THESIS ENGLISH EDUCATION BY SITI ULIYAH, S.Pd

AN ANALYSIS ON THE COMPREHENSION

OF THE TWELVETH GRADE STUDENTS OF SMA PLUS MUHAMMADIYAH MERAUKE ON SIMPLE PRESENT TENSE

A Thesis

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan  Degree

in English Language Education

By

Siti Uliyah

Student Number : 08 01 025

ENGLISH EDUCATION STUDY PROGRAM

SEKOLAH TINGGI KATOLIK SANTO YAKOBUS

MERAUKE

2012

A  Thesis  on

AN ANALYSIS ON THE COMPREHENSION

OF THE TWELVETH GRADE STUDENTS OF SMA PLUS MUHAMMADIYAH MERAUKE ON SIMPLE PRESENT TENSE

By

Siti Uliyah

Student number:  08.01.025

Approved by:

          Sponsor

Albertus Fiharsono, S.Pd., M.Hum                                                    Juli,         2012

A  Thesis On

AN ANALYSIS ON THE COMPREHENSION

OF THE TWELVETH GRADE STUDENTS OF SMA PLUS MUHAMMADIYAH MERAUKE ON SIMPLE PRESENT TENSE

By

Siti Uliyah

Student number: 08.01.025

Defended before the board of Examiners

On Juli,         2012

And declared Acceptable

Board of Examiners

Chair person    :                                                           ……………………………..     

Secretary         :                                                           ……………………………..

Member           :                                                           ……………………………..

Member           :                                                           ……………………………..

Member           :                                                           ……………………………..

                                                                                 Merauke,            Juli 2012

                                                                          English Education Study Program

                                                                      Sekolah Tinggi Katolik Santo Yakobus

                                                                                             Chairman,                                     

                                                                            Aloysius Batmyanik MSC., M.A.

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis I wrote does not contain the works or part of the works of other people, except the quotations and bibliography, as a scientific paper should.

                                                                                            Merauke, Juli               2012

                                                                                                           The writer,

                                                                                                            Siti Uliyah

                                           ACKNOWLEDGMENTS

First and foremost, I would like to thank to Allah SWT for inspiring and blessing upon my life, especially in finishing my study. I thank Him for always answering my prayers and hearing all my requests.

I would never finish my thesis without help of the supportive lecturers. Therefore, I would like to express my highest gratitude to Albertus Fiharsono, M. hum, my major sponsor, for his kindness, suggestions, and patience in helping me writing the thesis. My appreciation goes to all of the lecturing staff in English Language Education Study Program, and all of the librarians.

My deepest gratitude goes to my beloved family my father Isrok and my mother Sumini. I thank them for their endless prayers and love. I also thank to my belove Husband Ruslan and my son Dzaky  for always helping me and giving me spirit to reach my dream as high as I can be. To all my friends in STK St. Yakobus Merauke especialLy to my friends in Englis Study Program for supporting me when I was hopeless.

                                                                     

                                                                                  Siti Uliyah

TABLE OF CONTENTS

TITLE PAGE   ..............................................................................................         i

PAGE OF APPROVAL  ..............................................................................        ii

PAGE OF EXAMINERS  ............................................................................        iii

STATEMENT OF WORK ORIGINALITY  ...............................................        iv

ACKNOWLEGDMENT  .............................................................................        v

TABLE OF CONTENTS   ............................................................................        vi

LIST OF TABLES   ......................................................................................       viii

LIST OF DIAGRAMS   ...............................................................................        ix

LIST OF FIGURES  .....................................................................................        x

ABSTRACT   ................................................................................................        xi

ABSTRAK   ..................................................................................................       xii

CHAPTER I..................................................................................................         1 

A.    Beckground ......................................................................................         1

B.     Problem Identification.......................................................................         2

C.     Problem Limitation............................................................................         3

D.    Objective of the Study......................................................................         3

E.     Benefit of the Study..........................................................................         4

F.      Definition of Terms...........................................................................         4

CHAPTER II.................................................................................................         6

A.    Theoretical Review............................................................................         6

1.      Bloom’s Taxsonomy Cognitive Domain......................................         6

2.      Grammar......................................................................................         9

3.      Teaching Grammar.......................................................................        11

4.      Gramatical Error..........................................................................        14

5.      Characteristic of Learner.............................................................        17

B.     Theoritical Framwork.........................................................................        21

CHAPTER III...............................................................................................        24

A.    Method..............................................................................................        24

B.     Disign.................................................................................................        25

C.     Data Processing.................................................................................        26

D.    Research Procedure...........................................................................        27

CHAPTER IV...............................................................................................        30

A.    Description of the Students of SMA Plus Muhammadiyah Merauke            30

B.     Data Presentation...............................................................................        30

1.      Data presentation of the students based on the test....................        30

2.      Data presentation of the students based on correct and wrong

answers........................................................................................        32

C.     The difficultes factors on students comprehension of the simple

Present tense......................................................................................        35

1.      Quesioners...................................................................................        35

2.      Interview......................................................................................        45

CHAPTER V.................................................................................................        51

A.    Conclusion ........................................................................................        51

B.     Suggestion.........................................................................................        55

BIBLIOGRAPHY  :.....................................................................................        56

APPENDICES

LIST OF TABLE

Table 3.1         Student’s Score

Table 3.2.        Student’s Score based on standard score

Table 4.1.        The result of the test

Table 4.2.        The result of the students based on correct and wrong answers.

Table 4.3         Students Admission

LIST OF DIAGRAMS

Diagram 3.1    The total students’ grade

Diagram 4.1    The total result students’ scores

Diagram 4.2.   The result of students based on correct and wrong answers

LIST OF FIGURES

Figure 2.1        Simple Present

ABSTRACT

Uliyah Siti. 2012. An Analysis on the Comprehension of the Twelveth Grade Students of Sma Plus Muhammadiyah Merauke on the Simple Present Tense: English Language Study Program, Sekolah Tinggi Katolik Santo Yakobus Merauke

This research conducted how far is the comprehension of the twelveth grade students of SMA Plus Muhamadiyah Merauke on the Simple Present Tense. This research was focused for two main questions namely (1) How far was the comprehension of the twelveth grade students of SMA Plus Muhamadiyah Merauke on the simple present tense? And (2) What are the difficulties of to the twelveth grade students of SMA Plus Muhamadiyah Merauke in comprehending Simple present tense?

In order to answer the first question, the writer conducted the Simple Present test for the twelveth grade students of SMA Plus Muhammadiyah Merauke. The material limited on simple present tense and the test focuses the usage of “to be” and “verbs”. In the test the writer took 20 students of SMA Plus Muhammadiyah Merauke.There are 15-18 years old. The writer choose 2 class in SMA Plus Muhamadiyah Merauke, they are Science class and Social class as example to know the students comprehension in the simple present tense.

The result of the analysis for 20 students of the twelveth grade of SMA Plus Muhammadiyah Merauke was five students (25%) got score 35, six students (30%) got 30, two students (10%) got score 25, one student (5%) got score 20 and six students (30%) got score 15. So, in simple present test and 20 students was 103 correct answers (25,75%), they  had comprehend the simple present tense and  297 wrong answers (74,25%), that  had not comprehend the simple present tense of 400 questions. Based on the data, I can concluded that the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke less.

To answer the second question, the writer distributed the questioner and did interview for students about the learning process in the class. The result of the questioner, the writer found some students difficulties on comprehending the tenses. There were some difficulties namely the explanation was very fast, the teacher did not explain abaout the purpose and the meaning about simple present tense, etc. Finally, the writer concluded that in learning process, the teacher and the learning strategy supported students to comprehend The simple present tenses and the other tenses.    

The writer hopes, the result of this research could motivate students, English teachers and the other researchers to develop and improve English in teaching and learning process.

ABSTRAK

Uliyah Siti, 2012. An Analysis on the Comprehension of the Twelveth Grade Students of Sma Plus Muhammadiyah Merauke on the Simple Present Tense: Program studi Pendidikan Bahasa Inggris, Sekolah Tinggi Katolik Santo Yakobus Merauke.

Penelitian ini dilaksanakan untuk menganalisa seberapa jauh pemahaman siswa kelas Dua belas (XII) SMA Plus Muhammadiyah Merauke pada Simple Present Tense. Penelitian ini difokuskan pada dua pertanyaan utama, yaitu (1) Seberapa jauh pemahaman siswa kelas Dua Belas (XII) SMA Plus Muhammadiyah merauke pada Simple present tense? Dan (2) Kesulitan apa saja yang di hadapi siswa kelas dua belas (XII) SMA Plus Muhammadiyah Merauke dalam memahami Simple Present tense?

Untuk menjawab pertanyaan yang pertama, penulis melakukan test tentang simple present tense untuk siswa kelas dua belas (XII) SMA Plus Muhammadiyah Merauke. Materi test dibatasi hanya untuk simple present tense saja dan test difokuskan pada “Kata Bantu” dan Kata Kerja”. Penulis meminta 20 siswa SMA Plus Muhamadiyah Merauke untuk untuk melakukan test. Mereka berumur 15 tahun sampai 18 tahun. Penulis mengambil dua kelas yaitu kombinasi antara kelas IPA dan kelas IPS sebagai contoh untuk mengetahui pemahaman siswa terhadap simple present tense.

Hasil analisa dari test yang dilakukan oleh 20 orang siswa SMA Plus Muhammadiyah Merauke bahwa pemahaman terhadap simple present tense yaitu: lima orang siswa (25%) mendapat nilai 35, enam orang siswa (30%) mendapat nilai 30, dua orang siswa (10%) mendapat nilai 25, satu orang siswa (5%) mendapat nilai 20 dan enam orang siswa (30%) mendapat nilai 15. Jadi, hasil keseluruhan test dari 20 orang siswa menjawab 103 jawaban benar (25,75%) dan menjawab 297 jawaban salah (74,25%). Berdasarkan data, Saya dapat menyimpulkan bahwa pemahaman siswa kelas dua belas (XII) SMA Plus Muhammadiyah merauke kurang.

Untuk menjawan pertanyaan kedua, Penulis membagikan  kuisioner dan melakukan wawancara kepada masing-masing siswa tentang seputar kegiatan pembelajaran di kelas. Dari hasil kuisioner dan wawancara, Penulis mendapat beberapa kesulitan siswa dalam memahami simple present tense. Ada beberapa kesulitan siswa diantaranya penjelasan guru yang terlalu cepat, guru tidak menjelaskan maksut dan arti dalam mengajarkan simple present tense, dan lain sebagainya. Akhirnya, Penulis mengambil kesimpulan bahwa dalam proses belajar di kelas strategi belajar dan guru sangat mendukung kelancaran siswa dalam memahami simple present tense.

Penulis berharap, hasil dari penelitian ini dapat memotivasi siswa-siswa, guru-guru bahasa Inggris dan peneliti-peneliti lainya yang mengembangkan dan meningkatkan Bahasa Inggris dalam proses belajar mengajar.

CHAPTER I

INTRODUCTION

This thesis presents an analysis on the comprehension of  the twelve students of SMA Plus Muhamadiyah Merauke on the Simple Present Tense. Chapter 1 consists of seven pasts. They are background, problem identification, problem formulation, problem limitation, objective of the study, benefit of the study, definition of terms.

A.    Background

English is the word’s most widely use language. In some countries (especially where it is the dominant native language). English is use principally for internal purpose as an intra national language for speakers to communicate with othe speakers of the some country. That why many people in Indonesia want to learn English. And many of them could speak English well, but they have many grammar error.

In Senior High School, English is taught as a foregin language and included  in UAN (Nasional Examination). In English, there are four skills that should be mastered by the students. They are writing, speaking, reading and listening  which are supported by the language elements such as pronunciation, vocabulary and grammar. Most of the students in Indonesia do not like English, especially grammar. They still confused how to make the sentences, because to make the sentences, the students must know about the part and time of the cases. Many students make mistake in producing English sentences. There are many students had not comprehend on basic English grammar. They had not make a good sentence. Because if the students has grammar error in making a sentence, the meaning of the sentence will  change. In teaching and learning process, the teacher must teach clearly. So, the students will receive the English well.

In grammar, the students must mastered the present tenses especially the simpel present tense before they are study all of tenses, because present tense is the basic elements of the tenses. Therefore, in this study, the writer will analyze on the comprehension of the twleve grade students of SMA Plus Muhamadiyah Merauke on the Simple Present Tense.

B.     Problem Identification.

This study has formulated the problem that how far the comprehension of  the twelve grade students of SMA Plus Muhamadiyah Merauke on the Simple Present Tense. They are about 15-18 years old. In teaching and learning process, most of the twelve grade students of SMA Plus Muhamadiyah Merauke had not comprehended on basic English grammar especially the simple present tense. They had not made a good sentence in simple present tense.

C.    Problem Formulation

There are main problems in this study. They are can be formulated as follows:

1.      How far the comprehension of the twelveth grade students of SMA Plus Muhamadiyah Merauke on the simple present tense?

2.      What are the difficulties faced by the twelveth grade students of SMA Plus Muhamadiyah Merauke in comprehending simple present tense?

D.    Problem Limitation

The study is focussed on analyzing the comprehension of the twelveth grade students of SMA Plus Muhamadiyah Merauke on simple present tense. The material was limited on simple present tense and the test focused the usage of “to be” and “verbs”, and then the subject are the twelveth grade students of SMA Plus Muhamadiyah Merauke. There are 15-18 years old. The writer choose 2 classes in SMA Plus Muhamadiyah Merauke, they were Science class and Social class as example to know the students comprehension in the simple present tense, the writer conducted the grammar test, interview and distributed the quisioners for the nine grade students of SMP Negeri 2 Merauke.

E.     Objective of the Study

This study intended to answer the problem which are stated in the problem formulation as follows:

1.      To find out how far the comprehension of the twelveth grade students of SMA Plus Muhamadiyah Merauke on the simple present tense.

2.      To find out the difficulties faced by the twelve grade students of SMA Plus Muhamadiyah Merauke in comprehending simple present tense.

F.     Benefit of the Study.

The benefit of the study as follows:

1.      The writer find out the comprehension of  the twelve grade students of SMA Plus Muhamadiyah Merauke on the simple present tense.

2.      The writer hopes the result of the study can be good information for English teachers to find out the students’ comprehension on the simple present.

3.      The English text books to SMA can develop better English on basic grammar especially in the simple present tense.

G.    Definition of Terms

1.      Grammar

Grammar is the rules in a language for changing the form of words and combining them into sentences (Oxford Dictionary).

2.      Comprehension

Jack S. Richards-Richard Schmidt (2002:99) state that the comprehension is the identification of the intended meaning of written or spoken communication. Contemporary theories of comprehension emphasize that is an active process drawing both on information contained in the message (bottom-up processing), as well as background knowledge, information from the context and from the listener and speaker’s purpose on intentions (top-down processing).

3.      Analysis

Analyisis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, anlysis of the relationships between parts, and recognition of the organizational principles involved. (Bloom, 1956).

4.      SMA Students

In Indonesia there are several of education institution. One of these is SMA. SMA is a Junior High school in Indonesia after the students graduate from Junior High School (SMP).

CHAPTER II

LITERATURE REVIEW

Chapter II presents the literature review that will be describe in two major parts: there are Theoritical Review and Theoritical Farmwork.

A.    Theoretical Review

Theoritical review is presented in four parts: there are Bloom’s Taxonomy Cognitive Domain, Grammar, Teaching Grammar, Grammar Error, Characteristic of  learner and The Types of Learning.

1.      Bloom’s Taxonomy Cognitive Domain

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowests level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. A description of the six levels as well as verb example that represent intellectual activity are listed here. Bloom, 1956. Six levels of Bloom’s taxonomy cognitive domain are: Knowledge, Comprehension, Aplication, Analysis, Synthesis and evaluation.

a.       Knowledge

Knowledge is defined as remembering of previously learned material. This may invlove the recall of a wide range of material, from specific facts to complite theories, but all that is required is the bringing to mind of the appropriate information. Knowladge represents in the cognitive domine.

b.      Comprehension

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one from to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

c.       Aplication

Aplication refers to the ability to use learned material in new and concrete situations. This may include the aplication of such thing as rules, methods, concepts, principles, laws and theories. Learning outcomes in this area rewuire a higer level of understanding than those under comprehension.

d.      Analysis

Analysis refers to the ability to break down material into its component parts so that its organizational structure may be undertood. This may include the identification of the parts, analysis of the relationship berween parts,  analysis of the relationships  between parts, and recognition of the oranizional principles involved. Learining outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural from of the material.

e.       Synthesis

Synthesis refers to the ability to put parts together to from a new whole. This may involve the production of a unique communication (theme of speech), a plan operations (research proposal), or a set of abstract relations (scheme for classfying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures.

f.       Evaluation

Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a give purpose. The judgements are to be based on definiite criteria. These may be internal citeria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.

2.      Grammar

Grammar consist of two parts. They are Definition of grammar and simple present tense.

1)        Definition of Grammar

Brown (2000:362) stated that grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence. He also wrote grammar is the rule of words in a sentence.

Harmer (2003: 12) stated that grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language.

So, grammar of language is about the ways that word can be to be a sentence.

2)        Simple Present tense

Flauta (2006:78) stated in his book that present tense shows an action presently or habitually happening, or a fact or general truth.

Hartmann and Stok (1972:183) stated that present tense is an absolute tense that refers to the moment of utterance. It of refers to events or states that do not merely coincide with the moment of utterance, such as those that are continuous, habitual or lawlike (12/06/2008).

Azar (1993:2) states that simple present in general expresses events or situations that exits always, usually, habitually; they exists now, have existed in the past and probably will exist in the future.

Something was true in the past, is true in present, and will be true in the future. It is used for general statements of fact (1993:11). The verbs used in simple present is verb one.

I/we/you/they               INFINITIVE He/she/it                      INFINITIVE + S

In general, the simple present expresses events or situations that exist always, usually, habitually, they exist now, have existed in the past, and probably will exist in the future.

 

Figure. 2.1. The Simple Present

Azar (1993:2) states that the simple present says that something was true in the past, is true in the present and will be true in the future. It is used for general statements of fact.

For examples:

1)    Water boils at 100%

2)    The sun rise in the east and sets in the west..

The simple present is used to express habitual or everyday activity.

For examples:

1)      I go to mosque everyday.

2)      I usually get up at 6 o’clock every morning.

The simple present is used to express command and asking (to second person).

1)      Open your mind!

2)      Give me those letter!

The simple present is used to express events has been schedule.

1)      The train leves at six tomorrow morning

2)      Our softball team plays next Augustus.

Hartanto (2003:272) et. al. state the time signals of simple present are always, generally, often, regularly, seldom, steadily, here, there, every other day, now and then, on and of, once a week, once a year, as a rule, normally, usually, never, sometimes, nowadays, frequently, everyday, every Sunday, every week, occasionally, once in a while, twice a week, etc. 

3.    Teaching Grammar

Brown (2000:365) While the professional community in general ages on the importance of from focused instruction, there are still degrees of opinion on what kind of instruction should be offered to learners.

So, to teach English to general age most important to focussed in instruction then other. Four primary issue characterize this on going professional discussion.

a.    Should grammar be presented inductively or deductively

In most contexts, an inductive approach is more appropriate because:

1)        It is more in keeping with natural language acquision (where rules are absorbed subconsciously with little or no conscious focus).

2)        It conforms more easily to the concept of inter language development in which learners progress, on variable timetables, through stages of rule acquisition.

3)        It allows students to get a communicative “feel” for same aspect of language before possibly being overwhelmed by grammatical explanations.

4)        It builds more intrinsic motivation by allowing students to discover rules rather than being them.

b.    Should we use grammatical explanations and technical terminology in a CLT classroom

In CLT classes, the use grammatical explanation and terminology must be approached with care, we teachers are sometimes so eager to display our hardearned metalinguistic knowledge that we forget that our students are so busy just learning the language itself that the added load of complex rules and terms is too mush to bear. But clearly, adults can benefit from occasional explanations. Following a few simple (but not always easily interpreted) rules of thumb will enhance any grammatical explanations you undertake.

1)      Keep your explanations brief and simple. Use the mother tongue is students cannot follow an explanation in English.

2)      Use charts and other visuals whenever possible to graphically depict grammatical relationship.

3)      Illustrate with clear, unambiguous example.

4)      Try to account for varying cognitive style among your students (for example, analytical learners will have an easier time picking up on grammatical explanations than will holistic learners).

5)      Do not get yourself (and students) tied up in knots over so-called “exceptions” to rules.

6)      If you don’t know to explain something (for instance, if a students asks you about a point of grammar and you are not sure of the rule), do not risk giving false information (that you may have to retract later, which will cause even more embarrassment). Rather, tell students you will research that point and bring an answer back the next day.

c.       Should grammar be thought in separate “grammar only” classes?

The collective experience of the last two decades or so of CLT practice, combined with the research on the effectiveness of grammatical instruction (see photos 1994, long 1983, Eisenstin 1980), indicates the advisability of embedding grammatical techniques into general language course, rather than singling grammar out as a discrete “skill” and treating it in a separate Couse. Grammatical information, whether consciously or subconsciously learned, is an enabling system, a component of communicative competence like phonology, discourse, the lexicon, etc.

d.      Should teachers correct grammatical errors?

Many students errors in speech and writing performance are grammatical. It is interesting that little research evidence shows that overt grammatical correction by teachers in the classroom is of any consequence in improving learners language. But we do have evidence that various other forms of attention to and treatment of grammatical errors have an impact on learners. Therefore, it is prudent for you to engage in such treatment, as long as you adhere to principles of maintaining communicative flow, of maximizing students self-correction, and of sensitively considering the affective and linguistic place the learner is in.

4.      Grammatical Error

Gramatical error consist of two part. They are Definition of Error and difinition of grammatical error.

a.       Definition of Error

Errors are flawed side of learner speech or writing, making errors is a part of learning that cannot be avoided. People cannot learn langguage without first systematically commiting errors (Dulay, Burt and Krashen, 1982). Until the late 1960s, errors were considered as a sign of learning failure that could not be tolerate (Littlewood, 1984).

Researchers distinguish errors caoused by one factors, such as fatigue and inattention, called performance factors and errors resulting from lack of knowledge of the rule of the language, called competence. In some of the second language literatures, performance errors have been called “mistakes” while the term “errors” was reserved for the systematic deviations due to the learner’s still developing knowledge of the second language rule system. The distiction between performance and competence errors are important, but it is difficult to determine the nature of a devition without careful analysis (Dulay, Burt and Krashen, 1982).

Errors are different from mistakes. Errors reflect gaps in a learner’s knowledge: they occur because the learner does not know what the correct one is (Ellis, 1997.17). however, mistake feflect occasional lapses in performance: they occur because in particular instance, the learner is unable to perform what she or he knows (Ellis, 1997). According to Ubol, the errors are typically produces by apprentical learners who do not yet have a full command of a language system.

b.      Difinition Of grammatical error

The writer uses the theory that was given by Jeck C. Richards in his book of “Errot Analysis Perspectives on Second Langguage Acquision”. According to that book, there are six kinds of grammatical errors, such as errors in the production of verb groups, errors in the distribution of verb group, miscellaneous errors, errors in the use of prepositions, error in the use of articles and errors in the use of questions (Richard, 1974. 182-188).

1)        Errors in the production of Verb Groups

Errors in the production of verb groups for example:

a)      He is speaks french (He  speaks French)

b)      We are live in this hut (We live in this hut)

c)      They are walk to school everyday (They walk to school everyday)

2)      Errors  in the Distribution of verb Groups

Errors in the distribution of verb groups, for examples:

a)      I am interesting in that (I am intersted in that).

b)      The country was discovering  (the country was discovered).

c)      They have arrived just now (They had aerrived just now)

3)      Miscellaneous Error

Miscellaneous error, for examples:

a)      That is not fit to drink it.  (That is not fit to drink)

b)      That is the king’s horse which he rises it every day. (That is the king’s horse which he rises every day)

c)      I am very lazy to stay at home. (I am lazy to stay at home).

4)      Errors in the use of Prepositions

Errors in the use of prepositions, for example:

a) Married with him (merried him).

b) In this purpose (this purpose).

c) at the first time (the first time).

5)      Errors in the Use of Articles

Errors in the use articles, for examples:

a)      Sun is very hot (the sun is very hot)

b)      A humman beings  (Humman being)

c)      At the conclusion of article.  (At the conclusion of the article)

6)      Errors in the Use of Questions

Errors in the use of questions, for examples:

a)      What she is doing? (What is she doing?)

b)      How you say it in English?  (How do you say it in English?)

c)      Do he go there? (Does he go there?)

5.      Characteristic of Learner

Harmer (2003:37) states that people of different need competence and cognitive skills, we might expect children of primary age to acquire much of a foreign language thought play, for example whereas for adults we can reasonably.

There are three kinds of the age. They are young children, Adolescents and adult:

a.       Young Children

Brown’s book states that children are focused on what this new language can actually be used for here and now. They are less willing to put up with language that doesn’t hold immediate rewards for them. Your classes can ill afford to have an overload of language that is neither authentic not meaningful. (2000:88)

1)      Children are good at sensing language that not authentic; therefore, “canned” of styled language will likely be rejected.

2)      Language needs to be firmly context embedded. Story lines, familiar situations and characters, real-life conversations, meaningful purpose in using language-these will establish a context within which language can be received and sent and thereby improve attention and retention. Context-reduced language in abstract, isolated, unconnected sentences will be much less readily tolerated by children’s minds.

3)      A whole language approach is essential. If language is broken into too many bits and pieces the interrelationship among the various skills (listening, speaking, reading, and writing), or they won’t see important connections.

It take a very special person to be able to teach children effectively. Along with all these guideline, an elementary school teacher develops a certain intuition with increasing months and years of experience.

b.      Adolescents

Harmer (2003:38-39) states that that we have comesome way from the teaching of young children. We can ask teenagers to address learning issues directly in a way that younger learner might not appreciate. We are able to disccuss abstract issues with them. Indeed part of our jobs to provoke intellectual activity by helping them to aware of contrasting ideas and concepts which they can resolve for themselves though still with our guidance. He also writes that anyone who has taught secondary school students has had lesson, even days and weeks,when the task seemed difficult and on especially bad days hopeless. Yet if, as the methodologist Penny Ur suggests, teenege students are in fact ovwrall the best language learner (2003:38).

c.       Adults

Brown (2000:90) states in his book Although many of the “rules” for teaching children can apply in some ways to teaching adults, the letter age group poses some different, special considerations for the classroom teacher.

So, as you consider the five variabel that apply to children, keep in mind some specific suggestions and caveats.

1)      Adults are more able to handle abstract rules and concepts. But beware as you know, too much abstract generalization about usage and not enough real life language use can be deadly of adults, too.

2)      Adults have longer attention spans for material that may not be intrinsically interesting to them. But again, the rule of keeping your activities short and sweet applies also to adults age teaching.

3)      Sensory input need not always be quite as varied with adults, but one of the secrets of lively adult classes is their appeal to multiple senses.

4)       Adults often bring a modicum of general self-confidence (global self-esteem) into a classroom; the fragility of egos may therefore not be quite as critical as those of children. Yet we should never underestimate the emotion factors that may be attendant to adult second language learning.

5)      adults, with their more development abstract thinking ability, are better able to understand a context-reduced segment of language. Authenticity and meaningfulness are of course still highly important, but ini adult language teaching, a teacher can take temporary digressions to dissect and examine isolated linguistic properties, as long as students are returns to the original context.

B.     Theoritical Farmwork

Harmer (2003:38-39) states that that we have comesome way from the teaching of young children. We can ask teenagers to address learning issues directly in a way that younger learner might not appreciate. We are able to disccuss abstract issues with them. Indeed part of our jobs to provoke intellectual activity by helping them to aware of contrasting ideas and concepts which they can resolve for themselves though still with our guidance. He also writes that anyone who has taught secondary school students has had lesson, even days and weeks,when the task seemed difficult and on especially bad days hopeless. Yet if, as the methodologist Penny Ur suggests, teenege students are in fact ovwrall the best language learner (2003:38).

Brown (2000:365) While the professional community in general ages on the importance of from focused instruction, there are still degrees of opinion on what kind of instruction should be offered to learners. So, to teach English to general age most important to focussed in instruction then other. Errors are flawed side of learner speech or writing, making errors is a part of learning that cannot be avoided. People cannot learn langguage without first systematically commiting errors (Dulay, Burt and Krashen, 1982). Until the late 1960s, errors were considered as a sign of learning failure that could not be tolerate (Littlewood, 1984).

Researchers distinguish errors caoused by one factors, such as fatigue and inattention, called performance factors and errors resulting from lack of knowledge of the rule of the language, called competence. In some of the second language literatures, performance errors have been called “mistakes” while the term “errors” was reserved for the systematic deviations due to the learner’s still developing knowledge of the second language rule system. The distiction between performance and competence errors are important, but it is difficult to determine the nature of a devition without careful analysis (Dulay, Burt and Krashen, 1982).

Errors are different from mistakes. Errors reflect gaps in a learner’s knowledge: they occur because the learner does not know what the correct one is (Ellis, 1997.17). however, mistake feflect occasional lapses in performance: they occur because in particular instance, the learner is unable to perform what she or he knows (Ellis, 1997). According to Ubol, the errors are typically produces by apprentical learners who do not yet have a full command of a language system.

 Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one from to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

In learning proccess, the students was tought about grammar. But they still has grammatical error. Ellis (1997.17) stated that Errors are different from mistakes. Errors reflect gaps in a learner’s knowledge: they occur because the learner does not know what the correct one is and mistake feflect occasional lapses in performance: they occur because in particular instance, the learner is unable to perform what she or he knows. The students never error if they comprehend the material, so if the students did not comprehend the material absolutly they will error in grammr.

CHAPTER III

METHODOLOGY

Chapter III discusses about the methodology that employee in this study. This chapter consist in four major parts. They are method, research object, data processing and research procedures.

A.    Method

The Association for Educational Communications and Technology (2001) state that descriptive research does not fit neatly into the definition of either quantitative or qualitative research methodologies, but instead it can utilize elements of both, often within the same study. The term descriptive research refers to the type of research question, design, and data analysis that will be applied to a given topic. Descriptive statistics tell what is, while inferential statistics try to determine cause and effect.

This research is presented to collect the data in order to test or answer questions in the questioner to the students.  This research conducted to analyze how far the comprehension of the twelveth grade students of SMA PLUS MUHAMMADIYAH Merauke on the simple present tense. Many of the students especially in Merauke could speak in english, but many of them have grammar error. So, in this research the writer wants to know how far the comprehension of the twleveth grade students of SMA PLUS MUHAMMADIYAH Merauke on the simple present tense.

To know to how far the comprehension of the twelveth grade student of SMA PLUS MUHAMMADIYAH Merauke on the simple present tense, the writer has three methods. There are simple present test, quisioner and interview to the students. In the test the writer would know how far the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke on the simple present tense. If 15 students has scor 6, it means that the twelveth grade students of SMA PLUS MUHAMMADIYAH Merauke have good comprehension on the simple present tense. But if less then 15 the students scor 6, it means that they the comprehension of the twelveth students of SMA Plus Muhammadiyah Merauke on the simple present is less.

B.     Design

In this study, the writer focused on High School Students. The analysis was limited to the tweleveth grade students of SMA Plus Muhammadiyah Merauke. The writer conducted the test to find out how far the students comprehend on the simple present, distributed the questioner and did interview to find out the difficulties faced by the twelveth grade students  of Sma Plus Muhammadiyah Merauke in comprehending simple present tense.

To find the data,the writer was helped by 20 students of tweleveth grade students in Sma Plus Muhammadiyah Merauke. This research was conducted to find how far the comprehension of the twleveth grade students of Sma Plus Muhammadiyah Merauke on simple present tense.

C.    Data Processing

This research will applied two kinds of data, namely qualitative data and quantitative data. The qualitative data will be presented in words, while the quantitative data will be presented in number.

To answer the problem, the writer use the table. The table was made in certain category. The first is the table of student’s score.

No.	Students’ Names	School	Score

        Table 3.1 Students’ Score

The first column is numbers. The second column is name of students, The third column is name of school, The fourth is score and the last column is letter score.

To analyze the data into the percentage data, the writer uses diagram data below:

Diagram 3.1 the total students’ score

No.	Present Tense
	True		False
	∑	%	∑	%

                                                                                                        

The table before showed the result of the test. The third column is used to state the simple present. There  are correct columns and wrong columns.

D.    Research Procedure

This research is carried out by applying the following procedures namely: Permission letter to school, making the test, questioner and interview, collecting data and data processing.

1.      Permission letter to the school

The writer gave the permission letter from STK to research the students in Sma Plus Muhammadiyah Merauke.

2.      Making the test, the questioner and interview

The writer conduct the test for students. The writer took the Simple Present test, based on the material in junior high school. The writer also distributed the questioner and did interview for students.

3.      Collecting data

In this study, the writer apply three steps, namely:

a.       A Test

The form of test is multiple-choice. In the test, the writer will conduct the the simple present tense as a basic grammar (tenses). The test will be 20 numbers. The writer conduct the test to the students. The time to do the test will be 30 minutes. The writer will take 20 students from a class in twelveth grade students of Sma Plus Muhammadiyah Merauke.

b.      Questioner

The writer make the questioner for the students. The questioner will support the test. The writer will find the problems of the students  to comprehend the simple present tense.

c.         Interview

The writer do interview for the students. The interview will support the test and the quesioner. The writer will find the problems of the students to comprehend the simple present tense.

4.      Data Processing

To analyze the students comprehension, the writer will use two forms. They are tables and diagrams. In this study, the writer will include the result of the test to know how far the twelveth grade students of SMA Plus Muhammadiyah Merauke in comprehending the simple present tense.

CHAPTER IV

RESULT AND DISCUSSION

This chapter contains the results of the research and the discussion. This chapter is divided into two parts, namely description of the students of SMA Plus Muhammadiyah Merauke and data presentation.

A.    Description of the students of SMA PLUS Muhammadiyah Merauke

In this research the writer analyzed the students in SMA Plus Muhamadiyah. It located in Jl. Garuda Spadem Merauke. The writer focused on the twelveth grade students of SMA  Plus Muhammadiyah Merauke. There are 20 students which are combination  of  Science study program and  Social study Program  in SMA Plus Muhammadiyah Merauke. They are 8 males and 12 females.

B.     Data Presentation

Data Presentation consist of two part. There are Data presentation of the student based on the test and data presentation of the students based on correct and wrong answer.

1.   Data presentation of the students based on the test

In this discussion, the writer would analyzed the comprehension of simple present to the tweleveth grade students of SMA Plus Muhamadiyah Merauke. The writer conducted the test to the students. The test was multiple-choice. In the test, The writer focused on simple present tense that had been learned at school. The test was 20 numbers. there were 20 questions of simple present at tense. In the test  the writer  foccused in  “to be” and “verb” only.

The result of the test for the students were showed in table below:

No.	Students’ Names	School	Score
1.	Mustamin	SMA Plus Muhammadiyah	30
2.	Siti Nurbaya	SMA Plus Muhammadiyah	30
3.	Normawati	SMA Plus Muhammadiyah	35
4.	Hanifah	SMA Plus Muhammadiyah	30
5.	Mariyatun	SMA Plus Muhammadiyah	15
6.	Indah Nurhayati	SMA Plus Muhammadiyah	30
7.	Agus Warsito	SMA Plus Muhammadiyah	25
8.	Bagus Susanto	SMA Plus Muhammadiyah	15
9.	Iin Sri Wahyuni	SMA Plus Muhammadiyah	15
10.	Siti Agustina	SMA Plus Muhammadiyah	30
11.	Setriani	SMA Plus Muhammadiyah	15
12.	Siti Nurhalimah	SMA Plus Muhammadiyah	35
13.	Siti Nur naeni	SMA Plus Muhammadiyah	35
14.	Bomo Setiaji	SMA Plus Muhammadiyah	15
15.	Warto	SMA Plus Muhammadiyah	35
16.	Siti Natalia Sari	SMA Plus Muhammadiyah	20
17.	Ardiyanto	SMA Plus Muhammadiyah	25
18.	Ode Muhammad	SMA Plus Muhammadiyah	30
19.	Dewi Purwati	SMA Plus Muhammadiyah	35
20.	Rudi M	SMA Plus Muhammadiyah	15

Table 4.1 The result of the test

Diagram 4.1 The total result students’ Scores

It was appear from table 4.1 and the diagram 4.1 that there were 20 students who follow the test. Based on the table of the test, the writer showed the score based on their result of the test. The result was five students (25%) get score 35, six students (30%) get 30, two students (10%) get score 25, one student (5%) get score 20 and six students (30%) get score 15. It means that the students could not do the test well.

2.   Data Presentation based on correct and wrong answers

The writer conducted the test in SMA Plus Muhammadiyah Merauke that located in Jl. Garuda Spadem merauke. In the test, the writer concluded Simple Present tense to find out the comprehension of the twelve grade students of SMA Plus Muhammadiyah Merauke on simple present tense. The result of the test was analyzed based on simple present tense. It was presented in table 4.2 below:

Num	Name of Students	Simple Present
		C			W
		∑		%	∑		%
1.	Mustamin	6		30	14		70
2.	Siti Nurbaya	6		30	14		70
3.	Normawati	7		35	13		65
4.	Hanifah	6		30	14		70
5.	Mariyatun	3		15	17		85
6.	Indah Nurhayati	6		30	14		70
7.	Agus Warsito	5		25	15		75
8.	Bagus Susanto	3		15	17		85
9.	Iin Sri Wahyuni	3		15	17		85
10.	Siti Agustina	6		30	14		70
11.	Setriani	3		15	17		85
12.	Siti Nurhalimah	7		35	13		65
13.	Siti Nur naeni	7		35	13		65
14.	Bomo Setiaji	3		15	15		75
15.	Warto	7	35		13	65
26.	Siti Natalia Sari	4	20		16	70
17.	Ardiyanto	5	25		15	75
18.	Ode Muhammad	6	30		14	70
18.	Dewi Purwati	7	35		13	65
20.	Rudi M	3	15		17	85

Table 4.2 The result of students based on correct and wrong answers

Legends

C      = Correct

W     = Wrong

∑      = the total

%      = Percentage

Based on the data above, the writer would like to analyze the comprehension of the twelveth grade of students of SMA Plus Muhammadiyah Merauke on simple present tense. In the test, the writer gave  twenty  questions for 20 students. The result of the test, five students (35%) produced seven correct answer, six students (30%) produced  six correct  answers, two students (25%) produced five correct answers, one students (20%) produced four correct answers and six students (15%) produced three correct answers. It means that the simple present tense was still many mistakes based on twenty questions, therefore the total correct answers of all students is 103 (25,75%) correct answers from total questions is 400. 

The result above, shows  how far was the comprehension of  the twelveth grade students of SMA Plus Muhammadiyah Merauke on simple present tense. Based on the analysis, the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke was less, because in simple present tense test, there is only produced 103 (25,75%)  correct answers and 297 (74,25%) wrong answers.

The writer would show the result using the diagram bellow:

Diagram 4.3. The result of all students based on correct and wrong answers.

Legends

C      = Correct

W     = Wrong

C.    The difficulties factors on students comprehension of the simple present tense

1.      Questioners

In this research, the writer would like to found the difficulties faced by the twelveth grade students of SMA Plus Muhammadiyah Merauke in comprehend the simple present tense. The writer distributed the questioner for students. The result of the questioner were: 

Num	Questions	Respons	Number of respons	persentage
1.	Do you like English subject?	Yes	12	60%
		No	3	15%
		So-so	5	25%
2.	According to you, English is?	Very Boring	1	5%
		Boring	0	0%
		So-so	16	80%
		Fun	2	10%
		Very Fun	1	5%
3.	According to you, What are the difficulties factors in English learning?	The teacher seldom teaches	0	0%
		Textbook is nothing	0	0%
		The teacher explains unclear	1	5%
		The students seldom memorize the words	17	85%
		The students is lazy, because they do not like English	1	5%
		The forms of tenses is difficult	1	5%
4.	Where do you get English?	At  School	18	81,81%
		At  Course
		Course of school	1	4,5%
		Friends	1	4,5%
		Internet	0	0%
		Other source	2	9,09%
5.	According to you, What difficulties tenses is?	Simple Present	8	14,03%
		Present Continues/Progresive	14	24,56%
		Past	8	14,03%
		Past Continues	13	22,80%
		Future	14	24,56%
6.	According to you, is your teacher though well?	Well	14	70%
		Very well	0	0%
		So-so	6	30%
		Not well	0	0%
7.	According to you, what the dificultes when the teacher teach?	The time signals is not explain	1	5%
		The explanation is very fast	12	60%
		The teacher teach  of the formula before.	1	5%
		The teacher do not explain the purpose and the meaning of simple present	1	5%
		The students is not pay attention	2	10%
		The students have not much exercise	3	15%
8.	According to you, how often the teacher should explain simple present tense?	1 meeting	0	0%
		2 meeting	8	40%
		3 meeting	9	40%
		All of meeting	3	15%
9.	Could you make the simple present sentence?	Yes	9	45%
		Have not	11	50%
10.	Did you understand when the teacher explain sipmple Present tense?	No	3	15%
		Understand	7	35%
		So-so	10	50%
11.	Do the teacher often give students exam?	Ever	18	90%
		Often	2	10%
12.	According to you, simple present is more dificultes than other tenses? Why?	I think all of tenses is difficult	2	10%
		Actualy it is not difficult, but it’s depend of teachers explaination. Is The students could understand or not.	1	5%
		I do not understand about simple present tense, I hope the teacher teaches better so the students can undertand.	1	5%
		I will understand,  if I learned the material at  home	1	5%
		It is not difficult if the teacher teaches clearly	1	5%
		It is more difficult because I never had exercize	1	5%
		Difficult	2	10%
		So-so because I do not know anything	1	5%
		I will understand if I  attantion the teachers explenations.	1	5%
		Not difficult if the teacher give explain and if I know the meaning.	1	5%
		Difficult because I forgot the material	1	5%
		I think it is same with other subject	1	5%
		Yes, because  I do not understand	1	5%
		Difficult because I do not memorize the word	1	5%
		I do not know the meaning of the words	1	5%
		I think simple present is not difficult because Simple present more easy than other tenses	1	5%
		Difficult to understand the meaning and the form of tenses	1	5%
13.	After you stady about the tenses start from Junior high Schol until now, con you make the simple present sentence?	Yes	5	25%
		No	10	50%
		Not sure	5	25%
14.	Are you often aks your teacher if you do not understand the material?	Often	3	15%
		Seldom	11	55%
		No	6	30%
		Never	0
15.	What is your hope to understand the teacher explaination about simple present?	I hope that the teacher  must be patient with the student that difficult to understand the material and the teacher  enter the class everytime	1	5%
		I think the student must attention the teachers explaination	1	5%
		I hope the teacher more understand their students.	1	5%
		I hope that there are some interesting that teacher do and make as have motivation and understand the simple present tense	1	5%
		Give me tips to  understaning  English subject easily	1	5%
		I hope the teacher give explaination detail, give exercize, speaking english with their student more, more creative by interesting something.	1	5%
		The Important thing is the teacher understand the students need.	1	5%
		There are entertains  media	1	5%
		I hope that the teachers explanation do not fast and must be reaped  2 to 3 times.	2	10%
		Repeating the material and the teacher explain the material clearly.	1	5%
		Explain the material more detail.	3	15%
		Give sample.	1	5%
		the students often study in the class and practice in school area.	1	5%
		The teacher must explain until the student understanding the material.	1	5%
		Have more exercise and the students often ask if do not understand the material.	1	5%
		I do not understand about simple present tense, I hope the teacher be better so the students can understand the material.	1	5%
		I want to understand the material.	1	5%

Table 4.3 Students Admission

Based on the table above, the writer concluded that 16 students (60%) like English subject, three students (15%) did not like English subject and five students (25%) answered so-so.  There were one student (5%) who was very boring, sistheen students (80%) answered so-so, two students (10%) were happy and one students (5%) were very happy.

In learning proccess, the students had not understood  English  because there are some difficutes factors when the teacher taught. Based on the questioner there are one student (5%) answer that the teacher explaination is unclear, seventheen students (85%) answers the students seldom memorize the words, one students (5%) answers the students is lazy because they do not like English and one students (5%) answer the forms of tenses is difficult.

To get English knowledge, the student found from other place. According to the questioner there are eightheen students (78,26%) who get the English knowladge in the school, one  students (4,35%) get the knowledge in the course, one students (4,35%) in the course of school and one  students (4,35%) get from other friends.

In the research, the writer were analysis the difficult tenses for the students. According to the result the writer found that eight students (14,03%) answers simmple present were difficult tense, fourtheen students (24,56%) answers Present Continues/Progressive were the difficult tense, eight students (14,03%) answers past tense were difficult tense, threetheen students (22,80%) answers that Past Continues were difficult tense and fourtheen students (24,56%) answers future tense were difficult tense.

In the learning proccess, the teacher is a figure that gave motivation to the students. So the teacher must teach well in learning process. The writer analized how the teacher tought in the class and the result were fourtheen students (70%) answer that the teacher thought well dan six students (30%) answer the teacher thought so-so.

Most of students in English class, not only get difficulties from their selves but also from the methodology of teaching English/tenses.  Based on the research, the writer found that  the difficulties to comprehend Simple present tense on the methodology of teaching English. The results were one  student (5%) chose the time signals is not explained, twelve students (60%) chose the explanation is very fast, one student (5%) chose the form of tenses  beginning to teach, one  students  (5%) chose did not explain the purpose and the meaning of the simple present tense, one student (10%) chose the students are not pay attention and three students (15%) chose the students have not much exercise.

In the research the writer found  that the student wanted the teacher explained the material more then one meeting. Eight students (40%) want the teacher explain in two meeting, nine students (40%) want three meeting, and three  students (15%) want all of meeting. Most of the students of Sma Plus Muhammadiyah had not produce the simple present sentence well. According to the result of the research, there were nine students (45%) answer  yes and eleven students (55%) answer  no.

In the learning procces,  not all students understood the teachers explaination, there were three students (15%) did not understood, seven students (35%) understood, and ten students (50%) were so-so. According to the research  the students felt that simple present was more difficult than other tenses and they had some reason. They were  two students (10%) said that all of tenses were difficult, one student (5%) said that actually was  not difficult, but it is depend on how the teacher explained the students the student easy to understand,  one student (5%) said that the students understood if they study the subject at home. one student (5%) said that the tenses was not difficult if the teacher teaches clearly. one student (5%) said that simple present was more difficult because the student never had exercise. two students (10%) said that simple present was difficult. one student (5%) said that so-so because the students did not know anything. one student (5%) said that actually simple present was easy if the students pay attention when the teacher teaches. one student (5%) said that simple present was not difficult if the teacher gave explain and if the students know the meaning. one student (5%) said that simple present was difficult because the students forgot the material. one student (5%) though that simple present was same with the other subject. One  student (5%) said that simple present was difficult because the students did not understand. one student said that simple present was difficult because the student did not memorize the word. One student (5%) said that he do not know the meaning of the word. One student (5%) said that simple present was easy than the other thenses. And one student (5%) said that simple present was difficult to understand the meaning and the form of the tenses.

The students actually had the material about simple present tense from junior high school until senior high school. But  the writer  analized “could the students made the sentence of simple present?” They were five students (25%) said  yes, ten students (50%) said no and five students (25%) said  not sure.

In  learning proccess in the class, the students had not understood about simple present tense because they were seldom ask to the teacher when they had not understood the teachers tough. According to the result of the research the writer found  three students (15%) were often ask to the teacher when they were  not understood, eleven students (55%) were seldom ask to the teacher when they were not understood and five students (30%) answer no or never ask to the teacher when they had understood what the teacher tough.

To understand the teachers explaination well, actually the students had hopeness. They were one student (5%) hope that the teacher must be patient with the students that difficult  to understand the material and the teacher must enter the class everytime. One  student (5%) though that the student must pay attention to the teachers explainations. One student (5%) hope that the teacher more understand their the students. One student (5%) hope that  there are some interest from the teacher and made the students had motivation to understand the simple present tense. One student (5%) hope the teacher gave the students tips to can understand English subject easily. one student (5%) hope that the teacher gave explaination in detaily, give exercise, speak English with the students more, more creative. One student (5%) said that the important thing is the teacher  understood the students need. One student (5%) hope that there were intertaining media. Two students (10%) hope that the teachers explaination is not fast and must be repeated two to three times. One student (5%) hope that the teacher must repeat the material and the teacher must explain the material clearly. Three students (15%) hope the teacher explained the material more detail. one student (5%) hope the teacher give sample. one student (5%) hope that the students often study in the class and pratice in the school area. one student (5%) hope that the teacher must explained the material until the student understand. one student (5%) hope that they had more exercize and the students often ask to the teacher if they had not understand the material. One student (5%) said that the students do not understand about simple present tense because the teacher should be better so the students could understand the material. And one student (5%) hope to understand the material.

2.      Interview

In the research the writer had interview with the students of SMA Plus Muhammadiyah Merauke. In the interview, there were 4 questions to 16 twelveth grade students of Sma Plus Muhammadiyah Merauke. The question were:

a.          According to you English subject is fun or boring?

b.         Could you understand if your teacher teach about simple present tense?

c.          According to you how many meetings to explain the simple present tense?

d.         Could you mention the positive form of simple present tense, please?

The result of the interview were: the first student were Siti Natalia Sari said that English subject were sometime fun and borie. She was happy when the teacher teach while gave them song and game and she bored when the teache asked them to make sentence and do the exercise. She sometime understand the teacher explanations about simple present tense and somethimes did not because the teacher explained the material to fast. she want that the teacher gave explainations 1 to 3 meeting. But Siti Natalia sari known the positive form of the simple present tense.

The second student were Ode Muhammad. He was so-so in English subject, sometimes like and sometime dislike. He disliked English subject when the teacher asked him to memorized the word and made sentences. When the teache gave explanation he just little understand a little bit about the material. There were he wanted  the teacher to give explanation in 2 to 3 meetings. Acctually he knows the positive form of the simple present tense.

The thred students were Hanifah. She was so-so in English Subject because she dislike English subject. Sometime she understood the teacher explanation if she pays attention and sametime did not if she did not pay attention. She want to the teacher give explaination in 2 to 3 meetings she also knows the positive form of simple present tense.

The fourth students were Siti Nurbaya. She was so-so in English subject, sometime she like English subject if the teacher give a game and song and dislike if the teacher asked them to do exercise. When the teacher give explaination, she seldom understood. So she wanted the teacher to give explanation in 2 to 3 meetings and she known the positive form of simple present tense.

The fifth students were Bomo Setiaji. He disliked English Subject because he did not know anything about English subject. When the teacher tought hedid not understood, so he wanted  the teacher to give explaination about the material in 2 to 3 meetings. But he could mention the positive form of simple present when the writer asked him.

The sixth students were Siti Nurhalimah. She said that English subject sometime made her bored and sometime made her fun. Same with the other friends she is happy when the teacher give them games and songs. But when the teacher give her some exercise she would bored. She understood the teacher explaination if the materials were easy but if the materials were difficult she did not understand. She wanted to the teacher give explaination about simple present in 2 to 3 meetings. So she could understand the teacher explainations when the writer asked her to mention the positive form of simple present, she could mention it.

The seventh students were Siti Nur Naeni. Same with other  students were so-so to study English. She enjoyed english if the materials were easy. So she wanted the teacher  give explaination in 2 to 3 meetings especially the difficult material. Same with other students, she could mention the positive form of simple presents.

The eighth students were Setriani. She said that disliked English subject because she liked Bahasa Arab subject. So she sometime understood the materials that the teacher tought. She wanted the teacher  give explaination in 3 meetings until the students really understand. But she could mention the positive form of simple present tense.

The next students were Siti Agustina. She said that enjoyed study English subject  because she liked the subject and the teacher. she understood the materials if she repeated at home. She wanted  the teacher to give expleination in 3 meetings until the students really understand. The next students were Dewi Purwati. She said that enjoyed the material when the teacher told the storys, gave games, musics and the other interest. She also said that she understand the material if she pays attention the teacher explainations. She wanted the teacher gave explaination in 1 meeting until the students really understand about  the material. Same with Siti Agustina, she also could mention the positive form of simple present tense.

The eleventh student were Bagus Susanto. He was so-so study english subject because he liked English if the teacher explained he could understood but he disliked when he did not understood the teacher explainations. So he wanted the teacher give explaination in 2 meetings until the students really understand about the materials. But when the writer asked him to mention the positive form of simple present tense, he could mension it.

The next student were Agus Warsito. He said that liked English subject because the teacher make him fun. But he colud not understood the material when the teacher give explaination fastly. So he wanted the teacher give explaination until the student understand. Same with other students he could mention the positive form of simple present tense.

The next students were Normawati. She was fun study English  when she understood the material, but if she did not understand she bored the subject. Same with Agus Warsito, she could not undertood the materials if the teacher give explaination fastly. She wanted to the teacher give explaination until the students really understand. She could mention the positive form of the simple present tense.

The fourtheenth students were Mariyatun. She was so-so in studied English because she could not undertood the materials. So she wanted the teacher give materials in 2 meetings until the students really understand. But she could mention the positive form of simple present tense.

The fiftheenth students were Indah. She was liked study english when the teache give games and songs. She sometime understood the teachers explaination. So she wanted the teacher give explaination in 3 meeting until the students really understand about the materiasl. She could mention the positive form of simple present tense.

The last students were Iin Sri Wahyuni. She was liked to study English subject if she understood the teachers explaination but if she did not understand she bored. So she wanted the teacher give explaination in 3 meetings until the students really understand about the materials. Same with all of the students, Iin also could mention the positive form of the simple present tense.

After the students learned the simple presents tense, automatically they were able to make the simple sentences base on simple present tense  that have been learned.

The writer concluded the result of the difficulties faced by twelveth students of SMA Plus Muhammadiyah Merauke on Simple present tense was:

1.   The English teacher taught to the students faster.

2.   The English teacher taught unclear.

5.   The memory of students was low, so the students had not understood the simple present tense.

6.   The students were not pay attention what the teacher tought.

7.   The students never study the material at home.

Finally, the teacher and the students were main factors to support the English learning /tenses process. The writer had found the problems of what were difficult for the students to comprehend the simple present tense.  

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the writer would like to draw conclusions and present some suggestions for English teachers, the English book writers and future researchers.

A.    Conclusion

This research analyzed the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke on the simple present tense. The items analyzed based on two considered. They were to how far the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke on simple present tense? and what are the difficulties faced by the twelveth grade students of SMA Plus Muhammadiyah Merauke in comprehending simple present tense?

In order to answer to how far was the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke on simple present tense, the writer classified the items based on the objectives. After data processing, the writer came to some conclusions as follows.

1.      The comprehension of the simple present tense of the twelveth grade students of SMA Plus Muhammadiyah Merauke.

a.       To analyze the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke on simple present tense. The writer conducted the test to the students. The test was multiple-choice and in the test the writer focused on simple present tense that had been learned at school. There were 20 questions of simple present tense. The writer focused on “to be” and “verb”.

b.      From the result test, the writer analyzed based on each tenses

In simple present test, the writer gave twenty questions for 20 students. And the result were five students (35%) produced correct answer, six students (30%) produced six correct answer, two students (25%) produced five correct answers, one student (20%) produced four correct answers and six students (15%) produced three correct answers. Therefore the total correct answers of all students is 103 (25,75%) correct answers from total questions 400. Base on the data, I could concluded that the comprehension of the twelveth grade students of SMA Plus Muhammadiyah Merauke was less.

2.      The difficultes of the simple present to the twelveth grade students of SMA Plus Muhammadiyah Merauke.

Most of students were like to study the English subject. They were 16 students (60%) like english subject, three students (15%) did not like English subject and five students (25%) were so-so.

In learning proccess, the students had not understood  English  because there are some difficutes factors when the teacher taught. Based on the questioner they are one student (5%) answer that the teacher explaination is unclear, seventheen students (85%) answers the students seldom memorize the words, one students (5%) answers the students is lazy because they do not like English and one students (5%) answer the forms of tenses is difficult.

Most of students in English class, not only get difficulties from their selves but also from the methodology of teaching English/tenses.  Based on the research, the writer found  the difficulties to comprehend Simple present tense on the methodology of teaching English. The results were one  students (5%) chose the time signals is not explained, twelve students (60%) chose the explanation is very fast, one students (5%) chose the form of tenses  beginning to teach, one  students  (5%) chose did not explain the purpose and the meaning of the simple present tense, one students (10%) chose the students are not pay attention and three students (15%) chose the students have not much exercise.

In the research the writer found the student wanted the teacher explained the material more then one meeting. Eight students (40%) want the teacher explain in two meeting, nine students (40%) want three meeting, and three  students (15%) want all of meeting. Most of the students of Sma Plus Muhammadiyah had not produce the simple present sentence well. According to the result of the research, there were nine students (45%) answer  yes and eleven students (55%) answer  no.

The students actually had studied about simple present tense from junior high school until senior high school. But  the writer  analized “could the students made the sentence of simple present?” They were five students (25%) said  yes, ten students (50%) said no and five students (25%) said  not sure.

The students were fun study English subject if the teacher give games, songs and stories but they were bored when the teacher gave exercize. According to the result of the interview, the students sometime understood the teacher explaination about simple present tense and sometime did not. So the students want the teacher give explanation  two until the students really understand about the material. All of the twelve grade students of SMA Plus Muhammadiyah know the form of simple present tense.

The writer concluded the result of the difficultiess faced of the twelveth students of SMA Plus Muhammadiyah Merauke on Simple present tense was:

1.   The English teacher taught to the students faster.

2.   The English teacher taught unclear.

5.   The memory of students was low, so the students had not understandood the simple present tense.

6.   The students were not pay attention what the teacher taught.

7.   The students never study the material at home.

Finally, the teacher and the students were main factors to support the English learning /tenses process. The writer had found the problems of what were difficult for the students to comprehend the simple present tense.  

B.  Suggestion           

There are three suggestions that can be proposed from analyzed the comprehension of the simple present tense to the twelve students of SMA Plus Muhammadiyah Merauke.

1.      In teaching and learning process, the students must have comprehended the Basic English grammar/tenses. From SMP to SMA automatically, the students have learned about the tenses. They are simple present, present progressive/continuous, simple past, simple future, minimally they comprehend simple present tense before they konw the other tenses. Therefore, the students must already prepare to do the UAN.

2.      For the teacher, it is important to teach basic English grammar/tenses for students, because based on the research there are many students have not comprehended the tenses. The teacher must improve their strategy to teach English.

3.      For future researches, it is important to make a deeper analysis. It is also to do research the other skills, or element of English language.   

BIBILOGRAPHY

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Azar, Betty Schrampfer. 1993. Understanding and Using English Grammar. Jakarta. Binarupa Aksara.

Wardana, Lenny. 2002. Grammatical Errors Produced by Students of English Department at Petra Cristian University in Their Wraiting.  Surabaya. Universitas Kristen Petra. Jawa Timur.

Blooms, S. Benjamin. 1965. Major categories in the cognitive domain of the taxonomy of educational objective.

S, Hornby, A. 1995. Oxford Advanced Learner’s Dictionary of  Current English. British. Oxford University Press.

Brown, Doglas, H. 2000. Principles at Language Learning and Teaching. Britis Longman