STUDENTS UNDERSTANDING OF ING AND ED PARTICIPIAL ADJECTIVE IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SANATA DHARMA A SARJANA PENDIDIKAN FINAL PAPER

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STUDENTS’ UNDERSTANDING OF –ING AND –ED PARTICIPIAL ADJECTIVE IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SANATA DHARMA

A SARJANA PENDIDIKAN FINAL PAPER Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Sandhya Reony Bintoro Student Number: 111214140

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016


STUDENTS’ UNDERSTANDING OF –ING AND –ED PARTICIPIAL ADJECTIVE IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SANATA DHARMA

A SARJANA PENDIDIKAN FINAL PAPER Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Sandhya Reony Bintoro Student Number: 111214140 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2016

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DEDICATION

This final paper is dedicated to Trijono Pudjo Tjahjono Bintoro, Aisyah Meilani, Danias Bakti Bintoro, Yenni Handayani Putri Bintoro, and people who loved me, and myself.

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ABSTRACT Bintoro, Sandhya Reony. 2016. Students’ Understanding of –ing and –ed participial adjective in English Language Education Study Program Sanata Dharma. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University. Grammar is considered substantial in learning a foreign language. The same way goes to English; every English learner is supposed to have adequate skill in grammar. As a matter of fact, they find some difficulties in understanding grammar; one of them is the – ing and –ed adjective participle. Inability to do so will lead the learners make some errors in four language skills i.e. speaking, writing, listening and reading. This research emphasizes on the ability of English learners to understand the -ing and –ed adjective participle. In finding the problems the research uses mixed-method approach by gathering two kinds of data i.e. quantitative and qualitative data. The quantitative data is gained through questionnaires conducted on the 3rd grade student of the English Department of Sanata Dharma University. The latter is gained by conducting interview on six students representing the batch of 2014 of the English Department of Sanata Dharma University. The participants have taken the Structure II class. This research has made some finding through questionnaires and interviews. The research says that students still find it difficult to understand the –ing and –ed adjective participle. The statistics says only 35 % of student having good understanding of the –ing and –ed adjective participle. Other 42% students fall to poor level, while the other 23% are categorized to fair level. The causes of the finding are the method of delivering grammar subject to the students as well as the low motivation of them in learning grammar stuff. Ultimately, this research would suggest some recommendations to the learners of English as a foreign language. The recommendations are also beneficial to the teacher in delivering grammar matters in the class. Keywords: participial adjective, understanding, student, ELESP

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ABSTRAK Bintoro, Sandhya Reony. 2015. Students’ Understanding of –ing and –ed participial adjective in English Language Education Study Program Sanata Dharma. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Kependidikan, Universitas Sanata Dharma. Grammar merupakan subyek yang sangat penting dalam belajar bahasa asing. Salah satunya adalah bahasa Inggris; setiap pembelajar bahasa Inggris harus memiliki kemampuan yang cukup dalam grammar. Pada kenyataannya, mereka menemukan kesulitan dalam memahami grammar; salah satunya adalah penggunaan –ing dan –ed participial adjective. Ketidakmampuan ini akan berdampak pada kesalahan dalam berbagai kemampuan berbahasa yakni berbicara, menulis, mendengar, dan membaca. Penelitian ini menekankan pada kemampuan pelajar bahasa Inggris untuk memahami –ing dan –ed adjective participial. Dalam menemukan permasalahan, peneliti menggunakan pendekatan metode campuran melalui pengumpulan dua jenis data yakni kuantitatif dan kualitatif. Data kuantitatif diperoleh melalui penyebaran kuesioner kepada mahasiswa tingkat Semester 3 dari Program Studi Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma. Data kualitatif diperoleh melalui interview lima mahasiswa yang mewakili mahasiswa PBI. Dalam penelitian ini, ditemukan bahwa mahasiswa masih menemukan kesulitan untuk memahami –ing dan –ed adjective participial. Statistik menjelaskan bahwa hanya 35% mahasiswa memahaminya sementara 42% lainnya tidak terlalu memahami. Penyebab utama nya adalah metode penyampaian materi grammar ke mahasiswa dan juga motivasi yang rendah untuk mempelajari grammar. Pada akhirnya, penelitian ini memberikan saran kepada penstudi bahasa Inggris sebagai bahasa asing. Rekomendasi yang diberikan juga sangat penting bagi pengajar dalam menyampaikan materi grammar.

Kata kunci: participial adjective, pemahaman, mahasiswa, Program Studi Pendidikan Bahasa Inggris

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ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to Allah SWT and Muhammad Prophet SWT for the blessing so that I can finally finish my final paper. I thank for all the ways and strengths that Allah SWT gave me during the process in finishing my final paper. My deepest gratitude goes to my advisor, Drs. Concillianus Laos Mbato, M.A., Ed.D., for his guidance, time, motivation, and suggestion until the final process of writing this thesis patiently. I warmly thank my academic advisor, Yuseva Ariyani Iswandari, S.Pd., M.Ed., for caring me from the first time I started this study program. I thank her to be the advisor of my learning progress during my study. I want to express my gratitude feeling to all lecturers of the English Language Education Study Program who shared the knowledge and gave me the generous smile during my learning process. Another thanks goes to all secretariat staff of the English Language Education Study Program and Faculty of Teacher Training and Education of Sanata Dharma University and also the librarians for giving me the best service. This final paper would have not been done without my great mother Aisyah Meilani and my father Trijono Pudjo Tjahjono Bintoro. I thank them for all great advices, love, pray, reinforcement and financial support in this long and winding road. I am also grateful for having Danias Bakti Bintoro and Yenni Handayani Putri Bintoro. They are my motivation and reasons to finish my final paper, they are also my body guard.

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I truthfully thank my friends, Pradita Ningrum, Dian Restiana, Maria Saraswati, Kartika Eva Rachmawati for their prayer and motivation. I also take this opportunity to express my gratitude Ibu Theresia Lestari for supporting me during process of my final paper. I also want to thank my seniors Mbak Dessiana Adityawati, Mbak Desca Angelinawati, for spirit and unforgettable moment that I could learn how to survive in Yogyakarta. I also express my big thanks to Gafie, my travel mate. Thank you for all the experience, the kindness, support, and all the prayers. Those will be unforgettable moments with you. Lastly, I would like to thank myself for being unpredictable human, a great brother and friend. Let’s get prepared to survive and struggle!

Sandhya Reony Bintoro

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TABLE OF CONTENTS

TITLE PAGE ..............................................................................................................

i

APPROVAL PAGE.....................................................................................................

ii

DEDICATION PAGE .................................................................................................

iv

STATEMENT OF WORK’S ORIGINALITY...........................................................

v

PERNYATAAN PERSETUJUAN PUBLIKASI ...........................................................

vi

ABSTRACT.................................................................................................................

vii

ABSTRAK ....................................................................................................................

viii

ACKNOWLEDGEMENT...........................................................................................

ix

TABLE OF CONTENT ..............................................................................................

xi

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

xiii

LIST OF APPENDICES .............................................................................................

xiv

CHAPTER I INTRODUCTION.................................................................................

1

1.1 Research Background..................................................................................

1

1.2 Research Method ........................................................................................

3

CHAPTER II DISCUSSION.......................................................................................

8

2.1 Review of Related Theories.........................................................................

8

A. Theories of the Explicit and Implicit Teaching..............................................

8

B. Theories of the English Adjective Participial ................................................

8

1. Types of Participial Adjective ....................................................................

9

a. The Present (-ing) Participial Adjective...................................................

9

b. The Past (-ed) Participial Adjective.........................................................

11

2. Pattern of Paerticipial Adjective .................................................................

12

a. The Present (-ing) Participial Adjective...................................................

12

1). The Present –ing (active) Participial Adjective....................................

12

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2). The Present –ing (in progress) Participial Adjective............................

13

b. The Past (-ed) Participial Adjective.........................................................

13

1). The Past –ed (passive) Participial Adjective........................................

13

2). The Past –ed (completed/intransitive) Participial Adjective.................

13

3. Function of Participial Adjective................................................................

14

a. Attributive Position.................................................................................

14

b. Predicative Position ................................................................................

15

2.2 Research Finding ........................................................................................

15

A. Quantitative Data .........................................................................................

15

B. Qualitative Data ...........................................................................................

17

2.3 Discussion...................................................................................................

18

CHAPTER III CONCLUSIONS AND RECOMMENDATION ...............................

22

3.1 Conclusion..................................................................................................

22

3.2 Recommendation ........................................................................................

23

REFERENCES............................................................................................................

25

APPENDICES ............................................................................................................

27

xii


LIST OF TABLES

Table 1.1 Example of Questionnaire ..............................................................................

5

Table 1.2 Category of Assessment .................................................................................

5

Table 2.1 The Questionnaire..........................................................................................

16

Table 2.2 The Result of Questionnaire...........................................................................

17

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LIST OF APPENDICES

Appendix 1 : The Questionnaire .............................................................................

28

Appendix 2 : Interview Guideline...........................................................................

30

Appendix 3 : Students’ Interview Transcript..........................................................

31

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CHAPTER I INTRODUCTION

This chapter consists of two sections, namely the research background and the research method. The research background elaborates the reasons why this study is conducted. Moreover, the research method explains how to find the answer(s) to the question(s) in this study through an organized and systematic way. 1.1Research Background English has been recognized as an international language which is used as a mean of communication among people around the world in many fields, for instance commerce, tourism, economy, science, technology, literary and some other fields. (Greenbaum,1990 p.3). Referring to the importance of English as an international language, it is also important for countries which do not use English as their native language to determine English as the first foreign language. This fact implies the countries’ decision, including Indonesia, to include English in their educational curriculum. Indonesia is different to Commonwealth countries where English is the official language. The different lies in the fact, that English is taught since the elementary school and yet not commonly used by most people in their daily conversation. Thus, grammatical errors either in writing or speaking are easily spotted on Indonesia non-native English speakers. 1


2 One of the important components in English language curriculum is grammar. Grammar is a rule that cannot be changed unconditionally and is a basic to communicate in English language. Fromkin and Rodman (1988) state that: “The grammar, then, is what we know. It represents our linguistics competence. To understand the nature of this internalized unconscious set of rules, which is part of every grammar of every language, every human being who speaks a language knows it is grammar” (p. 13).

Fromkin and Rodman’s theory emphasizes that learners unconsciously communicate their ideas, opinions, and intentions by applying their knowledge of the grammar rule set. It indicates that learning grammar is essential for enabling and enable the learner to produce the sentence and to communicate correctly in order to avoid any misinterpretations. However, learners still make errors and face difficulties in learning grammar, particularly on –ing and –ed adjective participle. This participle is a complex form of adjective words and its functions are to modify the following noun and to construct sentence. The source of the difficulties is the function and the meaning of –ing and –ed adjective participles, as well as which word can be constructed in –ing and –ed adjective participles. Learners should have the ability in understanding adjective principles in order to avoid errors which can lead them into misinterpretations. In this paper, the writer intends to answer formulated question, that is: to what extent do students understand the –ing and -ed adjective participles?


3 1.2 Research Method This paper used mixed method approach. Creswell (2003) says that the mixed method approach is a combination of quantitative and qualitative data research or method in one study to understand a research problem. In addition to that Krathwohl (1993, p. 740) adds that quantitative research describes phenomena in number and measures instead of word. Quantitative data is gathered by distributing a set of questionnaire. Meanwhile, qualitative research describes phenomena in words instead of numbers or measure and the data gathered by interview. Since quantitative data and qualitative data were provided, the result of the study would be presented in a form of percentage and narrative description. Therefore, this paper covered both numerical and non-numerical data. This research was conducted in Sanata Dharma University and was targeted to English Language Education Study Program (ELESP) student batch 2014 who have learned adjective participial in structure II. There were four classes being observed. The quantitative data gathering was conducted on December 2nd, 2015 for two classes and on December 4th, 2015 for two other classes. Meanwhile, it is important to be noted that for qualitative data, five representatives of classes were interviewed. It was conducted on December 7th, December 8th, and December 9th, 2015. The first instrument to collect data was questionnaire. Wilson and Mclean (1994) (as cited in Ary, Donald, and Sorensen, 2010, p. 377) define questionnaire as a widely used and useful instrument for collecting survey information, providing structured, often numerical data, being administered without the


4 presence of the research, and often being comparatively straight forward to analyze . The researcher has used questionnaire to gather the information from the students about understanding of participial adjective. This questionnaire was meant to answer the research problem of the study. The questionnaire consisted of 20 items open-ended statements asking for students to mark each statement as correct or incorrect. The second instrument was the interview. Cohen, Manion, and Morrison (2003) believe that there are three purpose of interview in a study: they are the principal means of gathering information having direct on the research objectives, to test hypotheses or to suggest a new hypothesis, and to support the other methods which used in a study. As for this study, the interview instrument is aimed to support and obtain further information for quantitative data. The data were gathered from the participants’ works the correct or incorrect sentence questionnaire of participial adjective. Furthermore, the data were gathered the research try to analyze them. The researcher counts the amount of the correct sentence and incorrect sentence from the questionnaire.


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Table 1.1 Example of Questionnaire NO

SENTENCE

1

I was alarmed by the loud bang.

2

He was amused to hear his little son singing

C

IC

in the bath. 3

She was bored. C: Correct; IC: Incorrect (See the appendix on page 28 for full the questionnaire) The next step after participants completed the questionnaire was for the

researcher to assess the result by using the category assessment to see the understanding of the participants about participial adjective. The category assessment as written in table 1.2:

Table 1.2 Category of Assessment Score

Alphabet

Category

80-100

A

Very Good

68-79

B

Good

56-67

C

Fair

45-55

D

Poor

>44

E

Very Poor


6 The result is divided into five categories. The descriptions of the categories are also different. The explanation of each category can be seen in here: Category Very Good Good

Meaning Able to use the rule of adjective participle consistently. Able to use the rule of adjective participle accurately on all levels normally pertinent to professional needs. Errors in adjective participle are quite her

Fair

Control the adjective participle is good.

Poor

Can usually handle elementary knowledge of adjective participle accurately but does not have through control of the adjective participle.

Very poor

Errors in adjective participle are frequent.

(adapted from Brown, H. Douglas . (2001). Teaching by Principles An Interactive Approach to Language Pedagogy, 2nded: Longman, Inc)

The next step was to assess the questionnaire. The researcher was assessed the questionnaire, the final data of questionnaire were presented in a form of percentage. The researcher used the following formula: 100 %

X = the number of the students based on the understanding of participial adjective N = the number of all participants Furthermore, researcher started to analyze it based on category assessment and interpret the result in a form of percentage. Referring to the data, researcher has chosen five participants who fall into “Very Good”, “Fair”, and “Very Poor” category. They would be the represent the sample of all representative


7 participants. The question of interview is about the understanding of participial adjectives and the difficulties of participial adjectives. The researcher had several steps to gather the data. The first step was having a permission to use the class as a subject. The next is the researcher arranged a meeting with the lecturer of Academic Essay Writing and Structure III to distribute the questionnaire. After having all the data gathered, the researcher started to analyze the questionnaires and to interpret the data in form of percentage data. Departing from the result percentage, the researcher has chosen some participants to be interviewed. The next step was the researcher to make some questions about understanding of participial adjective. Last, the researcher conducted the interview to get more information


8

CHAPTER II DISCUSSION

This chapter consists of review of related literatures, the finding research, and the finding research description. In the review of the related literatures, the researcher focuses on the theories that support this research. The research finding describes the findings of the reseach. 2.1 Review of Related Theories In the review of related literatures, the researcher focuses on the theories that support the research. There are two theories which are discussed in this subchapter. Those are the theory of type of adjectives participial, the explicit and implicit teaching. A. Theory of Implicit and Explicit Teaching As one part of grammar the –ing and-ed participial adjective components, can be taught through implicit and explicit teaching. Cleeremans, Destrebesqz, and Boyer (1998) state that implicit teaching is seen as “the ability to learn without awareness” and “when acquire new knowledge without intending to do so”. Explicit learning is used to teach something about human’s ability, capability faculties in the process of verbal communication. B. Theories of the English Adjective Participial In the Webster’s New Twentieth Century Dictionary Unabridged (1983), English participial adjective is an adjective with –ed or –ing ending (suffix). Most


9 suffixes do not change the meaning of the base; rather, they change grammatical function of the base word. Based on Quirk at al. (1985, p. 1520), “suffixation is a process to put a suffix after the base, sometimes with, but more usually with, a change of a word class”. Furthermore, Bergman (1987, p. 36) points out that suffixation consist of attaching a suffix to a base (root). The -ing and –ed endings are the examples that used to form the participial adjective. We often call these types of word elements as inflectional endings, or inflectional suffixes. The addition of the –ing and –ed at the end of a word form a new word and this changes the base grammatical functions. The –ing addition is known as present participial adjectives whilst the –ed addition known as part participial adjectives based on Hughes (1996). This research is to examine students’ understanding of –ing and –ed participial adjective. 1. Types of Participial Adjectives According to Hewing (1999 p.) there are two types of participial adjective. First is the present (-ing) participial adjective and the second is the past (-ed) participial adjective. a. The Present (-ing) Participial Adjective According to Swan (1995, pp. 404-405), present participles (-ing) are used to describe the people or things that cause the feeling. The –ing participle refers to the actor (the one or thing causing the emotion). In addition to that, when –ing forms are used for adjectives or adverbs, they have similar meaning to active verbs, e.g. falling leaves (=leaves that fall), a meat-eating animal (=an animal that eats meat)


10 According to Close (1975, p. 12), “present participle is one of non-finite part of English, which has no tense, and it is not affected by the person and the number of subjects”. “The adjective ending in –ing can also describe the general use of the noun is intended for, for instance: ‘a washing machine’ means a machine which washes and ‘a dining table’ means a table for dining” Hughes (1965 p.). There are only several verbs that can be changed into adjectives by adding suffix –ing, and they are commonly called emotive verbs. The terms emotive is used to indicate that the verbs influence people, or caused someone to become based on Celce- Muria (1983). For instance: amuse, bore, interest, tire, admire, amaze, annoy, surprise. Therefore, referring to the theories mentioned in the previous paragraph. Based on theories mentioned above, the researcher concludes that the present participial adjectives are follows: 1. It usually refers to a characteristic feature of the thing referred to by the noun and not any specific act (Quirk, 1985, p. 246) 2. It describes the cause of feeling (Azar, 1992, p. 298). The present participle conveys an active meaning. The noun it modifies does something (Azar, 1989, p. 144). 3. It is adjective in the noun phrases can reach full adjective status when it is compound with another adjective, put in front of noun compound, as in the moving traffic compounded with fast become the fast-moving traffic; breaking compounded with heart become heart-breaking (Quirk, 1985, p. 245)


11 b. The Past (-ed) Participial Adjective The past participle describes how people feel (Azar, 1992, p.298). It also conveys a passive meaning (Azar, 1989, p.144).According to Kilby (1985, p.57), the past (-ed) participial adjectives of all regular and irregular verb is identical with past tense, and is to be distinguished by its function in the sentence. For instance : a well-dressed little girl is a girl who has been well dressed, white a well-dressed man has an active meaning since a man is considered to be able to dress himself; whereas a little girl is not. The sentence performs the same pattern but not always has the same meaning. Based on Swan in Practical English Usage (1995, p.404-405), past participial adjectives (-ed) are used to say how people feel. The –ed participle refers to the experience (the one feeling the emotion). Most participles have passive meanings when they are used like adjectives or adverbs: a broken heart (= a heart that has been broken). Etherton (1968) divides the –ed participial adjective into groups according to the kind of verbs from which they derive and it can be summarized as follows: 1. The –ed participial adjectives of transitive verbs. 2. The –ed participial adjectives of intransitive verbs. The most common participial adjective are those which derive from transitive verbs. They may stand in attributive or predicative position. At large, most adjective are formed by transitive part participle have passive meaning and descriptive stress. According to Lado (1975, p. 65), the participial adjective stress;


12 it means that they indicate the condition or state of the person or thing denoted by the noun which they modify. According to Compbell (1951), the past (-ed) participial adjective may have the same function as the present (-ing) participial adjective since the participial adjective in common which more or less can be generalized based on the function as follows: 1. They modify nouns. 2. They can be used either attributively or predicatively. 3. The might be descriptive that is, they modify nouns by naming the quality or condition of the objects named, or classifying that is, they restrict the referee of the object named. 2. Pattern of Participial Adjectives Based on Geoffery Leech and J. Svartvik (1994, p.215), the pattern of English participial adjectives can be divided as follows: a. The present (-ing) participial adjectives 1) The present –ing (active) participial adjectives (It/they V someone/thing) PA (Participial Adjective) ---- Agent The rule above states that the –ing participial adjective show an active relationship with the noun they modify, for instance: Frightening animals (animals which frighten someone/thing), a paying customer (a customer who pays


13 someone/thing). The –ing participial adjectives show that the agent causes the feelings expressed by the participle. 2) The present –ing (in progress) participial adjectives He (it) is__ ing PA (Participial Adjective) ----Active The rule above states that the –ing participial adjectives show what the noun is actively doing (in progress). For instance: An escaping prisoner (a prisoner who is escaping now), a growing boy (a boy who is still growing). b. The past (-ed) participial adjective 1) The past –ed (passive) participial adjectives (Someone/thing V it/them) PA (Participial Adjective) ---- Object The rule above states that the –ed participial adjective show a passive relationship with the noun they modify. For instance: Frightened animals (someone/thing frightened them/animals), a paid employee (someone paid the employee). The –ed participial adjectives show that the noun is the receiver of feeling, or becomes the object which receives an action expressed by the participle. 2) The past –ed (completed/ intransitive) participial adjectives He (it) has __ ed PA (Participial Adjective) ---- Active


14 It is importance to be noted that for transitive verbs, an adjective formed by adding –ed indicates a passive relationship with the noun it modifies is not a perfect idea. Therefore, the rule mentioned in the previous sentences related to the past -ed that adjective formed from some verbs for which a passive meaning is impossible (intransitive verbs) or significant (change of state verbs) can end in – ed. For these verbs, the –ed participial adjective carries the meaning of completeness. It means that a change is complete, rather than passive, or in a form of perfective. The –ed participial adjective show the completeness of the noun. They do not show a passive meaning, but they show an active meaning, for instance; a escaped prisoner (a prisoner who has escaped), a grown up boy (a boy who has grown up). 3. Function of Participial Adjectives There are two functions of the English participial adjective; those are attributives and predicative, based on Sidney Greenbaum and Randolph Quirk; G Leech and J. Svartvik in A Student’s Grammar of the English Language (1990, p. 133). According to Hewings (1999), regarding the positions, participial adjectives can be put in phrases as explanation further in the following paragraph: a. Attributive Position Richard Hughes and Carmel Heal (1993, p. 71) state that attributively, -ing participial adjective describes a judgment or an opinion (how situation appears to someone). Quirk (1985), In addition believes that attributively, the –ed participial adjective shows a permanent habit and thus drop their usual passive meaning.


15 Whereas, the –ed participial adjective describe how the subject has been affected or influenced by something. b. Predicative Position The predicative participial adjective come after a copula verb (linking verb) and not before a noun. In predicative usage, both the –ing and the –ed participial adjective may express the state or condition of the noun which are shown by their verb base. (Kibly, 1985, p. 57)

2.2 Research Finding In this section, researcher will examine about the questionnaire result and the interpretation based on result. During data collecting, researcher found two types of data: quantitative and qualitative. Both data type cover student’s understanding on participial adjective; the quantitative ones were obtained by questionnaire and presented in percentage whilst the qualitative ones by interview method and explained in description (Very good, Good, Fair, Poor, Very poor). A. Quantitative Data The questionnaire consists of student’s data (name, grade, student ID number) and twenty sentences about –ing and –ed participial adjective with two closed answer choices for each sentences (either ‘Correct’ or ‘Incorrect’). Students were directed to analyze and answer each sentence by giving a check mark (√) in either Correct or Incorrect column. The participial adjective uses in questionnaire above were chosen because they were usually spoken and written in daily activity to express something.


16 However, based on researcher’s own experience, these adjective participial were often misled or misinterpreted by people, particularly on conversation. The questionnaire was disseminated in order to know if the students have also misled or misinterpreted the adjective participial as explained previously. Through this method, the researcher acquired information that most students who have learnt the participial adjective, still do not posses adequate understanding on this subject. This was reflected by the questionnaire result. The following table shows the result of questionnaire about understanding of –ing and –ed participial adjective.

Table 2.1 The Result of Questionnaire of Students’ Understanding on–ing and –ed Participial Adjective Number of score

Alphabet

Meaning

Percentage of Student Achievement

80-100

A

Very Good

68-79

B

Good

15%

56-67

C

Fair

23%

45-55

D

Poor

31%

<45

E

Very Poor

20%

11%


17

As seen on table 2.1, there were 31% of student who fall into “Poor” category or equals to 37 of 120 participants. These students could handle the elementary knowledge of participial adjective accurately but did not have through control of the adjective participial. Moreover, 23% of students fall into “Fair” category which indicates that 92 participants could control the participial adjective is good. Meanwhile, 20% of students understand how to differentiate the –ing and –ed participial adjective, which concluded as ‘well understanding’ or ‘Very Good’ result. About 15 % of students achieved ‘Good’ result, indicating they have not yet used adjective participial accurately or still confused how to use and differentiate the –ing and –ed participial adjective. Lastly, the percentage of students who fall into “Very Poor” category were 11%. In this category, these students have low understanding and frequently meet errors in adjective participial are frequent.

B. Qualitative Data After having distributed questionnaire and analyzed it, the researcher needs to obtain more details and additional information upon the students’ understanding. Thus, researcher has taken the samples from the categories ‘Very Good’ (two students), ‘Fair’ (one student), and ‘Very Poor’ (two students) category. The researcher then conducted interview which would eventually explain more about students’ understanding and difficulty on adjective participial.


18 In the interview, researcher found that some of the students have a good ability to understand adjective participial. These students could differentiate the present (-ing) and past (-ed) participial adjective. It was proved by the statement students gave in the interview. “Setahu saya adjective participle itu adjective, lalu yang membedakan antara present dan past adjective participial adalah maknanya dan penggunaanya.

Present

adjective

participle

digunakan

untuk

mendeskripsikan sesuatu sedangkan past adjective participle untuk mengeskpresikan perasaan seseorang” –Koresponden #1 (As I know, adjective participial is an adjective word, the differences between present and past are its meaning and its function. The present adjective participial describes the people or things while the past adjective participle is to express people’s feeling)– Correspondent #1 However, not all students who were interviewed understand about participial adjective. Researcher found that some other students are still confused and do not know what adjective participial exactly is. They often guessed when it comes to answering questions related to adjective participial in learning English. This condition could be seen from the student’s statement in the interview as below: “…kurang tahu mas,saya sendiri masih bingung apa yang dimaksud dengan adjective participle”– Koresponden 3 (…I do not really know and am confused about what adjective participial exactly is) – Correspondent 3

2.3 Discussion


19 Grammar is one of the most important components in English study and it should be thoroughly understood because it is fundamental in learning English. According to Fromkin and Rodman (1998 p.13): “The grammar, then, is what we know. It represents our linguistics competence. To understand the nature of this internalized unconscious set of rules, which is part of every grammar of every language, every human being who speaks a language knows it is grammar”.

One of grammar subject which has to be mastered by English learner is participial adjective which often used in daily conversation. In the Webster’s New Twentieth Century Dictionary Unabridged (1983), English participial adjective is an adjective with –ed or –ing ending (suffix). Most suffixes do not change the meaning of the base; rather, they change grammatical function of the base word. English grammar could be taught and mastered by explicit and implicit teaching. In explicit teaching, grammar taught directly by explanation of the grammar rule clearly. The lecturer will explain structure aspect of grammar while students will use logical thinking. Meanwhile, in implicit teaching the student will learn unconsciously without awareness to learn English grammar. As for Sanata Dharma ELESP students, English grammar is taught in Semester 2. Students are taught systematically by lecturer from structure and the rules. Lecturers usually give examples on grammar and explain the ‘how-to’ pattern with lack of practice. However, most students have difficulty in learning and applying grammar, particularly on participial adjective. From the finding research, students were still confused to differentiate participial adjective. Researcher found that almost half of participants fall into “Poor” and “Very Poor” category despite they have studied and passed participial


20 adjective subject in Semester 2. Students cannot mention participial adjective accurately either, as in questionnaire, most students answered questions incorrectly. This reflects that students’ understanding on this subject is still low and they are lack of understanding and knowledge on characteristic of the noun and not any specific act (Quirk, 1985, p. 246). They also do not possess adequate knowledge in describing cause of feeling (Azar, 1992, p. 298). The students’ low understanding in this subject was then proved and more explained in further interview which gain additional information. Researcher took five students as samples for interview. The questions in interview are: 1. Do you understand about participial adjective? 2. Do you know the differences between –ing and –ed participial adjective? 3. Do you understand the function of –ing and –ed participial adjective? 4. Do you find difficulty in understanding participial adjective? 5. What is your difficulty in understanding participial adjective? 6. How do you learn about participial adjective? From all questions guidelines above, all of these five students tried explaining about adjective participial but none of them explained it correctly and accurately. Theoretically, they do understand about adjective only, but not participial adjective thoroughly. When students answer the questionnaire or other participial adjective-related questions, some of them answer it by guessing. One of correspondent explained that she/he is still confused in choosing whether to use –ing or –ed and what does it function.


21 This research eventually proved that students’ lack of understanding participial adjective is mainly because of teaching method. Lecturers approach to teach grammar is often explicit which focus on grammar structure with lack of exercise. Thus, students only learn grammar in the meeting of the course in the classroom. The interview also shows that most students only learn English grammar by listening to lecturer’s explanation. They do not repeat or practice the material outside the classroom. To master English grammar, the teaching method should apply both explicit and implicit teaching. Students need to learn grammar structure and pattern in classroom but they have to apply it so will become habit. Not only students will learn by explanation, but they will also learn by daily practice. It then stimulates students to be more understandable on basic knowledge of grammar and to unconsciously improve their ability with minimal use of logical thinking as well.


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CHAPTER III CONCLUSIONS AND RECOMMENDATION

This chapter consists of two parts. The first is the conclusion of this study. The second part contains recommendations toward learning grammar especially adjective participle. 3.1 Conclusion The study aims to answer the research problem : to know the students’ understanding of the –ing and –ed adjectival participles. The research problem was answered from the students who have been taking Structure II class in English Language Study Program Sanata Dharma. As students of ELESP, to master English is not easy. There are elements of English Language which cannot be mastered. One of those elements is grammar, especially –ing and –ed adjective participle. The student of ELESP must master the English grammar. Grammar is a guide to make correct sentences. It is also a guide to understand the meaning of sentence which is arranged systematically according to a certain prevailing rule. Therefore, student of ELESP who will be a teacher in the future, one must master the English grammar. By observing the result from the questionnaire, the researcher could conclude that the third grade student of English Language Study Program of


23 Sanata Dharma still faced some difficulties in understanding the –ing and –ed adjectival participles, although the student had learned them in the second grade. Therefore, the result of the analysis dealing with students’ errors enables the researcher to draw some conclusions as follows: First, the students of ELESP still faced some difficulties in understanding the –ing and –ed adjectival participles found in questionnaire. There are 41% students who have poor knowledge. It means that not all of the student could master in adjectival participles. Only 35% students have good and very good in adjectival participles. The students still feels confused and not sure about the theory of adjective participle. These are caused by low understanding and the student cannot find a good way to learn. Second, the kind of difficulties that student face in learning the –ing and – ed adjectival participles are concerned with the knowledge and the meaning. The students still feel confused how to differentiate the –ing and –ed adjective participles. The students only used feeling to answer the questionnaire, without the understanding of adjectival participles. And, the student got the knowledge only from their class. It means the time is limited to understand adjective participle in the class. 3.2 Recommendations After conducting the research, the researcher would like to give the recommendations about the learning of –ing ad –ed adjective participles. The


24 recommendations would be given for the lecture, the students, and the future researchers. The lecturer could give more practice to the students because practice could improve the ability in understanding –ing and –ed adjective participles. The lecturer could use novel or story which provide the –ing and –ed adjective participle for the material. However, the students need practice more to improve the understanding of –ing and –ed adjective participial. The students should motivate themselves in learning the English language. In order to increase students’ understanding, they can watch the interview program in English news or the VOA news to increase the knowledge, so that the students get more English participial adjectives. The students also should have more exercise to improve the understanding. However, enough practice was a key to master in grammar successfully. In order to enrich this research, future researcher can focus on how to increase the understanding of –ing and –ed participial adjective. It would be better if the future researcher have more references and information about the effective way to learn participial adjective.


REFERENCES

Ary,D., Jacobs, L.C., & Sorensen, C. K. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wardsworth. Bergman, C.A. (1987). Health Grammar and Composition. Lexington: D.C. Health and Co. Celce – Murcia, M. (1983). The Grammar Book. New York: Newbury House Publishers. Cohen. L., Manion. L., & Morrison, K. (2007). Research methods in education (6th ed.) New York : Routledge. Frank, M. (1972). Modern English: A Practical Reference Guide. Englewood Cliffis, New Jersey: Prentice Hall Regents. Fromkin, V and Rodman, R. (1998) . An Introduction to Language (4th ed.). Orlando. Florida. Holt: Rinehart and Winston. Inch Kilby. (1985). Help Yourself to Become a Better Talker, Writer, and Reader. Englewood Cliffs, New Jersey: Prentice Hall Regents.

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Appendix 1 The Questionnaire Name: St. number: Phone Number:

QUESTIONNAIRE ON INVESTIGATING TO WHAT EXTEND DO STUDENTS’ UNDERSTADNING THE –ING AND –ED ADJECTIVAL PARTICIPLES

The researcher of the study is a student of ELESP Sanata Dharma University who is conducting a research for his final paper. The research asks you to participate as the respondents of the researcher since this questionnaire is set for ELESP students who have been taking on Structure II class. The goals of the questionnaire are: 1. To analyze the ELESP students’ understanding the –ing and –ed adjectival participles. 2. To find what is the difficulties of learning adjectival participles. The questionnaire consists of twenty questions. The respondents needs to analyze the statements and put a tick ( ) in the column. Please answer the questionnaire based on your knowledge in adjectival participle. Please fill the questionnaire seriously and honestly. Thank you,

Sandhya Reony Bintoro


Questionnaire Purpose The purpose of this questionnaire is to observe the understanding using of –ed and –ing. Respondent’s profile and information is confidential. Filling instructions Filling this questionnaire take approximately 10 minutes. Mark the appropriate answer with a check mark ( √) .

NO 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

SENTENCE

I was alarmed by the loud bang. He was amused to hear his little son singing in the bath. She was bored. I find the instruction very confused! Could you come and help me? I was feeling depressed, so I stayed at home with hot chocolate and a good book. John was really embarrassed when he fell over in front of his new girlfriend. This is the most embarrassed photo! I look terrible! I’m so excited! I’m going on holiday tomorrow! I hate doing housework! It’s exhausted! Julie was so exhausted after her exams. The brain is fascinating, isn’t? It’s amazing how much it can do. I was really frightening of bees when I was little, but I don’t mind them now. I tried all morning to send an email, but it wouldn’t work. I was so frustrating. That was a very interesting book. Julie felt overwhelming. She’d moved house, got a new job and was learning to drive, all at the same time. She was relaxing, sitting in front of the fire, that she didn’t want to move. John loves his job as a teacher. He says it’s very satisfying when he makes a student understand. It’s surprising how many people don’t want to travel to another country. My little son is terrifying of the dark. We always leave a light on his room at night. My job is really tiring. I often don’t get home until 10 p.m.

CORREC T

INCORR ECT


Appendix 2 Interview Guideline

Students’ Interview Guideline 1. Apakah anda mengetahui adjective participial? 2. Apakah anda mengetahui perbedaan present (-ing) dan past (-ed) adjective participle? 3. Apakah anda mengetahui fungsi present (-ing) dan past (-ed) adjective participle? 4. Apakah anda mengalami kesulitan dalam memahami adjective participial? 5. Apakah kesulitan yang anda hadapi dalam memahami adjective participial? 6. Bagaimana cara belajar anda selama ini dalam memahami adjective participial?


Appendix 3 Students’ Interview Transcript

Interviewe #1 Monday, 7th December 2015 11.00-11.15 English Language Education Study Program

Hai, siang Siang mas Ehmm, gini berdasarkan hasil kuesioner yang kemarin. Saya butuh information tambahan tentang adjective participle. Saya minta tolong untuk jadi narasumber tugas akhir saya yaa. Ok mas Ok, kamu tahu enggak apa itu adjective participle? Ehmmm..adjective kata sifat mas..kalo participle kurang tahu mas. Oh iya..kira kira sering menemui seperti kata bored atau boring gitu enggak? Iya sering mas, kalo baca artikel gitu. Iya betul, kira kira tahu perberdaanya enggak?


Tahunya ya meaningnya aja mas, kalo bored bosan kalo boring membosankan gitu mas. Tapi kalo di dalam kalimat masih binggung mas bagaimana membedakannya. Oh gitu, lalu kira kira untuk secara fungsi adjective participial itu seperti apa? Enggak tahu mas.. Ok, selama belajar grammar ini, masih menemukan kesulitan memahami adjective participle tidak? Masih mas, masih belum mudeng apa itu adjective participle secara teori, trus binggung kadang milih yang mana yang akhirannya –ing apa –ed gitu mas. Ehmm, terus kira kira apa yang menyebabkan masih binggung gitu? Yaaa..secara teori belum mudeng, terus yang enggak ngerti adjective participle kadang bingung sama past simple mas, sama sama akhirannya –ed mas. Ok.lalu grammar

kan bagian yang perlu dikuasi sejauh ini bagaimana cara

mengatasinya khususnya adjective participle? Ya selama ini, mendengarkan penjelasan dosen saja di kelas mas. Sama kalo ada worksheet sudah itu. Oh, iya..baik kira kira sudah cukup,terima kasih buat waktunya ya.selamat siang Iya mas, sama sama siang juga.


Interviewe # 2 Monday, 7th December 2015 11.30-11.45 English Language Education Study Program

Selamat Siang! Siang mas! Ehmm, gini saya membutuhkan narasumber untuk skripsi saya. Saya minta tolong untuk jadi narasumber mengenai adjective participle, apakah berkenan? Iya mas. Ok, di dalam bahasa Inggris, grammar merupakan salah satu dari element bahasa Inggris yang perlu dikuasi, nah salah di dalam grammar adalah adjective participle. Apakah kamu tahu apa itu adjective participial? Ehmmm, sepahaman saya aja ya mas, setahu saja ya tentang kata sifat adjective gitu. Oh gitu, iya betul. Nah kira kira kalo kata seperti amused dan amusing sejenis itu. Sering nemuin enggak di dalam pembelajaran? Iya mas sering nemuin. Kalo gitu, tahu tidak perbedaanya antara amused dan amusing? Eehmm..enggak mas,tapi artinya menghibur kan ya? Iya bener, sepahamannya aja amused dan amusing itu memiliki meaning yang berbeda atau sama? Ehmmm..enggak tahu pastinya mas, tapi dari akhirannya mungkin beda mas.


Oke..selama ini bagaiamana cara memahami grammar?atau bagaiamna cara belajarnya? Ya,sebenarnya saya pendatang mas, dari luar jawa. Saya belajar bahasa Inggris juga baru masuk PBI ini mas. Jadi saya sendiri masih mengalami kesulitan dalam belajar structure. Jadi selama ini yang mendengarkan penjelasan dosen saja, dan latihan soal yang diberikan dosen mas. Oh begitu, baik sudah cukup informasinya terima kasih ya untuk waktunya. Semangat ya! Iya mas, sama sama


Interviewe # 3 Monday, 8th December 2015 12.15-12.30 English Language Education Study Program

Halo, selamat siang! Siang Kak. Iya ni saya Sansan yang kemarin sms. Jadi saya membutuhkan narasumber untuk skripsi saya. Minta tolong jadi narasumber saya yaw. Iya kak. Sudah ambil structure II kan ya? Nah di structure II itu kan sudah diajarkan adjective participle. Nah sedikit mengulang, apa ya yang dimaksud adjective participle? Iya kak sudah, ehmm tapi udah lupa kak, tahunya ya adjective kata sifat kak. Oh oke.iya enggak papa. Tapi pernah nemuin kata interested dan interesting gitu eggak? Oh iya tahu kak, biasanya kalo interested subjeknya manusia. Misalnya: I am interested to the movie. Terus kalo yang interesting misalnya : The movie interesting for me. Oh ya betul. Nah tahu secara perbedaannya enggak secara teori? Ehmm,,enggak sih kak, cuman pake feeling aja kalo menjawab soal kak. Oh, oke. kira kira sejauh ini masih mengalami kebingungan enggak antara present (-ing) dan past (-ed) adjective participial?


Masih kak..seringnya yang muncul bored sama boring, terus tadi interested sama interesting..cuman kadang bingung kayak kemarin waktu di questionnaire ada kata embarrassed itu kak. Oh iya. lalu sejauh ini bagaiamana cara belajar grammar? Masih sering menemui kesulitan enggak dalam memahami grammar? Kalo saya sih lebih banyak latihan soal kak. Di buku betty azzar itu kak. Masih lah kak. Kadang ragu kalo mau jawab soal. Jadi lebih sering pake feeling kalo jawab, tapi juga sering salah kak. Oh iya iya, ya proses sih ya. Baik sudah cukup untuk informasinya. Terima kasih ya buat waktunya , selamat siang! Sama – sama kak. Siang juga kak.


Interviewe # 4 Tuesday, 8th December 2015 10.00-10.15 English Language Education Study Program

Hai, Ini saya minta tolong untuk untuk jadi narasumber saya tentang adjective participle. Oh iya mas. Di structure II dulu sudah diajarkan adjective participle kan ya? Nah mengulang sedikit ya. Apa itu adjective participle? Ehmm kalo enggak salah ya mas, adjective participle itu ya adjective yang dapat akhiran kayak waktu questionnaire itu –ing atau –ed gitu mas. Iya.jadi yang dapat akhiran –ing itu disebut present adjective participle dan –ed itu disebut past adjective participle. Nah tahu enggak perbedaanya diantara kedua itu? Misal bored sama boring. Ohh iya mas, ehmm kalo enggak salah bored itu saya merasa bosan. Jadi menyatakan perasaan. Nah kalo yang boring itu menyatakan apa yaa..ehmm yang nyebabin gitu mas..tapi nyebabin apa yaa..bingung ngejelasin mas. Ya kira kira yang menyebabkan sesuatu gitu mas. Oke. sekarang semester 3 kan ya. Bagaiamana cara kamu memahami grammar? Kan grammar nih salah satu element Bahasa Inggris yang perlu dikuasi nih. Biar tidak missunderstading.


Ya..biasanya

ya dengerin dosen di kelas dulu mas. Terus mengulag kalau ada

homework gitu ya ngerjain kalo enggak ada ya coba latihan soal yang di buku betty azzar mas. Oh gitu.iya..lalu untuk a djective participle sendiri masih menukan kesulitan enggak? Masih mas, kadang bingung mbedain kayak tadi pake akhirang –ed apa –ing gitu mas.kan maknanya beda kan mas. Oh iya betul. Oke saya rasa sudah cukup, terima kasih banyak ya buat bantuannya dan informasinya. . Oke mas, sama sama .


Interviewe # 5 Tuesday, 8th December 2015 10.30-10.45 English Language Education Study Program

Siang. Saya Sansan, saya minta tolong untuk jadi narasumber saya ya. Iya kak. Suda ambil structure II kan? Nah apa yang kamu ketahui adjective participle? Setahu saya kata sifat kak. Iya..lalu tahu enggak present dan past adjective participle? Itu yang kayak apa kak? Ehmm kayak gini missal amused dan amusing nah yang amused disebut past adjective participle sedangkan yang amusing disebut present adjective participle. Nah tahu enggak perbedaan diantara kedua itu? Ohh. Kalo perbedaan secara terori enggak tahu kak, tapi kalo enggak salah maknya berbeda kak. Seperti bored dan boring gitu kan kak? Iya betul. Nah kalo secara fungsinya tahu enggak? Ehmmm enggak kak. Ok, selama ini kalo belajar grammar bagaimana? Atau cara kamu untuk memahami sebuah grammar bagaimana? Ehmm sejauh ini aku lebih sering liat film kak, kan banyak kosakata baru yang bisa aku dapet, terus lebih banyak liat interview bahasa Inggris kak itu bisa ngelatih listening


juga. Sama kalo lagi selo gitu aku sering dengerin lagu bahasa Inggris kak. Itu ngebantu banget buat aku kak. Oh ya? Wah bagus ya..jadi itu bisa buat alternative untuk belajar bahasa Inggris dan meningkatkan skill ya. Jadi semuanya kepake skillnya. Baik sudah cukup interviewnya, terima kasih ya sudah meluangkan waktu dan bantuannya.Selamat siang. Siang kak, sama sama kak.









STUDENTS UNDERSTANDING OF ING AND ED PARTICIPIAL ADJECTIVE IN ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SANATA DHARMA A SARJANA PENDIDIKAN FINAL PAPER

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