Erna Syamsiah Fitk

AN ANALYSIS ON THE DIFFICULTIES FACED BY
STUDENTS IN LEARNING QUESTION-TAGS

(A Case Study at Second Grade students of SMPN 4 Tangerang Selatan )
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
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2011 M/1432 H
AII ANALYSIS ON THE DIFFICULTIES FACED BY
STUDBNTSIN LBARIING QUESTION-TAG
(A CaseStudy at SecondGrade Studmts of SMP Negeri 4 Kota TangerangSelatan)
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
Drs. Sunardi Kartowisastro" Dipl. Ed.

NIP: 19440719196510 2 001
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA.H Ah[D TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SYARIF IIIDAYATULLAH
JAKARTA
zOfiNU1432H
ENDORSEMENTSI{EET
The "skripsi" ( Scientific Paper) entitled 'oAN ANALYSIS ON TFIE

DIFFICULTIES FACED BY STUDENTS IN LEARNING QUESTION-TAGS'' (A Case
Study at SecondGrade Studentsof SMPN 4 TangerangSelatan),written by Erna Syamsiah,
studat's registrationnumber: 107014000327was examinedin the examinationsessionof
the faculty of Tarbiyah and Teacher's Training , Syarif Hidayatullah State Islamic
University JakariaonDecember23'd 201I. The "skripsi" has beenacceptedand declaredto
have fulfilled one of the requirementsfor academictitle of "16fr." in English Language
Education at the Department of English Education.
ExaminationCommittee:
CHAIRMAN Drs.Svauki.M.Pd.
NIP: 196412121991031 002
SECRETARY Neneng Sunengsih.M,Pd

MP: 19730625199903200r
EXAMINER 1 Drs.NasrunMahmud. M.Pd

ffi
EXAMINER 2 Nida Husna.M.Pd. MA. TESOL

NIP: 197207052003122 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
Sayayang bertandatangan di bawah ini,

Nama Erna Syamsiah
Tempat/Tgl.LahirBogor,6 Januari1989
MM r070t4000327
Jurusan/ Prodi PendidikanBahasaInggris
JudulSkripsi
AI\i ANALYSIS ON TIIE DIFFICT]LTIESFACED BY STUDENTSIN
LEARNTNGQUESTTON-TAGS
(A CaseStudyat SecondYearStudents
of SMPN4Kota Tangerang
Selatan)
DosenPernbimbing : Drs. SunardiKartowisastro,Dipl.Ed
denganini menyatakanbahwa skripsi yang sayabuat benar-benarhasil karya sendiri dan

sayabertanggungjawab secaraakademisatasapa yang sayatulis.
Jakarta,28 Desember 2011

MahasiswaYbs.
F01C3AAF10731
NrM. 107014000327
ABSTRACT
Syamsiah, Erna., An Analysis on the Difficulties Faced by the second grades

Students of SMPN 4 Tangerang Selatan in Learning
Question-Tags, 2011.
Advisor : Drs. Sunardi Kartowisastro, Dipl. Ed.
Key word: Difficulties Learning, Question Tags, SMP
In this research, the writer wishes to know the difficulties encountered by

the Second Grade students of SMPN 4 Kota Tangerang Selatan in learning
Question-Tags and to find out the reason why the students face the difficulties.
The whole population of this research was 270 second year students of
SMPN 4 Tangerang Selatan. In order to get 30 students out of 270 students to
represent the population as the sample, The sample is taken by using purposive
sampling technique The instrument of the test consist of a combination of multiple
choice and fill in the blanks.
Based on the analysis of data, it is conclude that in learning Question-tags
the higher percentage of students’ difficulties in the form of question-tags is
19.5% in Imperative sentence.
This result revealed that most students still find difficulties in using and
making the form of question-tags. It is suggested that in learning and teaching
Question tags: (1) the students should pay attention in the form of tenses and also
on the exception rules in Question-Tags, and (2) the teacher must explain the
material clearly and give more exercise either in oral or written forms and after
they know the difficulties students in learning question-tag, the teacher can assist
the students better.
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.
Kata Kunci: Kesulitan Belajar, Question Tags, SMP
Dalam penelitian ini, penulis ingin mengetahui kesulitan yang dihadapi

siswa dalam belajar Question-tags dan untuk mengetahui mengapa siswa
mengahadpi kesulitan.
Seluruh populasi dari penelitian ini adalah 270 siswa kelas dua SMPN 4
Tangerang Selatan. Untuk mendapatkan 30 siswa dari 270 siswa, untuk mewakili
populasi sebagai sampel, maka sampel diambil dengan menggunakan teknik
purposive sampling. Instrumen tes terdiri dari kombinasi pilihan ganda, dan
mengisi titik yang kosong.
Berdasarkan analisis data, disimpulkan bahwa dalam belajar question-tags
persentase tertinggi kesulitan siswa dalam bentuk question-tags adalah 19.5%
dalam kalimat imperative.
Hasil ini menunjukkan bahwa kebanyakan siswa masih menemukan
kesulitan dalam menggunakan dan membuat bentuk question-tags. Disarankan
bahwa dalam belajar dan mengajar Question tags: (1) para siswa harus lebih
memperhatikan bentuk- bentuk tenses dan juga pada aturan pengecualian dalam
Question Tags, dan (2) para guru juga disarankan untuk menyampaikan materi
dengan lebih jelas dan memberikan lebih banyak latihan baik berupa lisan atau
tulisan dan setelah mereka mengetahui kesulitan yang dihadapi, mereka dapat
membantu siswa lebih baik.
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.
Jakarta, December 2011
(The writer)
iv
TABLE OF CONTENT
ABSTRACT (1) ................................................................................................ i

ABSTARK (2) ................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................... iii
TABLE OF CONTENT ................................................................................... v
LIST OF TABLE ............................................................................................. vii
LIST OF FIGURE ........................................................................................... viii
LIST OF APPENDICES ................................................................................. ix
CHAPTER I : INTRODUCTION
A. Background of the Study ............................................ 1

B. Scope and Limitation of study ................................... 6
C. Formulation of the problem ........................................ 6
D. Objective of study ...................................................... 7
E. Significance of study .................................................. 7
F. Organization of study ................................................. 8
CHAPTER II : THEORETICAL FRAMEWORK
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. Research methodology ............................................. 26

1. Source of data ..................................................... 26
2. Method of study .................................................. 27
3. Place and time ..................................................... 27
4. Population and sample ........................................ 28
5. Technique of data collecting ............................... 28
6. Instrument of research ........................................ 28
B. Research findings ..................................................... 29

1. Data description ................................................. 29
2. Technique of data analysis ................................. 31
C. Data Analysis ........................................................... 31
D. Data Interpretation ................................................... 39
CHAPTER IV : CONCLUSION AND SUGGESTIONS
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
1. Figure 2.1 ....................................................................................................... 11
viii
LIST OF APPENDICES
Page
1. Instrument of test ........................................................................................... 46

2. List of question interview .............................................................................. 49
3. Surat Pengajuan Judul Skripsi ....................................................................... 50
4. Surat Permohonan Izin Penelitian ................................................................. 51
5. Surat Diizinkan Penelitian Disekolah ............................................................ 52
6. Surat Keterangan Penelitian .......................................................................... 53
7. Profile of School ............................................................................................ 54
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
Realizing how important English is, the government stated in the

1994 curriculum that :
“Bahasa Inggris adalah bahasa asing pertama di Indonesia yang
dianggap penting untuk tujuan penyerapan dan pengembanagan pengetahuan
teknologi dan seni budaya serta pembinaan hubungan dengan bangsa-bangsa
lain”.4
“English is the first foreign language in Indonesia which is
considered very important in order to study and develop technology and
culture, to build relation with other nations” (Translation by the writer).
If we talk about language, consequently we also talk about its system,
rules and all about its systematic forms. In English language there is a grammar
as rules and system underlying the principles that describe the structure of
language. In order to have good English, students have to master the four basic
language skills: i.e listening, speaking, reading and writing. Beside the four
skills , there are sub skills : grammar, vocabulary and pronunciation. One of the
sub skills that should be mastered in learning English by the students is
grammar. They have to master the grammar properly because grammar is
needed even in communicative ways.
Grammar consists of form and rules, as Celce-Murcia stated that: “
Grammar is about form and one way to teach form is given students rules,
however grammar is about much more than form, and its teaching is ill served
if students are simply given rules.5
Craig Hancock said that grammar is the natural, inherent, meaning,
making system of the language, a system that governs the way words come
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
According to Michael Swan “question-tags is an expression like isn‟t

it? Or don‟t you? (consisting of auxiliary verb + pronoun subject) put on to
the end of a sentence, for example: It‟s a nice day today, isn‟t it?8
Moreover, Stannard W.Allen in living English structure stated that “A
very common device in conversation is that of making a statement and at
once asking the listener to confirm it. In English this has to be practiced, as
we have a variable form: Positive statement, negative tag; negative statement,
positive tag. The auxiliaries repeat themselves in the tag”.9
Some students still make mistakes and find difficulties in identifying
question-tags. Here are some examples of wrong sentences that are often
made by the students in using question-tags in affirmative sentences”
- He plays football well, isn‟t he?
- Tommy is an actor, isn‟t it?
The sentences above are wrong, they should say:
- He plays football well, doesn‟t he?
- Tommy is an actor, isn‟t he?
Furthermore, the students often make mistakes in using question-tags in
negative sentences, for example:
- Mary isn‟t here, does she?
- You like him, are you?10
From the typical mistakes we know that students are still 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.
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
As the writer found when teaching practice (P2KT) in SMPN 4 Kota

Tangerang Selatan did. They still find difficulties in using question-tags.
Because they are still hard to use the question tags correctly, as a yield it will
lead the students to produce many mistakes in their learning but it is logically
acceptable. The teacher must be aware about this problem and prevent them
from making the same mistake by analyzing student‟s problem itself.
Based on the background above, the writer is interested in writing about
“ AN ANALYSIS ON THE DIFFICULTIES FACED BY THE
STUDENTS IN LEARNING QUESTION-TAGS” (A case study at Second
Year of SMPN 4 Kota Tangerang Selatan). The writer chooses this title
because there are many students still faced difficulty in learning Question-
Tags. By observing the students difficulties in learning Question-Tags, the
writer tries to identify and analyze them. The writer hopes it can make the
teaching and learning activities better and can give a new idea for teacher how
to teach Question-Tags well.
B. Scope and Limitation of Problem

The writer limits this study on the analysis on the difficulties faced by
the second year students of State Junior High School 4 Kota Tangerang
Selatan. The problems will be limited some points: (1) kind of tenses such as
Present Tense, Past Tense, Present Perfect Tense, Present Continuous Tense,
and Plural Word, Verb „be‟, Subject I am, Subject That, Subject There,
Request Sentence and Imperative Sentence. (2) the difficulties faced by the
Second Grade students of SMPN 4 Kota Tangerang Selatan.
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
evaluation and revision in their teaching-learning activity and they can

improve his/her various techniques in English teaching especially in teaching
grammar. So it is expected that both teacher and students will have a good
collaboration to overcome all problems that happen especially in learning,
For further research, this study is expected to give basic information to
the further researcher to do a better research of teaching and learning process.
And for readers broadly who are concerned with this paper, it is as one of
resource which can enhance their perception and knowledge in Question-Tags.
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
Moreover, Williams says (1970:13) a grammar is the description that

represents our ability to speak in a certain way. 9 This definition concludes
that grammar focuses on the development of grammatical systems as a
means for people to interact with each other.
From those definitions the writer summarize that grammar is the rule
of a language, which will help us to understand and also help us to produce
utterance spoken or written.
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
After perceiving the explanation above, the writer summarize that

grammar consists of three points namely form, meaning and use. The first is
form. Grammar has many forms and each form has its function and
characteristics. The second is meaning. Meaning is important in grammar in
that because it helps a writer or a speaker understand what s/he says or
writes. Consequently, the learners need to learn not only what forms are
possible, but also what particular forms will express their particular
meaning. The third is the usage. We must know when we use grammar,
where, when, and how to use grammar. Because it is also an important thing
as important as meaning and form. Consequently the three dimensional
grammar above is related to each other.
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
there is no good evidence that this is a generally viable strategy in second-

language learning.12
After we know the reason why we teach grammar, then we discuss
the definition of grammar. Celce-Murcia states that teaching grammar
means enabling language students to use linguistic forms accurately,
meaningfully, and appropriately. 13
It is important to establish the fact that 'grammar teaching' can mean
different things to different people. It may mean simply teaching to a
grammar syllabus but otherwise not making any reference to grammar in
the classroom at all. On the other hand it may mean teaching to a
communicative syllabus. But dealing with grammar question that arise in
the course of doing communicative activities. 14
Jeremy Harmer stated our aim of teaching grammar should be to
ensure that students are communicatively efficient with the grammar they
have at their level. 15
The role of grammar teaching is to provide some controls in the
early stages in the English acquisition. At a later stage it can help to guide
students away from permanently internalizing wrong generalizations about
English' The more mature students will also be interested in learning about
the language for its own sake.
Any generalization about the best way to teach grammar-what kinds
of teaching procedures should be used and in what order will have to take
into account both the wide range of knowledge and skills that need to be
taught, and the variety of different kinds of structures subsumed under the
heading ‟grammar‟.
12
http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm October 14th
2011
13
14
Thornbury , How to Teach …p.73
15
Harmer, The Practice of .. p.23.
13
14
According to Celce-Murcia and Hilles, there are some stages in

teaching grammar:
a. Presentation, in which we introduce the grammar structure, either
inductively or deductively. There are a variety of techniques and
resources that can be used during this step. Selection should be made
according to teacher strengths, student preferences, and the nature of the
structure (e.g., What is the structure-language-factor match?)
b. Focused practice, in which the learner manipulates the structure in
question while all other variable are held constant. The purpose of this
step is to allow the learner to gain control of the form without the added
pressure and distraction of trying to use the form for communication. The
teacher should not proceed to the next phase until most students have
mastered at least the form of the structure.
c. Communicative Practice, in which the learner engages in
communicative activities to practice the structure being learned. 16
In addition, the following are the some stage in teaching grammar

that was found by the writer from internet, there are four stage in teaching
grammar.17
First, assess your students before you teach grammar. What are your
objectives in grammar for your grade level, and where are your students in
regards to these objectives?.Second, making plan mini-lessons to address
your students' deficiencies with grammar. Third, teach grammar points
while you are also discussing books you are reading to the class or that
students are reading themselves. Fourth, practice punctuation, proper
grammar, and capitalization with spelling sentences.
Based on explanation some stage in teaching grammar above. The
writer summarize that the important stage in teaching grammar are the
teacher know their students‟ level, and then they make mini lesson plan to
determine the technique and the resources is used, and then they teach their
students clearly and then give the students exercise.
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
In addition, Jeremy Harmer says three of the most important

common errors in teaching grammar, those are:
a. Function and Form, some of the confusion about English arises
because of the mismatch between form and function.
b. Contrast with other languages. 19
From the explanation above, the writer would sum up that many
ways to teaching grammar depends on different levels student and the
teacher must pay attention about the general principles in teaching grammar.
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
19
Harmer, The Practice of …, p.16-17
15
16
definition is supported by Murphy (1994: 102), Question-Tags are mini

questions that we often put on the end of a sentence in spoken English.20
Celce –Murcia says Question-Tags is a short question which is
appended to a statement when the speaker seeks confirmation of his or her
statement.21 Azar stated almost same with Celce-Murcia says Question-Tags
is a question added at the end of a sentence, speakers use tag questions
chiefly to make sure their information is correct to seek agreement.22
Moreover, Swan stated that a question-tag is rather like a 'reply
question‟: it is made up of auxiliary verb + personal pronoun. It is used at
the end if a sentence, to ask for confirmation of something we are not sure
about, or to ask for agreement.23
Frank says more complete that Question-tags are also yes-no
questions, but the special form into which they are put shows which of
these two answers is actually expected. These alternatives for yes-no
questions consist of two parts. The first part makes a statement; the second
part asks the question that expects agreement with the statement. The
second part contains the regular question auxiliary plus the personal
pronoun that stands for the subject. 24
Based on the explanation above, the writer can sum up that
Question-tags is a short question which is put at the end of a statement and
made up of auxiliary verb + personal pronoun, to ask for clarification, to
confirm information or to make sure that information is correct.
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
2. Form of Question Tags

According Fuchs and Bonner, forms of Question-tags vary but their
meaning is always similar. And they added their explanation about the sentence or
statement consist of question-tags. The statement expresses an assumption. The tag
means Isn’t it true? or Right?
a) If the statement verb is affirmative, the tag verb is negative.
Example : You work on Friday, don‟t you?
b) If the statement verb is negative, the tag verb is affirmative.
Example : You don‟t work on Friday, do you?
c) And when the subject of the statement is that, the subject of the tag is
it.
Example : That‟s a good idea, isn‟t it?
d) With all auxiliary verbs except do25
AFFIRMATIVE STATEMENT NEGATIVE TAG
Subject + Auxiliary Auxiliary + Not + Subject
You‟re moving Aren‟t you?
He‟s been here before Hasn‟t he?
They can move tomorrow Can‟t they
NEGATIVE STATEMENT AFFIRMATIVE TAG

Auxiliary + Not + Subject Subject + Auxiliary
You‟re not moving Are you?
He hasn‟t been here before Has he?
They can‟t move tomorrow Can they
e) With do as an auxiliary verb
AFFIRMATIVE STATEMENT NEGATIVE TAG
Subject + Verb Do + Not + Subject
You live here Don‟t you?
They decided to move Didn‟t they?
NEGATIVE STATEMENT AFFIRMATIVE TAG

Subject + Do + Not + Verb Do + Subject
You don‟t live here Do you?
They didn‟t decide to move Did they?
And Sidney Greenbaum says that Question-tags generally consist of

an operator followed by a pronoun. As same as with other experts, he says a
25
Fuchs and Bonner, Focus on……,p.91-92
17
18
positive declarative generally takes a negative Question-tags and a negative

declarative generally takes a positive Question-tags. 26
For example :
a) You are a secretary, aren‟t they?
b) I can‟t do this job, can I?
Both the declarative and its Question-tags are sometimes positive:
c) You‟ve marked it have you?
This type of Question-tags show a conclusion what the speaker said.
Question-tags may also be used in imperatives and exclamatives.
d) Open the door, will you?
e) How beautiful she is, isn‟t she?
Beaumont and Granger stated simple that form question-tags with an
auxiliary verb (eg be, have, can) + personal pronoun (eg it,you). 27
a) You haven‟t met my grandmother, have you?
b) He can swim, can‟t he?
A question-tags has the same auxiliary verb that is in the main
clause. If the main clause has the verb be, we use be in the question-tag.
c) It‟s hot today, isn‟t it?
We use do/does in present tense and did in the past tense consist of
Question-tags.
d) You don‟t like football, do you?
e) You ate pizza yesterday, didn‟t you?
We normally put a negative question-tag with a positive statement.
And a positive question-tag with a negative statement. Compare :
f) It isn‟t hot today, is it? It is hot today, isn‟t it?

g) You don‟t like football, do you? You like football, don‟t you?
h) He can‟t swim, can he? He can swim, can‟t he?
26
Greenbaum, The Oxford …,p.48-49
27
Beaumont and Granger, The Heinemann …, p.228-229
18
19
The question-tag for I am is Aren’t I

i) I‟m right, aren‟t I?
After imperatives we use the question-tags will/would you? and
can/can’t/could you? when we want people to do things.
j) Shut the door, will you?
k) Help me with this bag, could you?
After a negative imperative, we use will you?
l) Don‟t be late, will you?
After let’s we use shall we? to make suggestions.
m) Let‟s go out, shall we?
We use they in the question-tags after somebody/someone,
everybody/everyone, and nobody/no one.
n) Somebody love you, didn‟t they?
o) No one phoned for me, did they?
We can use there as a subject in question-tags.
p) There won‟t be any problem, will there?
According Foley and Hall, the form tag-questions with do/does/did
(in simple tenses), or the auxiliary verb. There are three main types of
sentence + tag-question: 28
Type Sentence Tag
Question
Affirmative + negative You already know don’t you?
Mixed
tag Harriet,
Tag
Negative + affirmative She hasn’t had the has she?
Questions
tag baby yet,
Uniform Affirmative + He arrived last night did he?
Tag affirmative tag then,
questions
If an affirmative sentence contains a negative or ‟restrictive‟ adverb (e.g.

scarcely, hardly), it takes an affirmative tag.
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?
And then they says about another case in the question-tags.

Usually the pronoun in the tag-question matches the subject of the sentence:
This is a good example, isn‟t it? (This and it are both singular)
Those are the flowers from Mom, aren‟t they? (Those and they are both
plural)
Nothing ever happens when I‟m away, does it?
But notice this exception:
Someone‟s been taking my food again, haven‟t they?
Nobody has phoned, have they?
While Azar explained the form of question-tags with the tables above:29
29
Betty Azar Fundamentals of English Grammar,( New Jersey: Prentice Hall, inc, 1989),p.254
20
21
AFFIRMATIVE SENTENCE + NEGATIVE TAG

Mary is here, isn't she?
You like tea, don't you?
They have left, haven't they?
NEGATIVE SENTENCE + AFFIRMATIVE TAG

Mary isn't here, is she?
You don't like tea, do you?
They have left, have they?
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.
Personal pronouns are used to refer

Everything is okay, isn't it?
to indefinite pronouns.
They is usually used in a tag to refer
to everyone, everybody, someone,
Everyone took the test, didn't they? somebody, no one, nobody.
Nothing is wrong, is it?

Sentences with negative words take
Nobody called on the phone, did they?
affirmative tags.
You've never been there, have you?
I am supposed to be here, I arn not? I am not? is formal English.

Aren't I? is common in spoken
I am supposed to be here, aren't l?
English.
From explanation above, it shows that the forms of question-tags

are: if the statement positive, the tag-question is negative, if the statement
negative, the tag-question positive. And the exception rules in question-tag
says that in imperative sentence, the question-tag must “ will you”, request
sentence the tag must “shall we”, and Subject I the tag must “are”, Subject
That/This the tag must “it”, subject Those/These the tag must “they”, and
21
22
after somebody/someone, everybody/everyone, and nobody/no one the tag

is “they”.
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
You don‟t live in Bandung, do you?

b) If, we are not sure whether what we are saying is correct, rising
intonation is used.
Example :
Sheila‟s met you before, hasn‟t she?
He didn‟t pay, did he?

c) There is also another type of question-tags. These are not normally
„questions‟ at all, but are used to express emotional reaction of some
kind. They may indicate feelings like: anger, worry and interest. In these
cases a rising intonation is normally used.
Example :
So he‟s late again, is he?
She‟s safe now, is she?
Oh, you‟ve found a new job, have you?

In one sites stated that we use tags in spoken English but not in
formal written English. They are not really questions but are a way of
asking the other person to make a comment and so keep the conversation
open.32
According Fuchs and Bonner, the use of question-tag are:
a) Use Question-tags in conversation when you expect the speaker to agree
with you. In this type of tag-question, the voice falls on the tag, use this
type of tag-question to :
 Check information you believe is correct. You expect the listener to
answer (and agree)
Example : Tom lives in L.A., doesn‟t he?
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
Example : It‟s a nice day, isn‟t it?

( In this sentences the speaker is commenting on the weather)
b) Question-tags can be used to get information. You want to confirm your
information because you are not sure it is correct. The voice rises at the
end and you usually get an answer.
Example :
A : You‟re not moving, are you?
(In this sentence the speaker in doubt, and wants get information)
B : Yes, we‟re returning to L.A or No, We‟re staying here.33
According to Swan, the meaning of question-tag changes with the

34
intonation. If it is said with a falling intonation, it makes the sentence
sound more like a statement. With a rising intonation, the sentence is more
like a real question.
Example :
Nice day, isn‟t it? (Falling intonation – not a real question)
You haven‟t seen my brother everywhere, have you? ( Rising
intonation on have you? – this is a real question.).
As same as with Granger, Beaumont and Granger explained almost
the same with Swan, they say: “the meaning of question-tag depends on the
intonation:
a) If we are asking a real question, we use a rising intonation
You haven‟t seen my handphone, have you? (= have you seen
my handphone?)
b) But if we are sure of the answer, we use a falling intonation
It‟s hot today, isn‟t it? (= it‟s hot. Do you agree?)35
33
Fuchs and Bonner, Focus on……,p.93
34
Swan, Practical English …p.515
35
Beaumont and Granger, The Heinemann …, p.228
24
25
From the explanation above, it shows that the meaning of

question-tag is depend on the intonation. If the intonation is rising, it means
the speaker confirm the information because s/he is not sure it is correct and
if the intonation is falling, it means the speaker ask for confirmation from
listener (the speaker expect the listener to agree).
4. Difficulties in learning Question Tags

There are a few special difficulties with question-tags:
a) Usually students answer amn‟t I in sentence subject I am, because they
don‟t know the rules..
Example : I’m late, aren’t I?
b) Many students still confuse to choose the appropriate tag in imperative
sentence.
Will you? Is used in question-tags after imperatives.
Example: Don’t be late, will you?
c) Many students still confuse to determine the appropriate tag in request
sentence.
Example: Let’s go, shall we?
d) Many students still confuse to determine the appropriate tag in sentence
consist of the exception rules. Such as there can be used as a subject in
questions-tags, sentences containing negative words like nothing,
nobody is following by affirmative question-tags and Somebody,
someone, everybody and everyone are also often followed by tags with
they.
Example:
There‟s something wrong, isn’t there?
Nothing can stop us now, can it?
Somebody borrowed my book yesterday, didn’t they?
From the explanation above, the writer summarize that the
students still confuse about what tense, verb or pronoun is used in
question-tag.
25
CHAPTER III
THE IMPLEMENTATION OF RESEARCH
In this chapter, the writer discusses the framework related to the

methodology in analyzing the problems of the study. This chapter includes
the discussion on research methodology (source of data, objective of study,
method of study, place and time, population and sample, technique of data
collecting, and instrument of research), research findings (data collection,
and technique of data analysis), data analysis and data interpretation.
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
room,etc) or move (activity students, teaching and learning process,

etc), and the last is paper, it is the data source which can give data
about the most difficulties in learning question tags faced by students.
In this research, the source of the data is some difficulties in
learning question-tags faced by second grade of State Junior High
School 4 Kota Tangerang Selatan..
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.
3. Place and time

As stated in chapter one on the method of study, the writer
carried out a field research. In the field research, it took place at State
Junior High School 4 Kota Tangerang Selatan which is located on
Jl.Pamulang Permai Barat II Komp.Pamulang Permai I, Pamulang,
City South Tangerang - Banten, Indonesia.
The research was carried on October 2011. The writer began by
coming to State Junior High School 4 Kota Tangerang Selatan and
asking permission to Principal and English teacher then observing the
learning nad teaching activity in 10th of October 2011. And then on
17th of October 2011, she gave a test about question tags and 18th of
October 2011 she interviewed students about the difficulties in
learning question tags.
28
4. Population and sample

The population of the study is the students of second year of
State Junior High School 4 Kota Tangerang Selatan. They consists of
nine of classes, each of them consists of 30 students. Therefore, there
are 270 students in number.
The writer did not take the total population as sample. She only
took one class VIII-9 which has 30 students. The sample is taken by
using purposive sampling technique, the determining of class that will
be studied based on the policy and ease from the school.
5. Technique of data collecting

There are three techniques of collecting data, the writer uses
test, interview and document.
a. Test
Test is a technique in collecting data to find out and identify the
student‟s difficulty in learning question-tags.
b. Interview
This technique is used to supplement the data needed which are not
covered by technique previously. The writer asked some question
to the students, to know the process of teaching and learning in
class and to reinforce the analysis and to find out the reasons why
the students faced the difficulties in learning question-tags. This
technique was used to interview students of class VIII-9 of State
Junior High School 4 Kota Tangerang Selatan.
c. Document
It is used to know the accurate data about location, profile of
school and population where the research is carry out.
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
30

Total 2038
Average Score 67.93
Highest Score 83
Lowest Score 55
Based on the table above, the writer had the English score
from the test about Question-tags. The average score is 67.93 the
highest score is 83 and the lowest score is 55.
Table 3.2
Question-tags and Each item
No The difficulty area Number of item

1. The form of question tags:
a. Verb „be‟ A1
b. Simple past A2, A14, B1, B7
c. Simple present A3, B3, B10
d. Subject I A4, B2
e. Modals A5, B6
f. Present perfect A6, A8, B8
g. Present continuous A7, B4
h. Plural word A9, B5
i. Subject There A10
j. Subject That A11
31
k. Request sentence A12, B9, A15

l. Imperative sentence A13
2. Technique of data analysis

The technique of data analysis used by the writer is descriptive
analysis technique (percentage) to get relative frequency, which is
described in the table percentage. In this table percentage, she uses the
formula:
P= F x 100 %
N
P= Percentage
F= Frequency of error made
N= Number of the students3
Besides the formula above, the writer also finds out the average score
by using the formula as following:
P= F x 100 %
Nxn
P= Percentage
N= Number of the students
n= Number of item test
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
The difficulty area Item Frequency of

No Percentage
of Question-tags Number difficulty
1 Verb „be‟ 1 1 0.9%
2 Simple past 2 4 3.5%
3 Simple present 3 12 10.7%
4 Subject I 4 9 8%
5 Modals 5 4 3.5%
6 Present perfect 6 1 0.9%
7 Present continuous 7 3 2.6%
9 Plural word 9 5 4.4%
10 Subject There 10 3 2.6%
11 Subject That 11 12 10.7%
12 Modals 12 6 5.3%
13 Imperative Sentence 13 22 19.5%
14 Simple past 14 5 4.4%
15 Request sentence 15 21 18.6%
Total 15 113 100%
To find out the average score in multiple choice forms, using the formula
as follow:
P= F x 100 %
Nxn
= 113 x 100 %
30 x 15
= 113 x 100 %
450
= 25.11%
33
These items are about the form of question-tags in multiple choice

forms, it consists of 15 questions, they are: verb „be‟, Simple Past, Simple
Present, Subject I, Modals, Present Perfect, Present Continuous, Plural
Word. Subject There, Subject That, Request Sentence and Imperative
Sentence.
a. Part A (The Frequency of Difficulty in the Form of Question-Tags in
Multiple Choice Forms)
1. In item 1 in the form of verb ‟be‟, there is just one student or 0.9%
who choose wrong answer in this item.
2. In item 2 in the form of Simple Past Tense, there are 4 students or
3.5% who choose wrong answer in this item.
3. In the form of Simple Present Tense in item 3, there are 12 students
or 10.7% who choose wrong answer in this item.
4. In item 4 in the form of Subject I, there are 9 students or 8% who
choose wrong answer in this item.
5. In item 5 in the form of Modals, there are 4 students or 3.5% who
6. In item 6 in the form of Present Perfect Tense, there is just one
student or 0.9% who choose wrong answer in this item.
7. In item 7 in the form of Present Continuous Tense, there are 3
students or 2.6% who choose wrong answer in this item.
8. In item 8 in the form of Present Perfect Tense, there are 5 students
or 4.4% who choose wrong answer.
9. In item 9 in the form of Plural word, there are 5 students or 4.4%
who choose wrong answer in this item.
10. In item 10 in the form of Subject There, there are 3 students or
11. In item 11 in the form of Subject That, there are 12 students or
12. In item 12 in the form of Modals, there are 6 students or 5.3% who
34
13. In item 13 in the form of Imperative sentence, there are 22

students or 19.5% who choose wrong answer in this item. In other
words, in item 13, most of students choose wrong answer in
multiple choice forms.
14. In item 14 in the form of Simple Past Tense, there are 5 students
or 4.4% who choose wrong answer in this item.
15. And the last, in item 15 in the form of Request sentence, there are
21 students or 18.6% who choose wrong answer in this item.
And the total percentage of average error from the difficulty in
question-tags in multiple choice forms is 25.11%.
Second, the writer analyzed the frequency of difficulty in the form
question-tags in fill forms, the table could be seen as follow;
Table 3.4
The Frequency of Difficulty in the Form of Question-Tags in Fill
Forms
The difficulty area Item Frequency of

No Percentage
of Question tags Number difficulty
1 Simple past 1 12 11%
3 Subject I 2 2 1.9%
4 Modals 6 7 6.3%
5 Present continuous 4 13 11.9%
7 Plural word 5 14 12.7%
8 Request sentence 9 16 14.5%
9 Simple past 7 22 20%
Total 10 110 100%
35
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%
These items are about the form of question-tags in fill forms, it

consists of 10 questions, and they are: Simple Past, Simple Present,
Subject I, Modals, Present Perfect, Present Continuous Plural Word, and
Request Sentence.
b. Part B (The Frequency of Difficulty in the Form of Question-Tags in
Fill Forms)
1. In the form of Simple Past Tense in item 1, there are 12 students or
11% who made errors in this item.
2. In item 2 in the form of Subject I, there are 4 students or 3.7% who
made errors in this item.
3. In item 3 in the form of Simple Present Tense, there are 2 students
or 1.9% who made errors in this item.
4. In item 4 in the form of Present Continuous Tense, there are 7
students or 6.3% who made errors in this item.
5. In item 5 in the form of Plural Word, there are 13 students or
11.9% who made errors in this item.
6. In the form of Modals in item 6, the students choose wrong answer
about 4.5% or 5 students.
7. In item 7 in the form of Simple Past Tense, there are 14 students or
8. In item 8 in the form of Present Perfect Tense, there are 16 students
or 14.5% who made errors in this item.
36
9. In item 9 in the form of Request Sentence, there are 22 students or

20% who made errors in this item. In other words, most of students
made errors in fill form.
10. In item 10 in the form of Plural Word, there are 15 students or
And the whole percentage of average error from the difficulty in
question-tags in fill forms is 36.7%.
Then, the following below is the analysis of the reason why the
students faced the difficulty in learning question-tags that the writer got
from asking some students orally.
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
However, the internal factor and external factor influenced the

students‟ difficulties in their learning. First, they faced the difficulties
because of their worse mind set or opinion. They believe that grammar
is difficult subject. Then, 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. Lastly, they have low
enthusiasm and motivation in learning question-tags.
From the explanation above, the writer would like to conclude
that the most mistakes done by the students are in the form of
question-tags in multiple choice forms and fill forms. The first is the
form of question-tag in multiple choice forms (Part A). The writer
took four which are in each number there are more than 10% students
who made mistakes. These students were choosing the wrong answer
which is not the appropriate question-tags:
1. In item number 3 in the form of Simple Present Tense, there are
12 students or 10.7% who made mistakes. Because this item is
the present tense in the speaking and there is apostrophe
between pronoun and auxiliary verb, consequently the students‟
confuse to choose the right answer. The right answer is: You‟d
better go home now, don’t you?
2. In item number 11 in the form of Subject That, there are 12
students or 10.7% who made mistakes. Because the Subject
That, consequently the students‟ confuse to choose the
appropriate question tag. The right answer is: That is your book,
isn’t it?
3. In item number 13 in the form of Imperative Sentence, there are
22 Students or 19.5% who made mistakes. Because this item is
Imperative Sentence, no to be, consequently the students‟
confuse to choose the appropriate question tag. The right answer
is: Take my bag please, will you?
38
4. In item 15 in the form Request Sentence, there are 21 Students

or 18.6% who made mistakes. As same as Imperative Sentence,
in Request Sentence also no verb, consequently the students‟
confuses to choose the appropriate question tag. The right
answer is: Let‟s have dinner at restaurant, shall we?
The most mistakes done by the students in Multiple Choice
Forms are Request Sentence and Imperative sentence. It was happened
because of their worse mind set or opinion. They believe that grammar
is difficult subject and they felt afraid to ask to their teacher, because
they thought their teacher is “killer”.
The second is the form of question-tag in fill forms. The writer
took six which are in each number there are more than 10% students
who made errors. These students were choosing the wrong answer
which is not the appropriate question-tags:
1. In item 1 in the form Simple Past Tense, there are 12 students or
11% who made mistakes. Because this item Simple Past Tense,
consequently the students‟ confuse to fill the appropriate question-
tag. The right answer is: Helen and Monica went to London a week
ago, didn’t they?
2. In item number 4, there are 18 students or 13.3% who made
mistakes. Because this item is Present Continuous Tense in passive
voice, and subject is a thing, consequently the students‟ confuse to
fill the appropriate question-tag. The right answer is: Your bike is
being repaired, isn’t it?
mistakes. Because this item is Plural Word and Simple Past tense,
consequently the students‟ confuse to fill the appropriate question-
tag. The right answer is: A few students spoke English well, didn’t
they?
4. In item 7, there are 17 students or 12.6% who made mistakes.
Because this item Simple Past Tense, and there is adverb of time in
39
the first sentence, consequently the students‟ confuse to fill the

appropriate question-tag. The right answer is: By the end of the
film we were all in tears, weren’t you?
mistakes. Because this item is Request Sentence. Consequently the
students‟ confuse to fill the appropriate question-tag. The right
answer is: let‟s sing together, shall we?
mistakes. Because this item is Simple Present and no to be.
Consequently the students‟ confuse to fill the appropriate question-
tag. The right answer is: They always get up early, don’t they?
The most mistakes done by the students in Fill Forms are
Simple past Tense, Present Continuous Tense, Simple Present Tense
and Request Sentence. It was happened because of their worse mind
set or opinion. They believe that grammar is difficult subject and they
felt afraid to ask to their teacher, because they thought their teacher is
“killer”.
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
No The difficulty area Percentage of error

The multiple choice forms in
1 25.11%
Question-tags
2 The fill forms in Question-tags 36.7%
40
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.
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Jakarta: Binarupa Aksara, inc, 1992.
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__________and Sharon Hilles. Techniques And Resources In Teaching Grammar,

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__________, Teaching English as a Second Foreign Language 2nd Edition,

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Dean, Michael, English Grammar Lessons: Upper-intermediate with answers,

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Frank, Marcella, Modern English a Practical Reference Guide, New Jersey:

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1988.
__________, The Oxford English Grammar, Oxford: Oxford University Press,

1996
Hall, Diane and Mark Folley, Longman Advanced Learner’s Grammar (a Self-
Study Reference & Practice Book With Answers), England: Pearson
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Equinox Publishing Ltd. 2005.
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Longman Group UK Ltd, 2001.
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Society Psychology. California: Me. Graw-Hill Kogakusha, Ltd,1962.
Lock, Graham, Functional English Grammar: An introductory for Second

Language Teachers, Cambridge: Cambridge University Press, 1999
Murphy, Raymond, Grammar in Use 2nd Edition, Cambridge: Cambridge

University Press, 1994
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Paninskas, Jean, Rapid Review of English Grammar2nd Edition, New Delhi:

Prentice Hall India, 1980
Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo

Persada, 2001
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http://www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.html
October 14th 2011
http://www.ehow.com/how_4471887_teach-grammar.html October 14th 2011
http://www.englishgrammarsecrets.com Oktober 28th 2011
http://www.tinyteflteacher.co.uk/learning-english/grammar/question-tags.html
Oktober 28th 2011
http://esl.fis.edu/grammar/rules/questions.htm Oktober 28th 2011

46
INSTRUMENT OF TEST
Name :
Class :
A. Choose the correct answer by crossing (x) a, b, c, or d!
1. I think, she's an accountant, 6. He hasn’t been here, ______?

____? a. Has he
a. Doesn’t she b. Is he
b. Don’t she c. Isn’t he
c. Isn’t she d. Hasn’t he
d. Is she 7. Your house is being painted,
2. He called me last night, ____? ___?
a. did he a. Are you
b. doesn’t he b. Aren’t you
c. don’t he c. Isn’t it
d. didn’t he d. Is it
3. You’d better go home now, 8. You have cleaned your bike,
____? _____?
a. hadn’t you a. Haven’t you
b. had you b. Have you
c. don’t you c. Didn’t you
d. didn’t you d. Did you
4. I’m late, _____? 9. All the nails are useless,
a. Are I ________?
b. Aren’t I a. Are they
c. Am I b. Don’t they
d. Is I c. Aren’t they
5. I believe she will come soon, d. Do they
_______? 10. There’s something wrong,
a. Will she _______?
b. Won’t she a. Is there
c. Doesn’t she b. Isn’t there
d. Does she c. Has there
d. Hasn’t there
47
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
B. Fill in the blank with the appropriate Question Tag

1. Helen and Monica went to London a week ago, ____________?
2. I am all right, ____________?
3. You haven’t got a computer, ______________?
4. Your bike is being repaired, _________________?
5. A few students spoke English well, _______________?
6. I could finish this later, _______________?
7. By the end of the film we were all in tears, ____________________?
8. She’d gone to Jakarta before you arrived here, ______________?
9. Let’s sing together, ___________________?
10. They always get up early, _____________?
48
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
LIST OF QUESTION INTERVIEW
1. What is the useful of study English in this era?

2. What is your hope in study English?
3. Do you know what the curriculum in this school is? Mention?
4. What is techniques is used your English teacher when he/she taught?
5. Do you understand with the explanation your teacher when he/she taught?
Mention the reason?
6. Is your teacher giving you exercise regularly? And what kind of test?
7. What do you think about study question tags? (easy, medium, or difficult)
Mention the reason!
8. Do you face the difficulties when you studied question tags? Mention what
kind of difficulties or give example?
9. When you felt difficulties in learning English, is your teacher giving the
solution from that? Give the example!
10. What is your hope with your English teacher?
50
51
52
53
54
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
2. Vision, mission and goal

a. Vision
Unggul Dalam Prestasi dan kelembagaan, Berwawasan global,
dilandasi Iman dan Taqwa
“High in achievement and institution, global vision, based on Belief and
God-fearing”
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
 Mewujudkan lulusan yang memiliki keunggulan kompetetif dalam

bidang akademik dan non akademik baik di tingkat nasional maupun
internasional, berbudi pekerti luhur, sehat jasmani dan rohani, dengan
dilandasi iman dan taqwa
“Realizing excellent passing grade in academic and non academic
either in national level and also in international, good personality,
healthy body and spirit, based on belief and God-fearing”
 Mewujudkan sistem manajemen pendidikan berbasis ICT, transparan,
akuntabel, partisipatif dan efektif.
“Realizing education management system base on ICT, transparent,
accountable, effective, and participative”
 Melakukan pembinaan SDM yang mampu mengelola proses
pembelajaran dan manajemen pendidikan berwawasan global
“Conducting human resource construction that capable to manage
learning process and education management with global vision.”
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
TEACHER'S STATUS GENDER

NO GRADUATED TEACHER CIVIL CONTRACTUAL TOTAL
MALE FEMALE
SERVANT TEACHER
1 Master 4 1 3 4
2 Bachelor 47 8 21 34 55
3 Diploma 7 1 2 6 8
Total 58 9 24 43 57
57
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
Assistant Administration Staff

MALE FEMALE
SERVANT EMPLOYEE
1 ≤ Pre-University 8 7 1 8
TOTAL 8 7 1 8
Security Staff
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
Facilities Unit Facilities Unit
 Principal room 1  Multi purpose 1

 Vice principal room 1 room 1
 Teachers room 1  Library 1
 Administration 1  Guidance and
room 2 Counseling room 2
 Science laboratory 1  Computers room 1
 Multimedia room 1  Mini Mosque 1
 Language 32  Basket court 1
laboratory 1  Badminton court 12
 Class 2  Canteen 1
 Principal restroom 28  TOGA/Herb plant 1
 Teachers restroom 1  seeding herb plant 1
 Students restroom  First aid room 1
 Students union  Music Studio
room
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
English background is good enough. Besides facilities in the school is are

well provided, consequently they are capable of supporting the situation of
study.
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).
10. Number of English Teacher

There are seven teachers who teach English Lesson. They are: Hj. Yayat
Hayati Nufus, M.Pd, Hj.Keen Nasyithah, M.Pd, Hayati Nupus RKS, S.Pd,
Hendarsih, S.Pd, Agus Indro Winarto, M.Pd, Siti Noorzanah, S.Pd and
Nanik Sri Rejeki, S.pd.
Ciputat,April 2011
No : Istimewa
Lamp :1(satu)berkas
Hal : Pengaiuan Judul Skripsi
Kepada Yth,
Ketua JurusanPendidikan BahasaInggris
Fakultas Ilmu Tarbiyah dan Keguruan
UIN Syarif Hidayatullah JakartaJakarta
Di tempat
Assalamu' alaikum Wr. llb

Mengingat akan berakhirnya masa studi saya di tingkat strata satu (Sl), maka saya yang
bertandatangan dibawah ini :
Nama Ema Syamsiah

NIM r07014000327
Fakultas Ilmu Tarbiyah dan Keguruan
Jurusan/ Smtr PendidikanBahasaInggris / VIII A
Bermaksudmengajukan judul skripsisebagaisalahsatusyaratmenyelesaikan

programsrrara
satu(s-1) UIN SyarifHidayatullahJakarta,adapunjudul yangsayaajukanadalah:
..SOMEDIFFICULTIES
FACED BY THE STUDENTSIN LEARNING QUESTION
TAGS"
(A case study at the secondyear of sMpN 4 Kota Tangerangselatan)
Bersamaini sayalampirkansatuberkasproposalskripsiyangterdiri dari:

L OutlineSkripsi
2. Abstrak,dan
3. Daftarpustakasementara
Demikianlahsuratpengajuanini sayasampaikan.
Atas segalapertimbangan
danperhatiannya
sayaucapkanbanyakterimakasih.
Wassalama'alaikumlh. Wb.
Menyetujui,
DosenSeminarProposalSkripsi
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ffi/Y
Drs, NasrunMahmud
M.?4. Elna Syamsiah
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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.
Untuk itu kami mohon Saudara dapat mengizinkanmahasiswa tersebut

melaksanakanpenelitian
dimaksud.
I
Atasperhatian
dan kerjasamaSaudara,kamiucapkanterimakasih.
Wassalamu'alaikum wr.wb.
a.n.DeKa
Kafur didikan BahasaInggris
u
Drs\S ,rF.po
NIP. I 6412121991031 002
Tembusan:
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2. PembantuDekanBidangAkademik
3. Mahasiswayang bersangkutan
PEMERINTAH
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15417Telp.021-7440911
Fax.021-74704364
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No. : 800.021421.31 3|QlSMPN4Tangsel/20l1 25 Oktober2011
Lamp. : -
Hal : Ijin penelitian
Yth. Dekan FITK

UIN Jakarta
u.p. Kajur PendidikanBahasaInggris
di
Ciputat
Assalamu'alai
kum wr.wb.
Membalassuratdari FITK UIN Jakartanomor Un.01/F.1/KM.01.3/66892/2011

perihal
permohonanizin penelitian atasnama mahasiswa:
Nama : Erna Syamsiah

NIM :107014000327
Jurusan : Pendidikan BahasaInggris
dapatdiijinkan mengadakan peneliriandi SMPN 4 Kota TangerangSelatandengancararan

tidak mengganggupros'€sKegiatan Belajar Mengajar,untuk kepeilrrunp"rryosunan
skripsi
denganjudul:
.:SO^ME
DIFFICULTIES FACED BY STUDENTS IN LEARNING
(A case Study ar rhe SecondGrade Studentsof sMpN 4 Kota QUESTION TAGS"
rung"ring i"r"."l
Demikian suratizin ini kami sampaikanuntuk diketahuidan dijadikan

bahanseperlunva.
Wassalamu'alaikum
wr.wb.
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Hal : Keteranganpenelitian
Yth. Dekan FITK

UIN Jakarta
U.p. Kajur PendidikanBahasaInggris
di
Ciputat
Assalamu'alaikumwr.wb.
Kepala SMP Negeri 4 Kota TangerangSelatanProvinsi Banten menerangkanbahwa:
Nama : Erna Syamsiah

NIM z 107014000327
Jurusan : Pendidikan Bahasa Inggris
Benar nama tersebuttelah melakukan penelitian untuk keperluanpenyusunanskripsi

denganjudul "Some Difficulties faced by studentsin learning question tags" yang
dilaksanakanpada tanggall3 s.d20 Oktober2011 di kelasVIII.9.
Surat ini dibuat untuk dipergunakansebagaimanamestinya.
Wassalamu'alaikumwr.wb.
{r,fr Sekolah,
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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
2743740644200002Jakarta 11 04 1962 P Islam Guru Matematika IV.a 01 04 2008 17 2 01 11 1990 S.1/A.4 Matematika 2008
39 Oganeta Liberty, S.Pd 196309191988032004
8042739641300003Palembang 10 08 1961 P Islam Guru Matematika IV.a 01 10 2007 12 2 01 03 2002 S.1/A.4 Matematika 2008
40 Zahratul Jannah, S.Pd 196802221990112001
4554746647300002Jakarta 22 02 1968 L Islam Guru B. Indonesia III.d 01 04 2007 14 2 01 09 1999 S.1/A.4 B. Indonesia 2008
41 Eti Murniahati, S.Pd 196710021994122003
5334745648300003T asikmalaya02 10 1967 P Islam Guru Matematika IV.a 01 04 2007 12 2 01 03 2002 S.1/A.4 PKn 2008
42 Enjang Supyan, M.Pd 196710031996011002
3335745649200000T asikamalaya
0 3 10 1967 L Islam Guru B. Indonesia IV.a 01 10 2007 14 2 01 09 1999 S.1/A.4 B. Indonesia 2008
43 Sunarmi, S.Ag 197008071997022002
1139748650300023T angerang 07 08 1970 P Islam Guru Agama IslamIV.a 01 04 2007 12 1 01 02 1997 S.1/A.4 Agama Islam 2007
64
44 Iim. Ibrahim, M.Pd 197002221997021002
3554748650200002Bandung 22 02 1970 L Islam Guru IPS IV.a 01 10 2007 13 1 01 02 1997 S.1/A.4 B. Sunda 2008
45 Agus Indro Winarto, M.Pd 196812121998021002
1544746647200003Sleman 12 12 1968 L Islam Guru E.C III.d 01 10 2007 12 1 01 02 1998 S.1/A.4 Bhs. Inggris 2008
46 Ali Munir, M.Pd 196612261998021002
4558744647200033Padang 26 12 1968 L Islam Guru Matematika III.d 01 04 2007 12 1 01 09 2002 S.1/A.4 Matematika 2008
47 M.F.T . Siti Noorzanah, S.Pd 196108121994032005
0144739640300013Semarang 12 08 1961 P Islam Guru Bhs. Inggris III.c 01 10 2007 24 01 07 2000 S.1/A.4 Bhs. Inggris 2008
48 Eti Winarsih, S.Pd 197203252006042007
2657750652300012T angerang 25 03 1972 P Islam Guru IPS III.b 01 04 2007 8 11 01 04 2006 S.1/A.4 Pend.Sejarah 2009
49 Hasanuddin, M.Pd 196808072007011020
3139746650200003T angerang 07 09 1968 L Islam Guru Agama IslamIII.b 01 01 2007 6 01 01 2007 S.1/A.4 Agama Islam 2007
50 Ida Mulfidah, S.Pd 196610292007012006
1361744648300003T angerang 29 10 1966 P Islam Guru BK III.a 01 01 2007 6 01 01 2007 S.1/A.4 Fil.&Sos Pend.2009
51 Halimatus Sa'diah, M.Pd 197601012008012016
2433754658300002Surabaya 01 01 1976 P Islam Guru Biologi III.a 01 01 2007 4 07 01 01 2008 S.1/A.4 Biologi 2008
52 Nurlaelah, S.Pd 197607132008012007
4045754656300053Jakarta 13 07 1976 P Islam Guru BK II.a 01 01 2007 4 07 01 01 2008 S.1/A.4 BK 2009
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65

Erna Syamsiah Fitk

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Erna Syamsiah Fitk

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AN ANALYSIS ON THE DIFFICULTIES FACED BY

STUDENTS IN LEARNING QUESTION-TAGS

DEPARTMENT OF ENGLISH EDUCATION

Drs. Sunardi Kartowisastro" Dipl. Ed.

DEPARTMENT OF ENGLISH EDUCATION

The "skripsi" ( Scientific Paper) entitled 'oAN ANALYSIS ON TFIE

SECRETARY Neneng Sunengsih.M,Pd

EXAMINER 1 Drs.NasrunMahmud. M.Pd

EXAMINER 2 Nida Husna.M.Pd. MA. TESOL

Sayayang bertandatangan di bawah ini,

DosenPernbimbing : Drs. SunardiKartowisastro,Dipl.Ed

denganini menyatakanbahwa skripsi yang sayabuat benar-benarhasil karya sendiri dan

Jakarta,28 Desember 2011

Syamsiah, Erna., An Analysis on the Difficulties Faced by the second grades

Key word: Difficulties Learning, Question Tags, SMP

In this research, the writer wishes to know the difficulties encountered by

Kata Kunci: Kesulitan Belajar, Question Tags, SMP

Dalam penelitian ini, penulis ingin mengetahui kesulitan yang dihadapi

Jakarta, December 2011

ABSTRACT (1) ................................................................................................ i

A. Background of the Study ............................................ 1

CHAPTER II : THEORETICAL FRAMEWORK

A. Research methodology ............................................. 26

B. Research findings ..................................................... 29

CHAPTER IV : CONCLUSION AND SUGGESTIONS

1. Figure 2.1 ....................................................................................................... 11

1. Instrument of test ........................................................................................... 46

Realizing how important English is, the government stated in the

According to Michael Swan “question-tags is an expression like isn‟t

As the writer found when teaching practice (P2KT) in SMPN 4 Kota

B. Scope and Limitation of Problem

evaluation and revision in their teaching-learning activity and they can

Moreover, Williams says (1970:13) a grammar is the description that

After perceiving the explanation above, the writer summarize that

there is no good evidence that this is a generally viable strategy in second-

According to Celce-Murcia and Hilles, there are some stages in

In addition, the following are the some stage in teaching grammar

In addition, Jeremy Harmer says three of the most important

definition is supported by Murphy (1994: 102), Question-Tags are mini

2. Form of Question Tags

NEGATIVE STATEMENT AFFIRMATIVE TAG

NEGATIVE STATEMENT AFFIRMATIVE TAG

And Sidney Greenbaum says that Question-tags generally consist of

positive declarative generally takes a negative Question-tags and a negative

f) It isn‟t hot today, is it? It is hot today, isn‟t it?

The question-tag for I am is Aren’t I

If an affirmative sentence contains a negative or ‟restrictive‟ adverb (e.g.

And then they says about another case in the question-tags.

AFFIRMATIVE SENTENCE + NEGATIVE TAG

NEGATIVE SENTENCE + AFFIRMATIVE TAG

Personal pronouns are used to refer

Nothing is wrong, is it?

I am supposed to be here, I arn not? I am not? is formal English.

From explanation above, it shows that the forms of question-tags

after somebody/someone, everybody/everyone, and nobody/no one the tag

You don‟t live in Bandung, do you?

He didn‟t pay, did he?

So he‟s late again, is he?

She‟s safe now, is she?

Oh, you‟ve found a new job, have you?

Example : Tom lives in L.A., doesn‟t he?

Example : It‟s a nice day, isn‟t it?

According to Swan, the meaning of question-tag changes with the

From the explanation above, it shows that the meaning of