CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion
After doing this thesis, the writer got some conclusion. Here they
are:
1. From the result of test, we can conlcude that there are
many errors which has done by the students in Junior High School
No. 4 Peureulak. The errors can be grouped in 2 points,
the error in writing and error in creating the structure of
modal auxiliary. Students at Junior High School No. 4
Peureulak often made error in writing modal auxiliaries.

38

39

They cannot write modal auxiliaries in correct form.

They write the words as how they read them. For
instance; they were wrong in writing must become mass, can
become ken, and will become well. The second is the error in
creating the structure of modal auxiliary. Students at seventh grade in
Junior High School No. 4 Peureulak also made error in translating
modal auxiliaries. For instance; the students were wrong in creating
the structure will not become not will, must not become not
must and will sit become will to sit. students were wrong in
creating the structure will not become not will, must not
become not must and will sit become will to sit.
2. The result of test also shows that frequency of error analogical
error or over generalization is bigger than error of mother
tounge interference in modal auxiliaries. Students are often wrong in
creating the structure of modal auxiliaries. They cannot remember the
formula in using modal auxiliaries in negative, positive and
interrogative form.

B. Suggestion
1. The writer suggests the students to be more aware toward English
study because English is important for our future. English is
international language, so if we want to compete in International scope
we should study about English to make our communication runs well.

40

It can be studied from now. Understanding about modal auxiliaries and

how to use them in sentence will train students to be master in English.
2. In studying foreign language, the students must be more focus and
serious. The students should be interested in learning English so that
they can received all the matery from the teacher easily and interested
in looking for others sources in order to improve their knowledge in
modal auxiliaries.

41

BIBLIOGRAPHY
Aik, Kam Chuan and Hui, Kam Kai. Longman Dictionary of Grammar and
Usage. Singapore: Pearson Education Asia Ltd. 1992
Biber, Douglas et.al. Grammar of Spoken and Written English. London: Pearson
Education Ltd. 2000
Cobuild, Collins. English Grammar. London: Harper Collins Publisher. 1992
Ehrenhaft, George. English Language and Composition. New York: Barrons
Educational Series, Inc. 2000
Fathori, Abdurrahman. Metodologi Penelitian dan Teknik Penyusunan Skripsi.
Jakarta: PT. Rineka Cipta. 2006
Fontaine, Lise. Analysing English Grammar. New York: Cambridge University
Press. 2013
Gelderen, Elly Van. An Introduction to the Grammar of English. Philadelphia:
John Benjamins V.S. 2010
Huddleston, Rodney and Pullum, Geoffrey K. A Students Introduction to English
Grammar. New York: Cambridge University Press. 2005
Johnson, Burk and Christenses, Larry. Educational Research: Quantitative,
Qualitative and Mix Approaches. California: Sage Publication, Inc. 2010
Kleiser, Grenville. Exploring English Grammar. New Delhi:S.B Nangia. 2008
McMillan, James H. Educational Research Fundamental for the Consumer. New
York: Pearson. 2008

42

Noor,Juliansyah. Metodologi Penelitian. Jakarta: Terbitan Kencana Prenada

Media Group. 2011
ODwyer, Bernard. Modern English Structure. Canada: Black Eye, Inc. 2006
Quirk, Randolph et.al. A Grammar of Contemporary English. London: Longman.
1985
Setiady, Ag, Bambang. Metode Penelitian Pengajaran Bahasa Asing. Yogyakarta:
Graha Ilmu. 2006
Sugiyono. Metode penelitian Pendidikan Pendekatan Kuantitative, Kualitative,
dan R&D. Bandung: Alfabeta. 2010