CHAPTER I
INTRODUCTION
A. Background
English is important language in the world and has been an important
subject for Indonesian language learners of English. English as used
internationally at the present time is a very popular and famous language.
English has own grammatical system. English grammar has many aspects,
such as part of speech, phrases, clauses, sentences, tenses, etc. English grammar
especially tenses have been taught from Junior High School, Senior High School,
to University. But many students still many find out difficulty in using English
tenses especially Senior High School in SMAN 1 Mamuju.
Realizing the importance of tenses building for the students, teachers must
take an effort to develop their students’ tenses. But in this case, the writer focuses
on tenses as Wishon and Julia stated: tenses mean time. However, it should be
pointed out that time in relation to action is a concept that exists in the mind of
speaker, reader, or listener. Tenses is actual usage, refer consistently only to
grammatical form.
Tenses in a form or series to show time relation in which the action or
activity takes place in the present tenses. It can indicate by particular verb form
and other words. Present Tenses is very important to know because present tenses
is used to express anything that is happening now or occurring in the present
moment, the present also communicates actions that are ongoing, constant or
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habitual. In using English tenses, there are still many Indonesian learners who
make mistake.
These mistakes are made due to their lake of knowledge about the roles of
English tenses. Therefore, many Indonesian learners often find grammar difficult
especially these aspects that concern the sentences structure.
Based on reason above, the writer is interested to do her research entitle:
“Students Ability in Using Present Tenses (A case Study in SMAN 1 Mamuju).
B. Statement of Problem
The writer tries to observe and analyze of the following problem:
1. How far is the student ability in using present tenses, such as simple
present tense, present continuous tense, present perfect tense and
present perfect continuous tense?
2. What kind of the difficulties faced by students of SMAN 1 Mamuju?
C. Objective of Research
Based on the research question above, the writer states that the objective of
the research is a follows:
1. To find out the students ability in using present tenses.
2. To describe the kinds of the difficulties faced by students in SMAN 1
Mamuju.
2
D. Significant of Research
In this writing, writer hopes students in SMAN 1 Mamuju get a good
grammar, and to be able to increase her knowledge.
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CHAPTER II
THEORITICAL BACKGROUND
A. Previous studies
There are some of the researches, dealt with tenses in the classroom. They
are:
1. Ardiyansyah (Unhas,2011) in his research entitled “The Ability of the Second
Years Students of SMAN 11 Makassar to use Past Tenses”. Focused on simple
past tense, past continuous tense, present perfect tense. The result is the ability
of students in SMAN 11 Makassar in using simple past tense, past continuous
tense, and present perfect tense is classified as “very poor”.
2. Mustajab (Unhas, 2007) in his research entitled “Using Tenses by Student
English Department year 2007 Hasanuddin University”. Focused on simple
present tense, simple past tense, and simple future tense. The result is the
ability of students in English Department year 2007 Hasanuddin University in
using simple present tense, simple past tense, and simple future tense is
classified as “excellent”.
3. Aminah (Unhas 2004) in her research entitled “The Ability in Using English
Tenses by Student of Madrasah Aliyah Wawerang Flores Timur”. Focused on
simple present tense, present continuous tense, simple past tense. The result is
the ability of students in Madrasah Aliyah Wawerang Flores Timur in using
simple present tense, present continuous tense, and simple past tense is
classified as “fail”.
4
The three researches are valuable, because the studies give some
references about tenses to this writing. Besides, from the researches, the writer
finds out comparison of students’ ability in different kind, time, and place.
In this research, the writer discussed about “students ability in using
present tenses, this is a case study at SMAN 1 Mamuju)”. Present Tenses is very
important to know because Present Tenses is used to express anything that is
happening now or occurring in the present moment, the present also
communicates actions that are ongoing, constant or habitual. This research is quite
different from the three researches above because they just figure out the ability to
use tenses. However, in this thesis, beside the using of tenses the writer also deal
with passive voice and active voice point of view.
B. Theoretical framework
1. Grammar
In common, grammar is the rule for forming words and making
sentence, beside there are many definitions above grammar.
While, Cook, (1991) define grammar as in the following:
a. Perspective grammar that prescribes what people should say. It is the rules
found in school-books; say the warnings against final preposition in sentence.
b. Structural grammar concerned with how words go into phrases structure, which
shows how some words go together in the sentences.
c. Grammar as knowledge, it refers to the native speakers’ knowledge of
language.
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Simon and Schuster, (1976) define grammar as in the following:
a. Grammar as knowledge refers to the native speakers’ knowledge of language.
b. The system of word structures and words arrangement of a given language the
given time.
c. The system of rules for speaking and writing a given language.
d. One manner of speaking or writing. It has to be learned because the valuable
transmission in speech through the understanding of structural pattern.
Based on the above statement, the writer can concludes that grammar is
the structure and system of a language. Grammar can help to learn a language
more quickly and more efficiently.
2. Sentences
a. Definition of Sentence
Sentence is a grammatical unit that is syntactically independent and has a
subject that is expressed or, as in imperative sentences, understood and a predicate
that contains at least one finite verb.
Frank (1972:220) states a sentence is a full predication containing a
subject plus a predicate with a finite verb. Its arrangement may be symbolized by
such formulas as S + V + O (Subject + Verb + Object), N1 + V + N2 (Noun +
Verb + Noun) or NP + VP (Noun Phrase + Verb Phrase)
Based on the above statement, the writer can conclude that sentence can be
also defined as a group of words which start with capital letter and ends with full
stop, question mark, or exclamation mark. A sentence contains or implies a
predicate and a subject.
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b. Types of Sentence
According to Blake (1988:125:126) outlined four types of sentences in
English: declarative, interrogative, exclamatory, and imperative. There are:
1) Declarative Sentence
A declarative sentence makes a statement. A declarative sentence ends
with a period. (Sentences are simple statements. Such as; state, assert, or declare
something).
For example:
The house will be built on a hill.
The eagle is flying.
2) Interrogative Sentence
An interrogative sentence asks a question. An interrogative sentence ends
with a question mark.
For example:
Where do you live?
Can I borrow your newspaper?
3) Exclamatory Sentence
An exclamatory sentence shows strong feeling. An exclamatory sentence
ends with an exclamation mark. (Such as; surprise, wonder, pity, sympathy,
happiness, or gratitude).
For example:
Boy, I am tired!
The monster is attacking!
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4) Imperative Sentence
An Imperative sentence gives a command or makes a request. An
Imperative sentence ends with a period.
For example:
Go to your room. (a command)
Please lend me your book. (a request)
c. Tenses
In addition there are some definitions about tenses. According to Hornby
(1957:78): “the word tenses stand for a verb of series of verb formed used to
express a time relation”. These vary in different language. Tenses may indicated
whether an action activity or state is, was, or will be complete or whether it is, was,
will be in progress over a period of time”. The next states give by Frazed
(1970:718): “Tenses are a characteristic of verb shown by different form of
action”. And the last states by Jeperson (1929:254): “It is a time – indication
expressed in verbal form, or grammatical property indicating the time of action
expressed by adverb (Legget: 1988:38)”.
Based on the above statement, the writer concludes that tenses play a very
important role in English language because the tenses is varieties form to show
time in which the action takes in present, past, future. And, in this research the
writer discuses about present tenses.
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a. Simple Present Tense
According to Digby and Colin (1992:9) simple present tense uses to talk
about: (1). Repeated action or habits, example: I take a bath every morning. (2).
Situations which are permanent (continuing for a long time), example: Mr and
Mrs Shaw live in Bristol (that is permanent home). (3). General truth, example:
The sun rises in the east.
Based on the above statement, the writer concluded simple present tense is
used repeated or habitual action and general truth. In this case an adverb of time in
simple present tense such as always, often, sometimes, occasionally, seldom,
never, ever, etc or other time expressions such as everyday, every weekend, daily,
etc are often added to indicate the frequency of repetition.
1. The next is the formulation of the simple present tense:
a.
Affirmative sentence in active voice:
(+) Subject + verb1 + infinive s/es
I, you, we, they + verb1+ infinitive
He, she, it + verb1 + infinitive s/es
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is followed by Verb1. However especially the subject 3rd person singular
(he, she, and it), verb in the affirmative is added with –s/-es.
For example:
a) I play tennis every week
b) She plays tennis every week
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c) They play tennis every week
b. In negative sentence, the formulation is as follows:
(-) Subject + doesn’t/don’t + verb1
I, you, we, they + don’t + verb1
He, she, it + doesn’t + verb1
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is followed by doesn’t/don’t and added by Verb1. The subject (he, she, and
it) is added “not” after auxiliary verb “do” and can be “doesn’t or don’t”.
For example:
a) I don’t play tennis every week
b) She doesn’t play tennis every week
c) You don’t sleep every week
c. In interrogative sentence of active voice form, the formulation is as follows:
(?) Do/Does+ subject + verb1?
Do+ I, you, we, they + verb 1?
Does+ he, she, it + verb1?
The above formulation can be read as does/do is followed by subject (I,
you, she, he, it, we, and they) and added by verb1. And then, an interrogative
sentence ends with a question mark.
For example:
a) Do I play tennis every week?
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b) Does she play tennis every week?
c) Do you play tennis every week?
2. The formulation of the simple present in passive voice:
a. Affirmative sentence in passive voice form, the formulation is as follows:
Subject + be (am,is,are) + verb3
I + am + verb3
You, we, they + are + verb3
She, he, it + is + verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by to be (am, is and, are) and followed by verb3.
For example:
a) Active : He meets them everyday.
Passive : They are met by him everyday.
b) Active : She waters this plant every two days.
Passive : This plant is watered by her every two days.
b. In negative sentence of passive voice form, the formulation is as follows:
Subject + be (am,is,are)+ not + verb3
I + am + not + verb3
You, we, they + are +not+ verb3
She, he, it + is + not+ verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by to be (am, is and, are), added by not and followed by verb3.
11
For example:
a) This plant isn’t watered by her everyday.
b) They are not met by him everyday
c. In interrogative sentence of passive voice form:
(am,is,are)+ subject + not + verb3 ?
I + am + verb3?
You, we, they + are + verb3?
She, he, it + is + verb3?
The above formulation can be read as am/is/are is followed by subject (I,
you, she, he, it, we, and they), added by not and followed by verb3. And then, an
interrogative sentence ends with a question mark.
For example:
a) Is this plant watered by her everyday?
b) Are they met him everyday?
b. Present Continuous Tense
According to Digby and Colin (1992:7) present continuous tense uses to
talk about: (1) Something which is progress at the moment of speaking, example:
They are playing in the garden (2) Something which is progress around the
present, but not necessarily exactly at the moment of speaking, example: you are
spending a lot of money these days.
Based on the above statement, the writer concluded present continuous
tense is used to describe temporary action or condition that is actually taking place
at the moment of speaking. Present continuous tense also describes an action or
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condition that is currently in progress even if not actually at the moment of
speaking. In this case adverb of time in present continuous tense such as now, at
present, soon, tonight, this afternoon, this morning, etc.
1. The next is the formulation of the present continuous tense:
a. Affirmative sentence in active voice form, the formulation is as follows:
(+) Subject + am/is/are + verb-ing
I + am + verb-ing
You, we, they + are + verb-ing
She, he, it + is + verb-ing
The above formulation can be read as Subject (I, you, she, he, it, we, and
they) is added by to be (am, is and, are) and followed by verb-ing.
For example:
a) You are learning English now
b) I am reading a book at a moment
c) They are studying English right now
b. In negative sentence, the formulation is as follows:
(-) Subject + am/is/are + not + verb-ing
I + am + not + verb-ing
You, we, they + are + verb-ing
She, he, it + is + verb-ing
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by to be (am, is, are) and followed by not and verb-ing.
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For example:
a) You are not learning English now
b) I am not reading a book at a moment
c) They are not studying English right now
c. In interrogative sentence, the formulation is as follows:
(?) Am/is/are + subject + verb-ing ?
Am + I + verb-ing ?
Are + you, we, they + verb-ing ?
Is + she, he, it + verb-ing ?
The above formulation can be read as to be (am, is, are) is followed by
subject (I, you, she, he, it, we, and they) and added by verb1, and then, an
interrogative sentence ends with a question mark.
For example:
a) Are you learning English now?
b) Am I reading a book at a moment?
c) Are they studying English right now?
2.
The formulation of the present continuous in passive voice:
a. Affirmative sentence in passive voice form, the formulation is as follows:
Subject + be (am,is,are) + being+ verb3
I + am + being+ verb3
You, we, they + are+ being + verb3
She, he, it + is + being + verb3
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The above formulating can be read as subject (I, you, she, he, it, we, and
they) is added by to be (am, is and, are) and followed by being and verb3.
For example:
a) Active : He is meeting them now.
Passive : They are being met by him now.
b) Active : She is watering this plant now.
Passive : This plant is being watered by her now.
b. In negative sentence of passive voice form, the formulation is as follows:
Subject + be (am,is,are) +not+ being+ verb3
I + am +not+ being+ verb3
You, we, they + are+ not+ being + verb3
She, he, it + is +not+ being + verb3
The above formulating can be read as subject (I, you, she, he, it, we, and
they) is added by to be (am, is and, are), added by not and followed by being and
verb3.
For example:
a) He isn’t meeting them now.
b) This plant is being watered by her now.
c. In interrogative sentence of passive voice form, the formulation is as
follows:
Am/is/are +subject + being + Verb3 ?
Am +I + being + verb3?
Are + You, we, they + being + verb3?
Is + She, he, it + verb3?
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The above formulation can be read as to be (am, is, are) is followed by
subject (I, you, she, he, it, we, and they), added by being and followed by verb3,
and then, an interrogative sentence ends with a question mark.
c. Present Perfect Tense
According to Digby and Colin (1992:17) present perfect tense uses to talk
about: (1) Something which started in the past and continuous up to the present,
example: she is worked in London for six month.(2) For things which have
happened during a period of time that continuous up to the present, example : I
have been to Africa and India (in my life, up to now). (3) The result of a past
action is connected to the present, example : the taxi has arrived (the taxi is now
here).
Based on the above statement, the writer concluded present perfect tense is
used to say that an action happened at the unspecified time before now.
Present perfect cannot use with specific time expression such as, yesterday, last
week, etc. But, present perfect tense can be used with specific time expression
such as, just, already, once, twice, for two weeks, for a month, since, etc. Since is
used for time, never for place, and means from that time of speaking. For is used
of a period of time. For an action which extends up to time of speaking. Just for
very recent even, just goes after the auxiliary verb have. Already is used when
something has happened sooner than expected, already normally goes after the
auxiliary verb have.
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1. The next is the formulation of the present perfect tense:
a. Affirmative sentence in active voice form, the formulation is as follows:
(+) Subject + have/has + Verb3
I, you, we, they + have + verb3
She, he, it + has + verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by have/has and followed by verb3.
For example:
a) We have studied English for three years
b) You have seen that movie many times
c) I think have met him once before
b. In negative sentence, the formulation is as follows:
(-) Subject + have/has + not + Verb3
I, you, we, they + have +not + verb3
She, he, it + has +not + verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by have/has been and followed by not and verb3.
For example:
a) We have not studied English for three years
b) You have not seen that movie many times
c) I think have not met him once before
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c. In interrogative sentence, the formulation is as follow:
(?) Have/has + subject + Verb3
Have + I, you, we, they + verb3
Has + She, he, it + verb3
The above formulation can be read as have/has is followed by subject (I,
you, she, he, it, we, and they) and added by verb3 and then, an interrogative
sentence ends with a question mark.
For example:
a) Have we studied English for three years?
b) Have you seen the movie many times?
c) Have I think met him once before?
2.
The formulation of the present perfect in passive voice:
a. Affirmative sentence in passive voice form, the formulation is as follows:
Subject + has been/have been + verb3
I, you, we, they + have +been+ verb3
She, he, it + has +been + verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by has been/have been and followed by verb3.
For example:
a)
Active : He has met them
Passive : They have been met by him
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b)
Active : She has watered this plant for 5 minutes.
Passive : This plant has been watered by her for 5 minutes
b. In negative sentence of passive voice form, the formulation is as follows:
Subject + has/have +not +been+ verb3
I, you, we, they + have +not +been+ verb3
She, he, it + has +not+ been + verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by have/has not and followed by verb3.
For example:
a) The test hasn’t been finished by him
b) The lazy boy hasn’t been punished by her
c. In interrogative sentence of passive voice form, the formulation is as
follows:
(?) Have/has + subject + been + Verb3
Have + I, you, we, they +been + verb3
Has + She, he, it +been+ verb3
The above formulation can be read as have/has is followed by subject (I,
you, she, he, it, we, and they), added by been and followed verb3 and then, an
interrogative sentence ends with a question mark.
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d. Present Perfect Continuous Tense
According to Digby and Colin (1992:21) present continuous tense uses to
talk about: (1) Something which started in the past and it has been in progress up
to the present, example: I have been working all day (2) When an action has been
in progress up to the recent past, especially when the action has result in the past,
example: it is been snowing, (3) Repeated action or situation in a period up to the
present (or the recent past), example: I have been having driving lesson for six
month.
Based on the above statement, the writer concluded present perfect
continuous tense to show that something started in the past and has continued up
until now, adverb of time in present perfect continuous such as since, all day, a
long day, etc. Since is used for time, never for place, and means from that time of
speaking.
1.
The next is the formulation of the present continuous tense:
a. Affirmative sentence in active voice form, the formulation is as follows:
(+) Subject + have/has + been + verb-ing
I, you, we, they + have +not + verb-ing
She, he, it + has +not + verb-ing
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by have/has been and followed by verb-ing.
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For example:
a) You have been waiting here for two hours
b) She has been working at the company for three years
b. In negative sentence, the formulation is as follows:
(-) Subject + have/has + been + not + Verb-ing
I, you, we, they + have +been +not + verb-ing
She, he, it + has +been +not + verb-ing
The above formulating can be read as subject (I, you, she, he, it, we, and
they) is added by have/has been and followed by not and verb3.
For example:
a) You have not been waiting here for two hours
b) She has not working at the company for three years
c. In interrogative sentence, the formulation is as follows:
(?) Have/has + Subject + Verb-ing ?
Have +I, you, we, they + verb-ing ?
Has +she, he, it + verb-ing ?
The above formulation can be read as have/has is followed by subject (I,
you, she, it, we, and they) and added by verb 3, and then, an interrogative sentence
ends with a question mark.
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For example:
a) Have you been waiting here for two years?
b) Has she working at the company for three years?
3. The formulation of the present continuous in passive voice:
a. Affirmative sentence in passive voice form, the formulation is as follows:
Subject +have/has + been + being+ Verb3
I, you, we, they + have +been +being + verb3
She, he, it + has +been +being + verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by has/have been being and followed by verb3.
For example:
a) You have been being waited here.
b) She has been being worked at the company.
b. In negative sentence of passive voice form, the formulation is as follows:
Subject +have/has +not+ been + being+ Verb3
I, you, we, they + have +not +been +being + verb3
She, he, it + has +not +been +being + verb3
The above formulation can be read as subject (I, you, she, he, it, we, and
they) is added by has/have not been being and followed by verb3.
For example:
a) You have not been being waited here.
b) She has not been being worked at the company.
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c. In interrogative sentence of passive voice form, the formulation is as follows:
(?) Have/has +been +being + subject + been + Verb3
Have+ been +being + I, you, we, they +been + verb3
Has+ been +being + she, he, it +been + verb3
The above formulation can be read as have/has been is followed by subject
(I, you, she, he, it, we, and they), added by being and followed verb3 and an
interrogative sentence ends with a question mark.
For example:
a) Have you been being waited here?
b) Has she been being worked at the company?
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CHAPTER III
METHODOLOGY
Method has a role in analyzing data. It must be related to the object of
research and must follow the rules of writing. Therefore, in relation to
methodology of this study the writer uses:
A. Population and Sample
1. Population
The population of this research was the second year’s students of SMAN 1
Mamuju. They are chosen as research objects because every student in general has
learnt English grammar, especially related with the topic of present tenses. There
are 4 classes in the second years.
2. Sample
Based on the population above, the writer used random sampling
technique. They were controlled class and experimental class. The writer takes 40
students as the sample of this research. In this case, the writer takes 10 students of
each class.
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B. Method of Collecting Data
1. Library Research
Library research is done to get of the theories related to the topics of this
research. In this case, the writer reads some textbooks, essay references and
guidance’s in explaining the data.
2. Field Research
In field research, the writer collected the data by giving the English
question test to the students. In this test (multiple-choice test) that consists of 40
items, there are 10 items of simple present tense, 10 items of present continuous
tense, 10 items of present perfect tense, and 10 items of present perfect continuous
tense. From each tenses consists of 5 items in active and 5 items in passive voice
form. Test consist of four option (a, b, c, and d). The data based on the correct and
incorrect answer in each item. Next, the writer identifies the data and classifies
the data and finally, by scores the data in order to know the students’ ability of
SMAN 1 Mamuju in using present tenses.
C. Method of Analyzing Data
To analysis data, the writer uses quantitative method. Quantitative method
is focuses on numeric descriptions the result of the research. Therefore, the writer
does the following step:
Step 1: The writer checked the answer of the students.
Step 2: The writer scored the students’ correct answer.
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Score=
Student′ s Correct Answer
Total Number of Items
x 100
(English Language Testing Book, 2008)
Step 3: The writer tabulating and classifying the students’ mean score which fall
into the five levels:
Score of Range
Classification
91 – 100
Very Good
76 – 90
Good
61 – 75
Fair
51 – 60
Poor
Less than 50
Very Poor
(DepDikBud, 2006)
Step 4: The writer calculations the mean score by using formula, as following
way
M=
∑(x)
N
M
: Mean Score
∑(x)
: The sum of total score
N
: Number of students
(Sudjana 2010)
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CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
In this chapter consist of presentation and analysis of data that are
collected by giving the test of the students of SMAN 1 Mamuju. The writer
chooses 40 students as respondents.
In order to find data and information on the students’ ability in using
simple present tense, present continuous tense, present perfect tense, and present
perfect continuous tense.
A. Data Presentation.
The data as result of research at SMAN 1 Mamuju are analyzed and then
presented the data. In this test (multiple-choice test) that consists of 40 items,
there are 10 items of simple present tense, 10 items of present continuous tense,
10 items of present perfect tense, and 10 items of present perfect continuous tense.
From each tenses consists of 5 items in active and 5 items in passive voice form.
Test consist of four option (a, b, c, and d). The data based on the correct and
incorrect answer in each item.
B. Analysis of Data.
To find out the total score of students, the writer uses a formula:
Score=
Student′ s Correct Answer
Total Number of Items
x 100
Furthermore, for incorrect answer the score is 0. As a result, the total score is 100.
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Table 1: General Scores
No
Scores
Frequency
Total
1
80
1
80
⁴
70
2
140
3
67.5
1
67.5
4
65
1
65
5
62.5
1
62.5
6
60
3
180
7
57.5
5
287.5
8
55
7
385
9
52.5
3
157.5
10
50
2
100
11
47.5
3
142.5
12
45
5
225
13
42.5
4
170
14
40
1
40
15
37.5
1
37.5
Total
2140
Based on the table above, from 40 students that participates in multiplechoice test with 40 items, there are 1 student get 80, 2 students get 70, 1 student
get 67.5, 1 student get 65, 1 student get 62.5, 3 students get 60, 5 students get
57.5, 7 students get 55, 3 students get 60, 5 students get 57.5, 7 students get 55, 3
students get 52.5, 2 students get 50, 3 students get 47.5, 5 students get 45, 4
students get 42.5, 1 student get 40, and 1 student get 37.5.
Sum of students’ total score (∑(x)) is:
28
𝐌=
∑(𝐱)
𝐍
𝐌=
𝟐𝟏𝟒𝟎
𝟒𝟎
𝐌 = 𝟓𝟑. 𝟓
The mean score of the students in SMAN 1 Mamuju to use present tenses
is 53.5. The score classifies as “poor”.
Table 2: Simple Present Scores
No
Scores
Frequencies
Total
1
100
2
200
⁴
90
4
360
3
80
8
640
4
70
5
350
5
60
5
300
6
50
5
250
7
30
6
180
8
20
5
100
Total
2380
Based on the table above, from 40 students that participates in multiplechoice test with 10 items of simple present, there are 2 students get 10 correct
answer, 4 students get 9 correct answer, 8 students get 8 correct answer, 5 students
29
get 7 correct answer, 5 students get 6 correct answer, 5 students get 5 correct
answer, 6 students get 3 correct answer, and 5 students get 2 correct answer.
Sum of students’ total score (∑(x)) is:
𝐌=
∑(𝐱)
𝐍
𝐌=
𝟐𝟑𝟖𝟎
𝟒𝟎
𝐌 = 𝟓𝟗. 𝟓
The mean score of the students in SMAN 1 Mamuju to use simple present
tense is 59.5. The score classifies as “poor”.
Table 3: Present Continuous Scores
No
Scores
Frequencies
Total
1
90
1
90
⁴
80
3
240
3
70
9
630
4
60
4
240
5
50
9
450
6
40
9
360
7
30
5
150
Total
2160
Based on the table above, from 40 students that participates in multiplechoice test with 10 items of present continuous, there are 1 student get 9 correct
30
answer, 3 students get 8 correct answer, 9 students get 7 correct answer, 4 students
get 6 correct answer, 9 students get 5 correct answer, 9 students get 4 correct
answer, and 5 students get 3 correct answer.
Sum of students’ total score (∑(x)) is:
𝐌=
∑(𝐱)
𝐍
𝐌=
𝟐𝟏𝟔𝟎
𝟒𝟎
𝐌 = 𝟓𝟒
The mean score of the students in SMAN 1 Mamuju to use present
continuous tense is 54. The score classifies as “poor”.
No
Table 4: Present Perfect Scores
Scores
Frequencies
Total
1
100
1
100
⁴
90
1
90
3
80
1
80
4
70
6
420
5
60
9
540
6
50
8
400
7
40
6
240
8
30
7
210
9
20
1
20
Total
2100
31
Based on the table above, from 40 students that participates in multiplechoice test with 10 items of present perfect, there are 1 student get 10 correct
answer, 1 student get 9 correct answer, 1 student get 8 correct answer, 6 students
get 7 correct answer, 9 students get 6 correct answer, 8 students get 5 correct
answer, 6 students get 4 correct answer, 7 students get 3 correct answer, and 1
student get 2 correct answer.
Sum of students’ total score (∑(x)) is:
𝐌=
∑(𝐱)
𝐍
𝐌=
𝟐𝟏𝟎𝟎
𝟒𝟎
𝐌 = 𝟓𝟐. 𝟓
The mean score of the students in SMAN 1 Mamuju to use present perfect
tense is 52.5. The score classifies as “poor”.
Table 5: Present Perfect Continuous Scores
No
Scores
Frequencies
Total
1
90
5
450
⁴
80
3
240
3
70
1
70
4
60
4
240
5
50
6
300
32
6
40
10
400
7
30
6
180
8
20
3
60
9
10
1
10
10
-
1
-
Total
1950
Based on the table above, from 40 students that participates in multiplechoice test with 10 items of present perfect continuous, there are 5 students get 9
correct answer, 3 students get 8 correct answer, 1 student get 7 correct answer, 4
students get 6 correct answer, 6 students get 5 correct answer, 10 students get 4
correct answer, 6 students get 3 correct answer, 3 students get 2 correct answer,
and 1 student get no correct answer.
Based on the table, sum of students’ total score (∑(x)) is:
𝐌=
∑(𝐱)
𝐍
𝐌=
𝟏𝟗𝟓𝟎
𝟒𝟎
𝐌 = 𝟒𝟖. 𝟕𝟓
The mean score of the students in SMAN 1 Mamuju to use present perfect tense is
48.75. The score classifies as “very poor”.
33
C. The difficulties faced by students in use present tenses.
Based on the analysis above, the writer can determine the kinds of difficulties
faced by the students to use present tenses. They are:
a. They find difficulties in using present tenses in passive voice form.
b. They are difficult in using present perfect tense and present perfect continuous
tense because they have difficulty to distinguish both of these tenses.
c. Most of them are still confused to distinguish between regular verbs and
irregular verbs.
Finally, the writer has already presented and analyzed the data. In the next
chapter, the writer draws conclusions and suggestions with the use present
continuous.
34
CHAPTER V
CONCLUSION AND SUGGESTION
These chapters consist of two part; they are conclusion and suggestion.
They can be seen as follows:
A. Conclusion.
After presenting and analyzing the data obtained through the test given to
the students of SMAN 1 Mamuju, the writer has come to the following
conclusion.
1. The mean score of the students in SMAN 1 Mamuju in using present tenses is
53.5. The score classifies as “poor”. The indicated that the students’ ability to
use present tenses is low. The mean score in using simple present tense is
59.5. The score classifies as “poor”. The indicated that students’ ability to use
simple present tense is low. The mean score in using present continuous tense
is 54. The score classifies as “poor”. The indicated that students’ ability to use
present continuous tense is low. The mean score to use present perfect tense is
52.5. The score classifies as “poor”. The indicated that students’ ability to use
present perfect tense is low. The mean score in using present perfect
continuous tense is 48.75. The score classifies as “very poor”. The indicated
that students’ ability to use present perfect continuous tense is very low.
2. The students find many difficulties in using present tenses in passive form.
Beside, they also face difficulties in using present perfect tense and present
perfect continuous tense because they have difficulty to distinguish both of
35
these tenses, and most of them are still confused to distinguish between
regular verbs and irregular verbs.
B. Suggestion.
Based on the result of the research, the writer would like to put forward the
following suggestion concerning the ability in using present tenses.
1. The students are strongly suggested to carefully do the exercises of these
tenses.
2. The students have to pay more attention in using present tenses, especially
“verb and adverb”
3. The teaching of present tenses especially, simple present tense, present
continuous, present perfect tense, and present perfect continuous tense should
carefully be carried out a lot of exercises.
36
BIBLIOGRAPHY
Adamson, D and D Cobb. 1987. Active English Grammar. London: Longmann.
Allen, W.Stannard. 1974. Living English Structure. London: Longman.
Alter, J.B. 1991. Essential English Usage and Grammar. Jakarta: Binarupa
Aksara.
Aminah. (2004). The Ability in Using English Tenses by Student of Madrasah
Aliyah Wawerang Flores Timur. Makassar: Hasanuddin Universitasy.
Ardiyansyah. 2011. The Ability of the Second Years Students of SMAN 11
Makassar. Makassar: Hasanuddin University.
Azar, Betty Schrampfer. 1999. Fundamentals of English Grammar 3rd ed. New
York: Longman.
Ball, W.J. 1986. Dictionary of English Grammar. London: Mcmillan.
Beaumont, Digby & Colin Granger. 1992. English Language Teaching.
Heinemann: Oxford Lid.
Blake, N.F. 1988. Traditional English Grammar and Beyond. London:
Macmillan.
Cook. V.J. 1991. Second Language Research. Cledevon: Multilingual Mattel
Depdiknas, 2006. Model Penelitian Kelas, Kurikulum Tingkat Satuan Pendidikan
SMA/MA. Pusat Kurikulum. Badan Pendidikan dan Pengembangan
Departement Pendidikan Nasional.
Faris, Mukti Hilman. 2008. Complete English Grammar. Yogyakarta: Absolut.
Frank, Marcella. 1972. Modern English: A Practical Reference Guide. New
Jersey: Practical-Hall.
37
Horby, Raymon. 1957. A Guide to Pattern and Usage in English. Oxford: Oxford
University Press.
Mustajab. (2007). Using Tenses by Students English Department year 2007.
Makassar : Hasanuddin University.
Pramono, Peni R.2006. Cara Gampang Menguasai 16 Tenses untuk SMA/MA.
Yogyakarta: C.V Andi Offset.
Rinto, Ipnu. 2011. Cara Cepat Kuasai 16 Tenses. Jakarta : Buku Pintar.
Sarjono, J.V.R. 1985. Tenses, Conditional and Mood. Yogyakarta: Biro
Penerbitan UKRIM.
Sudjana. 2010. Tuntunan Penyusunan Karya Ilmiah (Makalah-Skripsi-TesisDisertasi). Bandung: Sinar Baru Algesindo.
Wishon, George E & Julia M. 1980. Let’s Write English. New York: Educational
Publishing International.
38
APPENDIX A: The Worksheet of Research
Written test about Present Tenses (simple present tense, present
continuous tense, present perfect tense, present perfect continuous tense).
MULTIPLE CHOICES
1. My life is so boring, I just
TV every night
a. Watch
c. Have watched
b. Watches
d. Is watching
2. Is Dimas
football right now?
a. Play
c. Plays
b. Played
d. Playing
3. I
that movie many times.
a. Saw
c. Have seen
b. Have been seeing
d. See
4. Has he
for two days?
a. Been studying
c. Studying
b. Studied
d. Study
5. Ryan, Lucky, and I
in the mosque five times a day.
a. Have prayed
c. Pray
b. Prays
d. Is praying
6. My parents are
to the party tonight.
a. Go
c. Going
b. Gone
d. Goes
7. Has Anto
many books this week?
a. Been writing
c. Written
b. Writes
d. Write
8. Who
my door for many times?
a. Is knocking
c. Knocking
b. Has been knocking
d. Knock
9. She
to Jakarta next week
a. Go
c. Goes
b. Is Going
d. Has Gone
10. Badminton
by Heri in the field right now.
a. Isn’t being played
c. Hasn’t been being played
b. Hasn’t been played
d. Isn’t played
11. He
for two hours.
a. Is sleeping
c. Sleeps
b. Has been sleeping
d. Has slept
12. The speakers
for over 2 hours.
a. Has not been talking
c. Don’t talk
b. Is not talking
d. Hasn’t talked
13. She
that movie every night.
a. Haven’t seen
c. Isn’t saw
b. Hasn’t seen
d. Doesn’t see
39
14. Mahdy
at the office right now.
a. Works
c. Work
b. Has worked
d. Is working
15. I
you three times.
a. Called
c. Calling
b. Have called
d. Call
16. She
in the same house since she was born.
a. Is living
c. Has been living
b. Has lived
d. live
17. Mr. Ardi
every morning.
a. Work
c. Works
b. Has worked
d. Is working
18. Animal
this year.
a. Is being hunted
c. Has been being hunted
b. Has been hunted
d. Is hunted
19. He
this morning.
a. Sleeps
c. Has been sleeping
b. Sleeping
d. Has slept
20. My door
by her for three times.
a. Is worked
c. Has been knocked
b. Has been being knocked
d. Is being knocked
21. Noodle
by Tina everyday.
a. Is bought
c. Has been being bought
b. Has been bought
d. Is being bought
22. Nita
in her school this afternoon.
a. Play
c. Is playing
b. Has played
d. Plays
23. Her work
by her, so she can have a rest now.
a. Is finished
c. Has been being finished
b. Is being finished
d. Has been finished
24. You
that women for two year.
a. Wait
c. Have been waiting
b. Are waiting
d. Have waited
25. Letter
by my best friend to me every week
a. Is Written
c. Has been written
b. Has been being Written
d. Is being written
26. Saeful and Luki
by Sholih tonight.
a. Are being inspected
c. Have been inspected
b. Are inspected
d. Have been being inspected
27. That movie
by me many times.
a. Is seen
c. Have been being seen
b. Is being seen
d. Have been seen
28. The bridge
by them for several months.
a. Have been being built
c. Have been built
b. Is Built
d. Is being built
40
29. A bag
by me today.
a. Has been being bought
c. Is being bought
b. Has been bought
d. Is bought
30. Rani and Cica
for a bus this morning.
a. Are not waiting
c. Has not been waiting
b. Don’t wait
d. Has not waited
31. The food
by Anti yet.
a. Hasn’t been eaten
c. Isn’t being eaten
b. Hasn’t been being eaten
d. Is eaten
32. The guitar
by Indra this month.
a. Has been hidden
c. Is being hidden
b. Is hidden
d. Has been being hidden.
33. Old song
by Aris for three hours.
a. Have been being sung
c. Is sung
b. Is being sung
d. Has been sung
34. Television
by them all morning.
a. Has been watched
c. Is watched
b. Is being watched
d. Has been being watched
35. The red rose
by Laras since six o’clock.
a. Is picked
c. Has been being picked
b. Has been picked
d. Is being picked
36. Popcorn
in cinemas every Tuesday.
a. Has been eaten
c. Is being eaten
b. Is eaten
d. Has been being eaten
37. Oka
letter every weekend.
a. Has been read
c. Is being read
b. Is read
d. Has been being read
38. Guitar
by Dodik this morning.
a. Isn’t played
c. Isn’t being played
b. Hasn’t been played
d. Hasn’t been being played
39. The expedition
by Adrian every week.
a. Is led
c. Has been being led
b. Has been Led
d. Is being led
40. Many people
by the terrorist for a year.
a. Is being killed
c. Is killed
b. Have been killed
d. Have been being killed
41
APPENDIX B: Students’ Score
Score=
Student′ s Correct Answer
Total Number of Items
x 100
Number of
Students Correct
Students
Answer
1
Students’ Score
Classification
32
80
Good
2
28
70
Good
3
28
70
Good
4
27
67.5
Fair
5
26
65
Fair
6
25
62.5
Fair
7
24
60
Fair
8
24
60
Fair
9
24
60
Fair
10
23
57.5
Poor
11
23
57.5
Poor
12
23
57.5
Poor
13
23
57.5
Poor
14
23
57.5
Poor
15
22
55
Poor
16
22
55
Poor
17
22
55
Poor
18
22
55
Poor
19
22
55
Poor
20
22
55
Poor
21
22
55
Poor
22
21
52.5
Poor
23
21
52.5
Poor
24
21
52.5
Poor
42
25
20
50
Very Poor
26
20
50
Very Poor
27
19
47.5
Very Poor
28
19
47.5
Very Poor
29
19
47.5
Very Poor
30
18
45
Very Poor
31
18
45
Very Poor
32
18
45
Very Poor
33
18
45
Very Poor
34
18
45
Very Poor
35
17
42.5
Very Poor
36
17
42.5
Very Poor
37
17
42.5
Very Poor
38
17
42.5
Very Poor
39
16
40
Very Poor
40
15
37.5
Very Poor
43