i

ERROR ANALYSIS OF THE STUDENTS TEST

RESULTS ON PERSONAL PRONOUNS
(A case Study in First year of MTs Nurul Falaah Gunung Sindur, Bogor)

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
In Partial Fulfillment of the Requirements for the Degree of Strata 1 (SI)
By :
SITI KHODIJAH
NIM : 101014020854



Aproved by
Advisor




Drs. Nasiffudin jalil M. Ag
NIP. 150 244 682


ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1427H/ 2006M
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ii
LEGALIZATION OF EXAMINATION COMMITTEE

A Skripsi titled ERROR ANALYSIS OF THE STUDENTS TEST
RESULTS ON PERSONAL PRONOUNS (A case Study in First year of MTs Nurul
Falaah Gunung Sindur, Bogor), was examined at examination session of the Faculty
of Tarbiyah and Teachers Training State Islamic University (UIN) Syarif
Hidayatullah Jakarta on November 21
st
, 2006. This skripsi has fulfilled the
Requirements for the Degree of Strata 1 (S1) at the English Department.
Jakarta, November 22
nd
, 2006

Examination Committee
The Head of Committee

The Secretary of Committee





Prof. Dr. Rosyada, M.A.
NIP. 150 231 356





Prof. Dr. H. Aziz Fahrurrozi, M.A.
NIP. 150 202 343

Examiner I






Examiner II
Drs. Nasrun Mahmud, M.pd.
NIP. 150 041 070
Drs. Sunardi K, M.Ed.
NIP.150 022 779


iii
ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, The Merciful. Praise be to Allah for the
blessing given to the writer, so, that she can finally complete this work. Peace and
Blessing be upon the lovely prophet Muhammad SAW, the family and followers.
On this occasion, the writer would like to express her great honor and deepest
gratitude to her beloved parents, who always give the writer support, motivation and
the best wishes and her beloved brother and sister who have also given support to the
writer
The writer also like to express the great honor to Drs. Nasiffudin Jalil, M.Ag,
as her advisor, for his time, kindness, guidance and patience in correcting and helping
her in finishing this skripsi.
The writer would like to thanks to those who help her finished her work
among others :
1. To all lectures at the English Department, for their knowledge, motivation and
patient during her study at UIN Jakarta.
2. Drs. Nasrun Mahmud, M.Pd., The Head of English Department
3. Mr. Abdul Hamid, S. Ag., The Headmaster and Mr. Omad, Dr., The English
Teacher of MTs Nurul Falaah Gunung Sindur,Bogor
4. Prof. Dr. Rosyada, M. A., The Dean of Tarbiyah and Teachers Training
Faculty
iv
5. Her best friend (Yanah Nurmayani), thanks for the assistance and
appreciation.

May Allah, The Almighty bless them all, Amien
Jakarta, May 2006
The Writer













v
TABLE OF CONTENT

LEGALIZATION OF EXAMINATION COMMITTEE.......................... ii
ACKNOWLEDGEMENT . iii
TABLE OF CONTENT v
CHAPTER I INTRODUCTION ............................................. 1
A. Background of Study .. 1
B. Limitation of The Problem. 4
C. Significance of the Study .. 4
D. Organization of Writing 4
CHAPTER II THEORITICAL FRAMEWORK 6
A. Error Analysis 6
1. The Meaning of Error......................................... . 6
2. The Causes of Error .. 9
3. The Goals of Error Analysis . 14
B. Test 14
1.The Meaning of The Test ... 14
2. Type of the Test 17
3. Criteria of a Good Test .. 21
C. Personal Pronoun .. 24
1. The Meaning of Personal Pronoun .... 24
2. Type of Personal Pronoun .. ....... 26
vi
3. Personal Pronoun Problem .. .. 31
CHAPTER III RESEARCH METHODOLOGY AND FINDING. 36
A. Research Methodology .. 36
1. Time and Location . 36
2. Method of Study . 36
3. Population and Sample .. 36
4. Research Instrument .. 37
5. The Technique of Data Collecting . 37
6. Data Analysis Procedure ... 37
B. Research Finding 38
1. Data Description .... 38
2. Data Analysis 38
3. Data Interpretation . ... 44
CHAPTER IV CONCLUSION AND SUGGESTION . 46
A. Conclusion 46
B. Suggestion. .. . 46
BIBLIOGRAPHY .. 48
APPENDIX
vii
ERROR ANALYSIS OF THE STUDENTS TEST
RESULTS ON PERSONAL PRONOUNS
(A case Study in First year of MTs Nurul Falaah Gunung Sindur, Bogor)

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
In Partial Fulfillment of the Requirements for the Degree of Strata 1 (SI)





By :
SITI KHODIJAH
NIM : 101014020854


ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1427H/ 2006M


LEGALIZATION OF EXAMINATION COMMITTEE

A Skripsi titled ERROR ANALYSIS OF THE STUDENTS TEST RESULTS
ON PERSONAL PRONOUNS (A case study in first year of MTs Nurul Falaah
Gunung Sindur, Bogor), was examined at examination session of the Faculty of
Tarbiyah and Teachers Training State Islamic University (UIN) Syarif Hidayatullah
on November 21st.2006. This Skripsi has fullfilled the requirements for the degree of
strata1(S1) at the English Department.
Jakarta, November 22nd.2006

EXAMINATION COMMITTEE
The Head of committee The secretary of Committee


Prof. Dr. Rosyada, M.A. Prof. Dr. H. Aziz Fahrurrozi, M.A.
NIP. 150231356 NIP. 150202343


Examiner I Examiner II


Drs. Nasrun Mahmud, M.Pd Drs. Sunardi K, M.Ed
NIP. 150041070 NIP. 150022779
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CHAPTER I
INTRODUCTION
A. Background of Study
Languages have important roles in intellectual, emotional, and social life time
of human life. People use language as stated by Hall; Language is the institution
where by human communicate and interact between each others by means of
habitually used oral auditory arbitrary symbols.
1
Language as a communication
mean is necessary to be mastered: in the era of globalization the need of mastering
foreign language, especially English as an international language, is very urgent for
Indonesia as a developing country to communicate with others countries that use
English language. It is clear that many leaner need to speak and interact with English
multiplicity situation, as for foreign travel business or other professional reason.
2

Nowadays English becomes to essential language subject of education issues
in Indonesia. Indonesia Government admits as the first foreign language that is taught
to Indonesia student. They learn English from elementary school up to university.
Through English language subject, they hope to have ability and more confidence
with English. As a matter of fact many young learners face difficulties to
understanding English as their second language, which is different form their mother

1
John Lyons, Language as a communication and Linguistic, (New York : Cambridge
University Press, 1981), p.4

2
Mc. Donough. Jo and Christoper Show, Materials and Method in ELT, a Teachers Guide,
(Cambridge University Press, Massachussets, 1993)
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tongue : grammar structure, vocabulary etc. consequently, in learning English we
have to learn its grammar or structure intensively.
The grammar of English is different from Indonesia grammar; for an example
the usage of personal pronoun. In English there are many types of personal pronoun
and they also have different position and function, as the first person in English used
as a subject (I), object (me), possesive adjective (my), possesive pronoun (mine) and
reflexive (myself). In Indonesia first person saya is used in any position in
sentences and does not change, and it makes student confuse to use English grammar.
For example:
Saya membeli sebuah buku
And
Ini buku saya
Possible responds:
I buy a book
And
This is I book (correct: This is my book)
Although grammar does not belong to skill in English like reading, speaking
listening and writing, grammar supports those skills. The is no doubt that knowledge,
implicit or explicit of grammatical rules is essential for the mastery of language: you
can not word unless you know how should be put together.
3


3
Penny Ur. Grammar Practice Ativities. A Practical Guide for Teachers, (New York:
Cambridge University Press, 1992
Its not true the language in speech does not concern to the grammatical rule,
sometimes we did not seem to be aware that the neglect of grammatical caused
miscommunication, in formal contexts or academic. In reading the student will
understand the text and know the ideas of the writers if they have the ability in
grammar.
Besides that in CBC (Curriculum Based Competency), 2004 for SLTP
students, it is said that Belajar Bahasa Inggris di SMP adalah untuk belajar dalam
konteks penggunaan bahasa yang serius, targetnya adalah siswa dapat memiliki
kemampuan berbahasa Inggris yang diterima ditingkat internasional, Berterina
berarti bahasa Inggris yang gramatikal yang menggunakan kaidah-kaidah yang
dikenal oleh penutur asli.
4

So, the grammaticaly English have important roles, wheter in speaking,
writing and reading, in formal context and academic. Based on the fact above in this
skirpsi the writer will discuss ERRORS ANALYSIS OF THE STUDENTS TEST
RESULTS ON PERSONAL PRONOUN (A Case study in First Year of MTS
Nurul Falaah Gunung Sindur, Bogor).
The writers choose personal pronoun because the student has was familiar
with the material but sometimes they still confuse to use sentences and the writer
makes use the test to find the students personal pronoun error because the test can

4
H.M. Racmatulah, Himpunan Peraturan dan Pedoman Pelaksanaan Pembinaan
Kesiswaan, (Bandung : Koperasi Pegawai Kanwil Depdikbud Propinsi Jawa Barat. 1997)
demonstrate. How well student master the material, the teacher can get the feedback
and also know where we are in order to know, where to go next.
5


B. Limitation of the Problem
The writer limit the problem on the kinds of personal pronoun errors made by
the first grade students of MTS Nurul Falaah Gunung Sindur, Bogor through the test.

C. Significance of Study
The writer hopes this research can gives advantages to anybody who reads
this skripsi and also hopes that teacher would give more attention to the differences
of English grammar rules and Indonesia rules.

D. Organization of Writing
The writer divides this skripsi into four chapters;
Chapter one is a Introduction, consisting of Background of study and
Organization of writing.
Chapter Two is Theoretical framework, divided into there sub chapters, they
are the errors analysis. The meaning of errors analysis, the causes and the goals of
errors. Second about the test the meaning, types and criteria of a good test. Third is
about personal pronoun. The meaning, Types and personal pronoun problems.

5
John W Oller Jr. Language Test at School, A Pragmatic Approach, (London : Longman.
1979)
Chapter There is research methodology, including time and location, method
of study, population and sample research instrument, data collecting and data
analysis. While research finding consist of Description of the data, data analysis and
data interpretation.
Chapter Four is about conclusion and suggestion of the study.




CHAPTER II
THEORETICAL FRAMEWORK
A. Error Analysis
Learning second language or English language does not the same as learning
first language or mother tongue. Learning mother tongue or first language is not
influenced by other language but it is different for students who are learning English;
the process of learning is influenced by their mother tongue as their first language and
it causes an error and mistake in learning. It is very normal and unavoidable to
happen what mentioned during the learning process, as William said; current
theories of how we learn languages recognize that habit formation is only one part of
the process.
1
Therefore, to achieve English acquisition, the students must get
through some errors first, and then they can learn from their own errors.

1. The Meaning of Error
Human learning is fundamentally a process that involves the making
of error and mistake assumptions that form an important aspect of learning
virtually any skill or acquiring information, Dullay defines errors as the
flawed side of learner speech or writing. They are those parts of conversation

1
William Ancker, Errors and Corrective Feedback; Up date Theory and Classroom
Practice, English Teaching Forum, XXXVIII, (Oktober, 2000), P. 21
6
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7
or composition that delicate from some selected norm of mature language
performance.
2

It means that there is something wrong in norms of language
performance; the making of errors is so unavoidable in learning process.
Besides, the making of errors is one part of learning and no one can learn
without the making of errors.
Meanwhile, Douglas Brown stated that errors as a noticeable deviation
from the adult grammar of a native speaker, reflecting the interlanguage
competence of the learner.
3
Learner of language has different competences of
level in learning English and automatically that has involved different cause
of error. For example if learners ask: does John can sing? they are probably
reflecting a competence level in which all verbs require a pre-posed do
auxiliary for question formation; so, he has committed an error. On the other
hand, Jeremy Harmer said error is the result of incorrect rule learning;
language has been stored in the brain incorrectly.
4
That error may happen in
teaching learning process, may be it is caused by the teacher, they have the
lack of grammar competences in English teaching or by students who have

2
Heidi Dullay, Language Two, (Newyork : Oxford University Press, 1982), P. 138
3
H. Douglas Brown, Principle Of language and Teaching, Fourth Edition, (Addison Wesley:
Longman, 2000), P. 170

4
Jeremy Harmer, The Practice of English Language Teaching, (USA : Longman Group :
1983), P. 35
8
different understanding or wrong perception then they save on the brain for
long time and improve in their English grammar.
When we talk about error, we may also think about mistake. Error and
mistake are not the same; it is crucial to make distinction between error and
mistake and most of people still misunderstand about the definition of both.
To be more classified between error and mistake, Jeremy Harmer said
mistake is less serious since it is the retrieval that is faulty not the
knowledge.
5
In other word the students know the rule, but they make a slip
when producing it. Meanwhile Douglas Brown gave different meaning, a
mistake refers to a performance error that is either a random guess or a slip.
6

In that meaning it is a failure to utilize a known system correctly. All people
make mistakes in both native and second language situations.
Hubbard stated Errors caused by lack of knowledge about the target
language (English) or by incorrect hypotheses about it; and mistakes caused
by temporary lapses of memory, confusion, slips of the tongue and so on.
7

Another way to differentiate between error and mistake is if the learners can
correct themselves, it is probably mistake, but if they cannot, it is an error.
From its definition of error above, we have seen that there are some
classifications of error, they are as follows:

5
Ibid
6
H. Douglas Brown, Loc.cit.
7
Peter Hubbard, a Training Course for TEFL, (New York: Oxford University Press, 1983),
P. 134
9
a. Errors of competence, are the result of application of rules by the first
language learner which do not (yet) correspond the second language norm
b. Errors of performances are the result of mistake in language use and
manifest themselves as repeats, false starts, corrections or slips of the
tongue.
8
Error of competence is knowing what is grammatically correct;
Error performance occurs frequently in the speech of both native speaker
and second language learner or what actually occurs in practice.
The fact that learners do make errors and that these errors can be
observed, analyzed and classified to reveal something or the system operating
with in the learner, led to a surge of study of learners errors called errors
analysis.
9


2. The Causes of Errors
Pit Corder claims that there is three major the causes of error, they are;
mother tongue interference, over generalization and error encouraged by
teaching material or method.
10

a. Mother tongue interference

8
Edward Arnold, Applied Linguistics and the Learning and Teaching of Foreign Language,
(New York : A Division Of Hodder & Stoughton, 1983), P. 52

9
H. Douglas Brown, op.cit, P. 171
10
Petter Hubbard, A Training Course For TEFL.op.cit, P. 140-142
10
Although young children appear to be able to learn a foreign language
quite easily and to reproduce new sound very effectively, older learner has
experience considerable difficulty. The sound system (phonology) and the
grammar of the first language impose themselves on the new language and
this leads to a Foreign pronunciation faulty grammatical pattern and
occasionally to the wrong choice of vocabulary.
b. Over-generalization
The mentalist theory claims that errors are inevitable because they
reflect various stages in the language development of learner. It claims
that the learner processes new language data in his mind and produces rule
for its production based on the evidence.
Some over-generalization is signed by:
1). Over-generalization generally involves the creation of one deviant
structure in place of two regular structures.
Example: He can sings
We are hope
It is occurs
It may be the result of the learner reducing his linguistic
burden, with the omission of the third person -s
2). Over-generalization is associated with redundancy reduction, for
example the ed marker, in narrative or in other past context often
appears to carry no meaning, on sentence - I buy the book last week
11
it as cleared, the word bought does not have meaning any more
because there was phrase last week.
11

c. Errors encouraged by teaching material or method
Error can appear to be induced by teaching process itself and error is
an evidence of failure of ineffective teaching or lack control. If material is
well chosen, graded and presented with meticulous care, there should
never be error. Pit Corder said it is however, not easy to identify such
error except in conjunction with a close study of the material and teaching
technique to which the learner has been exposed. This is probably why so
little is known about them.
12

Meanwhile, Jack C. Richard divided causes of error into four areas; those
are over-generalization, ignorance of rule restriction, incomplete application
of rules and false concept hypothesized.
13

a. Ignorance of rule restriction. This is the application of rule to contexts
where they do not apply
e. g This is the man who I saw him.
That example violates the limitation on subjects and structures with who.
e . g I made him to do it
It does ignore restrictions on the distribution of make.

11
Thea S. Kusumo, Pengelolaan Pengajaran Bahasa Inggris II, (Jakarta: UT, 1999), P. 44-45
12
Petter Hubbard. Loc.cit
13
Thea. S Kusumo, op.cit., P. 46-48
12
Some rule restriction errors may be accounted for in herms of analogy
and other may result from the rote learning of rules.
b. Incomplete application of rules
The occurrences of structures whose deviant represents the
degree of development of the rule required to produce acceptable
utterances, example, the student make a question with a question word in
every statement. In this case the communication can achieved effeciently
than mastering the rule of question usage.
c. False concept hypothesized
In addition to the wide range of intralingual errors, which have
to do with faulty rule learning at various levels, there is a class of
developmental error, which derived from faulty comprehendsion of
distriction in the target language. Example;
1). One day it was happened, he form was may be interpreted as a marker
of the past tense.
2). He is speaks English, is- may be understood to be the corresponding
marker of the present tense.
The student will use is and was to present and past in every words
follow it.
13
According to John Norris, there are three factors that can be classified
as the causes of errors they are
14

a. Carelessness
It is often closely related to lack of motivation. Lack of motivation
may be the result of the presentation style done by the teacher, which does
not suit the students, or may be the materials are not interesting for the
students.
b. First language interferences
First language interference is the result of the language habits
that have been established in the students native language. When the
student use English, they usually bring or use the native language habit in
the target language they being learn. It is same as Corder said before.
c. Translation
It is the most common error made by students, translating word
by word of idiomatic expression in the first students language can
produce error in this type. This usually happen as the result of a situation
when a learner is asked to communicate something but does not know
appropriate expression or structure.



14
John Norris, Language Learner and They Error, (New York : Macmillan Press, 1983), P.
21-27
14
3. The Goal of Error Analysis
When Researcher conducts an error analysis, he must have at least one
goal to achieve, as Rebecca M. Valette said:
One of the goals of error analysis is to reveal learners strategies and to
help in the preparation of more effective learning materials. Another goal is to
classify the types of errors and identify those which under communication, as
well as those which native speakers find difficult to tolerate
15


According to Sridhars opinion there are four goals of error analysis:
It was believe that error analysis, by identifying the areas of difficulty
for the learner, could help in (i) determining the sequence of presentation of
target item in text book and classroom, with the difficult item following the
easier one, (ii) deciding the relatives degree of emphasis, explanation and
practice require in putting across various items in the target language; (iii)
devising remedial lesson and exercise, and (iv) selecting items for testing the
learners proficiency
16


B. Test
1. The Meaning of The Test
Say the word test and what most persons think of will probably be
school examination, college entrance examination or employment. Test is
involving writing or making answer.
17
That definition is too broad and more

15
Rebecca M. Valette, Modern English Language Testing, Second Edition, (Boston College,
1977), P. 66

16
Jacek Fisiak, Contrastive Linguistics and The Language Teacher, (England : Pentagon
Press, 1981), P. 221-222

17
Anthony. J Nitko, Educational and Measurement, An Introduction, (New York : Harcourt
Brace Jovanovich, 1983), P. 6
15
inclusive; test focused on writing and making answer activity is usually for
examination in school or to get a job.
In educational and psychological ones, test is defined as a systematic
procedure for observing and describing one or more characteristic of a person
with the aid of either a numerical scale or category system, this test may give
either quantitative or qualitative.
18
The definition here is also too broad
enough to include nearly all systematic procedure the school uses to describe
the behavior of a child, teacher observation, questionnaires, interviews, class
project term paper, etc.
Douglass Brown stated that the test in plain, a method of measuring a
person ability or knowledge in given area.
19
This definition consists of the
test into method, generally requires some performance or activity on the part
of either testee or tester or both, Second is purpose of measuring, testing
exists to a great degree in the nature of quantification of data. Test is to
measure the person ability and knowledge to understand how the testee are.
Then the test is of ability and knowledge, which is competence. A test is a
sample performance but infers certain competence, last test is to measure
given area, a case in proficiency test, even though the actual performance on

18
Ibid.
19
Douglas Brown, op.cit. 219
16
the test involves only a sampling of skill, that area is overall proficiency in a
language general competence in all skills of language.
Penny Ur defined test as an activity whose main purpose is to convey
(usually to the tester) how well the testee knows or can do something.
20
And
John. W Oller define test is a device thats by to asses how much has been
learned in foreign language course or some part of a course.
21
Learning may
of course result from a test, just as feedback on knowledge may be one of
spin-off a practice activity: the distinction is in the main goal; teacher doing
the test is to know how well the student can receive the material and also to
get the feedback and what his/her doing next.
Test, measurement and evaluation are not the same, but these are part
of others. Measurement is the process of assigning numbers to individual or
their characteristics according to specifics rule. Evaluation is the systematic
process of collecting, analyzing and interpreting information to determine the
extent to which pupils are achieving instructional objective, and test is a set of
question, each of which has a correct answer, that examines usually answer
orally or writing.
22


20
Penny Ur, Grammar Practice Activities, a Practical Guide for Teacher, (New York :
Cambridge University Press, 1992)

21
John W Oller, Language Test at School, ( London : Longman, 1979), P. 1

22
Norman E Gronlund, Measurement and Evaluation in Teaching, (New York : Macmillan,
1985), P. 3-4
17
We measure achievement with a test because test is one particular
measurement technique; measured by counting the number of test item the
students answer correctly and we use exactly the same rule to assign a number
to the achievement of each student in the class. Measurements are useful for
describing the amount of certain abilities that individuals have. For example, a
student obtains a row score of 85 on a grammar test; those data are called
measurement.

2. Type of the Test
There are many purposes for which language test are developed; so
there are many types of language test. However, many important broad
categories of test that do permit more efficient description and explanation;
those categories are:
23

a. Subjective and Objective test
Objective test is a test that is highly structured and requires the student
to supply a word or two or to select the correct answer for among a limited
number of alternatives. The variety of item objective test;
(1). Supply type, requires student to supply answer; this type is also
known as short answer or completion.

23
Grant Henning, A Guide to Language Testing, Development, Evaluation and Research,
(USA : Henley Publisher, 1987), P. 4-8

18
(2). Selection type, requires student to select the answer from a given
numbers of alternative, divided into true false answer, matching, and
multiple choice.
24

Subjective test is to require scoring by opinionated judgment,
hopefully based on insight and expertise, on the part of scorer, an example
written composition.
b. Direct and Indirect test
It has been said that certain test, such as ratting of language use
in real and uncontrived communication situation, is testing language
performance directly; whereas other tests, such as multiple choice
recognition test, are indirectly tapping true language performance, for
example, interview and contextualized vocabulary test.
c. Discrete point and Integrative test
Discrete points as a variety of diagnostic test are designed to
measure knowledge or performance in very restricted areas of the target
language; the test of ability to use correctly the perfect tense of English
verbs, to supply correct preposition in a cloze passage is term of the
discrete point test.
Integrative tests are to tap a greater variety of language abilities
concurrently and may have less remedial- guidance value and greater

24
Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta : Proyek Pengembangan
Lembaga Pendidikan, 1988), P. 55
19
value measuring overall language proficiency, for example; random cloze,
dictation, oral interviews and oral imitation task.
d. Aptitude, Achievement and Proficiency test
Aptitude test is often used to measure the suitability of a
candidate for a specific program of instruction or particular kind of
employment. A language aptitude test may be used to predicts the
likelihood of success of a candidate for instruction in a foreign language.
Achievement test is used for program evaluation as well as for
certification or learned competence, normally comes after a program of
instructions. Types of achievement test are;
25

(1). Placement test, is signed to determine the student performance at the
beginning of instruction, designed to sort student into teaching group,
so they can start course at approximately, the same level as the other
student in the class.
(2). Formative test, is intended to monitor learning progress during the
instruction and to provide continous feedback to both student and
teacher concerning learning success or failure.
(3). Diagnostic test, is intended to diagnose learning difficulties during
instruction.
(4). Summative test, is intended to show the standard that the students
have now reached in relation to other students at the same stage. It

25
Ibid. P. 7-9
20
typically comes at the end of course or unit of instruction, the goal is
to measure past learning that is the accumulated knowledge or skill of
an individual in a particular field or fields.
Proficiency tests are most often global measures of ability in a
language or other content area.
e. Criterion/ Domain referenced and Norm referenced or standardized test
Criterion referenced tests are devised before the instruction
itself is designed, the tests much match teaching objectives perfectly, so
that any tendency of the teacher to teach to the test would be
permissible in that attaining objectives that would thereby be assured.
Norm referenced tests are quite different from criterion
referenced test in a number of respect; a norm referenced test must have
been previously administered to a large sample of people from the target
population (e.g. 1000 or more).
f. Speed test and Power Test
Speed test is test might be expected to get every item correct,
given enough time. But sufficient time is not provided, so examines are
compared on their speed rather than knowledge alone.
Power tests are tests that allow sufficient time for every person to finish,
but that contain such difficult items that view if any examinees are
expected to get every item correct.

21
3. Criteria of a Good Test
Four principal qualities in developing and judging formal foreign
language test, the four qualities of a good test are;
26

a. Validity
Validity refers to extent to which the result of an evaluation
procedure serves the particular use for which they are intended. A test is
valid when it measures effectively what it is supposed to measure whether
it can be achievement, aptitude or proficiency in the language. Validity
refers to the result of a test or evaluation instrument for a given group of
individuals, not to the instrument itself.
Three basic type of validity;
27

(1). Content validity refers to the extent to which a test measures a
representative sample of the domain of task under consideration. It is
especially important in achievement testing and is determined by
making a logical analysis of the test content and comparing it to the
domain of achievement to be measured.
(2). Criterion related validity is concerning with the extent to which test
performance is accurate in predicting some future performance or
estimating some current performance. This type of validity can be

26
Mary Finochiaro and Sydney Sako, Foreign Language Test a Practical Approach, (New
York : Regents Publishing Company Inc, 1983), P. 24

27
Norman E. Gronlund, op.cit. P. 90-91
22
reported by means of a correlation coefficient called a validity
coefficient or by means of a an expectancy table. It is of special
significance in all types of aptitude testing but is partifient whenever
test results are used to make specific prediction or whenever a test is
being consider as a substitute for a more time consuming procedure.
(3). Construct validity refers to the extent to which test performance can
be interpreted in the term of psychological construct. The process
involves identifying and clarifying the factors that influence the test
scores so that the test performance can be interpreted most
meaningfully. This involves the accumulation of evidence from a
variety of different studies.
There are some factors that make a test invalid:
(a). If it measure external knowledge or other skill.
(b). If it designed for one country, institution purpose, etc but adopted by
another.
(c). If it does not contain a representative sample of the course.
(d). If it is not relevant to the objective of the course.
Those factors influence the validity of test interpretation and
can be found in the relation of teaching to testing in the administration and
scoring of the test and in the typical responses of pupils to the test
situation.

23
b. Reliability
The reliability or stability of a language test is concerning with
the degree to which it can be trusted to produce the same result upon
repeated administration to the some individual, or to give consistent
information above the value of a learning variable being measured.
Reliability refers to the consistency of measurement, which is to how
consistent test scores or other evaluation results are from one
measurement to another.
Some factors affecting the reliability of a test:
(1). The size of the sample, the larger the sample, and the more reliable the
test will be.
(2). The administration of the test, such as the condition of testing room.
(3). Te clarity of test instruction, by giving the example.
(4). Personal factors: motivation, illness, etc.
(5). Scoring the test. (Objective and subjective test).
c. Comprehensiveness
A foreign language test is said to be comprehensive when it
contains an appropriateness proportions of item from all aspects of the
material to be tested.
d. Practicality
It would be unwise if in the design and administration of
foreign language test we were consider it validity, reliability and
24
comprehensiveness apart from its practicality. When tests are used in large
qualities for placement test, selection certification or for classroom use,
practicality normally will be based upon such factors that are economy,
storability and administrability.

C. Personal Pronoun
1. The meaning of personal Pronoun
First, the writer would like to explain about pronouns before giving
the definition of personal pronoun. The traditional definition of pronoun is as
a word that takes the places of a noun. Modern grammarians who regard
position and function as the decisive factors in classifying a part of speech
often consider pronoun as a subclass of noun.
28

The differences of many pronouns are more highly inflected for
grammatical properties, (person, number, case and gender), and all pronouns
lack the derivational endings (Such as; - tion, - ment) that nouns have.
Pronouns have most of the same functions as noun, such as:
29

a. Subject of verb
e. g; They were late for their appointment


28
Marcela Frank, Modern English, A Practical Reference Guide, (New Jersey : Prentice Hall,
1972), P. 20

29
Ibid. P. 27
25
b. Object of verb
- Direct object : e. g; We enjoy ourselves at the party
- Indirect : e. g ; We will send you the goods immediately
c. Subjective Complement
e. g; Thats the one
d. Object of preposition
e. g; After this, be more careful
e. Appositive
- Non restrictive : Mary, one the most intelligent girls I know, is
planning to attend the university
- Restrictive : The men all got into boat
The word all, both and each used in close (restrictive) apposition.
They may be in apposition to nouns or pronouns.
Pronouns have various types, as they can be seen below:
a. Personal pronouns : I, we, you, they, he, she, it
b. Relative pronouns : Who, that, and which
c. Interrogative : Who, which and what
d. Demonstrative : This, that, these, those.
e. Indefinite pronoun : Somebody, someone, and something
f. Reflexive (intensive) pronoun : myself, yourselves ourselves etc.
g. Reciprocal pronoun : each, other, and another
26
Personal pronouns are part of pronouns that are words that replace a
noun or noun phrase, but they commonly refer to person and thing, as Martha
said, Personal Pronouns are the ones we usually think of when the word
pronoun comes to mind, we generally label them on the basis of person and
members.
30
There are four case forms of personal pronoun to indicate
different sentence function: Subjective case, objective case, the possessive
case, and reflexive case. Personal pronouns change their form for person
(First, second and third), for case (subject, object, possessive), number
(singular, plural) and gender (masculine, feminine, neuter), except for
reflexive pronoun making the same kind of changes.
Form Of Personal Pronoun
Subject Object
Possessive
Adjective
Possessive
Pronoun
Reflexive
Singular I
You
He
She
it
Me
You
Him
Her
It
My
Your
His
Her
Its
Mine
Yours
His
hers
Myself
Yourself
Himself
Herself
Itself
Plural We
You
They
Us
You
Them
Our
Your
Their
Ours
Yours
Theirs
Ourselves
Yourselves
Themselves

2. Type of personal pronoun
a. Subject pronoun


30
Martha Kolln, Understanding English Grammar 4
th
edition, (New York : Macmillan,
1991), P. 331
27
According to Teresa A pronoun in the subject group (I, she,
he, we, they) may be used in two ways:
31

(1). As the subject of a verb
e. g; He is my brother (He is the subject of the verb is)
We girls gave a party (we is the subject of the verb gave)
He is taller than I (The sentence is not written out in full, it
means He is taller than I am (I is the subject of the verb am).
She plays as well as he (it means she plays as well as he does
He is the subject of the verb does).
2. As a word that means the same as the subject.
e. g; That boy in the blue jeans is he (He is the same as the
subject boy).
It was she all right (she is the same as the subject it.
There fore the pronoun from of the subject group is
used).
Personal pronouns appearing after the verb be (usually
for identification of a person) take subject form in formal
English: it is I, it is we, although in grammatically correct but
many native speakers are not comfortable with those expression


31
Teresa, The least you should know about English Basic writing skill, (Macomb Illinois :
Holt, Rinehart and Winston, 1977), P. 106.
28
and modern usage English allows some exception for that rule: it
is me and it is us widely used particularly in informal speech.
b. Object pronoun
Object pronoun appears after verbs or after preposition with a
certain type of verb preposition combination, a pronoun object appears
between the verb and preposition, example call him up.
Object pronoun or non-subject group (me, him, her, us, them,
you) can be used in four ways:
(1). As direct object of verb:
e. g : They invited me (me is the direct object of verb invited)
(2). As indirect object of verb
e. g: They gave her a book (her is the indirect object of the
verb gave. It comes before a direct object).
(3). As object of preposition
e. g : They taught it to him (him is the object of preposition)
(4). As subject of infinitive
e. g : They asked her to move (her is the subject of infinitive).
In a series of two (or more) subjects or objects, the pronoun I
comes last for the sake of politeness.
e. g : my brother and I go to the movie
In American English, two personal pronouns do not usually
occur together as an indirect and direct object combination, for this
29
reason, the sentence. I gave it to him would be preferred to I gave
him it (but, I gave some, I gave him that).
c. Possessive Adjective
Possessive adjectives are followed immediately by a noun, they
do not stand alone, but refer to the possessor and not to the thing
possessived. My, your, his, her, its, our and their are determines, while
in grammars and dictionary called possessive adjective.
e. g; This is my hat (my is the possessive adjective of the possessor
hat).
The possessive its is used only with a noun following and do
not take apostrophe. Its (with an apostrophe) means it is or it has in
the present perfect.

d. Possessive Pronoun
Possessive pronouns are not followed immediately by a noun,
they stand-alone. It also shows possession the same as in possessive
adjective. Mine, yours, his, hers, ours, theirs are called pronoun and
there is no pronoun its.
e. g : This book is mine (mine is the possessive pronoun, that shows
possession).


30
e. Reflexive Pronoun
A reflexive pronoun is combination of self with one of the
personal pronoun or with the impersonal pronoun one, generally
refers to an animate being usually a person. The most common use of
the reflexive pronoun is as an object that reflects back to the subject; it
is used:
32

(1). As the direct object of the verb
you must not blame yourself for that mistake. (the subject you and
the object yourself have the same identity).
(2). As the indirect object of the verb
I bought myself a beautiful watch (or I bought a beautiful watch
for myself).
He has never denied himself anything.
(3). As a prepositional object
of a verb : We should depend on ourselves rather than on others.
of a adjective : Shes angry with herself for making such a
mistake.
In some prepositional phrases with reflexive pronouns
that do not refers back to the subject and often regarded as
informal are such as:
This is strictly between ourselves (or us)

32
Marcela Frank, op.cit. P. 32
31
The fault lies in ourselves (or us) not in our stars.
Did anyone see the money beside yourself (or you)?
In popular speech, reflexive pronoun is sometime used in the
last part of a compound subject or object.
My wife and myself were invited to the party
Her teacher asked her friend and herself to help with the decoration.
A special use of reflexive pronoun is to intensify a noun or
pronoun as subject or object.
As subject : We ourselves will lead the discussion ( = we and no one
else). Or
We will lead the discussion ourselves
As object : I saw the chief himself
They want us to lead the discussion ourselves.
We spoke to the victims themselves.

3. Personal Pronoun Problems
Most of the learners have some difficulties in using the right
personal pronoun. Here is some problem that leaner face:
33

a. A pronoun with two possible antecedents
Example : Whenever John is able to help his brother financially,
he is very happy.

33
Ibid. P. 44
32
Corrected to : John is happy when he is able to help his brother
financially.
Or : Johns brother is happy to receive financially help
from John.
b. An unnecessary personal pronoun after a noun subject.
e. g ; my friends, they told me the whole story
Corrected to : My friends told me the whole story
c. Vague it. The personal pronoun it is used without a definite
antecedent.
e. g; Because Jane had once had a bad accident while driving.
She was afraid to try it again.
Corrected to: .. She was afraid to try to drive again.
In certain colloquial idioms, a definite antecedent is not
required for the personal pronoun it.
e. g; I hope you will like it here
The strain of final examinations is to great, I cant take it
d. Too many its near each other personal it appears in close proximity
with impersonal or anticipatory it
e. g ; We like it very much in this hotel. It is wonderful to relax in its
comfortable atmosphere. It is possible well stay in it again on
our next vacation.

33
e. Loose use of it or they as subject
It or they is sometimes used as the subject of a verb, while the
agent that should actually be the subjects is put in prepositional phrase.
e. g ; in the news paper, it says that the concert was canceled
Corrected to : The newspaper says that the concert was canceled.
e. g ; At the university, they require an examination for all
entering freshmen
Corrected to : The university requires an examination for all entering
freshmen.
f. Shift Pronoun number
e. g : The student must be made to understand how each lesson can be
of value to them.
Corrected to : The student change to be students or
Them changes to be him
g. Shift Person
Third person is not used in one part of a sentence if it is
shifted back to the personal you
Example : A good song lends comfort to people, so that you
feel less alone.
Corrected to: A good song lends comfort to you or
, so that feel less alone.

34
h. Choice of case
Over corrected. It happens when there are two choices between
subject (she) and object (her) case forms of pronouns. Many students
tend to use objective forms when standard English uses subject ones
(him and me are friends), they automatically overcorrect in certain
situations:
D Obj D Obj
Example : They appointed she and I to a subcommittee
As direct objects, the pronouns are supposed to be her and me.
The fact that there are two direct objects instead of one, so nothing
should be changed.
It is not allowed the case of a pronoun to be determined by a
following appositive.
Example; parking is a tragic dilemma for we professor
Actually, it doesnt mean to write for we, so it is not allowed to write
for we professor.
Pronoun complements. It appears when the pronoun
complements are often used in the objective case (that is him: it is
them), they are supposed to be that is she and it is they. Only for
pronoun me and us have special exception for this rule.
35
Pronoun following than or as, after than or as, a pronoun can
be either subjective or objective case, depending on the intended
meaning, it would be better to supply the omitted words:
! Biff tackled Otto harder than (he did) me
! He is stronger than I (am)
! He is as tall as they (are).
34





34
Frederick Crews, The Random House Handbook (New York: Random House, 198). P.287-
288



36
CHAPTER III
RESEARH METHODOLOGY AND FINDINGS

A. Research Methodology
1. Time and Location
This research took places at MTs Nurul Falaah Gunung Sindur which is
located on Jl. Pahlawan, Kp. Bulaksaga Cibadung Gunung sindur. Bogor.
This research was done on Wednesday, January, 27, 2006

2. Method of Study
The study is based on library study and field research. In the library
study, the writer tried to have some materials that are related to the topic and
on the field research the writer gave the test to the student of MTs Nurul
Falaah Gunung Sindur, Bogor in order to get the data of errors analysis with
the use of personal pronoun which are commonly made.

3. Population and Sample
The number of population consist of four classes. Since the population
are homogeneous, the writer takes sample only two classes, it is about 50%
from the population; there are 86 students, which are taken from the class. 1.A
and I.D. This Skripsi uses a purposive random sampling in order to get the
representative data.
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37
4. Research Instrument
To get the data, the writer gave multiple choice test to the first years
students of MTs. Nurul Falaah Gunung Sindur, Bogor. This test is focused on
the English personal pronouns, which are subjective pronoun, objective
pronoun, possessive adjective, possessive pronoun and reflexive. This test
consists of 30 items and each number of personal pronoun is put in random.

5. The Technique of Data Collecting
The writer gave a multiple choice test to the first of students of MTs
Nurul Falaah Gunung Sindur, which is focused on English personal pronoun.

6. Data Analysis Procedure
For data analysis procedure the writer uses descriptive analysis
technique (percentage). It will be described in the table percentage and the
formula is as below.
% 100 x
N
F
! "
P = Percentage
F = Frequency of wrong answer
N = Number of sample






38
B. Research Finding
1. Data Description
The writer gives a multiple choice test, which is focused on personal
pronoun as mentioned above. This test consists of 30 items, each of personal
pronoun has certain items; for subject pronoun, it has seven items. Object
pronoun has seven, possessive adjective has six items, possessive pronoun has
four items and reflexive has six items. The writer put the item at random as it
can be seen below.
Table 1
Personal pronoun Area and Each item
No Personal Pronoun Area Number Items
1 Subject pronoun 1,2,4,7,11,12,16
2 Object pronoun 3,13,17,24,25,26,28
3 Possessive adjective 8,15,18,22,23,27
4 Possessive pronoun 5,10,19,21
5 Reflexive 6,9,14,20,29,30

2. Data Analysis
The result of the data will be analyzed below :
a. Subject pronouns



39
Table 2
Frequency of Students Error In Subject Pronoun
No Personal pronoun area
Item
Number
Frequency
of error
Percents of
Error
1 Subject Pronoun 1 40 46,51 %
2 45 52,32 %
4 57 66,27 %
7 50 58,13%
11 40 46,51 %
12 26 30,23 %
16 40 46,51 %
Total 7 item 298
49,50%

The highest frequency of error take places at number 4 with 66,27%. At
number 4 and I, the writer uses the same subject pronoun in compound
element but in different position. At number I, the writer puts the subject
pronoun in first or beginning of sentences (you and (I, me). Most of students
choose the right answer, but at number 4, the writer puts the subject pronoun
in the last position ( between Noel and (I, Me) can be seen in appendix I).
So, the students are hardly to choose between subject and object cases form of
personal pronoun. Personal pronoun usage after compound element can make
trouble some students and this one is of the difficult parts in personal
pronouns problem, namely over correction (Chapter II)




40
b. Objective Pronoun
Table 3
Frequency of Students Errors In Object Pronoun
No Personal pronoun area
Item
Number
Frequency
of error
Percent of
error
2 Object Pronoun 3 58 67,44 %
13 33 38,37 %
17 26 30,23 %
24 18 20,93 %
25 62 72,09 %
26 57 66,27 %
28 63 73,25 %
Total 7 item 317
52,65%

The highest frequency in table 3 is at number 28 with 73,25%,
Followed by number 25 (72,09 %), number 3 (67,44%) and number 26 with
66,27%. In this object pronoun the writer uses the simple question but most
of students choose the wrong answer, it means that they still can not
differentiate between object pronoun and subject pronoun.













41
c. Possessive Adjective
Table 4
Frequency of Students Error In Possessive Adjective
No Personal pronoun area
Item
Number
Frequency
of error
Percent of
error
3 Possessive Adjective 8 39 45,34 %
15 5 5,81 %
18 47 54,65 %
22 24 27,90%
23 30 34,88%
27 29 33,72 %
Total 6 item 174 33,72 %

Number 18 has taken the highest frequency of error in this table,
with total percent 54,65%. This number uses the possessive adjective their
and other is they, as can be seen in appendix 1. It means that the students
still confuse to choose to the right answers. When the students choose
they may be they think it is the right answer, because they is used as the
antecedent of doctor. In fact that is wrong answer because at number 18 it
is the possessive adjective, that pronoun followed immediately by a noun
(Chapter II), so the right answer is their.






42
d. Possessive Pronoun
Table 5
Frequency of Students error in possessive pronoun
No Personal pronoun area
Item
number
Frequency
of error
Percent
of error
4 Possessive Pronoun 5 48 55,81 %
10 47 54,65%
19 25 29,09 %
21 47 54,65 %
Total 4 item 167 48,54%

In this table, number 5 takes turn, which makes the highest
frequency of error 55,81%. Actually at number 5,10 and number 21, the
writer uses the same possessive pronoun that is yours, (see appendix 1)
and most of students choose the wrong answer. It is obvious that the
students still do not understand very well the usage of possessive adjective
and possessive pronoun and also the different usage of both of them.










43
e. Reflexive
Table 6
Frequency of Students Error In Reflexive
No Personal pronoun area
Item
Number
Frequency
of error
Percent of
error
5 Reflexive 6 48 55,81 %
9 46 53,48 %
14 47 54,65 %
20 40 46,51%
29 42 48,83%
30 27 31,39 %
Total 6 item 250 48,44%

In the table 6, most of students choose the wrong answer at
number 6 with total percent 55,81%; the problems that are faced by
students in this part are the difficulties to change the subjective pronoun to
be objective that is used in reflexive pronoun. At number 6, the writer
uses subject pronoun you (yourself) and at number 9, the writer uses
name of person as subject that is Rita.. (himself/herself), as can be seen in
appendix I. In chapter II it is written that reflexive pronoun is as an object
that reflects back to the subject and it is the one part of problem that is
faced by students of first years of MTs Nurul Falah Gunung Sindur.





44
3. Data Interpretation
Finally it is the sequence of personal pronoun area which is based on
high frequency of errors, as in the following table. It can be seen which one of
the personal pronoun that is the highest frequency of error and the lower
frequency
Table 7
The Sequence of Personal Pronoun Area
Based on its High Frequency of Errors
No Personal Pronoun Area
Frequency of
error
Percent of
Error
1 Objective pronoun 317 52,65%
2 Subjective pronoun 298 49,50%
3 Possesive Pronoun 167 48,54%
4 Reflexive 250 48, 44%
5 Possesive Adjective 174 33,72%

In table 7 it is showed that most of students make error in object
pronoun, with frequency 52,65%. With those frequencies, the teacher must
pay more attention to this personal pronoun.
The second level is subject pronoun, the third is possessive pronoun.
The fourth is reflexive and the last is possessive adjective. It is clear that the
position is movable, both object and subject, between possessive pronoun and
reflexive and possessive adjective follows. It seems that the function of every
personal pronoun makes students confuse to choose the right answer. The



45
students know the changes of personal pronoun form, like I to Me,
Mine to Myself, but the function is different in sentences, so, most of
students make error.
Besides those difficult materials, there are many factors why the
students make errors. The first is the facility of student learning, like English
book. The school does not obligate the students to have English book, so,
most of them get the information only from the teacher and it is not sufficient.
The second may come from the method of teaching, because how well
the students understand the material depends on the method of teaching that
teacher uses. The third factors is the students themselves. They perhaps can
understand the material; it has been explained by the teacher for several times,
but they still keep making error. The students motivation in learning English
may also be caused of students error, may be it is because the students
interest in learning English is not much than any other subjects that they like
to study.










46
CHAPTER IV
CONCLUSION AND SUGGESTION
A. CONCLUSION
After finding out the result and analyzing it, the writer comes to the
conclusion that most of the students have not understood about the form and the
function of personal pronouns; the highest frequency that they made is about 52,65%,
so, the correct answer is less than 50%. It means that the more concept of personal
pronouns are given by the English teacher the more difficulties are taken by the
students, may be it is caused by the change of personal pronouns form, like subject
pronoun to object pronoun and possessive pronoun to possessive adjective and also
every personal pronoun have different position and function in sentences. So, the
students of MTs Nurul Falaah Gunung Sindur, Bogor find difficulties to use personal
pronoun form in the sentences.

B. SUGGESTION
Some suggestions are needed by the English teacher in order to avoid the
students of making the same error and hopefully they are worthwhile. The
suggestions are given below :
1. The teachers should pay attention to the material of objective pronoun more
than any other personal pronouns.
2. The teacher should give and explain the material very detail.



47
3. The teacher should try some teaching methods that are suitable for the
students, so, they do not feel bored.
4. The teachers should create a good atmosphere in the class in order to get
students attention as well as their interest to.
5. The teacher should give the test as much as possible even though the students
still make errors, they will find a new case and it will be very worth for them.



















48
BIBLIOGRAPHY

Arnold, Edward, Applied Linguistics and The Learning and Teaching Of Foreign
Language, Newyork : A Division Of Hodder and Stroughton, 1983

Azar, Betty S, Understanding and Using English Grammar, USA : Englewoods
Cliffs, 1989

Brown, Douglas H, Principle of Language and Teaching, Addison Wesley :
Longman, 2000

Dullay, Heidi, Language Two, Newyork : Oxford University Press, 1983

Echols, John & Sadily, Hassan, Kamus Inggris-Indonesia, Jakarta : PT Gramedia
Pustaka Utama, 1996

Gronlund, Norman. E, Measurement and Evaluation In Teaching, Newyork :
Macmillan, 1985

Frank, Marcela, Modern English Grammar, A Practical references Guide, USA :
Englewood Cliffs, 1972

Harmer, Jeremy, The Practice of English Language Teaching, USA : Longman,
1983

Henning, Grant, A Guide to Language testing, Development, Evaluation and
Research, USA : Henley Publisher, 1987

Hubbard, Petter, A Training Course for TEFL, Newyork : Oxford University
Press, 1983

Nitko, Anthony. J, Educational and Measurement, An Introduction, Newyork :
Harcourt Brace Jovanovich, 1983

Kolln, Martha, Understanding English Grammar, Fourth Edition, Newyork :
Macmillan, 1991

Kusumo, Thea. S, Pengelolaan Pengajaran Bahasa Inggris II, Jakarta : UT, 1999

Norris, John, Language Learner and They Error, Newyork : Macmillan, 1983





49
Subana, M, Drs. Mpd., Dasar-Dasar Penelitian Ilmiah, Bandung Pustaka Setia,
2001

Teresa, The Least You Should Know About English Basic Writing Skill, Macomb
Illinois : Holt, Rineheart and Winston, 1977

Tim Penyusun UIN, Pedoman Penulisan Skripsi, Tesis dan Disertasi, Jakarta :
UIN Jakarta, 2002

Tinambunan, Wilmar, Evaluation of Student Achievement, Jakarta : Proyek
Pengembangan Lembaga Pendidikan, 1988

Ur, Penny, Grammar Practice Activities, A Practical Guide for Teacher, Newyork :
Cambridge University Press, 1992

Vallette, Rebeca. M., Modern English Language testing, Boston College , 1977

Oller, John. W, Language Test at School, London : Longman, 1979


CHAPTER IV
CONCLUSION AND SUGGESTION

A. Conclusion
After finding out the result and analyzing it, the writer comes up to the
conclusion that most of the students have not understood about the form and function
of personal pronouns; the highest frequency that they made is about 52,65%, the
correct answer is less than 50%. It means that the more concept of personal pronouns
are given by the English teacher, the more difficulties are taken by the students may
be it is caused by the change of personal pronouns. Form like subject to object
pronoun and possesive pronoun to possessive adjective also every personal pronoun
has different position and function in sentences. So the students of MTs. Nurul Falah
Gunung Sindur Bogor find diffcultis to use personal pronoun from in the sentences.

B. Suggestion
Some suggestions are needed by the English teacher in order to avoid the
students of making the same error and hopefully they are worthwhile. The
suggestions are given below:
1. The teacher should pay attention to the material of objective pronoun more
than any other personal pronouns.
2. The teacher should give and explain the material very detail.
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3. The teacher should try teaching methods that are suitable for the students, so,
they do not fell bored.
4. The teachers should create a good atmosphere in the class in order to get
students attention as their interest to.
5. The teacher should give the test as much as possible eventhough the students
still make errors, they will find a new case and it will be very worth for
them.
BIBLIOGRAPHY

Arnold, Edward, Applied Linguistics and The Learning and Teaching and Teaching
Of Foreign Language, New York : A Division Of Hodder and Stroughton,
1983.

Azar, Betty S, Understanding and Using English Grammar, USA: Englewoods
Cliffes, 1989

Brown, Douglas H, Principle of Language and Teaching, Addison Wesley :
Longman, 2000

Dullay, Heidi, Language Two, New York: Oxford University Press, 1983

Echols, John & Sadily, Hasan, Kamus Inggris-Indonesia, Jakarta: PT. Gramedia
Pustaka Utama, 1996

Gronlund, Norman E, Measurement and Evaluation In Teaching, New York :
Macmillan, 1985

Frank, Marcela, Modern English Grammar, A Practical References Guide, USA :
Englewood Cliffs, 1972

Harmer, Jeremy, The Practice of English Language Teaching, USA : Longman, 1983

Henning, Grant, A Guide to Language Testing, Development, Evaluation and
Research, USA: Henley Publisher, 1987

Hubbard, Petter, A Training Course For TEFL, New York : Oxford University Press.
1983

Nitko, Anthony. J, Educational and Measurement, An Introduction, New York :
Harcourt Brace Jovanovich, 1983

Kolln, Martha, Understanding English Grammar, Fours Edition, New York :
Macmillan, 1991

Kusumo, Thea. S, Pengelolaan Pengajaran Bahasa Inggris II, Jakarta: UT, 1999

Norris, John, Language Learner and They Error, New York : Macmillan, 1983

Subana, N, Drs. M.Pd., Dasar-dasar Penelitian Ilmiah, Bandung : Pustaka Setia,
2001

Teresa, The Least You Should Know About English Basic Writing Skill, Macomb
Illinois : Holt, Rineheart and Winston, 1977

Tim Penyusun UIN, Pedoman Penulian Skripsi, Tesis dan Disertasi, Jakarta : UIN
Jakarta, 2002

Tinambunan, Wilmar, Evaluation of Students Achievement, Jakarta : Proyek
Pengembangan Lembaga Pendidikan, 1988

Ur, Penny, Grammar Practice Activities, A Practical Guide for Teacher, New York :
Cambridge University Press, 1992

Vallette, Rebeca. M., Modern English Language Testing, Boston College, 1977

Oller, John W, Language Test at School, London : Longman, 1979




APPENDIX I
RESEARCH INSTRUMENT
Garis bawahi kata yang tepat diantara kata-kata yang diberi kurung!
1. You and (I / me) can get out together, we will have fun.
2. Mary said (I / me) drink tea.
3. We will send (You / your) the goods immediately.
4. You should have heard the conversation between Noel and (I / me).
5. This is my lunch and that is (Your / yours).
6. You musnt blame (yourself / myself) for that mistake.
7. The cormorant (burung laut) is a diving bird. (It / Its) can stay under water for
a long time.
8. The cat caught (it / its) tail in the door.
9. Did Rita enjoy (hisself / herself) at the party.
10. I spend two hours a night in my homework, how long do you spends (yours /
yours)
11. (He / his) said that tortoise can live more than a hundred years.
12. My father cant find hammer anywhere, (he / him) needs to borrow yours.
13. The money was given to (he / him) yesterday.
14. He cut a cake for (himself / herself).
15. Mr. Louis is a friend of (I / my) fathers.
16. Can (my / I) borrow your dictionaries.
17. No one could be better prepared for the exam than (he / him).
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18. Doctors are responsible for the lives of (they / their) patients.
19. Whose book it is?
Thats (My / mine)
20. You should always depend on (myself / yourself) rather than to someone else.
21. My pencil is broken, can I borrow (your / yours).
22. The tutors come to (our / us) house once a week to help our school work.
23. (I / my) English teacher come to the class early.
24. Everyone finish the test except (I / Me)
25. It was goods thinks for (we / us) fellows that we have studied.
26. Joe bought two pieces of cake. He kept (it / its) for himself.
27. The dentist said that you should brush (you / your) teeth everyday.
28. Their mother is taking (they / them) to the circus.
29. They are ashamed of (theyselves / themselves).
30. Mary makes a dress for (himself / herself).








APPENDIX II

ANSWER KEY

1. I
2. I
3. YOU
4. I
5. Yours
6. YOURSELF
7. IT
8. ITS
9. HERSELF
10. Yours
11. HE
12. HE
13. HIM
14. HIMSELF
15. MY
16. I
17. HIM
18. THEIR
19. MINE
20. YOURSELF
21. YOURS
22. OUR
23. MY
24. ME
25. US
26. IT
27. YOURS
28. THEM
29. THEMSELVES
30. HERSELF