Register, Vol. 2, No. 2 November 2009

REGISTER
Language and Language Yeaching Journals
Vol. 2, No. 2, November 2009 ISSN 1979-8903
Editor in Chief
Ruwandi
Editors
Hanung Triyoko
Ari Setiawan
Setia Rini
Hammam
Norwanto
Faizal Risdianto
Distributor
Mudjianto
Publisher
English Department of Educational Faculty
State Institute for Islamic Studies (STAIN) Salatiga
Address
Jl. Tentara Pelajar No. 02 Salatiga 50721 Central Java, Indonesia
Phone (0298) 323706, 323433, Fax (0298) 323433
Website
journalregister.stainsalatiga.ac.id
The first issuance

June 2008
Issuance
Twice a year
REGISTER
Language and Language Yeaching Journals
Vol. 2, No. 2, November 2009 ISSN 1979-8903
Table of Content
An Error Analysis Of English Simple Present Tense Of The Second Year
Students Of Smp N 1 Susukan Regency Of Semarang In The Academic
Year 2003/2004
Agus Safudin............................................................................................. 85
The Influence Of Adolescent Emotional State In Social Adjustment

Huriyah ..................................................................................................... 97
The Concept Of Language Learning In Behaviorism Perspective

Khoiru Rakhman Abidin ...................................................................... 107
A Descriptive Study of Registers Found in Spoken and Written

Communication (A Semantic Analysis)
Nurul Hidayah ........................................................................................ 121
The Influence of Classroom Management toward Students‟ English

Achievement at SMU Muhammadiyah Salatiga (A Case Study of Second
Year Students of SMU Muhammadiyah Salatiga in the Academic Year of
2004/2005)
Triyono ................................................................................................... 135
An Error Analysis of Using Plural Nouns in English Sentences” A Case

Study of the Second Year Students of MA Al-Manar Tengaran in the
Academic Year 2003/2004
Mustaidah ............................................................................................... 145
Index ....................................................................................................... 161
Submission Guidelines .......................................................................... 163

Agus Safudin
An Error Analysis Of English Simple Present Tense Of

The Second Year Students Of Smp N 1 Susukan Regency
Of Semarang In The Academic Year 2003/2004
Agus Safudin
Jl. Tentara Pelajar No. 2 Salatiga, Central Java, Indonesia
Aguss5@gmail.com
Abstract
The aim of this research is to find out how far the errors of simple present
tense produced by the second year students of SMP N 1 Susukan. The
research was conducted at State Junior High School (SMP N) 1 Susukan,
Regency of Semarang, Central Java, Indonesia. The objects of this research
were the eighth graders. This is quantitative research. The writer uses
random sampling by lottery. There are about 75 students and the writer
took 50% as the sample. The errors made by the students were divided into
eight aspects. (1) Error in using auxiliary is 36.75%. (2) Error in using
plural noun is 22.90%. (3) Error in using to be is (am, is, are,) is 7.69%. (
4) Error in adverb of manner is 4.27%. (5) Error in using verb in simple
present tense is 4.78%. (6) Error in using possessive sentence 5.24%. (7)
Error in using imperative sentence is 0.34%. (8) Error due to ignorant is
11.28%. Relating to those errors there should be the preventing efforts by
the teachers such as providing lots of examples of English and Indonesian
sentences so that the students have greater understanding about the
difference of those languages.
Keywords: Error Analysis, Simple Present Tense, SMP N 1 Susukan
Abstrak
Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana kesalahan
yang dilakukan oleh siswa tahun kedua, SMP N 1 Susukan, dalam
membuat kalimat simple present tense. Penelitian ini dilakukan di SMP
Negeri (SMP N) 1 Susukan, Kabupaten Semarang, Jawa Tengah,
Indonesia. Obyek penelitian adalah siswa kelas delapan. Dalam penelitian
kuantitatif ini, penulis menggunakan random sampling. dari 75 siswa yang
REGISTER, Vol. 2, No. 2, November 2009 85

An Error Analysis Of English Simple Present Tense Of The Second Year …
ada, peneliti mengambil 50% dari populasi tersebut sebagai sampel.

Kesalahan yang dibuat oleh siswa dikelompokkan menjadi delapan aspek.
(1) Kesalahan dalam menggunakan auxiliary (36,75%), (2) Kesalahan
dalam menggunakan kata benda jamak sebanyak 22.90 %, ( 3 ) Kesalahan
dalam menggunakan to be( am, is, are ) sebanyak 7.69 %, ( 4 ) Kesalahan
dalam menggunakan keterangan cara (4,27%), (5) Kesalahan saat
menggunakan kata kerja dalam simple present tense (4.78%). (6)
Kesalahan dalam menggunakan kalimat posesif (5,24 %), dan (7)
Kesalahan dalam menggunakan kalimat imperatif sebanyak 0,34% serta
(8) Kesalahan karena kurang memperhatikan sebanyak 11,28 %. Berkaitan
dengan kesalahan-kesalahan tersebut, perlu adanya upaya pencegahan oleh
guru seperti memberikan banyak contoh kalimat bahasa Inggris dan bahasa
Indonesia sehingga siswa memiliki pemahaman yang lebih baik tentang
perbedaan dalam kedua bahasa tersebut.
Kata Kunci : Analisis Kesalahan , Simple Present Tense , SMP N 1

Susukan
Introduction
Among of many languages being used in the world, English is the
widest used by the people and in the books. Why English is still used and
dominates the world book developments, because many authors and
scientists come from English language background. It can be seen, when
we are going to read, we will find many references use the English.
As the most important language, English is learned in every nation,
included Indonesia, Malaysia, Thailand and the other southeast nations.
Particularly for Indonesia English is regarded as the most important foreign
language beside Arabic or Chinese language. This reality can be seen in
many schools or universities in which, they choose it as a main subject.
As a foreign language, English is difficult to be learned by the non-
native speakers, especially in Indonesia, since there are many differences
between English and Indonesia. In consequences to study language of
English needed serious and full of attention.
86 REGISTER, Vol. 2, No. 2, November 2009

Agus Safudin
Generally, the Indonesian students have not cover the English

language yet, both active and passive, although it is taught from primary
school, junior high school and senior high school. At primary school the
material covers reading, listening, speaking, and writing (Departemen
Pendidikan dan Kebudayaan, 1999: 1). The four materials are difficult
enough for junior high school students so the writer wants to investigate
these difficulties to be researched.
One of the junior high schools which studies English is SMP N 1
Susukan, Regency of Semarang. The students of SMP N 1 Susukan
Regency of Semarang are obligated to follow the English language subject,
because it‟s included to be the main of three subjects in the final test (ujian
akhir).
Based on the problems above, the objectives of research can be
specified as follows: 1.) To know the second year students of SMP N 1
Susukan, Regency of Semarang‟s error in learning English present tense.
2.) To know the abstracting factors of the second years students in the
learning of English simple present tense. 3.) To know the teachers‟ efforts
which have been done to overcome the errors.
Sentence
A sentence is a group of words expressing a complete thought
(Warriner, and Sheilla, 1973: 15). Based on this statement we know that
expressing which is conveyed is in complete thought. The complete
thought means the thought is meaningful although the sentence is short.
Simple Present Tense

The simple present tense is divided into two parts namely; simple
present tense with verb, (do and does) and simple present tense with (be).
a. Simple Present Tense with “Do” or “Does”

“Do” and “Does” are same in function. They are as the auxiliaries
in simple present tense.
b. Simple Present Tense with “Be”
It happens when the subject is followed by noun
The uses of simple present tense

Simple present tense is used to express
a. General truth
Example: The word needs metal. The sun rises in the east.
b. The custom and habitual actions. It is often followed by frequently,
usually, everyday, and so on.
Example: I get up at 5.00 in the morning. She loves her husband.
c. To express the order or asking (for the people only)
Example: Please let me know how you get along. Get out of the
room!
d. To express the future time, with the future time adverbial (Sajekti
dkk, 1984: 5).
Example: she leaves next week. Classes begin the day after
tomorrow.
Mistakes, lapses, and error, analysis

The interlangua is the result of the learning to corner the second
language. The main characteristic of interlanguage is the divergence of
structure, as we call errors in language. The errors happened systematically
and happened to everyone who learns to cover the second language.
The errors being done by the people learn the new language have to
be looked as the children‟s mistakes who learn mother language. A child
who can‟t say / r / republic or / q / in Qor‟an, will we blame them? Of
course we will not blame them it was general they will say “lepublic” or

Agus Safudin
“Koran”. Corder has divided to be third of what is called as the language

wrong (Prawono, 1996: 51).
Mistakes
Mistake is the divergence of the structure because the speaker is
unable to convey the appropriate expression with the situation or condition.
Lapses
Lapses is the divergence of structure because the movement of
concentration at the moment such as the tired, thus the lapses happens
unconsciously.
Error analysis
Error is the divergence of structure because the speaker has not
cover the grammar completely. The interfencer‟s factor of error is the
language‟s factor which follows the certain pattern, such as Indonesian
sentence has “D M” (Diterangkan Menerangkan) but in English is “M D”
(Menerangkan Diterangkan).
Example: Guru Bahasa Inggris (Indonesian)
The English teacher (English)
Research Methodology
Population
Suharsini Arikunto says that the population is all members of
research subjects (Arikunto, 1989: 192). Population is all individuals from
whom the data are collected. In this research, population is the second year
students of SMP Negeri Susukan, Regency of Semarang, in academic year
of 2003.
Sample
A sample is part of population which is researched by researcher. In

this research, the writer takes one class as the sample of the second year
students of SMP Negeri 1 Susukan, Semarang.
Sampling
Sampling is the way of taking sample for getting the sample of
research. The writer uses random sampling by lottery. In this case, the
writer takes 50% from the whole population as the sample used.
The method of collecting data

Interview is done by the writer to find many real data based to the
students ability in mastering tenses, while test instrument in this research is
used to know the students‟ errors.
Data Analysis
This is the calculation of data collected. The data collected are to
find out the proportion of error in each subject and to find out the
proportion of error frequency in each type as well as the dominant errors
occur.
Discussion
The errors made by the students in learning English Simple Present
Tense
It‟s made by the second students of SMP N 1 Susukan in academic
year 2003/2004. Here the writer did two ways to analyze the errors. The
first, to find the dominant errors, is using a percentage descriptive analysis
formula as follows:
X: 100%
Where: X: Percentage of errors

E: Various kinds of errors

Agus Safudin
T: Test item
: The sum of
The next is using the reselected category approach.
Table I.
Some of Errors Made by the students of SMP Negeri 1 Susukan in
Academic Year 2003/2004
Number of E T Percentage of
Errors Error
1 2 3 4
1 7 40 17.5%
2 17 40 42.4%
3 33 40 82.45%
4 30 40 75%
5 33 40 82.5%
6 19 40 47.5%
7 1 40 3.5%
8 25 40 62.5%
9 33 40 82.5%
10 29 40 72.5%
11 26 40 65.00%
12 26 40 65.0%
13 25 40 62.5%
14 31 40 77.5%
15 33 40 82.5%
16 31 40 77.5%
17 27 40 67.5%
18 25 40 62.5%
19 28 40 7.0%
20 1 40 2.5%
21 0 40 0%
22 4 40 10%
23 4 40 10%
24 3 40 7.5%
25 5 40 12.5%

26 6 40 15%
27 0 40 0%
28 1 40 2.50%
29 0 40 0%
30 4 40 10%
31 6 40 15%
32 2 40 5%
33 5 40 12.5%
34 5 40 12.5%
35 3 40 7.5%
36 7 40 17.5%
37 2 40 5%
38 2 40 5%
39 7 40 17.5%
40 0 40 0%
Total 545 1600 1365%
Related to the simple present tense there were eight errors to be

analyzed. They were:
1. The errors in using auxiliary/modifier
2. The errors in using plural or single sentence
3. The errors in using to be
4. The errors in using adverb
5. The errors in using verb
6. The errors in using possessive sentence
7. The errors in using imperative word
8. The errors due to the ignorant
After the writer had he computation on the proportion of occurrence
partially he then computed the proportion of frequency of occurrence of
errors as whole, he had the following formula:
PI=

Agus Safudin
Where:
PI= the proportion of frequency of occurrence of errors as whole
FI: Absolute frequency of types of errors all levels
N: The total number of positive errors of all levels
After he had applied the formula he got the computation like below:
PI=
PI = = 38.25%
Table II
The proportion of Frequency of Occurrence of Errors
Number of item n Errors (PI-Pi) %

Subject Fi Pi%
1 2 3 4 5 6
1 8 320 215 67.18% -28.93%
2 5 200 134 67.00% -28.75%
3 2 80 45 56.25% -18.00%
4 1 40 25 62.50% -24.35%
5 1 40 28 70.00% -31.75%
6 1 40 31 77.50% -39.25%
7 2 80 2 2.50% 35.75%
8 20 800 66 8.25% 30.00%
Total 40 1600 545 411.8% 135.93%
From the table above, in descending order, the most dominant error
through the least dominant one occurred in:
1. The errors in using auxiliary/ modifier
2. The errors in using plural or single sentence
3. The errors due to the ignorant
4. The errors in using to be
5. The errors in using possessive sentence
6. The errors in using verb

7. The errors in using adverb of manner

8. The errors in using imperative sentence
The Possible Causes of the Errors

Table III.
Causes or Sources of Errors
No Causes or Sources Total Percentage

1 Transfer 215 39.45%
2 Under Differentiation 47 8.62%
3 Split 28 5.14%
4 Ignorance of rule 121 22.20%
restriction
5 False Concept 134 24.59%
hypothesized
Total 545 100%
Based on the table above, the writer concludes that 290 errors
(53.21%) were interlingual error. Those errors were divided in to three
kinds, first caused by transfer (215) = 39.45%). Second the errors were
caused by under differentiation = (47 = 8.62%) and Split (28 errors =
4.14%).
The possible ways out of preventing those Errors

The writer believes that the obstacles of learning are natural things.
The obstructing factors should get attention in order that the activity in
learning English simple present tense has no errors. Now we come to the
discussion about the possible ways out of the errors:
1. The teacher has to explain the material before giving any test. He
can emphasize which is the important material in the lessons.
2. The teacher explains that there are many English‟s language pattern
that can not be found in Indonesia language pattern.

Agus Safudin
3. The teacher gives many example of each part in teaching English

tense so the students will be clear with every material had been
given.
4. The teacher gives many exercise to the students in order to make
the students be spirited. If they are able to apply the theory which
they get in teaching-learning process, it means that the teaching-
learning is to be succesful.
5. After the teacher explains all of material and the students hear it the
teacher gives the opportunity, in also the students ask about the
difficulties of materials.
Conclusion
1. The errors made by the students of the second year Students of
SMP N 1 Susukan Regency of Semarang are 8 types. They are:
a. The errors in using auxuliary: 215=36.75%
b. The errors in using plural or single sentence in simple present
tense: 134 = 22.90%
c. The errors in using to be (am, is, are) in simple present tense:
45 = 7.69%
d. The errors in using the adverb of manner in simple present
tense: 25 = 4.27%
e. The errors in using verb in simple present tense: 28 = 4.78%
f. The errors in using possesive sentence: 31 = 5.24%
g. The errors in using imperative sentence in simple present tense:
2 = 0.34%
h. The errors due to the ignorant: 66 = 11.28%
2. The possible causes of errors in using Simple Present Tense at the
second year students of SMP N 1Susukan Regency of Semarang

are:
a. Transfer (215) errors = 39.45%)
b. Under differentiation (47 errors = 8.62%)
c. Split (28 errors = 5.14%)
d. Ignorance of rule restriction (121 errors = 22.20%)
e. False concept hypothesized (134 errors 24.29%)
3. The posissible ways out preventing those errors, in using Simple
Present Tense at the second year students of SMP N 1Susukan
Regency of Semarang
a. The teacher should ecplain the materials firstly and emphasize
the differences between Indonesian pattern and English
language, both in the grammar or structure
b. The teacher provides a lot of example of sentences using simple
present tense and ask students to compare English and
Indonesian sentences so that they find the differencees between
them.
c. The teacher gives opportunity to the students and ask the
possible difficulties dealing with the materials.
References
Departemen Pendidikan dan Kebudayaan. 1999. Garis Garis Besar
Pengajaran. Jakarta: Aksara Jakarta Press.
Suharsimi, Arikunto. 1989. Metodologi research untuk penulisan paper,
skripsi, Thesis dan Disertasi. Yogyakarta: Andi Ofset.
John Warriner, Aws Sheilla. 1973. English Grammar and Composition.
New York.
Sajekti, et al. 1984. Buku Materi Pokok Bahasa Inggris I Modul
Universitas Terbuka. Jakarta: Ratna Sayekti Jakarta.
Pranowo. 1996. Analisis Pengajaran Bahasa. Yogyakarta: Gadjah Mada
University Press.

Huriyah
The Influence Of Adolescent Emotional State In Social

Adjustment
Huriyah
English Department of Education Faculty
huriyah@gmail.com
Abstract
The aims of the study are (1) to define the emotional state among the
student of Madrasah Aliyah As-Soorkaty, (2) to recognize the social
adjustment among the student of Madrasah Aliyah As-Soorkaty, and (3) to
describe the level of emotional state influence their social adjustment. To
collect the data, the researcher used questionnaire, interview, and
documentation. The results showed that (1) the condition of adolescent
emotion showed the good predicate 22, 55%, middle predicate 62, 5% and
low predicate 15%, (2) the condition of social adjustment shows the good
predicate 12,5 %, middle predicate 62, 5% and low predicate 25%, (3)
there is positive influence between the condition of adolescent emotion and
the social adjustment among the second year students of Madrasah Aliyah
As Soorkaty.
Keywords : Adolescent Emotional, Social Adjustment
Abstrak
Tujuan dari penelitian ini adalah (1) untuk menggambarkan keadaan

emosional di antara siswa-siswa Madrasah Aliyah As- Soorkaty, (2) untuk
mengenali penyesuaian sosial antar siswa dari Madrasah Aliyah As-
Soorkaty, dan (3) untuk menggambarkan level keadaan emosi yang
mempengaruhi adaptasi sosial mereka . dalam usaha pengumpulan data ,
peneliti menggunakan instrumen kuesioner, wawancara, dan dokumentasi.
Hasil penelitian menunjukkan bahwa (1) kondisi emosi remaja
menunjukkan predikat yang baik (22, 55 %), predikat tengah (62, 5 %) dan
predikat rendah (15 %), (2) kondisi adaptasi sosial menunjukkan predikat
baik (12,5 %), predikat tengah (62, 5 %) dan predikat rendah (25 %), (3)
ada pengaruh positif antara kondisi emosi remaja dan penyesuaian sosial di
kalangan siswa kelas dua, Madrasah Aliyah As Soorkaty.

Kata Kunci : Emosi Remaja, Penyesuaian Sosial
Introduction
The adolescents are in a transition period where they are facing
with various problems, both developmental and environmental problem,
with social condition which fast change. This makes themselves also
consciously face a set of problems.
Generally adolescents feel nervous, easily angry and their balance
easily loose. They do not like to be regarded as children any longer, but
they also they cannot follow in adult. So we can say that adolescence is a
period for looking for social recognition. According to Sarlito that “The
adolescents who have get their distinct social status in the early age do not
show fluctuation of emotion which very protitude like their other friends
who have experience transition period in a fairly”.
From the emotional factor the adolescents are hoped to be able to
organize condition themselves and understand their own emotion state.
Emotion is “Stirring up, excitement, of the mind or( more use) the feeling,
excited stated of the mind or feeling” (Hornby:1974).
The emotion and social skill are very needed by the adolescents to
handle emotion stress in the modern time. If life is difficult and hasty and it
makes adolescent easily angry and sensitive immediately, they know and
lead the feeling. If they experience difficulty in their open and intimate
community, immediately they can develop social skill to get and defend
their friendship. The presence of the emotional skill will help adolescent
facing and handle normal problems in their development period. Study of
adolescents emotional hope that this study would given some benefits, and
shows whether or not emotional state influence social adjustment.
Emotion is an experience of affection that follows adjustment from

Huriyah
individual about mental condition and physic and the behavior that appear.
” And Adolescent is an age in which individual makes integration with
adult society, age where a child does not feel under people who older again
but is in the same level, at least in the same level, at least in right problem
… integration in adult society has many affective aspect, more less
connected with puberty period … include change of intellectual …
Transformation of special intellectual of the way of adolescent thinking is
able to reach integration in the social relation of adult, and in fact it is
special characteristic which is general in the development period”
Elizabeth(1996: 206). ( Adolescent according to Piaget means more
widely. The conclusion is that in adolescent period, someone can reach
integration in the adult social relation.
As it is implied the background of the study the problem which is
investigated in the study is an effort of adolescent emotional state in social
adjustment. The problem of this study can be formulated below:
1. How is the emotional state among the student of Madrasah Aliyah As-
Soorkaty?
2. How is the social adjustment among the student of Madrasah Aliyah
As-Soorkaty?
3. Does the level of emotional state influence their social adjustment?
This research invested the influence of adolescent emotional state
in social adjustment at Madrasah Aliyah As Soorkaty Salatiga. Emotional
state was considered as attribute variable so the research design in which it
was considered as attribute variable so the research design in which it was
used in this research was ex post facto.
In this study, emotional state was independent variable and social

adjustment was dependent variable. Statistic to be used was independent

product moment formula. The writer used the independent product moment
formula because product moment to determine the significance of two
means.
The method which is used in this study is as below:
1. Questionnaire Method
Questionnaire is an instrument that has unique advantages and
properly used constructed and administrated. It consisted of a topic,
a guide, and it was provided with a list of suggested response.
2. Interview
The interview which is used in this study as assistant technique in
data was needed in the investigation. Especially for student/
respondent who do not understand about question, interview was
given.
3. Document Method
The method is used by the writer to get information‟s about:
a. The condition of students and teachers,
b. The structure of organization, and
c. The facilities of the school
The method which is used in this study are Questionnaire Method,
Interview, and Document Method. Technique of data analysis using the
formulas as:
Explanation
Rxy = Correlative Coefficient between X and Y
XY = Multiple between X and Y

Huriyah
X = Free variable, that is adolescent emotional state

Y = Bound variable, that is social adjustment
N = Sum of Population
Σ = Sigma
Discussion
To get data about the condition of the adolescent emotion toward
the social adjustment, the writer uses the questionnaire for students. The
questionnaire consists of 20 questions. From the data get Frequency and
percentage of the data about emotional state and frequency and percentage
of the data about social adjustment.
Frequency and Percentage of the data about emotional state
No. Description Answer F %
1. If there is a problem a 24 60
b 12 30
c 4 10
2. The method of learning, if there is a a 14 35
problem b 25 62,5
c 1 2,5
3. The feeling condition, if there is a problem a 15 37,5
b 21 52,5
c 4 10
4. If experience failure a 17 42,5
b 19 47,5
c 14 10
5. I can dominate myself speedily if I angry a 23 57,5
b 12 30
c 5 12,5
6. To take our action if there is a problem a 16 40
b 13 32,5
c 11 27,5
7. To think future a 18 45
b 22 55

c 0 0
8. If my friends do mistake a 12 30
b 17 42,5
c 1 2,5
9. Toward people who hurt my feeling a 23 57,5
b 4 10
c 3 7,5
10. The psychology condition if there is a a 8 20
problem b 30 75
c 2 5
From the table, can be conclude that the condition of adolescent

emotion shows the good predicate 22, 55%, middle predicate 62, 5% and
low predicate 15%.
Frequency and Percentage of the data about Social Adjustment
No. Description Answer F %
1. If interact with other a 24 60
b 6 15
c 10 25
2. If interact with other a 5 12,5
b 12 30
c 23 57,5
3. Everything in a 6 15
surrounding b 24 60
c 10 25
4. In the social activity a 7 17,5
b 23 57,5
c 10 25
5. If do duty of group a 5 12,5
b 31 77,5
c 4 10
6. If do duty in the school a 37 92.5
b 2 5
c 1 2,5
7. If there is a friend a 30 75

Huriyah
experience difficult b 8 20
c 2 5
8. To finish the conflict a 34 85
with friend b 4 10
c 2 5
9. If there is someone who a 12 30
gives critics b 30 75
c 5 12,5
10. To adapt in the new a 5 12,5
environment b 31 77,5
c 11 27,5
From the table, can be conclude that the condition of social

adjustment shows the good predicate 12,5 %, middle predicate 62, 5% and
low predicate 25%.
The questionnaire which is given to the students consists of variable
with 3 answer of choice, and each of them has score 1-3. The way to score
the high and low score is as follow:
1. The good score 3 X 10 = 30 (20-30)
2. The middle score 2 X 10 = 20 ( 10-20)
3. The low score 1 X 10 = 10 (1-10)
From the table of percentage about the conditional of emotional
state and social adjustment, it can be seen that the most on the predicate
middle is 62,5 %. So basically conditional of emotional state and the social
adjustment is good enough.
After the score of each variable is found, with the hypothesis test
analysis, the writer will prove with uses the pattern of moment product
correlation

Correlation Coefficient of Variable X and Y

No. Subject Name X Y X² Y² XY
1. Aang 19 28 361 784 532
2. Agung Novianto 21 21 441 441 441
3. Agus Salim 20 17 400 289 340
4. Ahmad Arif 27 21 729 441 567
5. Alwan Hadiyanto 25 27 625 729 675
6. Ardhana Wisnu 23 22 529 484 506
7. Arif Fajar N. H. 21 24 441 576 504
8. Badiah 22 28 484 784 616
9. Dian Fajar Ari 17 20 289 400 340
10. Eko Suryo Wibowo 22 19 484 361 418
11. Heni K 23 26 529 676 598
12. Hesti Setio U 23 24 529 576 552
13. Ida Maghfiroh 23 25 529 625 575
14. Juremi 20 24 400 576 480
15. Lailatul M 27 27 729 729 729
16. Lasmi 24 24 576 576 576
17. MOch. Mujianto 22 24 484 576 528
18. M. Haris 20 18 400 324 360
19. M. Nur 17 19 289 361 323
20. M. Rois 22 17 484 289 374
21. M. Zainuri 16 28 256 784 448
22. Mulyanti 21 21 441 441 441
23. Nur Tasdiqoh 23 22 529 484 506
24. Nanang Rosulu 23 22 529 484 506
25. Nuning K M 22 25 484 625 550
26. Pamungkas A 23 22 529 484 506
27. Retno S 26 23 676 529 598
28. Rika Pijiwati 24 28 576 784 672
29. Rofiatul H 23 23 529 529 529
30. Rohmiatun 23 24 529 576 552
31. Saudah 24 24 576 576 576
32. Sigid I 22 24 484 576 528
33. Siti Aminah 20 27 400 729 540
34. Siti Juartik 24 23 576 529 552
35. Siti Khasanah 29 24 841 576 696
36. Siti Qomariyah 22 24 484 576 528
37. Suratemi 24 23 576 529 552
38. Suryanti 24 27 576 729 648

Huriyah
39. Sunarto 18 22 324 484 396

40. Suyati 17 25 289 625 425
After finding the correlation coefficient of variable X and Y we

find the significance of the correlation coefficient result. So, the result of
correlation coefficient between variable X and Y in the condition of
adolescent emotional state and social adjustment is 0, 426.
The Moment Product Score on the Signification Level 5% and 1%
N Signification Level
5% 1%
40 0, 312 0,403
1. Significance level 1 %
On the significance level 1 %, for the respondents sun (N) = 40, rt =
0,403 (in the table) rxy = 0, 426 So rt(40) < rxy. Thus, on the
significance level 1 %, the result shows positive between variables.
2. Significance level 5 %
On the significance level 1 %, for the respondents sun (N) = 40, rt =
0, 1312 (in the table) rxy = 0, 426 So rt(40) < rxy. Thus, on the
significance level 1 %, the result shows positive between variables.
From the analysis, it can be concluded that both on the significance

level 5 % and 1 % shows significant correlation. It means that there is
positive influence between the condition of adolescent emotion and the
social adjustment among the second year students of Madrasah Aliyah As
Soorkaty. So, the hypothesis “Ha= the condition of adolescent emotional
state the social adjustment” is acceptable.
Conclusion
The situation of adolescent emotional state is very influence for

adjust themselves in society. The adolescent emotional state from the

questionnaire result of 40 students varieties, those are:
a. Good category = 22, 5 %
b. Middle category = 62,5 %
c. Bad category = 15 %
The situation of society is very important for adolescent, in the
social adjustment based on the research, it can be conclude that: The social
adjustment from the questionnaire result of 40 students varieties, those are:
a. Good category = 12, 5 %
b. Middle category = 62,5 %
c. Bad category = 25 %
The result of statical analysis using the product moment correlation
shows that there is significant positive influence between variable of
adolescent emotion condition and variable of social adjustment. The
significance level appear on the comparison of rxy is more than rt both on
significance level 5 % (0,312) and level 1 % (0,403) with rxy= 0,426 for N
=40. Thus the better situation of adolescent emotional state is, the better
the social adjustment they perform.
References
Hornby, As. 1974. Oxford Advanced Learner‟s Dictionary of Curent
English. Oxford University Press
Hurlock, B Elizabeth. 1996. Psikologi Perkembangan. Erlangga: Jakarta
Sarlito, Sarwono Wirawan. 1997. Psikologi Remaja. Raja Grafindo
Persada: jakarta

Khoiru Rakhman Abidin
The Concept Of Language Learning In Behaviorism

Perspective

English Department of Education Faculty
STAIN Salatiga
Khoirurakhmanabidin@gmail.com
Abstract
The aims of the study are (1) the concepts of language learning in
behaviorism perspective, (2) the relation between language and learning in
behaviorism perspective, (3) the influence of behaviorism in language
learning. This is a descriptive qualitative study. The results showed that (1)
behaviorism theories of languages also give good contribution in language
learning process that describes a child can learn language from their
environments, (2) behaviorism perspective defines as change of behavior
through experience, it means human learn something from their
environments, (3) human uses language for communication in the world
and he also spreads his culture with his language so human gets
knowledge of language through learning.
Keywords: Behaviorism, Language, Learning, Language Learning
Abstrak
Tujuan dari studi ini adalah untuk meneliti (1) konsep pembelajaran bahasa
dalam perspektif behaviorisme, (2) hubungan antara bahasa dan
pembelajaran dalam perspektif behaviorisme, (3) pengaruh behaviorisme
dalam pembelajaran bahasa . Penelitian ini merupakan penelitian deskriptif
kualitatif. Hasil penelitian menunjukkan bahwa (1) teori behaviorisme
tentang bahasa juga memberikan kontribusi yang baik dalam proses
pembelajaran bahasa yang dimana seorang anak bisa belajar bahasa dari
lingkungan mereka, (2) perspektif behaviorisme didefinisikan sebagai
perubahan perilaku melalui pengalaman. Itu berarti bahwa manusia belajar
sesuatu dari lingkungan mereka, (3) manusia menggunakan bahasa untuk
berkomunikasi dan berbagi dalam hal budaya melalui bahasa sehingga
manusia mendapatkan pengetahuan tentang bahasa melalui pembelajaran.

Kata Kunci : Behaviorisme , Bahasa , Belajar, Pembelajaran Bahasa
Introduction
Language is important for communication in this world. We need
language to communicate each other. We learn language since we were
children until we became man. Language is a system to communicate from
one aspect to another .It. is intimately tied to man‟s feeling activity. It is
bound up with nationality, religion and feeling. It is used for work,
worship, etc (Lado Robert, 1964:11). In linguistic, language is an arbitrary
system of speech sounds or sequences of speech sounds which can be used
in interpersonal communication by an aggregation of human beings and
rather exhaustively catalogs things, process and event in human
environment (Ramelan, 1984:15).
Learning is basic to human existence and fundamental to education.
It is the base of operation for the study of psychology and to understand the
human mind. Indeed no other topic in psychology has been as thoroughly
researched as that of learning. The problem of learning has concerned
students of human behavior from the beginning and is has been central
concern with the issues and problems of learning. In Thorndike‟s
behaviorism there are four laws of learning: law of readiness, law of
exercise, law of effect, law of associative shifting (George, 1980).
In behaviorism perspective, learning is as habit of information. It
means learning is mechanical process as habit of information and proceeds
by means of the frequent reinforcement of stimulus and response. The first
successful assault on behaviorist theory came from Chomsky. He called
behaviorism on the question of how the mind was able to transfer what was
learnt in one stimulus- response sequence to other novel situations. There
was a vague concept of generalization in behaviorist theory, but this

always stated over and never explained. Chomsky dismissed the

generalization idea as unworkable, because it simply could not explain
how from a finite range of experience, the human mind was able to cope
with infinite range of possible situation (Tom, 1987:54).
Behaviorism is a trend of psychology which studies the
behaviorism theories. The behaviorism derived from positivism philosophy
which is proposed by august comte. Behaviorism is particularly concerned
with epistemology, that is, with understanding the nature and limits of
knowledge. Behavior is a function of genetic endowment, as evolution
selects certain characteristic over the lifetime of the species. (2003)
In this statement the writer formulates the problems as the
following:
1. How is the concepts of language learning in behaviorism
perspective?
2. How is the relation between language and learning in
behaviorism perspective?
3. How is the influence of behaviorism in language learning?
This paper will conduct library research in order to get some data
in this study. The research method, which will be used by writer, as the
following.
1. Method of collecting data about language and learning in behaviorism
perspective, the writer uses library research to study the writing
sources, which is published.
a. Secondary data source
The secondary data source is the data, which support and complete
the primary data, for an example book about language, learning and

behaviorism book theory such as :

 Peter hariot, 1970, An Introduction to the Psychology of
Language, Mc Graw Hill, London.
 Gazda M George and Cousini J Raymond, 1980, Theory of
learning a Comparative Approach, Peacock Publisher Inc.
 Lado Robert, 1964, Language Teaching A scientific Approach,
Mc Graw Hill Inc, New York
 Ramelan, 1984, Introduction to Linguistic, IKIP, Semarang
 Hutchinson Tom and Waters Alan, 1987, English for specific
Purpose. Cambridge University Press, London
2. The methods of analyzing data
a. Descriptive method
The descriptive method means it describes all variable of research
systematically. (Arikunto,1994:25)
b. This is still a general description to understand this research easily;
the writer uses the books, which are appropriate with the research.
It means the writer looks for books, which have relation with the
research in this study.
3. Method of study
To find the answer of problem above the writer uses:
a. Thematic method
It means that the writer uses term when collect books, which are
related to the theme. The writer formulates the problems, which
will be studied.
b. Non-statistic analysis method (Qualitative Method).
This analysis is done by reading and collecting data (Warsito, 1993:
23)

Discussion
There are some theories of learning language, i.e.:
1. Behaviorism Theories
In behaviorism theories there are several theories of learning such as:
a. Thorndike connectionism
Thorndike explained that, learning as trial and error. Trial is
defined by length of time ( a number of errors) involved in a single
reacing of the goal. He says, language cannot learn by trial and
error theories. According to Thorndike there are four laws of
learning:
1) Law of readiness
Law of readiness characterizes many of the circumstances
under which a learner tends to be satisfied or annoyed.
2) Law of exercise
Law of exercise has two forms: the use of a connection will
increase it strength. The diffuse of a connection leads to it is
weakening or forgetting.
3) Law of Effect
Throndike interpreted a number of experiments as showing that
the effects of reward and punishment were not equal and
opposite as had been implied in the earlier statements on the
effects of satisfiers and annoyers.
4) Law of associative shifting
In law of associative shifting Thorndike explained that, if a
response can be kept intact through a series of gradual change
in the stimulating situation, it may finally be given to a totally
new stimulus.

2. Nativism theories
The nativism position holds that much of the capacity for learning and
memory in both human and nonhuman is innate. It is part of genetic
makeup of species and it is relatively independent of any particular
experience that may occur after birth.
3. Chomsky’s theory:
Good points:
a. Explains why language is learned relatively quickly
b. Explains how language is learnt despite poverty of the stimulus
Bad Points:
a. Very little evidence for adult like grammatical knowledge in young
children
b. Young children make errors Chomsky would not predict
c. Cannot explain why children make grammatical errors even after
extensive language exposure. (Chomsky: 2003)
Behaviorism concepts of learning language

Learning in behaviorism perspectives is divined as change in
behavior due to experiences. Behaviorist finds several theories of learning,
which influences the learning concept. Those are: classical conditioning,
Thorndike connectionism and operant conditioning. The concept of
learning has been channeled into three main streams as: conditioning,
verbal learning, trial and error.
In behaviorism concept of learning, there are two periods:
1. Classical behaviorism
Ivan Pavlov the pioneer of classical conditioning theory is
doing experiments about the relation between stimulus and
response. Pavlov researched on her dogs. He find that, dog gets

stimuli from food and it also response it, with it is sense. Pavlov
found that stimuli from food and it also responses it, with it sense.
Pavlov found that stimuli make response. Although the experiments
were performed on dogs, it is assumed that the process applies to
man behavior. In language learning, only some parts might be
explained by conditioning, for example: the arbitrary connection
between their meanings. (George 1980: 4)
2. Neo behaviorism
Skinner finds the operant theory; it takes behavior, as it
fundamental subject factor in learning process. Skinner researched
on application of operant theory to human behavior. Skinner
divides two kinds of responses in learning process. Those are
respondents and operant; both of them have bound up relation and
influence each other.
In Thorndike connectionism theories, learning is defined as
trial and error. Trial is defined by length time involved in a single
reaching of the goal.
Thorndike finds four laws of learning:
a. Law of readiness
b. Law of exercise
c. Law of effect
d. Law of associative shifting (Ernest, 1988: 114)
Behaviorism Concept of Language

Behaviorist says that, people acquire language through language
acquisition, because the most fundamental concept of language is language
acquisition. According to behaviorist, humans are born in this world
without any perception of language or tabularasa and he learning language

from his environment. Language is fundamental part of human behavior

and behaviorist has examined it such and sought to formulate consistent
theoris of first acquisition. (Robert, 1964: 23)
Implication of Behaviorism of Learning and Language in Language

Learning
Behaviorism learning theoris gives several implications in language
learning process. Those are as follows:
1. Shaping
Teacher usually teaches simple behavior in the scholl, they do
not teach behavior in teaching learning process. The complex behavior
can be taught through shaping or successive approximations. Shaping
refers to procedure in which successive approximation to some
terminal behavior is reinforced. This process begins with the purposes
of study, assignment analysis, students activities and response to the
reinforcement. (Blankship, 1981: 227)
Frazner states five steps of student‟s behavior in learning process:
a. Come on time in the class
b. Actives in learning process
c. Show the good result of the test
d. Doing theirs homework
e. Complement
2. Modelling methods
Modelling is the one types of learning on behavior. The
language teacher often uses this method in language learning process.
A learner imitates the teacher‟s behavior in learning process, ex: an
English teacher reads English book regularly in the class in language

learning process. Teacher is model for students in learning process

then, the students will imitate behavior. The students will also read
regularly in the class like their teacher.
3. Reward and punishment theories

In the learning process a teacher often gives a punishment to
their students because of students guiltiest. This punishment should be
applied in wise ways in the class. The students often get reward when
they get good achievements in learning process. This method is based
on Skinner theory of reward and punishment. In teaching learning
process students usually get a difficult with foreign language subject,
so, they often get punishment from their teacher. Reward and
punishment are one of the implications of Skinner behaviorism theories
in teaching learning process especially in language learning.
4. Programmed learning
Programmed learning is the application of the principles of
operant conditioning. This learning process happens when the students
get assignment from the teacher and they do it. In language learning
process the teacher give assignment to the students to read the story in
their foreign language book they will do it.
Programmed learning has four purposes such as:
a. Summarize the learning material
b. To force the students read the learning materials
c. Give the result of learning directly to the teacher
d. Use effective time in learning
5. Assignment or Task
According behaviorist there are components of learning those are:

a. Purposes and study in behavioral

b. Divides task into sub task
c. Determine the relation between sub task
d. Determine material and procedures of sub task
e. Giving feedback in the end of sub task (Gazda:22)
These learning component means the students always do the task
and divide it into sub task. In language learning process the students
always practice the task from language teacher, then, the result will be
analyze by the teacher. (Ibid: 206)
The last implication of behaviorism of language and learning in
language learning is language acquisition theories. The behaviorist has
found the language acquisition theories and these theories has been applied
until today. Behaviorist says that human born without any perception of
language or it is called tabula rasa and human learns language from their
environments.
The language is form of culture and human uses the language as
means of communicating. It means that human communicates with their
own language. The behaviorism theories of learning give good implication
in teaching learning especially in language learning process.
Chomsky expressed this in a much stronger form. He believed that
the input children receive was degenerated and an insufficient basis for
language learning. In this theory of language acquisition is explained on
the basis assuming that children have innate language learning capacities
that enable them to acquire language despite the impoverished input.
Working in this same framework Pinker in his 1994 publication proposed
that the language is an instinct that has evolved out of adaption throughout
the evolution of man. The innate linguistic capacities contain universal

grammatical principles that are subsequently set according to the language-

specific characteristics in the input.
According to Thorndike there are two implications of behaviorism
in language learning. Those are Theoretical and Practical. In theoretical
implication, the implication of behaviorism is based on the theory of
learning in behaviorism. Thorndike stated that the four laws of learning
gives good contribution in learning language. In practical implication,
Thorndike stressed the importance of habits and procedures in learning
especially in language learning process. (George: 22)
According to the Skinner the theoretical implications of operant
theory creating an effective behavioral language, vocabulary and grammar
such a language must allow behavioral phenomena to be coherently
described. Among the useful aspect of the contemporary language of
operant theory are the distinction between omission and elicitation of
responses, the extension of this vocabulary discriminate the usage of
response. A behavioral language may be particularly effective in
extensions to verbal behavior. Speaking and writing are kinds of behavior,
but vocabulary creates difficulties for a behavioral account. For example
human speak using words. This vocabulary not only fails to distinguish
spoken to written verbal behavior but also treats words as manipulable
things rather than as kinds of responses. Verbal behavior has often been
treated as if skinner derived all language from the stimulus – response
associations of other varieties of behaviorism. (George: 169)
Conclusion
The concepts of language learning in behaviorism perspectives
based on the behaviorism theories of learning, which gives good
contribution in teaching learning process. Behaviorism theories of

languages also give good contribution in language learning process. With

language acquisition a child can learn language from their environments.
The relation between language and learning in behaviorism
perspectives has deep relation which influences each others. In
behaviorism perspective learning defined as change of behavior through
experience it means human learn something from their environments.
Language in behaviorism perspective can be divided as several items those
are:
a. Language as a system which includes: Phonetic, phonemic,
phonology, syntactic, semantic
b. Language as inter-personal behavior
c. Language as skill behavior
These three items are the concept of language in behaviorism
perspectives. Behaviorist has found the learning theories and language
theories both of them have a relation especially in language learning.
Human acquires language with a learning a language. Language is form of
culture. Human uses language for communication in the world and they
also spread their culture with their language. Human get knowledge of
language through learning.
References
Arikunto Suharsimi. 1994. Metodologi Pendidikaan. Rineka Cipta: Jakarta.
Chomsky, 1987, The Role of Language Acquisition, www.
Philosophyoflangauge.com
Chomsky, 2003, Natives Theories of Learning, www.Theoryoflearning.
com
Gazda M George and Corsisi J Raymond, 1980, Theories of Learning a
Comparative Approaches, Peacock publisher Inc: Itasca Ilinois

Gordon H Bower and Ernest, 1988, Theory of Learning, Prentice hall Inc,
Englewood cliff: London
Hermawan Warsito, 1993, Pengantar Metode Penelitian, Rineka cipta:
Bandung
Lado Robert, 1969, Language Teaching a Scientific Approach, Mc Graw
hill: New York


Nurul Hidayah
A Descriptive Study of Registers Found in Spoken and

Written Communication (A Semantic Analysis)
Nurul Hidayah
English Departement of Education Faculty
nurulhid@gmail.com
Abstract
This research is descriptive study of registers found in spoken and written

communication. The type of this research is Descriptive Qualitative
Research. In this research, the data of the study is register in spoken and
written communication that are found in a book entitled "Communicating!
Theory and Practice" and from internet. The data can be in the forms of
words, phrases and abbreviation. In relation with method of collection
data, the writer uses the library method as her instrument. The writer
relates it to the study of register in spoken and written communication. The
technique of analyzing the data using descriptive method. The types of
register in this term will be separated into formal register and informal
register, and identify the meaning of register.
Keywords: Register, Spoken and Written Communication, Jargon, Slang,

Motherese
Abstrak
Penelitian ini merupakan penelitian deskriptif tentang register yang

ditemukan dalam komunikasi lisan dan tertulis. Jenis penelitian ini adalah
penelitian deskriptif kualitatif. Data yang digunakan dalam penelitian ini
adalah komunikasi lisan maupun tertulis yang ditemukan dalam sebuah
buku berjudul "Berkomunikasi ! Teori dan Praktek" dan dari internet. Data
berbentuk kata-kata, frase, dan singkatan. Penulis menggunakan studi
pustaka sebagai metode pengumpulan data. Kemudian, penulis
menghubungkannya dengan studi register dalam komunikasi lisan dan
tertulis. Sedangkan teknik analisis data yang digunakan adalah metode
deskriptif. Jenis-jenis register, dalam hal ini, akan dikelompokkan ke
dalam register formal dan informal untuk selanjutnya diidentifikasi.

A Descriptive Study of Registers Found in Spoken Written…
Kata Kunci: Register, Komunikasi Lisan dan Tertulis, Jargon, Slang,

Motherese
Introduction
Language is one of the most important things for human being, as a
means of communication. In other words, language is used to share ideas,
knowledge and feelings in written or spoken form, in formal and informal
situation. Human being as social and individual person, always
communicates with each other. In communication people use language as
the medium.
Word is the one of the elements of language. It can be performed
into sentences and they give message which may have direct or indirect
meanings. People create sentences with their own style both in spoken and
written form. The use of language should be suited with the situation and
purpose. In spoken language, expressive feelings and ideas sometimes use
with gesture such as flashing eyes, moving the part of the body and other.
While in the written forms, language is expressed with the choice of words
and language style such as punctuation and accentuation signs.
Register is the level of formality used when speaking and writing.
Victoria Fromkin and Robert Rodman, author of An introduction to
language, call it as a stylistic variant of a language appropriate with a
particular social setting, also called style. The main factor of register
includes social setting, situation, addressor, addressee, and topic. In other
words, language has to be appropriate to the speaker and listener and it also
must match appropriately with occasions and situations. For example, a
sport commentator would not say something about football game in the
formal language that are used by lawyers or judges in courtroom. Both the
sport commentator and the lawyer adjust their style of speaking or register,

Nurul Hidayah
to fit the setting and to avoid unsuitable situation, like most people adjust
their language in daily conversation depending on whom they are speaking
with and where they are.
Formality is one of the many facets of register and it is dictated by
the address, context and topic. Formal register, more often used in written
language than in spoken. It is used in the professional field and when
people are not familiar which each other. People tend to speak more
informally when they are talking with their family and friends.
Language varies according to the situation and addressee, but it also
varies based on the speaker social class, ethnic, group, age and sex. For
example, a teenage girl is doing conversation on the phone with her
classmate using speaking informally, slang speaking non standard English
and when she accepts an incoming call from teacher, she changes her
speaking style from informal to formal by speaking standard English and
leaving out slang used by her and her friend.
When the speaker changes his register to match the context, it si
called situational switching. In addition, the example is a kind of
situational switching occurs naturally in the speech of most people and
happens so quickly that speaker usually does not have to make a conscious
decision to change her register.
From the explanation above, the writer wants to find another
explanation of register and clarify their type, meaning and the use foe
communication. The writer is interested in doing research and gives a title
"A DESCRIPTIVE STUDY OF REGISTERS FOUND IN SPOKEN AND
WRITTEN COMMUNICATION (A SEMANTIC ANALYSIS)". In this
paper, the writer has objectives as follows.
1. To describe the kinds register found in speech and written.
2. To explain the differences of communication using spoken and

written language on formal and informal register.

3. To explain the similarities of spoken and written register.
4. To explain the differences of spoken and written register.
Definition of Register
The term of register here describes as a language of groups of
people with common interests of jobs or a language used in situation
associated with such groups that stated by Holmes. Based on Fromkin and
Rodman in their book An Introduction to language, call register as stylistic
variant of a language appropriate with a particular social setting.
Wardhaugh said that registers are set of vocabulary items
associated with discrete occupation or social groups. So the expression is
understood by community itself, although we sometimes can also know the
meaning of the expression used. The terms show us that register is a
feature of language that has a special usage dealing with the society.
It is clear from the definition above, that people use different
language. The differences may be caused by people who speak, to whom
they speak, where they speak, how they speak, and what are the media to
communicate. The background of the people also influences the use of
language. Language is closely related with the expression. Therefore, the
use of different language may cause different expression.
Halliday and Hasan, in Holmes, insist that registers are not
marginal or special varieties of language, rather they cover the total range
of language activity in society.
"Register is what you are speaking at the time, depending on what
you are doing and the nature of the activity in which the language is
functioning. So, whereas, in principle at least, any individual might
go through life speaking only one dialect (in modern complex
societies, this is increasingly unlikely; but it is theoretically
possible, and it used to be norm), it is not possible to go through

Nurul Hidayah
life using only one register. The register reflects another aspect of
the social order, that of social processes, the different types of
social activity that people commonly engage in."
There are a lot of groups of people in society. There are teachers,

doctors, lawyers, farmers, sellers, drivers, advertisers, etc. Each group of
people has its own expression. The advertiser community uses its own
expression, so that it cannot be understood by the other community.
Register sometimes enable people to identify a certain group and to
maintain the relationship in the same occupation or profession. Brown in
Biber and Finegan holds that:
"Register is commonly identified by certain phonological variants,
vocabularies idioms, and give a similar definition expression that
are associated with different occupational or social group."
Based on the explanation above, it can be concluded that register is

a variety of language distinguished according to the use. It is typical and
used in a certain situation, certain occupation or certain socials groups
(parts of society) and it usually has a certain purpose.
The function of register is to make easy communication between
the member on the certain groups. Register also has an important role in
society. It can give further information about the specific purpose on
several groups. Pateda classifies the function of register into five, namely:
1. Oratorical or frozen, which is used by professional speaker to
attract the listener.
2. Deliberative or formal, used by the speaker to broader
conversation.
3. Consultative, it is usually used to make an agreement. It occurs
in trade transaction and typically dialogue.
4. Casual, it is used to omit misunderstanding in communication.

5. Intimate, it is used in family atmosphere.
This research brought to a qualitative research because of the
theories that support this approach. Moleong affirms that qualitative
research is a research of which data in the form of written and oral word
are descriptively analyzed. It present the data and the research result in the
form of phenomena description.
Related to this research, the writer uses descriptive method in
which this method is to describe what actually happens to procedures about
method, which are useful in research. It will be used as guidance to
conduct the research from the beginning to the end of work the writer takes
a certain procedures and would like to explain in five parts, they are type
of research, data, source of the data, data collection method, and data
analysis.
1. Type of Research
This research is the domain of qualitative research. The type of this
research is "Descriptive Qualitative Research". Moreover, Moloeng
affirms that qualitative research of which the data in the form of written
or oral word are descriptively analyzed. Qualitative data tend to be in
the form of words than series number.
It does not present the result in the form of digits or statistics because
the terms of register in spoken and written communication can be
separated and taken according to the kind or function of the terms. It
presents the data and the results in the form of phenomena description.
2. Data
In this research, the data of the study is register in spoken and written

Nurul Hidayah
communication that are found in a book entitled "Communicating!

Theory and Practice" and from internet. The data can be in the forms of
words, phrases and abbreviation.
3. Source of the Data
The source of data refers to the subject from which the data are
obtained.14 They are considered as the material of the research. The
source of the data in this research consists of written and oral data.
The writer uses two sources of the data. The primary data is from a
book entitled "Communicating! Theory and Practice". The writer also
uses secondary information such as reference book and from the
internet.
4. Data Collection Method
In relation with method of collection data, the writer uses the library
method as her instrument. The writer relates it to the study of register in
spoken and written communication.
The procedures of collecting the data are Reading the book entitled
"Communicating! Theory and Practice", and then the writer select and
sort out some certain words or phrases in it which are considered as
certain jargon. In addition, the writer found slang and motherese in
internet.
5. Data Analysis
The technique of analyzing the data using descriptive method. The types
of register in this term will be separated into formal register and
informal register, and identify the meaning of register. Thus, the writer
also makes some references of the donation meaning. In doing the
analysis, the writer conducts the technique through data arranged
procedures as follows:
a. Classifying the terms into specific categories, such as:

i. Formal register : Jargon

ii. Informal register : Slang
Motherese
For example, there are some words such as assimilation, ta ta, and
beddy-bye. The writer classify it into the right category.
b. Elaborating the register meanings based on classification above.
From the classification above, the writer looking for the meaning
from dictionary or appropriate it with the context.
c. Determining the use of register for communication.
After looking for the meaning, the writer tries to find the reasons
why people use the register.
Discussion
Having analyzes some data, the writer found some phenomena from
the analysis. The phenomena that the writer found will be finding of this
research.
1. The forms of register
The forms of register is various in this research. The form of register
hare can be divided into three categories, namely word, phrase and
abbreviation.
a. Word
1) Jargon
 Letter  Addressee
 Memo  Dialogue
 Agreement  Channel
 Topic  Communicative
 Grammar  Feedback
 Structure  Information

Nurul Hidayah
 Context  Punctuation
 Idiom  Pitch
 Pronunciation  Sentence
 Spelling  Intonation
 Volume  Audience
 Assimilation  Paragraph
 Pausing  Accuracy
 Message
1 2) Slang
 Grass  Peep
 Pot  Peach
 Bad  Partner
 Pig  Nut
 Bah  Onion
 Baller  Nasty
 Bananas  Mouse
 Bank  Monster
 Bird  Mint
 Bitch  Map
 Bomb  Late
 Boo  Juicy
 Rack  Jet
 Pussy  Hooker
 Play  Freaky
 Piss  booboo
 Pimp  Props
 Piece  Prob

 Duds  Cash
 Dog  Butter
 Digits  Butch
 Colors  G
 Cheese  Med
 Cat  Ta ta
3) Motheres
 Binkie  Jammies
 Ickle  Stinky
 Icky  Tinkle
 Nana  yucky
b. Phrase
1) Jargon
 Turn taking  Non-verbal cues
 Verbal cues  Pace of speech
2) Slang
 Batman and robin  My boy
 Piece of shit  My bad
 Peace out  Kick ass
 Out of the box  Just J
 Nine to five
3) Motherese
 Beddy bye  Pee pee
 Boo boo  Oopsie daisy
 Doo doo  Din din

Nurul Hidayah
 Wee wee
c. Abbreviation
Slang
 OJ  D.D.
 MILF  Prob
 Ma'am  G
 Limou  G‟day
 FOP  S‟ok
2. The meaning of register

The meaning of register here something have equal meaning between
lexical and contextual meaning. Lexical meaning is meaning that given
by dictionary. Contextual or situational meaning has raises from the
situation or context where the word, phrase and abbreviation are used.
3. The differences and similarities both of register
a. The differences of formal and informal register are:
 Formal register used in formal situation or conversation such
as lecture, meeting, reporting, and most of written
communication.
 Informal register used in daily conversation with family and
friends, motherese, slang and sometimes in personal letter.
b. The similarities of formal and informal register are:
 Formal and informal register used by the people in their own
community and just understood by them.
 Both type of his register used to make the communication
more effective and efficient.

Conclusion
Based on previous explanation and analyzes the writer can make
some conclusions that register is a variety of language distinguished
according to the use. It is typical and used in a certain situation, certain
occupation or certain socials group and it usually has a certain purpose.
There are some professions that need register to make an easy
communication with their relatives and associates. It is because they work
on the same groups and have the same common interest.The main type of
register are formal and informal register. Formal register is used in formal
situation, jargon, report, lecture, etc. While, informal register found in
slang, motherese, and daily communication with family.The factors that
make differences of register in spoken and written language are, the
participant, the setting, the function, the topic. The writer finds the reasons
of using register in spoken and written communication, To make
communication more effectively and efficiently, to show the society that
they come from educated community especially when using jargon, to be
more polite such as jargon and reporting register.
References
Chaika. E. 1982. Language: The Social Mirror. Boston: Heinle and Heinle.
Fishman. Joshua. 1972. Advances the Sociology of Language Vol. H.
Mouton: The Hague.
Fromkin. Victoria. And Robert Rodman. 1998. An Introduction to
Language. Fort Worth: Harcourt Brace Collage Publisher.
Fromkin. Victoria and David Blair.1988. An Introduction to Language
Second edition. Sydney: Holt Reinhart and Winston.
Holmes. Janet. 2001. An Introduction to Sociolinguistic second edition.
Harlow England: Pearson Education.

Nurul Hidayah
Hornby. 1974. Oxford Advance Learner's Dictionary of Current English.

Oxford: Oxford University Press.
Mohan. Terry. Helen Mc Gregor. And Zofia Strano. 1992.
Communicating! Theory and Practice. Orlando: Hardcourt Brace
Javanovich.
Moleong. Lexi. 1983. Methodology Penelitian Kualitatif. Jakarta:
Depdikbud.
Pateda. Mansoer. 1990. Sosiolinguistik Sebuah Pengantar. Bandung:
Angkasa.
Pei. Mario. And Proffesor Emeritus. 1971. The New Grolier Webster
International Dictionary of the English Language. New York:
Grolier Incorporated.
Pride. J. B. Ed. 1979. Sociolinguistic Aspect of Language Learning and
Teaching. Oxford: Oxford University Press.
Trudgill. Peter. 1983. Sociolinguistic: An Introduction to Language and
Society. Hardsmonsworth: Penguin Books.
___________. 1981. Webster's 3rd New International Dictionary & Seven
Language Dictionary. USA.
http://www.universalteacher.urg.uk/lang/speech.htm
http://en.wikipedia.org/wiki/mothereese
http://www.ocf.berkeley.edu/wrader/clang/


Triyono
The Influence of Classroom Management toward

Students’ English Achievement at SMU Muhammadiyah
Salatiga (A Case Study of Second Year Students of SMU
Muhammadiyah Salatiga in the Academic Year of
2004/2005)
Triyono
State Institute of Islamic Studies (STAIN) Salatiga
Jl. Tentara Pelajar No. 2 Salatiga, Central Java, Indonesia
Triyono03@gmail.com
Abstract
This research aims to find out the influence of classroom management

toward students‟ achievement in English. The research was conducted at
SMU Muhammadiyah Salatiga, Central Java, Indonesia. The writer
focuses on the second year students in the academic year of 2004/2005. It
is a Quantitative Research. Questionnaire and direct observation are the
instruments used to take the data. The score of classroom management of
SMU Muhammadiyah Salatiga is 87.6%, fairly high. While the score level
of the second year students of SMU Muhammadiyah Salatiga is 72%. This
score level is satisfactory category of achievement level of most students.
It means that better classroom management influences better English
achievement.
Keywords: Classroom Management, Achievement, SMU Muhammadiyah
Abstrak
Penelitian ini bertujuan untuk mengetahui pengaruh manajemen kelas

terhadap prestasi siswa dalam bahasa Inggris . Penelitian ini dilakukan di
SMU Muhammadiyah Salatiga , Jawa Tengah , Indonesia . Penulis fokus
pada siswa tahun kedua pada tahun akademik 2004/2005. Ini adalah
Penelitian kuantitatif yang menggunakan kuesioner dan observasi langsung
sebagai instrumen pengambilan data. Hasil penelitian menunjukkan bahwa
nilai pada pengelolaan kelas SMU Muhammadiyah Salatiga cukup tinggi,
yaitu 87,6 %. Sementara tingkat skor mahasiswa tahun kedua adalah 72 %.
Level skor ini termasuk dalam kategori memuaskan dalam pencapaian

The Influence of Classroom Management toward Students’ English…
sebagian besar siswa. Ini berarti bahwa manajemen kelas yang lebih baik
mempengaruhi prestasi Bahasa Inggris menjadi lebih baik pula.
Kata Kunci : Manajemen Kelas , Prestasi , SMU Muhammadiyah
Introduction
The primary task of a teacher is to educate. Education is an activity
done consciously to develop students‟ potential and change self-quality
from a low quality to high one (Pasaribu and Simanjuntak, 1983: 7).
Students are human beings who need help in order that their potential can
be developed harmoniously. In addition, the other assignment of teacher is
enhancing students‟ motivation to learn (Jones and Jones, 1981: 163). Low
motivation, negative self-attitude, and failure are largely the result of
improper learning condition. We should be able to alter students‟ failure
rate by changing the condition of classroom learning and as consequence
increasing their motivation to succeed.
Teaching is a complex process that can be conceptualized in a
number of different ways. Traditionally, language teaching been described
in terms of what teacher does, which are the actions and behaviors which
teacher carries out in the classroom and the effect of those on learners
(Richard and Lockhard, 1994: 32). Many problems are faced in teaching
learning process especially for teachers who are responsible to make
students understand the materials, to control classroom atmosphere so
students feel enjoying and happy in learning process; and succeed in their
study. One teacher‟s roles in teaching learning process is a teacher as
manager ( Usman, 1990: 4). This means that in teaching learning process, a
teacher must be able to manage classroom, to control classroom every time
and the convertible situation to make the students enjoy the lesson; and the

Triyono
most important thing is that they understand the materials. Beside those a
teacher has many kinds of tasks which must be done in the classroom such
as selecting learning activities, preparing materials, presenting learning
activities, asking question, checking students‟ understanding, monitoring
students‟ learning, and giving feedback on students‟ learning.
Classroom management skills are important point in determining a
successful teaching. Thus, management skills are crucial and fundamental.
In the classroom management, there are three areas of expertise needed in
the beginning of teaching:
a. Knowledge of how to manage a classroom
b. Mastering of subject matter
c. Understanding of their students‟ sociological and psychological
background.
According to Wadd one of components which make successful in
teaching learning process is resources of power. This is to organize all
aspects of work in the classroom and has contribution more significantly to
extent of the teacher‟s effectiveness. Teacher‟s effectiveness is usually
measured by the ability to teach and to mange students‟ group in the
classroom. They should become effective teachers that are responsible for
making students have high achievement. They must know how to manage
lesson, how to manage students, how to use method at that is appropriate
with the materials, and how to interact with students in classroom
activities.
The objectives of the study are: (1) to find out the pattern of
classroom management in teaching learning process of the second year
students of SMU Muhammadiyah Salatiga. (2) To prove whether
classroom management influences students‟ achievements significantly.
(3) To prove that classroom management in teaching learning process has

significant contribution to the students‟ English achievement of the second

year of SMU Muhammadiyah Salatiga.
The writer uses certain research methodology covering research
design, technique of data collection, research procedures, data presentation,
and the method of data analysis and questionnaire result.
Research Design
The writer conducts the questionnaire that is about Classroom
Management as Independent variable to the students of SMU
Muhammadiyah Salatiga to collect data. The writer takes 30 students of
second years at SMU Muhammadyah Salatiga in academic 2004/2005.
Objects of the study in this research are population, sample, and
sampling.In sampling, the writer considers that there is a distinction among
second class grades (II a, II b, II c, II d) in the experience of learning
English. The total of the sample is as in this table.
The Formulation of Research Sample
No Grade Total Total
Population Sample
1 II A 30 7
2 II B 30 7
3 II C 30 8
4 II D 30 8
Total 120 30
The Technique of Data Collection

In this study, the writer collects data as follows
Questionnaire
Questionnaire is printed question used to get information from

Triyono
respondent. It is the report of their private or other things they know

(Kartono, 1990: 135).
Observation
Observation is intended to get more data to support the
questionnaire. The purpose of the observation is to perceive the nature and
extent of the significant interrelated elements with complex social
phenomenon. It is to know about condition of school environment,
teaching learning process, and about the phenomenon which happens. This
method is used to know about history, structure of school organization, the
teacher and staff, the students, the school of SMU Muhammadiyah Salatiga
as research subject.
Interview
Interview method is designed to verify the information obtained
through questionnaire or to collect data by direct relation with information
/ face to face relation (Kartono, 1990: 170). Here, the writer asks the
English teachers of the second year students to know the condition of the
students and teachers themselves, to obtain the more accurate data of
students‟ English achievement. Data about English students‟ achievement
was taken from English grade point average of report of second year
students of SMU Muhammadiyah Salatiga in the academic year of
2004/2005.
Data Analysis.
In order to conduct a good arrangement, the writer uses a statistic
formula; further this formula is used to find out the influence of the
classroom management toward students‟ English achievement. The writer
analysis the research data as follows (Wapon, 1988: 369).

Calculating the score of classroom management.
P= X 100 %
Calculating the score of students’ English achievement.
P= X 100 %
Product Moment Correlation Analysis.
rXY =
Discussion
Data Analysis
There are two variables used by the writer to analyze whether there
is or not a positive correlation between classroom management and
students‟ English achievement. Those are Independent Variable (X) as
Classroom Management and Dependent Variable (Y) as students' English
Achievement.
First Analysis of Classroom Management

The analysis is to find out the score of classroom management.
∑X = 2628
N = 30
P =
P =
= 87.6%

Triyono
The score of classroom management of English teacher at SMU

Muhammadiyah Salatiga according to the writer is high, (87.6%).
Second Analysis of Students’ English Achievement

This analysis will find out the score of students‟ English Achievement.
∑Y = 2160
N = 30
P =
P =
= 72%
The score of students‟ English achievement of the second year
students of SMU Muhammadiyah Salatiga is high, (72%).
Third analysis of the Correlation of Classroom Management and

Students’ English Achievement.
This analysis is used to find out the correlation between classroom
management and students‟ English achievement.
∑X = 2628
∑Y = 2160
∑ = 233566
∑ = 159000
∑XY = 190650
rXY =

rXY =
rXY =
= 0.419
From the calculation of the product moment correlation analysis,

the writer obtains that the arithmetic r is 0.419. To know the significance
of variable X to variable Y; the arithmetic r should be compared with table
r with the number of sample (30 students) and the level of siginificance
5%. It proves that arithmetic calculation is higher than table r because rh is
0.419 while rt is 0.361 There is a positive correlation between classroom
management and students‟ English achievement. It can also be said that
that better class management influences students‟ English achievement.
Conclusion
There are conclusions that will be presented related to the problems
of the study. The first will concern with classroom management, the
second will concern with students‟ English achievement and the third will
concern with the correlation between classroom management and students‟
English achievement.

Triyono
Based on the result of the research, the writer concludes:

1. The classroom management of the English teachers of SMU
Muhammadiyah Salatiga is fairly high. The result of this research
shows that the score of classroom Management is 87.6%.
2. The level of students‟ English achievement can be seen from the score
level of students‟ English achievement. The result of this research
shows that the score of students‟ English achievement of the second
year students of SMU Muhammadiyah is 72%. This is identified as the
satisfactory category of achievement level of the most students.
3. There is positive correlation between classroom management and
studnets‟ English achievement. Because rh is higher than rt. It is
proven by the result of the research showing that the score of rh is
0.419 and rt is 0.361, so rh > rt.
4. Better classroom management influences better students‟ English
achievement.
References
S.L, Pasaribu and B, Simanjuntak. 1983. Proses Belajar Mengajar.
Bandung: Tarsito.
Veron, F. Jones and Lovise, Jones. 1998. Comprehension Classroom
Management. United States of America.
Richards, Jack and Lockhard, Charles. 1994. Reflective Teaching in
Second Language Classroom. USA: Cambridge University Press.
Usman, Muh. Uzer. 1990. Menjadi Guru Profesional. Bandung: Remaja
Rosda Karya.
Wapon, Ronald E. 1988. Pengantar Statistik. Jakarta: Gramedia
(Kartono Kartini. 1990. Metodologi Riset Sosial. Bandung: Manar Maju.

Witte, Stephen P. and Faighley, Lester. 1981. Coherence, Cohesion and

Writing Quality. College composition and communication, 32, 189-
204.

Mustaidah
An Error Analysis of Using Plural Nouns in English

Sentences” A Case Study of the Second Year Students of
MA Al-Manar Tengaran in the Academic Year 2003/2004
Mustaidah
STAIN Salatiga
mustaidah@yahoo.com
Abstract
By doing this research, the writer hopes that the results will be helpful to
the English learner in order to be more careful in using plural nouns in
English sentences. The subject of research is the second year students of
MA Al- Manar Tengaran in the academic year 2003/2004.The writer uses
random sampling by lottery method to get the sample of research. The
writer analyses the data by making the observation of all collected data,
Categorizing the data by giving codes for cash data, categorizing the data
by giving codes for cash data, and interpreting data info substantive theory.
The result of the study shows that there are dominant errors which are
made by students of second years of MA Al- Manar to use plural nouns in
English.
Keywords: Plural, Random Sampling, Categorizing, Dominant, Error
Abstrak
Melalui penelitian ini, peneliti berharap hasil dari studi tersebut dapat
bermanfaat bagi pembelajar bahasa Inggris agar lebih berhati-hati dalam
menggunakan kata benda plural dalam kalimat-kalimat bahasa Inggris.
Subjek dalam penelitian ini adalah siswa tahun ke dua, MA Al Manar
Tengaran tahun akademik 2003/2004. Penulis menggunakan metode
random sampling untuk menentukan jumlah sampel. Dalam menganalisis
data, peneliti melakukan pengamatan pada data yang dikumpulkan,
mengkategorikan data melalui pemberian kode, dan menginterpretasikan
data dengan menggunakan teori substantive. Hasil penelitian menunjukkan
adanya kesalahan yang dominan yang dilakukan oleh siswa-siswa tahun ke
dua MA Al Manar dalam penggunaan kata benda plural dalam bahasa

An Error Analysis of Using Plural Nouns in English Sentences”…
Inggris.
Kata Kunci: Plural, Sampel Random,Pengkategorian, Dominan,

Kesalahan
Introduction
Language is the system of arbitrary vocal symbols by means of
which a social group cooperates (Bloch and George, 1942: 5). Every
normal human being is a member of a social group, sometimes of more
than one, and every human being depends, in all his social activities, on the
use of language. Without language, human society is unthinkable;
language is the link between otherwise unconnected nervous systems, and
thus the means by which the stimulus acting on one man may produce an
effective response in another, or in all the members of the group. By using
language, human beings can express their ideas and whishes in written or
oral form to other people. Nowadays, English is one of thousand languages
in the worlh that it is considered as an important language and Engliah
must be learned since the students are studying in Elementary School.
Indonesia as a developing country was appointing English is taught
as compulsory subject from the first grade of Junior High School up to
third grade of Junior High school, and even in semesters of Tertiary
Educational institution. So, the student feel difficult to learn English when
they study in the Junior High School, because they do not know it before.
In the curriculum of English teaching, it includes skills of practical
language, like listening, speaking, and writing. For expanding the student‟s
skill, the curriculum of English teaching also include the language
components, like vocabulary, structure, and pronunciation (in speech) or
spelling (in writing).
Beside for students, a teacher must have teaching ability for making

Mustaidah
them understand and effort to apply both language skills and language
components in class. So, this makes condition alive, or this is not snared in
monotone situation in teaching and learning process.
English as a second language for foreign learner, as corder observes
the learners‟ errors are indicative both of the state of the learners‟
knowledge and of the ways in which a second language is learned.
Sentences contained errors would be characterized by systematic deviancy.
While the learners, correct sentences do not necessarily give evidence of
the rules the learner is using or of the hypothesis he is testing, his errors
suggest the strategies he employs to work out the rules of the new language
an the rule he has developedat given stages of his languagedevelopment
(Richards, 1974 : 1).
Errors can be described as errors of addition, omission, substitution,
and ordering following standard mathematical categories. Inflectional
errors is overgeneralization of constructed rule clearly revealded when
children treat irregular verbs and nouns as if they were regular. We have
probably all heard children say bringed, goed, doed, or foots, mouses,
sheeps, childs. These mistakes tell us more about how children learn
language than the correct forms they use (Fromkin and Blair, 1965).
As a majority of noun accurrence for number in the surface
structure of English are regularly governed by this „count-uncount‟
generalization. Count nouns refer to things that can be counted, such as
tree, book, bird and therefore have a plural forms. Uncountable nouns refer
to substances and qualities which we do not perceive in terms of countable
units and which consequently have no plural form, such as rice, water,
sugar, etc.
Most countable nouns can change their form from singular to plural
by adding –(e) s (tree-trees, city-cities, book-books) and so on. Although

this-s plural is the most common form, there are other so-called irregular
plurals (Nichols, 1965). Sometimes, the students have many difficulties of
using plural nouns in English sentences because the inflectional plural
forms.
Based on description above, the writer would like to conduct a
research under the title “ AN ERROR ANALYSIS OF USING PLURAL
NOUNS IN ENGLISH SENTENCES” A case study of the second year
students of MA Al-Manar Tengaran in the Academic year 2003/2004.
The writer has tried to narrange the research methodology
systematically in order to capable of analyzing the collected data easily.
The research methodology will be organized as follows:
1. Population
Suharsimi Arikunto, in the book Prosedur penelitian, suatu
pendekatan praktek, states the population is all members of the
research subject (Arikunto, 2002: 108). Population is all individuals
from whom the data are collected. In this research, population is the
all of students of MA Al-Manar Tengaran in academic year
2003/2004.
2. Sample
A sample is part of populations, which is researched by researcher.
In this research, the writer takes the second year students of MA
Al-Manar Tengaran as the sample.
3. Sampling
Sampling is the way of taking sample. For getting the sample of
research, the writer uses random sampling by lottery method. In this
case, the writer takes all of the second year students.

Mustaidah
4. The procedure of collecting data

a. Library research
Lybrary research is use to get the appropriate and relevant books
with this study.
b. Test
The instrument is the research is used to know the students‟ error in
using plural nouns and application in the Englishsentences.
c. Format if data analysis
1) To find out the propotionof frequency error in each types as
well as the dominant errors by using describtive analysis as
follows:
X
Where,
X = the precentage of error
E = the various kinds of error
T = test item
 = the sum of
2). The proportion of frequency of error was calculated by using the
pre-selected category approach formula as follow:
Formula 1
%
Pi : the proportion of frequency of occourred
fi : absolute frequency of whole type of error
N : the total number of possible error observe
Discussion
The Method of Data Analysis
According to Suharsimi Arikunto, there are four steps in analyzing

and interpreting the data, namely:

1. Making the observation of all collected data
2. Arranging all collected data by unifying data
3. Categorizing the data by giving codes for cash data
4. Interpreting data info substantive theory.
Based on those steps, the writer analyzed the data using the
following steps:
1. Identify the students‟ dominant errors based on the result of
the test as the primary data.
2. Count the students‟ dominant error in percentage
X
Where,
T = test item
 = the sum of
3. To find out the students‟ dominant errors as a whole in
precentage
%
Where,
PI = the proportion of frequency of occurrence of errors as
a whole
FI = absolute frequency of error types all the levels
N = the total number of possible errors of all the levels
4. Interpreting all data collected to find out the sources or causes of the
stude nts‟ dominant errors in using plural nouns forms.
The writer analyzed the data beginning the first step, namely :

Mustaidah
a. Identification the students‟ dominant errors based on the result of

the test. There are 40 test item for the 52 students.
Based on the classification of possible error, there are types of
error that made by the students.
1). The types of error about form changing by adding –s
No Item Test Wrong Answer Error Number
13 Belief Believes 32
15 Piano Pianos 20
2). The type of error about form changing by adding –es

1 Dish Dishs 14
2 Lady Ladys 38
3 Dress Dressing 11
4 Tomato Tomatos 25
7 Wish Wishs 22
8 Leaf Leafs 34
10 Copy Copyes, copys 34
11 Knife Knifes 32
14 Calf Calfs 34
3). The type of error about form changing in the vocal

No Item Test Wrong Answer Error
Number
6 Toots Tooths 25
9 Foot Footes 38
12 Goose Gooses 32
4). The type of error irregular form

5 Ox Oxes 34

5). The type of error differentiate between plural and singular word
No Item Test Wrong Error Number
Answer
16 Information Plural 12
17 Job Plural 14
18 Problem Plural 10
19 Them Singular 22
20 Patients Singular 12
21 Athletes Singular 3
22 Costume Plural -
23 Gases Singular -
24 Economics Plural 32
25 Scissors Singular 11
6).
No Item Test Wrong Answer Error
Number
26 A deer is a wild animal Deer is a wild animal 12
27 The mouse ran into a The mouse ran into a 25
hole hole
28 A crunch is a placeof Chrunches is a placeof 29
worship worship
29 A box is usually square Boxs is usually square 28
on rectangular in form on rectangular in form
30 A child needs much Children needs much 23
sympathy and sympathy and
understanding understanding
31 The bus was very Buses was very 24
crowded crowded
32 An easily gained An easily gained 22
victory is seldom victoryes seldom
appreciated appreciated
33 A potato is a vegetable Potatoes is a vegetable 14
34 An apple grows on a Apples grows on a 22

Mustaidah
tree tree
35 A fish can swim A fishes can swim 12
36 A chair is made of Chairs made of wood 14
wood
37 An exercise is notAn excersise are not 12
always easy for
always easy for
beginers beginers
38 A handkerchief is
A handkerchief are 20
made of piece of cloth made of piece of cloth
39 The fly spreads disease The flys spreads 22
disease
40 A watch is simply small A watches are simply 18
clocks simply small clocks
b. In processing the data obtained from result of the respondents test, she
used the following formula :
X
Where,
T = test item
 = the sum of
a. Table I precentage of Error

Subject Sum of Sum of Precentage of
Error test item errors
(1) (2) (3) (4)
1 12 40 30 %
2 19 40 47.5 %
3 10 40 25 %
4 24 40 60 %
5 15 40 37.5 %

6 6 40 15 %
7 21 40 52.5 %
8 10 40 25%
9 13 40 32.5 %
10 18 40 45%
11 22 40 55%
12 16 40 40%
13 12 40 30%
14 16 40 40%
15 20 40 50%
16 20 40 50%
17 6 40 15%
18 25 40 62.5%
19 19 40 47.5%
20 10 40 25%
21 12 40 30%
22 19 40 47.5%
23 10 40 25%
24 24 40 60%
25 15 40 37.5%
26 6 40 15%
27 21 40 52.5%
28 10 40 25%
29 13 40 32.5%
30 18 40 45%
31 22 40 55%
32 16 40 40%
33 12 40 30%
34 16 40 40%
35 20 40 50%
36 20 40 50%
37 6 40 15%
38 25 40 62.5%
39 19 40 47.5%
40 10 40 25%

Mustaidah
41 12 40 30%
42 19 40 47.5%
43 10 40 25%
44 24 40 60%
45 15 40 37.5%
46 6 40 15%
47 21 40 52.5%
48 10 40 25%
49 13 40 32. %5
50 18 40 45%
51 22 40 55%
52 16 40 40%
824 2080
The next steps was to carry out an error analysis in order to

find out the dominant errors that ofen occurred. In this analysis, she
used the pre-selected category approach favored by Ethorton as
adopted by Norish ( norish, 1983 ). in which the stastical
computation is based on Gulos formula:
%
Where,
pi = the proportion of frequency of occurrence of error
fi = absolute of partial type of error
n = the total number of possible errors of the level
after the writer had the computation on the proportion of occurrence
partially, she then computed the proportion of frequency of
occurrence of error as whole, using the following formula :
%
%
= 39.62 %

a. Table II The Proportion of Error

Number Errors
of items n Fi pi (%) PI-pi %
Subject
1 2 3 4 5 6
1 2 628 52 6.3 33.32
2 9 50 242 29.3 10.32
3 3 104 95 11.5 28.12
4 1 34 34 4.12 35.5
5 10 1160 116 14.07 25.55
6 15 104 285 34.7 4.92
Total 40 2080 824 95.87 137.73
Interpreting all data to find out the sources of dominant errors

In this analysis, the writer made a classification and categorization
of errors based on the text-reference. The main purpose on doing this
analysis was to trance the source of the dominant errors observed, nsmely
the resl error made by the students. Then, the writer classified those errors
into two categories of errors based on intralingual only.
1. Ignorance of rule restriction
Ignorance of rule restriction took the proportion of 65,42% (539
errors). 210 errors due to ignorance of rule restriction occurred at the
form changing, as follow :
a. The form changing by adding –s
(52 errors = 6.3%)
b. The form changing by adding –es
(242 errors = 29.3%)
c. The form changing by in vocal
(95 errors = 11.5%)
d. The irregular form

Mustaidah
( 34 errors = 4.12%)
e. The difference between plural and singular
(116 errors = 14.07%)
2. Incomplete application of the rules

There were 285 error (34.59%) due to incomplete application of
the rules occurred in the use of plural nouns form in English sentence.
This mean that they had no good comprehension or interpretation of the
target language.
The possible ways out of preventing those errors

1. Before teaching the material, the teachers can emphasize the
difference the plural nouns between Indonesian and English form, so
the students understand them and apply the correct pattern in English.
2. The teacher provides a lot of examples of plural form and ask students
to compare English and Indonesian form, so that they really find
differences between them.
3. The teachers also give some excercises to students, so they are abel to
make correct plural form in English and abel to apply its in the
sentenc.
4. The students can be asked to apply their knowledge about the material.
When they get the difficulties, the teacher re-explains the material
clearly.
Conclusion
From the analysis result this research, the writer can conclude that
the dominant errors which are made by the students to use pluran noun in
english. error in form changing by adding –s (33.32%), error in form
changing by adding –es (10.32%), error in form changing by in vocal

(28.12%), error in irregular form (35.5%), error in difference between

plural and singular (25.55%), error in using plural nouns in sentence
(4.92%) .
T he possible sources or causes of those errors are ignorance of rule
restriction (65.42% = 539 errors) mand Incomplete application of the rules
(34.59% = 285 errors). The possible ways out of preventing those errors.
Before teaching the material, the teachers can emphasize the difference the
plural nouns between Indonesian and English form, so the students
understand them and apply the correct pattern in English. The teacher
provides a lot of examples of plural form and ask students to compare
English and Indonesian form, so that they really find differences between
them. The teachers also give some excercises to students, so they are abel
to make correct plural form in English and abel to apply its in the sentenc.
The students can be asked to apply their knowledge about the material.
When they get the difficulties, the teacher re-explains the material clearly.
References
Arkunto, Suharsimi, 2002, prosedur penelitian, Suatu Pendekatan
Praktek, Jakarta, Rineka Cipta.
Benard Bloch and George L. Trager, 1942, outline of Linguistic Analysis,
Baltimore, Md., Linguistic of America.
Brown, H. Douglas, 1980, Principle of Learning and Teaching, New
Jersey, Prentice Hall. Inc
Frank, Marcella, 1972, Modern English, Englewood Cliffs, New Jersey,
Prentice Hall. Inc
Fromkin, Victoria and Blair, David, 1990, An Introduction tu Language,
Sydney, London Holt Rinehart and Wirshton.

Mustaidah
Gay, L.R., 1987, Education Research; Competencies for Analys and

Application, New York, Merril Publishing Company.
Gronlund, Norman E., 1976, Measurement and Evaluation in Teaching, ,
New York, Collier Mac Millan..
Nichols, ANN E I Jenholm, 1965, English Syntax, Holt Rinehart and
Winston Inc.
Norish, John, 1983, language learners and Their Error, London,
Macmillan Press.
Nurhadi, 1995, Tata Bahasa Pendidikan, IKIP Semarang Press.
Richards, Jack C., 1974, Error Analysis, London and New York,
Longman.
Taringan, Henry, Guntur, 1990, Pengajaran Analysis Kesalahan
Berbahasa, Bandung Angkasa
Thomson, A.J. and Martinet A.V., 1986, Practical English Grammar,
Singapore, Singapore Offset Printing Co. Ltd.
Zandvoort, R.W., 1957, A Handbook of English Grammar, London,
Longman, Green and Co.


INDEX
Language learning, 107

A Learning, 107, 108, 112, 114, 118,
Achievement, 135, 140, 141 119
Adolescent Emotional, 97
Agus Safudin, 85 M
Analisis Kesalahan, 86 Manajemen Kelas, 136
Motherese, 121, 122, 128, 130, 131
B
Bahasa, 89, 96, 108 N
Behaviorism, 107, 109, 111, 112, Nurul Hidayah, 121
113, 114, 117
Behaviorisme, 108 P
Belajar, 108 Pembelajaran Bahasa, 108
Penyesuaian Sosial, 98
C Prestasi, 136
Classroom Management, 135, 138,
140, 141, 143 R
Register, 121, 122, 124, 125
E
Emosi Remaja, 98 S
Error Analysis, 85 Sentence, 87
Simple Present Tense, 85, 86, 87,
H 88, 90, 95, 96
HURIYAH, 97 Slang, 121, 122, 128
SMP N 1 Susukan, 85, 86, 87, 90,
J 95
Jargon, 121, 122, 128 SMU Muhammadiyah, 135, 137,
138, 139, 141, 143
K Social Adjustment, 102
Spoken Written Communication,
KHOIRU RAKHMAN ABIDIN, 121
107
T
L
Triyono, 135
Language, 107, 108, 110, 113, 114,
118, 119

SUBMISSION GUIDELINES
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REGISTER

Language and Language Yeaching Journals

Vol. 2, No. 2, November 2009 ISSN 1979-8903

The first issuance

Vol. 2, No. 2, November 2009 ISSN 1979-8903

The Influence Of Adolescent Emotional State In Social Adjustment

The Concept Of Language Learning In Behaviorism Perspective

A Descriptive Study of Registers Found in Spoken and Written

The Influence of Classroom Management toward Students‟ English

An Error Analysis of Using Plural Nouns in English Sentences” A Case

Index ....................................................................................................... 161

Submission Guidelines .......................................................................... 163

An Error Analysis Of English Simple Present Tense Of

Keywords: Error Analysis, Simple Present Tense, SMP N 1 Susukan

REGISTER, Vol. 2, No. 2, November 2009 85

ada, peneliti mengambil 50% dari populasi tersebut sebagai sampel.

Kata Kunci : Analisis Kesalahan , Simple Present Tense , SMP N 1

86 REGISTER, Vol. 2, No. 2, November 2009

Generally, the Indonesian students have not cover the English

Simple Present Tense

REGISTER, Vol. 2, No. 2, November 2009 87

The uses of simple present tense

Mistakes, lapses, and error, analysis

88 REGISTER, Vol. 2, No. 2, November 2009

“Koran”. Corder has divided to be third of what is called as the language

REGISTER, Vol. 2, No. 2, November 2009 89

The method of collecting data

Where: X: Percentage of errors

90 REGISTER, Vol. 2, No. 2, November 2009

REGISTER, Vol. 2, No. 2, November 2009 91

Related to the simple present tense there were eight errors to be

92 REGISTER, Vol. 2, No. 2, November 2009

Number of item n Errors (PI-Pi) %

REGISTER, Vol. 2, No. 2, November 2009 93

7. The errors in using adverb of manner

The Possible Causes of the Errors

No Causes or Sources Total Percentage

The possible ways out of preventing those Errors

94 REGISTER, Vol. 2, No. 2, November 2009

3. The teacher gives many example of each part in teaching English

REGISTER, Vol. 2, No. 2, November 2009 95

96 REGISTER, Vol. 2, No. 2, November 2009

The Influence Of Adolescent Emotional State In Social

Keywords : Adolescent Emotional, Social Adjustment

Tujuan dari penelitian ini adalah (1) untuk menggambarkan keadaan

REGISTER, Vol. 2, No. 2, November 2009 97

Kata Kunci : Emosi Remaja, Penyesuaian Sosial

98 REGISTER, Vol. 2, No. 2, November 2009

REGISTER, Vol. 2, No. 2, November 2009 99

adjustment was dependent variable. Statistic to be used was independent

100 REGISTER, Vol. 2, No. 2, November 2009

X = Free variable, that is adolescent emotional state

REGISTER, Vol. 2, No. 2, November 2009 101

From the table, can be conclude that the condition of adolescent

102 REGISTER, Vol. 2, No. 2, November 2009

From the table, can be conclude that the condition of social

REGISTER, Vol. 2, No. 2, November 2009 103

Correlation Coefficient of Variable X and Y

104 REGISTER, Vol. 2, No. 2, November 2009

39. Sunarto 18 22 324 484 396

After finding the correlation coefficient of variable X and Y we

From the analysis, it can be concluded that both on the significance

REGISTER, Vol. 2, No. 2, November 2009 105

adjust themselves in society. The adolescent emotional state from the