THE USE OF ENGLISH MODAL VERBS BY THE FIRST

SEMESTER STUDENTS OF ENGLISH DEPARTMENT

OF NUSA CENDANA UNIVERSITY
IN THE ACADEMIC YEAR 2019/2020

A THESIS

Presented in Partial Fulfillment of Requirements

for the Degree of Sarjana Pendidikan

BY

KRISTINA YENITA ABU

Reg. No. 1501020068

ENGLISH STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION SCIENCES
NUSA CENDANA UNIVERSITY
2020
 THE USE OF ENGLISH MODAL VERBS BY THE FIRST
SEMESTERSTUDENTSOF ENGLISH DEPARTMENT OF
NUSA CENDANA UNIVERSITY
IN THE ACADEMIC YEAR 2019/2020

A THESIS

Presented in Partial Fulfillment of the Requirements for the ‘S.Pd.’ Degree

in English Language Education

By

KRISTINA YENITA ABU

Reg. No. 1501020068

Approved by:

First Supervisor Second Supervisor

Drs. Yosep B. Kroon, MA., Ph.D Novriana R. Manafe, SS, M.Ed

NIP. 19650815 199303 1 001 NIP. 19781105 200312 2 001

Acknowledged by:
Head of English Study Program

Drs. John Wem Haan, MA., Ph.D

NIP. 19630222 198803 1 002

ii
 ABSTRACT

THE USE OF ENGLISH MODAL VERBS BY THE FIRST SEMESTER STUDENTS

OF ENGLISH DEPATRMENT OF NUSA CENDANA UNIVERSITY
IN THE ACADEMIC YEAR 2019/2020

By
KRISTINA YENITA ABU

This research is entitled “The Use of English Modal Verbs by the First Semester Students of
English Department of Nusa Cendana University in Academic Year 2019/2020”. This
research was conducted to answer the following questions: (1) to what extent are the first
semester students of English Department of Nusa Cendana University able to use modal
verbs; and (2) what are the difficulties experienced by the students in usingEnglish modal
verbs. The aims of this research are (1) to analyze the use of English modal verbs by the first
semester students of English Department of Nusa Cendana University in the academic year
2019/2020, and (2) to analyze the difficulties experienced by the first semester students in the
use of English modal verbs. The method used in this research was quantitative - qualitative
method. The population of this research is all of the first semester students of English
department in the academic year 2019/2020. They consist of 186 students. Out of this
number, 40 students were taken as the sample of this research. The sample was from class B.
To get the data for this research,the writer used a test and interview. The test that was used to
collect the data was a multiple-choice test consisting of 40 questions. From the result of the
test, the writer chose 10 students randomly from different group of mastery level. The results
of this study show that the ability of using English modal verbs by the first semester students
of English Department, Nusa Cendana University, in the academic year 2019/2020
ispredominantly poor. This is because the students lack in the knowledge about the meaning
and function of English modal verbs. Most students gotconfused in distinguishing the use of
one modal verb over the other. They also do not know the appropriate form of the verb that
follow a modal verb. The students also do not know about the use of English modal verbs in
relation to a particular tense. In addition to grammar, vocabulary is also another confirmed
difficulty encountered by the students in this study.

Key Words :Modal verbs, students’ ability,First semester students, Difficulties

iii
 ACKNOWLEDGEMENT

First of all, the writer would like to thank and praise to the Almighty God for His

blessing and protection to the writer during the writer’s work on this research that she could

finish writing this research successfully. The writer realizes that in doing this research she has

got a lot of help, support, suggestion, and motivation from many sides. Hence, she would like

to express her gratitude to the following persons:

1. Drs. Yosep B. Kroon, MA., Ph.D as the writer’s first supervisor and Novriana R. Manafe,

S.S. M.Ed as the writer’s second supervisor for all guidance, help, support and suggestion

to complete this thesis.

2. Drs. John W. Haan,MA., Ph.D as the head of English Department, Nusa Cendana

University.

3. Leni Amelia Suek, S.S., MA., M.Ed as the writer’s academic supervisor for guidance,

motivation, suggestion, assistance during her study in English Department.

4. All the lecturers of English Department, Nusa Cendana University who have shared their

knowledge and experienced.

5. All of the first semester students of class B of English Department, Nusa Cendana

University of the academic year 2019/2020, who have helped the writer to conduct her

research.

6. Drs. John Bae, M.Ed as the lecturer who teaches the subject of structure one to the first

semester students of class B of the academic year 2019/2020, and who has helped the

writer during this research.

iv
7. Her beloved parents, Petrus Abu and ElianoraSeran for their love, patience, supports,

motivations, suggestions, attentions, prayers, sacrifices and everything for the writer’s

life.

8. Her best friends Amel, Risna, Sarty, Marni, Vini who always help, motivate, and support

during her study.

9. All of the writer’s classmates‘‘The RED’15” who always help and accompany during her

study.

10. My beloved brothers and sisters Endra, Beni, Listin, Adisa and Kelin for their supports,

motivations and prayers.

Kupang, ….…….2020

Kristina Yenita Abu

v
 MOTTO

TRYING TO ACCEPT AND BE ACCEPTED

This thesis is dedicated to:

1. My beloved parents : Petrus Abu and ElianoraSeran.

2. My beloved brothers and sisters :Endra,Beni, Listin, Adisa and Kelin

3. All of language learners.

4. My almamater Nusa Cendana University, especially English Department.

vi
 TABLE OF CONTENTS

ABSTRACT..............................................................................................................................ii
ACKNOWLEDGEMENT.......................................................................................................ii
MOTTO....................................................................................................................................ii
TABLE OF CONTENTS........................................................................................................ii
CHAPTER I INTRODUCTION............................................................................................2
1.1 Background....................................................................................................................2
1.2 The Research Problems...................................................................................................2
1.3 The Aims of Research.....................................................................................................2
1.4 The Benefits of Research.................................................................................................2
1.5 Scope of Writing..............................................................................................................2
1.6 The Organization of Writing...........................................................................................2
CHAPTER II REVIEW OF RELATED LITERATURE...................................................2
2.1 Definition of Modal Verbs...............................................................................................2
2.2 Sentence Patterns with Modal Verbs...............................................................................2
2.2.1 Sentence Pattern with can, could, may, might, should, must, will and would...........2
2.2.2 Sentence Pattern with have to, have got to and ought to...........................................2
2.2.3 Function of Modal Verbs...........................................................................................2
CHAPTER III RESEARCH METHOD...............................................................................2
3.1 Method of Research.........................................................................................................2
3.2 Data resources..................................................................................................................2
3.3 Data collection techniques...............................................................................................2
3.3.1 Multiple choise test....................................................................................................2
3.3.2 Interview....................................................................................................................2
3.4 Data analysis techniques..................................................................................................2
CHAPTER IV FINDING AND DISCUSSION.....................................................................2

4.1 Data Analysis...................................................................................................................2

4.2 Findings and Discussion..................................................................................................2
4.2.1 Students Individual Score in Using Modals Verb.....................................................2
4.2.2 The Students Level of Mastery..................................................................................2
4.2.3 The Difficulties Experienced by The Students In Using Modal Verbs.....................2

vii
CHAPTER V CONCLUSION AND SUGGESTION........................................................24

5.1 Conclusions...................................................................................................................24
5.2 Suggestions....................................................................................................................24
BIBLIOGRAPHY..................................................................................................................26

APPENDICES........................................................................................................................27

1. RESEARCH INSTRUMENT.........................................................................................27
2. QUESTIONS FOR INTERVIEW..................................................................................21

viii
 CHAPTER I
INTRODUCTION

1.1 Background

Each language has its own rules; the same principle also happens with English; thus,

English has its own rules of grammar. Grammar is very important to support the development

of the four language skills; which are speaking, reading, writing and listening. If we

understand and master the grammar of a language well, we can actively use the language

easily in writing and in speaking.

According to Swan(2005), grammar is “the rules that show how words are combined,

arranged or changed to show certain kinds of meaning”. Grammar determines how words are

arranged to form meaningful units”. Based on the definition, the writer can say that grammar

is a rule in making sentences to be meaningful and understandable. There are many aspects of

English grammar, such as tenses, basic sentence patterns, auxiliary verbs, linking verbs, and

modals verb. We must understand all of these grammar topics, because if we do not

understand grammar then we can get problems such as misunderstanding meaning of a

sentence. A person who is good at grammar can communicate better than person who is lack

in grammar. That is why grammar is very important in English.

Nowadays, many students learn English and they might have mastered English

vocabulary, but that is not enough, they must also master the grammar.

Understandinggrammarisimportantforeachstudentssothe studentsareableto use the language

skill fully. There are many aspects in grammar, one among these aspects is modal verbs.

1
Generally modal verbs can be interpreted as verbs or special verbs which have different

behaviors from ordinary verbs.

In English, modalverbs are important aspectingrammar.English modalverbsareusedfor

different purposes, such as toexpressstatement,ability, command and request, politeness,

probabilityanddemand. There are 10 expressions of modal verbs in English; they are can,

could, may, might, will, would, must, shall, should, have to, have got toand ought to.

Studentswho learn English are often confused in using English modal verbs in sentences. For

example, some students said "will you like to go with me?" to express invitation to leave. This

is wrong; it must be "would you like to go with me?", where the model expression ‘would

like’ is used to express invitation.

Based on the explanation above, it is clear that English modal verbs are very

important to master English grammar, and therefore, the writer would like to conduct a

research, entitled “THE USE OF ENGLISH MODAL VERBS BY THE 1 ST SEMESTER

STUDENTS OF ENGLISH DEPARTMENT OF NUSA CENDANA UNIVERSITY IN THE

ACADEMIC YEAR 2019/2020.

1.2 The Research Problems

In connection to the background described above, the problems of this research are

formulated into two main questions below:

1. To what extent are the 1st semester students of English Department of Nusa

Cendana University in the academic year 2018/2019 able to use English modal

verbs?

2. What are the difficulties experienced by the students in the use of English modal

verbs?

2
1.3 The Aims of Research

Based on the research problems mentioned above, this study is conducted for the

following purposes.

1. To analyze the use of modal verbs by the 1st semester students of English Department of

Nusa Cendana University in the academic year 2019/2020.

2. To analyze the difficulties in use of modal verbs by the 1st semester students of English

Department of Nusa Cendana University in the academic year 2019/2020.

1.4 The Benefits of Research

Some benefits which might be obtained from this writing are as follows;

1. By doing this research, the writer can develop her learning experiences, knowledge in

structure, and skill in reading and writing.

2. The readers can understand more about the function and the use of English modal verbs,

and therefore, they can be more considerate and careful in making use of English modal

verbs in sentences.

1.5 Scope of Writing

In this writing, the writer focused her study on analyzing the ability of the first

semester students of English department of Nusa Cendana University in using English

modals, and at the same time the writer also found out the difficulties of using modal verbs

by these students. The study is carried out to 40 students as the sample to represent the who

population of the 1st semester students of English Department, of Nusa Cendana University in

the academic year 2019/2020, which count for 186 students.

3
1.6The Organization of Writing

The report of this research is systematically organized into five chapters. Chapter one

is Introduction, which consists of Background, Research Problems, Aims, Benefits of

Research, Scope and the Organization of Writing. Chapter two is Review of Related

Literature which consists of Definition of Modal Verbs, Sentence Pattern and the Function of

English Modal Verbs. Chapter three is Research Method, which consists of Method of

Research, Data Resources, Data Collection Techniques and Data Analysis Technique.

Chapter four is Research Findings, and Discussion; it consists of Data Analysis, Finding and

Discussion. Chapter five is Conclusion and Suggestion, which consists of Conclusions and

Suggestion of this research.

4
 CHAPTER II
REVIEW OF RELATED LITERATURE

2.1Definition of Modal Verbs

Modal verbs or modal auxiliaries may sound confusing when we do not understand

but actually it is easy. Generally modal verbs function to express a speaker’s mood such as

willingness, ability, permission, possibility, necessity andobligation (Betty Azar,1992). There

are many expressions of English modal verbssuch ascan, could, may, might, should, shall,

will, would, must, have to, have got to and ought to.

2.2Sentence Patterns with Modal Verbs

According to Fromklin (2003) Sentence are composed of discrete units that are

combined by rules. This system of rules explains how speakers can store infinite knowledge

in a finite space-our brains. To be a sentence, words must conform to specifics patterns

determined by the syntactic rules of the language. According to Hornby (1987: 1071)

sentence is “the largest grammatical unit consisting of phrases and or clause, used to express

a statement, question, command etc”.

Based on their use, sentences are classified into two kinds namely declarative

sentence and interrogative sentence. Declarative sentence are divided into two forms namely

positive and negative sentence. Positive sentence is the type of sentence that approves the

occurrence of something, while negative sentence is the sentence used to deny an action or

event. Negative sentence contains the word “not” or other negative words (Sargeant, 2007:

125). Interrogative sentence is a type of sentence that asks a question, as opposed to

5
sentences that make a statement, deliver a command, or express an exclamation. Interrogative

sentences are typically marked by inversion of the subject and predicate auxiliary verb that is,

the first verb in a verb phrase appears before the subject. Frank (1972: 221) states that

interrogative sentence reverse the subject and the auxiliary. It also ends with a question mark.

2.2.1 SentencePatternwithcan, could, may, might, shall,should, must, will and would

The pattern with modal verbs can, could, may, might,shall, should, must, will and

would are followed by the simple form of a verb and they are not followed by to. The main

verb never has a final ‘–s’ or ‘-es’ in the simple present tense, even if the subject of the

sentence is a singular third person.

a. Positive sentence

The pattern of modal verbs in the positive sentence is:

Subject + Modal Verb + Verb (simple verb, infinitive without to)

Example: She can speak English well

b. Negative sentence

The pattern of modal verbs in the negative sentence is:

Subject + Modal Verb + Not + Verb (simple verb, infinitive without to)

Example: She cannot speak English well

c. Interrogative sentence

The pattern of modal verbs in the interrogative sentence is:

Modal Verb + Subject + Verb (simple verb, infinitive without to)

Example: Can she speak English well?

6
2.2.2 SentencePattern with have to, have got to andought to

The sentence pattern with modal verbs have to, have got to, and ought to are followed

by an infinitive “to” and the simple form of a verb. Negative sentence of oughtto is formed by

adding “not” after oughtsuch as:We ought not to go.The negative of have to is formed by

using “do not, does not or did not’’, for example:We don’t have to pay for the food. While the

negative of have got to is formed by adding “not” after have, for example:you have not got to

eat the cake.

“Do, does, or did” are used before subject to make interrogative sentence of modal

have to, for example:Do we have to take our shoes off ?. In the have got to the subject and the

modal have change position to form interrogative sentence.For example: Have we got to take

our shoes off? While in ought to,the subject and ought change position to form an

interrogative sentence, for example:Ought we to submit the paper tomorrow?

2.2.3Function of Modal Verbs

According to Azar (1992:94), modal verbs can, could, may, might, should, shall, will,

would, must, have to, have got to and ought to generally function to express willingness,

ability, permission, possibility, necessity, Most of the modals have more than one meaning.

a. Modal Verb: Can and Could

1). The use of Modal Can

Can functions to express ability, permission and assistance in the present or future.

The negative form of can may be written:cannot, can’t

7
a. To express the ability

Example: I can swim well

b. Expressing permission

Example: Can I wear your t-shirt?

c. Asking for assistance

Example: Can you please open the door?

2). The use of modal Could

Could functions to express ability, possibility, permission, and assistance in the

present, past and future. The negative form of could may be written:couldnot or couldn’t.

a. Expressing ability

Example: You could run faster than me 2 years ago.

b. Expressing possibility

Example: He could be sick

c. Expressing permission

Example: Could I use your pen?

d. Asking for assistance

Example: Could you please sweep the floor?

b. Modal verbMay and Might

1). The use of modal May

May functions to express possibility and permission in the present and future.
a. Expressing possibility

Example: He may work out and consume healthy food every day.

b. Expressing permission

8
 Often can is used to give permission too, butmay is more formal than can.

Example: May I go home now?

c. The use of modal Might

Might function to express possibility and permission. Compared to could and can this

modal is more polite and formal to express permission.

a. Expressing possibility

Example: They might have eaten the cake

b. Expressing permission

Example:Might I enter to the class now?

d. Modals verb Will and Would

1) The use of modal Will

Will is the modal verb which is included in modal present. Will functions to express

willingness and askfor assistance.

a. Expressing willingness

Example: I will help you to study

b. Asking for assistance

Example: Will you please clean the table?

2) The use of modal Would

Would functions to ask assistance.

Example: Would you like to go with me?

e. Modals verb Shall and Should

1) The use of modal Shall

Shall means “akan’’ and “harus”. It is used to express condition or activity in the future.

Shallis just used with the subject I and we. This modal is used in formal situation.

9
 Example: Shall I give you some advice?

2) The use of modal Should

Should means “seharusnya’’ or “sebaiknya”. This modal function to express probability

and giving advice.

a. Express probability

Example:Our guests should be home by now

b. Giving advice

Example: We should do our exercises.

f. Modal verb Must

Must mean “harus”. The modal verbmust has same meaning as have to. For example :We

must study hard or we have to study hard. Generally this modal functions to express

necessity.

Example:You must go now

g. Modal verbOught to

Ought to has the same meaning as should which mean “harus”. For example :You look

tired, you ought to take a rest or you look tired, you should take a rest. Ought tois more

formal than Should. Generally, this modal is used to express advice.

Example: We ought to select the best candidate for the job.

h. Modal verbs Have to and Have got to

1) The use of modal Have to

Have to means “harus”. This modal function to express necessity in the present.

Thenegative sentence of have to is formed using do not, does not, and did not.

Example: I have to study tonight

10
2) The use of modal Have got to

Have got to and have to basically have the same meaning. They are express the idea

that something is necessary. Have got to is generally used in informal speech and

writing.Have got to mainly use in the present.

Example:They have got to be on time tomorrow morning

11
 CHAPTER III
RESEARCH METHOD

3.1 Method of Research

This research is conducted in order to know the ability of the first semester students of

English Department of Nusa Cendana University in the academic year 2019-2020 in using

English modal verbs, and the difficulties in using English modal verbs by this students. In

this research the writer used mix method, descriptive qualitative and descriptive quantitative

method.

3.2 Data resources

Data resource is the subject used in a research where the data can be obtained from

(Arikunto, 2002:172). The main resource of data for this research is the first semester

students of English Department of Nusa Cendana University in the academic year 2019-2020.

These students are of 186 individuals grouped into four classes, each with 45 to 47 students.

The writer took one class as the sample for this study. This sample class is class B which has

40 students.

3.3 Data collection techniques

The data for this research is collected by using the following techniques.

3.3.1Multiple choise test

The multiplechoise test used to collect the data consists of 40 questions.

These questions are designed to know the ability of the students in using modal verbs.

12
3.3.2Interview

In this step the writer interviewed 10 students. Students interviewed were

chosen randomly from 40 students. The interview is aims at knowing the difficulties

that are faced by students in using modal verbs.

3.4 Data analysis techniques

The students’ answers of the test described previously are corrected and scored. To

get the score of the test the writer used this formula :

Score=The ¿ Answer ¿ ×100

Number Of Test

After calculating the individual student’s score, the writer calculated the average

score, following Sudjana (2013), as follows :

∑x
X=
N
Where : X : Average

∑X : Total scoresof students

N : The total number of students

To find out the percentage of the students’mastery or the students’ ability, the writer

used formulaadopted fromHartch and Ferdinan (1982) as follows :

F
P= x 100 %
N

Where : P : Precentage

F : Frequency

N : Total students

13
 Level of the students’ mastery is determined by using this table of criteria by Arikunto

(2013), as follows :

Value Criteria
80-100 Excellent
66-79 Good
56-65 Fair
40-55 Poor
30-39 Failed

After calculating the students’ score, the writer interviewed some students, these

students were chosen randomly. Then the result of the interview was documented, and based

on this result the writer started to analyze the difficulties that experienced by students.

14
 CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the writer discusses the findings of this research by analyzing the

students’test result that they get from the test.

4.1 Data Analysis

To get the data for this research, the writer had conducted a test. This test was

conducted on Wednesday, December 4th, 2019, in the form of multiple-choice test, consisting

of 40 questions. After the test, the writer interviewed 10 students and this interview was

conducted on Wednesday, December 11th, 2019. The students that the writerinterviewed were

those students who were chosen randomly from 40 Students that followed the test based on

the level of students’ mastery. 1 students from the excellent level, 1 students from the good

level, 2 students from the fair level, 4 students from the poor level, and 2 students from the

failed level.

4.2 Findingsand Discussion

In this part the writer analyzes and discuss the students test results. To know the level

of the students’ mastery the writer used the criteria proposed by Arikunto (2013).

Value Criteria
80-100 Excellent
66-79 Good
56-65 Fair
40-55 Poor
30-39 Failed

15
4.2.1Students Individual Score in Using Modal Verbs

Having done the test, the writer started to calculate the students’ responses to know

the score that they get from the test. The writer presents the individual score of the students

on the table below to determine their ability level in using modal verbs.

Table 1
The Students Score In Using Modal Verbs
Total Correct Total Incorrect
No Name of Students Score
Answers Answers
1 Student 1 21 19 52,5
2 Student 2 24 16 60
3 Student 3 22 18 60
4 Student 4 29 11 72,5
5 Student 5 29 11 72,5
6 Student 6 31 9 77,5
7 Student 7 28 12 70
8 Student 8 27 13 67,5
9 Student 9 17 23 42,5
10 Student 10 13 27 32,5
11 Student 11 18 22 45
12 Student 12 22 18 55
13 Student 13 17 23 42,5
14 Student 14 18 22 45
15 Student 15 25 15 62,5
16 Student 16 23 17 57,5
17 Student 17 21 19 52,5
18 Student 18 29 11 72,5
19 Student 19 15 25 37,5
20 Student 20 17 23 42,5
21 Student 21 21 19 52,5

16
 22 Student 22 19 21 47,5
23 Student 23 28 12 70
24 Student 24 16 24 40
25 Student 25 22 18 55
26 Student 26 25 15 62,5
27 Student 27 30 10 75
28 Student 28 33 7 82,5
29 Student 29 18 22 45
30 Student 30 14 26 35
31 Student 31 21 19 52.5
32 Student 32 18 22 45
33 Student 33 15 25 37,5
34 Student 34 21 19 52,5
35 Student 35 10 30 25
36 Student 36 33 7 82,5
37 Student 37 21 19 47,5
38 Student 38 25 15 62,5
39 Student 39 24 16 60
40 Student 40 12 28 30
  Total     2180
  Average     54,5

Based on the table above, it can be seen that the lowest score for this research test is

25 and the highest score is 80. The students’ average score can be found by using the

following formula :

∑x 2180
X= X= =54,5
N 40

Based on the calculation above, it can be seen that the average score of the students in

the test is 54,5. The writer can say that the average grade of the first semester students in

using modals verb as a whole is poor.

17
4.2.2The Students’ Level of Mastery

Based on the calculation of the individual students’ score, the students’ level of

mastery in using modal verbs in group can be seen in the following table:

Table 2
Students’ Level of Mastery In Group

No Value Number of students Percentage Level of Mastery

1  80-100 2 5% Excellent
2  66-79 8 20% Good To
3  56-65 7 17,5% Fair
4  40-55 17 42,5% Poor
5  30-39 6 15% Failed
F
get the percentage inTable 2 above, the writer used this formula : P= x 100 %. Each of the
N
level is calculated as follows:
1. 80-100 (Excellent) was 2 students

2
P= ×100 % P=5 %
40

The percentage from 2 students who got excellent level is 5 %

2. 66-79 (Good) was 8 students

8
P= ×100 %
40

P=20 %

The percentage from 8 students who got good level is 20 %

3. 56-65 (Fair) was 7 students

7
P= ×100 %
40

18
 P=17,5 %

The percentage from 7 students who got fair level is 17,5 %

4. 40-55 (Poor) was 17 students

17
P= ×100 %
40

P=42,5 %

The percentage from17 students who got poor level is 42,5 %

5. 30-39 (Failed) was 6 students

6
P= ×100 %
40

P=15 %

The percentage from 6 students who got failed level is 15 %

After calculating the students’ percentage level of mastery in group, the writer

presents individual student’s level of mastery as follows:

Table 3
Individual Students’ Level of Mastery

Total Correct Total Incorrect

No Name of Students Score Level of Mastery
Answer Answer
1 Student 1 21 19 52,5 Poor
2 Student 2 24 16 60 Fair
3 Student 3 22 18 60 Fair
4 Student 4 29 11 72,5 Good
5 Student 5 29 11 72,5 Good
6 Student 6 31 9 77,5 Good

7 Student 7 28 12 70 Good
8 Student 8 27 13 67,5 Good
9 Student 9 17 23 42,5 Poor
10 Student 10 13 27 32,5 Failed

19
11 Student 11 18 22 45 Poor
12 Student 12 22 18 55 Poor
13 Student 13 17 23 42,5 Poor
14 Student 14 18 22 45 Poor
15 Student 15 25 15 62,5 Fair
16 Student 16 23 17 57,5 Fair
17 Student 17 21 19 52,5 Poor
18 Student 18 29 11 72,5 Good
19 Student 19 15 25 37,5 Failed
20 Student 20 17 23 42,5 Poor
21 Student 21 21 19 52,5 Poor
22 Student 22 19 21 47,5 Poor
23 Student 23 28 12 70 Good
24 Student 24 16 24 40 Poor
25 Student 25 22 18 55 Poor
26 Student 26 25 15 62,5 Fair
27 Student 27 30 10 75 Good
28 Student 28 33 7 82,5 Excellent
29 Student 29 18 22 45 Poor
30 Student 30 14 26 35 Failed
31 Student 31 21 19 52.5 Poor
32 Student 32 18 22 45 Poor
33 Student 33 15 25 37,5 Failed
34 Student 34 21 19 52,5 Poor
35 Student 35 10 30 25 Failed
36 Student 36 33 7 82,5 Excellent
37 Student 37 21 19 47,5 Poor
38 Student 38 25 15 62,5 Fair
39 Student 39 24 16 60 Fair
40 Student 40 12 28 30 Failed

From Table 2 and 3, it can be seen that the ability level of using modal verbs by the

students is mostly poor, which counts for 42,5 % or 17 students. Only 2 students or 5% are

excellent, 8 students or 20% are at the good level, 7 students or 17,5% are at the fair level,

and 6 students or 15% are at the failed level.

20
 Based on the test result above, we can see that the average score of the whole class is

54,5 and the students’mastery level is predominantly poor with the percentage of is 42,5 %.

With this finding, the writer can say that the students ability in using English modal verbs is

predominantly poor.

Although all the first semester students of English Department of Nusa Cendana

University in the academic year 2019/2020 were distributed into four parallel classes, and

this analysis was carried out with the data collected form a class with 40 students only, this

findings can be applied to the entire population of this study because all classes use the same

module and syllabus for Structure I class. This module and syllabus have been used to teach

Structure I class to the first semester students of English Department of Nusa Cendana

University in the academic year 2019/2020.

4.2.3The Difficulties Experienced by The Students In Using Modal Verbs

Table 4
Students’ Answer

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22
 Table 4shows the students’ result test. From the table, it can be seen that many

students have incorrect answers on the same item of question. For example, question number

8,which test about the use of modal verb shall, was answered incorrectly by 35 students.

Question number 20 about the type of verb that used in modal verbswas answered incorrectly

by 27 students. For question number 35 which tests about the use of modal verb would, 18

students answered incorrectly; and for question number 40 which asks about how to make a

negative sentence with modal verbs,18 students answered incorrectly. Based on the students’

test resultsthe writer can say that the students do not know the function of modal verbs, the

kind of verb that must be used with modal verbs, and they also do not know how to make

negative sentence with modal verbs.

In addition tothe test, the writer also interviewedseveral students to find out the

difficulties experienced by the students in using modal verbs. There are 6 questions that the

writer used to interview the students. From the interview result, the writer gain some

information about the difficulties that are experienced by the students. The diffuculties are

caused by a number of problems, among other are those described as follows.

(1). The students still lack of grammatical knowledge, particulaly those that relate to modal

verbs. This might be caused by the fact that they are rather lazyto learn grammar. They

have very low internal desire to learn grammar. They thougth grammar is difficult to

learn and it takes a long time to uderstand English grammer better.

(2).Students have difficulty in learning grammar. It happened because the students are

confused to understand the grammar especially in using modal verbs,and also because

there are many aspects in grammar that they should understand master.

23
(3). Students also still lack in vocabulary. This happened because the studentshave low habit

to train reading, writing, listening and speaking in English. Their vocabularydoes

notdevelop at all, so when they are doing the test, they will have difficulty in

understanding the purpose of the questions given.

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 CHAPTER V

CONCLUSION AND SUGGESTION

Based on the discussion in the previous chapter, the writer presents some conclusions

and suggestions about the use of English modal verbs by the first semester students of

English Department of Nusa Cendana University, in the academic year 2019/2020.

5.1 Conclusions

Based on the finding and discussion in the previous chapter, some conclusions can be

drawn as follows:

1. Based on the average grade of class the level of mastery in using modal verbs by the first

semester students is 54,5 with the percentage of is 42,5% orclassified poor. So the writer

can conclude that the extent of students’ ability in using modal verbs for the entire class

of the first semester students of English Department, Nusa Cendana University in the

academic year 2019/2020 is predominantly poor.

2. The difficulties experienced by the students of English Department in using modal verbs

include : (1) Students did not know the function of using modal verbs, (2) students

confused to distinguish the use of various modal verbs, (3) students did not know what

kind of verb that must be used in modal verbs, (4) students did not know how to make a

sentence using modal verbs,(5) students have difficulty in learning grammar and (6)

students are also still in lack of vocabulary.

5.2 Suggestions

Based on the result of this study, the writer would like to give some suggestions as in

the following:

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1. For the students

a) Students have to study hard about grammar especially about using modal verbs and pay

more attention to the lecturer’s explanation.

b) Students have to master vocabulary because it is very important to support their skill in

learning English

2. For the lecturer

Lecturer have to give more exercises to the students, so by doing the exercises they

can keep learning and have better to understand on the use of modal verbs.

3. For the next researcher

The writer suggests to the next researcher to find out the students ability in the next

semester when they have learned more about grammar especially modal verbs.

26
 BIBLIOGRAPHY

Arikunto, S. 2002. ProsedurPenelitian: SuatuPendekatanPraktek.Jakarta :RinekaCipta.Azar,

Betty. S. 1992. Fundamental Of English Grammar,Second Edition. New
Jersey :Prentice-Hall
Baehaqi, Imam. 2015. A Handbook Of English Grammar. Yogyakarta :CakrawalaIlmu.
Frank, Marcella. 1972. Modern English. A Practical Reference Guide. New Jersey : Prentice-
Hall, Inc.
Fromkin, V. Rodman, R. Hyams, N. 2003. An Introduction To Language, Seventh Edition.
United State :Michael Rosenberg
Hartch, E &Ferdinan, H (1982). Research Design & Statistic for applied Linguistic. Darwin:
NT University Press.
Hornby, A.S. 1975. Guide to Patterns and Usage in English. Oxford : Oxford University
Press.
Lingga, Hotben. D, Utomo, Lim. A. 2004. Intisari Tata Bahasa InggrisKontemporer.
Jakarta :Kesaint Blanc
Mahsun. 2005. MetodePenelitian Bahasa, EdisiRevisi. Jakarta :Rajawali Pers
Sargeant, Howard, 2007. Basic English Grammar for English language learners Book 2.
United State of America : Saddleback Educational Publishing.
Suharsimi, Arikunto. 2013. Dasar-Dasar Evaluasi Pendidikan, Edisi 2. Jakarta :BumiAksara
Suryadi, Junaidi. Complete English Grammar. Yogyakarta : Pustaka Belajar.
Sudirman. 2010. Analysis On Students Difficulties In Learning Modal Auxiliaries “Can” And
“Could” ( A Case Study at Second Year Students Of Mts Muhammadiyah 1
Ciputat).Unpublished Thesis. SyarifHidayahtulla State Islamic University : Jakarta
Swan, Michael. 2005. Practical English Usage. New York : Oxford University Press
https://www.wordsmile.com/pengertian-contoh-kalimat-modal-auxiliary-verbs
https://www.ef.co.id/englishfirst/englishstudy/ketentuan-penggunaan-modal-dalam-bahasa-
inggris.aspx
https://azbahasainggris.com/modal-verb

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 APPENDICES

1. RESEARCH INSTRUMENT

Choose the best answer a, b, c or d.

1. …you please check my paper for grammar errors?

a. Can c. Should
b. Must d. Will

2. I think I … buy new bag if I have enough money

a. Would not c. Will
b. May d. Might

3. …you like to go with me?

a. Will c. May
b. Can d. Would

4. The floor looks dirty, … please sweep the floor?

a. Might you c. Should you
b. May you d. Shall you

5. I am so tired, …I go home now?

a. Might c. Have
b. May d. Will

6. Yesterday I bought a cake and I put it in the refrigerator, but when I want to take it,
the cake is gone. My sister.…have eaten the cake
a. Will a. Have to
b. Would b. Might

7. If I have problems with my teeth, I think I…go to a dentist not a veterinarian

a. Should c. Could
b. May d. Can

8. Mrs. Sarty : Risna do you see Amel?

Risna : No mom, he is absent today
Mrs. Sarty : Oh ya, I think I … give him some advice because he doesn't come
since last week.
a. Must c. Shall
b. Have d. Would

9. My brother broke a glass in the kitchen, so he… clean it or he will be punished.

a. Can c. Will
b. Must d. May

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10. You…take public transportation if you don’t want to have traffic jam
a. Ought to c. Would
b. Will d. Might

11. Tomorrow is sunday, so we…go to church tomorrow

a. Might c. Have to
b. Shall d. May

12. Your mother is sick, you … take her to the hospital

a. Might c. Have got to
b. Could d. May

13. You can buy stamps at the post office, but you …by shoes there.
a. Don’t c. Can’t
b. Doesn’t d. Can

14. My mother could…several language

a. Spoke c. Speaking
b. Speak d. Spoken

15. I will … a cup of hot coffee

a. Took c. give you
b. makes you d. gave

16. Children must not….lies. It is very naughty

a. Talking c. Telling
b. Tell d. Tells

17. John is a millionaire. He doesn’t have to….to work

a. Going c. Goes
b. Go d. Gone

18. You ought to….your daugter’s birthday party on next Saturday

a. Tells c. Celebrating
b. Celebrate d. Celebrates

19. When I was a child, my mother would….a story for me

a. To read c. Reads
b. Read d. Reading

20. He may …late today

a. Come c. Coming
b. Comes d. Came

21. Your clothes are dirty, you should…. them.

a. Washing c. To wash
b. Washed d. Wash

22. The rose in my garden is gone. I think the man who is standing near the garden …the
rose.

29
 a. Took c. Ought to take
b. Might take d. Would take

23. Shall I …you up from bus station?

a. Pick c. To pick
b. Picked d. picking

24. You… throw garbage from your vehicle because it can pose a risk to the
environment.
a. Must not c. Have not
b. Will not d. Would not

25. The police officer warned the crowd that he…. order shooting, if they created
trouble.
a. Could c. Might
b. Would d. Must

26. Rada ….participate in the competition tomorrow.

a. Is not c. Would not
b. Was not d. Will not

27. If you need a solution, I think I… a great solution to this problem

a. Has c. Have not
b. Had d. Have

28. A : How old is their daughter now?

B : Hmm, I think she was born around the same time our daughter was born. She ….
Be about ten years old.
a. Should c. Might
b. Would d. Shall

29. Could I …. In this room?

a. Ate c. Eating
b. Eat d. Eats

30. You could run faster than me two years ago.The sentence is the expression of…
c. Expressing ability c. Asking for assistance
d. Expressing permission d. Expressing possibility

31. A : Where is Mrs. Sonia? She is not in her room.

B : I don’t know. He … be at a meeting.
a. Must c. May
b. Will d. Can

32. The museum is free, you….pay to get in.

a. May not c. Doesn’t have to
b. Don’t have to d. May don’t

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33. We ought to….the best applicant for this position
a. Select c. Selected
b. Selecting d. Selects

34. You….take the airport bus. It’s cheaper than taxi.

a. Should c. Might
b. Will d. Shall

35. Jeni ….. participate in Mathematics competition this year.

a. Would c. Could
b. Can d. Will

36. You …. Pay your credit card bill immediately.

a. Would c. Might
b. Should d. May

37. Which sentence below that shows the correct interrogative sentence?
a. Should I called him? c. May I talk to him?
b. Can she speaks English? d. Can she speaking English?

38. Which sentence below that shows the correct interrogative sentence?
a. Can I goes to home now? c. Would you likes to be my friends?
b. Would you like to be my friend? d. Would you liked to be my friend?

39. Which sentence below that shows the correct sentence?

a. I have go study tonight c. I have got to studying tonight
b. Tomorrow is a holiday, Marry d. Tomorrow is a holiday, Marry don’t
doesn’t have to go to school have to go to school

40. Which sentence below that shows the correct negative sentence?
a. You must not use that door. The c. It might don’t rain tomorrow
sign says Private Do Not Enter. d. You don’t must using that door. The
b. It might don’t raining tomorrow sign says Private Do Not Enter.

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2. QUESTIONSFOR INTERVIEW

1. What do you think about English?

2. There are four main skills in English namely, speaking, reading, writing and listening.

Which one of the four skills above that you like?

3. What do you think about grammar?

4. What challenges that you find in learning grammar especially modal verbs?

5. How do you feel when you did the test, did you found any difficulties in doing the

test?

6. Why do you feel difficult in learning modal verbs?

32