow:

1. What are the types of errors made by the students in using modal

auxiliaries Must and Have to?

2. Why did the students make such errors in using modal auxiliaries Must

and Have to?

D. Objective of the Study

This study are intended to know the errors made by the second grade

students of MTsN 1 Pandeglang, analyze the reasons why the students made

errors in using modal auxiliaries Must and Have to.

E. Significance of the Study

The result of the study will be benefit to the English teachers, and other

researchers who are interested in this subject. For the English teachers, this

research may help them to know how well their student‟s ability in using ‘Must’

and ‘have to’ in English sentence. For students, this research may assist them to

use „must‟ and „have to‟ correctly. For other researchers, the result may serve as

guidelines for the future study related to the subject.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Error Analysis

In the process of learning a foreign language, students may find many new

language characteristics that are different from their mother tongue, in which there

is no denial leading students to make errors. Moreover, it is very important for the

teachers to be able to know and analyze the errors, and it will help the students to

reduce the same errors.

The study of learner‟s error is called by the linguist as Error Analysis. It is a

way of looking at errors made by the learners of the target language. Error

analysis is an independent source of valid data. It provides information on

students‟ errors, which in turn helps teachers to correct students‟ errors, and also

improves the effectiveness of their teaching. Apparently errors give the sign to

teacher and researchers how target learning is successfully achieved. According to

Corder as quoted by Brown: „A learner‟s errors…are significant in [that] they

provide to the researcher the learner is employing in the discovery of the

language.‟1

In addition, Brown suggests two major purposes in analyzing students‟

errors:

“Firstly, the analysis will provide data from which interference about the

nature of language learning process can be made. Secondly, the analysis

provides the teachers and curriculum developers, which part of the target

language students have most difficulty producing correctly and which

error types detract most from learners‟ ability to communicate effectively.

Likewise, Corder suggests the same idea of investigating the errors to

either diagnostic or prognostic purposes. It is diagnostic because it can

tell us the learner‟s state of the language at a given point during the

learning process and prognostic because it can tell course organizer to

reorient language learning material on the basis of the learner‟s current

problem.”2

1 H. Douglas Brown, Principle of Language Learning and Teaching, Fourth Edition, (New York:

Longman, 2000), p. 217. 2 H. Douglas Brown, Principle of Language Learning and Teaching, Fourth Edition, … p. 215.

6

1. Definition of Error Analysis

Error Analysis was first introduced by W.R. Lee in 1957, and it gained

popularity in the 1970s.3 Even though, the field of error analysis in SLA (Second

Language Acquisition) was established in the 1970s by Corder and colleagues,

error analysis was an alternative to contrastive analysis.4

According to Crystal, “Error analysis in language teaching and learning is

the study of the unacceptable forms produced by someone in learning a language,

especially foreign language.”5 Nuril Huda makes the same point that “Error

analysis is meant to determine errors which are made by learners‟ which are

considered as indicator of the learners‟ problems in learning a second language.”6

Guntur Tarigan said: “Errors Analysis is a procedure which is usually used

by the language researchers and teachers, consisting of the identification sample

collection, the explanation of the errors, the classification of the errors based on its

cause, and the evaluation of seriousness phase of the errors.”7

To be more detail, Sharma explained, “Error Analysis is defined as a

process based on analysis of learners‟ error with one clear objective; evolving a

suitable and effective teaching learning strategy and remedial measure necessary

in certain clearly marked out areas of the foreign language.”8

According to Corder, Error analysis is carried out in three successive stages

they are:

(1). Recognition of Errors

It is crucially dependent upon correct interpretation of the learners‟

intentions.

3 Nuril Huda, Language Learning and Teaching: Issues and Trends, (Malang : IKIP Malang

Publisher, 1999), p. 5. 4 http://en.wikipedia.org/wiki/second language acquisition. 12 September 2011

5 David Crystal, An Encyclopedic Dictionary of Language and Languages, (Oxford: Blackwell,

1992), p. 125. 6 Nuril huda, Language Learning and Teaching: Issues and Trends, … p. 6.

7 Henry Guntur Tarigan dan Djago Taringan, Pengajaran Analisis Kesalahan Berbahasa,

(Bandung: Angkasa, 1988), p. 68. 8 SK. Sharma, Error Analysis: Why and how?, (English Teaching Forum, XXX, April 1982), p.

21.

http://en.wikipedia.org/wiki/second

7

(2) Description of Errors

In this step, one tries to show the learner show they have failed to realize

the intended message.

(3) Explanation of Errors

Explanation is still largely speculative, because of our limited knowledge

of the psychological and neurological process involved in language

learning.9

So the writer tries to conclude that the error analysis is a way of looking at

error made by the learner of the target language, as a source of information to the

teacher, which in turns helps teachers to correct the student‟s errors, and improves

the effectiveness of their teaching.

2. Distinction between Error and Mistake

Error and Mistake are not the same. But most the people still misunderstand

about the definition of both. To be more clarified between error and mistake,

Hubbard et al said “error caused by lack of knowledge about the target language

(English) or by incorrect hypothesis about it, and mistakes caused by temporary

lapses or memory, confusion, slips, of the tongue and so on.”10

In his book on mistakes and correction, Julian Edge suggests that we can

divide mistake into two broad categories: “slips (that is mistakes which students

can correct themselves and which therefore need explanation), and attempts (that

is when a student tries to say something but does not yet know the correct way to

saying it).”11

From explanation above, it can be concluded that error is systematic and the

students cannot self-corrected, because it reflects the students‟ competence in the

target language. in contrast, a mistake is an error that students can self-correct,

because it is only the result of the students‟ performance.

9 http://teaching stylesonline.com/stages of error analysis. Html.20 may 2011

10 Johanna Klassen, Using Student Error for Teaching, (English Teaching Forum, January 1991)

Vol. 29, N. 1, p. 10. 11

Jeremy Harmer, The Practice of English language Teaching 3rd

edition, (London: Longman,

2001), p. 99.

http://teaching/

8

3. Causes of Errors

According to Pit Corder, there are three major causes of error, which he

labels „transfer error‟ (Mother Tongue interference), „analogical error‟ (Over-

generalization) and „teaching induced error‟ (Error encourage by teaching material

or method).12

a. Mother tongue interference

The beginning stage of learning a second language is characterized by

good deal of mother tongue interference (from the nature language), in

this early stage, before the system of the second language is familiar, the

native language is the only familiar language system. The sound system

(phonology) and grammar of native language sometimes impose

themselves on the new language and this leads to “a faulty foreign

pronunciation”, faulty grammatical pattern and wrong choice of

vocabulary.

E.g:

*”She in my chair sitting is “- instead of – She is sitting in my chair13

b. Over Generalization

Over Generalization covers instance where the learner creates a deviant

structure on the basis of her/his experience of other structures in the

target language.

E.g:

Basis sentence I studied in my room last night

Student‟s sentence* At eight clocks last night I studied in my room

The correct sentence At eight clocks last night I was studying in my room

c. Error encouraged by teaching material or method

Error can appear to be induced by teaching process it self and error is an

evidence of failure of ineffective teaching or lack control. If material is

12

S. Pit Corder and J. P. B. Allen, Technique in Applied linguistic, (Walton Street: Oxford

University Press, 1974), p. 140. 13

S. Pit Corder and J. P. B. Allen, Technique in Applied linguistic, … p. 141.

9

well chosen, graded and presented with meticulous care, there should

never be any error, the students will be easy to accept.

Example error encouraged by teaching material in regular and irregular

verb:

*I‟m go to school every day Instead of – I go to school every day.14

According to Richards, three are four causes of errors:

a. Over-generalization

Over generalization is the use of previously learned rules in new

situation. Over generalization includes instance where the learner makes a

rule on the basis of his experience of other rule in the target language.

Example:

-*Do you go to Bali last year? Instead of – Did you go to Bali last year?

b. Ignorance of rule restriction

This type of errors is the result of the failure to observe the restrictions of

existing structures, that is, the application rules to context where they do not

apply, for example:

-*The man who I saw him yesterday is my teacher. Instead of

- The man whom I saw yesterday is my teacher

c. Incomplete application of rules

This error is the result of the learner‟s high motivation to achieve

communicative ability. In achieving this, learner sometimes produces

grammatical incorrect sentence.

-*She go to school every day – instead of – She goes to school every day.

d. False concept hypothesized

This error is the result of the faulty comprehension of distinction in the

foreign language, sometimes this error is because of the poor gradation of

materials of teaching.15

14

S. Pit Corder and J. P. B. Allen, Technique in Applied Linguistic, …, p. 142. 15

Jack C. Richards, Error Analysis: Perspective on second language Acquisition, (England:

Longman Group Ltd, 1974), pp. 174–179.

10

Meanwhile, Brown distinguishes the causes of error into four causes, they

are: inter-lingual transfer, intra-lingual transfer, context of learning and

communication strategies.16

a. Inter-lingual Transfer

Inter-lingual errors happened because the interference of a mother

tongues into a target language. Interference is transfer of a native language,

which impede the learning of a target language because of differences

between both languages.

In this early stage, before the system of the language is familiar, the

native language is the only linguistic system in previous experience upon

which the learner can draw.17

b. Intra-lingual Transfer

The early stage of language learning is characterized by a predominance

of inter-lingual transfer, but once the learner has begun to acquire part of the

new system, more and more inter-lingual generalization within the target

language manifested, and his previous experience begin to include structure

within the target language itself.18

c. Context of Learning

Context refers to the classroom with its teacher and its materials in the

case of school learning. In a classroom context the teacher or the textbook

can lead the student to make faulty hypotheses about a language. students

often make errors because of misleading explanation from the teacher,

faulty presentation of a structure or word in a textbook.19

d. Communication Strategies

Communication strategies actually include processes of inter-lingual and

intra-lingual transfer and the context of learning as a learner tries to get a

message across to a hearer or reader.20

16

H. D. Brown, Principle of Language and Teaching, … p. 224. 17




H. D. Brown, Principle of Language and Teaching, … p. 227.

11

4. Types of Errors

Dulay, Burt, and Krashen in their book entitled Language Two, classifying

errors into four types: error based on linguistic category, error based on surface

strategy taxonomy, error based on comparative taxonomy, and error based on

communicative effect taxonomy.21

a. Error based on linguistic category taxonomy

This category of errors includes the language component inducing students

to make errors frequently.

The components include phonology (pronunciation), syntax, and

morphology (grammar), semantics, lexicon (meaning and vocabulary), and

discourse (style). For example, in syntax, the errors may cover the main or

subordinate clauses or within a clause in which constituent is affected, e.g. the

noun phrase, the auxiliary, the verb phrase, the preposition, the adverb, and

the adjectives.22

b. Errors based on surface strategy taxonomy

A surface strategy taxonomy highlights the ways of surface structures are

altered: Learners may omit necessary items (omission) or add unnecessary

ones (addition); they may „misform‟ items (selection) or „misorder‟ them

(misordering). This classification is classified more into four parts below:

1) Omission

Omission errors can be characterized by the absence of an item that must

appear in a well-formed utterance. Although any morpheme or word in a

sentence is a potential candidate for omission, some types or morpheme are

omitted more than others.

E.g. Mary is – president of - new company.

2) Addition

Students not only omit elements, which they regard as redundant, but they

also add redundant elements. Addition errors are the opposite of omissions.

They are characterized by the presence of an item, which must not appear in

21

Heidi S. Dullay, Marina Burt, Stephen Karshen, Language Two, (New York: Oford University

Press, 1982), pp. 146–193. 22

Dulay et al, Language Two, … pp. 146–147.

12

a well-formed utterance. They are three types of addition errors have been

observed in the speech of both L1 and L2 namely double markings,

regulation, and simple addition.23

a) Double markings

Double markings are two items rather than one is marked for the same

feature. Many addition errors are more accurately described as the

failure to delete certain items which are required in some linguistic

constructions, but not in others. For example:

- He doesn‟t knows my name or We didn‟t went there.

b) Regularization

A rule typically applies to a class of linguistic items, such as the class of

main verbs or the class of nouns. There are both regular and irregular

forms and constructions in language, learners apply the rules used to

produce the regular ones to those that are irregular, resulting in errors of

regulation. Such as, the verb eat not become eated ; the noun sheep is

also sheep in the plural, not sheeps.

c) Simple Addition

Errors are „grab bag‟ subcategory of additions. If an addition error isn‟t

a double marking or regularization, it is called simple addition. There

are not particular feature, which can characterize simple additions other

than those not appear in a well-formed utterance. For example:

- The fishes doesn‟t live in the water.

3) Misformation

Misformation errors are characterized by the use of the wrong form of

the morpheme or structure. While in omission errors the item is not

supplied at all, in misformation errors the student supplies something,

although it is incorrect.

There are three types of misformation namely; regularization arrors,

archi-forms, and alternating forms.24

23

Dulay et al, Language Two, … pp. 150–156. 24


13

a) Regularization errors

It is that all under the misformation category are those in which a

regular marker is used in place of an irregular one. For example; runned

for run or goose for geese.

b) Archi-forms

The selection of one number of a class of forms to represent others in

the class is a common characteristic of all stages of second language

acquisition. We have called the form selected by the students an archi-

form. For example a learner may select one member of the class of

personal pronoun to function for several others in the class, Me hungry,

give me that!

c) Alternating forms

As the student‟s 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. For example: those dog.

4) Misordering

Misordering is a wrong placement of morpheme or a group of

morphemes in an utterance. For example:

- I don‟t know what is that. (Misordering)25

c. Comparative taxonomy

The classification of error in a comparative taxonomy is based on

comparison between the structure of second language errors and certain

other types of constructions. There are four types of error according to

comparative taxonomy,26

there are:

1) Development Errors

These errors are similar to errors made by students learning the target

languages as their first language. For example; Dog eat it. The

omission of the article and the past tense marker any be classified a

25

Dulay et al, Language Two, … pp. 158–162. 26


14

development because they are also found in the speech of students

learning English as their first language.27

2) Interlingual Errors

Interlingual errors are similar in structure to a semantically equivalent

phrase or sentence in the students‟ native. Interlingual error refers to

L2 errors that reflect native language structure regardless of the

internal precess or external conditions that spawned them. For

example: He has a book green.28

3) Ambiguous Errors

Ambiguous errors are those that could be classified equally well as

development or interlingual. These errors reflect the student‟s native

language structure, and at the same time, they are of the type found in

the speech of children acquiring a first language. for example: I no

have car.29

4) Other Errors

Other Errors are the errors made by the student‟s native using their

native language structure on their second language developmental

form, such as “she do hungry”, where “do” as verb for present tense

must add “s/es” for subject “she.”30

d. Communicative Effect Taxonomy

Communicative effect focuses on distinguishing between errors that seem

to cause miscommunication and those that don‟t. Errors that affect the

overall organization of the sentence hinder successful communication

(global error), while errors that affect a single element of the sentence

usually do not hinder communication (local error). For example;

- English language use many people. (Global error)

- Why we like each other? (Local error)31

27

Dulay et al, Language Two, … p. 165. 28





15

5. Goal of Error Analysis

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

designing pedagogical material and strategies. Dullay stated that studying

students‟ errors serves two major purposes:

a. It provides data from which inferences about the nature of 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 from a students‟ ability to communicate

effectively.32

The theoretical aspect of error analysis is part of the methodology of

investigating that the language learning process.

6. Procedure of Error Analysis

In the language teaching, either a native language or a second language

teaching, study about students‟ errors is very important. Theo van Els and friends

stated that there are some procedures in error analysis, namely;

a. Identification of errors

b. Description of errors

c. Explanation of errors

d. Evaluation of errors

e. Preventing/correction of errors33

The first step in the process of analysis is recognition or identification of

errors. In this step teachers recognize the students‟ errors from the task given by

the teachers.

The second step is the describing error. It begins when an identification stages

has taken place. The description of student errors involves classification of kinds

of errors made by the student.

32


Theo van Els and friends, Applied Linguistics and the Learning and Teaching of Foreign

Langauges, (London: A Division of Hodder & Stoughton, 1983), p. 47.

16

The third step in the process of analysis is the explanation of error that can be

regarded as a linguistic problem. This step attempts to account for how and why

the students‟ errors happen.

The fourth step is evaluation of errors. In this step the teacher gives

evaluation from the task done by the students depends on the task teacher will be

given to students.

Finally, the last step in the process of analysis is correction of error where the

teacher checks the result from the task done by the students. And then than teacher

gives the correct answer from the errors has been done by the students. Example:

Table 2.1

Example of procedure of Error Analysis

Identification or

error

Description and

error classification Explanation Correction

In the schedule, the

event will be start

tomorrow morning.

„Do have to‟ we

packing tonight?

Mis-formation „Do have to‟ should

be replaced by

„must we‟


event will be start

tomorrow morning.

„Must‟ we packing

tonight?

You „have to‟ come

with us if you don‟t

want to.

Omission „Do not‟ should be

added before „have

to‟

You „don‟t have to‟

come with us if you

don‟t want to.

B. Auxiliary

1. Definition of Auxiliary

Devitiis et al, in their book suggest that : “In English a verb „Can‟

sometimes be used-on its own, in its basic form: for example study in They study

history conveys the lexical meaning of study and the reference to habitual action

in the present signaled by the simple present tense form.”34

“On other occasion, however, the verb in its basic form is not sufficient I

itself to convey both the lexical meaning the word and other supplementary

information (e.g. about person, tense, aspect, interrogation, negation). For

example, in She studies history we need the suffix-s in order to refer the

action to a third person singular subject; in He is studying now we need both

another verb form (is) and a suffix (-ing) to convey the meaning of the

34

G. De Devitiis et al, English Grammar for Communication, … p. 31.

17

„progressive‟ aspect. In I have written a letter a verb form (have) and a suffix

(-en) are necessary to express the „perfect‟ aspect. And in Do they speak

English?, do is used to make an „interrogative‟ structure.”35

“Thus, side by side with full verbs, such as study, write, and speak, which

carry the basic lexical meaning. English uses the verbs be, have, and do, as

„auxiliary verbs.‟ These auxiliary verbs „help‟ full verbs to convey the extra

information about tense, aspect, interrogation, negation, etc.”36

Besides the explanation above, in Longman Dictionary “Auxiliary verb is a

verb that is used with another verb to show its tense, person, mood, etc. in English

the Auxiliary verb are be, do, and have (as in I am running, I didn‟t go, They have

gone) and all the modal.”37

Michael Swan in his book suggest that:

“Auxiliary (or „helping‟) verbs are used together with other verbs to „help‟

them express particular grammatical functions or meanings (for instance, to

make questions, or to form tenses). In English, a lot of important meanings

are expressed by changes in the verb, for example: questioning, negation,

time, completion, continuation, repetition, willingness, possibility, and

obligation. But English verbs do not have many different forms. The

maximum (except for be) is five (e.g. see, sees, seeing, saw, seen). So to

express these meanings, a number of auxiliary verbs are used such as do, be,

and have.These three auxiliary verbs have very important grammatical

functions. Do is used to make question and negative forms of simple tenses,

and for some other purposes. Be is used with participles (-ing and –ed forms)

to make progressive and passive verb-forms. Have is used to make perfect

verb-forms. Do, be, and have also have other „non-auxiliary‟ uses.”38

Based on the explanation above, Do, Be, and Have can be called as primary

auxiliary. Besides this kind of auxiliary, there are modal auxiliary verbs and other

verbs. Here are the explanations related to modal verbs which is defined as the

verbs are used with other verbs to express various ideas, mostly to do with degrees

of certainty or obligation, they are: will, would, shall, should, can, could, may,

might, must, ought to, have to, etc.

35

G. De Devitiis, et al, English Grammar for Communication, … p. 31. 36

G. De Devitiis, et al, English Grammar for Communication, … p. 31. 37

Longman dictionary of Contemporary English 3rd

Edition. (England: Longman Group Ltd,

1995), p. 74. 38

Michael Swan, Practical English Usage, (Oxford University Press, 1980), p. 90.

18

Next, there is other verbs used in verb + verb structures are not usually

called auxiliary verbs. An important different between auxiliary verbs and other

verbs is that in auxiliary verb structures, questions are made by simply changing

the order of the subject and auxiliary verbs. In other verb + verb structures, the

auxiliary do has to be added. Here are the examples below:

a. She seems to understand.

b. He is swimming.39

2. Kinds of Auxiliary

In English, we use special forms of the verb phrase to express a lot of

important meanings – for example, questioning, willingness, possibility,

obligation, certainty etc. The problem is that English verbs do not have many

different forms: the maximum is five. So to express all of these meanings we use a

special kind of verbs called auxiliaries.

There are three kinds of auxiliary verbs: primary auxiliaries, modal

auxiliaries, and other verbs.40

Michael Swan in his book suggest that: Primary

auxiliaries are Do, Be, and Have. “Do is used to make question and negative

forms of simple tenses, and for some other purposes. Be is used with participles (-

ing and –ed forms) to make progressive and passive verb-forms. Have is used to

make perfect verb-forms. Do, be, and have also have other „non-auxiliary‟ uses.”41

Besides this kind of auxiliary, there are modal auxiliary verbs and other

verbs. Here are the explanations related to modal verbs which is defined as the

verbs are used with other verbs to express various ideas, mostly to do with degrees

of certainty or obligation, they are: will, would, shall, should, can, could, may,

might, must, ought to, have to, etc.

Next, there is other verbs used in verb + verb structures are not usually

called auxiliary verbs. An important different between auxiliary verbs and other

verbs is that in auxiliary verb structures, questions are made by simply changing

39

http://esl.about.com/od/grammarintermediate/a/a_auxiliary.html 40


Michael Swan, Practical English Usage, (Oxford University Press, 1980), p. 90.

http://esl.about.com/od/grammarintermediate/a/a_auxiliary.htm

19

the order of the subject and auxiliary verbs. In other verb + verb structures, the

auxiliary do has to be added.

3. Usage of Auxiliary

Knowing correct auxiliary verb usage is key to tense usage. Every tense

takes an auxiliary form of the verb. Here is a quick overview of auxiliary verb

usage: 42

Also, there are several usages of auxiliary, among them:

a) To make question and negative forms, used Do/Does/Did

e.g. What time does he get up?

He didn’t finish his homework last week.

b) To form present continuous tense using Is/Am/Are and present future

adding Going to after to be

e.g. They are working hard at the moment.

She is going to study medicine at university.

c) To form past continuous tense using Was/Were

e.g. I was watching TV when you arrived.

d) To form present perfect and present perfect continuous using Have/

Has

e.g. How long have you lived here?

e) To form past perfect and past perfect continuous using Had

e.g. He had eaten by the time I arrived.

f) To form simple future tense using Will/Will not (Won‟t)

e.g. He won‟t understand.

Besides the explanations that stated above, auxiliary actually can be used in

several forms explained more below:43

a. Passive voice

The auxiliary verb be is used with a past participle to form the passive

voice; for example, the clause “the door was opened” implies that someone

(or something) opened it, without stating who (or what) it was. Because

many past participles are also stative adjectives, the passive voice can

sometimes be ambiguous; for example, “at 8:25, the window was closed”

42


http://letsimproveourenglish.wordpress.com/2011/04/04/the-function-of-auxiliary-verb/

http://en.wikipedia.org/wiki/Past_participle

http://en.wikipedia.org/wiki/Passive_voice



http://esl.about.com/od/grammarintermediate/a/a_auxiliary.htm


20

can be a passive-voice sentence meaning, “at 8:25, someone closed the

window.44

”

b. Progressive aspect

The auxiliary verb be is used with a present participle to form the

progressive aspect; for example, “I am riding my bicycle” describes what

the subject is doing at the given (in this case present) time without

indicating completion, whereas “I ride my bicycle” is a temporally broader

statement referring to something that occurs habitually in the past, present,

and future.

c. Perfect aspect

The auxiliary verb have is used with a past participle to indicate perfect

aspect: a current state experienced by the subject as a result of a past action

or state. For example, in “I have visited Paris” the current state is one of

having a Paris visit in one‟s past, while the past action is visiting Paris. The

past action may be ongoing, as in “I have been studying all night.”

d. Modality

Modality means the attitude of the speaker to the action or state being

expressed, in terms of either degree of probability (“The sun must be down

already”, “The sun should be down already”, “The sun may be down

already”, “The sun might be down already”), ability (“I can speak French”),

or permission or obligation (You must go now”, “You should go now”,

“You may go now). See modal verb and English modal verb.

44


http://en.wikipedia.org/wiki/Present_participle

http://en.wikipedia.org/wiki/Progressive_aspect

http://en.wikipedia.org/wiki/Perfect_%28grammar%29



http://en.wikipedia.org/wiki/Linguistic_modality

http://en.wikipedia.org/wiki/Modal_verb

http://en.wikipedia.org/wiki/English_modal_verb


21

e. Dummy

Do, does, or did plays a dummy (place-filling) role in transforming

simple (one-word) verbs into questions or negatives: “I go” → “Do I go?”,

“I do not go”; “He goes” → “Does he go?”, “He does not go”; “I went” →

“Did I go?”, “I did not go.”

f. Emphasis

The auxiliaries do, does, and did are also used for emphasis in positive

declarative statements in which the verb otherwise contains only one word:

“I do like this shirt!”, “He does like this shirt”, “I did like that shirt.”45

C. Modal Auxiliary

1. Definition of Modal Auxiliary

Hopkins and Cullen define “modal auxiliaries as auxiliary verbs that give

information about ability, possibility, or necessity. The modals such as can, could,

may, might, will, would, shall, should, ought to, and need are followed by the

infinitive without to and their form does not change. For example, He could speak

French and Italian (not He could speaks).”46

In addition, Betty Schrampfer suggest

that:

“Modal Auxiliaries generally express a speaker‟s 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.”47

Michael Swan mention in his

book that, “These are the verbs can, could, may, might, must, will, would,

shall, should, ought to, and need. They are different from the other three

auxiliary verbs in two ways. Firstly, they have special grammatical

features (for instance, they have no infinitive, and the third person

singular has no-s). Second, most modal verbs have not only a grammatical

function, but also a „dictionary meaning‟: for instance, must can mean „be

obliged to‟. (do, be, and have do not really have “meanings” of this kind

when they are used as auxiliary verbs.”48

45

http://letsimproveourenglish.wordpress.com/2011/04/04/the-function-of-auxiliary-verb/ 46

Diana Hopkins and Pauline Cullen, Cambridge Grammar for IELTS, (United Kingdom:

Cambridge University Press, 2007), p. 108. 47

Betty Schramfer Azar, Understanding and Using English Grammar 2nd

Edition, (New Jersey:

Prentice Hall Regents, 1989), p. 68. 48

Michael Swan, Practical English Usage, … p. 91.


22

In conclusion, 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,

ought to, must, have to, and need.

2. Kinds of Modal Auxiliary

According to Betty Schrampfer 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.”49

Stig Johanson et, al stated in their book that, Modals and semi modals can

be grouped into three major categories according to their main meanings

(excluding used to, which relates to past time).

a. Permission/possibility/ability: can, could, may, might

b. Obligation/necessity: must, should, had better, have to, need, ought

to, be s to, be supposed to

c. Volition/prediction: will, would, shall, be going to.50

In addition, Michael Swan suggest that: “Each modal auxiliary verbs has at

least two meanings. One use of all modal verbs is to talk about the possibility or

probability of a situation or event. Some of these verbs are used to say that a

situation is certain; others that it is probable or possible; others that it is

impossible.”

a. Certainty: shall, shan‟t, will, won‟t, must, can‟t, couldn‟t, would,

wouldn‟t.

b. Probability: should, shouldn‟t, ought to, oughtn‟t to, may (not)

c. Weak probability: might, might not, could.

d. Theoretical Habitual possibility: can

49


Edition, (New Jersey:

Prentice Hall Regents, 1989), p. 68. 50

Stig Johanson, Geoffry Leechand Douglas Bibes, Longman Grammar of Spoken and Written

English, (London: Edinburg Gate, 2000), p. 485.

23

e. Conditional certainty or possibility: would, wouldn‟t, could,

couldn‟t, might, mightn‟t.51

Here are the explanations from several statements above about the usages of

those modal auxiliaries, among them:

a. Can

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

talking to someone she/he knows fairly well.52

The detail functions of Can

are followed:

1. To express the ability

E.g.: I can speak three foreign languages.

He can swim

2. To express request or asking to someone else for doing something.

E.g.: Can you open the windows?

Can you help me?

3. To express asking or giving permission.

Giving Permission:

E.g.: You can go home now.

You can smoke here.

Asking Permission:

E.g.: Can I go home now?

Can I use your dictionary?

4. To express possibility

E.g.: He can be a good doctor in the future.

5. To express offering something to someone else

E.g.: Can I get you some tea?53

51

Michael Swan, Practical English Usage, (Oxford: Oxford University press, 1980), p. 389. 52


Edition, … p. 68. 53

Silvester Goridus Sukur, Complete English Grammar for the TOEFL, (Yogyakarta: Indonesia

Cerdas, 2007), p. 116.

24

b. Could

1. Could expresses ability, subject to certain conditions which probably do

not exist. In this use, could can refer to the present, the past, or the future.

E.g.: I could go know, if I wanted to. (I do not want to)

2. Could is used to request permission. It is somewhat more formal and

polite than can.

E.g.: Could I borrow your pencil?

3. Could also express the ability in the past time.

E.g.: When I was younger, I could run fast. 54

c. May

1. May express possibility.

E.g.: I may go, but I don‟t really want to.

It may rain, according to the weather report.

2. May is also used to express permission. It is considered more formal and

polite than can or could.

E.g.: May I smoke here? No, you may not.

d. Might

1. Might expresses possibility which is considerably slighter or weaker than

that express by may.

E.g.: I might accompany you, but it doesn‟t appear very likely.

It might snow in October; you can never be sure.

2. Might is used to ask permission. It is more formal and more polite than

may, can, or could.

E.g.: Might I be excused early?55

54

George E. Wishon, Julia M. Burks, Let‟s write English revised edition, New York: Litton

Educational Publishing, 1980), p. 230. 55

George E. Wishon, Julia M. Burks, Let‟s write English revised edition, … p. 232.

25

e. Should

1. To express suggestion

E.g.: You look tired. You should take a rest.

You should do your homework.

2. To ask or give the opinion about something

E.g.: A: I am bad at English. What should I do?

B: I think you should take an English course.

3. To show the obligation

E.g.: you should pay the tax regularly.

4. To criticize the condition or situation

E.g.: The children shouldn’t be playing. They should be at school.56

f. Shall

1. To express the request for agreement or an offer to do something for

someone.

E.g.: Shall I answer the telephone for you?

Shall I go now and come back later?

2. Shall is used with the first person pronouns, I and We, to express future

action.

E.g.: I shall leave for Spain tomorrow.

We shall return in September.

3. Shall can express a threat

E.g.: If you speak like that again, you shall be punished.

4. Shall may express a promise

E.g.: you shall receive your diploma in June.

g. Will

1. Will is used to express agreement, mild promise or willingness, or, in a

question, to make a polite request.

E.g.: I will do whatever you think best.

56

Silvester Goridus Sukur, Complete English Grammar for The TOEFL, … p. 121.

26

I will act in the play if you will.

Will you please carry this for me?

2. The negative of will may express refusal.

E.g.: My uncle will not be there tonight.57

3. To express a prediction

E.g.: According to the weather report, it will be cloudy tomorrow.

4. To express willingness

Ex: A: The phone is ringing

B: I’ll get it.58

h. Would

1. To express the result of a condition in a contrary-to-fact situation.

E.g.: If I had time, I would go with you.

(I do not have the time. Therefore, the condition is contrary to fact).

2. In the interrogative, would may inquire as to someone‟s willingness to do

something, ask about someone‟s preference, or invite someone to do

something.

E.g.: Would you be kind enough to this for me?

Would friend be interested in this book about ancient art?

Would you like to join us for tea tomorrow?

3. Would in the negative express refusal. It is the past of will not.

E.g.: He would not let me enter the country.

4. To express a habitual or customary action in the past.

E.g.: When I was young, my grandfather would tell me stories.

I would sit beside him and listen for hours.

57

George E. Wishon, Julia M. Burks, Let‟s write English revised edition, … p. 233. 58


Edition, … p. 45.

27

i. Must

- Function of Must in obligation

1. To express the idea of necessity or unavoidable obligation, or a condition

which cannot be changed.

E.g.: The time is up. We must go.

(Perhaps we do not want to, but we have to choice)

One must eat to live.

(There is no choice)

You say you want to pass. Then you must try harder.

(it is the only way)

2. Must in the negative express prohibition and is used to keep someone

from doing something. The prohibition may be because of a rule, a law,

the general disapproval of society, or the danger involved.

E.g.: You must not walk on the grass. (There is a rule against it)

You must not pick the flower in the park.

(It is prohibited by law)

You mustn’t smoke in class.

Children mustn’t cross busy streets alone.

Must can only be used to refer to present and future obligation. To talk

about the past, had to is used.

E.g.: I had to leave early because I wasn't feeling well.

3. In affirmative, must can be used to give strong advice or orders to oneself

or other people.

E.g.: I really must stop smoking.

You must be here by eight o'clock at the latest.

(When must is used the obligation comes from the speaker. If the

obligation comes from outside must is possible but HAVE TO is more

common).

E.g.: I have to work from 9.00 a.m. till 5.00 p.m.

4. In interrogative, must is used to ask about the wishes or intentions of the

person one is speaking to.

28

E.g.: Must I clean all the rooms?

Why must you always leave your dirty clothes in the bathroom?59

- Function of Must in deduction

1. Must can be used to say that we are sure about something (because it is

logically necessary).

E.g.: Mary must have some problem: she keeps crying.

I'm in love. That must be nice.

There's the doorbell. It must be Roger.

2. Must is only used in this way in affirmative sentences. In questions and

negatives we use can or can't instead.

E.g.: That can't be the postman. It's only seven o'clock.

What do you think this letter can mean?

3. Must is used with the perfect infinitive for deductions about the past. (can

and can't for questions and negatives)

E.g.: We went to Majorca. That must have been nice.

The lights have gone out. A fuse must have blown.

I don't think he can have heard you. Call again.

Where can John have put the matches?

He can't have thrown them away.

4. In reported speech, must can be used after a past reporting verb as if it

were a past tense. (Only in that case, must refers to the past).

E.g.: I decided that I must stop smoking.

I felt there must be something wrong.60

j. Ought to

1. Ought to, like should, express desirability, avoidable obligation, or duty.

It relates to present or future time. Ought to and should are often used

interchangeably.

E.g.: You ought to study more. (If you want to learn)

59

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29

The child ought to be reading by now.

2. Ought to + have + a past participle, referring to past time, indicates that

a duty has not been done or, in the negative, something wrong has been

done.

E.g.: You failed; you ought to have studied more.

You ought not to have wasted your time.

k. be going to

Be going to implies prior or planning, or suggest a process leading to an

action.

E.g.: Ridho is going to apply for a position in the Foreign Service.

l. Have to

Have to, like must, expresses unavoidable obligation or necessity. Have to

is interchangeable with must in affirmative sentences and is often used

instead of must in negative sentence.

E.g.: We must leave by 6:00.

We do not have to leave by 6:00.

We must not leave before 6:00. (We are prohibited from leaving)

Unlike the modal auxiliaries, have to change its from to indicate time and

person.

I

You have to, had to, have had to, will have to

We

They

He/She has to, had to, has had to, will have to

In addition, „have to‟ has several usage, these are:

1. Have to is used, with a following infinitive, to express the idea of obligation.

E.g.: How often do you have to travel on business?

Sorry I have to go now.

30

2. Have to is used to make a distinction between habitual or repeated obligation,

and non-habitual obligation. When there is the idea of repetition we use

ordinary verb-forms, with do in questions and negatives.

E.g.: I don't usually have to work on Sundays.

Do you often have to speak French in your job?

3. When people are talking about one thing that they are obliged to do, it is more

usual to use got-forms.

E.g.: I haven't got to work tomorrow.

Have you got to do any interpreting this week?

4. Got-forms are unusual in the past, and are replaced by ordinary verb-forms of

infinitive and participles.

E.g.: Did you have to go to Church on Sundays when you were a

child?

5. To talk about the future, both have to and will have to are common.

E.g.: I've got to get up early tomorrow. We're going to Devon.61

m. Used to

Used to expresses the idea of a customary or habitual action in the past.

E.g.: it used to take weeks to cross the ocean by ship.

n. be to

Be to is used to indicate plans and arrangements.

E.g.: I am to telephone him tomorrow at 5:00.

(It has been arranged that I will telephone him tomorrow).62

o. Need

Need is used to express immediate necessity in the future.

E.g.: you needn’t pay for the bill.

61

http://ismailmidi.com/berita-168-must-vs-have-to.html 62

George E. Wishon, Julia m. Burks, Let‟s write English revised edition, … p. 234.


31

1. The ordinary forms of need are much more common than the modal

auxiliary forms. The only modal form which is often used is needn't.

E.g.: You needn't try to explain.

Do you need to stay this evening?

When the modal forms are used, they usually refer to immediate necessity;

they are often used to ask for or give permission -usually permission not to do

something. Ordinary verb forms are more common when we talk about

habitual, "general" necessity. Compare:

(1) We needn't book a table. The restaurant won't be full.

Need I do the washing up? I'm in a hurry.

(2) Do you need to get a visa if you go to Mexico?

2. Present tense forms of need can be used to talk about the future, but will

need to is often used to give advice. Compare:

E.g.: (1) Need I come in early tomorrow? (Or, Do I need to come in...)

I need to get the car service soon.

(2) You'll need to star work soon if you want to pass your exams

3. Affirmative modal forms are possible after negative verbs, and in sentences

which express doubt or negative ideas.

E.g.: I wonder if we need take sleeping-bags.

I don't think he need go just yet.

The only thing you need do is fill in this form.

(You don't need to do anything else)

Note that these affirmative modal forms are mainly used in a formal style.

In informal usage we would probably use the ordinary forms.

E.g.: I wonder if we need to take sleeping-bags.

I don't think he needs to go just yet.

The only thing you need to do is fill in this form.

32

p. Dare

1. To express bravely

E.g.: I dare go alone.

2. The negative form of dare is used to express fear.

E.g.: I daren’t look.63

q. Have got to

Have got to also expresses the idea of necessity. It is informal and is used

primarily in spoken English. Usual pronunciation of got to is “gotta”.

E.g.: I have got to go now. I have class in ten minutes.

r. be supposed to

1. To express the idea that someone expects something to happen.

E.g.: The game is supposed to begin at 10:00.

2. To express expectations about behavior; often they give the idea that

someone expects a particular person to do something.

E.g.: I am supposed to go to the meeting. My Boss told me that he

wants me to attend.

s. Had better

In meaning, had better is close to should/ought to. But had better is

usually stronger. Often had better implies a warning or threat of possible

bad consequences. Had better has a present or future meaning. It is

followed by the simple form of a verb. It is more common in speaking than

writing.

E.g.: The gas tank is also empty. We had better stop at the next service

station.64

63

Silvester Goridus Sukur, Complete English Grammar for The TOEFL, … p. 123. 64

Silvester Goridus Sukur, Complete English Grammar for The TOEFL, … p. 123.

33

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Place of the Research

The research was done at MTsN 1 Pandeglang on November 1st until

November 12th

2011. The writer gave the explanation about modal auxiliaries and

then gave a test about it to the second grade of students of VIII (A) class at MTsN

1 Pandeglang located on Jln. Raya Labuan km. 5,7 Kadulisung Pandeglang.

B. Purpose of the Research

The writer would like to find out the errors on modal auxiliaries „must‟

and „have to‟ are commonly made by the third year students of MTsN

Pandeglang 1.

C. Population and Sample of the Research

The writer took the respondents of the study at second grade students of

MTsN 1 Pandeglang for academic year 2011/2012 which consist of 7 classes

with the total are 210 students. The writer used Cluster Sampling in this

research. The sample taken is only one class of second grade students of MTsN

1 Pandeglang that is VIII (A) class which consists of 30 students. The writer

chooses class VIII (A) because in VIII (A) with 30 students in number can

represent 14.28% the whole of the students in second grade of MTsN

Pandeglang 1, and all of the students in VIII (A) represent when the writer gave

the test to them.

D. Method of the Research

The writer uses the descriptive analysis method and uses the procedures of

error analysis itself. The method is purposed to analyze problem or case happened

at present. It involves accumulating, analyzing, and classifying data with various

techniques, also interpreting data. The final step, the writer has to conclude the

34

result of research. The study is also based on field research. Through field

research, the writer explains the tenses through modal auxiliary in the class,

examines the second grade students of MTsN Pandeglang 1 by doing the test to

get some data from the students. It is also supported by some of books are related

to the topic.

E. Instrument of the Research

To get the data, the writer gave a test to the second grade students of

MTsN 1 Pandeglang at VIII A class. Before made a test, the writer made „kisi-

kisi soal‟ which focus on the function of modal auxiliaries „must‟ and „have to‟

earlier. Here is the table of „kisi-kisi soal‟:

Table 3.1

Kisi-kisi Soal

After made „kisi-kisi soal,‟ the writer made items of test referred to it. Kind of

the test is „fill in the blank space‟ consisting 30 questions. After that, the writer

gave the test to the students of VIII B in order to know the validity of the test.

The result of the test showed 90% items of the test are valid and 10% items of

the test are invalid (see appendices). It can be concluded that the test is valid.

Therefore, the writer gave the test to VIII A as the sample of the research.

NO. MUST FORM NO. SOAL

1. NECESSITY POSITIVE 2, 12, 16, 1

NEGATIVE 3, 4, 25, 22

INTERROGATIVE 9, 19, 5

2. POSSIBILITY POSITIVE 29, 20, 28, 14

NEGATIVE 11, 30, 8

INTERROGATIVE -

NO. HAVE TO FORM NO. SOAL

1. NECESSITY POSITIVE 26, 21, 6, 24, 27

NEGATIVE 15, 23, 17, 7


35

F. Techniques of Data Collecting

In collecting the data, the writer used some techniques such as book

literature and test instrument. Before conducting the research, the writer

searched some books and other reference which are related to this research.

Then, writer conducted a test to investigate students‟ errors in using modal

auxiliaries. The material of the test was about must and have to. The writer

enclosed the test in the appendix section.

G. Techniques of Data Analysis

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

by focusing on their grammatical errors in using modal auxiliaries must and have

to from the students‟ answer sheet.

To get the data, the writer collected the errors items from each student‟s

answers and grouping them into several terms, such as expressing degree of

necessity of „must‟ and „have to,‟ and possibility.

By using these terms, the writer classified the errors items. From the data,

the writer tried to verify the frequency the errors that students‟ made in their

answer.

The percentage of the errors will be presented based on the terms of

descriptive analysis technique. The writer applied the following formula to

calculate the percentage of students‟ grammatical errors of “must and have to.”

The formula is:

P= F X 100%

N

P = Percentage

F = Frequency of error made

N = Number of sample which is observed

36

CHAPTER IV

FINDINGS AND INTERPRETATIONS

A. Findings

1. Data Description

As the writer explains in the preceding chapter of this „skripsi‟ discussed

about error in using modal auxiliaries, which have been done by the second

grade students of MTsN Pandeglang 1. The writer took the answer sheet to get

data and the worksheets to analyze. The test covers modal auxiliaries „must‟ and

„have to.‟ After the writer gets the students‟ worksheet, she found many errors

on it. Here are the data of the students‟ errors which are focused on modal

auxiliaries „must‟ and „have to.‟

Table 4.1

The Identification of the Errors of Student 1

Number

of test

Identification of

Error

Description

Error

Classification

Explanation Correction

5. In the schedule,

the event will be

start tomorrow

morning. Do have

to we packing

tonight?

Mis-formation „Do have to‟

should be

replaced by

„must we‟

In the schedule,

the event will be

start tomorrow

morning. Must we

packing tonight?

6. Oh, he must go to

work because

there was an

emergency.

Mis-formation „Must‟ should

be replaced by

„had to‟

Oh, he had to go to

work because

there was an

emergency.

7. You have to

come with us if

you don‟t want

to.

Omission „Do not‟

should be

added before

„have to‟

You don‟t have to

come with us if

you don‟t want to.

13. Rina‟s father was

sick last week.

Did Rina must go

home?


be replaced by

„have to‟

Rina‟s father was

sick last week. Did

Rina have to go

home?

37

14.

He have to be

very tired after

climbing the

mountain.

Mis-formation „Have to‟

should be

replaced by

„must‟

He must be very

tired after

climbing the

mountain.

18. Mom, I want to

watch TV now.

Do I must clean it

right now?


be replaced by

„have to‟

Mom, I want to

watch TV now. Do

I have to clean it

right now?

27. Mira says that

you must return

her magazine as

soon as possible.


be replaced by

„have to‟

Mira says that you

have to return her

magazine as soon

as possible.

30. It don‟t have to

be here because I

do not see it at

all.

Mis-formation „Don‟t have to‟

should be

replaced by

„must‟

It must not be here

because I do not

see it at all.

Table 4.2


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I have

to finish my work

before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00

today.

30. It must be here

because I do not

see it at all.

Omission „Must‟ should

be followed by

„not‟

It must not be

here because I do

not see it at all.

Table 4.3


Number

of test

Identification of

Error

Description

Error

Classification


5. In the schedule,

the event will be

start tomorrow

morning. Do have

to we packing

tonight?

Mis-formation „Do have to‟

should be

replaced by

„must we‟

In the schedule,

the event will be

start tomorrow

morning. Must we

packing tonight?

38

8. Berry get bad

score in his

English test. He

must study hard.


be followed by

„not‟

Berry get bad

score in his

English test. He

must not study

hard.


sick last week.

Did Rina must go

home?


be replaced by

„have to‟

Rina‟s father was

sick last week. Did

Rina have to go

home?

23. You have to

introduce me to

Sinta, because we

have already met.


be followed by

„not‟

You don‟t have to

introduce me to

Sinta, because we

have already met.

30. It don‟t have to

be here because I

do not see it at

all.

Mis-formation „Don‟t have

to‟should be

replaced by

„must not‟

It must not be

here because I do

not see it at all.

Table 4.4


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I have

to finish my work

before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00

today.

23. You have to

introduce me to

Sinta, because we

have already met.

Omission „Have to‟

should be

preceded by

„don‟t‟

You don‟t have to

introduce me to

Sinta, because we

have already met.

30. It must be here

because I do not

see it at all.


be followed by

„not‟

It must not be

here because I do

not see it at all.

39

Table 4.5


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I have

to finish my work

before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00 today.

2. In order to log on

to the Internet,

Sally have to

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,

Sally must enter

her user I.D

10. My friend asks

me to attend to

her birthday

party. Do I must

attend to her party

tomorrow?

Mis-formation „Must‟

should be

replaced by

„have to‟

My friend asks me

to attend to her

birthday party.

Do I have to attend

to her party

tomorrow?

12. When we will go

abroad. We have

to show our

passport at the

airport.


should be

replaced by

„must‟

When we will go

abroad. We must

show our passport

at the airport.


sick last week.

Did Rina must go

home?


should be

replaced by

„have to‟

Rina‟s father was

sick last week. Did

Rina have to go

home?

14. He don‟t have to

be very tired

after climbing

the mountain.


to should be

replaced by

„must‟

He must be very

tired after

climbing the

mountain.

15. Elsi don‟t have to

do her homework

if she was sick.

Mis-formation „Don‟t‟

should be

replaced by

„doesn‟t‟

Elsi doesn‟t have

to do her

homework if she

was sick.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He have to

be a great fan of

D‟Bagindas.


should be

replaced by

„must‟

Fauzul likes

singing

D‟Bagindas‟

songs. He must be

a great fan of

D‟Bagindas.

19. Don‟t have to I

study hard for the


to‟ should be

Must I study hard

for the final exam

40

final exam

tomorrow?

replaced by

„must‟

tomorrow?

21. If you have a pet

dog, you „don‟t

have to feed‟ it

every day or it

will die!


to‟ should be

replaced by

„must‟

If you have a pet

dog, you „must

feed‟ it every day

or it will die!

23. You „must

introduce‟ me to

Sinta, because we

have already met.


should be

replaced by

„Don‟t have

to‟

You „don‟t have to

introduce‟ me to

Sinta, because we

have already met.

25. If you walk at

park, you „must

walk‟ on the

grass.

Omission „Must‟

should be

followed by

„not‟

If you walk at

park, you „must

not walk‟ on the

grass.

27. Mira says that

you must return

her magazine as

soon as possible.


should be

replaced by

„have to‟

Mira says that you

have to return her

magazine as soon

as possible.

30. It don‟t have to be

here because I do

not see it at all.


to‟ should be

replaced by

„must not‟

It must not be here

because I do not

see it at all.

Table 4.6


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I have

to finish my work

before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00 today.


to the Internet,

Sally has to enter

her user I.D

Mis-formation „Has to‟

should be

replaced by

„must‟

In order to log on

to the Internet,

Sally must enter

her user I.D

30. It must be here

because I do not

see it at all.

Omission „Must‟

should be

followed by

„not‟

It must not be here

because I do not

see it at all.

41

Table 4.7


Number

of test

Identification of

Error

Description

Error

Classification


10. My friend asks

me to attend to

her birthday

party. Do I must

attend to her party

tomorrow?


should be

replaced by

„have to‟

My friend asks me

to attend to her

birthday party.

Do I have to attend

to her party

tomorrow?

16. Fauzul likes

singing

D‟Bagindas‟

songs. He have to

be a great fan of

D‟Bagindas.


should be

replaced by

„must‟

Fauzul likes

singing

D‟Bagindas‟ songs.

He must be a great

fan of D‟Bagindas.

25. If you walk at

park, you „don‟t

have to walk‟ on

the grass.


to‟ should be

replaced by

„must not‟

If you walk at park,

you „must not

walk‟ on the grass.

30. It must be here

because I do not

see it at all.

Omission „Must‟

should be

followed by

„not‟

It must not be here

because I do not

see it at all.

Table 4.8


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I „must‟

finish my work

before 12.00

today.


to the Internet,

Sally „must to‟

enter her user I.D

Addition „Must to‟

should be

replaced by

„must‟

In order to log on

to the Internet,

Sally „must‟ enter

her user I.D

5. In the schedule,

the event will be

start tomorrow


should be

replaced by

In the schedule,

the event will be

start tomorrow

42

morning. „Do we

have to‟ we

packing tonight?

„must‟ morning. „Must‟

we packing

tonight?

20. He have to be

crazy.

Mis-formation „have to‟

should be

replaced by

„must‟

He must be crazy.

23. You „have to

introduce‟ me to

Sinta, because we

have already met.

Omission „Don‟t‟ should

added before

„have to‟


introduce‟ me to

Sinta, because we

have already met.

30. It „don‟t have to

be‟ here because I

do not see it at all.


should be

replaced by

„must not‟

It „must not be‟

here because I do

not see it at all.

Table 4.9


Number

of test

Identification of

Error

Description

Error

Classification



to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,


her user I.D

4. You „don‟t have

to talk‟ during

the test.


should be

replaced by

„must not‟

You „must not

talk‟ during the

test.

10. My friend asks

me to attend to

her birthday

party. Do I „must

not attend‟ to her

party tomorrow?

Mis-formation „Must not‟

should be

replaced by

„have to‟

My friend asks me

to attend to her

birthday party.

Do I „have to

attend‟ to her party

tomorrow?


sick last week.

Did Rina „must

not‟ go home?


be replaced by

„have to‟

Rina‟s father was

sick last week. Did

Rina „have to‟ go

home?

14. He „don‟t have

to do be‟ very

tired after

climbing the

Mis-formation „don‟t have to‟

should be

replaced by

„must‟

He „must be‟ very

tired after

climbing the

mountain.

43

mountain.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „don‟t

have to be‟ a

great fan of

D‟Bagindas.


should be

replaced by

„must‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must

be‟ a great fan of

D‟Bagindas.

25. If you walk at


have to walk‟ on

the grass.


should be

replaced by

„must not‟

If you walk at

park, you „must

not walk‟ on the

grass.

Table 4.10


Number

of test

Identification of

Error

Description

Error

Classification



to‟ smoke in the

hospital.


should be

replaced by

„must not‟

You „must not‟

smoke in the

hospital.

4. You „must talk‟

during the test.


be followed by

„not‟

You „must not

talk‟ during the

test.

6. Oh, he „head to‟

go to work

because there was

an emergency.

Mis-formation „Head to‟

should be

replaced by

„had to‟

Oh, he „had to‟ go

to work because

there was an

emergency.


sick last week.

Did Rina „must‟

go home?


be replaced by

„have to‟

Rina‟s father was

sick last week. Did


home?

23. You „have to

introduce‟ me to

Sinta, because we

have already met.


should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

25. If you walk at

park, you „must

walk‟ on the

grass.


be followed by

„not‟

If you walk at

park, you „must

not walk‟ on the

grass.

27. Mira says that

you „must‟ return

her magazine as


be replaced by

„have to‟

Mira says that you

„have to‟ return

her magazine as

44

soon as possible. soon as possible.

28. Fadhlan always

gets the first rank.

He „have to be‟

the smartest

student at his

class.

Mis-formation „Have to be‟

should be

replaced by

„must be‟

Fadhlan always


He „must be‟ the

smartest student at

his class.

30 It „must be‟ here

because I do not

see it at all.


be followed by

„not‟


here because I do

not see it at all.

Table 4.11


Number

of test

Identification of

Error

Description

Error

Classification



to‟ smoke in the

hospital.


should be

replaced by

„must not‟

You „must not‟

smoke in the

hospital.

4. You „have to

talk‟ during the

test.

Mis-formation „Have to talk‟

should be

replaced by

„must not talk‟

You „must not

talk‟ during the

test.

9. Sir, Dany getting

tired to clean the

toilet. „Must not‟

he do it alone?

Omission „Not‟ must be

added after

„must‟

Sir, Dany getting

tired to clean the

toilet. „Must‟ he

do it alone?


sick last week.

Did Rina „must‟

go home?


be replaced by

„have to‟

Rina‟s father was

sick last week. Did


home?

23. You „have to

introduce‟ me to

Sinta, because we

have already met.

Omission „Don‟t have to

introduce‟

should be

replaced by

„have to‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.

Mis-formation „must‟ should

be replaced by

„have to‟

Mira says that you


her magazine as

soon as possible.

28. Fadhlan always


He „have to be‟


should be

replaced by

Fadhlan always



45

the smartest

student at his

class.

„must be‟ smartest student at

his class.

30 It „have to be‟

here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

Table 4.12


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the


finish my work

before 12.00

today.


to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,


her user I.D

15. Elsi „don‟t have

to‟ do her

homework if she

was sick.

Mis-formation „Don‟t‟ should

be replaced by

„doesn‟t‟

Elsi „doesn‟t have

to‟ do her

homework if she

was sick.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have

to‟ be a great fan

of D‟Bagindas.


should be

replaced by

„must‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must‟

be a great fan of

D‟Bagindas.


dog, you „had


or it will die!

Mis-formation „Had feed‟

should be

replaced by

„must feed‟

If you have a pet

dog, you „must


or it will die!

23. You „have to not

introduce‟ me to

Sinta, because we

have already met.

Omission „Have to not

introduce‟

should be

replaced by

„don‟t have to

introduce‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that



be replaced by

Mira says that you


46

her magazine as

soon as possible.

„have to‟ her magazine as

soon as possible.

28. Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

Table 4.13


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the


finish my work

before 12.00

today.

5. In the schedule,

the event will be

start tomorrow

morning. „Do

must‟ we packing

tonight?

Mis-order „Do must‟

should be

replaced by

„must we‟

In the schedule,

the event will be

start tomorrow

morning. „Must‟

we packing

tonight?


tired to clean the

toilet. „do have

to‟ he do it alone?


should be

replaced by

„must‟

Sir, Dany getting

tired to clean the


do it alone?

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have


of D‟Bagindas.


should be

replaced by

„must‟

Fauzul likes

singing

D‟Bagindas‟


be a great fan of

D‟Bagindas.

19. „Do must‟ I study

hard for the final

exam tomorrow?

Addition „Do‟ should be

omitted

„Must‟ I study

hard for the final

exam tomorrow?


dog, you „had


should be

If you have a pet

dog, you „must

47


or it will die!

replaced by

„must feed‟


or it will die!

23. You „must not

introduce‟ me to

Sinta, because we

have already met.

Mis-formation „Must not

introduce‟

should be

replaced by

„don‟t have to

introduce‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


be replaced by

„have to‟

Mira says that you


her magazine as

soon as possible.

28. Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

Table 4.14


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the


finish my work

before 12.00

today.

5. In the schedule,

the event will be

start tomorrow

morning. „Do

must‟ we packing

tonight?


omitted

In the schedule,

the event will be

start tomorrow

morning. „Must‟

we packing

tonight?

11. My aunt doesn‟t

buy an expensive

clothe. I think,

she „must have‟

enough money.

Omission „Not‟ should

be put between

„must‟ and

„have‟

My aunt doesn‟t

buy an expensive

clothe. I think, she

„must not have‟

enough money.

48


sick last week.

Did Rina „had to‟

go home?

Mis-formation „Had to‟

should be

replaced by

„have to‟

Rina‟s father was

sick last week. Did


home?

19. „Do must‟ I study

hard for the final

exam tomorrow?


omitted

„Must‟ I study

hard for the final

exam tomorrow?


to give‟ me

flowers because

I'm allergic.

Mis-formation „Don‟t have to

give‟ should be

replaced by

„must not give‟

You „must not

give‟ me flowers

because I'm

allergic.

23. You „have to

introduce‟ me to

Sinta, because we

have already met.

Mis-formation „Have to

introduce‟

should be

replaced by

„don‟t have to

introduce‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


replaced by

„have to‟

Mira says that you


her magazine as

soon as possible.

30 It „must be‟ here

because I do not

see it at all.


be put between

„must‟ and „be‟


here because I do

not see it at all.

Table 4.15


Number

of test

Identification of

Error

Description

Error

Classification



tired to clean the

toilet. „Have to‟

he do it alone?


should be

replaced by

„must‟

Sir, Dany getting

tired to clean the


do it alone?

15. Elsi „don‟t have

to‟ do her

homework if she

was sick.

Mis-formation „Don‟t‟ should

be replaced by

„doesn‟t‟


to‟ do her

homework if she

was sick.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have


of D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟


be a great fan of

D‟Bagindas.

49

23. You „have to

introduce‟ me to

Sinta, because we

have already met.


should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


be replaced by

„have to‟

Mira says that you


her magazine as

soon as possible.

30. It „have to be‟

here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

Table 4.16


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I have

to finish my work

before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00 today.

4. You „have to

talk‟ during the

test.

Mis-formation „Have to talk‟

should be

replaced by

„must not

talk‟

You „must not

talk‟ during the

test.

5. In the schedule,

the event will be

start tomorrow

morning. „Do

must‟ we packing

tonight?

Addition „Do‟ should

be omitted


event will be start

tomorrow morning.


tonight?


tired to clean the


he do it alone?


should be

replaced by

„must‟

Sir, Dany getting

tired to clean the

toilet. „Must‟ he do

it alone?

10. My friend asks

me to attend to

her birthday

party. Do I must

attend to her party

tomorrow?


should be

replaced by

„have to‟

My friend asks me

to attend to her

birthday party.

Do I have to attend

to her party

tomorrow?

50


sick last week.

Did Rina must go

home?


should be

replaced by

„have to‟

Rina‟s father was

sick last week. Did

Rina have to go

home?

14. He don‟t have to

be very tired

after climbing

the mountain.


to be‟ should

be replaced

by „must be‟

He must be very

tired after

climbing the

mountain.

15. Elsi don‟t have to

do her homework

if she was sick.

Mis-formation „Don‟t should

be replaced

by „doesn‟t‟

Elsi doesn‟t have

to do her

homework if she

was sick.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He have to

be a great fan of

D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He must be

a great fan of

D‟Bagindas.


dog, you „don‟t

have to feed‟ it

every day or it

will die!


to feed‟

should be

replaced by

„must feed‟

If you have a pet

dog, you „must


or it will die!

24. If Afif wants to

become a

professional

musician, he

„have to practice‟

every day.


should be

replaced by

„has to‟

If Afif wants to

become a

professional

musician, he „has

to practice‟ every

day.

26. Andrew „have to

pay‟ his rent

every month.


should be

replaced by

„has to‟

Andrew „has to

pay‟ his rent every

month.

29. Nana „must not

have‟ some

problem: she

keeps crying.

Addition „Not‟ should

be omitted

Nana „must have‟

some problem: she

keeps crying.

30. It don‟t have to be

here because I do

not see it at all.


to be‟ should

be replaced

by „must not

be‟

It must not be here

because I do not

see it at all.

51

Table 4.17


Number

of test

Identification of

Error

Description

Error

Classification



to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,


her user I.D

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have

to be‟ a great fan

of D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.


dog, you „had


or it will die!


should be

replaced by

„must feed‟

If you have a pet

dog, you „must


or it will die!

23. You „have not to

introduce‟ me to

Sinta, because we

have already met.


should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


should be

replaced by

„have to‟

Mira says that you

„have to‟ return her

magazine as soon

as possible.

28. Fadhlan always


He „have to be‟

the smartest

student at his

class.

Mis-formation Have to be‟

should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

52

Table 4.18


Number

of test

Identification of

Error

Description

Error

Classification


7. You „have to

come‟ with us if



should be

preceded by

„don‟t‟


come‟ with us if


10. My friend asks

me to attend to

her birthday

party. Do I

„must‟ attend to

her party

tomorrow?


should be

replaced by

„have to‟

My friend asks me

to attend to her

birthday party.

Do I „have to‟

attend to her party

tomorrow?


sick last week.

Did Rina „had to‟

go home?

Mis-formation „Had to‟

should be

replaced by

„have to‟

Rina‟s father was

sick last week. Did


home?

14. He „had to be‟

very tired after

climbing the

mountain.

Mis-formation „Had to be‟

should be

replaced by

„must be‟


tired after

climbing the

mountain.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „had to


D‟Bagindas.

Mis-formation „Had to be‟

should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.


introduce‟ me to

Sinta, because we

have already met.

Mis-formation „Have not to‟

should be

replaced by

„don‟t have

to‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


should be

replaced by

„have to‟

Mira says that you


magazine as soon

as possible.

28. Fadhlan always


He „must not be‟

the smartest

student at his

class.


be omitted

Fadhlan always



smartest student at

his class.

53

30. It „must be‟ here

because I do not

see it at all.


be put

between

„must‟ and

„be‟


here because I do

not see it at all.

Table 4.19


Number

of test

Identification of

Error

Description

Error

Classification



to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,


her user I.D

14. He „have to be‟

very tired after

climbing the

mountain.


should be

replaced by

„must be‟


tired after

climbing the

mountain.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have


of D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.


to give‟ me

flowers because

I'm allergic.


to give‟

should be

replaced by

„must not

give‟

You „must not

give‟ me flowers

because I'm

allergic.

23. You „have to

introduce‟ me to

Sinta, because we

have already met.


should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


should be

replaced by

„have to‟

Mira says that you


magazine as soon

as possible.

28. Fadhlan always


He „have to be‟

the smartest

student at his


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.

54

class.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

Table 4.20


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00 today.


to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,


her user I.D


to talk‟ during

the test.


to talk‟

should be

replaced by

„must not

talk‟

You „must not

talk‟ during the

test.


dog, you „had


or it will die!


should be

replaced by

„must feed‟

If you have a pet

dog, you „must


or it will die!


introduce‟ me to

Sinta, because we

have already met.

Mis-formation „Have to not‟

should be

replaced by

„don‟t have

to‟


introduce‟ me to

Sinta, because we

have already met.

28. Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

55

Table 4.21


Number

of test

Identification of

Error

Description

Error

Classification



to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,


her user I.D


very tired after

climbing the

mountain.


should be

replaced by

„must be‟


tired after

climbing the

mountain.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have


of D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.

23. You „have to

introduce‟ me to

Sinta, because we

have already met.

Omission „Have to

introduce‟

should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


should be

replaced by

„have to‟

Mira says that you


magazine as soon

as possible.

28. Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

56

Table 4.22


Number

of test

Identification of

Error

Description

Error

Classification



to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,


her user I.D


very tired after

climbing the

mountain.


should be

replaced by

„must be‟


tired after

climbing the

mountain.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have


of D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.

23. You „have to

introduce‟ me to

Sinta, because we

have already met.


should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


should be

replaced by

„have to‟

Mira says that you


magazine as soon

as possible.

28. Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

57

Table 4.23


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00 today.


to the Internet,

Sally „must to‟

enter her user I.D

Addition „To‟ should

be omitted

In order to log on

to the Internet,


her user I.D


tired to clean the


he do it alone?


should be

replaced by

„must‟

Sir, Dany getting

tired to clean the


it alone?

12. When we will go

abroad. We

„must to

show‟ our

passport at the

airport.


be omitted

When we will go

abroad. We „must

show‟ our passport

at the airport.

16. Fauzul likes

singing

D‟Bagindas‟

songs. He „have


of D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.

23. You „have to

introduce‟ me to

Sinta, because we

have already met.

Omission „Have to

introduce‟

should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that


her magazine as

soon as possible.


should be

replaced by

„have to‟

Mira says that you


magazine as soon

as possible.

28. Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.

58

Table 4.24


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I must

finish my work

before 12.00 today.


to the Internet,

Sally „must to‟

enter her user I.D


be omitted

In order to log on

to the Internet,


her user I.D

17. I „have to go‟ to

the doctor. I‟m

feeling much

better than

yesterday.

Omission „Have to go‟

should be

preceded by

„don‟t‟

I „don‟t have to go‟

to the doctor. I‟m

feeling much better

than yesterday.


to give‟ me

flowers because

I'm allergic.


to give‟

should be

replaced by

„must not

give‟

You „must not

give‟ me flowers

because I'm

allergic.

23. You „have to

introduce‟ me to

Sinta, because we

have already met.

Omission „Have to

introduce‟

should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

30.

It „must be‟ here

because I do not

see it at all.


be put

between

„must‟ and

„be‟


here because I do

not see it at all.

59

Table 4.25


Number

of test

Identification of

Error

Description

Error

Classification


1. Because of the

deadline, I „have

to‟ finish my

work before 12.00

today.


should be

replaced by

„must‟

Because of the

deadline, I „must

finish‟ my work

before 12.00 today.


to the Internet,

Sally „have to‟

enter her user I.D


should be

replaced by

„must‟

In order to log on

to the Internet,

Sally „must enter‟

her user I.D

3. You „must‟

smoke in the

hospital.

Omission „Must‟

should be

followed by

„not‟

You „must not‟

smoke in the

hospital.

4. You „must talk‟

during the test.

Omission „Must‟

should be

followed by

„not‟

You „must not

talk‟ during the

test.


tired to clean the

toilet. „must not

have‟ he do it

alone?


be omitted

Sir, Dany getting

tired to clean the


it alone?

11. My aunt doesn‟t

buy an expensive

clothe. I think,

she „must have‟

enough money.


be put

between

„must‟ and

„have‟

My aunt doesn‟t

buy an expensive

clothe. I think, she

„must not have‟

enough money.

14. He „don‟t have

to be‟ very tired

after climbing

the mountain.


to be‟ should

be replaced

by „must be‟


tired after

climbing the

mountain.

16. Fauzul likes

singing

D‟Bagindas‟

songs. „He have


of D‟Bagindas.

Mis-formation „He have to

be‟ should be

replaced by

„he must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.


crazy.


should be

replaced by

He „must be‟ crazy.

60

„must be‟

23. You „must

introduce‟ me to

Sinta, because we

have already met.

Mis-formation „Must

introduce‟

should be

replaced by

„don‟t have

to introduce‟


introduce‟ me to

Sinta, because we

have already met.

26. Andrew „has to

play‟ his rent

every month.

Mis-formation „Play‟ should

be replaced

by „pay‟

Andrew „has to


month.


here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

Table 4.26


Number

of test

Identification of

Error

Description

Error

Classification


2.

In order to log on

to the Internet,

Sally „have to‟

enter her user I.D


enter‟ should

be replaced

by „must

enter‟

In order to log on to

the Internet, Sally

„must enter‟ her

user I.D

4.


talk‟ during the

test.


to talk‟

should

breplaced by

„must not

talk‟

You „must not talk‟

during the test.

10.

My friend asks me

to attend to her

birthday party.

Do I „must not


tomorrow?


attend‟

should be

replaced by

„have to

attend‟

My friend asks me

to attend to her

birthday party.

Do I „have to


tomorrow?

12.

When we will go

abroad. We „have

to show‟ our

passport at the

airport.


show‟ should

be replaced

by „must

show‟

When we will go

abroad. We „must


at the airport.


sick last week. Did

Mis-formation „Must not go‟

should be

Rina‟s father was

sick last week. Did

61

Rina „must not go

home‟?

replaced by

„have to go‟

Rina „have to go

home‟?

14.

He „don‟t have to

be‟ very tired after

climbing the

mountain.

Mis-formation „Don‟ have to

be should be

replaced by

„must be‟


tired after

climbing the

mountain.

15.

Elsi „dosn‟t have

to do‟ her

homework if she

was sick.

Mis-formation „Doesn‟t‟

should be

replaced by

„doesn‟t‟

Elsi doesn‟t have

to do her

homework if she

was sick.

16.

Fauzul likes

singing

D‟Bagindas‟

songs. He „don‟t

have to be‟ a great

fan of D‟Bagindas.


to be‟ should

be replaced

by „must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.

25.


you „don‟t have to

walk‟ on the grass.


to‟ should be

replaced by

„must not

walk‟


you „must not walk‟

on the grass.

Table 4.27


Number

of test

Identification of

Error

Description

Error

Classification


2.

In order to log on

to the Internet,

Sally „have to

enter‟ her user I.D


enter‟ should

be replaced

by „must

enter‟

In order to log on

to the Internet,


her user I.D

4.

You „don‟t have

to talk‟ during

the test.


to talk‟

should be

replaced by

„must not

talk‟

You „must not

talk‟ during the

test.

5.

In the schedule,

the event will be

start tomorrow

morning. „have

to‟ we packing

tonight?

Mis-formation „Have to we‟

should be

replaced by

„must we‟


event will be start

tomorrow morning.


tonight?

62

10.

My friend asks

me to attend to

her birthday

party. Do I „must

attend‟ to her

party tomorrow?

Mis-formation „Must attend‟

should be

replaced by

„have to

attend‟

My friend asks me

to attend to her

birthday party.

Do I „have to


tomorrow?

12.

When we will go

abroad. We

„don‟t have to

show‟ our

passport at the

airport.


to show‟

should be

replaced by

„must show‟

When we will go

abroad. We „must


at the airport.

13.

Rina‟s father was

sick last week.

Did Rina „must

go home‟?

Mis-formation „Must go

home‟ should

be replaced

by „have to

go home‟

Rina‟s father was

sick last week. Did

Rina „have to go

home‟?

14.

He „don‟t have

to be‟ very tired

after climbing

the mountain.


to be‟ should

be replaced

by „must be‟


tired after

climbing the

mountain.

15.

Elsi „doen‟t have

to do‟ her

homework if she

was sick.

Mis-formation „Doen‟t‟

should be

replaced by

„doesn‟t‟


to do‟ her

homework if she

was sick.

16.

Fauzul likes

singing

D‟Bagindas‟

songs. He „have


of D‟Bagindas.


should be

replaced by

„must be‟

Fauzul likes

singing

D‟Bagindas‟

songs. He „must


D‟Bagindas.

19.

„Don‟t have to‟ I

study hard for the

final exam

tomorrow?


to‟ should be

replaced by

„must‟

„Must‟ I study hard

for the final exam

tomorrow?

20.

He „don‟t have to

be‟ crazy.


to be‟ should

be replaced

by „must be‟


23.

You „must

introduce‟ me to

Sinta, because we

have already met.


introduce‟

should be

replaced by

„don‟t have

to introduce‟


introduce‟ me to

Sinta, because we

have already met.

25. If you walk at Omission „Must‟ If you walk at

63

park, you „must

walk‟ on the

grass.

should be

followed by

„not‟

park, you „must

not walk‟ on the

grass.

27.

Mira says that

you „must not

return‟ her

magazine as soon

as possible.


return‟

should be

replaced by

„have to

return‟

Mira says that you

„have to return‟ her

magazine as soon

as possible.

28.

Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.

30.

It „don‟t have to

be‟ here because I

do not see it at all.


to be‟ should

be replaced

by „must not

be‟


here because I do

not see it at all.

Table 4.28


Number

of test

Identification of

Error

Description

Error

Classification


1.

Because of the

deadline, I „have

to finish‟ my

work before 12.00

today.


finish‟ should

be replaced

by „must

finish‟

Because of the

deadline, I „must

finish‟ my work

before 12.00 today.

5.

In the schedule,

the event will be

start tomorrow

morning. „do we

have‟ we packing

tonight?

Mis-formation „Do we have‟

should be

replaced by

„must‟


event will be start

tomorrow morning.


tonight?

23.

You „have to

introduce‟ me to

Sinta, because we

have already met.

Omission „have to

introduce‟

should be

preceded by

„don‟t‟


introduce‟ me to

Sinta, because we

have already met.

27. Mira says that

you „must return‟

Mis-formation „Must return‟

should be

Mira says that you


64

her magazine as

soon as possible.

replaced by

„‟have to

return‟

magazine as soon

as possible.

30.

It „must be‟ here

because I do not

see it at all.

Omission „Must‟

should be

followed by

„not‟


here because I do

not see it at all.

Table 4.29


Number

of test

Identification of

Error

Description

Error

Classification


2.

In order to log on

to the Internet,

Sally „must have

enter‟ her user I.D

Addition „Have‟

should be

omitted

In order to log on

to the Internet,


her user I.D

3.

You „don‟t have

to smoke‟ in the

hospital.


to smoke‟

should be

replaced by

„must not

smoke‟

You „must not

smoke‟ in the

hospital.

4.

You „must talk‟

during the test.


be put

between

„must‟ and

„talk‟

You „must not

talk‟ during the

test.

10.

My friend asks

me to attend to

her birthday

party. Do I „must

attend‟ to her

party tomorrow?

Mis-formation „Must attend‟

should be

replaced by

„have to

attend‟

My friend asks me

to attend to her

birthday party.

Do I „have to


tomorrow?

12.

When we will go

abroad. We „have

to show‟ our

passport at the

airport.


show‟ should

be replaced

by „must

show‟

When we will go

abroad. We „must


at the airport.

13.

Rina‟s father was

sick last week.

Did Rina „must

go home‟?

Mis-formation „Must go

home‟ should

be replaced

by „have to

go home‟

Rina‟s father was

sick last week. Did

Rina „have to go

home‟?

65

14.

He „don‟t have

to be‟ very tired

after climbing

the mountain.


to be‟ should

be replaced

by „must be‟


tired after

climbing the

mountain.

15.

Elsi „have do‟ her

homework if she

was sick.

Mis-formation „Have do‟

should be

replaced by

„doesn‟t have

to do‟


to do‟ her

homework if she

was sick.

20.

He „dont have to

be‟ crazy.


to be‟ should

be replaced

by „must be‟


21.

If you have a pet

dog, you „have to


or it will die!


feed‟ should

be replaced

by „must

feed‟

If you have a pet

dog, you „must


or it will die!

23.

You „must

introduce‟ me to

Sinta, because we

have already met.


introduce‟

should be

replaced by

„don‟t have

to introduce‟


introduce‟ me to

Sinta, because we

have already met.

25.

If you walk at


have to walk‟ on

the grass.


to walk‟

should be

replaced by

„must not

walk‟

If you walk at

park, you „must

not walk‟ on the

grass.

27.

Mira says that


her magazine as

soon as possible.

Mis-formation „Musr return‟

should be

replaced by

„have to

return‟

Mira says that you


magazine as soon

as possible.

28.

Fadhlan always


He „have to be‟

the smartest

student at his

class.


should be

replaced by

„must be‟

Fadhlan always



smartest student at

his class.

30.

It „have to be‟

here because I do

not see it at all.


should be

replaced by

„must not be‟


here because I do

not see it at all.

66

Table 4.30


Number

of test

Identification of

Error

Description

Error

Classification


6.

Oh, he „must go‟

to work because

there was an

emergency.

Mis-formation „Must go‟

should be

replaced by

„had to‟

Oh, he „had to‟ go

to work because

there was an

emergency.

15.

Elsi „have to do‟

her homework if

she was sick.

Mis-formation „Have to do‟

should be

replaced by

„doesn‟t have

to do‟


to do‟ her

homework if she

was sick.

17.

I „must go‟ to the

doctor. I‟m

feeling much

better than

yesterday.

Mis-formation „Must go‟

should be

replaced by

„don‟t have

to go‟

I „don‟t have to go‟

to the doctor. I‟m

feeling much better

than yesterday.

24.

If Afif wants to

become a

professional

musician, he

„must practice‟

every day.


practice‟

should be

replaced by

„has to

practice‟

If Afif wants to

become a

professional

musician, he „has

to practice‟ every

day.

25.

If you walk at

park, you „must

walk‟ on the

grass.

Omission „Must‟

should be

followed by

„not‟

If you walk at

park, you „must

not walk‟ on the

grass.

26.

Andrew „must

pay‟ his rent

every month.

Mis-formation „Must pay‟

should be

replaced by

„has to pay‟

Andrew „has to


month.

27.

Mira says that


her magazine as

soon as possible.

Mis-formation „Must return‟

should be

replaced by

„have to

return‟

Mira says that you


magazine as soon

as possible.

29.

Nana „have to

have‟ some

problem: she

keeps crying.


have‟ should

be replaced

by „must

have‟

Nana „must have‟

some problem: she

keeps crying.

67

Table 4.31

Table of Recapitulation of the Students’ Errors

STUDENTS

ERRORS CLASSIFICATION

Omission Mis-

formation Mis-order Addition

Student 1 1 7 - -

Student 2 1 1 - -

Student 3 2 3 - -

Student 4 2 1 - -

Student 5 1 13 - -

Student 6 1 2 - -

Student 7 1 3 - -

Student 8 1 4 - 1

Student 9 - 7 - -

Student 10 4 5 - -

Student 11 2 6 - -

Student 12 1 8 - -

Student 13 - 8 - 2

Student 14 2 5 - 2

Student 15 1 5 - -

Student 16 - 12 - 2

Student 17 1 6 - -

Student 18 2 6 - 1

Student 19 1 7 - -

Student 20 - 7 - -

Student 21 1 6 - -

68

Student 22 1 6 - -

Student 23 1 5 - 2

Student 24 3 2 - 1

Student 25 3 8 - 1

Student 26 - 9 - -

Student 27 1 15 - -

Student 28 2 3 - -

Student 29 1 13 - 1

Student 30 1 7 - -

Total 38 errors 190 errors 0 error 13 errors

Total of

Errors 241 errors

Percentage of students‟ errors:

A. Omission

P=38

241 x 100% = 15.76%

B. Mis-formation

P=190

241 x 100% = 78.83%

C. Mis-order

P=0

241 x 100% = 0%

D. Addition

P=13

241 x 100% = 5.39%

69

Table 4.32

Frequency of students’ error

No. Tyes of Errors Frequency of

Errors Percentage

1. Omission 38 15.76%

2. Mis-formation 190 78.83%

3. Mis-order 0 0%

4. Addition 13 5.39%

Based on the table of students‟ errors, it can be stated that:

1. Total errors of Omission are 38 errors on percentage 15.76%

2. Total errors of Mis-formation are 190 errors on percentage 78.83%

3. Total errors on Mis-order are 0 error on percentage 0%

4. Total error on Addition are 13 errors on percentage 5.39%

2. Data Analysis

The next step is to analyze the result of data. Here are the data analysis

about students‟ errors focused on modal auxiliaries „must‟ and „have to‟ on the

test which have been done by the students in eighth (A) class.

Table 4.33

Table of Students’ who made Errors

No. Types of Errors Number of Students Frequency of Errors

1. Omission 25 38(15.76%)

2. Mis-formation 30 190(78.83%)

3. Mis-order 0 0(0%)

4. Addition 13 13(5.39%)

There were 25 students and 38 errors committed in Omission area with

15.76%. Most of them have made errors on the test regarding the omission of a

word „don‟t‟ in form of negative of „have to,‟ for example: “You „have to

70

introduce‟ me to Sinta, because we have already met,” but the right form should

be “You „don‟t have to introduce‟ me to Sinta, because we have already met.”

There were 30 students and 190 errors committed in Mis-formation area

with 78.83%. Most of them have made errors on the test regarding the misform of

a word „must‟ that should be replaced by „have to‟, for example: “Mira says that

you „must return‟ her magazine as soon as possible, but the right form should be

“Mira says that you „have to return‟ her magazine as soon as possible.”

There was 0 student and 0 error committed in Mis-order with 0%. The

student had made no error on the test regarding the mis-order.

There were 9 students and 13 errors committed in Addition with 5.39%.

The students have made errors on the test regarding the addition of a word „do‟ in

form “In the schedule, the event will be start tomorrow morning. „Do must‟ we

packing tonight?,” but the right form should be “In the schedule, the event will be

start tomorrow morning. „Must‟ we packing tonight?.”

3. Causes of Errors

There were 25 students and 38 errors committed in Omission area with

15.76%. This type of errors was made by the students who absence of an item that

must appear in a well-formed utterance. It means that this error caused by context

of learning.

There were 30 students and 190 errors committed in Mis-formation area

with 78.83%. This type of errors was made by the students who used the wrong

form of the morpheme or structure. It means that this error caused by context of

learning.

There was 0 student and 0 error committed in Mis-order with 0%.

Although the students made no error on the test regarding the mis-order, the

students can be make mis-order because of the students made wrong placement of

morpheme or a group of morphemes in an utterance. Based on the result of data

analysis there was no students who made mis-order, its means that the students

did not make a wrong placement of morpheme. This type of error was caused by

context of learning.

71

There were 9 students and 13 errors committed in Addition with 5.39%.

The students made errors on addition because the students omit elements which

they regard as redundant, they also add redundant elements. This type of errors

was also caused by context of learning.

B. Interpretation

After classifying the items into area tested and analyzing the frequency of

error in each item, the writer formulated the sequence of types of errors on its high

frequency of errors.

Table 4.34

The Sequence of Types of Errors Based on Its High Frequency of

Errors

No. Tyes of Errors Frequency of

Errors Percentage

1. Mis-formation 190 78.83%

2. Omission 38 15.76%

3. Addition 13 5.39%

4. Mis-order 0 0%

In the Table 4.34, most of the students made errors on mis-formation with

frequency of errors 78.83%. It is a very high frequency of errors because almost

all students made errors in this type. With those frequencies, the teacher should

pay more attention to this type of error. In line with the statement in the table

related to mis-formation, in the questionnaire on item number one on appendices,

the writer found 56.6% of the students who are still confused in understanding the

use of „must‟ and „have to.‟ It means that error in mis-formation made by the

students is caused by context of learning.

The second level of errors is in omission with frequency 15.76%. It is

high frequency because the students do not know the situation and the meaning in

the sentence. Moreover, based on the Table 4.34 regarding omission, in the

72

questionnaire on item number six on appendices, the writer found 60% of the

students who disagree that they are understood with the use of „must‟ and „have

to.‟ It means that error in omission made by the students is caused by context of

learning.

The third level of errors is in Addition with frequency 5.39%. It is low

frequency of errors because some of the students not know that they must not use

„do‟ or primary auxiliary before the modal auxiliary verb „must.‟ In addition,

referring to the Table 4.34 in term of addition, in the questionnaire on item

number two on appendices, the writer found 50% of the students who disagree

that they do not know the use of „must‟ and „have to.‟ It can be concluded that the

students basically know the correct form of „must‟ and „have to‟; therefore, the

frequency of errors is low (5.39%). it means that error in addition made by the

students is caused by context of learning.

The last level of errors is in Mis-order with frequency 0%. The students

had made no error on the test regarding the mis-order, for the students had no

problems in placing the correct words in the correct forms. Moreover, referring to

the Table 4.34 in term of mis-order, in the questionnaire on item number six on

appendices, the writer found 73.3% of the students who disagree that they do not

know whether they ought to use „must‟ or „have to.‟ It can be concluded that the

students actually know when they have to use „must‟ and „have to.‟ Therefore, the

frequency of errors is nil (0%). Although the students did not make error in mis-

order, the error in mis-order can be caused by context of learning.

73

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis and interpretation, it can be concluded that the

errors in the students’ test at the second grade of students at MTsN 1 Pandeglang

are errors in using modal auxiliaries ‘must’ and ‘have to’ which consist of mis-

formation about 78.83% errors, omission is 15.76% errors, addition is about

5.39% errors, and mis-order with frequency 0%. Based on the high percentage of

the errors, it means the mastery of students in using modal auxiliary ‘must’ and

‘have to’ is low, and they have much difficulty in mastering it. It can be concluded

that the students made errors because of context of learning – in a classroom

context the teacher or the textbook can lead the student to make faulty hypotheses

about language. students often made errors because of misleading explanation

from the teacher, faulty presentation of a structure or word in a textbook.

B. Suggestion

By knowing the students’ frequency of error types and to prevent from

making the same errors for the second times, it can be delivered some

suggestions:

1. It is necessary for the students to do more exercises in modal auxiliaries

‘must’ and ‘have to’. The students have to give more attention on the use of

‘must’ and ‘have to’ and how to distinguish them.

2. It is good for the teacher to talk the students’ problems in understanding

English material in the class and help the students to solve it, and then it

would be easier to the students in learning English.

3. The teacher has to motivate the students to be more confidence in using

English and telling them that English is easy to learn and not to be afraid of

make mistake and errors.

BIBLIOGRAPHY

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New Jersey: Prentice-Hall Regents, 1989.

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Press, 1974.

Crystal, David, An Encyclopedic Dictionary of Language and Languages, Oxford:

Blackwell, 1992

Devitiis, G. De, L. Mariani and K. O’Malley, English Grammar for

Communication, England: Longman Group UK Limited, 1989.

Dullay, Heidi, et al, Language Two, New York: Oxford University Press, 1982.

Frank, Marcella, Modern English a Practical Reference Guide, New York:

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Kingdom: Cambridge University Press, 2007.

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Malang Publisher, 1999.

Johanson, Stig and friends, Longman Grammar of Spoken and Written English.,

London: Edinburg Gate, 2000.

Klassen, Johanna, Using Student Error for Teaching, English Teaching Forum,

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Longman dictionary of Contemporary English, 3rd

Edition. England: Longman

Group Ltd, 1995.

Richards, Jack C., Error Analysis: Perspective on second language Acquisition,

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Sharma, SK., Error Analysis: Why and how, English Teaching Forum April 1982

vol.XXX N.3.

Sukur, Silvester Goridus, Complete English Grammar for The TOEFL,

Yogyakarta: Indonesia Cerdas, 2007.

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1980.

Tarigan, Henry Guntur and Djago Tarigan, Pengajaran Analisis Kesalahan

Berbahasa, Bandung: Angkasa, 1988.

Van Els, Theo and friends, Applied Linguistics and the Learning and Teaching of

Foreign Languages, London: A Division of Hodder & Stoughton, 1983.

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http://en.wikipedia.org/wiki/second language acquisition. 12 September 2011

http://teaching stylesonline.com/stages of error analysis. Html.20 may 2011.

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www.asian-esp-journal.com/April_2007_EBook.doc

http://en.wikipedia.org/wiki/second

http://teaching/




KISI-KISI SOAL

NO. MUST FORM NO. SOAL

1. NECESSITY POSITIVE 2, 12, 16, 1

NEGATIVE 3, 4, 25, 22


2. POSSIBILITY POSITIVE 29, 20, 28, 14

NEGATIVE 11, 30, 8

INTERROGATIVE -

NO. HAVE TO FORM NO. SOAL

2. NECESSITY POSITIVE 26, 21, 6, 24, 27

NEGATIVE 15, 23, 17, 7


1 | P a g e

ENGLISH TEST ‘MUST’ AND ‘HAVE TO’

NAME:

CLASS:

Use ‘must, have to, must not, don’t have to’ to fill in the blank space

1. Because of the deadline, I _______________________ (finish) my work before

12.00 today.

2. In order to log on to the Internet, Sally _______________________ (enter) her

user I.D

3. You _______________________ (smoke) in the hospital.

4. You _______________________ (talk) during the test.

5. A: In the schedule, the event will be start tomorrow morning.

_______________________ we packing tonight?

B: Yeah, of course.

6. Mr. Wu: Hi, Mark. Where's your dad?

Mark : Oh, he _______________________ (go) to work because there was an

emergency.

7. You _______________________ (come) with us if you don’t want to.

8. Berry get bad score in his English test. He _______________________ (study)

hard.

9. Rival : Sir, Dany getting tired to clean the toilet. _______________________

he do it alone?

Mr. Rizal : Yeah, let him to do it by himself.

10. My friend asks me to attend to her birthday party.

Do I_______________________ (attend) to her party tomorrow?

11. My aunt doesn’t buy an expensive clothe. I think, she

_______________________ (have) enough money.

12. When we will go abroad. We_______________________ (show) our passport at

the airport.

2 | P a g e

13. Rina’s father was sick last week. Did Rina _______________________ (go

home)?

14. He _______________________ (be) very tired after climbing the mountain.

15. Elsi _______________________ (do) her homework if she was sick.

16. Fauzul likes singing D’Bagindas’ songs. He _______________________ (be) a

great fan of D’Bagindas.

17. I _______________________ (go) to the doctor. I’m feeling much better than

yesterday.

18. Son : Mom, I want to watch TV now. Do I _______________________ (clean)

it right now?

Mother: Yes, right now.

19. _______________________I study hard for the final exam tomorrow?

20. Mia : look at the man standing outside the window on the sixteenth floor of the

building.

Harry: he _______________________ (be) crazy.

21. If you have a pet dog, you _______________________ (feed) it every day or it

will die!

22. You _______________________ (give) me flowers because I'm allergic.

23. You _______________________ (introduce) me to Sinta, because we have

already met.

24. If Afif wants to become a professional musician, he _______________________

(practice) every day.

25. If you walk at park, you _______________________ (walk) on the grass.

26. Andrew _______________________ (pay) his rent every month.

27. Mira says that you _______________________ (return) her magazine as soon as

possible.

28. Fadhlan always gets the first rank. He _______________________ (be) the

smartest student at his class.

29. Nana _______________________ (have) some problem: she keeps crying.

30. It _______________________ (be) here because I do not see it at all.

KUNCI JAWABAN

1. Must finish 16. Must be

2. Must enter 17. Don’t have to go

3. Must not smoke 18. Have to clean

4. Must not talk 19. Must

5. Must 20. Must be

6. Had to go 21. Must feed

7. Don't have to come 22. Must not give

8. Must not study 23. Don’t have to introduce

9. Must 24. Has to practice

10. Have to attend 25. Must not walk

11. Must not have 26. Has to pay

12. Must show 27. Have to return

13. Have to go home 28. Must be

14. Must be 29. Must have

15. Does not have to do 30. Must not be

FAKTOR PENYEBAB KESALAHAN SISWA DALAM MENGGUNAKAN

‘MUST ‘ DAN ‘HAVE TO’

Pilihlah A, B, C, atau D pada jawaban dengan memberikan tanda silang!

1. Saya bingung dalam memahami penggunaan must dan have to (sering tertukar).

a. Sangat setuju b. setuju c. kurang setuju d. tidak setuju

2. Saya tidak tahu kegunaan dari must dan have to.


3. Saya tidak tahu bentuk past tense selain bentuk asli dari must dan have to.


4. Saya sering keliru dalam memahami tingkat keharusan dari must dan have to.


5. Saya tidak tahu kapan harus menggunakan must, dan kapan harus menggunakan have to.


6. Saya benar-benar paham tentang penggunaan must dan have to (tidak pernah keliru).


7. Saya tahu kegunaan dari must dan have to.


8. Saya tahu bentuk past tense selain bentuk asli dari must dan have to.


9. Saya tidak pernah keliru dalam memahami tingkat keharusan dari must dan have to.


10. Saya tahu kapan harus menggunakan must, dan kapan harus menggunakan have to.


TABEL REKAPITULASI HASIL ENGLISH TEST SISWA KELAS VIII B

NO. 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 SKOR

1. 0 0 0 0 0 0 0 0 22

2. 0 0 28

3. 0 0 0 0 0 25

4. 0 0 0 27

5. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15

6. 0 0 0 27

7. 0 0 0 0 26

8. 0 0 0 0 0 0 24

9. 0 0 0 0 0 0 0 23

10. 0 0 0 0 0 0 0 0 0 21

11. 0 0 0 0 0 0 0 0 22

12. 0 0 0 0 0 0 0 0 0 21

13. 0 0 0 0 0 0 0 0 0 0 20

14. 0 0 0 0 0 0 0 0 0 21

15. 0 0 0 0 0 0 24

16. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 16

17. 0 0 0 0 0 0 0 23

18. 0 0 0 0 0 0 0 0 0 21

19. 0 0 0 0 0 0 0 0 22

20. 0 0 0 0 0 0 0 23

21. 0 0 0 0 0 0 0 23

22. 0 0 0 0 0 0 0 23

23. 0 0 0 0 0 0 0 0 22

24. 0 0 0 0 0 0 24

25. 0 0 0 0 0 0 0 0 0 0 0 0 18

26. 0 0 0 0 0 0 0 0 0 21

27. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 14

28. 0 0 0 0 0 25

29. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 15

30. 0 0 0 0 0 0 0 0 22

O = JAWABAN SALAH

Items of the test

N

O

O

F

S

T

U

D

E

N

T

S

SV = 14

V = 7 27 SOAL VALID = 90% VALID

CV = 6

TV = 2

STV = 1

Kategori validitas menurut seorang ahli Prof. Dr. Suharsimi Arikunto, yaitu:

RANGE NILAI KATEGORI

0,00 – 0,20 SANGAT TIDAK VALID

0,21 – 0,40 TIDAK VALID

0,41 – 0,60 CUKUP VALID

0,61 – 0,80 VALID

0,81 – 1,00 SANGAT VALID

B

P = ──

JS

NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

T 16 14 26 20 22 27 28 29 24 22 28 25 18 18 22

F 14 16 4 10 8 3 2 1 6 8 2 5 12 12 8

0.53 0.46 0.86 0.66 0.73 0.90 0.93 0.96 0.80 0.73 0.93 0.83 0.60 0.60 0.73

CV CV SV V V SV SV SV V V SV SV CV CV V

NO 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

T 14 28 29 26 26 23 27 8 28 22 27 12 17 28 4

F 16 2 1 4 4 7 3 22 2 8 3 18 13 2 26

0.46 0.93 0.96 0.86 0.86 0.76 0.90 0.26 0.93 0.73 0.90 0.40 0.56 0.93 0.13

CV SV SV SV SV V SV TV SV V SV TV CV SV STV

In which,

P : Index of difficulty

B : The total number of students who selected the correct answer

JS : The total number of students

3 SOAL TIDAK VALID =

10% TIDAK VALID

[:

l'

III

FAKTOR PENYEBAB KBSALAHANDAN

SISWA DALAM MENGGT]NAKAI\'' tr{AST',HAVE TO'

NO. 1 2 a.' 4 f, 6 __qB

9C

t0I C D C C C B B C2. B C C B C C C Ii

BCC

B-J . B C C B B C C C4. C D C D C B A -E

_CB

{CC

B) . B C C B C C C D6. B D D B B C B C7. B C B B C C B _q

CC B

8. B D C A B C C C C9. B C C D B C B B

-CA

CC

u(l

C

C10. C C C B C C C C11 . B C A A C D B C12. C C C B C C C C

CC

13. C C C B C C C C14. B D C B C C B C

ti-

BC

B15. C D D B C D B C16. B C C B C D C u_

qB

C17. C D D B C D B B

AC

18. A D c D C A B B19. C D D B C C B B

Cit

C-C-C

C20. u C B C C C B B21. C D D B C C B B22. B C D A C C B D C B23. ll C C B C C B C C C24. B D B B C D C _c_

_c_q-C(r_4n

A

_4CDCAA

C25. B D B B C D C C26. C D C C D C B B27. B B C B A D C D28. B C C B C C C C29. D C C D D A A B30. t) D D D D A A A

FIASIL PERHITUNGANPENYEBAB KESALAHAN

Formula P: F X 100%30

DARI JAWABAN KUISIONER FAKTORSISWA DALAM MENGGUNAKAN 'MLIST,DAN 'F11VE TO'

NUMBEROF TEST

CHOICE SCORE PERCI,I,

I

A

B I7 56.

C l0

D 2

2.

A

B I

C t5 5

D t4

3.

A

B 4

C l8

D 7

4.

A aJ

B t9 63,3

C aJ

D 5

73.35 .

A

B q

C 22

D tJ

6. A 3

N'I'AGF]

T5

*s*

I

5}Vo

56,60 siswa setujtl bahwa mereka bingung dalam menrahami pcrlggunaan ntustdan hat,e ro (sering tertukar).

50%o siswa kurang setuju bahwa mereka tidak tahu kegunaan dari must dan have to.

60%n siswa kurang setuju bah,uva mereka tidak tahu bentuk past tense selain bentukasli dari ntusl dan have to.

633% sislva setuju bahwa mereka sering kelirr-r dalam nrcnrahtuni tingkat keharusandari ntu.vl dan have lo.

2.

a

4.

B 2

C l8

D 7

7 .

A

B 15

C I2

D

8 .A 4

B t0

C 15

D I

9 .

A 5

B 2

C 20 66

D aJ

10.

A

B l0

C t7 56

D 2

6.

7

8 .

9 .

133% sisn'a kurang setuju bahwa mereka tidak tahLr kaparr harus menggunakanmtt.st. dan kapan harus menggunakan have to.

600/0 si-s\\a kurang setr-rju bahwa mereka benar-benar palianr tcntang penggllnaannttrst dan huve to (tidak pernah keliru).

5070 sisw'a setujr"r bahr.va mereka tahu kegunaan dari ntust dan ltcntc to.

50%o sisrva kurang setr"rju bahwa mereka tahu bentuk past Lcrrsc selain bentuk aslid.ari ntust d,an have to.

66,6Vo sisw'a kurang setuju bahwa mereka tidak pernah kelirr-r dalam memahamitingkat keharusan dari ntust dan have to.

56.6% siswa kurang setuju bahwa mereka tahu kapan harus nrcnggunakan must, d,ankapar-r harus menggunakan have to.

10.

No : Istinteg,a

Hal : pengajuan Judut SkripsiLampiran : I (satu) berkas

Kepada Yth,

Ketua Jurusan pendidikan Bahasa InggrisFITK UIN Jakarta

Di

Ternpat

Assalamu'alaikum il/r.'*'b.

Saya yang bertancja tangan di bawah ini.

Nama : Inni Nitrayah

NIM r 07014000885

Jurusan : Pendidikan Bahasa InggrisFakrrltas : Ilmu Tarbiyah dan Keguruan

Bermaksud untuk mengajukan judul skipsi sebagai salah satu syarat u'tuk menyelesaikanprogram s-l (strata 1) UIN syarif Hida-v'atullah Jakarra. Adapun judul 1,ang diaj_ukan adalah:

ERROR ANALYSIS ON USING MODAL AUXILIARIES 'MUST ANDHAVE TO' OF THE SECOND GRADE STUDENTS OF JUNIOR HIGH

SCHOOL AT MTsN 1 PANDEGLAIYG

Bersanra irri saya laurpirkan satu berkas proposar ya'g terdiri dari:I. Ab.stt.act

2- Outline

.4,. Tenrysorary references

Dentik ian sumt l rensa. juan ini

kasih.

\\/assalall u'alailiurrr \\,r. \\/b.

Cisampail<an. Atas pertimbangaltn),a, sava sallpail<an terinra

Tangerarrg. 12 Mei20ll

J\{err1,er,i,t1i. l jk- //

#t--F

(Drf=_l{:U1U I\{a lr nr ud M. pd)N I I , : 15001 1070

#"Tb,',ffi,,1",,'

NIM: I 070 14000885^ l '

tn+bcw -

&t i ; ' . ii l l j a

Mpl}-

I ''l or tol'

1S"8",\''{l9 r$

,.;,' / .

r&@M,i r r r R lLsry_il

llstvlsNyERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 1 5412 hdonesia

j No. Dokumen .--1ry11ap,affiffi

FORM (FR)No Revisi: ; Ot

, Ha l : 111SURAT BIMBINGAhI SKRIPSI

Nomor : Un.0 l/F. l/KM.Or 3/ trhkS.ZOttLamp. : -Hal : Bimbingan Skripsi

Kepada yth.

Drs. Syauki, M.pd.Pembimbing SkipsiFakultas Ilmu Tarbiyah dan KeguruanUIN Syarif HidayatullahJakarta.

Ass alamu' alaikum wr.w b.

_ Dengan ini diharapkan kesediaan Saudara(materi/teknis) penulisan skipsi mahasiswa:

Jakarta 22 September 20ll

untuk menjadi pembimbing I/II

dikan Bahasa Inggris

Nama

NIM

Jurusan

Semester

Judul Skripsi

InniNihayah

107014000885

Pendidikan Bahasa Inggris

IX (sembilan)

"ERROR ANALYSIS ON USING MODAL AUXILIARIES 'MUST ANDHAVE TO' OF THE SECOND GRADE STUDENTS OF JUNIOR HIGH

SCHOOL AT MTsN I PAI\DEGLANG'Judul tersebut telah disetujui oleh Jurusan yang.bersangkutan pada tanggal 1g Mei 2011,abstraksi/oatline terlampir. Saudara dapat mei-akutun fi"*uulian redaksional pada judul

1ifi,1?T,*[X?iliff;il."n* substans iat di anggap pert u, m ohon pf mbi mb i ng rn"nlnuriungi

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapatdiperpanjang selama 6 (enam) uur* u.rituinya tanpa surat perpanjangan.

Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih.

lil'as s alamu' alaikum wr.w b.

Tembusan:1 Dekan FITK2. Mahasiswa ybs.

199103 I 002

KEMENTERIAN AGAMAUIN JAKARTAFITKJl. lr. H. Juanda No 95 Ciputat 15412 tndonega

t@I f r r k l

LHgiJ

i Nc hkumen : FITK-FR-AKD-092

FORM (FR) i i,ii ]:n't : 1-tt'taret zoto

SURAT PERMOHONAN IZIN PENEUTIAN

Nomor : Un.01/F. 1/KM.01 .St.6.6.il.frzot tLamp. : Outline/ProposalHal : Permohonan lzin Penelit ian

Kepada Yth.

Kepala SekolahMTsN 1 PandeglangdiTempat

A ssal am u' al ai ku m wr.wb.

Dengan hormat kami sampaikan bahwa,

Jakarta, 22 September 2011

: Inni Nihayah

: 107014000885

: Pendidikan Bahasa Inggris

: lX (Sembilan)

TahunAkademik :201i12012

Judul Skripsi :'ERROR ANALYSIS ON USING MODAL AUXILIARIES 'MUST AND HAVE TO'oF THE sEcoND GRADE STUDENTS oF JUNIOR HIGH scHool, AT MTsN I

PAI\DEGLANG'

adalah benar mahasiswa/i Fakultas tlmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan penelitian (risetj diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan penelitian dimaksud.

Atas perhatian dan kerja sama saudara, kami ucapkan terima kasih.

Wassalamu'alaikum wr.wb. ::, :. '

Nama

NIM

Jurusan

Semester

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

idikan Bahasa Inggris

199103 I 002

r*i@

KEMENTERTAN AGAMAMADRASAH TSANAWIYAH I\EGERI

(MTsN) PANDEGLANG IJl. Raya Labuan KM. 5,7 Telp./Fax. 0253-202016 Kadulisung - pandeglan_e _+lt_i-l

Email : nrtsn-pdg I @yahoo.com website : www.mtsnrnodelpandegrang r .r.t-, ;c

NBLITIANNomor : Mts.28.02 .01 I tZlTL.}} l 527 l2! l l

Yang bertanda tangan di ba

Pandeglang I, Kabupaten pan

NAMA

NIM

JURUSAN

wah ini, kepala Madrasah Tsanawiyah Negeri Model

deglang, menerangkan bahwa :

INNI NIHAYAH

I 070 I 4000885

S.l Pendidikan Bahasa Inggris

Bedasarkan surat dari universitas Islam Negeri Jakarta Nomor :Un'O1/F'l?KM.01 .31667733/2011 tanggal 22 September 20ll tentang permohonanIzin Penelitian. Telah selesai mengadakan penelitian .di MTs Negeri ModelPandeglang I dari tanggal l November s/d 12 November 2011 dengan judul''ERROR ANALYSIS ON USING MODAL AUXILIARIES 'MUST ANDHAVE TO' OF THE SECOND GRADE STUDENTS OF JUNIOR HIGHSCHOOL AT MTsN I PANDEGLANG "

surat keterangan ini dibuat untuk dapat dipergunakan sebagaimana mestinya.

Tembusan:l. Yth. Dekan Universitas Islam Neseri Jakarta

Pandeglang, 12 November 201I

5121989031004

“error analysis on using modal auxiliaries „must‟ and...

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