A STUDY ON THE MASTERY OF ABSOLUTE CONSTRUCTION STRUCTURE OF THE FIFTH SEMESTER STUDENTS OF THE ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF PURWOKERTO IN ACADEMIC YEAR 2011/2012

WULANDARI, ANGGITA DINI (2012) A STUDY ON THE MASTERY OF ABSOLUTE CONSTRUCTION STRUCTURE OF THE FIFTH SEMESTER STUDENTS OF THE ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF PURWOKERTO IN ACADEMIC YEAR 2011/2012. Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

The objective of the study was to find out how good the mastery on absolute construction structure is, and to find out some errors made by the fifth semester students of the English Department of Muhammadiyah University of Purwokerto in Academic Year 2011/2012. This type of descriptive study included 38 students as the samples from 169 of the population of the fifth semester students in academic year 2011/2012 by using proportional random sampling. A test of achievement was used to get the data of the students’ mastery on absolute construction. To test the validity of the instrument, the Pearson’s Product Moment was utilized, and the reliability of the instrument was tested by using K-R20 formula. The data were analyzed both through qualitative and quantitative techniques. The qualitative technique was used to describe the kinds and the possible causes of errors, while the quantitative technique was used to measure the mean and the level of the students’ error. The results of the study were: (1) the number of students who had mastery in constructing absolute construction was 52.6%, and the number of failed students was 10.6% of the total number of the samples, (2) the average of students’ mastery on absolute construction belonged to the category “fair”, in the percentage of 56.84%, (3) 2.6% of the students were in category “very good”, 50% of the students were in category “good”, 36.8% of the students were in category “fair”, and 10.6% of the students were in category “bad”, (4) the errors were classified into malformation (78.44%), omission (14.65%), and addition (6.89%), (5) the errors were caused by intralingual transfer. The students still lacked mastery because absolute construction uncommonly appears in spoken language so that they rarely use it in their daily lives.

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