the mastery of subjunctive a case study at the third year...

APPROVAL

THE MASTERY OF SUBJUNCTIVE:

A CASE STUDY AT THE THIRD YEAR STUDENTS OF

SENIOR HIGH SCHOOL AT LEMBAGA PENDIDIKAN

PRIMAGAMA LUBANG BUAYA

A PAPER

Submitted to Letters and Humanities Faculty

In Partial Fulfillment of the requirements for

the Degree o Strata. 1

By

ADI SUPRIADI

101026021565

Approved by Advisor

Abdul Hamid. M.Ed.

NIP: 150181922

DEPARTMENT OF ENGLISH LETTERS

FACULTY OF ADAB AND HUMANITIES

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

2009

LEGALIZATION

The paper entitled “The Mastery of Subjunctive: A Case Study at the Third Year

Students of Senior High School at Lembaga Pendidikan PRIMAGAMA Lubang

Buaya has been defended before the Letters and Humanities Faculty’s Examination

on August, 10 2009. The paper has already been accepted as a partial fulfillment of

the requirements for the degree of Strata. 1.

Jakarta, October 12, 2009

Examination Committee

Chair Person, Secretary,

Dr. Muhammad Farkhan, M.Pd. Drs. A. Saefuddin, M.Pd.

NIP: 150 229 480 NIP: 150 261 902

Members:

Danti Pujianti, MM, M.Hum. Elve Oktafiyani, M.Hum.

NIP: 132 233 516 NIP: 150 317 725

DECLARATION

I hereby declare that this submission is my own work and that, to the best of

my knowledge and belief, it contains no material previously published or written by

another person nor material which to a substantial extent has been accepted for the

award of any other degree or diploma of the university or other institute of higher

learning, except where due acknowledgement has been made in the text.

Jakarta, October 12, 2009

Adi Supriadi

ABSTRACT

ADI SUPRIADI, the Mastery of Subjunctive: A Case Study at the Third Year

Students of Senior High School at Bimbingan Belajar Primagama Lubang

Buaya. A paper, Letters and Humanities Faculty, State Islamic University

“Syarif Hidayatullah” Jakarta July 2009.

The objective of this study is to evaluate how far the students understand

about subjunctive which the teachers teach. The data obtained through participant

observation are analyzed qualitatively using relevant theories.

The research uses field study. The sample of the research is randomly taken

from the population of the third year students of senior high school at Lembaga

Pendidikan Primagama Lubang Buaya in the academic year of 2008/2009. The data

collected through the test are analyzed qualitatively using descriptive comparative

analysis technique.

The data collected shows that the students get more difficulties in mastering

subjunctive—present and past subjunctive. The percentage of the incorrect answers in

present subjunctive is 59, 6% and past subjunctive is 58, 6%. It indicates that the

students have poor ability in mastering subjunctive. Based on the data analysis, the

students meet some problems in mastering the subjunctive. The causes are teaching

methodology and a lack of understanding about pattern of subjunctive for students.

ACKNOWLEDGEMENT

In the name of Allah, the most Beneficent and the most Merciful

First of all, praise belongs to Allah, the Cherisher and the Sustainer of the

world, and then the writer would like to thank so much for all chances which He

gives observe his world with full of guidance and aid to pass it through. And may his

peace and blessing be upon the seal of the prophets, the messengers of Allah,

especially Muhammad, his family, and all his companions. And the writer thanks his

parents and family especially his beloved mother, Mrs. Sukaesih Yayan, the perfect-

beloved woman who always loves the children with her drops of sweat for her

children’s better life.

Thanks to the most meaningful persons whom the writer assures for his work

which will not finish without their aid and supports. Therefore, the writer would like

to thank:

1. Prof. Dr. H. Bambang Madiono and Mrs. Hj. Taty Bambang Madiono who

give the writer love so much that the writer can survive.

2. Mr. Eddy Prananto Pati which always guides the writer’s life

3. DR. H. Abdul Chair, the Dean of the Faculty of Adab and Humanities, State

Islamic University Syarif Hidayatulah Jakarta.

4. H. Abdul Hamid M.Ed, the supervisor.

5. Dr. H. Muhammad Farkhan, M.Pd, the Chief of English Letters Department,

Drs. A. Saefudin, M.Pd., the Secretary, Drs Arifin Toy MLS, the Academic

Advisor of Department of English Letters.

6. All lecturers and staffs of the Faculty of Adab and Humanities.

7. Bimbingan Belajar Primagama Lubang Buaya and the staffs especially Irwan

Nurianto, S. S1, the Branch Manager of Primagama Lubang Buaya.

8. The staffs of Universities of Indonesia and Atmajaya for all references of this

study.

9. The writer’s close friends, Abdul Malik Addarani, Firdaus, Sofyan el-Tsauri,

Norman Mulyana, and Whantoe Cah Petir who always support and care about

the writer, and all of the writer’s friends who are not mentioned one by one in

this papers.

10. Iin Indriani, the writer’s lovely girl who always gives the writer motivation.

11. The cute brother, Muhammad Harits Hidayatullah who always makes the

writer happy.

Jakarta, January 19, 2009

Adi Supriadi

TABLE OF CONTENTS

APPROVEMENT ............................................................................... ........ i

LEGALIZATION ................................................................................. ........ ii

DECLARATION .................................................................................. ........ iii

ABSTRACT .......................................................................................... ........ iv

ACKNOWLEDGEMENT .................................................................... ........ v

TABLE OF CONTENTS ...................................................................... ........ vii

CHAPTER IINTRODUCTION .......................................................... ........ 1

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

B. Focus of the Study ............................................. ........ 3

C. Research Question ............................................. ........ 3

D. Objective and Significance of the Research ...... ........ 3

E. Organization of the Paper ................................. ........ 4

F. Research Methodology ....................................... ........ 5

CHAPTER II THE THEORETICAL FRAMEWORKS. ................... ........ 8

A. Definition of Subjunctive.................................... ........ 8

B. Kinds of Subjunctive ......................................... ........ 10

C. Mastery. .............................................................. ........ 21

CHAPTER III PROFILE OF PRIMAGAMA .................................... ........ 23

A. Profile of Primagama ........................................ ........ 23

B. Subjunctive Subject ........................................... ........ 26

C. Books Used ......................................................... ........ 26

D. Teachers ............................................................. ........ 27

E. Methodology of Teaching .................................. ........ 29

F. Evaluation Subject ............................................. ........ 29

CHAPTER IV THE MAIN RESEARCH ........................................... ........ 30

A. Data Description ................................................ ........ 30

B. Data Analysis ..................................................... ........ 32

1. Present Subjunctive ......................................... ........ 32

2. Past ................................................................... ........ 36

C. DISCUSSION ...................................................... ........ 37

CHAPTER V CONCLUSIONS AND SUGGESTIONS...................... ........ 61

A. Conclusions ........................................................ ........ 61

B. Suggestions.......................................................... ........ 62

BIBLIOGRAPHY ................................................................................ ........ 63

APPENDICES ...................................................................................... ........ 65

CHAPTER I

INTRODUCTION

A. Background of the Study

Graduation is a main purpose for every student especially who is in the

last semester of the final academic year. To graduate, every student has to study

hard. Of course, there are some subjects of examination which students must

have. Here, the writer focuses on students who are in the third grade of senior

high school as they are the main respondents of the writer’s research study. The

students are supposed to understand all subjects which become the

standardization of middle and final exam such as Math, English and Indonesian

Language. However, here, the writer focuses on English as the research study.

English is a very important language for those who want to pursue a career

in the international world. Therefore, it is also important for students who want

to graduate. They should follow English courses or Bimbingan Belajar because

English is also one of subjects at schools which will be examined. To pass

examination well, teachers and parents suggest students to follow Bimbingan

Belajar or institution courses, such as Primagama, Ganesha Operation, Nurul

Fikri, at cetera. Their role is very important in helping and guiding their

participants can be successful in passing in school’s exam. The institution

places not only help the students conduct the school’s exam easier but also

participate to make their study better. Essays or questions which every

institution places give are almost same as schools give. It is English

standardization which always appears in school’s exam such as Concord or

Agreement, Tenses, Conditional Sentences, Subjunctive, Modal and Modal

Perfect, Reading Comprehension and Vocabulary, Dependent and Independent

Clause, and Word Order. Unfortunately, schools have not taught or even do not

teach the students about them in detail, but the course places give

comprehension more detail and make the students understand.

Therefore, the writer intends to conduct the research on students at one of

the course places namely “Primagama”. It is about “How students understand

every essay or questions given, especially the writer focuses on understanding

about Subjunctive. Subjunctive is one of English subjects which usually appears

on essays of the middle and final exam of schools. Actually, not only

subjunctive is difficult but also the others are. Subjunctive is a sentence

expressing a wish which is opposite with a fact, it is usually signed by “wish, if

only, would rather” or expressing a condition which is not true dealing with a

fact. It is signed by “as if” and “as though”. For example, I wish she were here.

The example can trap the students into incorrect answers because as far as they

know “he” collocates with “is or was” as the Concord/Agreement. According to

their opinion, they might write the following sentence “I wish she is here or I

wish she was here” but in subjunctive, whatever the pronoun (subject) the

predicate is were or had been (in simple past or past perfect tense) form. This

makes the students wrong in choosing the correct answers. Due to, in this

research the writer hopes the students more understand about subjunctive.

B. Focus of the Study

In this study, the writer will analyze the test-results of subjunctive in the forms

of present and past subjunctive which are collected from the selected

respondents.

C. Research Question

To focus this research, the writer proposes the following questions:

1. Have the third year students of senior high school at Lembaga

Pendidikan Primagama” Lubang Buaya in the Academic Year of

2008/2009 mastered the subjunctive?

2. What are the problems found by the third year students in mastering

the subjunctive?

D. Objective and Significance of the Research

The first objective is to fulfill the requirement for the degree of strata 1 (S1)

of the Faculty of Adab and Humanities. Besides, the writer expects readers will

get more knowledge about subjunctive and it gives a description about

subjunctive based on theoretical frameworks. He also hopes the result of study

can show the causes of Primagama students’ problem in understanding

subjunctive.

The research might have beneficiaries for all students of English

Department to have more knowledge about subjunctive.

E. Organization of the Paper

This paper consists of five chapters: the first is introduction which explains

about background of the study, scope of the study, the question research,

objective and significance of the research, organization of the paper, and research

methodology.

The second is theoretical frameworks which explain about definition and

kind of subjunctive based on some theories. The third is profile of Primagama.

The fourth is finding research which explains about the data description and the

data analysis based on mainly the mastery of subjunctive on the third year

students of senior high school. The fifth is conclusions and suggestions.

F. Research Methodology

1. Method of the Research

This research is “the Mastery of Subjunctive at the Third Year Students of

Senior High School at Lembaga Pendidikan Primagama” which finds in the

test instrument about subjunctive. In this study, the writer uses descriptive

method to describe an object based on the readably visible fact and the writer

applies the field research. Field research involves the collection of primary

data or information that is new. This is collected through surveys and

questionnaires that are made out specifically for a purpose.

2. Population and Sample

The population that the writer selected is the students of Bimbingan

Belajar Primagama Lubang Buaya in the third grade of senior high school in

the Academic Year of 2008-2009 and the sample which the writer selected is

thirty students only to do the test about subjunctive. The writer conducted the

research of subjunctive because subjunctive is Primagama’s syllabus.1 (see

page 97).

1 Primagama, Garis-garis Besar Program Pengajaran (GBPP) Kurikulum Tingkat Satuan Pendidikan

KTSP 2006 (Yogyakarta: Primagama, 2008-2009), p. 1.

3. Unit of Analysis

The unit of analysis of this study is the test-results from the thirty-selected

students. The writer took the number of the students because there were thirty

students in which for the third grade of senior high school at Bimbingan

Belajar Primagama Lubang Buaya in Academic Year of 2008-2009. This

grade contains three classes and each class consists of 10 students. Besides,

Primagama’s English teachers have important role for the writer’s research to

get the data in the class because the writer attended the class directly to know

how the teachers teach the students about subjunctive and what the teaching

methodology the teachers use.

4. Data Analysis Technique

The writer uses descriptive comparative analysis technique in this research

to compare the different structure between the students’ answers (test results)

and the written theories. In calculating the test results, the writer uses the

following formula:2

P =N

Fx 100%

P = Percentage

F = Frequency of wrong answers

N = Total Number of Test

2 Drs. Asyikin, dkk, Bahasa Inggris, Bandung: Lubuk Agung, 2004) p. 3

5. Data Collection

To find out the data, the write uses test. The writer gives the test which

focuses on subjunctive in two forms (present and past subjunctive) to the

respondents (the sample of students). It is essay test which consists of 25

items covering Present Subjunctive and Past Subjunctive. The instrument of

the research was selected from “Fundamental of English Grammar by Faidlal

Rahman Ali, SE. Par, Pustaka Widyatama, 2007” and

“www.wikipedia.org/wiki/Subjunctive”, “Suskes SPMB Ringkasan Materi

dan Prediksi Soal-soal SPMB by Drs. Paidi Dewabrata, Sudarso, and Ratna

Kinawati, SPd, PRIMAGAMA, 1999, “Smart Solution Primagama Bahasa

Inggris by PRIMAGAMA, 1999. This is expected that the writer can get

representative data relating to the goals of this research. The test-instruments

can be seen in (Appendix page. 91).

6. Time and Venue

The research had been conducted from semester II of May 1 to June 1,

2008 in academic year of 2008-2009 at Bimbingan Belajar PRIMAGAMA

Lubang Buaya Jakarta Timur.

CHAPTER II

THE THEORETICAL FRAMEWORKS

A. Definition of Subjunctive

There are some explanations from some linguists who explain about

subjunctive differently for example in his book “English Grammar-A

Function-Based Introduction, Philadelphia T. Givon says, “Subjunctive is a

grammatical category that appears in many languages, but is normally

ignored in English”.3

a. I’d appreciate it if he didn’t show up.

b. We’d prefer it if she went somewhere else.

According to Michael Swan in his book “Practical English Usage”

that the subjunctive is the name of a special group of verb-forms (e g I were,

she be, he return) which are used in a few cases to talk about events which

are not certain to happen - which we hope will happen, or imagine might

happen, or want to happen.4

He gives some examples:

If I were rich, I would not work at all.

3 T. Givon,English Grammar A Function-Based Introduction,(Amsterdam: John Benjamins Publishing

Company, 1993), vol. II, p. 274. 4 Michael Swan, Practical English Usage, (London: Oxford University Press, 1980), p. 580.

J. D Murthy in his book “Brush up Your English Grammar” says,

Subjunctive is a verb which is used to express a wish, hope, desire, intention

or resolution in noun clause in the present and improbability in the past.5

www.wikipedia.org/wiki/Subjunctive says in grammar, the

subjunctive mood (sometimes referred to as the conjunctive mood) is a verb

mood that exists in many languages. It is typically used in dependent clauses

to expresses wishes, commands, emotion, possibility, judgment, necessity, or

statements that are contrary to fact at present. The details of subjunctive use

vary from language to language. The past subjunctive is used after the verb to

wish: I wish he were here or I wished he were there. This use of the

subjunctive is sometimes known as the "volitional" subjunctive.6

www.telus.net/linguisticsissues/subjunctive says, subjunctive is a

special kind of present tense, using an infinitive that has no –s in the third

person singular. It is often used when talking about something that somebody

must do.7

I insist (that) your friend leave this house at once.

The subjunctive is a formal construction. It is more commonly used in

American English than in British English, and more often in the written form

5 J. D Murthy, Brush up Your English Grammar, (New Delhi: Nice Printing Press, 2000) p. 104. 6 http://www.wikipedia.org/wiki/Subjunctive. Accessed on May, 20, 2008. p.1. 7 http://www.telus.net/linguisticsissues/subjunctive. Accessed on May, 20,2008. p.1.

than in the spoken form. It was used much more frequently in old English,

but many of these forms have now disappeared in modern English.

Faidlal Rahman Ali, SE. Par says in his book “Fundamental of

English Grammar” (A practical Guide), Subjunctive is a form of wish which is

used to express an event or condition hoped happen, but in fact it does not

happen. The pattern of subjunctive is wish, as if, as though, if only, would

rather.8

B. Kinds of Subjunctive

There are many explanations of subjunctive which the writer puts in

this paper but only the explanation of A. Faidhal Rahman Ali, SE. Par the

writer uses because according to explanations which the teachers’ Primagama

teach is the same. Therefore, the writer uses this explanatio. He divides

subjunctive into two kinds.

1. Present Subjunctive9

It is used to express an event or condition at present or future.

a. Present Subjunctive with wish

• I wish (that) she were not late

The fact: She is late

8 Faidlah Rahman Ali, SE, PAR, Fundamental of English Grammar a Practical Guide, (Jakarta:

Pustaka Widyatama , 2007) p. 184. 9 Ibid.

• I wish (that) he came to school now

The fact: He doesn’t come to school now

b. Present Subjunctive with as if/as though

• She acts as if she were rich

The fact: She is not rich

• He behaves as though he knew the answer

The fact: He doesn’t know the answer

c. Present Subjunctive with if only

• If only they were not sick

The fact: They are sick

• If only you invited him

The fact: You don’t invite him

d. Present Subjunctive with would rather

• I would rather he saved his money

The fact: He doesn’t save his money

• I would rather you were serious

The fact: You are not serious

2. Past Subjunctive, it is used to express an event or condition at fast.

a. Past Subjunctive with wish

• I wished (that) she had not been late

The fact: She was late

• I wished (that) he had come to school yesterday

The fact: He didn’t come to school yesterday

a. Past Subjunctive with as if/as though

• She acted as if she had been rich

The fact: She was not rich

• He behaved as though he had known the answer

The fact: He didn’t know the answer

b. Past Subjunctive with if only

• If only they hadn’t been sick

The fact: They were sick

• If only you had invited him

The fact: You didn’t invite him

c. Past Subjunctive with would rather

• I would rather he had saved his money

The fact: He didn’t save his money

• I would rather you had been serious

The fact: You were not serious

According to the books “Sukses SPMB Ringkasan Materi dan Prediksi

Soal-soal SPMB and Smart Solution Primagama Bahasa Inggris that

Subjunctive is a sentence that expresses wish or will which is opposite with

fact and is signed by wish, if only would rather, as if and as though.10

It gives the pattern below:11

Present Subjunctive

Subjunctive

Verb II/were

Fact

Do not, does not/is not, am not, are

not

I wish she were here now She is not here now

She wishes she arrived here now She does not arrive here now

Past Subjunctive

Subjunctive

Had + V3/had + been

Fact

Did not/was not, were not

I wish she had been here yesterday She was not here yesterday

She wishes she had arrived here

yesterday She did not arrive here yesterday

10 Drs. Paidi Dewabrata, Sudarso and Ratna Kinawati, SPd.,Sukses SPMB Ringkasan Materi dan

Prediksi Soal-soal SPMB, (Primagama, 1999), p. 7. 11 Primagama, Smart Solusion Primagama Bahasa Inggris, (Jogja, 1999), p. 5.

In addition, the books divide subjunctive into two kinds, they are:

1. Present Subjunctive12

It expresses a wish or condition which is opposite with present fact.

For example:

� He wishes he were the President

(Fact: He is not the President)

� He acts proudly as if he knew the answers

(Fact: He doesn’t know the answer)

2. Past Subjunctive

It expresses a wish or condition which is opposite with past fact.

For example:

� I would rather you had told me the news.

(Fact: You did not tell me the news)

� She stared at me as though she had not known me.

(Fact: She knew me)

12 Ibid. p. 6.

According to www.telus.net/linguisticsissues/subjunctive that

subjunctive is divided into eight kinds.13

1. That-clause

It is often used with a that-clause, especially in American English,

to formally express the idea that something is important or essential.

• I demand that he leave at once.

2. Verbs used with the Subjunctive

Other verbs that are commonly used with the subjunctive are: advise,

ask, beg, decide, decree, desire, dictate, insist, intend, move, order, petition,

propose, recommend, request, require, resolve, suggest, urge, and vote.

• Tom suggested that his friends stay over for the night.

• Sam proposed that Tom telephone his accountant.

• She recommended that he go and see a doctor.

• The manager requested that everyone put their requests in writing.

• He insisted that she stay until the end of the week.

• The Queen commands that he attend the ceremony.

• He urged that a business manager be hired to help things run more

smoothly.

• I simply requested, politely, that she refrain from smoking in my

house.

• Sam recommended that you join the committee.

• The professor asked that Tim submit his research paper before the end

of the week.

13 http://www.telus.net/linguisticsissues/subjunctive. Accessed on May, 20,2008. p.1.

3. The verb ‘be’

‘Be’ has special subjunctive forms: I be, you be, she be, they be, etc.

• It is vital that you be truthful about what happened.

• He suggested that she be more vocal in the next meeting.

• She urged that the matter be resolved in a family court.

• Hadrian decreed that a new temple be built in the honor of Jupiter.

4. Adjectives used with the Subjunctive

Some adjectives can be followed by a subjunctive verb, like anxious,

determined, and eager.

• He was determined that they not separate.

• The political campaign is eager that their candidate step out of the

shadows.

• I am anxious that he discuss this with me soon.

Certain adjectives can also be used with the subjunctive and `It`, like

advisable, critical, desirable, essential, fitting, imperative, important,

necessary, vital.

• It is imperative that you get home before dark.

• It is important that everyone follow the rules.

• It is necessary that everyone be calm in times of danger.

• It is essential that you arrive before 5pm.

• It is critical that the prime minister address those sensitive issues.

• It was vital that everything be done on time.

• It is crucial that we make it successful.

5. Nouns used with the Subjunctive

There are also nouns that can be followed by a subjunctive verb,

like advice, condition, demand, directive, intention, order, proposal,

recommendation, request, suggestion, wish.

• My advice is that the company invest in new equipment.

• She is free to leave, on condition that she commit no further offence.

• His deep wish is that his daughter go to university.

6. Less Formal Usage

There are several alternatives to the very formal standard subjunctive:

� Should

This construction is more common than the subjunctive in British

English:

• Tom suggested that his friends should stay overnight.

• She recommended that he should go and see his doctor.

� The Indicative

This construction is also used sometimes in British English, but

is rare in American English:

• She has demanded that the machinery undergoes vigorous tests

to ensure high quality.

It is imperative that more decisions are made by the shareholders.

� For + Infinitive

• It is essential for everyone to be informed of the new

regulations.

� No Tense Change

In colloquial English, it is possible to not make a tense change:

• She demanded that he left.

• She felt that it was necessary that she wrote a thank you letter

to them.

7. Fixed Expressions using the Subjunctive

…, as it were (in a way, so to speak)

Be that is it may... (Whether that is true or not…)

Come what may… (Whatever happens…)

Far be it from me to

disagree/criticize (To appear less hostile when disagreeing)

God bless you.

God save the Queen!

Heaven help us! (An exclamation of despair)

Heaven forbid! (An exclamation that you hope something

won’t happen)

If need be... (If it is necessary)

Long live the bride and groom!

…, so be it. (We can’t do anything to change it)

Perish the thought! (A suggestion or possibility is unpleasant or

ridiculous)

Suffice it to say… (It is obvious/I will give a short explanation)

8. Were-Subjunctive

In hypothetical sentences, were is usually used instead of was:

• If I were you, I’d learn how to drive.

• I wish it were Friday.

It is important to note that was can also be used (although still

considered incorrect by some grammarians), and is, in fact, more common in

informal English.

• Sometimes I wish I was/were taller.

J. D Murthy in his book “Brush up Your English” divides

subjunctive into two kinds—Presents Subjunctive and Past Subjunctive. Here

they are:

Form of the Subjunctive Mood14

Present Subjunctive Past Subjunctive

The Verb Be Other Verbs The Verb Be Other verbs

I be I like

We be We like

You be You like

He be He likes

They be They like

I were I liked

We were We liked

You were You liked

He were He liked

They were They liked

14 J. D Murthy (2000), loc. it

1. The Present Subjunctive

(a). It is used in traditional phrases expressing a wish of hope.

• Long live the queen!

• May God save the country!

• May heaven help you!

(b). In noun clauses expressing desire, intention and resolution.

•••• It is suggested that fly over bridge be built across the railway tract.

•••• We recommended that the manager be dismissed from service.

•••• We proposed that a committee be appointed to look into the matter.

2. The Past Subjunctive

(a). After the verb ‘wish’

• She wishes she were a beauty queen.

• We wish we were in Delhi.

• I wish I stayed at home.

(b). It is used after if to express improbability or unreality in the present.

• If we went there, we could see her.

• If I knew English, I could go to America.

• If we had money, we could live in a large house.

(c). After ‘as if and as though’

• He orders me as if I were his brother.

• She talks as though she were a queen.

• He spends as if he were a rich man.

(d). After the phrase it is time +subject+past tense to indicate that it is already

late.

• It is time we went there

• It is time I wrote to her

• It is time they stopped work

(e). After the phrase would rather+subject to indicate preference.

• I would rather you applied for the post

• I would rather you discontinued your parents.

• She would rather he lived with his parents.

C. Mastery

Mastery is a noun borrowed from old French ‘maistrie’ from ‘maistre’15

.

According to Merriam, mastery is:

1. a. The authority of a master: Dominion

b. The upper hand in a contest of competition

2. a. Possession or display of great skill or technique

b. Skill or knowledge that makes one master of a subject16

Meanwhile Noah Webster defines mastery as:

“1. Mastery; Dominion; power of government or commanding

2. Superiority or victory in competition or war; the upper hand

15 Robert K. Barnhart, The Barnhart Concise Dictionary of Etymology, USA: HW. Wilson Company,

1995, p. 562. 16 Merriam-Webster, Merriam Webster’s Collegiate Dictionary, USA: An Encyclopedia Company,

2003, edition 11, p. 764.

3. A struggle for advantage

4. A masterpiece

5. Mastery ability; expert knowledge; eminent skill or power”17

From some definitions above, the writer uses definition written by

Merriam in 2.b and Noah Webster in point 5. The writer concludes that

mastery means complete knowledge or great ability in a subject, in this

research the subject is subjunctive.

17 Noah Webster, Webster’s New Twentieth Century Dictionary of the English Language, USA:

William Collins and World Publishing Co., Inc, 1979, second edition, p. 1108.

CHAPTER III

PROFILE OF PRIMAGAMA

A. Profile of Primagama18

Education is a pillar of human resources development which is

organized intensively and professionally. By using the concept of students’

potency development, Primagama is established to help students in

understanding subjects that schools give. Therefore, students have optimal

achievement and can go to higher education level.

As the former of Primagama, Purdi E. Chandra is sure that Primagama

which was established on March 10, 1982 can do great efforts and help the

government for educational affairs. The existence of Primagama is more legal

because the implementation of constitution number 2, 1989 about National

Educational System. One of the constitution contents is the responsibility of

educational implementation; it is basically not only burned by the government

but also families and society. Constitution of National Educational System

(Sisdiknas) 2003 version 26 chapter 1 “Informal education is applied for every

body who needs educational service having the function as the substitute,

addition of formal education for supporting education forever.

18 http://www.primagama.com. Accessed on May, 20, 2008.

To give the legal law for Primagama, it was established Primagama

foundation with the notaries Daliso Rudianto, SH. Number 123, 1985. It is

firmly given license by Department of social and education (Dekdikbud) SK

Number 054/I 13/MS/KPTS/1999. Primagama, therefore, grows year to year

significantly and becomes the credible educational institution. Besides,

Primagama is the holder of copyright for Primagama as the educational

institution based on constitution number 6, 1982 about the copyright of

constitution number 7, 1987 of change for the constitution number 6, 1982

about the copyright on July, 3, 1995 and is on the registration at directorate

for copyright, paten, and mark with the number of registration 014127.

Nowadays Primagama has 328 branches. The branches spread in 157

cities and 29 provinces (data per March 10, 2005). The exploration of these

service regions is purposed to serve students’ necessity for the quality of

educational service level can suitable with the regions where they live. From

the certain data, Primagama grows fast because of:

1. Primagama brand image as the educational institution.

2. Organizers’ management professionalism.

3. The high trust from students, teachers, schools, government,

companies and social life to the quality which Primagama gives

(data: the report of Department of Marketing and Region

Development in 2003).

Primagama’s vision and mission, they are:

1. Vision

To be the best, the biggest and the well-known institution of

course place in Indonesia.

2. Mission

a. To be the best educational institution nationally at ranking (giving

the best services and interest to organizations, owners, and

consumers).

b. To be a place where every employee can improve prosperity

together and together to improve prosperity (giving the service and

interest professionally).

c. To be a company that can create good and credible partners (giving

the best services and interest to organizations and partners).

d. To be a place for every one who wants to be professional, creative

and improve the skills (giving the best services and interest to

consumers and owners).

e. To be national educational asset and proud of social life (giving the

best services and interest to government and society)

B. The Subjunctive Subject

Subjunctive is a part of English subjects which is taught by teachers of

Primagama to the students of Primagama who are in the third grade of Senior

High School. Subjunctive is part of Primagama curriculum which usually

appears on middle or final exam. The teachers teach Subjunctive to the

students at first semester but they review at the next semester in order that

students understand more easily about subjunctive.

The English teachers of Primagama, therefore, often give some essays

or questions dealing with the subjects which are taught as an evaluation, one

of them is subjunctive. This has a purpose to give more understanding to the

students. This evaluation usually uses a method by giving the test of questions

maximally 50 questions and minimally 25 questions about English includes

subjunctive.

C. Books Used

The books used are the books released by Primagama such as Smart

Solusion Primagama Bahasa Inggris, Paket Khusus Persiapan SPMB, Modul

(Panduan Belajar 12 SMA) and Smart Enrichment taken from some sources—

Modern English, Prence-Hall, New Jersey by Marcella Frank, 1972, English

Sentence Structure by Robert Krohn, The University Press, 1971, English

Grammar in Use by Raymond Murphy, Cambridge University Press, 1986.

D. The Teachers

Primagama has some English teachers which graduated from reputable

universities—Indonesian University, Gajah Mada University, State Jakarta

University, State Islamic University Jakarta, Universitas Pendidikan Indonesia

Bandung and The State Institute of Islamic Studies Yogyakarta. The teachers

who teach English for the third grade students are Mr. Slamet Nursalim, and

Miss Dian Apediani SPd. Their function is helping the writer’s research more

easily because the writer can attend and know how the teaching runs. Here are

their profiles:

1. Name : Slamet Nursalim

Place/date of birth : Purworejo/October 24, 1965

Home Address : Jln. BCS Gang N. No.2 Rt.03/05

Kelurahan Pegangsaan Dua

Kelapa Gading Jakarta Utara

Graduation : IAIN Jogyakarta

Work Experience : 1994-1998 Science Collage SLIPI

1995-2003 Oxford Course Indonesia

1996-1997 Nursing Academies

2002-now Private English Teacher

2003-now PRIMAGAMA

2. Name : Dian Apediani

Place/date of birth : Garut/September 29, 1984

Home Address : Jln. Kramat No. 79 Lubang Buaya

Jakarta Timur (13810)

Graduation : Universitas Pendidikan Indonesia Bandung

Majoring in English Literature

Work Experience : 2006-now Translator

2007 Pusaka Senior High School

2007 Bunda Elementary School

2007-now Private English Teacher

2007-now Primagama

2008-now Diponegoro Junior High School

E. Methodology of Teaching

As the writer told above that the methodology which Primagama

teachers use is giving explanation and test by samples of questions, review

and problem solving to students about the subjects. Here every student is

hoped to understand and learn it more comprehensively and choose correct

answers when they have school’s exam.

F. Evaluation Subject

To know whether the students understand or not, the writer attended

the class and saw the teachers review and give them some questions of the

subjects taught, and then after the students finish the questions, the teachers

discuss them together in the class. Here, the teachers know the students

“understand or not”. This evaluation is so effective that the students more

understand quickly.

Besides, to make the students understand more easily, Primagama

gives them Problem Solving and Review as solution when the students don’t

understand what the teachers teach. They usually discuss it when the studying

time of lesson is over or it is conducted on the other days.

CHAPTER IV

THE RESEARCH FINDING

A. Data Descriptions

In the data description, the writer would like to tabulate the results of the test as

described below and correct and incorrect answer will be given in the percentage (%).

Table 1

The students’ achievement of subjunctive

Question

Number

Students’

Correct Answer

Students’

Incorrect Answer

The Percentage of

Correct Answer

The Percentage of

Incorrect Answer

1 15 15 50% 50%

2 11 19 36% 64%

3 10 20 33% 67%

4 10 20 33% 67%

5 4 26 13% 87%

6 18 12 60% 40%

7 2 28 6% 94%

8 22 8 73% 27%

9 14 16 46% 64%

10 23 7 76% 24%

11 3 27 10% 90%

12 7 23 23% 77%

13 14 16 46% 54%

14 13 17 43% 57%

15 10 20 33% 67%

16 17 13 56% 44%

17 9 21 30% 70%

18 15 15 50% 50%

19 11 19 36% 64%

20 13 17 43% 57%

21 7 23 23% 77%

22 11 19 36% 64%

23 26 4 86% 14%

24 10 20 33% 67%

25 5 25 16% 84%

Table 2

The Students’ Incorrect Score Achievement

Present subjunctive

(20 items)

Past subjunctive

(5 items)

Student

number

Correct Incorrect Incorrect %

Correct Incorrect

Incorrect %

the average

incorrect percentage of

present and past subjunctive

Total of

Incorrect score

%

1 3 17 85 2 3 60 72,5% 27,5%

2 7 13 65 1 4 80 72,5% 27,5%

3 11 9 45 2 4 60 52,5% 47,5%

4 12 8 40 2 3 60 50% 50%

5 8 12 60 4 1 20 40% 60%

6 10 10 50 2 3 60 55% 45%

7 11 9 45 2 3 60 52,5% 47,5%

8 6 14 70 1 4 80 75% 25%

9 5 15 75 1 4 80 77,5% 22,5%

10 7 13 65 2 3 60 62,5% 37,5%

11 8 12 60 1 4 80 70% 30%

12 4 16 80 2 3 60 70% 30%

13 2 18 90 2 3 60 75% 25%

14 3 17 85 2 3 60 72,5% 27,5%

15 9 11 55 1 4 80 67,5% 32,5%

16 11 9 45 2 3 60 52,5% 47,5%

17 7 13 65 2 3 60 62,5% 37,5%

18 13 7 35 5 0 0 17,5% 82,5%

19 11 9 45 2 3 60 52,5% 47,5%

20 8 12 60 1 4 80 70% 30%

21 1 19 95 1 4 80 87,5% 12,5%

22 11 9 45 3 2 40 42,5% 57,5%

23 8 12 60 2 3 60 60% 40%

24 8 12 60 2 3 60 60% 40%

25 10 10 50 3 2 40 45% 55%

26 8 12 60 2 3 60 60% 40%

27 9 11 55 2 3 60 57,5% 42,5%

28 10 10 50 3 2 40 45% 55%

29 12 8 40 3 2 40 40% 60%

30 9 11 55 2 3 60 57,5% 42,5%

Average 59, 6 58,6 40,83%

B. Data Analysis

Here below are the items of Present and Past Subjunctive which are

analyzed.19

a. Present Subjunctive (20 items)

1. “You look tired. Why don’t you take a rest?”

“I wish______; I still have to finish this report”.

A. I would be able

B. I can

C. I will be able

D. I could

E. I had been able

2. He orders the people as if he were the owner of the restaurant.

From the above statement, we may conclude that______.

A. he was worked hard to own the restaurant

B. he has been the owner of the restaurant

C. he is proud of his restaurant

D. he is just an ordinary employee

E. he is a successful businessman

3. “Is Evi still sick?”

“Yes, I wish she ____ here now to help me type the report”.

A. is

B. will be

C. were

D. had been

E. would be

4. My brother isn’t old enough to drive, but he wishes he ____ now.”

A. had been

B. will be

C. is

D. were

E. are

19 Drs. H. Paidi Dewa Brata, M.Pd. and Sudarso, S.Pd, Panduan Belajar Kelas 12 SMA IPA/IPS

(Yogyakarta: Primagama, 2008), p. 13.

5. She is always busy with her work.

I wish I ______her more often.

A. visit

B. would visit

C. am visiting

D. have visited

E. could visit

6. Hamid has won a medal for swimming.

I wish I _____as good as he is.

A. were

B. should be

C. will be

D. am

E. can be

7. Mother said to our guest, “I wish you ___leave me now.”

A. didn’t have to

B. haven’t got to

C. won’t have to

D. aren’t having to

E. weren’t having to

8. “I am sorry I don’t know the answer but I really wish I____.

A. know

B. knew

C. have known

D. will know

E. had known

9. He wishes it ____a holiday today.

A. be

B. is

C. was

D. were

E. had been

10. His daughter wished he ____ her bike.

A. buy

B. buys

C. bought

D. had bought

E. will have bought

11. He wishes he ___ her but he can’t.

A. can help

B. could help

C. doesn’t help

D. hasn’t help

E. could have helped

12. He acts as if he ____ English properly.

A. know

B. knew

C. knows

D. had known

E. were knowing

13. He treats us as if we were all foolish.

This sentence means _____

A. he doesn’t think we are foolish

B. we don’t treat him to be foolish

C. we aren’t sure that he is foolish

D. we are really foolish

E. we aren’t all foolish

14. The gentleman acts so proudly as if he were a millionaire. In fact the

gentleman _____a millionaire.

A. were not

B. was not

C. is not

D. was

E. is

15. “Let’s go swimming!”

“I wish I ___we have a test tomorrow I still have to study”.

A. am able

B. could be

C. could

D. will be able

E. be able

16. She went to the blackboard as if she knew how to solve the problem.

The underlined word means ____

A. She actually can’t solve the problem

B. She ought to know how to solve the problem

C. She definitely knew how to solve the problem

D. She should know how to solve the problem

E. She succeeded how to solve the problem

17. I am planning to go to a party tonight, but it is raining very hard now.

I wish ___ raining now.

A. it stops

B. it has stopped

C. it will stop

D. it had stopped

E. it would stop

18. Lita : Hi, why do you look so sad? Something wrong?

Adi : Yeah, I wish I had time to have a date with Amel.

A. Lita promises to meet Amel

B. Both Lita and Adi will visit Amel

C. Adi loses his chance to meet Amel

D. Adi and Lita have no time for a date

E. Neither Lita nor Adi has a date with Amel

19. Adi : I wish I had a certificate of deposit.

Amel : Why?

Adi : The interest rate is high now.

From the dialogue we can conclude that Adi _____

A. has a certificate of deposit

B. doesn’t have money kept in a bank

C. enjoys the high interest paid by the bank

D. is going to deposit his money in the bank

E. has no interest to open an account in a bank

20. I am sure he is not the man in charge of the sales department. But now, he

____

A. acts as if he is the sales manager

B. is acting as if he would be the sales

C. would have acted as if he had been the sales manager

D. would act as if he was the sales manager

E. acts as if he were the sales manager

b. Past Subjunctive (5 items)

21. “Did you get compensation for your car?”

“No, I didn’t. If only______.”

A. I would insure it

B. I had insured it

C. I will insure it

D. I wouldn’t insure it

E. I should insure it

22. “If only his son had studied harder.”

It means ____.

A. his son didn’t study harder

B. his son had studied harder

C. his son has studied harder

D. his son will not study harder

E. his son never studies harder

23. He would rather they ____ their work before they got out.

A. finish

B. finished

C. can finished

D. had finished

E. were finishing

24. The girl behaved as though she ____ mad.

A. were going

B. was going

C. had gone

D. has gone

E. will go

25. I wish you ____ to stay at home because I am sure you would have

enjoyed the concert very much.

A. didn’t have

B. hadn’t have

C. hadn’t had

D. don’t have

E. haven’t had

C. Discussion

The writer analyzes only the questions (table 1) whose the percentage

students’ incorrect answers are 60% and above to find out the problems found by

students in mastery of subjunctive. Then, the data analyzed are fifteen questions

namely question 2 (64%), 3 (67%), 4 (67%), 5, (87%), 7 (94%), 9 (64%), 11

(90%), 12 (77%), 15 (67%), 17 (70%), 19 (64%), 21 (77%), 22 (64%), 24 (67%)

and 25 (84%).

The collected data that will be analyzed are as follows:

1. Question 2 (Present Subjunctive)

• The purposes:

- to measure the students’ ability of present subjunctive

- to find out the problems faced by the students

• Indicators:

- the students know the pattern of present subjunctive

- the students know the difference between present and past

subjunctive

- the students know the fact sentence of present subjunctive

• The item:

“He orders the people as if he were the owner of the restaurant”







From table 1 above the writer finds 19 students cannot answer the

question correctly. Here the analysis:

The right answer is option D (he is just an ordinary employee). From

the data has been gathered, this is what exactly happens; 3 students no 6, 18,

27 (10%) choose option A (he was worked hard to own the restaurant), 14

students no 1, 2, 3, 5, 8, 9, 12, 13, 16, 20, 21, 24, 25, 28 (46%) choose option

(he has been the owner of the restaurant), one student no 15 (3%) chooses

option C (he is proud of his the restaurant), 11 students no 4, 7, 10, 11, 17, 19,

22, 23, 26, 29, 30 (36%) choose option D (he is just an ordinary employee),

and one student no 14 (3%) chooses option E (he is a successful business).

The option D (he is just an ordinary employee) indicates that the statement

“He orders the people as if he were the owner of the restaurant” is subjunctive

of were, therefore, it means in fact that the person (he) in the statement is

possibly just an ordinary employee or even he is not an employee. And the

rest students are incorrect because they don’t know the pattern of present

subjunctive and they just guess the answers.


• The purposes:



• Indicators:



subjunctive


• The item:

“Is Evi still sick?”

“Yes, I wish she ____ here now to help me type the report”. A. is

B. will be

C. were

D. had been

E. would be



The right answer is option C (were). From the data has been gathered,

this is what exactly happens; 4 students no 7, 10, 21, 30 (13%) choose option

A (is). They choose it because they might think the concord of she is is, and

it’s absolutely correct if it is in simple present form, 10 students no 1, 2, 5, 8,

9, 11, 12, 13, 23, 29 (33%) choose option B (will be), 10 students no 3, 6, 14,

15, 16, 17, 18, 19, 20, 22 (33%) choose option C (were). They choose it

correctly because the statement of wish in present tense, based on the pattern

of present subjunctive whatever the subject, its predicate is were because in

the fact Evi is not here now to help you type the report, one student no 27

(3%) chooses had been. Here, both answers between were and had been are

subjunctive but had been is used for past subjunctive. The last, 5 students no

24, 25, 26, 28 (16%) choose would be.

3. Question 4 (Past Subjunctive)

• The purposes:

- to measure the students’ ability of past subjunctive


• Indicators:

- the students know the pattern of past subjunctive


subjunctive

- the students know the fact sentence of past subjunctive

• The item:

“Did you get compensation for your car?”



B. I had insured it

C. I will insure it



From table 1 above the writer finds 20 students can not answer the


The right answer is option B (I had insured it). From the data has been

gathered, this is what exactly happens; 10 students no 2, 3, 4 (33%) choose

option A (I would insure it), 10 students no 1, 5, 12, 13, 14, 16, 17, 18, 28, 29

choose B (I had insured it). They choose it correctly because the statement

above is past tense which is signed by did. It means that the subjunctive is

past perfect (had+been/had+verb III) and in the fact you didn’t insure it, 1

student no 11 (3%) chooses option C (I will insure it), 9 students no 6, 9 19,

20, 23, 24, 25, 27, 30 (30%) choose option D (I wouldn’t insure it). The last,

no one choose option E (I should insure it).


• The purposes:



• Indicators:



subjunctive


• The item:

My brother isn’t old enough to drive, but he wishes he ____ now.”

A. had been

B. will be

C. is

D. were

E. are



The right answer is option D (were). From the data has been gathered,

this is what exactly happens; 9 students no 1, 12, 16, 18, 19, 20, 21, 22, 24

(30%) choose option A (had been), 7 students 5, 10, 11, 23, 25, 29, 30 (23%)

choose option B (will be), 10 students no 2, 3, 6, 7, 8, 9, 13, 14, 15, 28 (33%)

choose is. This is the common error because they might think that the subject

he has concord with is. It same as the item number 3 above, 4 students no 4,

17, 26, 27 (13%) choose option D (were), it is present subjunctive with were,

the item means that in fact my brother is still young to drive, therefore, he has

some possibilities—forbidden to drive because still young or he can not drive.

The last no one chooses option E (are). This choice is absolutely incorrect

because it doesn’t have correlation with subjunctive because there is no

pattern of the third person she, he and it have concord with predicate are.

Both answers between had been and were are possible but the statement

above indicates to present subjunctive, the subjunctive is were.


• The purposes:



• Indicators:



subjunctive


• The item:

Hamid has won a medal for swimming.


A. were

B. should be

C. will be

D. am

E. can be



The right answer is option A (were). From the data has been gathered,

this is what exactly happens; 2 students no 2, 3 choose option A (were). They

choose it correctly it is present subjunctive with were, in fact I am not as good

as Hamid is, 7 students no 16, 21, 24, 25, 26, 27, 28 (23%) choose option B

(should be), 3 students no 10, 15, 22, (10%) choose option C (will be). It

should appear at conditional sentence type I or simple future tense, one

student no 20 chooses option D (am). He chooses it because she might think

that the predicate or concord of I is am. It is true in simple present but in

subjunctive whatever the subject, the predicate is were or had been. And the

last, there are 17 students no 1, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14, 23, 29, 30 (56%)

choose can be. This choice has same meaning as will be. Hoping something

happens, it indicates to conditional sentence not subjunctive.


• The purposes:



• Indicators:



subjunctive


• The item:

“I am sorry I don’t know the answer but I really wish I____.

A. know

B. knew

C. have known

D. will know

E. had known



The right answer is option B (knew). From the data has been gathered,

this is what exactly happens. There are 6 students no 1, 8, 13, 14, 17, 25

(20%) choose option A (know), 14 students no 3, 4, 5, 7, 9, 10, 11, 12, 15, 18,

19, 20, 22 (46%) choose B (knew). It is the true answer because the statement

above is present subjunctive with wish and it means in the fact I don’t know

the answer and I hope to know the answer, 1 student no 26 (3%) chooses

option C (have known), 3 students no 6, 21, 23 (10%) choose option D (will

know). This answer should appear in conditional sentence or simple future.

The last, there are 6 students no 2, 16, 24, 27, 28, 29 (20%) choose option E

(had known). The answer of were and had known are possible answer but the

item above is present subjunctive, the verb after wish is verb II (past tense)

but the “had known” is past subjunctive.


• The purposes:



• Indicators:



subjunctive


• The item:

He wishes it ____a holiday today.

A. be

B. is

C. was

D. were

E. had been



The right answer is option D (were). From the data has been gathered,

this is what exactly happens. There are 2 students no 13, 21 (6%) choose

option A (be). It is possible answer also if the writer sees the explanation of J.

D Murthy in his book Brush up Your English and the subjunctive from

www.telus.net.linguisticsissues/subjunctive, but as the writer explains that

the explanation which he takes is from Faidlal Rahman Ali, SE. Par in his

book “Fundamental of English Grammar (A practical Guide)”, 4 students

no 2, 8, 16, 20 (13%) choose option B (is). They choose it because they might

think that the concord of the subject it is is, 11 students no 3, 4, 5, 6, 7, 15, 22,

25 (36%) choose option C (was). It is absolutely incorrect because was is not

concord to the time signal of present tense today but it should be concord to

past tense (she, he and it are was), 3 students no 23, 28, 29 (10%) choose

option D (were). This is the true answer because the statement above is

present subjunctive with wish; in the fact he knows that it isn’t a holiday

today. And the last, there are 10 students no 1, 12, 14, 17, 18, 19, 24, 26, 27,

30 (33%) choose option E (had been). Both “had been” and “were” are

subjunctive but the item above is present subjunctive, and “had been” is past

subjunctive.


• The purposes:



• Indicators:



subjunctive


• The item:

His daughter wished he ____ her bike yesterday.

A. buy

B. buys

C. bought

D. had bought

E. will have bought



The right answer is option D (had bought). From the data has been

gathered, this is what exactly happens. No student chooses option A (buy), 7

students no 19, 20, 22, 24, 26, 27, 30 (23%) choose option B (buys). They

choose it because they might think that the concord of he is verb I (s-es) in

present tense, 8 students no 11, 15, 16, 21, 23, 25, 28, 29 (26%) choose option

C (bought), 7 students no 3, 4, 5, 6, 7, 10, 18 (23%) choose option D (had

bought). It is the true answer because the statement above is past tense with

wished in which time signal is yesterday, therefore, the subjunctive is past

perfect. It means in fact that his daughter didn’t get the bike because he didn’t

buy for her. And the last, there are 8 students (26%) choose option E (will

have bought).


• The purposes:



• Indicators:



subjunctive


• The item:

The girl behaved as though she ____ mad last night.

A. were going

B. was going

C. had gone

D. has gone

E. will go



The right answer is option C (had gone). From the data has been

gathered, this is what exactly happens; 10 students no 4, 6, 7, 9, 10, 11, 28, 29

(26%) choose option A (were going), 5 students no 2, 3, 8, 20, 21 (16%)

choose option B (was going), 10 students no 5, 15, 18, 19, 22, 24, 25, 26, 27,

30 (33%) choose option C (had gone), it is true answer because the item above

is past subjunctive of which subjunctive is past perfect, 5 students no 1, 12,

13, 14, 17 (16%) choose option D (has gone), and 2 students no 15, 23 (6%)

choose option E (will go).


• The purposes:



• Indicators:



subjunctive


• The item:

He treats us as if we were all foolish.









The right answer is option E (we aren’t all foolish). From the data has

been gathered, this is what exactly happens; 2 students no 5, 15 (6%) choose

option A (he doesn’t think we are foolish), 2 students no 9, 21 (6%) choose

option B (we don’t treat him to be foolish), 1 student no 10 (3%) chooses

option C (we aren’t sure that he is foolish), 16 students no 1, 2, 3, 4, 6, 7, 8,

11, 12, 13, 14, 19, 24, 26, 27, 30 (53%) choose option D (we are really

foolish) and 9 students no 16, 17, 18, 20, 22, 23, 25, 28, 29 (30%) choose

option E (we aren’t all foolish).


• The purposes:



• Indicators:



subjunctive


• The item:

“Let’s go swimming!”

“I wish I ___ but we have a test tomorrow I still have to study”.

A. am able

B. could be

C. could

D. will be able

E. be able



The right answer is option C (could). From the data has been gathered,

this is what exactly happens; no student chooses option A (am able), 14

students no 1, 3, 5, 10, 12, 13, 14, 17, 18, 19, 24, 26, 27, 30 (46%) choose

option B (could be), 11 students no 4, 6, 7, 9, 11, 15, 16, 20, 22, 23, 25, 28, 29

(36%) choose option C (could). This is the true answer because the item

above is present subjunctive with wish, the subjunctive is verb 2 (past tense),

2 student no 2 and 8 (6%) choose option D (will be able), and 1 student no 21

(3%) chooses be able.


• The purposes:



• Indicators:



subjunctive


• The item:

She went to the blackboard as if she knew how to solve the problem.









The right answer is option A (she actually can’t solve the problem).

From the data has been gathered, this is what exactly happens; 7 students no

2, 4, 7, 15, 17, 18, 25 (23%) choose option A (she actually can’t solve the

problem). This is the true answer because the item above present subjunctive

with as if, from the item the students are supposed to know the fact answer of

the present of subjunctive. There are 6 students no 1, 12, 14, 21, 22, 28 (20%)

choose option B (she ought to know how to solve the problem), 4 students no

8, 9, 26, 29 (13%) choose option C (she definitely knew how to solve the

problem), 12 students no 3, 5, 6, 9, 11, 13, 16, 19, 23, 24, 27, 30 (40%) choose

option D (she should know how to solve the problem), and 1 student no 20

(3%) choose option E (she succeeded how to solve the problem). The choice

B and D are the same which usually appear in modal and modal perfect, and

the choice C and E are the same also, the answers should be a fact statement

from the sentence, for example, “she did not go to blackboard as if she did not

know how to solve the problem”.


• The purposes:



• Indicators:



subjunctive


• The item:

I am planning to go to a party tonight, but it is raining very hard now.


A. it stops

B. it has stopped

C. it will stop

D. it had stopped

E. it stopped



The right answer is option E (it stopped). From the data has been

gathered, this is what exactly happen; 4 students no 22, 25, 28, 29 (13%)

choose option A (it stops), they think that in the item above the subject ‘it’ has

concord with verb1 (ending s/es) because the item is present tense. 2 students

no 20, 21 (6%) choose option B (it has stopped), they think like the answer A.

12 students no 1, 7, 11, 12, 13, 14, 16, 17, 19, 23, 26, 30 (40%) choose option

C (it will stop), it should appear in conditional type 1, 1 student (3%) chooses

option D (it had stopped), it is possible answer also but it is should be in past

subjunctive, for example, “I was planning to go party last night, but it was

raining hard yesterday. I wish it had stopped raining yesterday”. 11 students

no 2, 3, 4, 5, 6, 8, 9, 10, 18, 24, 27 choose option E (it stopped), it is the true

answer because the item above is present subjunctive with wish, the

subjunctive is verb II (past tense).


• The purposes:



• Indicators:



subjunctive


• The item:

Adi : I wish I had a certificate of deposit.

Amel : Why?










The right answer is option B (doesn’t have money kept in a bank).

From the data has been gathered, this is what exactly happen; 3 students no 1,

13, 19 (10%) choose option A (has a certificate of deposit), 10 students no 3,

4, 6, 7, 10, 16, 24, 25, 26, 27 (33%) choose option (doesn’t have money kept

in a bank), 7 students no 5, 12, 14, 15, 17, 18, 23 (23%) choose option C

(enjoys the high interest paid by the bank), 5 students no 2, 8, 20, 21, 30

(16%) choose option D (is going to deposit his money in the bank), and 5

students no 9, 11, 22, 28, 29 (16%) choose option E (has no interest to open

an account in a bank). There are 10 students who have correct answer

“doesn’t have money kept in a bank”. They choose it because the item above

is present subjunctive with wish and is questioned is the conclusion or the fact

of the item.


• The purposes:



• Indicators:



subjunctive


• The item

I am sure he is not the man in charge of the sales department.

But now, he ____








The right answer is option E (acts as if he were the sales manager).

From the data has been gathered, this is what exactly happen; 15 students no

2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 17, 21, 30 (50%) choose option (acts as if

he is the sales manager), 5 students no 22, 24, 25, 26, 27 (16%) choose option

B (is acting as if he would be the sales), no student chooses option C (would

have acted as if he had been the sales manager), 5 students no 1, 11, 15, 20, 23

(16%) choose D (would act as if he was the sales manager) and 5 students no

16, 18, 19, 28, 29 (16%) choose option E (acts as if he were the sales

manager). Only five students (16%) choose the correct answer, the answer is

acts as if he were the sales manager. The item above is present subjunctive

with as if, which is questioned is the fact of the item.

Those problems above arise because the students have poor knowledge

of the pattern of present and past subjunctive. They still use Concord or

Agreement, like is or was collocates with she, he and it, but in Subjunctive

whatever pronoun (I, you, they, we, she, he, it) collocate with were or had

been and another cause is teaching methodology such as problem solving,

review and explanation.

After finding some problems found by the students in mastering

subjunctive, the writer interprets the data using the measurement below to

know ton what extent the students have mastered the subjunctive.

The measurement used as follows:20

Incorrect Score Category

0 – 25 Very Poor

26 – 50 Poor

51 – 75 Enough

75 – 100 Good

From the data description, table 2, the writer can interpret the average

score and categorize into measurement above. The average score of the

students can be accounted by using average formulation:21

A = N

S

A = Average Score

S = Total Score

N = Number of student

After processing the data the writer accounts the average of score as follows:

The average of score of students’ achievement test is 40, 83. According to the

measurement above, the writer categorizes that the students’ mastery of subjunctive is

poor. Based on the measurement, the score around 26 – 50 is categorized as poor. It

20 Drs. Riduwan, M.B.A, Metode dan Tkhnik Menyusun Tesis, (Bandung: Alfabeta, 2004), p.130. 21 Aryo Dewantara, S.Si, Kumpulan Rumus Lengkap Kelas X, XI dan XII SMA-Rumus Kantong

Matematika SMA, (Jakarta: Pustaka Widyatama, 2008,) p. 79.

A = 27.5+27.5+47.5+50+60+45+25+22.5+37.5+30+30+25+27.5+32.5+47.5+37.5+82.5+ 47.5+30+12.5+57.5+40+40+55+40+42.5+55.5+60+42.5 = 1.225

30 = 40, 83

means that the mastery of subjunctive of the third year students of Senior High

School at Lembaga Pendidikan Primagama Lubang Buaya is not good. From the

students’ score, it can be seen that only one student (no.18) who can achieve a good

score (82, 50).

CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The result of the research can be concluded that most of students at the

third year students of Senior High School at Lembaga Pendidikan Primagama

Lubang Buaya have poor ability in mastering subjunctive and there are a

number of problems found by the students in mastering subjunctive, such as the

use of “to be” in present and past subjunctive, the use of incorrect pattern of

subjunctive between past tense form for present subjunctive and past perfect

tense for past subjunctive. Besides, there some causes of the problems which

make the students poor in Subjunctive, such as the influence of common

grammar like tenses, the teaching methodology used by the teacher, and the lack

of explanation about subjunctive more detail.

B. Suggestions

Based on the conclusion above, the writer proposes some suggestions

for the following parties: like the institution (Lembaga Pendidikan Primagama

Lubang Buaya) to provide book collections of English Grammar at Primagama

library to support the students’ ability of English Grammar especially

subjunctive, to provide any different books containing subjunctive from any

different publishers, to provide time for problem solving for the students who

don’t understand any English subjects especially subjunctive. Besides, the

English teachers are suggested to improve the effectiveness of teaching

methodology by problem solving, and review, to improve learning process in

teaching subjunctive by explaining the difference between patterns of

subjunctive and other English subjects clearly. And for the learners to

distinguish the pattern of present and past subjunctive, to know the fact sentence

of the present and past subjunctive either in negative or positive sentence.

Finally, the writer hopes this study will be useful for the future

improvement of teaching structure, especially “subjunctive” at Primagama.

BIBLIOGRAPHY

Anonymous, Garis-garis Besar Program Pengajaran (GBPP) Kurikulum Tingkat

Satuan Pendidikan KTSP 2006, Yogyakarta: Primagama, 2008-2009.

Barnhart, Robert K. The Barnhart Concise Dictionary of Etymology. USA: HW.

Wilson Company, 1995.

Dewabrata, Paidi. Smart Solution Primagama Bahasa Inggris, Yogyakarta:

Primagama, 1999.

Dewabrata, Paidi and Sudarso. Panduan Belajar 12 SMA IPA/IPS, Yogyakarta:

Primagama, 2008.

Dewabrata, Paidi, Sudarso and Kinawati Ratna. Sukses SPMB Ringkasan Materi dan

Prediksi Soal-soal SPMB. Jogya: Primagama, 1999.

Dewantara, Aryo. Kumpulan Rumus Lengkap Kelas X, XI dan XII SMA-Rumus

Kantong Matematika SMA, Jakarta: Pustaka Widyatama, 2008.

Farkhan, Muhammad. Penulisan Karya Ilmiah. Jakarta: Cella, 2006.

Givon, T. English Grammar A Function-Based Introduction. Amsterdam: John

Benjamins Publishing Company, 1993.

Murthy, J. D. Brush up Your English Grammar. New Delhi: Nice Printing

Publishing, 2000.

Rahman, Faidlah Ali. Fundamental of English Grammar: a Practical Guide. Jakarta:

Pustaka Widyatama, 2007.

Riduwan. Metode dan Teknik Menyusun Tesis, Bandung: Alfabeta, 2004.

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

Webster, Merriam. Merriam Webster’s Collegiate Dictionary. USA: An

Encyclopedia Company, 2003.

Webster, Noah. Webster’s New Twentieth Century Dictionary of the English

Language. USA: William Collins and World Publishing Co., Inc, 1979.

http://www. eprints.ums.ac.id. 2009.

http://www.primagama.com. 2008.

http://www.telus.net/linguisticsissues/subjunctive. 2008.

http://www.wikipedia.org/wiki/Subjunctive. 2008.

THE TABULATION OF TEST INSTRUMENT

From the questions, the writer tabulates the data as follows:

1. “You look tired. Why don’t you take a rest?” “I wish______; I still have to finish this report”.

Student

A.

I would be able

B.

I can

C.

I will be able D.

I could

E.

I had been able

Note

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 √

15

students have

correct

answers

Last

Result

1

(3%)

7

(23%)

6

(20%) 15

(50%)

1

(3%)

15

(50%)

Appendix I



Student

A.

he was worked

hard to own the restaurant

B.

he has been

the owner of the restaurant

C.

he is proud

of his restaurant

D.

he is just an

ordinary

employee

E.

he is a

successful businessman

Note

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 √

11 students

have

correct answers

Last

result

3

(10%)

14

(46%)

1

(3%) 11

(36%)

1

(3%)

11

(36%)



Student A.

is

B.

will be

C.

were

D.

had been

E.

would be

Note

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 √

10 students

have

correct

answers

Last

result

4

(13%)

10

(33%) 10

(33%)

1

(3%)

5

(16%)

10

(33%)



Student

A.

I would insure

it

B.

I had

insured it

C.

I will

insure it

D.

I wouldn’t

insure it

E.

I should insure

it

Note

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 √

10 students

have correct

answers

Last

result

10

(33%) 10

(33%)

1

(3%)

9

(30%)

-

(0%)

10

(33%)


Student

A.

had been

B.

will be

C.

is

D.

were

E.

are

Note

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 √

4 students

have correct

answers

Last

result

9

(30%)

7

(23%)

10

(33%) 4

(13%)

-

(0%)

4

(13%)



Student

A. visit

B. would visit

C. am visiting

D. have visited

E.

could visit

Note

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 √

18 students

have correct answers

Last result

- (0%)

- (0%)

- (0%)

12 (40%)

18

(60%)

18 (60%)



Student A.

were

B.

should be

C.

will be

D.

am

E.

can be

Note

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 √

2 students have correct answers

Last

result 2

(6%)

7

(23%)

3

(10%)

1

(3%)

17

(56%)

2

(6%)


Student

A.

didn’t

have to

B. haven’t

got to

C. won’t

have to

D. aren’t

having to

E. weren’t

having to

Note

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 √

22 students

have correct answers

Last

result 22

(73%)

2

(6%)

1

(3%)

5

(16%)

-

(0%)

22

(73%)


Student

A. know

B.

knew

C. have known

D. will know

E. had known

Note

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 √

14 students have correct

answers

Last result

6 (20%)

14

(46%)

1 (3%)

3 (10%)

6 (20%)

14 (46%)


It means ____.

Student A.

his son didn’t

study harder

B.

his son had

studied harder

C.

his son has

studied harder

D.

his son will

not study harder

E.

his son never

studies harder

Note

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 √

23

students

have correct

answers

Last

result 23

(76%)

6

(20%)

1

(3%)

-

(0%)

-

(0%)

23

(76%)

11. He wishes it _____ a holiday today.

Student

A. be

B. is

C. was

D.

were

E. had been

Note

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 √


answers

Last result

2 (6%)

4 (13%)

11 (36%)

3

(10%)

10 (33%)

3 (3%)

12. His daughter wished he ____ her bike yesterday.

Student

A. buy

B. Buys

C. Bought

D.

Had bought

E. Will have bought

Note

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 √

7 students have

correct answers

Last result

- (0%)

7 (23%)

8 (26%)

7

(23%)

8 (26%)

7 (23%)


Student

A. can help

B.

could help

C. doesn’t help

D. hasn’t help

E. could have

helped

Note

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 √

14 students have

correct answers

Last

result

8

(26%) 14

(46%)

1

(3%)

1

(3%)

6

(20%)

14

(46%)


Student

A. finish

B. finished

C. can finished

D.

had finished

E. were finishing

Note

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 √


answers

Last result

1 (3%)

11 (36%)

4 (13%)

13

(43%)

1 (3%)

15. The girl behaved as though she ____ mad last night.

Student

A. Were going

B. Was going

C.

Had gone

D. Has gone

E. Will go

Note

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 √

10 students

have correct

answers

Last result

8 (26%)

5 (16%)

10

(33%)

5 (16%)

2 (6%)

10 (33%)


Student

A. know

B.

knew

C. knows

D. had known

E. were knowing

Note

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 √

17 students have

correct answers

Last result

4 (13%)

17

(56)

2 (6%)

5 (16%)

2 (6%)

17 (56%)



Student

A.

he doesn’t

think we are foolish

B.

we don’t treat

him to be foolish

C.

we aren’t

sure that he is foolish

D.

we are really

foolish

E.

we aren’t

all foolish

Note

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 √

9 students

have correct

answers

Last

result

2

(6%)

2

(6%)

1

(3%)

16

(53%) 9

(30%)

9

(30%

18. The gentleman acts so proudly as if he were a millionaire. In fact the gentleman

_____a millionaire.

Student

A.

were not

B.

was not C.

is not

D.

was

E.

is

Note

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 √

15 students have

correct answers

Last

result

4

(13%)

8

(26%) 15

(50%)

-

(0%)

3

(10%)

15

(50%)


“I wish I ___ but we have a test tomorrow I still have to study”.

Student

A.

am able

B.

could be C.

could

D.

will be able

E.

be able

Note

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 √

11 students have

correct answers

Last

result

-

(0%)

14

(46%) 11

(36%)

2

(6%)

1

(3%)

11

(36%)

20. I wish you ____ to stay at home because I am sure you would have enjoyed the

concert very much.

Student A.

didn’t have

B.

hadn’t have

C.

hadn’t had

D.

don’t have

E.

haven’t had

Note

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 √

13 students

have correct

answers

Last

result 13

(43%)

-

(0%)

7

(23%)

10

(33%)

-

(0%)

13

(43%)



Student A.

She actually

can’t solve

the problem

B.

She ought to

know how to solve the

problem

C.

She

definitely knew how to

solve the

problem

D.

She should

know how to solve the

problem

E.

She succeeded

how to solve the problem

Note

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 √

7 students have

correct

answers

Last

result 7

(23%)

6

(20%)

4

(13%)

12

(40%)

1

(3%)

7

(23%)



Student

A.

it stops

B.

it has stopped

C.

it will stop

D.

it had stopped

E.

it stopped

Note

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 √

11

students

have correct

answers

Last

result

4

(13%)

2

(6%)

12

(40%)

1

(3%) 11

(36%)

11

(36%)



Student

A.

Lita

promises to meet

Amel

B.

Both Lita and

Adi will visit Amel

C.

Adi loses his

chance to

meet Amel

D.

Adi and Lita

have no time for a date

E.

Neither Lita

nor Adi has a date with Amel

Note

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 √

26

students

have

correct answers

Last result

- (0%)

3 (10%)

26

(86%)

- (0%)

1 (10%)

26 (86%)


Amel : Why?



Student

A.

has a certificate

of deposit

B.

doesn’t have

money kept in

a bank

C.

enjoys the high interest

paid by the

bank

D.

is going to deposit his

money in the

bank

E.

has no interest to open an

account in a

bank

Note

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 √

10

students have

correct

answers

Last

result

3

(10%) 10

(33%)

7

(23%)

5

(16%)

5

(16%)

10

(33%)

25. I am sure he is not the man in charge of the sales department. But now, he ____

Student

A. acts as if

he is the

sales manager

B. is acting as if

he would be the

sales

C. would have

acted as if he

had been the sales

manager

D. would act as if

he was the

sales manager

E.

acts as if he

were the sales

manager

Note

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 √

5

students

have

correct answers

Last result

15 (50%)

5 (16%)

- (0%)

5 (16%)

5

(16%)

5 (16%)

QUESTION TEST OF SUBJUNCTIVE

Day/Date : Monday, Tuesday, Thursday, May 26, 27, 29, 2008

Time Duration : 90 minutes

Avenue : Lembaga Pendidikan Primagama Lubang Buaya

Complete Name : ___________________________

Class : ___________________________



A. I would be able

B. I can

C. I will be able

D. I could

E. I had been able










A. is

B. will be

C. were

D. had been

E. would be




B. I had insured it

C. I will insure it



Appendix II


A. had been

B. will be

C. is

D. were

E. are



A. visit

B. would visit

C. am visiting

D. have visited

E. could visit



A. were

B. should be

C. will be

D. am

E. can be


A. didn’t have to

B. haven’t got to

C. won’t have to




A. know

B. knew

C. have known

D. will know

E. had known


It means ____.







A. be

B. is

C. was

D. were

E. had been


A. buy

B. buys

C. bought

D. had bought

E. will have bought


A. can help

B. could help

C. doesn’t help

D. hasn’t help



A. finish

B. finished

C. can finished

D. had finished

E. were finishing


A. were going

B. was going

C. had gone

D. has gone

E. will go


A. know

B. knew

C. knows

D. had known

E. were knowing








18. The gentleman acts so proudly as if he were a millionaire. In fact the gentleman

_____a millionaire.

A. were not

B. was not

C. is not

D. was

E. is



A. am able

B. could be

C. could

D. will be able

E. be able

20. I wish you ____ to stay at home because I am sure you would have enjoyed the

concert very much.

A. didn’t have

B. hadn’t have

C. hadn’t had

D. don’t have

E. haven’t had










A. it stops

B. it has stopped

C. it will stop

D. it had stopped

E. it would stop









Amel : Why?








25. I am sure he is not the man in charge of the sales department. But now, he ____






F. Background of the Study

Graduation is a main purpose for every student especially who is in the

last semester of the final academic year. To graduate, every student has to study

hard. Of course, there are some subjects of examination which students must

have. Here, the writer focuses on students who are in the third grade of senior

high school as they are the main respondents of the writer’s research study. The

students are supposed to understand all subjects which become the

standardization of middle and final exam such as Math, English and Indonesian

Language. However, here, the writer focuses on English as the research study.

English is a very important language for those who want to pursue a career

in the international world. Therefore, it is also important for students who want

to graduate. They should follow English courses or Bimbingan Belajar because

English is also one of subjects at schools which will be examined. To pass

examination well, teachers and parents suggest students to follow Bimbingan

Belajar or institution courses, such as Primagama, Ganesha Operation, Nurul

Fikri, at cetera. Their role is very important in helping and guiding their

participants can be successful in passing in school’s exam. The institution

places not only help the students conduct the school’s exam easier but also

participate to make their study better. Essays or questions which every

institution places give are almost same as schools give. It is English

standardization which always appears in school’s exam such as Concord or

Agreement, Tenses, Conditional Sentences, Subjunctive, Modal and Modal

Perfect, Reading Comprehension and Vocabulary, Dependent and Independent

Clause, and Word Order. Unfortunately, schools have not taught or even do not

teach the students about them in detail, but the course places give

comprehension more detail and make the students understand.

Therefore, the writer intends to conduct the research on students at one of

the course places namely “Primagama”. It is about “How students understand

every essay or questions given, especially the writer focuses on understanding

about Subjunctive. Subjunctive is one of English subjects which usually appears

on essays of the middle and final exam of schools. Actually, not only

subjunctive is difficult but also the others are. Subjunctive is a sentence

expressing a wish which is opposite with a fact, it is usually signed by “wish, if

only, would rather” or expressing a condition which is not true dealing with a

fact. It is signed by “as if” and “as though”. For example, I wish she were here.

The example can trap the students into incorrect answers because as far as they

know “he” collocates with “is or was” as the Concord/Agreement. According to

their opinion, they might write the following sentence “I wish she is here or I

wish she was here” but in subjunctive, whatever the pronoun (subject) the

predicate is were or had been (in simple past or past perfect tense) form. This

makes the students wrong in choosing the correct answers. Due to, in this

research the writer hopes the students more understand about subjunctive.

G. Research Methodology

This research is “the Mastery of Subjunctive at the Third Year Students of

Senior High School at Lembaga Pendidikan Primagama” which finds in the

test instrument about subjunctive. In this study, the writer uses descriptive

method to describe an object based on the readably visible fact and the writer

applies the field research. Field research involves the collection of primary

data or information that is new. This is collected through surveys and

questionnaires that are made out specifically for a purpose.

H. The Theoretical Frameworks

There are some explanations from some linguists who explain about

subjunctive differently for example in his book “English Grammar-A

Function-Based Introduction, Philadelphia T. Givon says, “Subjunctive is a

grammatical category that appears in many languages, but is normally

ignored in English”.22

1. I’d appreciate it if he didn’t show up.

2. We’d prefer it if she went somewhere else.

22 T. Givon,English Grammar A Function-Based Introduction,(Amsterdam: John Benjamins

Publishing Company, 1993), vol. II, p. 274.

According to Michael Swan in his book “Practical English Usage”

that the subjunctive is the name of a special group of verb-forms (e g I were,

she be, he return) which are used in a few cases to talk about events which

are not certain to happen - which we hope will happen, or imagine might

happen, or want to happen.23

He gives some examples:

If I were rich, I would not work at all.

J. D Murthy in his book “Brush up Your English Grammar” says,

Subjunctive is a verb which is used to express a wish, hope, desire, intention

or resolution in noun clause in the present and improbability in the past.24

www.wikipedia.org/wiki/Subjunctive says in grammar, the

subjunctive mood (sometimes referred to as the conjunctive mood) is a verb

mood that exists in many languages. It is typically used in dependent clauses

to expresses wishes, commands, emotion, possibility, judgment, necessity, or

statements that are contrary to fact at present. The details of subjunctive use

vary from language to language. The past subjunctive is used after the verb to

wish: I wish he were here or I wished he were there. This use of the

subjunctive is sometimes known as the "volitional" subjunctive.25

23 Michael Swan, Practical English Usage, (London: Oxford University Press, 1980), p. 580. 24 J. D Murthy, Brush up Your English Grammar, (New Delhi: Nice Printing Press, 2000) p. 104. 25 http://www.wikipedia.org/wiki/Subjunctive. Accessed on May, 20, 2008. p.1.

www.telus.net/linguisticsissues/subjunctive says, subjunctive is a

special kind of present tense, using an infinitive that has no –s in the third

person singular. It is often used when talking about something that somebody

must do.26

I insist (that) your friend leave this house at once.

The subjunctive is a formal construction. It is more commonly used in

American English than in British English, and more often in the written form

than in the spoken form. It was used much more frequently in old English,

but many of these forms have now disappeared in modern English.

Faidlal Rahman Ali, SE. Par says in his book “Fundamental of

English Grammar” (A practical Guide), Subjunctive is a form of wish which is

used to express an event or condition hoped happen, but in fact it does not

happen. The pattern of subjunctive is wish, as if, as though, if only, would

rather.27

26 http://www.telus.net/linguisticsissues/subjunctive. Accessed on May, 20,2008. p.1. 27 Faidlah Rahman Ali, SE, PAR, Fundamental of English Grammar a Practical Guide, (Jakarta:

Pustaka Widyatama , 2007) p. 184.

I. Data Analysis

Here below are the items of Present and Past Subjunctive which are

analyzed.28

c. Present Subjunctive (20 items)



F. I would be able

G. I can

H. I will be able

I. I could

J. I had been able










A. is

B. will be

C. were

D. had been

E. would be


A. had been

B. will be

28 Drs. H. Paidi Dewa Brata, M.Pd. and Sudarso, S.Pd, Panduan Belajar Kelas 12 SMA IPA/IPS

(Yogyakarta: Primagama, 2008), p. 13.

C. is

D. were

E. are



A. visit

B. would visit

C. am visiting

D. have visited

E. could visit



A. were

B. should be

C. will be

D. am

E. can be


A. didn’t have to

B. haven’t got to

C. won’t have to




A. know

B. knew

C. have known

D. will know

E. had known


A. be

B. is

C. was

D. were

E. had been


A. buy

B. buys

C. bought

D. had bought

E. will have bought


A. can help

B. could help

C. doesn’t help

D. hasn’t help



A. know

B. knew

C. knows

D. had known

E. were knowing








39. The gentleman acts so proudly as if he were a millionaire. In fact the

gentleman _____a millionaire.

A. were not

B. was not

C. is not

D. was

E. is



A. am able

B. could be

C. could

D. will be able

E. be able










A. it stops

B. it has stopped

C. it will stop

D. it had stopped

E. it would stop









Amel : Why?



F. has a certificate of deposit

G. doesn’t have money kept in a bank

H. enjoys the high interest paid by the bank

I. is going to deposit his money in the bank

J. has no interest to open an account in a bank

45. I am sure he is not the man in charge of the sales department. But now, he

____






d. Past Subjunctive (5 items)



F. I would insure it

G. I had insured it

H. I will insure it

I. I wouldn’t insure it

J. I should insure it


It means ____.







A. finish

B. finished

C. can finished

D. had finished

E. were finishing


A. were going

B. was going

C. had gone

D. has gone

E. will go

50. I wish you ____ to stay at home because I am sure you would have

enjoyed the concert very much.

A. didn’t have

B. hadn’t have

C. hadn’t had

D. don’t have

E. haven’t had

K. Conclusions

The result of the research can be concluded that most of students at the

third year students of Senior High School at Lembaga Pendidikan Primagama

Lubang Buaya have poor ability in mastering subjunctive and there are a

number of problems found by the students in mastering subjunctive, such as the

use of “to be” in present and past subjunctive, the use of incorrect pattern of

subjunctive between past tense form for present subjunctive and past perfect

tense for past subjunctive. Besides, there some causes of the problems which

make the students poor in Subjunctive, such as the influence of common

grammar like tenses, the teaching methodology used by the teacher, and the lack

of explanation about subjunctive more detail.

L. Bibliography

Anonymous, Garis-garis Besar Program Pengajaran (GBPP) Kurikulum

Tingkat Satuan Pendidikan KTSP 2006, Yogyakarta: Primagama, 2008-2009.

Barnhart, Robert K. The Barnhart Concise Dictionary of Etymology. USA: HW.

Wilson Company, 1995.

Dewabrata, Paidi. Smart Solution Primagama Bahasa Inggris, Yogyakarta:

Primagama, 1999.

Dewabrata, Paidi and Sudarso. Panduan Belajar 12 SMA IPA/IPS, Yogyakarta:

Primagama, 2008.

Dewabrata, Paidi, Sudarso and Kinawati Ratna. Sukses SPMB Ringkasan Materi

dan Prediksi Soal-soal SPMB. Jogya: Primagama, 1999.

Dewantara, Aryo. Kumpulan Rumus Lengkap Kelas X, XI dan XII SMA-Rumus

Kantong Matematika SMA, Jakarta: Pustaka Widyatama, 2008.

Farkhan, Muhammad. Penulisan Karya Ilmiah. Jakarta: Cella, 2006.

Givon, T. English Grammar A Function-Based Introduction. Amsterdam: John

Benjamins Publishing Company, 1993.

Murthy, J. D. Brush up Your English Grammar. New Delhi: Nice Printing

Publishing, 2000.

Rahman, Faidlah Ali. Fundamental of English Grammar: a Practical Guide.

Jakarta: Pustaka Widyatama, 2007.

Riduwan. Metode dan Teknik Menyusun Tesis, Bandung: Alfabeta, 2004.

Swan, Michael. Practical English Usage. London: Oxford University Press,

1980.

Webster, Merriam. Merriam Webster’s Collegiate Dictionary. USA: An

Encyclopedia Company, 2003.

Webster, Noah. Webster’s New Twentieth Century Dictionary of the English

Language. USA: William Collins and World Publishing Co., Inc, 1979.

http://www. eprints.ums.ac.id. 2009.

http://www.primagama.com. 2008.

http://www.telus.net/linguisticsissues/subjunctive. 2008.

http://www.wikipedia.org/wiki/Subjunctive. 2008.

M. Biography

Name : Adi Supriadi

Age : 27 years old

Home address : Jl. Asrama Zeni TNI AD

No. 29 Rt. O3/07 Lubang Buaya

Jakarta Timur (13810)

Phone Number : (021) 94270580 – 081806407766

Place/Date of Birth : Cianjur/September 25, 1982

Marital Status : Single

Nationality : Indonesia

Formal education : 1998-2001 MAN 6 Jakarta

1995-1997 SMP N Campaka I Cianjur

1989-1994 SDN Susukan II Cianjur

the mastery of subjunctive a case study at the third year...

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