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A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in a Partial
Fulfillment of the Requirements for the Degree of Strata I
By :
Erna Syamsiah
107014000327
A oSkripsin
Presentedto The Faculty of Tarbiyah and TeachersosTraining in a Partial
Fulfillment of The Requirements for the Degree of Strata I
By:
Erna Svamsiah
107014004327
Approved by:
Advisor
ExaminationCommittee:
CHAIRMAN Drs.Svauki.M.Pd.
NIP: 196412121991031 002
Acknowledgedby:
Dean of Tarbiyah and Teachers' Training Faculty
NurlenaRifa'i.Ph.D
NIP: 19591020
198603 2 001
DEPARTEMENAGAMA No.Dokumen : FITK-FR-AKD-089
UINJAKARTA Tgl.Terbit : 1 Maret2010
FORM(FR)
FITK No. Revisi: : 01
Jl. lr. H. Juanda No 95 Ciwbt 15412lndonesia Hal 1t1
KARYASENDIRI
SURATPERNYATAAN
F01C3AAF10731
NrM. 107014000327
ABSTRACT
i
ABSTRAK
Syamsiah, Erna., Analisis kesulitan yang dihadapi oleh siswa kelas dua SMPN 4
Tangerang Selatan dalam belajar Question Tags, 2011.
Pembimbing : Drs. Sunardi Kartowisastro, Dipl. Ed.
ii
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises be to Allah,
the lord of the worlds, who has given the health and strength to the writer in
completing this “skripsi”. May Allah’s peace and blessing be upon His final
Prophet and Muhammad, his family and his companions and his followers.
This “skripsi” is presented to the English Deparment of Tarbiyah
Faculty State Islamic University Syarif Hidayatullah Jakarta as a partial
fulfillment of the requirement for the Degree of first strata. It is the great honor
for the writer to make acknowledgement of indebtedness to convey her sincere
gratitude to the most special persons in her life, her beloved mother (Siti
Solawati) and Father (Wawan Setiawan), who have given their invaluable
support during her study and during her writing “skripsi”. Heart felt thanks for
their kindness and patience. My beloved brother Agus Armansyah, and also the
whole of the member of the family. And Also My advisor Drs.H. Sunardi
Kartowisastro, Dipl. Ed. who has patiently given valuable advice and guidance to
finalize this “skripsi”.
Alhamdulillah, the writer has finished this skripsi. Absolutely it is not only
an effort by herself alone, there are many people who help her. In this occasion,
she presents great honor to:
1 All lecturers who have taught her in this English Department, for giving
new knowledge, advices in facing life, and for giving study experiences.
2 Drs. Syauki,M.Pd, the head of English Department.
3 Neneng Sunengsih, M.Pd, the secretary of English Department.
4 Nurlena Rifa’i..Ph.D, the Dean of Tarbiyah and Education Faculty.
5 Hj. Rita Juwita, M.Pd as the principal of SMPN 4 Tangerang Selatan and
also for the others who help her.
6 All teachers and the students at SMPN 4 Tangerang Selatan for giving
permission and helping the writer to do this research.
7 Her beloved best friends and all of class A 2007 who have always been in
the writer side in the facing all the laughter and tears during her study.
iii
8 To any other persons who is named cannot be mentioned one for
their contribution to the writer during finishing her “skripsi”.
Finally, yet importantly, the writer realizes that his “skripsi” is still has some
weakness and mistakes. Thus, she would be grateful to accept any
suggestion and correction from anyone for better writing.
(The writer)
iv
TABLE OF CONTENT
CHAPTER I : INTRODUCTION
A. Grammar .................................................................. 9
1. Definition of Grammar ....................................... 9
2. Scope of Grammar .............................................. 11
3. Teaching Grammar ............................................. 12
B. Question-Tags .......................................................... 15
1. Definition of Question-Tags ............................... 15
2. Form of Question-Tags ....................................... 17
3. Use of Question-Tags ......................................... 22
4. Difficulties in Learning Question-Tags .............. 25
v
CHAPTER III : THE IMPLEMENTATION OF RESEARCH
A. Conclusion ............................................................... 41
B. Suggestions .............................................................. 42
BIBLIOGRAPHY ............................................................................................ 43
APPENDICES .................................................................................................. 46
vi
LIST OF TABLES
Page
1. Table 3.1
Students’ score of test result .......................................................................... 51
2. Table 3.2
Question Tags and each Item ........................................................................ 52
3. Table 3.3
The Frequency of Difficulty in the Form of Question Tags in Multiple Choice
Forms ............................................................................................................. 53
4. Table 3.4
The Frequency of Difficulty in the Form of Question Tags in Fill Forms .... 56
5. Table 3.5
The Frequency of Difficulty in the Intonation of Question Tags .................. 58
6. Table 3.6
The Percentage of Difficulty in Question Tags ............................................. 63
vii
LIST OF FIGURE
viii
LIST OF APPENDICES
Page
ix
CHAPTER 1
INTRODUCTION
This chapter presents and discusses the background of the Study, Scope
and Limitation of study, Formulation of the problem, Significance of study and
Organization of study
A. Background of study
In social life, communication is very important and crucial among
human beings. It is as fundamental as the physical requirements for food and
shelter. And it is used by humans to communicate and interact with each other.
Language is a tool man uses to represent ideas in sentences. Through the
language, people can express their ideas, thoughts and feelings about
knowledge, technology, culture, art, of many things in the world that surround
us. We can say that in the lifetime of humans, language is important. They use
language for the purpose of life in general. Communication is very important to
make their lives more meaningful. As a result, they need a means of
communication. Related to communication, language is much needed for
people, so the writer will give the definitions of language.
Hornby (1987:473) states that “Language is human and non-instinctive
method of communicating ideas, feelings and desires by means of a system
1
2
of sounds and sound symbols”.1 Kretch et al. (1962:275) also describe that
“communication—the interchange of meanings among people-occurs mainly
through language and is possible to the degree to which individuals have
common cognition, want, and attitude”.2
From the definitions of language above, the writer summarize that
language is proper for communication. We can imagine how strange the world
without language. People cannot express their thoughts and feelings to each
other. Communication will go smoothly if the speakers and the hearers share
the same language. In other word, there is no communication in the world,
unless they use their language.
On the importance of language, Sidney Greenbaum said the schools
should teach students language for a variety of reasons.3 First, an
understanding of nature and functioning of language is a part of general
knowledge that students should acquire about themselves and the world they
live in. Secondly, linguistics (the study of language in all its aspects) is a
central discipline for the social sciences and humanities.
One of the languages which is taught in the schools of our country is
English language. English is one of international languages that has an
important role in the world. It is widely studied and used as a tool of
communication among people all over the world. English becomes one of the
important subject matters taught at school. In Indonesia, English is considered
as the first foreign language and becomes a compulsory subject to be learned
by all students from the elementary school or even in the Kindergarten up to
the University level.
1
A.S Hornby. Oxford Advanced Learners Dictionary, (Oxford: Oxford University Press,
1987)p. 473
2
Kretch, et al. Individual in Society Psychology. California: Me. Graw- Hill Kogakusha, Ltd.
1962)p. 275
3
Sidney Greenbaum, Good English and the grammarian, (New York : Longman, 1988), p.27
3
4
DEPDIKBUD RI, GBPP Bahasa Inggris (SMP), (Jakarta:Depdikbud, 1994), p.1(translated
by the writer)
5
Celce-Murcia, Marianne (editor), Teaching Grammar in Teaching English as a Second or
Foreign Language, (USA: Heile & Heile Publisher, 2001)p.251
4
together to form meanings: grammar is also the study of that system, the
various theories or perspectives that attempt to understand and describe it. 6
Grammar is one of the language aspects which is taught to every
language learners. By learning grammar, someone can communicate his or her
message clearly and precisely. The statement above shows that grammar is a
basic knowledge to learn about English sentence structure and also keep an
important role in learning and understanding the English language. Although
English has been taught since the First grade of elementary school, even in the
Kindergarten; many Indonesian students still do not understand or/and cannot
apply the rules.
Sometimes students who learn English find many problems, especially
with grammar. In English grammar, there are many aspects that students have
to know. Even though students have learnt grammar completely; they still find
difficulties in differentiating the usage of each function. One of the aspects in
grammar is sentence. Generally, there are three basic forms of English
sentence. They are positive, negative and interrogative sentences. Interrogative
sentence is a sentence that is used in questions. According to Azar (1989:
A16), there are four types of questions. They are Yes-No questions,
Information questions, Negative questions and Question-Tags.7
In learning question-tags it is actually related to the tenses, as far as
the students understand about tenses, it is quite possible that the students will
get better understanding about question-tags‟. Question-tags do not use the
form of question word such as: who, what, when, where, why, whose, how,
etc
6
Craig Hancock, Meaning- Centered Grammar, (London: Equinox Publishing Ltd. 2005), p.6
7
Betty Azar Fundamentals of English Grammar,( New Jersey: Prentice Hall, inc, 1989),p.A16
5
8
Michael Swan, Practical English Usage, (New York: Oxford University Press:1983),xxi
9
Stannard W.Allen. Living English Structure, (London: Longman, 1987),p.155
10
Kam Chuan Aik and Kam Kai Hui, Longman Dictionary of Grammar and
Usage,(Singapore: Addison Wesley Longman,1997), p.248
6
C. Formulation of Problem
Based on the discussion above, the writer would like to formulate the
problem as : ”Do the students face some difficulties in learning question-
7
tags?”. This general question can be formulated into more specific question as
follows:
1. What are the difficulties faced by the Second Grade students of
SMPN 4 Kota Tangerang Selatan in learning Question-Tags?
2. Why do the Second Grade students of SMPN 4 Kota Tangerang
Selatan face difficulties in learning Question-Tags?
D. Objective of Study
This study has some purpose, they are:
1. To know the difficulties encountered by the Second Grade students of
SMPN 4 Kota Tangerang Selatan in learning Question-Tags
2. To find out the reason why the students face the difficulties.
As the purpose of the study and she hopes will be useful for student‟s
understanding in question tags for practicing in English correctly, and
anybody who pays attention to learn English can take advantages from this
study.
E. Significance of Study
The results of the finding are expected to provide useful information
about some difficulties in learning question tags faced by students Second
Grade of State Junior High School 4 Kota Tangerang Selatan in learning
question-tags. Besides, these findings can contribute to two groups of people
such as English teacher and further researcher.
For English Teacher, the study is expected to give practically
contribution in English teaching activities. And they will know how far the
students comprehend about Question-Tags, the difficulties which are faced by
students when they learn this subject matter, and the causes of those
difficulties. It is hoped the teacher would pay more attention and aware about
preventing students from making the same mistake and they do some
8
F. Organization of Skripsi
This study is divide into four chapter :
Chapter 1 is an introduction, which contains background of study,
scope and limitation of problem, formulation of problem, objective of study
significance of study and organization of paper.
Chapter II is a theoretical framework, which contains grammar (
definition of grammar, scope of grammar, teaching grammar), Question-Tag
( definition of question-tag, form of question-tag, use of question-tag and
difficulties in learning question-tag) and School profile.
Chapter III is the implementation of research include source of data,
place and time, population and sample, technique of data collecting,
instrument of the research, data description, technique of data analysis, data
analysis and data interpretation.
Chapter IV presents the conclusions and suggestions.
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter the writer gives a theoretical framework that supports the
study. It consists of: Grammar (Definition of Grammar, Scope of Grammar and
Teaching Grammar), Question-Tag (Definition of question-tag, form of question-
tag, Use of question-tag and Difficulties in learning question tag)
A. Grammar
1. Definition of grammar
The word grammar has several meanings which are given by
different experts. There is no fixed definition of grammar.
The meaning of Grammar in Oxford dictionary is the rules in the
language for the changing the form of words and combining them into
sentences.1
Harmer stated almost the same as that of Oxford dictionary.2 He says
that grammar of the language is the description of the ways in which words
1
A.S Hornby, Oxford Advanced Learner’s Dictionary 5 th Edition, Editor Jonathan Crowther
(Oxford University Press), p. 517
2
Jeremy Harmer, The Practice of English Language Teaching 3 nd edition, ( London: Pearson
Education limited, 2001), p.12
9
10
can change their forms and can be combined into sentences in that language.
Harmer defines the grammar of language is the description of the
ways in which words can change their forms and can be combined into
sentences in that language.3
Hancock stated that grammar is the natural, inherent, meaning-
making system of the language, a system that governs the way words come
together to form meanings; grammar is also the study of that system, the
various theories or perspectives that attempt to understand and describe it.4
Meanwhile, Thornbury states that grammar is partly the study of
what forms (or structure) are possible in a language. 5 And Burton (1982:1)
says more complex that grammar is not a collection of hard and fast rules. It
is more flexible and, therefore, more useful than the rule itself.6
Cook and Suter (1980:2) also state that grammar used a writer
description of the rules of the language and a set of rules by which people
speak and write. 7
Veit (1986:1) defines the term grammar as what enables someone of
understand every word he is reading, and to speak and write words and
sentences of his own. 8 Consequently, by using good grammar, the sentence
of our own will be understandable.
3
Harmer, The Practice of ….p. 1
4
Craig Hancock, Meaning-centered Grammar an Introductory text, (London: Equinox
Publishing Ltd), p.6
5
Scott Thornbury, How to Teach Grammar,(London : Pearson Education limited, 1999) p.1
6
S.H. Burton, Mastering English Language, (London : Longman, 1982), p.1
7
Stanley J. Cook and Richard W. Stanley and Suter, The Scope of Grammar (New York: Mc.
Graw-Hill Book Company, 1986), p.2
8
Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986),
p. 1
10
11
2. Scope of Grammar
Celce-Murcia stated in her book “ Teaching English as a Second or
Foreign Language” that she described about Three-Dimensional Grammar
framework as bellow:10
Figure 2.1
Three dimensional of grammar
Our framework takes the form of a pie chart. Its shape helps us to
make salient that in dealing with the complexity of grammar, three
dimensions must concern us: structure and form, semantic or meaning and
the pragmatic conditions governing use.11
9
J.M.William,The New English. (New York: The Free Press. A Division of the Macmillan
company, 1970),p.13
10
Marianne Celce-Murcia, Teaching English as a second foreign language 2 nd edition,
(Boston: Heinle& Heinle, a division of Wadsworth, Inc,1991),p.253
11
Celce-Murcia, Teaching English …p.253
11
12
3. Teaching grammar
If we talk about teaching grammar, in the first we must know the
reason why we teach grammar?. The first, languages have structural
features that are complicated and hard to learn. For learners to master them,
adequate experience, understanding and use of these features are necessary.
Second, grammar has not gone away because we have discovered
lexis. In English, relative clauses follow their nouns; prepositions can come
at the ends of clauses; adverbs cannot generally be put between a verb and
its object; there are two „present‟ tenses which are used in different
situations. These are not facts about words – they are facts, which many
students need to learn, about general linguistic categories. It is true that
some wide-ranging structural generalisations have lexical components –
English question formation can be presented as if it was a fact about the
verb „do‟, or perfective aspect as if it was a fact about „have‟. However, this
merely amounts to some rather unconstructive relabelling, and tells us
nothing new that will help in teaching these difficult structural points. And
while children arguably learn the grammar of their mother tongues by
starting with lexical „chunks‟ which are later analysed and generalised from,
12
13
12
http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm October 14th
2011
13
Celce-Murcia, Teaching English …p.256
14
Thornbury , How to Teach …p.73
15
Harmer, The Practice of .. p.23.
13
14
16
Marriane Celce-Murcia . Sharon Hilles, Techniques and Resources in Teaching Grammar,
(Oxford: Oxford University Press, 1988),p.27
17
http://www.ehow.com/how_4471887_teach-grammar.html October 14th 2011
14
15
Moreover, we also must know the basic principles which can guide
the teacher when they teach. Sandra Fotos in Marianne Celce-Murcia
"Teaching English as a second or foreign Language" stated that there are
general principles in teaching grammar:
a. Grammar teaching should be planned and systematic
b. Grammar teaching should nevertheless be “rough tuned," offering
learners at slightly different stage a range of opportunities to add
increments to their grammar understanding.
c. Grammar teaching may involve acceptance of classroom code
switching and mother tongue use, at least with beginners.
d. Grammar teaching should be "little and often," with much
redundancy and revisiting of issues.
e. 'Text-based, problem-solving grammar activities may be needed
to develop learners' active, articulated knowledge about grammar.
f. Active corrective feedback and elicitation will promote learners'
active control of grammar.
g. Grammar teaching needs to be supported and embedded in
meaning-oriented activities and tasks, which give immediate
opportunities for practice and use. 18
B. Question-Tags
1. Definition of Question-Tags
Based on Longman Advanced Learner‟s Grammar, Question-Tags
are the short questions which we often attach to the end of a sentence. That
18
Celce-Murcia, Teaching English …p.275
19
Harmer, The Practice of …, p.16-17
15
16
20
Raymond Murphy, English Grammar in Use 2nd Edition, (Cambridge: Cambridge
university Press, 1994),p.102
21
Marianne Celce-Murcia, The Grammar Book An ESL/EFL Teacher’s course, (London:
Newburry House Publishers,Inc, 1983), p. 160
22
Betty Schrampfer Azar, Understanding and Using English Grammar 2 nd Edition, (New
Jersey: Prentice-Hall,1989), P.Al6
23
Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1983). P. 514
24
Marcella Frank, Modern Engtish a Practical Reference Guide, (New Jersey: Prentice
Hall,Inc, 1972).P.89
16
17
25
Fuchs and Bonner, Focus on……,p.91-92
17
18
18
19
28
Mark Foley and Diane Hall, Longman Advanced Learner’s Grammar, A self-study
reference&practice book with answers, (Longman: Pearson Education Limited, 2003), p. 97-98
19
20
There was hardly enough food for me in the party, was there?
Most modal verbs, like auxiliary verbs, are repeated in tag-question.
Adam can drive a car , can’t they?
Parents shouldn’t expect their children to agree with their opinions,
should they?
And they expalanated about the exception rules in question-tags. There are a
number exception and variations in the form of the verb in the question-
tags:
Tag question after….. Example
I am I am an artist, aren’t I ?
Need He doesn’t need addition reference, does he?
(negative) (or: He needn’t addition reference, need he?
May/might It may/might be fine tomorrow, mightn’t it?
Ought to We really ought to leave now, oughtn’t we?
Shouldn’t we?
Let‟s Let‟s we go to a cinema, shall we?
29
Betty Azar Fundamentals of English Grammar,( New Jersey: Prentice Hall, inc, 1989),p.254
20
21
This/That is your book, isn't it? The tag pronoun for this/that = it.
The tag pronoun for these/those =
These/Those are yours, aren't they?
they.
In sentence with there + be, there is
There is a meeting tonight, isn't there? used in the tag.
21
22
3. Use of Question-Tags.
Foley and Hall stated we used mixed Question-tags with a falling
intonation, to ask for confirmation: 30
It’s hot today, isn’t it?(the speaker believes that this is true and
uses a tag question to check)
With a rising intonation, mixed Question-tags are a genuine request
for information:
You haven’t talked to Sally yet, have you?
We answer mixed Question-tags in the following way:
Affirmative tag: „Doni isn‟t a playboy, is he?‟
„No, I don‟t think he is‟ (agreement) /„Actually, yes, he is‟
(contradiction)
Negative tag: „you‟re an actrees aren‟t you?
‘Yes, that’s right.’ (Agreement) /‘No, it’s three weeks.’
(Contradiction)
Request: Pick me up at eight, could you?
Invitation: Let‟s come to my party, won‟t you?
Commands: turn the TV off, will you? Don‟t annoy Rina, will you?
Question-tags are normally used to ask for confirmation of what has just
been said, they are:31
a) If we ask for confirmation concerning something we already feel sure of,
falling intonation is used.
Example :
It‟s hot today, isn‟t it?
30
Foley and Hall, Longman Advanced …p. 98
31
Devritis and K.O‟Malley, English Grammar…p. 12
22
23
32
www.englishgrammarsecrets.com October 28th 2011
23
24
(In this sentence the speaker believes that Tom lives in L.A and
wants to check this information.)
Comment on a situation
33
Fuchs and Bonner, Focus on……,p.93
34
Swan, Practical English …p.515
35
Beaumont and Granger, The Heinemann …, p.228
24
25
25
CHAPTER III
THE IMPLEMENTATION OF RESEARCH
A. Research Methodology
1. Source of data
According to Arikunto (2002:107) data source is a subject
where data can be obtained. 2The writer then classified data source
into three categories. They are symbolized with a letter “P” which
refers to a person, place, and paper. First, person is the data source,
which can give data in the difficulties learning English and especially
question tags faced by students through an interview. Second, place is
the data source which can give presentation like state (equipment,
2
Suharsimi Arikunto, Prosedur Penelitian, (Yogyakarta: PT Rineka Cipta, 2002),p.107
26
27
2. Method of Study
In conducting her study, the writer used field research supported
by library study. The writer did the library study to gain the data such as
definition and ideas from experts. By doing this way, the writer can
read many references book which are related to the topic. She also
browsed internet and visited some libraries such as FITK library, UIN
library, National library, and Unika Atmajaya library. Meanwhile, in
the field research the writer did the observation directly to the school. In
this case, the writer gave the test to the student about the topic would be
studied and interviewed students to get some data.
6. Instrument of research
The writer uses a written test as the instrument for collecting
the data. For the test the writer gave selected item from the grammar
29
book. The types of the test are multiple choice items, fill in the blanks,
and essay form. It is consists of 25 items which are divided into two
parts.
The first and second parts of the test is the form area. In part A
there are 15 items multiple choice form, and In part B there are 10
items fill in forms. They are many aspects in the form area, they are
the form of „be‟, modals, simple present tense, past tense, present
continuous tense, present perfect, imperative sentence, request
sentence, subject That, subject There, subject I and plural word.
B. Research findings
1. Data description
As stated in chapter 1 of this paper. The writer formulated field and
library research. She got the data from the English test score about
question tags. Having finished the field research on the form and
intonation of question tags, the writer obtained the score. This
following table is the result of student‟s score.
Table 3.1
Students’ Score of test result
No Sample Score No Sample Score
1 Students 1 65 16 Students 16 66.5
2 Students 2 71.5 17 Students 17 61.5
3 Students 3 66.5 18 Students 18 61.5
4 Students 4 81.5 19 Students 19 55
5 Students 5 80 20 Students 20 65
6 Students 6 71.5 21 Students 21 58
7 Students 7 70 22 Students 22 76.5
30
C. Data Analysis
After the writer gets the students‟ score, she analyzes the students‟ error.
After that, she counts the number of errors by tabulating and calculating
the result of errors. She processes the calculation of result of the test by
changing the result of errors into percentage. First the frequency of
difficulty in the form question tags in multiple choices, the table could be
seen as follow;
3
Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2001), p.40
32
Table 3.3
The Frequency of Difficulty in the Form of Question-Tags in Multiple
Choice Forms
Table 3.4
The Frequency of Difficulty in the Form of Question-Tags in Fill
Forms
To find out the average score in multiple choice forms, using the formula
as follow:
P= F x 100 %
Nxn
= 110 x 100 %
30 x 10
= 110 x 100 %
300
= 36.7%
c. Interview
To find out the reason why the students got difficulties in
learning question-tag, the writer did an interview to all of students in
Class VIII-9 of State Junior High School 4 Kota Tangerang Selatan. In
doing her interview, the writer gave for about ten questions related to
the topic and the teaching learning English activities which must be
answered by the students.
After the writer finished interviewing, the writer found some
reason why they got difficulties in learning question-tag. The
difficulties happened because there were many students who haven‟t
mastered yet about the rules of some tenses, they forgot the exception
rules in question-tags, because their teacher explained unclear.
Consequently the students still confuse to decide the auxiliary verb
must be used in one sentence of question-tag and in the exception
rules, they still so hard to decide the tag. They said that they were still
confused to decide the auxiliary verb, if one sentence there is no the
auxiliary verb including the exception rules such as, imperative
sentence, request sentence and Subject I and they still hard to decide
whether mark or falling intonation in a sentence.. In other words, they
still felt difficult to decide the appropriate tag in sentence.
37
D. Data Interpretation
After classifying the items and its distribution in the test and
explaining the score‟s students and the frequency and percentage of error
on each item. The next step that the writer did is formulated the difficulty
of question-tags based on the frequency of error as follow:
Table 3.6
The Percentage of Difficulty in Question-Tags
The table above shows that many students made errors in making
the forms of question-tags in multiple choice and fill forms. There are
25.11 % students who made error in the forms of question-tags in multiple
choice and 36.7 % students who made error in the forms of question-tags
in fill forms. And, it also shows that the range of their percentage is not too
wide. However, the higher difficulty in learning question-tags is in the in
the test of determining the appropriate question-tags (fill forms)
Furthermore, the writer can interpret that most of the second year
students of SMPN 4 Kota Tangerang Selatan still hard to choose and
determine the appropriate Question-tags in sentence. It means they have
not mastered yet the rules. They also noticed they confused in making the
forms of question-tags, and they are also confused about the use of
question tag in sentences. They are still confused to find what tense or verb
or pronoun to be used in the tag. Then, having opinion that grammar is
difficult, less enthusiasm and motivation caused the students get
difficulties in question-tags. Besides, they have not understood yet the
explanation given by the teacher because they felt afraid to ask to their
teacher, because they thought their teacher is “killer”. Consequently, they
can‟t communicate their difficulties to their teacher.
CHAPTER IV
CONCLUSION AND SUGGESTION
In this writer conclude the study result based on the research done at
SMPN 4 Kota Tangerang Selatan and suggest the readers, especially for
English teacher. It consists of conclusion and suggestion.
A. Conclusion
Based on the data analysis discussed in the previous chapter, the writer
inferred most of second year students of SMPN 4 Kota Tangerang Selatan
made error in making the forms of question-tags in imperative sentence with
frequency of error 19.5% . it is higher frequency of errors than the other form
(Present Tense, Past Tense, Present Perfect Tense, Present Continuous Tense,
and Plural Word, Verb „be‟, Subject I am, Subject That, Subject There, and
Request Sentence ). And then after analyze all of data, the writer get the causes
of students‟ difficulties in learning question-tag are:
1. Because of their worse mind set or opinion. They believe that grammar is
difficult subject.
2. They felt afraid to ask to their teacher, because they thought their teacher is
“killer”. Consequently, they can‟t communicate their difficulties to their
teacher.
3. They have low enthusiasm and motivation in learning question-tags.
41
42
4. Many students still confuse about the sentence in one sentence. Because
they are not master in the form all of tenses, consequently they got the
difficulties to decide the auxiliary verb and pronoun must be used in one
sentence of question-tag.
5. They forgot the exception rules on question-tag when they did the test or
exercise.
B. Suggestion
In order to decrease the errors in question-tag. The writer would like to give
some suggestions as follow:
1. The students should pay more attention to all of form of tenses.
2. The students also have to know and remember the exception rules in
question-tag.
3. The teacher should pay attention when they taught grammar especially form
of tenses.. And they also give many exercises to the students in learning
English either in oral or written forms. And after know the difficulties
students in learning question-tag, the teacher can assist the students better.
BIBILIOGRAPHY
Azar Schamper, Betty. Understanding and Using English Grammar, New Jersey:
Prentice Hall, inc, 1988.
Beaumont, Digby and Colin Granger, The Heinemann English Grammar with
answer key, Oxford: Heinemann International, 1989
43
44
Geoff, Parkes,et.al, 101 myths about the English Language, London: England
Books, 1989
Granger, Colin and Digby Beaumont, The Heinemann English Grammar with
answer key. Oxford : Heinemann International books, Ltd, 1989.
Hall, Diane and Mark Folley, Longman Advanced Learner’s Grammar (a Self-
Study Reference & Practice Book With Answers), England: Pearson
Education Limited, 2003.
William, J.M. The New English, New York: The free Press. A division of
Macmillan company, 1970
http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.html
October 14th 2011
http://www.tinyteflteacher.co.uk/learning-english/grammar/question-tags.html
Oktober 28th 2011
INSTRUMENT OF TEST
Name :
Class :
11. That is your book, ________? 14. Mrs. Hartono was abroad last
a. Is that week, ____?
b. Isn’t that a. was he
c. Is it b. wasn’t he
d. Isn’t it c. wasn’t she
12. The children must ask their d. was she
father permission, ____? 15. Let’s have dinner at
a. do they restaurant, ____?
b. don’t the children a. won’t you
c. mustn’t they b. shall we
d. mustn’t the children c. can you
13. Take my bag please, ____? d. haven’t we
a. don’t you
b. shall we
c. won’t you
d. will you
ANSWER KEY
A.
1. C 9. C
2. D 10. B
3. A 11. D
4. B 12. C
5. B 13. D
6. A 14. C
7. C 15. B
8. A
B.
1. didn’t they
2. aren’t i
3. have you
4. isn’t it
5. didn’t they
6. couldn’t i
7. weren’t you
8. hadn’t she
9. shall we
10. don’t they
49
Profile of school
1. Name of school
a. Name : SMPN 4 KOTA TANGERANG SELATAN
b. School statistic number : 2 0 101 20 1280309 003
c. Type school :A
d. Address : Jl.Pamulang Permai Barat II
Komp.Pamulang Permai I
Pamulang, City South Tangerang
Banten, Indonesia
5. Phone number : 021 7400911
6. Website : www.smpn1pamulang.sch.id
7. E-mail : smpn1pamulang.sbi@gmail.com
8. Status : Government school
9. Large area : 5827,5 m ²
10. Status : Government
b. Mission
Menyelenggarakan proses pembelajaran yang bermutu, bertaraf
internasional, dan relevan dengan tuntutan masyarakat global
“Carrying out the certifiable of learning process, International level,
and relevant with the demand of global society
Menyediakan sarana prasarana dan fasilitas pembelajaran bertaraf
internasional
“Providing infrastructure and learning facility in Internationa level;”
55
c. Goal
Terpenuhinya tuntutan akan pendidikan bertaraf internasional yang
bermutu, efisien dan relevan dengan perkembangan era globalisasi
“Full filling learning process equivalent to international standard by
full filling the needs of global school.”
Tersedianya sarana prasarana dan fasilitas pembelajaran bertaraf
internasional
“Providing with international standard of teaching aids and
international learning process facilities.”
Terciptanya mutu lulusan yang memiliki keunggulan kompetetif
dalam bidang akademik dan non akademik di tingkat nasional dan
internasional serta memilki keimanan dan ketaqwaan yang kuat serta
berbudi pekerti yang luhur
“Creating and producing excellent competitive student in academic
studies and non academic equivalent to national and international
56
standard, with courtesy ethic based on strong faith, piety, and full
devotion to God.”
Terciptanya sistem manajemen pendidikan bertaraf internasional
berbasis ICT, yang transparan, akuntabel, partisipatif dan efektif.
“Implementation education management based on ICT, transparency,
accountability, participative, and effective.”
Tersedianya SDM yang mampu mengelola proses pembelajaran dan
manajemen pendidikan bertaraf internasional
“To upgrade the human resource managements and produce
competent human resource teachers, personnel to manage the
learning process and education management.”
3. Principal Profile
Name : Hj. Rita Juwita, M.Pd
Civil Servant Number : 19591105 198101 2 002
Born : Garut, September, 5th 1959
Address : Jl. Masjid No. 39A Maruga, Rt
04/09 South Tangerang,Indonesia.
Graduated : Bachelor
Work Experiences : 28th Years
Year of service as Headmaster : 1999 to present
4. Teacher’s Data
Administration Staff
EMPLOYEE'S STATUS GENDER
NO GRADUATED CIVIL CONTRACTUAL TOTAL
MALE FEMALE
SERVANT EMPLOYEE
Diploma III
1 1 1 1
Holders
Diploma II
2 1 1 1
Holders
Diploma I
3
Holders
4 ≤ Pre-University 3 3 4 2 6
TOTAL 3 5 5 3 8
Security Staff
EMPLOYEE'S STATUS GENDER
NO GRADUATED CIVIL CONTRACTUAL TOTAL
MALE FEMALE
SERVANT EMPLOYEE
1 ≤ Pre-University 4 4 4
TOTAL 4 4 4
58
5. Student’s Data
GROUP OF STUDENT TOTAL
NO CLASS
CLASS MALE FEMALE TOTAL
1 VII 9 102 174 276
2 VIII 9 145 135 280
3 IX 9 135 169 304
TOTAL 27 382 478 860
6. Facilities of School
7. Student’s condition
Student’s condition is very well, because when they began the school, they
are selected and took an English test, so the writer believes that their
59
8. Teacher’s textbook
Textbook which is used by the teacher is Flying Start publisher by Esis.
9. Curriculum
Curriculum used is KTSP (Kurikulum Tingkat Satuan Pendidikan).
Kepada Yth,
Ketua JurusanPendidikan BahasaInggris
Fakultas Ilmu Tarbiyah dan Keguruan
UIN Syarif Hidayatullah JakartaJakarta
Di tempat
Demikianlahsuratpengajuanini sayasampaikan.
Atas segalapertimbangan
danperhatiannya
sayaucapkanbanyakterimakasih.
Wassalama'alaikumlh. Wb.
Menyetujui,
DosenSeminarProposalSkripsi
/1 2// ' /l
ffi/Y
Drs, NasrunMahmud
M.?4. Elna Syamsiah
F*h*\
.fr*^A'
DD nlrf c
,,
No. Dokumen : FITK-FR-AKD-082
M UINJAKARTA Tgl.Terbit : 1 Maret 2010
Ix Nw; FORM(FR)
F IT K No. Revisi: : 02
i-ft.a^!. ? ; Jt tr.H. JuandaNo gs Ciputat15412tndonesia
Hal 1t1
SURATPERMOHONAN
IZINPENELITIAN
Nomor'.Un.O1 .y r.fu\.bnOt
lF.1tKM.01 t Jakarta,25 Oktober2011
Lamp. . Outline/Proposal
Hal : Permohonanlzin Penelitian
KepadaYth.
KepalaSekolah
SMPN4 KotaTangerangSelatan
di
Tempat
Assalamu'alaikum wr.wb.
Denganhormatkamisampaikanbahwa,
Nama : ErnaSyamsiah
'
NIM : 1O7O14OOO327
Jurusan : Pendidikan
BahasaInggris
Semester : lX (Sembilan)
TahunAkademik .2010t2011
JudulSkripsi : ..SOME DIFFICULTIES FACED BY THE STUDBNTS
IN LEARNING QUESTION TAGS, (A Case study at the secondyear of
SMPN 4 Kota TangerangSelatan)
adalahbenarmahasiswa/i
FakultasllmuTarbiyahdan KeguruanUIN Jakartayang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di
instansi/sekolah/madrasah
yangSaudarapimpin.
Atasperhatian
dan kerjasamaSaudara,kamiucapkanterimakasih.
Wassalamu'alaikum wr.wb.
a.n.DeKa
Kafur didikan BahasaInggris
u
Drs\S ,rF.po
NIP. I 6412121991031 002
Tembusan:
1. DekanFITK
2. PembantuDekanBidangAkademik
3. Mahasiswayang bersangkutan
PEMERINTAH
KOTATANGERANGSELATAN
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Jl. Pamulang
PermaiBaratll, Pamulang,
15417Telp.021-7440911
Fax.021-74704364
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bsite:*-*' n'e|@s
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No. : 800.021421.31 3|QlSMPN4Tangsel/20l1 25 Oktober2011
Lamp. : -
Hal : Ijin penelitian
Assalamu'alai
kum wr.wb.
6*ryi Sekolah.
D",{h$Ffi{DAlq
ita Juwita.M.pd.
1959110s
1981012002
Tal
] UKAS
VI I
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Assalamu'alaikumwr.wb.
Wassalamu'alaikumwr.wb.
{r,fr Sekolah,
V KAN
9OO1| 2OOa
.No :
DAFTAR NAMA GURU DAN PENDIDIKANNYA
SMPN 4 KOTA TANGERANG SELATAN
PENDIDIKAN TAHUN NAMA FAKULTAS
NO. NAMA GELAR JURUSAN
TERAKHIR LULUS /UNIVERSITAS
1 Hj. Rita Juwita, M.Pd S2/A4 M.Pd 2000 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
2 Dadi Kusnadi, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
Pend. Bimbingan dan
3 Dra. Sri Suyatmi S1/A4 S.Pd 1991 Univesitas Sebelas Maret Konseling
4 Lily Ekantiana, S.Pd S1/A4 S.Pd 2000 Universitas Terbuka Bahasa Indonesia
5 Yayat Hayati Nufus, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
6 Dra. Syamsiatun Qoruna D. S1/A4 S.Pd 1992 Universitas Islam 45 Bekasi Isospol
7 Keen Nasyithah, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
8 Nunung Nurjanah, S.Pd S1/A4 S.Pd 2005 Universitas Terbuka PPKn
Pend. Jasmani dan
9 Eva Yulisnur, M.Si S2/A4 M.Si 2007 Universitas Krisnadwipayana Rekreasi
10 Edi Junaedi D3/A3 A.Md.Pd 1997 Universitas Terbuka Pend. IPA
11 Sastrawati S1/A4 S.Pd 1980 IKIP Padang Ketrampilan PKK
12 Opan Sopandi, S.Pd S1/A4 S.Pd 2003 Universitas Terbuka Pend. Matematika
13 Nono Suryana, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia
14 Nina Agustina, S.PD Bio S1/A4 S. Pd Bio 2009 Universitas Terbuka Pendidikan Biologi
15 Tati Rosilawati, S.Pd S1/A4 S. Pd 2002 Universitas Terbuka Pendidikan Sosiologi
16 Dra. Sri Hastuti Wayuningsih, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
17 Fauzah, S.Pd S1/A4 S.Pd 2004 Universitas Terbuka Pend. Kewarganegaraan
Pend. Ekonomi Dan
18 Nurlaelah, S.Pd S1/A4 S.Pd 2004 Universitas Terbuka Koperasi
60
19 Mulmiswariyanti, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
20 Dra. Titin Sulastri, MA S2/A4 M.Ag 2008 Institut Ilmu Al-Qur'an Magister Studi PAI
21 Hayati Nupus RKS, S.Pd S1/A4 S.Pd 2004 STKIP Bimbingan Konseling
22 Hendarsih, S.Pd S1/A4 S.Pd 2001 Universitas Terbuka Pend. Bahasa Inggris
23 Istiqomah, BA S3/A3 BA 1985 IAIN Raden Fatah Palembang Pendidikan Agama
Ilmu Gizi Masyarakat dan
24 Dra. M.T.C. Sri Hartini, M.Si S2/A4 M.Si 2007 Institut Pertanian Bogor SDK
25 Drs. Akhmad Mubarok S1/A4 S.Pd 1986 IKIP Yogyakarta Pend. Olah Raga
Pendidikan Teknik
D3 1988 IKIP Bandung
26 Dedi Ahmad Riadi D3/A3 Bangunan
27 Drs. Asep Ahmad Sopyan S1/A4 S. Pd 1990 IKIP Bandung Bahasa Sunda
28 Tri Susiati, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
29 Alam Tahruddin, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia
30 Drs. Sukimin, MM S2/A4 M.Pd 1994 Univesitas Sebelas Maret Pendidikan IPS
31 Drs. Ayi Supardi S1/A4 S.Pd 1989 IKIP Bandung Pend. Jasmani dan Rohani
32 Ari Abania, S.Pd S1/A4 S.Pd 1994 IKIP Muhammadiyah Pend. Fisika
33 Drs. Aris Munandar, M. Pd S2/A4 M.Pd 2005 UHAMKA Magister Penelitian
34 Eti Murnihati, S.Pd S1/A4 S. Pd 2003 Universitas Terbuka Pendidikan Matematika
35 Budi Widodo, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
36 Oganeta Liberty, S.Pd S1/A4 S. Pd 2003 Universitas Negeri Jakarta Pendidikan Seni Rupa
37 Kurniasih, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia
38 Endang Sri Sulastri, S.Pd S1/A4 S. Pd 1993 Universitas Sebelas Maret Pendidikan Kepelatihan
39 Sakinah, S.Pd S1/A4 S. Pd 1993 IKIP Jakarta Pendidikan Geografi
40 Enjang Supyan, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia
41 Sunarmi, S.Ag S1/A4 S. Pd 1994 UIN Syarif Hidayatullah Jakarta Pendidikan Agama
42 Udih Suryadi, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Bahasa Indonesia
61
43 Agus Indro Winarto, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
44 Iim. Ibrahim, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
45 Ali Munir, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
46 Zahratul Jannah, S.Pd S1/A4 S. Pd 1994 IKIP Muhammadiyah Jakarta Pendidikan Matematika
47 M.F.T. Siti Noorzanah, S.Pd S1/A4 S. Pd 1998 IKIP Surabaya Pendidikan Bahasa Inggris
48 Eti Winarsih, S.Pd S1/A4 S. Pd 1998 IKIP Jakarta Pendidikan IPS
49 Hasanuddin, M.Pd S2/A4 M.Pd 2011 Universitas Pakuan Manajemen Pendidikan
50 Ida Mulfidah, S.Pd S1/A4 S.Pd 1994 IKIP Muhammadiyah Jakarta Filososbud Pendidikan
51 Halimatus Sa'diah, M.Pd S2/A4 M.Pd 2011 Universitas Sultan Ageng Tirtayasa Teknologi Pembelajaran
52 Nurlaelah, S.Pd S1/A4 S. Pd 2007 Universitas Indraprasta Bimbingan Konseling
53 Wiwin Nurwiantini, S.Pd S1/A4 S. Pd 2006 Universitas Indraprasta Pendidikan Matematika
62
DATA GURU LENGKAP
SMPN 4 KOTA TANGERANG SELATAN
TMT Masa Tugas Di
PENDIDIKAN
LAHIR Golongan Ke rja Se kolah
LULUS TAHUN
J
KELAMIN
Gol. Ruang
T E
Jabatan/Mata Pe lajaran
NO NAMA NIP NUPTK E T B T AGAMA T B T T B T B T N
Yang diajarkan BIDANG
M G L H g l h h l g l h J
STUDI
P L N N l n n n n l n n A
A N
T G
1 2 3 4 5 6 7 8 9 10 11 # 13 14 15 16 17 18 19 20 21 22
1 Hj. Rita Juwita, M.Pd 19591105 1981012002
3437737638300003Garut 05 11 1959 P Islam Ka. Sekolah BK IV.c 01 10 2008 24 00 01 04 2008 S.2/A.4 Matematika 2007
2 Dra. Syamsiatun Qoruna D. 195901081980032002
5360737638300033Karawang 08 01 1959 P Islam Guru Matematika IV.a 01 10 2008 25 00 01 03 1980 S.1/A.4 I. Adm 2007
3 Yayat Hayati Nufus, S.Pd 195605091980032005
6841734635300002Serang 09 05 1956 P Islam WK. Bag SDM E.C IV.b 01 04 2002 28 00 15 07 1985 S.1/A.4 Bhs. Inggris 2007
4 Keen Nasyithah, M.Pd 195910281981012003
7360737639300003Jakarta 28 10 1959 P Islam Guru E. C IV.a 01 04 2002 24 00 16 09 1990 S.1/A.4 Bhs. Inggris 2007
5 Nunung Nurjanah, S.Pd 195812281981112003
4560736637300003T asikmalaya28 12 1958 P Islam Guru PKn IV.b 01 10 2006 22 02 01 03 1981 S.1/A.4 PKn 2007
6 Lily Ekantiana, S.Pd 195306271982032002
3959731632300002Purworejo 27 06 1953 P Islam Guru B. Indonesia IV.a 01 04 2004 22 00 01 03 1982 S.1/A.4 B. Indonesia 2008
7 Dra. Sri Suyatmi 195402141982032003
3 54673263000002 Surakrta 14 02 1954 P Katholik Guru BK IV.a 01 04 2001 26 00 15 07 1996 S.1/A.4 BK 2008
8 Dadi Kusnadi, M.Pd 196203301984101002
6662740641200002T asikmalaya30 03 1962 L Islam Wk.Bag Keuangan Olah Raga IV.a 01 04 2004 20 02 01 03 1990 S.1/A.4 Penjaskes 2007
9 Eva Yulisnur, M.Si 196107051984012001
0037739640300013Lampung 05 07 1961 P Islam Guru Matematika IV.a 01 10 2006 24 02 17 07 1998 S.2/A.4 PLS 2008
10 Nono Suryana, M.Pd 196111241984031008
2456739642200003Cianjur 24 11 1961 L Islam WK. Bag KesiswaanB. Indonesia IV.a 01 10 2004 21 00 01 03 1984 S.1/A.4 B. Indonesia 2007
11 Sastrawati 195611111984032003
4443734637300023Padang 11 11 1956 P Islam Guru T . Busana IV.a 01 10 2004 24 00 01 07 1986 D.3/A.3 Ketram. PKK2009
12 Opan Sopandi, S.Pd 196408201984121001
7152742644200003Bandung 20 08 1964 L Islam Guru Matematika IV.a 01 10 2005 21 02 01 12 1984 S.1/A.4 Matematika 2008
13 Edi Junaedi 196207151984121002
5047740642200013Bekasi 05 07 1962 L Islam Guru IPA IV.a 01 10 2006 22 02 01 09 2002 D.3/A.3 Fisika 2008
14 T ati Rosilawati, S.Pd 196111101984122005
1442739640300013Cirebon 10 11 1961 P Islam Guru Pembukuan IV.a 01 04 2006 20 02 12 08 1988 S.1/A.4 Akuntansi 2007
15 Nina Agustina 196208171985122003
11497406423000023Ciamis 17 08 1962 P Islam Guru IPA IV.a 01 10 2008 20 02 16 12 1999 S.1/A.4 IPA 2008
16 Fauzah, S.Pd 196410121985022002
3344742643300013T angreang 12 10 1964 P Islam Guru PKn IV.a 01 10 2006 18 01 01 03 1992 S.1/A.4 PKn 2008
17 Nurlaelah, S.Pd 196506111985022001
7943743644300002Ciamis 11 06 1965 P Islam Guru IPS IV.a 01 10 2006 20 01 01 10 1989 S.1/A.4 Ekn & Kopr 2008
63
18 Dra. T itin Sulastri, MA 196104251986072001
8747739640300002Jakarta 25 04 1961 P Islam Guru B. Indonesia IV.a 01 10 2002 22 00 01 07 1998 S.2/A.4 B. Indonesia 2008
19 Hayati Nupus RKS, S.Pd 196405081986032012
3840742643300012Jakarta 08 05 1964 P Islam Guru Bhs. Inggris IV.a 01 10 2008 22 00 01 03 1986 S.1/A.4 Bhs. Inggris 2008
20 Dra. Sri Hastuti W. , M.Pd 196203151987032006
1647740641300012Kr. Anyar 15 03 1962 P Islam Guru IPA IV.a 01 04 2003 21 00 06 10 1998 S.1/A.4 Biologi 2008
21 Hendarsih, S.Pd 131 687 487 4658743644300002Ciamis 26 03 1965 P Islam Guru Bhs. Inggris IV.a 01 04 2005 20 00 01 07 1989 S.1/A.4 Bhs. Inggris 2008
22 Istiqomah, BA 196012081987032003
2540738640300013Palembang 08 12 1960 P Islam Guru Agama IslamIV.a 01 05 2008 21 00 13 06 2000 D.3/A.3 Agama Islam 2008
23 Mulmis Wariyanti, M.Pd 196611241988032007
9456744646300003Wonosobo 24 11 1966 P Islam Wk. Bag.KurikulumMatematika IV.a 01 10 2003 20 00 01 07 1991 S.1/A.4 Matematika 2008
24 Dra. M.T .C. Sri Hartini, M.Si196106161989032005
9948739641300002Jakartta 16 06 1961 P Kristen Guru Seni Budaya IV.a 01 04 2000 21 00 01 05 1993 S.2/A.4 I.Gizi Masy 2007
25 Drs. Akhmad Mubarok 195705011988061001
6833735637200002Banjarnegara01 05 1957 L Islam Guru Pend. O R IV.a 01 10 2006 22 00 22 00 1986 S1/A.4 Olag Raga 2008
26 Dedi Ahamad Riadi 1965071619890310011
2048743646200063Bangka 16 07 1965 L Islam Guru IPA IV.a 01 04 2005 18 00 01 03 1989 D.3/A.3 T . Bangunan 2008
27 T ri Susiati, M.Pd 196704091990032010
2741745646300002Kudus 09 04 1967 P Islam Guru IPS IV.a 01 04 2005 18 00 25 01 1994 S.1/A.4 Ekonomi 2008
28 Alam T ahruddin, M.Pd 196504081990031004
7704743644200002T angerang 08 04 1965 L Islam Guru B. Indonesia IV.a 01 10 2006 18 00 01 04 2000 S.1/A.4 B. Indonesia 2008
29 Drs. Asep Ahmad Sopyan 196612031991031011
3535744646200003Cianjur 03 12 1966 L Islam Guru Bhs. Sunda IV.a 01 04 2001 18 00 01 03 1991 S.1/A.4 Bhs. Sunda 2008
30 Drs. Ayi Supardi 196406301991111001
3962742644200000Cianjur 30 06 1964 L Islam Guru Olah Raga IV.a 01 04 2004 18 00 01 02 1999 S.1/A.4 P. Kesh & Rek
2 008
31 Drs. Sukimin, MM 196511111995121001
0443743647200013Pacitan 11 11 1965 L Islam Wk. Bag.WMM IPS IV.a 01 10 2006 14 2 01 12 1995 S.2/A.4 Geogafi 2008
32 Ari Abania, S.Pd 196705031995122002
1835745647300102Nganjuk 03 05 1967 P Islam Guru IPA IV.a 01 04 2008 12 2 01 10 1999 S.1/A.4 Fisika 2008
33 Sakinah, S.Pd 196909101997022003
0242747649300023Jakarta 10 9 1969 P Islam Guru IPS IV.a 01 10 2008 13 1 01 02 1997 S.1/A.4 Geogafi 2008
34 Budi Widodo, M.Pd 196907161997021001
4048747649200013Kebumen 16 07 1969 L Islam Guru PKn IV.a 01 10 2008 13 1 01 02 1997 S.1/A.4 PKn 2008
35 Endang Sri Sulastri, S.Pd 196802131997022001
7545746649300002Sukoharjo 13 02 1968 P Islam Guru Olah Raga IV.a 01 10 2008 13 00 01 02 1997 S.1/A.4 P. Kepelatihan
2 008
36 Drs. Aris Munandar, M. Pd 19640705 1997031003
3037742646200003Sendangretno05 07 1964 L Islam Guru Fisika IV.a 01 10 2008 12 00 10 10 2007 S.2/A.4 IPA 2008
37 Kurniasih, M.Pd 196506061997022002
7938743646300012Bumi Ciamis06 06 1965 P Islam Guru Seni Budaya IV.a 01 10 2006 17 00 18 06 1994 S.1/A.4 Seni Rupa 2008
38 Udih Suryadih, M.Pd 196204111985031015
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