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

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 21st, 2006. This skripsi has fulfilled the Requirements for the Degree of Strata 1 (S1) at the English Department. Jakarta, November 22nd, 2006

Examination Committee The Head of Committee The Secretary of Committee

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

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

Drs. Nasrun Mahmud, M.pd. NIP. 150 041 070

Drs. Sunardi K, M.Ed. NIP.150 022 779

ii

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

iii

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

iv

TABLE OF CONTENT

LEGALIZATION OF EXAMINATION COMMITTEE .......................... ACKNOWLEDGEMENT . TABLE OF CONTENT CHAPTER I INTRODUCTION ............................................. A. Background of Study .. B. Limitation of The Problem . C. Significance of the Study . . D. Organization of Writing CHAPTER II THEORITICAL FRAMEWORK A. Error Analysis 1. The Meaning of Error......................................... . 2. The Causes of Error .. 3. The Goals of Error Analysis . B. Test 1.The Meaning of The Test . .. 2. Type of the Test 3. Criteria of a Good Test .. C. Personal Pronoun .. 1. The Meaning of Personal Pronoun .... 2. Type of Personal Pronoun .. ....... v

ii iii v 1 1 4 4 4 6 6 6 9 14 14 14 17 21 24 24 26

3. Personal Pronoun Problem .. .. CHAPTER III RESEARCH METHODOLOGY AND FINDING . A. Research Methodology .. 1. Time and Location . 2. Method of Study . 3. Population and Sample .. 4. Research Instrument .. 5. The Technique of Data Collecting . 6. Data Analysis Procedure ... B. Research Finding 1. Data Description .... 2. Data Analysis 3. Data Interpretation . ... CHAPTER IV CONCLUSION AND SUGGESTION . A. Conclusion B. Suggestion. .. .

31 36 36 36 36 36 37 37 37 38 38 38 44 46 46 46

BIBLIOGRAPHY .. 48 APPENDIX

vi

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

vii

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. NIP. 150231356

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

Examiner I

Examiner II

Drs. Nasrun Mahmud, M.Pd NIP. 150041070

Drs. Sunardi K, M.Ed NIP. 150022779

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

John Lyons, Language as a communication and Linguistic, (New York : Cambridge University Press, 1981), p.4 Mc. Donough. Jo and Christoper Show, Materials and Method in ELT, a Teachers Guide, (Cambridge University Press, Massachussets, 1993)
2

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

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

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.

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

William Ancker, Errors and Corrective Feedback; Up date Theory and Classroom Practice, English Teaching Forum, XXXVIII, (Oktober, 2000), P. 21
1

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

Heidi Dullay, Language Two, (Newyork : Oxford University Press, 1982), P. 138

H. Douglas Brown, Principle Of language and Teaching, Fourth Edition, (Addison Wesley: Longman, 2000), P. 170 Jeremy Harmer, The Practice of English Language Teaching, (USA : Longman Group : 1983), P. 35
4

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 H. Douglas Brown, Loc.cit. Peter Hubbard, a Training Course for TEFL, (New York: Oxford University Press, 1983),

P. 134

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

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 Petter Hubbard, A Training Course For TEFL.op.cit, P. 140-142

10

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 Petter Hubbard. Loc.cit Thea. S Kusumo, op.cit., P. 46-48

12

13

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 tolerate15 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 proficiency16 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

Rebecca M. Valette, Modern English Language Testing, Second Edition, (Boston College, 1977), P. 66 Jacek Fisiak, Contrastive Linguistics and The Language Teacher, (England : Pentagon Press, 1981), P. 221-222 Anthony. J Nitko, Educational and Measurement, An Introduction, (New York : Harcourt Brace Jovanovich, 1983), P. 6
17 16

15

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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. Douglas Brown, op.cit. 219

19

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

Penny Ur, Grammar Practice Activities, a Practical Guide for Teacher, (New York : Cambridge University Press, 1992)
21

20

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

Norman E Gronlund, Measurement and Evaluation in Teaching, (New York : Macmillan, 1985), P. 3-4

22

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.

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

23

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

Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta : Proyek Pengembangan Lembaga Pendidikan, 1988), P. 55

24

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

Mary Finochiaro and Sydney Sako, Foreign Language Test a Practical Approach, (New York : Regents Publishing Company Inc, 1983), P. 24
27

26

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

Marcela Frank, Modern English, A Practical Reference Guide, (New Jersey : Prentice Hall, 1972), P. 20
29

28

Ibid. P. 27

25

b. Object of verb - Direct object : e. g; - Indirect : e. g ; We enjoy ourselves at the party We will send you the goods immediately

c. Subjective Complement e. g; Thats the one

d. Object of preposition e. g; 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 After this, be more careful

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 d. Demonstrative : Who, which and what : 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 Singular I You He She it We You They Object Me You Him Her It Us You Them Possessive Adjective My Your His Her Its Our Your Their Possessive Pronoun Mine Yours His hers Ours Yours Theirs Reflexive Myself Yourself Himself Herself Itself Ourselves Yourselves Themselves

Plural

2. Type of personal pronoun a. Subject pronoun

Martha Kolln, Understanding English Grammar 4th edition, (New York : Macmillan, 1991), P. 331

30

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

Teresa, The least you should know about English Basic writing skill, (Macomb Illinois : Holt, Rinehart and Winston, 1977), P. 106.

31

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).

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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 : My friends told me the whole story

Corrected to

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.

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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.

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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.

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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

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.

36

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.
"! F x 100% N

P = Percentage F = Frequency of wrong answer N = Number of sample

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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 1 2 3 4 5 Personal Pronoun Area Subject pronoun Object pronoun Possessive adjective Possessive pronoun Reflexive Number Items 1,2,4,7,11,12,16 3,13,17,24,25,26,28 8,15,18,22,23,27 5,10,19,21 6,9,14,20,29,30

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

38

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

39

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

40

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

41

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

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

43

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 1 2 3 4 5 Personal Pronoun Area Objective pronoun Subjective pronoun Possesive Pronoun Reflexive Possesive Adjective Frequency of error 317 298 167 250 174 Percent of Error 52,65% 49,50% 48,54% 48, 44% 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 44

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.

45

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.

46

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.

47

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

48

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

49

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.

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).

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