AN ANALYSIS ON THE DIFFICULTIES FACED BY STUDENTS IN...

AN ANALYSIS ON THE DIFFICULTIES FACED BY

STUDENTS IN LEARNING QUESTION-TAGS

(A Case Study at Second Grade students of SMPN 4 Tangerang Selatan )

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in a Partial

Fulfillment of the Requirements for the Degree of Strata I

By :

Erna Syamsiah

107014000327

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2011 M/1432 H

AII ANALYSIS ON THE DIFFICULTIES FACED BY

STUDBNTS IN LBARIING QUESTION-TAG

(A Case Study at Second Grade Studmts of SMP Negeri 4 Kota Tangerang Selatan)

A oSkripsin

Presented to The Faculty of Tarbiyah and Teachersos Training in a Partial

Fulfillment of The Requirements for the Degree of Strata I

By:

Erna Svamsiah107014004327

Approved by:

Advisor

Drs. Sunardi Kartowisastro" Dipl. Ed.NIP: 19440719196510 2 001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA.H Ah[D TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SYARIF IIIDAYATULLAH

JAKARTA

zOfiNU1432H

ENDORSEMENT SI{EET

The "skripsi" ( Scientific Paper) entitled 'oAN ANALYSIS ON TFIE

DIFFICULTIES FACED BY STUDENTS IN LEARNING QUESTION-TAGS'' (A Case

Study at Second Grade Students of SMPN 4 Tangerang Selatan), written by Erna Syamsiah,

studat's registration number: 107014000327 was examined in the examination session of

the faculty of Tarbiyah and Teacher's Training , Syarif Hidayatullah State Islamic

University Jakariaon December 23'd 201I. The "skripsi" has been accepted and declared to

have fulfilled one of the requirements for academic title of "16fr." in English Language

Education at the Department of English Education.

CHAIRMAN

SECRETARY

EXAMINER 1

EXAMINER 2

Examination Committee:

Drs. Svauki. M.Pd.NIP: 19641212 199103 1 002

Neneng Sunengsih. M,PdMP: 19730625 199903 200r

Drs.Nasrun Mahmud. M.Pdffi

Nida Husna. M.Pd. MA. TESOLNIP: 19720705 200312 2 002

Acknowledged by:Dean of Tarbiyah and Teachers' Training Faculty

NurlenaRifa'i. Ph. DNIP: 19591020 198603 2 001

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

FORM (FR)

No. Dokumen : FITK-FR-AKD-089Tgl. Terbit : 1 Maret 2010No. Revisi: : 01Hal 1t1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama

Tempat/Tgl.Lahir

MM

Jurusan / Prodi

Judul Skripsi

AI\i ANALYSIS ON TIIE DIFFICT]LTIES FACED BY STUDENTS IN

LEARNTNG QUESTTON-TAGS(A Case Study at Second Year Students of SMPN 4Kota Tangerang Selatan)

Dosen Pernbimbing : Drs. Sunardi Kartowisastro, Dipl.Ed

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

saya bertanggung jawab secara akademis atas apa yang saya tulis.

J akarta, 28 Desemb er 201 1Mahasiswa Ybs.

F01C3AAF10731

NrM. 107014000327

Erna Syamsiah

Bogor,6 Januari 1989

r070t4000327

Pendidikan Bahasa Inggris

i

ABSTRACT

Syamsiah, Erna., An Analysis on the Difficulties Faced by the second grades

Students of SMPN 4 Tangerang Selatan in Learning

Question-Tags, 2011.

Advisor : Drs. Sunardi Kartowisastro, Dipl. Ed.

Key word: Difficulties Learning, Question Tags, SMP

In this research, the writer wishes to know the difficulties encountered by

the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning

Question-Tags and to find out the reason why the students face the difficulties.

The whole population of this research was 270 second year students of

SMPN 4 Tangerang Selatan. In order to get 30 students out of 270 students to

represent the population as the sample, The sample is taken by using purposive

sampling technique The instrument of the test consist of a combination of multiple

choice and fill in the blanks.

Based on the analysis of data, it is conclude that in learning Question-tags

the higher percentage of students’ difficulties in the form of question-tags is

19.5% in Imperative sentence.

This result revealed that most students still find difficulties in using and

making the form of question-tags. It is suggested that in learning and teaching

Question tags: (1) the students should pay attention in the form of tenses and also

on the exception rules in Question-Tags, and (2) the teacher must explain the

material clearly and give more exercise either in oral or written forms and after

they know the difficulties students in learning question-tag, the teacher can assist

the students better.

ii

ABSTRAK

Syamsiah, Erna., Analisis kesulitan yang dihadapi oleh siswa kelas dua SMPN 4

Tangerang Selatan dalam belajar Question Tags, 2011.

Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.

Kata Kunci: Kesulitan Belajar, Question Tags, SMP

Dalam penelitian ini, penulis ingin mengetahui kesulitan yang dihadapi

siswa dalam belajar Question-tags dan untuk mengetahui mengapa siswa

mengahadpi kesulitan.

Seluruh populasi dari penelitian ini adalah 270 siswa kelas dua SMPN 4

Tangerang Selatan. Untuk mendapatkan 30 siswa dari 270 siswa, untuk mewakili

populasi sebagai sampel, maka sampel diambil dengan menggunakan teknik

purposive sampling. Instrumen tes terdiri dari kombinasi pilihan ganda, dan

mengisi titik yang kosong.

Berdasarkan analisis data, disimpulkan bahwa dalam belajar question-tags

persentase tertinggi kesulitan siswa dalam bentuk question-tags adalah 19.5%

dalam kalimat imperative.

Hasil ini menunjukkan bahwa kebanyakan siswa masih menemukan

kesulitan dalam menggunakan dan membuat bentuk question-tags. Disarankan

bahwa dalam belajar dan mengajar Question tags: (1) para siswa harus lebih

memperhatikan bentuk- bentuk tenses dan juga pada aturan pengecualian dalam

Question Tags, dan (2) para guru juga disarankan untuk menyampaikan materi

dengan lebih jelas dan memberikan lebih banyak latihan baik berupa lisan atau

tulisan dan setelah mereka mengetahui kesulitan yang dihadapi, mereka dapat

membantu siswa lebih baik.

iii

ACKNOWLEDGEMENT

In the name of Allah, the beneficent, the merciful. All praises be to Allah,

the lord of the worlds, who has given the health and strength to the writer in

completing this “skripsi”. May Allah’s peace and blessing be upon His final

Prophet and Muhammad, his family and his companions and his followers.

This “skripsi” is presented to the English Deparment of Tarbiyah

Faculty State Islamic University Syarif Hidayatullah Jakarta as a partial

fulfillment of the requirement for the Degree of first strata. It is the great honor

for the writer to make acknowledgement of indebtedness to convey her sincere

gratitude to the most special persons in her life, her beloved mother (Siti

Solawati) and Father (Wawan Setiawan), who have given their invaluable

support during her study and during her writing “skripsi”. Heart felt thanks for

their kindness and patience. My beloved brother Agus Armansyah, and also the

whole of the member of the family. And Also My advisor Drs.H. Sunardi

Kartowisastro, Dipl. Ed. who has patiently given valuable advice and guidance to

finalize this “skripsi”.

Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only

an effort by herself alone, there are many people who help her. In this occasion,

she presents great honor to:

1 All lecturers who have taught her in this English Department, for giving

new knowledge, advices in facing life, and for giving study experiences.

2 Drs. Syauki,M.Pd, the head of English Department.

3 Neneng Sunengsih, M.Pd, the secretary of English Department.

4 Nurlena Rifa’i..Ph.D, the Dean of Tarbiyah and Education Faculty.

5 Hj. Rita Juwita, M.Pd as the principal of SMPN 4 Tangerang Selatan and

also for the others who help her.

6 All teachers and the students at SMPN 4 Tangerang Selatan for giving

permission and helping the writer to do this research.

7 Her beloved best friends and all of class A 2007 who have always been in

the writer side in the facing all the laughter and tears during her study.

iv

8 To any other persons who is named cannot be mentioned one for

their contribution to the writer during finishing her “skripsi”.

Finally, yet importantly, the writer realizes that his “skripsi” is still has some

weakness and mistakes. Thus, she would be grateful to accept any

suggestion and correction from anyone for better writing.

Jakarta, December 2011

(The writer)

v

TABLE OF CONTENT

ABSTRACT (1) ................................................................................................ i

ABSTARK (2) ................................................................................................... ii

ACKNOWLEDGEMENT ............................................................................... iii

TABLE OF CONTENT ................................................................................... v

LIST OF TABLE ............................................................................................. vii

LIST OF FIGURE ........................................................................................... viii

LIST OF APPENDICES ................................................................................. ix

CHAPTER I : INTRODUCTION

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

B. Scope and Limitation of study ................................... 6

C. Formulation of the problem ........................................ 6

D. Objective of study ...................................................... 7

E. Significance of study .................................................. 7

F. Organization of study ................................................. 8

CHAPTER II : THEORETICAL FRAMEWORK

A. Grammar .................................................................. 9

1. Definition of Grammar ....................................... 9

2. Scope of Grammar .............................................. 11

3. Teaching Grammar ............................................. 12

B. Question-Tags .......................................................... 15

1. Definition of Question-Tags ............................... 15

2. Form of Question-Tags ....................................... 17

3. Use of Question-Tags ......................................... 22

4. Difficulties in Learning Question-Tags .............. 25

vi

CHAPTER III : THE IMPLEMENTATION OF RESEARCH

A. Research methodology ............................................. 26

1. Source of data ..................................................... 26

2. Method of study .................................................. 27

3. Place and time ..................................................... 27

4. Population and sample ........................................ 28

5. Technique of data collecting ............................... 28

6. Instrument of research ........................................ 28

B. Research findings ..................................................... 29

1. Data description ................................................. 29

2. Technique of data analysis ................................. 31

C. Data Analysis ........................................................... 31

D. Data Interpretation ................................................... 39

CHAPTER IV : CONCLUSION AND SUGGESTIONS

A. Conclusion ............................................................... 41

B. Suggestions .............................................................. 42

BIBLIOGRAPHY ............................................................................................ 43

APPENDICES .................................................................................................. 46

vii

LIST OF TABLES

Page

1. Table 3.1

Students’ score of test result .......................................................................... 51

2. Table 3.2

Question Tags and each Item ........................................................................ 52

3. Table 3.3

The Frequency of Difficulty in the Form of Question Tags in Multiple Choice

Forms ............................................................................................................. 53

4. Table 3.4

The Frequency of Difficulty in the Form of Question Tags in Fill Forms .... 56

5. Table 3.5

The Frequency of Difficulty in the Intonation of Question Tags .................. 58

6. Table 3.6

The Percentage of Difficulty in Question Tags ............................................. 63

viii

LIST OF FIGURE

1. Figure 2.1 ....................................................................................................... 11

ix

LIST OF APPENDICES

Page

1. Instrument of test ........................................................................................... 46

2. List of question interview .............................................................................. 49

3. Surat Pengajuan Judul Skripsi ....................................................................... 50

4. Surat Permohonan Izin Penelitian ................................................................. 51

5. Surat Diizinkan Penelitian Disekolah ............................................................ 52

6. Surat Keterangan Penelitian .......................................................................... 53

7. Profile of School ............................................................................................ 54

1

CHAPTER 1

INTRODUCTION

This chapter presents and discusses the background of the Study, Scope

and Limitation of study, Formulation of the problem, Significance of study and

Organization of study

A. Background of study

In social life, communication is very important and crucial among

human beings. It is as fundamental as the physical requirements for food and

shelter. And it is used by humans to communicate and interact with each other.

Language is a tool man uses to represent ideas in sentences. Through the

language, people can express their ideas, thoughts and feelings about

knowledge, technology, culture, art, of many things in the world that surround

us. We can say that in the lifetime of humans, language is important. They use

language for the purpose of life in general. Communication is very important to

make their lives more meaningful. As a result, they need a means of

communication. Related to communication, language is much needed for

people, so the writer will give the definitions of language.

Hornby (1987:473) states that “Language is human and non-instinctive

method of communicating ideas, feelings and desires by means of a system

2

of sounds and sound symbols”.1 Kretch et al. (1962:275) also describe that

“communication—the interchange of meanings among people-occurs mainly

through language and is possible to the degree to which individuals have

common cognition, want, and attitude”.2

From the definitions of language above, the writer summarize that

language is proper for communication. We can imagine how strange the world

without language. People cannot express their thoughts and feelings to each

other. Communication will go smoothly if the speakers and the hearers share

the same language. In other word, there is no communication in the world,

unless they use their language.

On the importance of language, Sidney Greenbaum said the schools

should teach students language for a variety of reasons.3 First, an

understanding of nature and functioning of language is a part of general

knowledge that students should acquire about themselves and the world they

live in. Secondly, linguistics (the study of language in all its aspects) is a

central discipline for the social sciences and humanities.

One of the languages which is taught in the schools of our country is

English language. English is one of international languages that has an

important role in the world. It is widely studied and used as a tool of

communication among people all over the world. English becomes one of the

important subject matters taught at school. In Indonesia, English is considered

as the first foreign language and becomes a compulsory subject to be learned

by all students from the elementary school or even in the Kindergarten up to

the University level.

1 A.S Hornby. Oxford Advanced Learners Dictionary, (Oxford: Oxford University Press,

1987)p. 473

2 Kretch, et al. Individual in Society Psychology. California: Me. Graw- Hill Kogakusha, Ltd.

1962)p. 275

3 Sidney Greenbaum, Good English and the grammarian, (New York : Longman, 1988), p.27

3

Realizing how important English is, the government stated in the

1994 curriculum that :

“Bahasa Inggris adalah bahasa asing pertama di Indonesia yang

dianggap penting untuk tujuan penyerapan dan pengembanagan pengetahuan

teknologi dan seni budaya serta pembinaan hubungan dengan bangsa-bangsa

lain”.4

“English is the first foreign language in Indonesia which is

considered very important in order to study and develop technology and

culture, to build relation with other nations” (Translation by the writer).

If we talk about language, consequently we also talk about its system,

rules and all about its systematic forms. In English language there is a grammar

as rules and system underlying the principles that describe the structure of

language. In order to have good English, students have to master the four basic

language skills: i.e listening, speaking, reading and writing. Beside the four

skills , there are sub skills : grammar, vocabulary and pronunciation. One of the

sub skills that should be mastered in learning English by the students is

grammar. They have to master the grammar properly because grammar is

needed even in communicative ways.

Grammar consists of form and rules, as Celce-Murcia stated that: “

Grammar is about form and one way to teach form is given students rules,

however grammar is about much more than form, and its teaching is ill served

if students are simply given rules.5

Craig Hancock said that grammar is the natural, inherent, meaning,

making system of the language, a system that governs the way words come

4 DEPDIKBUD RI, GBPP Bahasa Inggris (SMP), (Jakarta:Depdikbud, 1994), p.1(translated

by the writer)

5 Celce-Murcia, Marianne (editor), Teaching Grammar in Teaching English as a Second or

Foreign Language, (USA: Heile & Heile Publisher, 2001)p.251

4

together to form meanings: grammar is also the study of that system, the

various theories or perspectives that attempt to understand and describe it. 6

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

language learners. By learning grammar, someone can communicate his or her

message clearly and precisely. The statement above shows that grammar is a

basic knowledge to learn about English sentence structure and also keep an

important role in learning and understanding the English language. Although

English has been taught since the First grade of elementary school, even in the

Kindergarten; many Indonesian students still do not understand or/and cannot

apply the rules.

Sometimes students who learn English find many problems, especially

with grammar. In English grammar, there are many aspects that students have

to know. Even though students have learnt grammar completely; they still find

difficulties in differentiating the usage of each function. One of the aspects in

grammar is sentence. Generally, there are three basic forms of English

sentence. They are positive, negative and interrogative sentences. Interrogative

sentence is a sentence that is used in questions. According to Azar (1989:

A16), there are four types of questions. They are Yes-No questions,

Information questions, Negative questions and Question-Tags.7

In learning question-tags it is actually related to the tenses, as far as

the students understand about tenses, it is quite possible that the students will

get better understanding about question-tags‟. Question-tags do not use the

form of question word such as: who, what, when, where, why, whose, how,

etc

6 Craig Hancock, Meaning- Centered Grammar, (London: Equinox Publishing Ltd. 2005), p.6

7 Betty Azar Fundamentals of English Grammar,( New Jersey: Prentice Hall, inc, 1989),p.A16

5

According to Michael Swan “question-tags is an expression like isn‟t

it? Or don‟t you? (consisting of auxiliary verb + pronoun subject) put on to

the end of a sentence, for example: It‟s a nice day today, isn‟t it?8

Moreover, Stannard W.Allen in living English structure stated that “A

very common device in conversation is that of making a statement and at

once asking the listener to confirm it. In English this has to be practiced, as

we have a variable form: Positive statement, negative tag; negative statement,

positive tag. The auxiliaries repeat themselves in the tag”.9

Some students still make mistakes and find difficulties in identifying

question-tags. Here are some examples of wrong sentences that are often

made by the students in using question-tags in affirmative sentences”

- He plays football well, isn‟t he?

- Tommy is an actor, isn‟t it?

The sentences above are wrong, they should say:

- He plays football well, doesn‟t he?

- Tommy is an actor, isn‟t he?

Furthermore, the students often make mistakes in using question-tags in

negative sentences, for example:

- Mary isn‟t here, does she?

- You like him, are you?10

From the typical mistakes we know that students are still confused in

making the forms of question-tags, and they are also confused about the use of

question tag in sentences. They are still confused to find what tense or verb or

pronoun to be used in the tag.

8 Michael Swan, Practical English Usage, (New York: Oxford University Press:1983),xxi

9 Stannard W.Allen. Living English Structure, (London: Longman, 1987),p.155

10

Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and

Usage,(Singapore: Addison Wesley Longman,1997), p.248

6

As the writer found when teaching practice (P2KT) in SMPN 4 Kota

Tangerang Selatan did. They still find difficulties in using question-tags.

Because they are still hard to use the question tags correctly, as a yield it will

lead the students to produce many mistakes in their learning but it is logically

acceptable. The teacher must be aware about this problem and prevent them

from making the same mistake by analyzing student‟s problem itself.

Based on the background above, the writer is interested in writing about

“ AN ANALYSIS ON THE DIFFICULTIES FACED BY THE

STUDENTS IN LEARNING QUESTION-TAGS” (A case study at Second

Year of SMPN 4 Kota Tangerang Selatan). The writer chooses this title

because there are many students still faced difficulty in learning Question-

Tags. By observing the students difficulties in learning Question-Tags, the

writer tries to identify and analyze them. The writer hopes it can make the

teaching and learning activities better and can give a new idea for teacher how

to teach Question-Tags well.

B. Scope and Limitation of Problem

The writer limits this study on the analysis on the difficulties faced by

the second year students of State Junior High School 4 Kota Tangerang

Selatan. The problems will be limited some points: (1) kind of tenses such as

Present Tense, Past Tense, Present Perfect Tense, Present Continuous Tense,

and Plural Word, Verb „be‟, Subject I am, Subject That, Subject There,

Request Sentence and Imperative Sentence. (2) the difficulties faced by the

Second Grade students of SMPN 4 Kota Tangerang Selatan.

C. Formulation of Problem

Based on the discussion above, the writer would like to formulate the

problem as : ”Do the students face some difficulties in learning question-

7

tags?”. This general question can be formulated into more specific question as

follows:

1. What are the difficulties faced by the Second Grade students of

SMPN 4 Kota Tangerang Selatan in learning Question-Tags?

2. Why do the Second Grade students of SMPN 4 Kota Tangerang

Selatan face difficulties in learning Question-Tags?

D. Objective of Study

This study has some purpose, they are:

1. To know the difficulties encountered by the Second Grade students of

SMPN 4 Kota Tangerang Selatan in learning Question-Tags

2. To find out the reason why the students face the difficulties.

As the purpose of the study and she hopes will be useful for student‟s

understanding in question tags for practicing in English correctly, and

anybody who pays attention to learn English can take advantages from this

study.

E. Significance of Study

The results of the finding are expected to provide useful information

about some difficulties in learning question tags faced by students Second

Grade of State Junior High School 4 Kota Tangerang Selatan in learning

question-tags. Besides, these findings can contribute to two groups of people

such as English teacher and further researcher.

For English Teacher, the study is expected to give practically

contribution in English teaching activities. And they will know how far the

students comprehend about Question-Tags, the difficulties which are faced by

students when they learn this subject matter, and the causes of those

difficulties. It is hoped the teacher would pay more attention and aware about

preventing students from making the same mistake and they do some

8

evaluation and revision in their teaching-learning activity and they can

improve his/her various techniques in English teaching especially in teaching

grammar. So it is expected that both teacher and students will have a good

collaboration to overcome all problems that happen especially in learning,

For further research, this study is expected to give basic information to

the further researcher to do a better research of teaching and learning process.

And for readers broadly who are concerned with this paper, it is as one of

resource which can enhance their perception and knowledge in Question-Tags.

F. Organization of Skripsi

This study is divide into four chapter :

Chapter 1 is an introduction, which contains background of study,

scope and limitation of problem, formulation of problem, objective of study

significance of study and organization of paper.

Chapter II is a theoretical framework, which contains grammar (

definition of grammar, scope of grammar, teaching grammar), Question-Tag

( definition of question-tag, form of question-tag, use of question-tag and

difficulties in learning question-tag) and School profile.

Chapter III is the implementation of research include source of data,

place and time, population and sample, technique of data collecting,

instrument of the research, data description, technique of data analysis, data

analysis and data interpretation.

Chapter IV presents the conclusions and suggestions.

9

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter the writer gives a theoretical framework that supports the

study. It consists of: Grammar (Definition of Grammar, Scope of Grammar and

Teaching Grammar), Question-Tag (Definition of question-tag, form of question-

tag, Use of question-tag and Difficulties in learning question tag)

A. Grammar

1. Definition of grammar

The word grammar has several meanings which are given by

different experts. There is no fixed definition of grammar.

The meaning of Grammar in Oxford dictionary is the rules in the

language for the changing the form of words and combining them into

sentences.1

Harmer stated almost the same as that of Oxford dictionary.2 He says

that grammar of the language is the description of the ways in which words

1 A.S Hornby, Oxford Advanced Learner’s Dictionary 5

th Edition, Editor Jonathan Crowther

(Oxford University Press), p. 517

2 Jeremy Harmer, The Practice of English Language Teaching 3

nd edition, ( London: Pearson

Education limited, 2001), p.12

10

10

can change their forms and can be combined into sentences in that language.

Harmer defines the grammar of language is the description of the

ways in which words can change their forms and can be combined into

sentences in that language.3

Hancock stated that grammar is the natural, inherent, meaning-

making system of the language, a system that governs the way words come

together to form meanings; grammar is also the study of that system, the

various theories or perspectives that attempt to understand and describe it.4

Meanwhile, Thornbury states that grammar is partly the study of

what forms (or structure) are possible in a language. 5 And Burton (1982:1)

says more complex that grammar is not a collection of hard and fast rules. It

is more flexible and, therefore, more useful than the rule itself.6

Cook and Suter (1980:2) also state that grammar used a writer

description of the rules of the language and a set of rules by which people

speak and write. 7

Veit (1986:1) defines the term grammar as what enables someone of

understand every word he is reading, and to speak and write words and

sentences of his own. 8 Consequently, by using good grammar, the sentence

of our own will be understandable.

3 Harmer, The Practice of ….p. 1

4 Craig Hancock, Meaning-centered Grammar an Introductory text, (London: Equinox

Publishing Ltd), p.6

5 Scott Thornbury, How to Teach Grammar,(London : Pearson Education limited, 1999) p.1

6 S.H. Burton, Mastering English Language, (London : Longman, 1982), p.1

7 Stanley J. Cook and Richard W. Stanley and Suter, The Scope of Grammar (New York: Mc.

Graw-Hill Book Company, 1986), p.2

8 Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986),

p. 1

11

11

Moreover, Williams says (1970:13) a grammar is the description that

represents our ability to speak in a certain way. 9

This definition concludes

that grammar focuses on the development of grammatical systems as a

means for people to interact with each other.

From those definitions the writer summarize that grammar is the rule

of a language, which will help us to understand and also help us to produce

utterance spoken or written.

2. Scope of Grammar

Celce-Murcia stated in her book “ Teaching English as a Second or

Foreign Language” that she described about Three-Dimensional Grammar

framework as bellow:10

Figure 2.1

Three dimensional of grammar

Our framework takes the form of a pie chart. Its shape helps us to

make salient that in dealing with the complexity of grammar, three

dimensions must concern us: structure and form, semantic or meaning and

the pragmatic conditions governing use.11

9 J.M.William,The New English. (New York: The Free Press. A Division of the Macmillan

company, 1970),p.13

10 Marianne Celce-Murcia, Teaching English as a second foreign language 2

nd edition,

(Boston: Heinle& Heinle, a division of Wadsworth, Inc,1991),p.253

11

Celce-Murcia, Teaching English …p.253

12

12

After perceiving the explanation above, the writer summarize that

grammar consists of three points namely form, meaning and use. The first is

form. Grammar has many forms and each form has its function and

characteristics. The second is meaning. Meaning is important in grammar in

that because it helps a writer or a speaker understand what s/he says or

writes. Consequently, the learners need to learn not only what forms are

possible, but also what particular forms will express their particular

meaning. The third is the usage. We must know when we use grammar,

where, when, and how to use grammar. Because it is also an important thing

as important as meaning and form. Consequently the three dimensional

grammar above is related to each other.

3. Teaching grammar

If we talk about teaching grammar, in the first we must know the

reason why we teach grammar?. The first, languages have structural

features that are complicated and hard to learn. For learners to master them,

adequate experience, understanding and use of these features are necessary.

Second, grammar has not gone away because we have discovered

lexis. In English, relative clauses follow their nouns; prepositions can come

at the ends of clauses; adverbs cannot generally be put between a verb and

its object; there are two „present‟ tenses which are used in different

situations. These are not facts about words – they are facts, which many

students need to learn, about general linguistic categories. It is true that

some wide-ranging structural generalisations have lexical components –

English question formation can be presented as if it was a fact about the

verb „do‟, or perfective aspect as if it was a fact about „have‟. However, this

merely amounts to some rather unconstructive relabelling, and tells us

nothing new that will help in teaching these difficult structural points. And

while children arguably learn the grammar of their mother tongues by

starting with lexical „chunks‟ which are later analysed and generalised from,

13

13

there is no good evidence that this is a generally viable strategy in second-

language learning.12

After we know the reason why we teach grammar, then we discuss

the definition of grammar. Celce-Murcia states that teaching grammar

means enabling language students to use linguistic forms accurately,

meaningfully, and appropriately. 13

It is important to establish the fact that 'grammar teaching' can mean

different things to different people. It may mean simply teaching to a

grammar syllabus but otherwise not making any reference to grammar in

the classroom at all. On the other hand it may mean teaching to a

communicative syllabus. But dealing with grammar question that arise in

the course of doing communicative activities. 14

Jeremy Harmer stated our aim of teaching grammar should be to

ensure that students are communicatively efficient with the grammar they

have at their level. 15

The role of grammar teaching is to provide some controls in the

early stages in the English acquisition. At a later stage it can help to guide

students away from permanently internalizing wrong generalizations about

English' The more mature students will also be interested in learning about

the language for its own sake.

Any generalization about the best way to teach grammar-what kinds

of teaching procedures should be used and in what order will have to take

into account both the wide range of knowledge and skills that need to be

taught, and the variety of different kinds of structures subsumed under the

heading ‟grammar‟.

12 http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm October 14

th

2011

13

Celce-Murcia, Teaching English …p.256

14

Thornbury , How to Teach …p.73

15

Harmer, The Practice of .. p.23.

http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm%20October%2014th%202011

http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm%20October%2014th%202011

14

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According to Celce-Murcia and Hilles, there are some stages in

teaching grammar:

a. Presentation, in which we introduce the grammar structure, either

inductively or deductively. There are a variety of techniques and

resources that can be used during this step. Selection should be made

according to teacher strengths, student preferences, and the nature of the

structure (e.g., What is the structure-language-factor match?)

b. Focused practice, in which the learner manipulates the structure in

question while all other variable are held constant. The purpose of this

step is to allow the learner to gain control of the form without the added

pressure and distraction of trying to use the form for communication. The

teacher should not proceed to the next phase until most students have

mastered at least the form of the structure.

c. Communicative Practice, in which the learner engages in

communicative activities to practice the structure being learned. 16

In addition, the following are the some stage in teaching grammar

that was found by the writer from internet, there are four stage in teaching

grammar.17

First, assess your students before you teach grammar. What are your

objectives in grammar for your grade level, and where are your students in

regards to these objectives?.Second, making plan mini-lessons to address

your students' deficiencies with grammar. Third, teach grammar points

while you are also discussing books you are reading to the class or that

students are reading themselves. Fourth, practice punctuation, proper

grammar, and capitalization with spelling sentences.

Based on explanation some stage in teaching grammar above. The

writer summarize that the important stage in teaching grammar are the

teacher know their students‟ level, and then they make mini lesson plan to

determine the technique and the resources is used, and then they teach their

students clearly and then give the students exercise.

16 Marriane Celce-Murcia . Sharon Hilles, Techniques and Resources in Teaching Grammar,

(Oxford: Oxford University Press, 1988),p.27

17 http://www.ehow.com/how_4471887_teach-grammar.html October 14

th 2011

http://www.ehow.com/how_4471887_teach-grammar.html%20October%2014th%202011

15

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Moreover, we also must know the basic principles which can guide

the teacher when they teach. Sandra Fotos in Marianne Celce-Murcia

"Teaching English as a second or foreign Language" stated that there are

general principles in teaching grammar:

a. Grammar teaching should be planned and systematic

b. Grammar teaching should nevertheless be “rough tuned," offering

learners at slightly different stage a range of opportunities to add

increments to their grammar understanding.

c. Grammar teaching may involve acceptance of classroom code

switching and mother tongue use, at least with beginners.

d. Grammar teaching should be "little and often," with much

redundancy and revisiting of issues.

e. 'Text-based, problem-solving grammar activities may be needed

to develop learners' active, articulated knowledge about grammar.

f. Active corrective feedback and elicitation will promote learners'

active control of grammar.

g. Grammar teaching needs to be supported and embedded in

meaning-oriented activities and tasks, which give immediate

opportunities for practice and use. 18

In addition, Jeremy Harmer says three of the most important

common errors in teaching grammar, those are:

a. Function and Form, some of the confusion about English arises

because of the mismatch between form and function.

b. Contrast with other languages. 19

From the explanation above, the writer would sum up that many

ways to teaching grammar depends on different levels student and the

teacher must pay attention about the general principles in teaching grammar.

B. Question-Tags

1. Definition of Question-Tags

Based on Longman Advanced Learner‟s Grammar, Question-Tags

are the short questions which we often attach to the end of a sentence. That

18 Celce-Murcia, Teaching English …p.275

19

Harmer, The Practice of …, p.16-17

16

16

definition is supported by Murphy (1994: 102), Question-Tags are mini

questions that we often put on the end of a sentence in spoken English.20

Celce –Murcia says Question-Tags is a short question which is

appended to a statement when the speaker seeks confirmation of his or her

statement.21

Azar stated almost same with Celce-Murcia says Question-Tags

is a question added at the end of a sentence, speakers use tag questions

chiefly to make sure their information is correct to seek agreement.22

Moreover, Swan stated that a question-tag is rather like a 'reply

question‟: it is made up of auxiliary verb + personal pronoun. It is used at

the end if a sentence, to ask for confirmation of something we are not sure

about, or to ask for agreement.23

Frank says more complete that Question-tags are also yes-no

questions, but the special form into which they are put shows which of

these two answers is actually expected. These alternatives for yes-no

questions consist of two parts. The first part makes a statement; the second

part asks the question that expects agreement with the statement. The

second part contains the regular question auxiliary plus the personal

pronoun that stands for the subject. 24

Based on the explanation above, the writer can sum up that

Question-tags is a short question which is put at the end of a statement and

made up of auxiliary verb + personal pronoun, to ask for clarification, to

confirm information or to make sure that information is correct.

20 Raymond Murphy, English Grammar in Use 2

nd Edition, (Cambridge: Cambridge

university Press, 1994),p.102

21

Marianne Celce-Murcia, The Grammar Book An ESL/EFL Teacher’s course, (London:

Newburry House Publishers,Inc, 1983), p. 160

22

Betty Schrampfer Azar, Understanding and Using English Grammar 2nd

Edition, (New

Jersey: Prentice-Hall,1989), P.Al6

23

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1983). P. 514

24

Marcella Frank, Modern Engtish a Practical Reference Guide, (New Jersey: Prentice

Hall,Inc, 1972).P.89

17

17

2. Form of Question Tags

According Fuchs and Bonner, forms of Question-tags vary but their

meaning is always similar. And they added their explanation about the sentence or

statement consist of question-tags. The statement expresses an assumption. The tag

means Isn’t it true? or Right?

a) If the statement verb is affirmative, the tag verb is negative.

Example : You work on Friday, don‟t you?

b) If the statement verb is negative, the tag verb is affirmative.

Example : You don‟t work on Friday, do you?

c) And when the subject of the statement is that, the subject of the tag is

it.

Example : That‟s a good idea, isn‟t it?

d) With all auxiliary verbs except do25

AFFIRMATIVE STATEMENT NEGATIVE TAG

Subject + Auxiliary Auxiliary + Not + Subject

You‟re moving Aren‟t you?

He‟s been here before Hasn‟t he?

They can move tomorrow Can‟t they

NEGATIVE STATEMENT AFFIRMATIVE TAG

Auxiliary + Not + Subject Subject + Auxiliary

You‟re not moving Are you?

He hasn‟t been here before Has he?

They can‟t move tomorrow Can they

e) With do as an auxiliary verb

AFFIRMATIVE STATEMENT NEGATIVE TAG

Subject + Verb Do + Not + Subject

You live here Don‟t you?

They decided to move Didn‟t they?

NEGATIVE STATEMENT AFFIRMATIVE TAG

Subject + Do + Not + Verb Do + Subject

You don‟t live here Do you?

They didn‟t decide to move Did they?

And Sidney Greenbaum says that Question-tags generally consist of

an operator followed by a pronoun. As same as with other experts, he says a

25 Fuchs and Bonner, Focus on……,p.91-92

18

18

positive declarative generally takes a negative Question-tags and a negative

declarative generally takes a positive Question-tags. 26

For example :

a) You are a secretary, aren‟t they?

b) I can‟t do this job, can I?

Both the declarative and its Question-tags are sometimes positive:

c) You‟ve marked it have you?

This type of Question-tags show a conclusion what the speaker said.

Question-tags may also be used in imperatives and exclamatives.

d) Open the door, will you?

e) How beautiful she is, isn‟t she?

Beaumont and Granger stated simple that form question-tags with an

auxiliary verb (eg be, have, can) + personal pronoun (eg it,you). 27

a) You haven‟t met my grandmother, have you?

b) He can swim, can‟t he?

A question-tags has the same auxiliary verb that is in the main

clause. If the main clause has the verb be, we use be in the question-tag.

c) It‟s hot today, isn‟t it?

We use do/does in present tense and did in the past tense consist of

Question-tags.

d) You don‟t like football, do you?

e) You ate pizza yesterday, didn‟t you?

We normally put a negative question-tag with a positive statement.

And a positive question-tag with a negative statement. Compare :

f) It isn‟t hot today, is it? It is hot today, isn‟t it?

g) You don‟t like football, do you? You like football, don‟t you?

h) He can‟t swim, can he? He can swim, can‟t he?

26 Greenbaum, The Oxford …,p.48-49

27

Beaumont and Granger, The Heinemann …, p.228-229

19

19

The question-tag for I am is Aren’t I

i) I‟m right, aren‟t I?

After imperatives we use the question-tags will/would you? and

can/can’t/could you? when we want people to do things.

j) Shut the door, will you?

k) Help me with this bag, could you?

After a negative imperative, we use will you?

l) Don‟t be late, will you?

After let’s we use shall we? to make suggestions.

m) Let‟s go out, shall we?

We use they in the question-tags after somebody/someone,

everybody/everyone, and nobody/no one.

n) Somebody love you, didn‟t they?

o) No one phoned for me, did they?

We can use there as a subject in question-tags.

p) There won‟t be any problem, will there?

According Foley and Hall, the form tag-questions with do/does/did

(in simple tenses), or the auxiliary verb. There are three main types of

sentence + tag-question: 28

Type Sentence Tag

Question

Mixed

Tag

Questions

Affirmative + negative

tag

You already know

Harriet,

don’t you?

Negative + affirmative

tag

She hasn’t had the

baby yet,

has she?

Uniform

Tag

questions

Affirmative +

affirmative tag

He arrived last night

then,

did he?

If an affirmative sentence contains a negative or ‟restrictive‟ adverb (e.g.

scarcely, hardly), it takes an affirmative tag.

28 Mark Foley and Diane Hall, Longman Advanced Learner’s Grammar, A self-study

reference&practice book with answers, (Longman: Pearson Education Limited, 2003), p. 97-98

20

20

There was hardly enough food for me in the party, was there?

Most modal verbs, like auxiliary verbs, are repeated in tag-question.

Adam can drive a car , can’t they?

Parents shouldn’t expect their children to agree with their opinions,

should they?

And they expalanated about the exception rules in question-tags. There are a

number exception and variations in the form of the verb in the question-

tags:

Tag question after….. Example

I am I am an artist, aren’t I ?

Need

(negative)

He doesn’t need addition reference, does he?

(or: He needn’t addition reference, need he?

May/might It may/might be fine tomorrow, mightn’t it?

Ought to We really ought to leave now, oughtn’t we?

Shouldn’t we?

Let‟s Let‟s we go to a cinema, shall we?

And then they says about another case in the question-tags.

Usually the pronoun in the tag-question matches the subject of the sentence:

This is a good example, isn‟t it? (This and it are both singular)

Those are the flowers from Mom, aren‟t they? (Those and they are both

plural)

Nothing ever happens when I‟m away, does it?

But notice this exception:

Someone‟s been taking my food again, haven‟t they?

Nobody has phoned, have they?

While Azar explained the form of question-tags with the tables above:29

29 Betty Azar Fundamentals of English Grammar,( New Jersey: Prentice Hall, inc, 1989),p.254

21

21

AFFIRMATIVE SENTENCE + NEGATIVE TAG

Mary is here, isn't she?

You like tea, don't you?

They have left, haven't they?

NEGATIVE SENTENCE + AFFIRMATIVE TAG

Mary isn't here, is she?

You don't like tea, do you?

They have left, have they?

This/That is your book, isn't it? The tag pronoun for this/that = it.

These/Those are yours, aren't they? The tag pronoun for these/those =

they.

There is a meeting tonight, isn't there?

In sentence with there + be, there is

used in the tag.

Everything is okay, isn't it? Personal pronouns are used to refer

to indefinite pronouns.

Everyone took the test, didn't they?

They is usually used in a tag to refer

to everyone, everybody, someone,

somebody, no one, nobody.

Nothing is wrong, is it?

Sentences with negative words take

affirmative tags. Nobody called on the phone, did they?

You've never been there, have you?

I am supposed to be here, I arn not? I am not? is formal English.

I am supposed to be here, aren't l? Aren't I? is common in spoken

English.

From explanation above, it shows that the forms of question-tags

are: if the statement positive, the tag-question is negative, if the statement

negative, the tag-question positive. And the exception rules in question-tag

says that in imperative sentence, the question-tag must “ will you”, request

sentence the tag must “shall we”, and Subject I the tag must “are”, Subject

That/This the tag must “it”, subject Those/These the tag must “they”, and

22

22

after somebody/someone, everybody/everyone, and nobody/no one the tag

is “they”.

3. Use of Question-Tags.

Foley and Hall stated we used mixed Question-tags with a falling

intonation, to ask for confirmation: 30

It’s hot today, isn’t it?(the speaker believes that this is true and

uses a tag question to check)

With a rising intonation, mixed Question-tags are a genuine request

for information:

You haven’t talked to Sally yet, have you?

We answer mixed Question-tags in the following way:

Affirmative tag: „Doni isn‟t a playboy, is he?‟

„No, I don‟t think he is‟ (agreement) /„Actually, yes, he is‟

(contradiction)

Negative tag: „you‟re an actrees aren‟t you?

‘Yes, that’s right.’ (Agreement) /‘No, it’s three weeks.’

(Contradiction)

Request: Pick me up at eight, could you?

Invitation: Let‟s come to my party, won‟t you?

Commands: turn the TV off, will you? Don‟t annoy Rina, will you?

Question-tags are normally used to ask for confirmation of what has just

been said, they are:31

a) If we ask for confirmation concerning something we already feel sure of,

falling intonation is used.

Example :

It‟s hot today, isn‟t it?

30 Foley and Hall, Longman Advanced …p. 98

31 Devritis and K.O‟Malley, English Grammar…p. 12

23

23

You don‟t live in Bandung, do you?

b) If, we are not sure whether what we are saying is correct, rising

intonation is used.

Example :

Sheila‟s met you before, hasn‟t she?

He didn‟t pay, did he?

c) There is also another type of question-tags. These are not normally

„questions‟ at all, but are used to express emotional reaction of some

kind. They may indicate feelings like: anger, worry and interest. In these

cases a rising intonation is normally used.

Example :

So he‟s late again, is he?

She‟s safe now, is she?

Oh, you‟ve found a new job, have you?

In one sites stated that we use tags in spoken English but not in

formal written English. They are not really questions but are a way of

asking the other person to make a comment and so keep the conversation

open.32

According Fuchs and Bonner, the use of question-tag are:

a) Use Question-tags in conversation when you expect the speaker to agree

with you. In this type of tag-question, the voice falls on the tag, use this

type of tag-question to :

Check information you believe is correct. You expect the listener to

answer (and agree)

Example : Tom lives in L.A., doesn‟t he?

32www.englishgrammarsecrets.com October 28

th 2011

24

24

(In this sentence the speaker believes that Tom lives in L.A and

wants to check this information.)

Comment on a situation

Example : It‟s a nice day, isn‟t it?

( In this sentences the speaker is commenting on the weather)

b) Question-tags can be used to get information. You want to confirm your

information because you are not sure it is correct. The voice rises at the

end and you usually get an answer.

Example :

A : You‟re not moving, are you?

(In this sentence the speaker in doubt, and wants get information)

B : Yes, we‟re returning to L.A or No, We‟re staying here.33

According to Swan, the meaning of question-tag changes with the

intonation. 34

If it is said with a falling intonation, it makes the sentence

sound more like a statement. With a rising intonation, the sentence is more

like a real question.

Example :

Nice day, isn‟t it? (Falling intonation – not a real question)

You haven‟t seen my brother everywhere, have you? ( Rising

intonation on have you? – this is a real question.).

As same as with Granger, Beaumont and Granger explained almost

the same with Swan, they say: “the meaning of question-tag depends on the

intonation:

a) If we are asking a real question, we use a rising intonation

You haven‟t seen my handphone, have you? (= have you seen

my handphone?)

b) But if we are sure of the answer, we use a falling intonation

It‟s hot today, isn‟t it? (= it‟s hot. Do you agree?)35

33 Fuchs and Bonner, Focus on……,p.93

34 Swan, Practical English …p.515

35 Beaumont and Granger, The Heinemann …, p.228

25

25

From the explanation above, it shows that the meaning of

question-tag is depend on the intonation. If the intonation is rising, it means

the speaker confirm the information because s/he is not sure it is correct and

if the intonation is falling, it means the speaker ask for confirmation from

listener (the speaker expect the listener to agree).

4. Difficulties in learning Question Tags

There are a few special difficulties with question-tags:

a) Usually students answer amn‟t I in sentence subject I am, because they

don‟t know the rules..

Example : I’m late, aren’t I?

b) Many students still confuse to choose the appropriate tag in imperative

sentence.

Will you? Is used in question-tags after imperatives.

Example: Don’t be late, will you?

c) Many students still confuse to determine the appropriate tag in request

sentence.

Example: Let’s go, shall we?

d) Many students still confuse to determine the appropriate tag in sentence

consist of the exception rules. Such as there can be used as a subject in

questions-tags, sentences containing negative words like nothing,

nobody is following by affirmative question-tags and Somebody,

someone, everybody and everyone are also often followed by tags with

they.

Example:

There‟s something wrong, isn’t there?

Nothing can stop us now, can it?

Somebody borrowed my book yesterday, didn’t they?

From the explanation above, the writer summarize that the

students still confuse about what tense, verb or pronoun is used in

question-tag.

26

CHAPTER III

THE IMPLEMENTATION OF RESEARCH

In this chapter, the writer discusses the framework related to the

methodology in analyzing the problems of the study. This chapter includes

the discussion on research methodology (source of data, objective of study,

method of study, place and time, population and sample, technique of data

collecting, and instrument of research), research findings (data collection,

and technique of data analysis), data analysis and data interpretation.

A. Research Methodology

1. Source of data

According to Arikunto (2002:107) data source is a subject

where data can be obtained. 2The writer then classified data source

into three categories. They are symbolized with a letter “P” which

refers to a person, place, and paper. First, person is the data source,

which can give data in the difficulties learning English and especially

question tags faced by students through an interview. Second, place is

the data source which can give presentation like state (equipment,

2 Suharsimi Arikunto, Prosedur Penelitian, (Yogyakarta: PT Rineka Cipta, 2002),p.107

27

room,etc) or move (activity students, teaching and learning process,

etc), and the last is paper, it is the data source which can give data

about the most difficulties in learning question tags faced by students.

In this research, the source of the data is some difficulties in

learning question-tags faced by second grade of State Junior High

School 4 Kota Tangerang Selatan..

2. Method of Study

In conducting her study, the writer used field research supported

by library study. The writer did the library study to gain the data such as

definition and ideas from experts. By doing this way, the writer can

read many references book which are related to the topic. She also

browsed internet and visited some libraries such as FITK library, UIN

library, National library, and Unika Atmajaya library. Meanwhile, in

the field research the writer did the observation directly to the school. In

this case, the writer gave the test to the student about the topic would be

studied and interviewed students to get some data.

3. Place and time

As stated in chapter one on the method of study, the writer

carried out a field research. In the field research, it took place at State

Junior High School 4 Kota Tangerang Selatan which is located on

Jl.Pamulang Permai Barat II Komp.Pamulang Permai I, Pamulang,

City South Tangerang - Banten, Indonesia.

The research was carried on October 2011. The writer began by

coming to State Junior High School 4 Kota Tangerang Selatan and

asking permission to Principal and English teacher then observing the

learning nad teaching activity in 10th

of October 2011. And then on

17th

of October 2011, she gave a test about question tags and 18th

of

October 2011 she interviewed students about the difficulties in

learning question tags.

28

4. Population and sample

The population of the study is the students of second year of

State Junior High School 4 Kota Tangerang Selatan. They consists of

nine of classes, each of them consists of 30 students. Therefore, there

are 270 students in number.

The writer did not take the total population as sample. She only

took one class VIII-9 which has 30 students. The sample is taken by

using purposive sampling technique, the determining of class that will

be studied based on the policy and ease from the school.

5. Technique of data collecting

There are three techniques of collecting data, the writer uses

test, interview and document.

a. Test

Test is a technique in collecting data to find out and identify the

student‟s difficulty in learning question-tags.

b. Interview

This technique is used to supplement the data needed which are not

covered by technique previously. The writer asked some question

to the students, to know the process of teaching and learning in

class and to reinforce the analysis and to find out the reasons why

the students faced the difficulties in learning question-tags. This

technique was used to interview students of class VIII-9 of State

Junior High School 4 Kota Tangerang Selatan.

c. Document

It is used to know the accurate data about location, profile of

school and population where the research is carry out.

6. Instrument of research

The writer uses a written test as the instrument for collecting

the data. For the test the writer gave selected item from the grammar

29

book. The types of the test are multiple choice items, fill in the blanks,

and essay form. It is consists of 25 items which are divided into two

parts.

The first and second parts of the test is the form area. In part A

there are 15 items multiple choice form, and In part B there are 10

items fill in forms. They are many aspects in the form area, they are

the form of „be‟, modals, simple present tense, past tense, present

continuous tense, present perfect, imperative sentence, request

sentence, subject That, subject There, subject I and plural word.

B. Research findings

1. Data description

As stated in chapter 1 of this paper. The writer formulated field and

library research. She got the data from the English test score about

question tags. Having finished the field research on the form and

intonation of question tags, the writer obtained the score. This

following table is the result of student‟s score.

Table 3.1

Students’ Score of test result

No Sample Score No Sample Score

1 Students 1 65 16 Students 16 66.5

2 Students 2 71.5 17 Students 17 61.5

3 Students 3 66.5 18 Students 18 61.5

4 Students 4 81.5 19 Students 19 55

5 Students 5 80 20 Students 20 65



30









Total 2038

Average Score 67.93

Highest Score 83

Lowest Score 55

Based on the table above, the writer had the English score

from the test about Question-tags. The average score is 67.93 the

highest score is 83 and the lowest score is 55.

Table 3.2

Question-tags and Each item

No The difficulty area Number of item

1. The form of question tags:

a. Verb „be‟ A1

b. Simple past A2, A14, B1, B7

c. Simple present A3, B3, B10

d. Subject I A4, B2

e. Modals A5, B6

f. Present perfect A6, A8, B8

g. Present continuous A7, B4

h. Plural word A9, B5

i. Subject There A10

j. Subject That A11

31

k. Request sentence A12, B9, A15

l. Imperative sentence A13

2. Technique of data analysis

The technique of data analysis used by the writer is descriptive

analysis technique (percentage) to get relative frequency, which is

described in the table percentage. In this table percentage, she uses the

formula:

P= F x 100 %

N

P= Percentage

F= Frequency of error made

N= Number of the students3

Besides the formula above, the writer also finds out the average score

by using the formula as following:

P = F x 100 %

N x n

P= Percentage

N= Number of the students

n= Number of item test

C. Data Analysis

After the writer gets the students‟ score, she analyzes the students‟ error.

After that, she counts the number of errors by tabulating and calculating

the result of errors. She processes the calculation of result of the test by

changing the result of errors into percentage. First the frequency of

difficulty in the form question tags in multiple choices, the table could be

seen as follow;

3 Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2001), p.40

32

Table 3.3

The Frequency of Difficulty in the Form of Question-Tags in Multiple

Choice Forms

No The difficulty area

of Question-tags

Item

Number

Frequency of

difficulty Percentage

1 Verb „be‟ 1 1 0.9%

2 Simple past 2 4 3.5%

3 Simple present 3 12 10.7%

4 Subject I 4 9 8%

5 Modals 5 4 3.5%

6 Present perfect 6 1 0.9%

7 Present continuous 7 3 2.6%


9 Plural word 9 5 4.4%

10 Subject There 10 3 2.6%

11 Subject That 11 12 10.7%

12 Modals 12 6 5.3%

13 Imperative Sentence 13 22 19.5%

14 Simple past 14 5 4.4%

15 Request sentence 15 21 18.6%

Total 15 113 100%

To find out the average score in multiple choice forms, using the formula

as follow:

P = F x 100 %

N x n

= 113 x 100 %

30 x 15

= 113 x 100 %

450

= 25.11%

33

These items are about the form of question-tags in multiple choice

forms, it consists of 15 questions, they are: verb „be‟, Simple Past, Simple

Present, Subject I, Modals, Present Perfect, Present Continuous, Plural

Word. Subject There, Subject That, Request Sentence and Imperative

Sentence.

a. Part A (The Frequency of Difficulty in the Form of Question-Tags in

Multiple Choice Forms)

1. In item 1 in the form of verb ‟be‟, there is just one student or 0.9%

who choose wrong answer in this item.

2. In item 2 in the form of Simple Past Tense, there are 4 students or

3.5% who choose wrong answer in this item.

3. In the form of Simple Present Tense in item 3, there are 12 students

or 10.7% who choose wrong answer in this item.

4. In item 4 in the form of Subject I, there are 9 students or 8% who

choose wrong answer in this item.

5. In item 5 in the form of Modals, there are 4 students or 3.5% who


6. In item 6 in the form of Present Perfect Tense, there is just one

student or 0.9% who choose wrong answer in this item.

7. In item 7 in the form of Present Continuous Tense, there are 3

students or 2.6% who choose wrong answer in this item.

8. In item 8 in the form of Present Perfect Tense, there are 5 students

or 4.4% who choose wrong answer.

9. In item 9 in the form of Plural word, there are 5 students or 4.4%

who choose wrong answer in this item.

10. In item 10 in the form of Subject There, there are 3 students or


11. In item 11 in the form of Subject That, there are 12 students or


12. In item 12 in the form of Modals, there are 6 students or 5.3% who


34

13. In item 13 in the form of Imperative sentence, there are 22

students or 19.5% who choose wrong answer in this item. In other

words, in item 13, most of students choose wrong answer in

multiple choice forms.

14. In item 14 in the form of Simple Past Tense, there are 5 students

or 4.4% who choose wrong answer in this item.

15. And the last, in item 15 in the form of Request sentence, there are

21 students or 18.6% who choose wrong answer in this item.

And the total percentage of average error from the difficulty in

question-tags in multiple choice forms is 25.11%.

Second, the writer analyzed the frequency of difficulty in the form

question-tags in fill forms, the table could be seen as follow;

Table 3.4

The Frequency of Difficulty in the Form of Question-Tags in Fill

Forms

No The difficulty area

of Question tags

Item

Number

Frequency of

difficulty Percentage

1 Simple past 1 12 11%


3 Subject I 2 2 1.9%

4 Modals 6 7 6.3%

5 Present continuous 4 13 11.9%


7 Plural word 5 14 12.7%

8 Request sentence 9 16 14.5%

9 Simple past 7 22 20%


Total 10 110 100%

35

To find out the average score in multiple choice forms, using the formula

as follow:

P = F x 100 %

N x n

= 110 x 100 %

30 x 10

= 110 x 100 %

300

= 36.7%

These items are about the form of question-tags in fill forms, it

consists of 10 questions, and they are: Simple Past, Simple Present,

Subject I, Modals, Present Perfect, Present Continuous Plural Word, and

Request Sentence.

b. Part B (The Frequency of Difficulty in the Form of Question-Tags in

Fill Forms)

1. In the form of Simple Past Tense in item 1, there are 12 students or

11% who made errors in this item.

2. In item 2 in the form of Subject I, there are 4 students or 3.7% who

made errors in this item.

3. In item 3 in the form of Simple Present Tense, there are 2 students

or 1.9% who made errors in this item.

4. In item 4 in the form of Present Continuous Tense, there are 7

students or 6.3% who made errors in this item.

5. In item 5 in the form of Plural Word, there are 13 students or

11.9% who made errors in this item.

6. In the form of Modals in item 6, the students choose wrong answer

about 4.5% or 5 students.

7. In item 7 in the form of Simple Past Tense, there are 14 students or


8. In item 8 in the form of Present Perfect Tense, there are 16 students

or 14.5% who made errors in this item.

36

9. In item 9 in the form of Request Sentence, there are 22 students or

20% who made errors in this item. In other words, most of students

made errors in fill form.

10. In item 10 in the form of Plural Word, there are 15 students or


And the whole percentage of average error from the difficulty in

question-tags in fill forms is 36.7%.

Then, the following below is the analysis of the reason why the

students faced the difficulty in learning question-tags that the writer got

from asking some students orally.

c. Interview

To find out the reason why the students got difficulties in

learning question-tag, the writer did an interview to all of students in

Class VIII-9 of State Junior High School 4 Kota Tangerang Selatan. In

doing her interview, the writer gave for about ten questions related to

the topic and the teaching learning English activities which must be

answered by the students.

After the writer finished interviewing, the writer found some

reason why they got difficulties in learning question-tag. The

difficulties happened because there were many students who haven‟t

mastered yet about the rules of some tenses, they forgot the exception

rules in question-tags, because their teacher explained unclear.

Consequently the students still confuse to decide the auxiliary verb

must be used in one sentence of question-tag and in the exception

rules, they still so hard to decide the tag. They said that they were still

confused to decide the auxiliary verb, if one sentence there is no the

auxiliary verb including the exception rules such as, imperative

sentence, request sentence and Subject I and they still hard to decide

whether mark or falling intonation in a sentence.. In other words, they

still felt difficult to decide the appropriate tag in sentence.

37

However, the internal factor and external factor influenced the

students‟ difficulties in their learning. First, they faced the difficulties

because of their worse mind set or opinion. They believe that grammar

is difficult subject. Then, they felt afraid to ask to their teacher,

because they thought their teacher is “killer”. Consequently, they can‟t

communicate their difficulties to their teacher. Lastly, they have low

enthusiasm and motivation in learning question-tags.

From the explanation above, the writer would like to conclude

that the most mistakes done by the students are in the form of

question-tags in multiple choice forms and fill forms. The first is the

form of question-tag in multiple choice forms (Part A). The writer

took four which are in each number there are more than 10% students

who made mistakes. These students were choosing the wrong answer

which is not the appropriate question-tags:

1. In item number 3 in the form of Simple Present Tense, there are

12 students or 10.7% who made mistakes. Because this item is

the present tense in the speaking and there is apostrophe

between pronoun and auxiliary verb, consequently the students‟

confuse to choose the right answer. The right answer is: You‟d

better go home now, don’t you?

2. In item number 11 in the form of Subject That, there are 12

students or 10.7% who made mistakes. Because the Subject

That, consequently the students‟ confuse to choose the

appropriate question tag. The right answer is: That is your book,

isn’t it?

3. In item number 13 in the form of Imperative Sentence, there are

22 Students or 19.5% who made mistakes. Because this item is

Imperative Sentence, no to be, consequently the students‟

confuse to choose the appropriate question tag. The right answer

is: Take my bag please, will you?

38

4. In item 15 in the form Request Sentence, there are 21 Students

or 18.6% who made mistakes. As same as Imperative Sentence,

in Request Sentence also no verb, consequently the students‟

confuses to choose the appropriate question tag. The right

answer is: Let‟s have dinner at restaurant, shall we?

The most mistakes done by the students in Multiple Choice

Forms are Request Sentence and Imperative sentence. It was happened

because of their worse mind set or opinion. They believe that grammar

is difficult subject and they felt afraid to ask to their teacher, because

they thought their teacher is “killer”.

The second is the form of question-tag in fill forms. The writer

took six which are in each number there are more than 10% students

who made errors. These students were choosing the wrong answer

which is not the appropriate question-tags:

1. In item 1 in the form Simple Past Tense, there are 12 students or

11% who made mistakes. Because this item Simple Past Tense,

consequently the students‟ confuse to fill the appropriate question-

tag. The right answer is: Helen and Monica went to London a week

ago, didn’t they?

2. In item number 4, there are 18 students or 13.3% who made

mistakes. Because this item is Present Continuous Tense in passive

voice, and subject is a thing, consequently the students‟ confuse to

fill the appropriate question-tag. The right answer is: Your bike is

being repaired, isn’t it?


mistakes. Because this item is Plural Word and Simple Past tense,

consequently the students‟ confuse to fill the appropriate question-

tag. The right answer is: A few students spoke English well, didn’t

they?

4. In item 7, there are 17 students or 12.6% who made mistakes.

Because this item Simple Past Tense, and there is adverb of time in

39

the first sentence, consequently the students‟ confuse to fill the

appropriate question-tag. The right answer is: By the end of the

film we were all in tears, weren’t you?


mistakes. Because this item is Request Sentence. Consequently the

students‟ confuse to fill the appropriate question-tag. The right

answer is: let‟s sing together, shall we?


mistakes. Because this item is Simple Present and no to be.

Consequently the students‟ confuse to fill the appropriate question-

tag. The right answer is: They always get up early, don’t they?

The most mistakes done by the students in Fill Forms are

Simple past Tense, Present Continuous Tense, Simple Present Tense

and Request Sentence. It was happened because of their worse mind

set or opinion. They believe that grammar is difficult subject and they

felt afraid to ask to their teacher, because they thought their teacher is

“killer”.

D. Data Interpretation

After classifying the items and its distribution in the test and

explaining the score‟s students and the frequency and percentage of error

on each item. The next step that the writer did is formulated the difficulty

of question-tags based on the frequency of error as follow:

Table 3.6

The Percentage of Difficulty in Question-Tags

No The difficulty area Percentage of error

1 The multiple choice forms in

Question-tags 25.11%

2 The fill forms in Question-tags 36.7%

40

The table above shows that many students made errors in making

the forms of question-tags in multiple choice and fill forms. There are

25.11 % students who made error in the forms of question-tags in multiple

choice and 36.7 % students who made error in the forms of question-tags

in fill forms. And, it also shows that the range of their percentage is not too

wide. However, the higher difficulty in learning question-tags is in the in

the test of determining the appropriate question-tags (fill forms)

Furthermore, the writer can interpret that most of the second year

students of SMPN 4 Kota Tangerang Selatan still hard to choose and

determine the appropriate Question-tags in sentence. It means they have

not mastered yet the rules. They also noticed they confused in making the

forms of question-tags, and they are also confused about the use of

question tag in sentences. They are still confused to find what tense or verb

or pronoun to be used in the tag. Then, having opinion that grammar is

difficult, less enthusiasm and motivation caused the students get

difficulties in question-tags. Besides, they have not understood yet the

explanation given by the teacher because they felt afraid to ask to their

teacher, because they thought their teacher is “killer”. Consequently, they

can‟t communicate their difficulties to their teacher.

41

CHAPTER IV

CONCLUSION AND SUGGESTION

In this writer conclude the study result based on the research done at

SMPN 4 Kota Tangerang Selatan and suggest the readers, especially for

English teacher. It consists of conclusion and suggestion.

A. Conclusion

Based on the data analysis discussed in the previous chapter, the writer

inferred most of second year students of SMPN 4 Kota Tangerang Selatan

made error in making the forms of question-tags in imperative sentence with

frequency of error 19.5% . it is higher frequency of errors than the other form

(Present Tense, Past Tense, Present Perfect Tense, Present Continuous Tense,

and Plural Word, Verb „be‟, Subject I am, Subject That, Subject There, and

Request Sentence ). And then after analyze all of data, the writer get the causes

of students‟ difficulties in learning question-tag are:

1. Because of their worse mind set or opinion. They believe that grammar is

difficult subject.

2. They felt afraid to ask to their teacher, because they thought their teacher is

“killer”. Consequently, they can‟t communicate their difficulties to their

teacher.

3. They have low enthusiasm and motivation in learning question-tags.

42

4. Many students still confuse about the sentence in one sentence. Because

they are not master in the form all of tenses, consequently they got the

difficulties to decide the auxiliary verb and pronoun must be used in one

sentence of question-tag.

5. They forgot the exception rules on question-tag when they did the test or

exercise.

B. Suggestion

In order to decrease the errors in question-tag. The writer would like to give

some suggestions as follow:

1. The students should pay more attention to all of form of tenses.

2. The students also have to know and remember the exception rules in

question-tag.

3. The teacher should pay attention when they taught grammar especially form

of tenses.. And they also give many exercises to the students in learning

English either in oral or written forms. And after know the difficulties

students in learning question-tag, the teacher can assist the students better.

43

BIBILIOGRAPHY

Allen, W. Stannard. Living English Structure for School, London: Longman,

1977.

__________. Living English Structure. London: Longman, 1987.

Arikunto, Suharsimi. Prosedur Penelitian, Yogyakarta: PT Rineka Cipta, 2002

Azar Schamper, Betty. Understanding and Using English Grammar, New Jersey:

Prentice Hall, inc, 1988.

__________. Fundamentals of English Grammar, Prentice Hall and in Indonesia:

Jakarta: Binarupa Aksara, inc, 1992.

Beaumont, Digby and Colin Granger, The Heinemann English Grammar with

answer key, Oxford: Heinemann International, 1989

Burton,S.H. Mastering English Language, London: Longman, 1982

Celce-Murcia, Mariane and Diane Larsen-Freeman. The Grammar Book an

ESL/EFL Teacher’s Course. London : Newbury House Publishers, Inc,

1983.

__________and Sharon Hilles. Techniques And Resources In Teaching Grammar,

Oxford: Oxford University Press, 1988.

__________, Teaching English as a Second Foreign Language 2nd

Edition,

Boston: Heinle& Heinle, a division of Wadsworth, Inc,1991

Celce-Murcia, Mariane (editor). Teaching Grammar in Teaching English as a

Second or Foreign Language. Boston: Heile & Heile Publisher, 2001.

Cook, Stanley J and Richard W. Suter. The Scope of Grammar: A Study of

Modern English, USA: Mc Graw-Hill, Inc, 1980.

De Devritis, L.Mariani and K.O’Malley, English Grammar for Communication,

London: Longman Group UK Limited, 1989

44

Dean, Michael, English Grammar Lessons: Upper-intermediate with answers,

Oxford : Oxford University Press, 1993.

DEPDIKBUD RI, GBPP Bahasa Inggris (SMP). Jakarta: Depdikbud, 1994.

Frank, Marcella, Modern English a Practical Reference Guide, New Jersey:

Prentice Hall,Inc, 1972

Fuchs, Marjorie and Margaret Bonner, Focus on Grammar, London: Addison

Wesley Longman Inc, 2000

Geoff, Parkes,et.al, 101 myths about the English Language, London: England

Books, 1989

Granger, Colin and Digby Beaumont, The Heinemann English Grammar with

answer key. Oxford : Heinemann International books, Ltd, 1989.

Greenbaum, Sidney, Good English and the grammarian, London : Longman,

1988.

__________, The Oxford English Grammar, Oxford: Oxford University Press,

1996

Hall, Diane and Mark Folley, Longman Advanced Learner’s Grammar (a Self-

Study Reference & Practice Book With Answers), England: Pearson

Education Limited, 2003.

Hancock, Craig. Meaning-Centered Grammar an introductory text. London:

Equinox Publishing Ltd. 2005.

Harmer, Jeremy. Practice of English Language Teaching 3rd

Edition, London:

Longman Group UK Ltd, 2001.

Kretch, D., Richard S. Crutchfleld, and Egerton L. Ballachey. Individual in

Society Psychology. California: Me. Graw-Hill Kogakusha, Ltd,1962.

Lock, Graham, Functional English Grammar: An introductory for Second

Language Teachers, Cambridge: Cambridge University Press, 1999

Murphy, Raymond, Grammar in Use 2nd

Edition, Cambridge: Cambridge

University Press, 1994

45

Paninskas, Jean, Rapid Review of English Grammar2nd Edition, New Delhi:

Prentice Hall India, 1980

Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo

Persada, 2001

Swan,Michael. Practical English Usage. Oxford: Oxford University Press,1983.

Thornburry, Scott. How to teach Grammar. London: Pearson Education Limited,

1999

Ur, Penny. Grammar Practice Activities A Practical Guide for Teacher,

Cambridge: Cambridge University Press, 1980

Veit, Richard, Discovering English Grammar, Boston: Hougton Mifflin

Company, 1986

William, J.M. The New English, New York: The free Press. A division of

Macmillan company, 1970

http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.html

October 14th

2011

http://www.ehow.com/how_4471887_teach-grammar.html October 14th

2011

http://www.englishgrammarsecrets.com Oktober 28th

2011

http://www.tinyteflteacher.co.uk/learning-english/grammar/question-tags.html

Oktober 28th

2011

http://esl.fis.edu/grammar/rules/questions.htm Oktober 28th

2011

http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.html%20October%2014th%202011

http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.html%20October%2014th%202011

http://www.tinyteflteacher.co.uk/learning-english/grammar/question-tags.html%2028%20Oktober%202011

http://www.tinyteflteacher.co.uk/learning-english/grammar/question-tags.html%2028%20Oktober%202011

46

INSTRUMENT OF TEST

Name :

Class :

A. Choose the correct answer by crossing (x) a, b, c, or d!

1. I think, she's an accountant,

____?

a. Doesn’t she

b. Don’t she

c. Isn’t she

d. Is she

2. He called me last night, ____?

a. did he

b. doesn’t he

c. don’t he

d. didn’t he

3. You’d better go home now,

____?

a. hadn’t you

b. had you

c. don’t you

d. didn’t you

4. I’m late, _____?

a. Are I

b. Aren’t I

c. Am I

d. Is I

5. I believe she will come soon,

_______?

a. Will she

b. Won’t she

c. Doesn’t she

d. Does she

6. He hasn’t been here, ______?

a. Has he

b. Is he

c. Isn’t he

d. Hasn’t he

7. Your house is being painted,

___?

a. Are you

b. Aren’t you

c. Isn’t it

d. Is it

8. You have cleaned your bike,

_____?

a. Haven’t you

b. Have you

c. Didn’t you

d. Did you

9. All the nails are useless,

________?

a. Are they

b. Don’t they

c. Aren’t they

d. Do they

10. There’s something wrong,

_______?

a. Is there

b. Isn’t there

c. Has there

d. Hasn’t there

47

11. That is your book, ________?

a. Is that

b. Isn’t that

c. Is it

d. Isn’t it

12. The children must ask their

father permission, ____?

a. do they

b. don’t the children

c. mustn’t they

d. mustn’t the children

13. Take my bag please, ____?

a. don’t you

b. shall we

c. won’t you

d. will you

14. Mrs. Hartono was abroad last

week, ____?

a. was he

b. wasn’t he

c. wasn’t she

d. was she

15. Let’s have dinner at

restaurant, ____?

a. won’t you

b. shall we

c. can you

d. haven’t we

B. Fill in the blank with the appropriate Question Tag

1. Helen and Monica went to London a week ago, ____________?

2. I am all right, ____________?

3. You haven’t got a computer, ______________?

4. Your bike is being repaired, _________________?

5. A few students spoke English well, _______________?

6. I could finish this later, _______________?

7. By the end of the film we were all in tears, ____________________?

8. She’d gone to Jakarta before you arrived here, ______________?

9. Let’s sing together, ___________________?

10. They always get up early, _____________?

48

ANSWER KEY

A.

1. C

2. D

3. A

4. B

5. B

6. A

7. C

8. A

9. C

10. B

11. D

12. C

13. D

14. C

15. B

B.

1. didn’t they

2. aren’t i

3. have you

4. isn’t it

5. didn’t they

6. couldn’t i

7. weren’t you

8. hadn’t she

9. shall we

10. don’t they

49

LIST OF QUESTION INTERVIEW

1. What is the useful of study English in this era?

2. What is your hope in study English?

3. Do you know what the curriculum in this school is? Mention?

4. What is techniques is used your English teacher when he/she taught?

5. Do you understand with the explanation your teacher when he/she taught?

Mention the reason?

6. Is your teacher giving you exercise regularly? And what kind of test?

7. What do you think about study question tags? (easy, medium, or difficult)

Mention the reason!

8. Do you face the difficulties when you studied question tags? Mention what

kind of difficulties or give example?

9. When you felt difficulties in learning English, is your teacher giving the

solution from that? Give the example!

10. What is your hope with your English teacher?

54

Profile of school

1. Name of school

a. Name : SMPN 4 KOTA TANGERANG SELATAN

b. School statistic number : 2 0 101 20 1280309 003

c. Type school : A

d. Address : Jl.Pamulang Permai Barat II

Komp.Pamulang Permai I

Pamulang, City South Tangerang

Banten, Indonesia

5. Phone number : 021 7400911

6. Website : www.smpn1pamulang.sch.id

7. E-mail : [email protected]

8. Status : Government school

9. Large area : 5827,5 m ²

10. Status : Government

2. Vision, mission and goal

a. Vision

Unggul Dalam Prestasi dan kelembagaan, Berwawasan global,

dilandasi Iman dan Taqwa

“High in achievement and institution, global vision, based on Belief and

God-fearing”

b. Mission

Menyelenggarakan proses pembelajaran yang bermutu, bertaraf

internasional, dan relevan dengan tuntutan masyarakat global

“Carrying out the certifiable of learning process, International level,

and relevant with the demand of global society

Menyediakan sarana prasarana dan fasilitas pembelajaran bertaraf

internasional

“Providing infrastructure and learning facility in Internationa level;”

55

Mewujudkan lulusan yang memiliki keunggulan kompetetif dalam

bidang akademik dan non akademik baik di tingkat nasional maupun

internasional, berbudi pekerti luhur, sehat jasmani dan rohani, dengan

dilandasi iman dan taqwa

“Realizing excellent passing grade in academic and non academic

either in national level and also in international, good personality,

healthy body and spirit, based on belief and God-fearing”

Mewujudkan sistem manajemen pendidikan berbasis ICT, transparan,

akuntabel, partisipatif dan efektif.

“Realizing education management system base on ICT, transparent,

accountable, effective, and participative”

Melakukan pembinaan SDM yang mampu mengelola proses

pembelajaran dan manajemen pendidikan berwawasan global

“Conducting human resource construction that capable to manage

learning process and education management with global vision.”

c. Goal

Terpenuhinya tuntutan akan pendidikan bertaraf internasional yang

bermutu, efisien dan relevan dengan perkembangan era globalisasi

“Full filling learning process equivalent to international standard by

full filling the needs of global school.”

Tersedianya sarana prasarana dan fasilitas pembelajaran bertaraf

internasional

“Providing with international standard of teaching aids and

international learning process facilities.”

Terciptanya mutu lulusan yang memiliki keunggulan kompetetif

dalam bidang akademik dan non akademik di tingkat nasional dan

internasional serta memilki keimanan dan ketaqwaan yang kuat serta

berbudi pekerti yang luhur

“Creating and producing excellent competitive student in academic

studies and non academic equivalent to national and international

56

standard, with courtesy ethic based on strong faith, piety, and full

devotion to God.”

Terciptanya sistem manajemen pendidikan bertaraf internasional

berbasis ICT, yang transparan, akuntabel, partisipatif dan efektif.

“Implementation education management based on ICT, transparency,

accountability, participative, and effective.”

Tersedianya SDM yang mampu mengelola proses pembelajaran dan

manajemen pendidikan bertaraf internasional

“To upgrade the human resource managements and produce

competent human resource teachers, personnel to manage the

learning process and education management.”

3. Principal Profile

Name : Hj. Rita Juwita, M.Pd

Civil Servant Number : 19591105 198101 2 002

Born : Garut, September, 5th

1959

Address : Jl. Masjid No. 39A Maruga, Rt

04/09 South Tangerang,Indonesia.

Graduated : Bachelor

Work Experiences : 28th

Years

Year of service as Headmaster : 1999 to present

4. Teacher’s Data

NO GRADUATED

TEACHER'S STATUS GENDER

TOTAL TEACHER CIVIL

SERVANT

CONTRACTUAL

TEACHER MALE FEMALE

1 Master 4 1 3 4

2 Bachelor 47 8 21 34 55

3 Diploma 7 1 2 6 8

Total 58 9 24 43 57

57

Administration Staff

NO GRADUATED

EMPLOYEE'S STATUS GENDER

TOTAL CIVIL

SERVANT

CONTRACTUAL

EMPLOYEE MALE FEMALE

1 Diploma III

Holders 1 1 1

2 Diploma II

Holders 1 1 1

3 Diploma I

Holders

4 ≤ Pre-University 3 3 4 2 6

TOTAL 3 5 5 3 8

Assistant Administration Staff

NO GRADUATED


TOTAL CIVIL

SERVANT

CONTRACTUAL


1 ≤ Pre-University 8 7 1 8

TOTAL 8 7 1 8

Security Staff

NO GRADUATED


TOTAL CIVIL

SERVANT

CONTRACTUAL


1 ≤ Pre-University 4 4 4

TOTAL 4 4 4

58

5. Student’s Data

NO CLASS GROUP OF

CLASS

STUDENT TOTAL

MALE FEMALE TOTAL

1 VII 9 102 174 276

2 VIII 9 145 135 280

3 IX 9 135 169 304

TOTAL 27 382 478 860

6. Facilities of School

Facilities Unit Facilities Unit

Principal room

Vice principal room

Teachers room

Administration

room

Science laboratory

Multimedia room

Language

laboratory

Class

Principal restroom

Teachers restroom

Students restroom

Students union

room

1

1

1

1

2

1

1

32

1

2

28

1

Multi purpose

room

Library

Guidance and

Counseling room

Computers room

Mini Mosque

Basket court

Badminton court

Canteen

TOGA/Herb plant

seeding herb plant

First aid room

Music Studio

1

1

1

2

1

1

1

12

1

1

1

1

7. Student’s condition

Student’s condition is very well, because when they began the school, they

are selected and took an English test, so the writer believes that their

59

English background is good enough. Besides facilities in the school is are

well provided, consequently they are capable of supporting the situation of

study.

8. Teacher’s textbook

Textbook which is used by the teacher is Flying Start publisher by Esis.

9. Curriculum

Curriculum used is KTSP (Kurikulum Tingkat Satuan Pendidikan).

10. Number of English Teacher

There are seven teachers who teach English Lesson. They are: Hj. Yayat

Hayati Nufus, M.Pd, Hj.Keen Nasyithah, M.Pd, Hayati Nupus RKS, S.Pd,

Hendarsih, S.Pd, Agus Indro Winarto, M.Pd, Siti Noorzanah, S.Pd and

Nanik Sri Rejeki, S.pd.

Ciputat, April 2011

No : IstimewaLamp :1(satu)berkasHal : Pengaiuan Judul Skripsi

Kepada Yth,Ketua Jurusan Pendidikan Bahasa InggrisFakultas Ilmu Tarbiyah dan KeguruanUIN Syarif Hidayatullah JakartaJakartaDi tempat

Assalamu' alaikum Wr. llbMengingat akan berakhirnya masa studi saya di tingkat strata satu (Sl), maka saya yangbertanda tangan dibawah ini :

NamaNIMFakultas

Jurusan / Smtr

Ema Syamsiahr07014000327Ilmu Tarbiyah dan KeguruanPendidikan Bahasa Inggris / VIII A

Bermaksud mengajukan judul skripsi sebagai salah satu syarat menyelesaikan program srrarasatu (s-1) UIN Syarif Hidayatullah Jakarta, adapun judul yang saya ajukan adalah:..SOME DIFFICULTIES FACED BY THE STUDENTS IN LEARNING QUESTION

TAGS"(A case study at the second year of sMpN 4 Kota Tangerang selatan)

Bersama ini saya lampirkan satu berkas proposal skripsi yang terdiri dari:L Outline Skripsi2. Abstrak, dan3. Daftar pustaka sementara

Demikianlah surat pengajuan ini saya sampaikan. Atas segala pertimbangan dan perhatiannyasaya ucapkan banyak terima kasih.Wassalama'alaikum lh. Wb.

Menyetujui,Dosen Seminar Proposal Skripsi

/1 2// ' /l

ffi/YF*h*\

DD .fr*^A' cnlrf ,,

Elna SyamsiahDrs, NasrunMahmud M.?4.

M UIN JAKARTAI x Nw; FITKi-ft.a^!. ? ; Jt tr. H. Juanda No gs Ciputat 15412 tndonesia

FORM (FR)

No. Dokumen : FITK-FR-AKD-082Tgl. Terbit : 1 Maret 2010No. Revisi: : 02Hal 1 t1

SURAT PERMOHONAN IZIN PENELITIAN

Nomor'. Un.O1 lF.1 tKM.01 .y r.fu\.bnOt tLamp. . Outline/ProposalHal : Permohonan lzin Penelit ian

Jakarta, 25 Oktober 2011

Kepada Yth.

Kepala SekolahSMPN 4 Kota Tangerang Selatand iTempat

Assal am u' al ai ku m wr.wb.

Dengan hormat kami sampaikan bahwa,

Nama

NIM

Jurusan

Semester

: Erna Syamsiah'

: 1O7O14OOO327

Tahun Akademik

Judul Skripsi

Tembusan:1. Dekan FITK2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

: Pendidikan Bahasa Inggris

: lX (Sembilan)

.2010t2011

: ..SOME DIFFICULTIES

Drs\ S

IN LEARNING QUESTION TAGS, (A CaseSMPN 4 Kota Tangerang Selatan)

FACED BY THE STUDBNTSstudy at the second year of

adalah benar mahasiswa/i Fakultas l lmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menyusun skripsi, dan akan mengadakan peneli t ian (r iset) diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk i tu kami mohon Saudara dapat mengizinkan mahasiswa tersebutmelaksanakan peneli t ian dimaksud.

I

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al ai ku m wr.wb.

a.n. DeKaKafur didikan Bahasa Inggris

u,rF.po

NIP. I 641212 199103 1 002

PEMERINTAH KOTA TANGERANG SELATANDINAS PENDIDIKAN

vl l

$ftfip HrufiHffiH 4 K{Bg& K&ffiffiffiffi&ffiffi $ffiEeHeruR:",A;q/* St/hla/. g,uf/"r,a4 lt"lt w,tq,a,rul (W0

Jl. Pamulang Permai Barat ll, Pamulang, 15417 Telp.021-7440911 Fax.021-74704364we b s i te : *-*' Tl3lilyi'l'dl H fi it''5 :T iTill n' e | @s m a i I co m

No. : 800.021421.31 3|QlSMPN4Tangsel/20l1Lamp. : -Hal : Ijin penelitian

Yth. Dekan FITKUIN Jakartau.p. Kajur Pendidikan Bahasa InggrisdiCiputat

Assalamu'alai kum wr.wb.

25 Oktober2011

Membalas surat dari FITK UIN Jakarta nomor Un.01/F.1/KM.01.3/ 66892/2011 perihalpermohonan izin penelitian atas nama mahasiswa:

Nama

NIM

: Erna Syamsiah

:107014000327

Jurusan : Pendidikan Bahasa Inggris

dapat diijinkan mengadakan penelirian di SMPN 4 Kota Tangerang Selatan dengan cararantidak mengganggu pros'€s Kegiatan Belajar Mengajar, untuk kepeilrrun p"rryosunan skripsidengan judul:.:SO^ME DIFFICULTIES FACED BY STUDENTS IN LEARNING QUESTION TAGS"(A case Study ar rhe Second Grade Students of sMpN 4 Kota rung"ring i"r"."l

Demikian surat izin ini kami sampaikan untuk diketahui dan dijadikan bahan seperlunva.

Wassalamu'alaikum wr.wb.

Sekolah.

ita Juwita. M.pd.

6*ryiD",{h$Ffi{DAlq

T a l

VI] UKAS I

Eil

ISO 9OO1 | 2OOaLic. No :

1959110s 1981012002

PEMERINTAH KOTA TANGERANG SELATANDINAS PENDIDIKAN

ffiFtrp ffiffiffiffiffiK 4 K#K& €,&ruffiffiffi&ffi# $HneHeHR;'ya;w"r 9/t^l&( girrl/^r,Ai la"lt"*,t"t^ra"al RSB?

Jl. Pamulang Permai Barat ll, Pamulang, 15417 Telp.021-7400911 Fax.021-74704364we bs i te : ---' Tf8lilYi"l'.'l H f^iH'5 :T [?111 n' e | @s m a i I co m

No. : 800.021421.y38A /SMPN4Tangsel/20l1Lamp. : -Hal : Keterangan penelitian

Yth. Dekan FITKUIN JakartaU.p. Kajur Pendidikan Bahasa InggrisdiCiputat

Assalamu'alaikum wr.wb.

16 Nopember 20ll

Kepala SMP Negeri 4 Kota Tangerang Selatan Provinsi Banten menerangkan bahwa:

Nama

NIM

V KAN

9OO1 | 2OOa. N o :

: Erna Syamsiah

z 107014000327

Jurusan : Pendidikan Bahasa Inggris

Benar nama tersebut telah melakukan penelitian untuk keperluan penyusunan skripsidengan judul "Some Difficulties faced by students in learning question tags" yangdilaksanakan pada tanggal l3 s.d 20 Oktober 201 1 di kelas VIII.9.

Surat ini dibuat untuk dipergunakan sebagaimana mestinya.

Wassal amu'alaikum wr.wb.

Sekolah,

ita Juwita, M.Pd.t959t105 19810t2002

{r,fr{h.c

60

DAFTAR NAMA GURU DAN PENDIDIKANNYA

SMPN 4 KOTA TANGERANG SELATAN

NO. NAMA PENDIDIKAN

TERAKHIR GELAR

TAHUN

LULUS

NAMA FAKULTAS

/UNIVERSITAS JURUSAN

1 Hj. Rita Juwita, M.Pd S2/A4 M.Pd 2000 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

2 Dadi Kusnadi, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

3 Dra. Sri Suyatmi S1/A4 S.Pd 1991 Univesitas Sebelas Maret

Pend. Bimbingan dan

Konseling

4 Lily Ekantiana, S.Pd S1/A4 S.Pd 2000 Universitas Terbuka Bahasa Indonesia

5 Yayat Hayati Nufus, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

6 Dra. Syamsiatun Qoruna D. S1/A4 S.Pd 1992 Universitas Islam 45 Bekasi Isospol

7 Keen Nasyithah, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

8 Nunung Nurjanah, S.Pd S1/A4 S.Pd 2005 Universitas Terbuka PPKn

9 Eva Yulisnur, M.Si S2/A4 M.Si 2007 Universitas Krisnadwipayana

Pend. Jasmani dan

Rekreasi

10 Edi Junaedi D3/A3 A.Md.Pd 1997 Universitas Terbuka Pend. IPA

11 Sastrawati S1/A4 S.Pd 1980 IKIP Padang Ketrampilan PKK

12 Opan Sopandi, S.Pd S1/A4 S.Pd 2003 Universitas Terbuka Pend. Matematika

13 Nono Suryana, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia

14 Nina Agustina, S.PD Bio S1/A4 S. Pd Bio 2009 Universitas Terbuka Pendidikan Biologi

15 Tati Rosilawati, S.Pd S1/A4 S. Pd 2002 Universitas Terbuka Pendidikan Sosiologi

16 Dra. Sri Hastuti Wayuningsih, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

17 Fauzah, S.Pd S1/A4 S.Pd 2004 Universitas Terbuka Pend. Kewarganegaraan

18 Nurlaelah, S.Pd S1/A4 S.Pd 2004 Universitas Terbuka

Pend. Ekonomi Dan

Koperasi

61

19 Mulmiswariyanti, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

20 Dra. Titin Sulastri, MA S2/A4 M.Ag 2008 Institut Ilmu Al-Qur'an Magister Studi PAI

21 Hayati Nupus RKS, S.Pd S1/A4 S.Pd 2004 STKIP Bimbingan Konseling

22 Hendarsih, S.Pd S1/A4 S.Pd 2001 Universitas Terbuka Pend. Bahasa Inggris

23 Istiqomah, BA S3/A3 BA 1985 IAIN Raden Fatah Palembang Pendidikan Agama

24 Dra. M.T.C. Sri Hartini, M.Si S2/A4 M.Si 2007 Institut Pertanian Bogor

Ilmu Gizi Masyarakat dan

SDK

25 Drs. Akhmad Mubarok S1/A4 S.Pd 1986 IKIP Yogyakarta Pend. Olah Raga

26 Dedi Ahmad Riadi D3/A3 D 3 1988 IKIP Bandung

Pendidikan Teknik

Bangunan

27 Drs. Asep Ahmad Sopyan S1/A4 S. Pd 1990 IKIP Bandung Bahasa Sunda

28 Tri Susiati, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

29 Alam Tahruddin, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia

30 Drs. Sukimin, MM S2/A4 M.Pd 1994 Univesitas Sebelas Maret Pendidikan IPS

31 Drs. Ayi Supardi S1/A4 S.Pd 1989 IKIP Bandung Pend. Jasmani dan Rohani

32 Ari Abania, S.Pd S1/A4 S.Pd 1994 IKIP Muhammadiyah Pend. Fisika

33 Drs. Aris Munandar, M. Pd S2/A4 M.Pd 2005 UHAMKA Magister Penelitian

34 Eti Murnihati, S.Pd S1/A4 S. Pd 2003 Universitas Terbuka Pendidikan Matematika

35 Budi Widodo, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

36 Oganeta Liberty, S.Pd S1/A4 S. Pd 2003 Universitas Negeri Jakarta Pendidikan Seni Rupa

37 Kurniasih, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia

38 Endang Sri Sulastri, S.Pd S1/A4 S. Pd 1993 Universitas Sebelas Maret Pendidikan Kepelatihan

39 Sakinah, S.Pd S1/A4 S. Pd 1993 IKIP Jakarta Pendidikan Geografi

40 Enjang Supyan, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia

41 Sunarmi, S.Ag S1/A4 S. Pd 1994 UIN Syarif Hidayatullah Jakarta Pendidikan Agama

42 Udih Suryadi, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia

62

43 Agus Indro Winarto, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

44 Iim. Ibrahim, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

45 Ali Munir, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

46 Zahratul Jannah, S.Pd S1/A4 S. Pd 1994 IKIP Muhammadiyah Jakarta Pendidikan Matematika

47 M.F.T. Siti Noorzanah, S.Pd S1/A4 S. Pd 1998 IKIP Surabaya Pendidikan Bahasa Inggris

48 Eti Winarsih, S.Pd S1/A4 S. Pd 1998 IKIP Jakarta Pendidikan IPS

49 Hasanuddin, M.Pd S2/A4 M.Pd 2011 Universitas Pakuan Manajemen Pendidikan

50 Ida Mulfidah, S.Pd S1/A4 S.Pd 1994 IKIP Muhammadiyah Jakarta Filososbud Pendidikan

51 Halimatus Sa'diah, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran

52 Nurlaelah, S.Pd S1/A4 S. Pd 2007 Universitas Indraprasta Bimbingan Konseling

53 Wiwin Nurwiantini, S.Pd S1/A4 S. Pd 2006 Universitas Indraprasta Pendidikan Matematika

63

T

E

M

P

A

T

T

G

L

B

L

N

T

H

N

T

g

l

B

l

n

T

h

n

T

h

n

B

l

n

T

g

l

B

l

n

T

h

n

J

E

N

J

A

N

G

BIDANG

STUDI

1 2 3 4 5 8 9 10 11 # 13 14 15 16 17 18 19 20 21 22

1 Hj. Rita Juwita, M.Pd 19591105 1981012002 3437737638300003Garut 05 11 1959 P Islam Ka. Sekolah BK IV.c 01 10 2008 24 00 01 04 2008 S.2/A.4 Matematika 2007

2 Dra. Syamsiatun Qoruna D. 1959010819800320025360737638300033Karawang 08 01 1959 P Islam Guru Matematika IV.a 01 10 2008 25 00 01 03 1980 S.1/A.4 I. Adm 2007

3 Yayat Hayati Nufus, S.Pd 1956050919800320056841734635300002Serang 09 05 1956 P Islam WK. Bag SDM E.C IV.b 01 04 2002 28 00 15 07 1985 S.1/A.4 Bhs. Inggris 2007

4 Keen Nasyithah, M.Pd 1959102819810120037360737639300003Jakarta 28 10 1959 P Islam Guru E. C IV.a 01 04 2002 24 00 16 09 1990 S.1/A.4 Bhs. Inggris 2007

5 Nunung Nurjanah, S.Pd 1958122819811120034560736637300003Tasikmalaya28 12 1958 P Islam Guru PKn IV.b 01 10 2006 22 02 01 03 1981 S.1/A.4 PKn 2007

6 Lily Ekantiana, S.Pd 1953062719820320023959731632300002Purworejo 27 06 1953 P Islam Guru B. Indonesia IV.a 01 04 2004 22 00 01 03 1982 S.1/A.4 B. Indonesia 2008

7 Dra. Sri Suyatmi 195402141982032003354673263000002 Surakrta 14 02 1954 P Katholik Guru BK IV.a 01 04 2001 26 00 15 07 1996 S.1/A.4 BK 2008

8 Dadi Kusnadi, M.Pd 1962033019841010026662740641200002Tasikmalaya30 03 1962 L Islam Wk.Bag Keuangan Olah Raga IV.a 01 04 2004 20 02 01 03 1990 S.1/A.4 Penjaskes 2007

9 Eva Yulisnur, M.Si 1961070519840120010037739640300013Lampung 05 07 1961 P Islam Guru Matematika IV.a 01 10 2006 24 02 17 07 1998 S.2/A.4 PLS 2008

10 Nono Suryana, M.Pd 1961112419840310082456739642200003Cianjur 24 11 1961 L Islam WK. Bag KesiswaanB. Indonesia IV.a 01 10 2004 21 00 01 03 1984 S.1/A.4 B. Indonesia 2007

11 Sastrawati 1956111119840320034443734637300023Padang 11 11 1956 P Islam Guru T. Busana IV.a 01 10 2004 24 00 01 07 1986 D.3/A.3 Ketram. PKK2009

12 Opan Sopandi, S.Pd 1964082019841210017152742644200003Bandung 20 08 1964 L Islam Guru Matematika IV.a 01 10 2005 21 02 01 12 1984 S.1/A.4 Matematika 2008

13 Edi Junaedi 1962071519841210025047740642200013Bekasi 05 07 1962 L Islam Guru IPA IV.a 01 10 2006 22 02 01 09 2002 D.3/A.3 Fisika 2008

14 Tati Rosilawati, S.Pd 1961111019841220051442739640300013Cirebon 10 11 1961 P Islam Guru Pembukuan IV.a 01 04 2006 20 02 12 08 1988 S.1/A.4 Akuntansi 2007

15 Nina Agustina 19620817198512200311497406423000023Ciamis 17 08 1962 P Islam Guru IPA IV.a 01 10 2008 20 02 16 12 1999 S.1/A.4 IPA 2008

16 Fauzah, S.Pd 1964101219850220023344742643300013Tangreang 12 10 1964 P Islam Guru PKn IV.a 01 10 2006 18 01 01 03 1992 S.1/A.4 PKn 2008

17 Nurlaelah, S.Pd 1965061119850220017943743644300002Ciamis 11 06 1965 P Islam Guru IPS IV.a 01 10 2006 20 01 01 10 1989 S.1/A.4 Ekn & Kopr 2008

DATA GURU LENGKAP

SMPN 4 KOTA TANGERANG SELATAN

NO NAMA NIP NUPTK

LAHIRPENDIDIKAN

LU

LU

S T

AH

UN

TMT

Golongan

Masa

Kerja

Tugas Di

Sekolah

6 7

AGAMAJabatan/Mata Pelajaran

Yang diajarkan

Go

l. R

ua

ng

KE

LA

MIN

64

18 Dra. T itin Sulastri, MA 1961042519860720018747739640300002Jakarta 25 04 1961 P Islam Guru B. Indonesia IV.a 01 10 2002 22 00 01 07 1998 S.2/A.4 B. Indonesia 2008

19 Hayati Nupus RKS, S.Pd 1964050819860320123840742643300012Jakarta 08 05 1964 P Islam Guru Bhs. Inggris IV.a 01 10 2008 22 00 01 03 1986 S.1/A.4 Bhs. Inggris 2008

20 Dra. Sri Hastuti W. , M.Pd 1962031519870320061647740641300012Kr. Anyar 15 03 1962 P Islam Guru IPA IV.a 01 04 2003 21 00 06 10 1998 S.1/A.4 Biologi 2008

21 Hendarsih, S.Pd 131 687 487 4658743644300002Ciamis 26 03 1965 P Islam Guru Bhs. Inggris IV.a 01 04 2005 20 00 01 07 1989 S.1/A.4 Bhs. Inggris 2008

22 Istiqomah, BA 1960120819870320032540738640300013Palembang 08 12 1960 P Islam Guru Agama IslamIV.a 01 05 2008 21 00 13 06 2000 D.3/A.3 Agama Islam 2008

23 Mulmis Wariyanti, M.Pd 1966112419880320079456744646300003Wonosobo 24 11 1966 P Islam Wk. Bag.KurikulumMatematika IV.a 01 10 2003 20 00 01 07 1991 S.1/A.4 Matematika 2008

24 Dra. M.T.C. Sri Hartini, M.Si1961061619890320059948739641300002Jakartta 16 06 1961 P Kristen Guru Seni Budaya IV.a 01 04 2000 21 00 01 05 1993 S.2/A.4 I.Gizi Masy 2007

25 Drs. Akhmad Mubarok 1957050119880610016833735637200002Banjarnegara01 05 1957 L Islam Guru Pend. O R IV.a 01 10 2006 22 00 22 00 1986 S1/A.4 Olag Raga 2008

26 Dedi Ahamad Riadi 19650716198903100112048743646200063Bangka 16 07 1965 L Islam Guru IPA IV.a 01 04 2005 18 00 01 03 1989 D.3/A.3 T. Bangunan 2008

27 Tri Susiati, M.Pd 1967040919900320102741745646300002Kudus 09 04 1967 P Islam Guru IPS IV.a 01 04 2005 18 00 25 01 1994 S.1/A.4 Ekonomi 2008

28 Alam Tahruddin, M.Pd 1965040819900310047704743644200002Tangerang 08 04 1965 L Islam Guru B. Indonesia IV.a 01 10 2006 18 00 01 04 2000 S.1/A.4 B. Indonesia 2008

29 Drs. Asep Ahmad Sopyan 1966120319910310113535744646200003Cianjur 03 12 1966 L Islam Guru Bhs. Sunda IV.a 01 04 2001 18 00 01 03 1991 S.1/A.4 Bhs. Sunda 2008

30 Drs. Ayi Supardi 1964063019911110013962742644200000Cianjur 30 06 1964 L Islam Guru Olah Raga IV.a 01 04 2004 18 00 01 02 1999 S.1/A.4 P. Kesh & Rek2008

31 Drs. Sukimin, MM 1965111119951210010443743647200013Pacitan 11 11 1965 L Islam Wk. Bag.WMM IPS IV.a 01 10 2006 14 2 01 12 1995 S.2/A.4 Geogafi 2008

32 Ari Abania, S.Pd 1967050319951220021835745647300102Nganjuk 03 05 1967 P Islam Guru IPA IV.a 01 04 2008 12 2 01 10 1999 S.1/A.4 Fisika 2008

33 Sakinah, S.Pd 1969091019970220030242747649300023Jakarta 10 9 1969 P Islam Guru IPS IV.a 01 10 2008 13 1 01 02 1997 S.1/A.4 Geogafi 2008

34 Budi Widodo, M.Pd 1969071619970210014048747649200013Kebumen 16 07 1969 L Islam Guru PKn IV.a 01 10 2008 13 1 01 02 1997 S.1/A.4 PKn 2008

35 Endang Sri Sulastri, S.Pd 1968021319970220017545746649300002Sukoharjo 13 02 1968 P Islam Guru Olah Raga IV.a 01 10 2008 13 00 01 02 1997 S.1/A.4 P. Kepelatihan2008

36 Drs. Aris Munandar, M. Pd 19640705 19970310033037742646200003Sendangretno05 07 1964 L Islam Guru Fisika IV.a 01 10 2008 12 00 10 10 2007 S.2/A.4 IPA 2008

37 Kurniasih, M.Pd 1965060619970220027938743646300012Bumi Ciamis06 06 1965 P Islam Guru Seni Budaya IV.a 01 10 2006 17 00 18 06 1994 S.1/A.4 Seni Rupa 2008

38 Udih Suryadih, M.Pd 1962041119850310152743740644200002Jakarta 11 04 1962 P Islam Guru Matematika IV.a 01 04 2008 17 2 01 11 1990 S.1/A.4 Matematika 2008

39 Oganeta Liberty, S.Pd 1963091919880320048042739641300003Palembang 10 08 1961 P Islam Guru Matematika IV.a 01 10 2007 12 2 01 03 2002 S.1/A.4 Matematika 2008

40 Zahratul Jannah, S.Pd 1968022219901120014554746647300002Jakarta 22 02 1968 L Islam Guru B. Indonesia III.d 01 04 2007 14 2 01 09 1999 S.1/A.4 B. Indonesia 2008

41 Eti Murniahati, S.Pd 1967100219941220035334745648300003Tasikmalaya02 10 1967 P Islam Guru Matematika IV.a 01 04 2007 12 2 01 03 2002 S.1/A.4 PKn 2008

42 Enjang Supyan, M.Pd 1967100319960110023335745649200000Tasikamalaya03 10 1967 L Islam Guru B. Indonesia IV.a 01 10 2007 14 2 01 09 1999 S.1/A.4 B. Indonesia 2008

43 Sunarmi, S.Ag 1970080719970220021139748650300023Tangerang 07 08 1970 P Islam Guru Agama IslamIV.a 01 04 2007 12 1 01 02 1997 S.1/A.4 Agama Islam 2007

65

44 Iim. Ibrahim, M.Pd 1970022219970210023554748650200002Bandung 22 02 1970 L Islam Guru IPS IV.a 01 10 2007 13 1 01 02 1997 S.1/A.4 B. Sunda 2008

45 Agus Indro Winarto, M.Pd 1968121219980210021544746647200003Sleman 12 12 1968 L Islam Guru E.C III.d 01 10 2007 12 1 01 02 1998 S.1/A.4 Bhs. Inggris 2008

46 Ali Munir, M.Pd 1966122619980210024558744647200033Padang 26 12 1968 L Islam Guru Matematika III.d 01 04 2007 12 1 01 09 2002 S.1/A.4 Matematika 2008

47 M.F.T. Siti Noorzanah, S.Pd 1961081219940320050144739640300013Semarang 12 08 1961 P Islam Guru Bhs. Inggris III.c 01 10 2007 24 01 07 2000 S.1/A.4 Bhs. Inggris 2008

48 Eti Winarsih, S.Pd 1972032520060420072657750652300012Tangerang 25 03 1972 P Islam Guru IPS III.b 01 04 2007 8 11 01 04 2006 S.1/A.4 Pend.Sejarah 2009

49 Hasanuddin, M.Pd 1968080720070110203139746650200003Tangerang 07 09 1968 L Islam Guru Agama IslamIII.b 01 01 2007 6 01 01 2007 S.1/A.4 Agama Islam 2007

50 Ida Mulfidah, S.Pd 1966102920070120061361744648300003Tangerang 29 10 1966 P Islam Guru BK III.a 01 01 2007 6 01 01 2007 S.1/A.4 Fil.&Sos Pend.2009

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AN ANALYSIS ON THE DIFFICULTIES FACED BY STUDENTS IN...

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