i

ANALYSIS OF MODAL AUXILIARY “MUST” AND “HAVE

TO” USED BY THE EIGHTH GRADE STUDENTS OF MTs

DARUL AMIN PALANGKA RAYA

THESIS

BY

MARIATUL AZIZAH

NIM 0921120378

STATE ISLAMIC INSTITUTE OF PALANGKA RAYA

FACULTY OF TEACHER TRAINING AND EDUCATION

DEPARTMENT OF LANGUAGE EDUCATION

STUDY PROGRAM OF ENGLISH EDUCATION

2017 M / 1438 H

ii

ANALYSIS OF MODAL AUXILIARY “MUST” AND “HAVE TO” USED

BY THE EIGHTH GRADE STUDENTS OF MTs DARUL AMIN

PALANGKA RAYA

THESIS

Presented to

State Islamic Institute of Palangka Raya

in partial fulfillment of the requirements

for the degree Sarjana in English Language Education

BY

MARIATUL AZIZAH

NIM 0921120378

STATE ISLAMIC INSTITUTE OF PALANGKA RAYA

FACULTY OF TEACHER TRAINING AND EDUCATION

DEPARTMENT OF LANGUAGE EDUCATION

STUDY PROGRAM OF ENGLISH EDUCATION

2017 M / 1438 H

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iv

MOTTO AND DEDICATION

“Whoever goes to study then he is in the way of Allah”

(HR. Turmudzi)

This Thesis is dedicated to:

My beloved Mother Intan Sari, Father Muhamad Suberi and

Brother Abdul Aziz Muslim for their valuable endless prayer,

sacrifice, and support.

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vi

ABSTRACT

Azizah, Mariatul. 2017. Analysis of Modal Auxiliary “Must” and “Have to” Used by the

Eighth Grade Students of MTs Darul Amin Palangka Raya. Thesis, Department of

Language Education, State Islamic Institute of Palangka Raya. Advisors: (I)

Siminto, M.Hum., (II) Aris Sugianto, M.Pd .

Key word: Students‟ abilities, students‟ problems, modal auxiliary.

This research purposes to describe about some problems as follows: (1) to know the

students‟ abilities in using modal auxiliary „must‟ and „have to‟. (2) to find the students‟

problems in using modal auxiliary „must‟ and „have to‟. (3) to find the students‟ problems in

learning modal auxiliary „must‟ and „have to‟.

Research method used descriptive statistic with quantitative approach. For collecting

the data used written test, questionnaire and interview. Then technique of analyzing the data

used collecting data, giving code, giving score and then putting conclusion. The data was

collected on January 3rd

– March 3rd

, 2017 at the Eighth grade students of MTs Darul Amin

Palangka Raya located on Yakut street, G. Obos 9 Palangka Raya with the total of sample

was 25 students.

In this research writer found some cases that are: the students‟ abilities in using modal

auxiliary „must‟ and „have to‟ was still low. 44% students got fail score, 40% students got

poor score, and 16% students got fair score. The reasons of students got low score were: 72%

students were confuse in using „must‟ and „have to‟, 72% students did not know usage „must‟

and „have to‟ in sentence, 72% students did not know past form of „must‟ and „have to‟, and

80% students did not know when they must use „must‟ and „have to‟ in sentence. The cause

of students‟ factors got problems in learning modal auxiliary „must‟ and „have to‟ were come

from internal and external factors. First, in internal factor were: the students were bored in

learning English because they did not find something interesting in learning English, they

were not interested learning English because according to them the English subject was

difficult, the students did not understand the meaning of sentences in English form, lack

vocabulary and the teacher explanation about modal auxiliary material was unclear. Second,

external factor included social environment and nonsocial environment were: they could not

concentration in learning process because their friends disturb them, situation in class was too

noisy and the supporting facilities in the school were less support.

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ABSTRAK

Azizah, Mariatul. 2017. Analysis of Modal Auxiliary “Must” and “Have to” Used by the

Eighth Grade Students of MTs Darul Amin Palangka Raya. Skripsi, Jurusan

Pendidikan Bahasa, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam

Palangka Raya. Pembimbing: (I) Siminto, M.Hum., (II) Aris Sugianto, M.Pd.

Kata kunci: Students‟ abilities, students‟ problems, modal auxiliary.

Penelitian ini bertujuan menggambarkan beberapa permasalahan sebagai berikut: (1)

mengetahui kemampuan siswa dalam menggunakan modal auxiliary „must‟ dan „have to‟. (2)

menemukan permasalahan siswa dalam menggunakan modal auxiliary „must‟ dan „have to‟.

(3) menemukan permasalahan siswa dalam mempelajari modal auxiliary „must‟ dan „have

to‟.

Metode penelitian menggunakan deskriptif statistic dengan pendekatan kuantitatif.

Pengumpulan data menggunakan tes tertulis, angket dan wawancara. Analisis data

menggunakan teknik pengumpulan data, member kode, member skor, dan kemudian menarik

kesimpulan. Data diambil pada tanggal 3 Januari – 3 Maret 2017 di kelas VIII MTs Darul

Amin Palangka Raya yang berlokasi di Jalan Yakut, G. Obos 9 Palangka Raya dengan total

sampel adalah 25 siswa.

Dalam penelitian ini penulis menemukan beberapa temuan yaitu: kemampuan siswa

dalam menggunalkan modal auxiliary „must‟ and „have to‟ masih rendah. 44% siswa

mendapatkan skor gagal, 40% siswa mendapatkan skor rendah, dan 16% siswa mendapatkan

skor cukup. Alasan-alasan siswa mendapatkan nilai rendah adalah 72% siswa bingung dalam

penggunaan „must‟ dan „have to, 72% siswa tidak tahu penggunaan „must‟ dan „have to‟ di

dalam kalimat, 72% siswa tidak tahu bentuk lampau dari „must‟ dan „have to‟, 80% mereka

tidak tahu kapan harus menggunakan „must‟ dan „have to‟. Faktor penyebab siswa

mendapatkan masalah di dalam mempelajari modal auxiliary „must‟ dan „have to‟ adalah

berasal dari faktor internal dan external. Pertama, dalam faktor internal yaitu siswa merasa

bosan dalam belajar bahasa Inggris karena mereka tidak menemukan sesuatu yang menarik

dalam belajar bahasa inggris,mereka tidak tertarik belajar bahasa inggris karena menurut

mereka pelajaran bahasa Inggris itu sulit, ketidak mengertian siswa dalam mengartikan

bahasa Inggris, kurangnya kosakata, penjelasan guru yang belum jelas dalam memahami

pelajaran modal auxiliary. Kedua, dari faktor external mencakup social Enveronment dan non

social Enveronment yaitu mereka tidak bisa berkonsentrasi dalam proses belajar karena

teman-teman mereka mengganggu, terlalu rebut di dalam kelas dan fasilitas penunjang di

sekolahan yang kurang memadai.

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ACKNOWLEDGEMENTS

The writer would like to express her sincere gratitude to Allah SWT., for the blessing

bestowed in her whole life particularly during the thesis writing without which this thesis

would not have come to its final form. Sholawat and salam always be bestowed to the last

prophet Muhammad SAW., having shown us the role of life to make our life true.

Her appreciation is addressed to:

1. Dean of Faculty of Teacher Training and Education of the State Islamic Institute of

Palangka Raya, Drs. Fahmi, M.Pd., for his invaluable assistance both in academic and

administrative matters.

2. Vice Dean in Academic Affairs, Dra. Hj. Raudhatul Jennah, M.Pd., for her invaluable

assistance both in academic and administrative matters.

3. Chair of Department of Language Education, Santi Erliana, M.Pd., for her invaluable

assistance both in academic and administrative matters.

4. Chair of Study Program of English Education, M. Zaini Miftah, M.Pd., for his invaluable

assistance both in academic and administrative matters.

5. Her thesis advisors, Siminto, M.Hum and Aris Sugianto, M.Pd, for their generous advice,

valuable guidance and elaborated correction during their busy time to the completion of

her thesis.

6. Both the members of the board of examiners, for their corrections, comments and

suggestions which are profitable to the accomplishing of this thesis.

7. All lecturers of Study Program of English Education from whom she got in-depth

knowledge of English and English teaching.

8. The principal of MTs DarulAmin Palangka Raya for his permission to take research at

the school.

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9. My classmates of Study Program of English Education, especially the 2008, 2009 and

2010 period, for the support in sadness and happiness during the study in undergraduate

program and for their spirits to accomplish her study.

10. My beloved parents, Mr. Muhamad Suberi and Intan Sari for their moral support and

endless prayer so that she is able to finish her study. May Allah SWT bless them all.

Aamiin.

Palangka Raya, July 2017

The writer,

Mariatul Azizah

NIM 0921120378

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TABLE OF CONTENTS

Pages

COVER ....................................................................................................... i

COVER (Second page) ............................................................................... ii

ADVISOR APPROVAL ............................................................................. iii

MOTTO AND DEDICATION ................................................................... iv

DECLARATION OF AUTHORSHIP ........................................................ v

ABSTRACT ................................................................................................ vi

ABSTRAK (Indonesia) ............................................................................... vii

ACKNOWLEDGEMENT .......................................................................... viii

TABLE OF CONTENTS ............................................................................ x

LIST OF TABLES ...................................................................................... xii

CHAPTER I: INTRODUCTION

A. Background of the Study ...................................................... 1

B. Problems of the Study ........................................................... 4

C. Purpose of the Study.............................................................. 5

D. Significances of the study ..................................................... 5

E. Scope and Limitation of the Study ....................................... 5

F. Definition of the Concept ...................................................... 5

CHAPTER II: REVIEW OF RELATED LITERATURE

A. The Related Studies ............................................................... 7

B. Theoretical Study ................................................................. 8

1. Modal Auxilliary ............................................................ 9

2. Student‟s Problem in Using Modal Auxiliary ............... 15

C. Framework of Thinking ....................................................... 20

CHAPTER III: RESEARCH METHOD

A. Research Design .................................................................. 21

B.Population and Sample ............................................................ 22

C.Technique Of Data Collecting ................................................. 22

D. Instrument Try Out .............................................................. 24

1. Test ................................................................................. 24

2. Questionnaire .................................................................. 29

E. Data Analysis Procedure .......................................... 32

F. Technique Analysis of the Data ........................................... 33

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CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Data presentation ................................................................. 35

1. The Usage of Modal Auxiliary

„Must‟ and „Have to‟ (Written Test) ............................. 35

2. Questionnaires about Factors

of Students‟ Problems in Using Modal Auxiliary

„Must‟ and „Have to‟ ...................................................... 44

3. Interview about problems which

still encountered by the students in learning

the modal „must‟ and „have to‟ ....................................... 47

B.Research finding ....................................................................... 54

1. Usage Modal Auxiliary „must‟ and „have to‟

by students .................................................................... 54

2. Factors of Students Problems in Using

Modal Auxiliary „Must‟ and „Have to‟ .......................... 58

3. The Problems which Encountered

by Students in Learning

Modal Auxiliary „must‟ and „have to ............................. 60

C.Discussion ................................................................................ 63

1. The Students‟ Score in Using

Modal „Must‟ and „Have to‟ ........................................... 63

2. Percentage about Factor of Students‟ Problems

in Using Modal “Must‟ and „Have to‟ ........................... 65

3. The Students Factors Got Problems in Learning

Modal Auxiliary „Must‟ and „Have to‟ .......................... 67

CHAPTER V: CONCLUSSION AND SUGGESTION

A. Conclusion ............................................................................ 69

B.Suggestion ................................................................................ 71

REFERENCES

APPENDICES

xii

LIST OF TABLES

Page

Table 3.1. ITEMS SPECIFIC OF WRITTEN TEST ........................... 25

Table 3.2 THE RESULT OF COEFFICIEND VALIDITY

WRITTEN TEST ................................................................ 26

Table 3.3 THE RESULT FOR INDEX OF THE DIFFICULT OF

WRITTEN TEST ................................................................ 28

Table 3.4. RESULT OF ANALYSIS VALIDITY OF

QUETIONNAIRE .............................................................. 30

Table 3.5. RESULT OF ANALYSIS VALIDITY

OF THE QUESTIONNAIRE ............................................. 31

Table 4.1. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 1) .................................................................. 36

Table 4.2. INCORRECT ANSWER OF STUDENTS

(ITEM NUM.2) .................................................................... 36

Table 4.3. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 3) .................................................................. 37

Table 4.4. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 4) .................................................................. 37

Table 4.5. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 5) .................................................................. 37

Table 4.6. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 6) .................................................................. 38

Table 4.7. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 7) .................................................................. 38

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Table 4.8. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 8) .................................................................. 39

Table 4.9. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 9) .................................................................. 39

Table 4.10. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 10) ................................................................ 40

Table 4.11. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 11) ................................................................ 40

Table 4.12. INCORRECT ANSWER OF STUDENTS

(ITEM NUM.12) ................................................................. 40

Table 4.13. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 13) ................................................................ 41

Table 4.14. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 14) ................................................................ 41

Table 4.15. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 15) ................................................................ 42

Table 4.16. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 16) ................................................................ 42

Table 4.17. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 17) ................................................................ 43

Table 4.18. INCORRECT ANSWER OF STUDENTS

(ITEM NUM.18) ................................................................. 43

Table 4.19. INCORRECT ANSWER OF STUDENTS

(ITEM NUM. 19) ................................................................ 44

Table 4.20. INCORRECT ANSWER OF STUDENTS

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(ITEM NUM. 20) ................................................................ 44

Table 4.21.QUESTIONNAIRE OF STUDENTS ................................ 45

Table 4.22. INTERVIEWEE: THE STUDENTS ................................ 47

Table 4.23. INTERVIEWEE: THE TEACHER ................................... 53

Table 4.24. PERCENTAGE OF ABILITY IN NECESSITY ............. 55

Table 4.25. PERCENTAGE OF ABILITY IN LOGICAL

NECESSITY ..................................................................... 55

Table 4.26. PERCENTAGE OF ABILITY IN OBLIGATORY ......... 56

Table 4.27. PERCENTAGE OF ABILITY IN

RECOMMENDATION ..................................................... 57

Table 4.28. PERCENTAGE OF ABILITY IN PROHIBITION ........ 57

Table 4.29. DISTRIBUTION OF CRITERIA

INTERPRETATION SCORE ........................................... 60

Table 4.30. STUDENTS‟ PROBLEMS .............................................. 60

Table 4.31. STUDENTS‟ SCORE IN USING MODAL

AUXILIARY „MUST‟ AND „HAVE TO‟ ....................... 64

Table 4.32. INTERPRETATION OF STUDENTS” SCORES ........... 65

Table 4.33. FACTOR OF STUDENTS” PROBLEMS

IN USING „MUST‟ AND „HAVE TO‟ ........................... 65

Table 4.34. THE INTERNAL AND THE EXTERNAL FACTOR

WHICT CAUSED THE STUDENTS‟ PROBLEMS

IN LEARNING MODAL AUXILIARY .......................... 67