skripsi safwandi

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

English is an international language which is spoken almost all over world. It is the first language studied in many countries either as a second or as the foreign language. People many reasons have interest to study this language. This is because of the reality that is English is an important means of communication in their lives. For this reason, English becomes the first foreign language in Indonesia.

In English, the words are divided into eight kinds, namely, noun, verb, pronoun, adjective, preposition, and interjection (Arsyad, Mohd. 1981. Introduction to English Grammar for All). Among the words that belong verb are called helping verbs, they are so called because; they help the main verbs express actions or make statement. The helping verbs can further broken down into to be am, are, is was, and were, two double faced verbs does, do, did, have, has, and had. And modal shall, should, will, would, can, could, may, might, and must. Now day, what we call helping verbs is, am, are, have, has, had, do, did, does, and modals can, may, must, shall, etc.

English modals are among the words that the teacher will teach to their year students in early stages of learning. This is because modals have a high frequency of occurrence for they help verbs modify the action. Structurally English modals are relevantly easy to use and teach, but semantically they are rather difficult to master since they have a wide shades of meaning or connotations.

Even taught the teaching of English modals are relatively easy, it does not mean that the teaching of them creates no difficulty among the students. Errors like, I shall to go, he will does his work, you shall went, and they like are very common in the early stages of such errors. Teacher must bear some responsibility for the existence of student error especially in beginning stage. If the teacher teaches the lesson step by step, student will be able to master the modals. In fact, the teacher teaching is relatively good, but teachers seem to have only a limited time to provide class exercises or homework assignments and to correct them.

What the writer stated in the above, is result of the bird’s eye observation. It needs to make a rather serious and adjective study Asia to determine the true level of knowledge of Senior High School Students of his English modals.

1.2 The Statement of Problem

The writer saw that the ability of MAN Beureunuen students was very low in using English modals. Of cause, it was short observation in this research. The writer wants to know more about ability of the first grade students of MAN Beureunuens. The writer writes the problem of study as follows..

1. How is the ability of the first grade students MAN Beureuneun in mastering the English modals especially used in basic sentences

1.3 The Purpose of Study

Based on the problems of the objective of this study are as follows.

1. To measure how far the first grade students of MAN Beureunuen in mastering English modals

2. To know the ability of the first grade students MAN Beureunuen in using English modals used in basic sentences.

1.4 Scope of the Study

This study is focused on ability of the MAN Beureuneun in using English modals used in basic sentence. In this case, the writer limit the study by using “can, will, shall, may, must, have and has”. wants to discuss those forms of Modals used in basic sentences. On order words, he starts by discussing English modals, other definition of modals and so on. Because by giving definition and some sample, the students will get to understand what is English modals?

1.5 The Population and Sample

1.5.1 Population

The population of this study is the first grade students of MAN Beureuneun. Since the population seems rather large, the writer gives a number of the tests into one class, namely class I.5 . that consists of 40 students.

1.5.2 Sample

As the sample of this study, the writer chooses one class from six classes for the sample. They are chosen to the object of this study and the writer chooses all of them in the class.

1.6 Method

In this study, the writer uses the descriptive research by giving the test. The data are taken from books, journal and other textual material which are related to the study. The data was collected and use as a means of the analysis of the descriptive research in ability of the first grade students of MAN Beureuneun.

To obtain the needed data, research is conducted through the following procedures, they are:

1. First, he formulated his problem and he had done this as we may have read in the previous statement.

2. In the second stage, he determined this population and sample. He decided to pick one class of the first grade students of MAN Beureuneun randomly.

3. In order to collect the necessary data, the writer prepared some questions, it’s consist of 30 items test and it is taken from various books with some necessary adoption or adjustment

4. After instrument has been made ready, the writer tests the students concerned with the instrument in basic sentences. The test administration is done a particular data with 90 minutes. He asked to them nobody can see, and talk to their friend.

1.7 The Organization of the Study

This thesis of four chapters, chapter one deals with introduction that include the background of the study, the statement of the problems, the scope of the study, the population and sample, the research methodology, the purpose of the study, and the organization of the study

Chapter 2 is concern a theoretical background of the study. This includes, among others, the definition and understanding of the English modals, the number and meaning of the English modals.

Chapter 3 the writer presents her field research. This included the location of the research, classroom and students, teaching staff, teaching facilities, population and sample, methodology, and data analysis.

Chapter 4 is devoted to some conclusion and suggestions.

CHAPTER TWO

SOME THEORITICAL BACKGROUND

2.1 The Definition and Understanding of Modal

In grammar, the word modal pertain to made, or manner of action Vide the Random House College Dictionary. Pei and Gaynor (1969.137) definite a modal as “an auxiliary verb indicating mood, i.e., manner one aspect of the action denoted by the verb which it are used”. Frank 1971.95/06 gives some character ties of English modals Modal auxiliaries as follows

These auxiliaries add to the verb a special semantic component such as ability, possibility, and obligation. Modal auxiliaries generally have not s suffix for third person, infinitive or participle form.

From the above statement we may conclude that.

a) A modal auxiliary is a word that adds to the verb a special semantic component, ability, possibility, obligation, permission and necessity (Frank, 1972, 96)

b) A modal is not inflected to the noun or subject preceding. It does not have as suffix.

c) A modal does not have an infinitive and participle form.

2.2 The Definition of Sentence

In Grammar, sentence is a group of the words which has the meaning completely about declaration, confirmation, interrogation, command etc. (Arsyad, Mohd. 1981. Introduction to English Grammar for All). It’s divided into four kinds:

1 Declarative sentence

- I have finished already.

- Some fabrics dye easily.

2 Interrogative sentence

- Where do you live?

- What is your name?

3 Imperative sentence

- Sit down, please.

- Please be quiet.

4. Exclamatory sentence

- What a pity.

- How very cold the night is.

Here, the writer wants to clarify about the students’ ability in mastering English modal used in basic sentences. Its’ means, the writer use the basics or easy sentences to make the students can understand in answering the examination about modal in basic sentences.

2.3 The Structure of English Modals

The modal must be followed by infinitive without to, s/es.

a) You can go now.

b) She will buy some candies.

c) They may come in.

d) We must believe in God.

The following sentences are therefore incorrect since they violate the above mentioned rule.

a) She will goes to market.

b) He will buys some candies.

c) She will to go now.

d) He will to buy some candies

The second rule is that the English modals do not change their forms due to subjects. Putting it different, whether the subject is singular or plural, and the modals remains morphologically the same.

I

He

She

It

We

You

They

The English modals may be followed by two other auxiliaries, namely, be and have.

Example

a) I will be going the job tomorrow morning.

b) It will be done as soon as possibility.

c) You will have done the job by tomorrow afternoon.

d) She will have been informed by the management.

According to the rule one, a modal must be followed by an infinitive without to. Be is the infinitive form of is, am, are, was, and were. By the same taken, have is the infinitive form of have and has.

The governing the English modal is that when a modal appear in the past form, the verb that followed must be in the present form, the verb is not inflected to the tense or form of the modals.

a) I would went to Bangkok last week.

b) She would took the book last month.

c) They should gave the money to their boss.

d) He would came here two weeks ago.

2.4 The Number and Meaning of English Modal

Marcel Frank lists only the following as the modals op.cit,p, 96, will, can, must, would, should, might, has to, and ought to. Leech and Svartik add there more words to this list, namely, used to, need, and dare. Page .210 and Ward 1960.70 adds another three phases to the list of the modals, that is, had better, had rather, and would rather. Altogether there are 17 modals in English.

Even though he has confined himself to testing the students only about will, shall, may, can, and must. However, he will discuss the meaning and usage of these 17 modals in the order stated above.

1) Will

According to Frank op, cit, p, 96 will and shall indicate a necessity. Will+ infinitive is always used to refer to the future, though it has other Asia well. (Close, 1975 12)

a) I will do it.

b) You will take it

c) We will give it to him.

d) They will continue their study.

e) It will come back soon.

It should be noted that there are some differences in the use of will and shall between the British and American English. Look at the following British system Ward, 1960.35

Affirmative Interrogative

I shall do it Shall I do it?

You shall do it Will you do it?

He will do it Will you do it?

She will do it Will she do it?

It will do it Will it do it?

We shall do it Shall we do it?

They will do it Will shall do it?

In American English, the modals will have replaced shall with the same meaning. In order words, will can be used with any person either in affirmative or interrogative sentences. American English has reserved the modal, shall, for indication of obligation, almost to the modal must in meaning.

You shall not steal.

He shall obey the law.

He shall not forget his mother.

She shall tell a lay.

We shall die.

The sun shall not burn the bay day, neither the moon by night.

2) Shall

In British English, as the writer has touched upon, shall has the same meaning with will, Shall goes with I, we, and you in interrogative sentences. In American English, even though will can replace shall in affirmative sentences. Interrogative sentences shall is still largely used with I, we.

a) Shall I give him that money

b) Shall we go right now

In conversation we normally use the contracted form of modals and when the distinction between shall and will is of cause lost, particularly in the British English

I’ll

You’ll

He’ll

She’ll

We’ll

They’ll

Shall is correct for the first and third person plural of the future tense, except when this tense is used to express intention Thomson and Hartined, 1975; 71.

3) Can

According to Frank can indicates ability or permission Frank, loc. Cit while Ward 1960; 61 62 lists three uses of can as stated below

a) Present and Future ability

- She can speak five languages fluently now.

- We can solve the problems in our own way.

b) Present Future possibility

- We ought to take raincoat with us if we go English since it can even rain in summer.

- He can tell you what he wants when he comes here.

c) Present and Future Permission

- All right, you can borrow the car now.

- You can go now and you can bring with you what you want.

4) May

“May” is used to indicated permission or possibility. In such a position, it can replace can which is used to show a permission. “May” and “can” are therefore used not only in a request for permission but in the sense be permitted (Frank, 1972:98).

a) He may go with us.

b) You may give him what he wants.

c) She may not stay longer the necessary.

d) Please take a raincoat with you; it may rain today.

e) You may borrow that car if you promise to have it back here before six o’clock.

5) Must

The modal “must” denotes s necessity (Frank 1972; 96 and Ward page. 75 -76) says that “must” may be used to express a deduction or a supposition, or it may express or denotes s command or compulsion and obligation (Leech and Svartvik, 1975: 143). Here some examples:

As commands:

- You must go right now.

- You must not talk. (Negative command)

- You must be back by two o’clock.

As obligation:

- I must phone my parent now.

- We must invite the Smith to dinner.

- They must turn in their homework tomorrow.

As deduction or supposition

- He must be an Indonesian.

- I don’t think they will be at home, it is such a lovely day that they must be out in the country somewhere.

6) Would

“Would” is used in all persons to express past determination or past persistence (Ward, page, 52). In such as a case would must be spoken with emphasis.

- He would go out; in spite the doctor’s telling him stay in the bad.

- Again and again, he would interrupt the judge, it is a wonder he did not get a stiffer sentence.

“Would” is also used in all personas to express past habitual action:

- When I was in Monte Carlo, I would swim in the morning, go for a walk in the afternoon, and play at the casino at night.

- My father would visit all the farms on the estate every Sunday when he was there (Ward, P.52)

In the second and third person, would is used with the word like to express a polite. Like may be followed either by a noun or ordinal infinitive with to.

- Would you like a whisky and soda before bad?

- Would she like the local food?

- Would you like to come to the cinema with us?

- Would they like to go out for a swim?

7) Should

“Should” is used in all persons synonym of ought to in expressing duty, obligation, or advisability (War, page, 50). Marcella Frank lists only two uses of should namely to express obligation or advisability (page, 96), but on page 103-104 Frank lists three primary uses of “should” and twelve secondary uses of it. Should is use to:

1. To express obligation.

a. Present : You should do what your parent tell you

b. Past : you should have done what your parent told you. You didn’t

2. To express advisability

a. present : He should go to bed early

b. past : He should have gone to bed early.(he didn’t)

3. To express expectation

a. Present : they would be arriving now.

b. Past : they should have arrived by now, they might or might not have arrived

The modal should can be ambiguous in term of it is meaning present or future in the sentence

You should visit him again.

The reference is the future, but in the following sentence.

Mary should get a new mackintosh.

The reference is not clear whether to the past of future time. To make it clear, that is, if the reference is future time, an adverb of time can be added;

Mary should get a new mackintosh next time she goes to town

8) Could

If “could” is followed by an ordinary indefinite, it can express the following purpose:

a) Present- Future possibility lower in degree than can

- In British, it could rain even in summer time

- We could except to get the answer soon

b) Present- future ability, depending upon a subjective condition

- I could buy a roll- Royce if I won a big prize in the Lottery next month.

- He could continue his study abroad if he passed the test with he passed the test with flying-colors.

c) The past form of can in reported speech

- James said, I can do it at last.

James said that he could do it at last.

- The teacher said, the inspector can come any time

The teacher said that the inspector could come any time.

d) A more persuasive and polite form of appeal or request than that expressed by can

- Could you lent me Rp.50,000.

- Could you do me favour?

e) Past permission

- We could have breakfast in bed in that pension whenever we liked that is we were permitted to have breakfast in bed whenever we like.

- He told us that we could go to swim in the morning.

In the affirmative and interrogative, could cannot clearly express past ability, we have to see was able to or were able instead (Ward, p, 64-65).

- We would get the cover the car before the rain came down.

- We were able to get to cover the car before the rain came down.

- Could you see him again before he left?

- Were you able to see him again before he left?

If could is followed by a perfect infinitive, it can express:

(a) Past possibility

- She is so absent-minded that she could easy have forgotten that we have invited her for the weekend.

- He could have finished his thesis by the time we met him last month.

(b) A past unfulfilled ability (past conditional sentence)

- She could have gone there yesterday, if she had had the money for the far. (But she didn’t go there).

- I could have bought a car last month if I had won the first prize in the lottery. (But I didn’t buy a car)

(c) A past permission (Which was not used)

- We could have had breakfast early in the morning if we had like, but we didn’t.

- They could have visited the patient last month if his condition had net changed. (They were permitted to visit if the patient’s condition had not changed, but they didn’t visit).

9) Might

“Might” express permission or possibility either at present or in the past (Frank, 1972:96). According to Ward pags. 57) “Might” express a smaller degree of future possibility than that express by “may”. This is because might is an implied conditional, a particularity of which is the creation of a dismissing or softening effect (compare, for instance between “will you do it for me” and would you do it for me).

a) Showing softening effect

- It might rain, I agree, but I think I shall chance it without taking a raincoat.

- I suppose you might pass the examination, if you take it in June. Frank, I doubt it because you haven’t done enough work

b) Showing a smaller degree of possibility (when followed by a perfect infinitive)

- One reason that we have not had Paul’s letter yet is that he might have sent it to our old address by mistake.

c) showing the past form of “may” as in indirect speech

- He said, “I may go there tomorrow”.

- He said that he might go there the following day.

d) A particular use of “might” which can appear only in the infinitive, is intended to express a posttest which about half-way between polite one an angry one.

- Look, old boy. It is half past two and we were trying to get to sleep.

You might try, for haven’s sake, to remember that some live be neat you.

- You might try to be a little quieter tonight (in the future).

“Might” is also used to express hypothetical permission permission in the past) (Leech and Svartvik, p.143).

- Might we ask you what your opinion is?

- I wonder if I might borrow your pen.

10) Had to

This phase is the past form of “must” which indicates a necessity (Frank, 1972:96) in the past, such as in” I had to offer you the job yesterday, but you did not come on time”. Close (1975:271) says that “must” or “have to” express an inescapable obligation:

We must all keep together.

We all have to keep together.

And it is past form, “had to” expressed the obligation in the past.

We had to keep together when we were go to school.

When he was here last year, I had to look after him.

11) Ought to

“Ought to” has the same meaning with “should” (Frank, 1972:96). “Ought to” and “should” can be regarded as weaker equivalent of “must” (certain) (Leech and Svartvik,1975:131). Even though they have the same thing, should is more frequent than “ought to”.

Our guests should be more now.

Our guest ought to be home now.

There oughtn’t to be any difficulties.

12) Used to

The operation of “used to” can be seen in the following example (Close,page.277)

a) He used not (usedn’t) to smoke a piper

b) Used him to smoke a pipe?

c) Usedn’t he to smoke a pipe?

d) He used to smoke, didn’t he?

e) He uses to smoke, I know.

f) He used to smoke, and so did she.

13) Need

“Need” as a modal can be used with any of the negated (Closed, page. 272).

- I need never remind you.

- You need hardly remind him.

- We need scarcely ourselves.

But we can also say:

- I hardly need remind you.

- I scarcely remind us.

“Need” can be treated as a full verb and a modal, when used as a full verb it has to be negated in the normal way:

- You need to go now.

- You don’t need to go now.

- We needed to tell him about the accident.

- We didn’t need to tell him about the accident.

As a modal, it can be negated in the way to be (is, am, are, was, and were) is negated:

- You need to go now.

- You needn’t tell him.

However, the sentence “we needed to tell him” has to be negated by using didn’t:

- We needn’t tell him.

- We didn’t to tell him.

The sentence, “we needn’t tell him” does not refer to the past, but to the present. That is why we have to use” didn’t to negate the sentence “we needed to tell him”.

14) Dare

As a special verb, “dare” with the meaning have the courage to have the effrontery to, can be followed by an infinitive without to and infinitive with to. When it is followed by infinitive without to, that is when it is used as a modal, it has following peculiarities, (Ward, page: 73)

a) it has no inflection in the third person singular

- I dare say ( I dare to say)

- You dare say (you dare to say)

- He dare say ( he dare to say)

- She dare say (she dare to say)

b) In the negative and interrogative sentence it not conjugated with do or does

- Dare she do it to her mother?

- There is nothing he daren’t do.

- I daren’t walk across the village alone.

c) It has no other tense, no other form, no infinitive, no participle and gerunds

- Peter dare not do it now (tomorrow)

- I daren’t have done it yesterday, but I think I dare now.

15) Had better

“Had better” (had best) means “should/would be advisable to“, that is, it express an appropriated ad visibility (Close, P, 277).

- Your cold seems quite a lot worse tonight, I think you had better stay in the bed room tomorrow.

- We had better buy some clothes before the price go up.

- I had better focus my attention on my study.

If” had” is followed by a perfect infinitive, it shows that the action (which was considered advisable) was not taken at all.

- It was great mistake to go to your office today with that cold, you had better have stayed in bed as I suggested, (but you did not stay in bed).

- This thing we bought last week has broken already. We had far better have bought the more expensive one. (But we did not)

In conversation “had better”, “had best”, “had better” and “would rather”, followed by an ordinary infinitive.

- Darling, you very much want to go out, I had rather stay at home tonight.

- Which you had rather have with picnic tomorrow?

- Tea or coffee?

A preference in the past can be expressed by “had rather” followed by a perfect infinitive. This preference always shows that it was not achieved.

- We ourselves had rather have left on the eighth. We did not leave till the twelfth, because we had to wait for the Smith, they couldn’t leave before.

- I had rather have left the city before the man, the double maker, come back.

16) Would rather

“Would rather“is synonymous with “had rather”. They behave almost exactly in the same way. Despite this, there is another addition modal which means the same as “had rather” and “would rather”, that is, “would sooner”.

- I would rather go on (I would sooner go on).

- I would rather not stop yet.

“Would rather” and “would sooner” can also be followed by a finite clause with a verb in the modal past indicating non-fact.

- I would rather you kept quite about this.

- He would sooner didn’t say a word about it.

R.. A Close (p.278) also include “may as well” as modals and they mean to express permission or advisability.

- How shall we go? Shall we walk or go by bus?

We may as well walk. (We might just as well walk)

That is what I suggest.

- Isn’t the traffic slow today?

Yes, we might (just) as well walk (have walked). It would be just as quick.

2.5. Some Possible Difficulties

Indonesian students learning English may have difficulty in learning the English modals. This is especially true to with fresh beginners (such as first year students of MAN Beureuneun). Among the possible difficulties can pinpoint below:

(1) Numerous word

English modals are more numerous than those of Indonesian. In English there are about 17 to 20 modals, while Bahasa Indonesia has around 10, excluding understand modals as largely used by young people.

- Lebih baik mengemis dari pada mencuri.

- Lebih baik beli buku dari pada beli baju.

Permission in English, can be expresses by a number of modals such as may, can, might, could, and it can also be expressed in sentences without modals:

- You are permitted to go now.

- I am allowed to stay here overnight.

(2) Multiple Meaning

Many English can have more than one meaning. As has just been touched upon, the English “Can” may express ability and permission. Despite this, can also be used as a full verb to “can”(meaning to put into a can, namely a container) (Frank, 1972:96). Should for instance, has 15 uses as Frank has listed.

For the advance learner, the problem of multiple might not be crucial since they learn these meaning not all at once but step-by-step or gradually. Teachers should therefore be careful in introducing the meaning of the English modals. Beginner should be given additional meaning and connotations. It very much depends on the teacher when the students should learn these additional meanings.

(3) Numerous peculiarities

English modals have some peculiarities but some of them have more than the others. The modals “dare”, for example, have some peculiarities which make it difficult to master by fresh beginners.

(a) We can say:

- I don’t dare to antagonize him.

- Doesn’t he dare to speak Frank to his mom?

- She dares to walk alone by night.

(b) But we can say:

- I dare only antagonize him.

- Daren’t he speak frankly to his mom?

- She dare not walk alone by night.

In may look to us that such as a facility that the word “dare” has, will give students the freedom to use the word either in speaking or in writing. As a matter of fact, students will keep confusing themselves about it operation and they may apply this facility to other modals, which is not the case.

Deviation from the normal rules will of cause present some difficulty on the parts of students. Teachers have to take a great care in introducing such as a modal. They have to teach first the regularities and later on the irregularities.

(4) Inflection to tense

The modals like ‘must” is not inflected to tense and it has not, therefore, a past form. However the modals “must” is similar to “have” and this last mentioned, has it is last form “had to’. “Must” will become “had to” in the past tense.

Besides, the past forms of some modals connote something weaker., softer , or lower than their present counterparts. In conclusion, we can say that English modal system is very complicated, much more complicated than Indonesian modal system. This complicatedness rest upon the fact that English modals have multiple meaning, irregular forms, various uses, etc. On the other hand, the Indonesian modal system is much simpler and must less complicated than the English one. A modal in bahasa Indonesian is just a matter of word, namely, a special word which carries a special meaning (modality). It is not too far wrong to say that if we know the meaning of the modals, we can automatically use them.

CHAPTER III

THE DISCUSSION ON THE FIELD RESEARCH

3.1 Location of the Research

To gather the data needed, the writer conducted a research at state MAN Beureunuen. It was established in 1973. In this chapter, the writer would like to describe the setting of the school where he conducted this research. The setting to be described includes the classroom, students, teaching staff and teaching facilities that support the teaching learning process.

The state MAN Beureunuen operates the teaching-learning process in its own building. This building consists of seven teen classrooms, are divided into three parts; six classroom for the first graders, six classrooms for the second graders, and five classrooms for the third graders.

Table 1

The Number of Students at MAN Beureunuen

(2006/2007 Academic year)

No	Class	Male	Female	Total
1	I	35	126	161
2	II	23	131	154
3	III	34	134	154

In order to support the teaching-learning process, the quality of teaching staff is important. At the school, there are 61teaching staffs, `18 male and 43 female. Most of them graduated from the College of Teacher Training and Education, Syiah Kuala University and IAIN Ar-raniry . There are six of them the English teachers. These teachers 2 male and 4 female. All of them graduated from undergraduate English Education Program (S1), Teacher Training and Education Syiah Kuala University and IAIN Ar-raniry.

To support the teaching-learning process in the school is not only related to the teaching staff but also the teaching facilities. The main facilities of the school are library and laboratory for IPA. In this case, the writer would like to mention some facilities at the school. The state MAN Beureunuen has a library, it contains many books. The library has a regulation to be obeyed by students who read there. The students who want to read are allowed to enter the library every day. The library does not only provide the book written in Indonesia but also written in English and arabic. Besides having the library, the school also has counseling room, volleyball, basketball, mushalla and canteen

3.2 Population and Sample

The population of this study was all of the first year students of MAN Beureunuen. Since it was impossible to take them all as the sample of the study, the writer took one class of the first year students as the sample of this study. The writer took class I.5. Each class consists of 40 students. The first grade classes were taught by regular teacher (Dra. Nurhayati) where she graduated from FKIP Unsyiah.

3.3 Procedure of Data Collection

The test of modal items were employed to 39 students of this research. The test conducted to the first year students of MAN Beureunuen on Monday, April 21st, 2008. For that purpose, the schedule of the test was required 90 minutes only.

To collect the data of this study, that is, scoring system used was rating rates scale model developed by Heaton (1975:16). That is, as can be seen the following below:

M =

Where :

M = The percentage of Correct answer of the modal items test of MAN Beureunuen

T = The Number of Correct Answer of the Test of Modal used in basic sentences

N = The Total Number of Testee (Heaton, 1975 : 16).

Furthermore, on the coming day of the test schedule, the administration of the test used the following steps as bellow:

1. The writer informed to the students for not to take into the classroom their attributes, such as dictionary, note books, and the text books as well.
2. He informed the students to take the test seat.
3. He asked the students to read the test instruction before doing the test items.
4. The students were not allowed to talk each other during the test schedule was due.
5. After finishing the test, the writer collected all test items to take home for data analyzing.

3.4 Data Analysis Technique

To know about the results and the score of test given to the students, the writer analyzed the data. Firstly the writer tabulated the data into a table to get the average of students’ scores about their ability in answering the questions given.

Also, the scores were tabulated from the highest scores to the lowest ones, because thereby in this study the writer deliberately to find out the mean score, the highest, and the lowest ones of the research subjects (Heaton, 1975; Tuckman, 1998; Morton, 1999, and Best, 2003).

TABLE I

The Average Scores of the Students class I-5 MAN Beureunuen:

No.	Name	true	false	score	Average Score
1.	Rahmadiana	6	24	18	0.4
2.	Indra budiman	11	19	33	0.8
3.	Ramazana	9	21	27	0.6
4.	Fakhriati	9	21	27	0.6
5.	Dessy Sumarni	11	19	33	0.8
6.	Chairul Umam Aldaudy	11	19	33	0.8
7.	Zulfahmi	8	22	24	0.6
8.	Kamal Akli	9	21	27	0.6
9.	Nur Aliyah	10	20	30	0.7
10.	Mirzatullah	2	28	6	0.1
11.	Arjuni	9	21	27	0.6
12.	Fakhrurrazi	6	24	18	0.4
13.	Rismaida	10	20	30	0.7
14.	Siti Maryam	5	25	15	0.3
15.	Saibah Islamiyah	10	20	30	0.7
16.	Nasriah	10	20	30	0.7
17.	Mutmainnah	12	18	36	0.9
18.	Mukhlis	8	22	24	0.6
19.	Vivin nuangsyah	10	20	30	0.7
20.	Abdulhadi	5	25	15	0.3
21.	Agus Saputra	9	21	27	0.6
22.	Kiki Vurwadi	7	23	21	0.5
23.	Maylinda	10	20	30	0.7
24.	Yussilawati	13	17	39	1
25.	Rudi Francisca	12	18	36	0.9
26.	Marhamah	7	23	21	0.5
27.	Fitri Wahyuni	5	25	15	0.3
28.	Ita Dahlia	10	20	30	0.7
29.	Hidayatullah	11	19	33	0.8
30.	Warniyati	7	23	21	0.5
31.	Ramlan	10	20	30	0.7
32.	Azmi	3	27	9	0.2
33.	M.Alexander	4	26	12	0.3
34	Syaribunis	11	19	33	0.8
35	Hayatunnufus	13	17	41	1
36	Nurmaisar	13	17	39	1
37	Nelly Mauzana	11	19	33	1.8
38	Zaitun Munira	6	24	18	0.4
39	Nurul Hayaturrahmi	10	20	30	1
Total Score				1031	25.6
Total Average Score				40.2

Based on the table of the result of the data analyzing by using the percentage, the writer has gotten the total average score from the students. It is 40.2. From the result, we can see that most of the students do not know and do not master the modal used in basic sentences. So that, the students have lack of the modals. And in this case, we can say they are still lazy to study hard

TABLE II

The Total Scores of the Students of Class I-5 MAN Beureuneun

No.	Name	Score
1.	Hayatunnufus	41
2.	Nurmaisar	39
3.	Yusilawati	39
4.	Rudi Franciska	36
5.	Mutmainnah	36
6.	Nelly mauzana	33
7.	Syaribunis	33
8.	Hidayatullah	33
9.	Khairul Umam Aldaudy	33
10.	Desy Sumarni	33
11.	Indra Budiman	33
12.	Nur Aliyah	30
13.	Rismaida	30
14.	Saibah Islamiyah	30
15.	Nasriah	30
16.	Vivin Nuangsyah	30
17.	Maylinda	30
18.	Ita Zahlia	30
19.	Ramlan	30
20.	Nurul Hayaturrahmi	30
21.	Ramazana	27
22.	Fakhriati	27
23.	Arjuni	27
24.	Agus Saputra	27
25.	Kamal Akli	27
26.	Mukhlis	24
27.	Zulfahmi	24
28.	Warniati	21
29.	Marhamah	21
30.	Kiki Vurwadi	21
31.	Fakhrurrazi	18
32.	Rahmadiana	18
33	Zaitun Munira	18
34	Fitri Wahyuni	15
35	Abdul Hadi	15
36	Siti Maryam	15
37	M.Alexander	12
38	Azmi	9
39	Mirzatullah	6
Total Score		1031

.

Based on the table of the result of the test above, the writer can conclude that in class 1.5, nobody get the good score

The results of the test are tabulated by means of statistical process. And in analyzing the data statistically, firstly the writer must find out the highest score and the lowest score. The highest score is 41 and the lowest score is 6. So, the ranges of measurement score (R) can be found by using the formula:

R = HS – LS

= 41 – 6

= 35

Where:

R = Range of Measurement

HS = Highest Score

LS = Lowest Score

Furthermore, the class intervals can be estimated by using the formula:

The Class Interval :

:

: 6

Where : i = Interval

The writer chooses 5 (five) interval for preferred interval so that the class interval is not too small and too large.

According to Roger E. Kirk, “The conventions for constructing a grouped frequency distribution provide general guidelines for the number and size of class intervals. We know there should be 10 – 20 class intervals ……….. and the preferred class interval size are 1, 2, 3, 5, 10, ………..”.

TABLE III

The score frequency distribution of class 1.5 MAN Beureunuen

Score	x	F	fx	%
39-43	41	3	123	3.1
34-38	36	2	72	1.8
29-33	31	15	465	12
24-28	26	7	182	4.6
19-23	21	3	63	1.6
14-18	16	6	96	2.4
9-13	11	2	22	0.6
4-8	6	1	6	0.1
Total		N : 39	: 1029	26.2%

From Table III above, we can see that the score of : 1029 out of 39 students which are observed. We will get the other scores such as the average score (Mean) and the highest frequency of Distribution (Mode). They are following:

Mean (M) : Mode : 41

:

: 26.3

Where :

M = The Average Score

N = The Number of Students

f = Frequency

fx = The Amount of Frequency time middle point.

According to the data analysis of Roger E. Kirk above, the writer can draw the conclusion that the first year students of MAN Beureunuen cannot obtain sufficient mark in mastering the English modal used in basic sentences yet.

Based on the Mode and Mean obtained, it shows us that the level of ability of the students in mastering the English modal is not good, especially for the first year students of MAN Beureunuen

3.5 Discussion

After processing all the data collected by formula of statistical analysis, the writer can prepare some findings which are necessary to be discussed here.

(1) Student background are not taken into account while, as a matter of fact, they may be decisive in formulating a conclusion.

(2) The instrument consists only of the simple form (present form) of the modals within their basic meanings.

(3) Again, the instrument has not been tried out so that we do not know whither or not the questions are too easy or too difficult. However, one thing is certain: the students have been exposed to the modals several times in their schooling program

CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

1. Conclusions

Based on the result of analyzing the data, so we can conclude that as follow:

1. The result of the research show, nearly all of the students do not master about the English modal used in basic sentences and all of them still do not understand the English modal. So that they get many difficulties in answering the questions given.

2. The average score of the students are 40.2. So, we can see that the students’ ability in mastering English modals used in basic sentences is still low.

1. Suggestions

1. The writer hopes to the English teacher to give the explanation about the importance of modals. So that, they can be motivated to study the English language.

2. The writer hopes to the students to study hard and always increase their motivations to learn the English language as the foreign language.

3. Finally, the writer hopes to the teacher especially to the English teacher can teach the grammar especially modals to the students during the teaching learning process.

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