An Analysis On Students’ Problem at ABA UMI

In Using Modal Auxiliary

By

Yulia Ibtida

06420170011

Foreign Language Academy

Muslim University Of Indonesia

Makassar

2019
 CHAPTER I

INTRODUCTION

A. Research Background

The ability of the language is significant for human life. Everyone realizes
that in all activities individuals need to communicate one another. Language is an
arrangement of correspondence in discourse and composing that is utilized by
individuals of particulary nation. Siahaan (2008 : 28 ) state that language is a set
of rules used by human as a tool of the communication. In short, language is a
means used to express ideas, knowledge, feelings, and culture among
individuals.

Now student live in globalization era, where technology facilitate each

people from every country to exchange information and interact with one another.
If we want to communicate with people from different countries, student need
used international languages like language English. As student know, English is a
universal language that is generally used by world society to communicate one
another.

In Indonesia, English becomes one of the important subject, that should be

learnt by student from elementary school up to university. The student learn, some
abilities such as : listening, speaking, reading, and writing. In learning English,
the four ability is not enough that should be mastered by someone in learning
English but also there are components help someone learning English such as :
grammar and vocabulary.

Talking about grammar, grammar is an important component to be learned

in learning English. It is as the basic knowledge and important role in
understanding the English language . According to Robert (1954 : 15 ) grammar is
a body of generalization about how people say thing.

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There are many parts discussed in English grammar one of them is " Modal
Auxiliary " or " Modal verb " . The modal auxiliaries in English there are : can,
could, had better, may, might, must, ought to, shall, should, will and would.
These auxiliaries add to a special semantic component such as Ability, obligation,
possibility. They have special grammatical features, have more than one meaning,
and also complex. Some modal change meaning in the negative must be expressed
with other auxiliaries. Eventhough the modals are used only with the simple form
of the verb. And here the students still have difficulties to make the sentence using
auxiliaries and to decide the meaning of the modal.

Acording to Sudirman ( 2010 : 3), there are two factors that make learning
difficulty. The first one is the internal factors which include physiology factors
and psychology factors. And the second one is the internal factors which includes
non social factors and social factors.

Beside factors above, here the error of the students is for example: student
must to study hard for English test. The modal verbs have not only a grammatical
function, but also a dictionary meaning (must and can mean „be obligate to‟). But
in reality some students still make mistakes and find difficulty in identifying
modal. Here are examples of wrong sentence that are often made by the student in
using the form of modal.

1.We must to study hard for English test

2.We might taking a bus to her house
3.You have type faster

For this situation, the author is intrigued to analyze the student‟s problem
in using some modal auxiliaries entitled “ An Analysis on students’ problem at
ABA UMI in Using Modal Auxiliary.

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 A. Research Problem

Based on the background above, the writer formulates the following problem :

1. What difficulties are faced by the students in learning some modal auxiliaries?
2. Why do the students face such difficulties in learning some modal auxiliaries?

B. The Objective of the Research

Based on the problem mentioned above, the objective of the research can be
stated as follows :

1.To know the difficulties are faced by students in lerning some modal auxiliary.
2.To explain the reason of the students face such difficulties in learning some
modal auxiliary.

C. Significance of the Study

Based on the problem mentioned above, the significance of the study can be
stated as follows :

1. For students : To help student in learning modal auxiliary.

2. For readers : To give more explanation to increase their knowledge in studying
modal auxiliary.

D. Scope of the Research

In this research focused on used modal auxiliary at fourth semester of ABA

UMI. The writer limits the problem in this writing only in the students problem in
laerning modal auxiliries. Such as : may,might,must, and have to.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

A.Modal Auxiliaries

1. Definition of Modal Auxiliaries

According to Azar ( 1989 : 68 ) , modal auxiliaries generally express a

speaker‟s attitudes, or “mood”. For example, modal can express that a speaker
feels something necessary, advisable, permissible, possible, or probable; and in
addition, they can convey the strength of these attitudes . These are the modal
verb can, could, may, might, must, will, would, shall, should, ought, and need.
They are different from the other three auxiliary verbs (do, be and have) in two
ways. Firstly, they have special grammatical features (for instance, they have no
infinitive and the third person singular has no s). And Secondly, most modal
verbs have not only a grammatical function, but also a “dictionary meaning”: for
instance, must can mean „be obliged to‟.(do, be and have do not really have
“meaning”) of this kind when they are used as auxiliary verbs,Swam ( 1980 : 90 ).

Modal verb is technical one of these verb form: can, could, may, might,
shall, should, will, would, must, ought to, used to, need, had better, and dare. They
are all used with others verb to change their meaning by expressing ideas such as
possibility, permission, or intension. And according to Irma Rosita Gloria Barus,
et.al:“modal auxiliaries adalah suatu bentuk atau kategori dalam tata bahasa
inggris yang berfungsi sebagai pembantu kata kerja (auxiliaries) yang salah satu
pungsinya adalah untuk menunjukan kebenaran, prakiraan, atau kemungkinan”.
(modal auxiliaries are kinds or categories in grammar which function as
auxiliaries such as for showing the truth, prediction, or possibility).

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 And modal verb is different from auxiliary verb (or 'helping') verbs that
are used together with other verbs to 'help' them particular grammatical functions
or meanings (for instance, to make questions, or to form tenses). In English, a lot
of important meanings are expressed by changes in the verb, for example:
questioning, negation, time, completion, continuation, repetition, willingness,
possibility, and obligation. But English verb do not have many different forms,
(e.g. see, sees, seeing, saw, seen). So to express these meanings, a number of
auxiliary verbs are used such as do, be, and have.

Do is used to make question and negative form of simple tenses, and for
some other purposes. Be is used with participles (-ing and –ed form) to make
progressive and passive verb-form. Have is used to make perfect verb forms. Do,
be, and have also have other 'non-auxiliary' uses , Swam ( 1980 : 91 ).

In conclusion, modal auxiliaries are functional words that help verbs to

express specific meaning such as ability, probability, possibility, obligatory, etc.

2. Kinds of Modal Auxiliary

In English, such verbs have largely replaced the subjunctive mood, and
three kinds of modality can be distinguished for them: (1) epistemic modality,
which expresses a judgment about the truth of a proposition (whether it is
possible, probable, or necessarily true): John may be in his office. (2) Deontic
modality, which involves the giving of directives (in terms of such notions as
permission and obligation): You must leave immediately. (3) Dynamic modality,
which describes such properties as ability and volition to the subject of the
sentence: I can come. Often the same modal verb is used for more than one kind
of modality: may for possibility (It may rain tomorrow) and permission (You may
smoke now);must for necessity (The plane must have landed by now) an obligation
(I must go). Often the same modal verb is used for more than one kind of

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modality: may for possibility (It may rain tomorrow) and permission (You may
smoke now); must for necessity (The plane must have landed by now) an
obligation (I must go).
( http://www.encyclopedia.com/doc/1O29-MODALVERB.html ) .

According to Azhar ( 1989 : 68 ), the types of Modal Auxiliaries can be

divided into two kinds. First, modal auxiliaries with different meaning such as:
can, could, had better, may, might, must, ought to, shall, should, will, and would.
Second, modal auxililaries with similar expression such as: be able to, be going to
be supposed to, be to, have to, have got to, used to.

According to Johanson and Bibes ( 2000 : 485 ) , modal and semi modals
can be grouped into three major categories according to their main meaning
(excluding used to, which relates to past time).

a. Permission/possibility/ability: can, could, may, might.

b. Obligation/ necessity: must, should, had better, Have (got)to, need to, ought to,
be supposed to.
c. Volition/prediction: will, would, shall, be going to.

3. Sentence pattence of modal

According to Aoline ( 2007 : 11 ) , sentence is a group of word that

contains at least object and one verb. A sentence expresses a complete thought.

a. Positive sentence

The pattern of modal auxilaries in the positive sentence is:

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 S + Modal auxilaries + V (infinitive without „to‟+o/c)

e.g: You may go home now

b. Negative sentence

The pattern of modal auxilaries in the negative sentence is:

S + Modal auxilaries + V (infinitive without „to‟+o/c)

e.g: You may not go home now

c. Introgative sentence

The pattern of modal auxilaries in the introgative sentence is:

S + Modal auxilaries + V (infinitive without „to‟+o/c)

e.g: May you go home now ?

4. Modal Auxiliaries : May, Might , Must and Have to

a. Meaning of Modals Auxiliaries; May and Might

According to Swam ( 1995 : 331 ) , may and might are used mainly to talk
about possibility ( especially the chances of something happening ) , and to ask
for and give permission ( especially in a more formal style ).

b. Usage of modal : May and Might

The detail functions of May and Might are followed :

1. To express the ability.

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a. Chances
We often use may and might to say that there is a chance
that something true, or that there is a possibility of it
happening.
e.g: We may go climbing in the Alps next summer.

b. The difference
Might is not used as a past form of may : both may and
might are used to talk about the present or future. Might is
mostly used as a less difinite or more hesitant form of may,
suggesting a smaller chance – it is used when people think
something is possible but not very likely. Compare :
e.g: I may go to London tomorrow. ( perhaps a 50% chance )
e.g: Joe might come with me. ( perhaps a 30% chance )

c. Typical occurance
May can be used to talk about typical occurance – things
that can happen in certain situations. This is common in
scientific and academic language.
e.g: The flowers may have five or six petals; colour may range
from light pink to dark red.

d. Questions
May is not normally used in direct questions about
probability.
e.g : Are you likely to go camping ? ( not may you go camping
?)
But may is possible in negative questions about probability.
e.g : May we not be making a big mistake ?
And may is possible in direct questions.
e.g : Do you think you may go camping ?

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e. Negatives
Note the difference between may/might not and
cannot/can’t. May/might not means ‘it is possible that.
e.g : It may/might not be true. ( It is possible that it is not true)

f. Conditional
Might ( but not may ) can have a conditional meaning (
would perhaps ).
e.g : If you went to bed for an hour you might feel better. (
perhaps you would feel better ).

g. Indirect speech
Might is used as the indirect speech equivalent of both may
and might after a past reporting verb.
e.g : “ What are you doing at the weekend, Anne? ‘oh, I may go
to Scotland or I just might stay at home.’

h. Past
May and might cannot normally be used to say that
something was possible in the past. Other word have to be
used.
e.g : I couldn’t think clearly, and felt hot. Perhaps I was ill .(
Not I might be ill ).

i. May/ might + perfect infinitive

To say that it is possible that something happened or was
true in the past. A special structure can be used : may/might +
perfect infinitive (have = past participle ).
e.g : ‘Polly’ very late.’ She may have missed her train.’ ( ‘It is
possible that she missed).

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2. Permission

a. Asking for permission

May and might can both be used to ask for permission. They
are more formal than can and could. Might is very polite and
formal ; it is not commen, and is mostly used in indirect
question structures.
e.g : May i put the TV on ?

b. Giving and refusing permission

May is used to give permission ; may not is used to refuse
permission and to forbid.
e.g : ‘May i put the TV on? ‘Yes, of course you may.’

c. Talking about permission

We do not usually use may and might to talk about
permission which has already been given or refused, about
freedom which people already have, or about rules and laws.
Instead, we use can, could or be allowed.
e.g : These days, children can / are allowed to do what they
like. ( Not children may do what they like ).

d. Indirect speech
However, may and might can be used in indirect speech to
report the giving of permission. May is used after present
reporting verbs and might after past verbs.
e.g : The manager says that we may leave our coats in the
downstairs toilet.

3. May in wishes and hopes

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 May ( but not might ) is used in formal expression of wishes
and hopes.
e.g : May you both be very happy!

4. Requests,suggestions and criticism

Might is often used in affirmative clauses to make request and
suggestion.
e.g : You might see if John’s free this evening.
The structure can be used to criticise . Might have + past
participle is used to talk about the past.
e.g : You might as before you borrow my car.

a. Meaning of Modals Auxiliaries; Must

According Swam ( 1995 : 342 ), must is used mostly to express the

conclusion that something is certain and to talk about necessity and obligation.

b. Usage of modal : Must

1. Concluding that something is certain

a. Statement
Must can be used to express the conclusion that
something is certain highly proble – to suggest that there
are are excellent argumets for believing something.
e.g : There is the doorbell. It must be Roger.

b. Question

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 Must is not used to express certainly in question and
negative clauses. In questions we use can.
e.g : There’s somebody at the door.Who can it be ? ( Not
Who must it be ? )

c. Past
We can use must with a perfect infinitive ( have + past
participle ) to express conclusions about the past.
e.g : ‘We went to Rome last month. ‘That must have been
nice .’

d. Indirect speech
Must can be used after a past reporting verb as if it were
a past tense.
e.g : I felt there must be something wrong.

2. Necessity and obligation

a. Statement
In affirmative statements, we can use must to say what is
necessary, and to give strong advice and orders to ourselves
or other people.
e.g : You must be here before eight o’clock tomorrow.

b. Question
In questions, British people can use must to ask about
what the hearer thinks is necessary.
e.g : Must I clean all the rooms ?

c. Negative

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 British people can use must not / musn’t to say that
things should not be done, or tell people not to do things.
e.g : The government really mustn’t expect people to work
hard for no money.

d. Past
Must is not normally to talk about past obligation (
expect in direct speech ).This is because must is used
mainly for giving orders and advice and for making
recommendations, and one cannot do these things the
past.Had to is used to talk about ‘ outside’ obligation in the
past.
e.g : I had to cycle three miles to school when I was a child.

c. Usage of modal : Have (got ) to

a. Concluding that something is certain

Must is unusual in this sense in American English, especiallyin
speech. Have ( got ) to used to be unusual in British English in this
sense, but it is now becoming common.
e.g : You have ( got ) to be joking.

b. Necessity and obligation

Must and have ( got ) to can both be used in British English to
talk about necessity. In American English, have to is more
common, especially in speech.
e.g : I’ve got to stop smoking.

c. Future obligation

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 Will have to is used to talk about future obligation, but have (
got ) to is preferred when arrangements for the future have already
been made.
e.g : I’ve got to go for a job interview tomorrow.

d. Past
Had to is used to talk about past obligation. Must is used with
the perfect infinitive ( have + past participle ) to express certainly
about the past.
e.g : Edna isn’t in her office. She had to go home.

e. Negative
Do not have to / have not got to is used to say that there is no
obligation.
e.g : You don’t have to carry identity papers in England.

5. Students’ difficulties in using modals

According Swam (1995 : 131 ), modal auxilaries are among the more difficult
structure ESL and English teacher have to deal with. One of the reasons for his is
the form of modals. The students,who have been told time to time again that
present-tense verb with third person singular subjects require an-s ending,
overgeneralize this rule to modals this rule to modals.

In English, modals are derived from verb that did carry tense and take
agreement markers during a much earlier stages of the language. It is thus
important to emphasize to learners that English no longer inflects modals for tense
and number. Another formal property of modals that may cause your students
some trouble is that modal directly precede a verb without the intervening

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infinitive to that is required when two ordinary verbs follow each other in
sequence. Freeman and Murcia ( 1999 : 137 ) .

Sudirman ( 2011 : 15 ) state that , many of the students will treat modals like
ordinary verbs and produce error by using a superfluous infinitive to: * Jack must
to Study Harder.

The biggest problem of ESL students face with modals is their meaning. Each
modal can have more than one meaning and each meaning is a member of an
inter-related system. When a speaker chooses to use one modal,she/he is deciding
not to use any of the other modals, thereby indicating the degree of emphasis."The
problem lies not in the surface positioning of modals nor in their wide range of
meanings, but in associating the right modal with the right meaning." The
difficulties, in interpreting an already complex system, have often been
compounded by teaching methods that present modals as a list. Students
memorize the modals with their accompanying meanings, but they may have no
idea of the subtle social and cultural information each choice conveys.
(http://www2.gsu.edu/~wwwesl/issue1/modaldif.htm ).

Modals can also appear in the perfect aspect with a have + -en construction.
This can also be a difficult area for students. The problems students experience
with the perfect modal construction can be attributed to the fact that they often
believe the addition of the perfect construction adds "perfectiveness" to the
meaning.

Beside that, the difficulties in learning modal auxiliaries were caused by

internal factor; the factor comes from inside of the students, such as Interest,
motivation, mental health and talent. As Muhibin Syah said “ The internal factor
is divided into aspects; physiological aspect and psychological aspect”.

a. Physiological Aspect

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 This aspect is about the conditions of the students‟ body from every part
of the body. For instance, when the students got headache, they could not study
well. The condition of the body can influence students‟ intensity and spirits in
studying. So, if their bodies are healthy, they can study well; can receive the
information about what they are learning and can get a good achievement.
However, if they are not, it will influence too. The students become lazy and no
spirit to study.

b. Psychological Aspect

This factor emphasize on the inside conditions of the students. It consists

of the students‟ intelligence, talent, interest, motivation, mental health and special
types of learner.

1. Intelligence

The level of intelligence which the students have, give the influence in
their learning. If the students have to resolve their problems which are over than
their competences or their potentials, they will face the difficulties, especially in
their learning. The higher IQ that students have, the higher achievement they will
get.

2. Talent

Talent is the basic potential or basic competence which is gotten from born.
Everyone has different talent. Someone will be easy learning
something that is not suitable with their talent will get bored, give up
and unhappy.

3. Interest

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 Interest is a tendency and high spirit or desire to something. The students‟
interest can be seen by the way students follow the learning process, complete or
incomplete their note and pay attention to the italic word in those learning.
Without interesting to the learning process, they will get learning difficulties. So,
for those who have high interest in learning process, they will study hard to get
what they want happily. Nevertheless, for those who have less interest in learning
process, they will study just as long as they want.

4. Motivation

Motivation is as inner factor that functions for making, basing and

pointing to the learning. Students‟ motivation can determine good or bad in their
learning achievement. The higher motivation they have, the higher learning
success they will get. Furthermore, there are two kinds of motivation, intrinsic and
extrinsic motivation. Intrinsic motivation is a motivation that comes from the
inside students that can force them to study. Extrinsic motivation is motivation
comes from outside students that give energy to study. It means the extrinsic
motivation is the verse of intrinsic motivation.

5. Mental Health

In learning process, there is not only about intelligence but also about
their mental health and their emotion. The quite emotion and the mental health
will make the good result in learning process. In addition, if the students get
successful in their learning, they will have self-esteem. The appearance of
someone‟s self-esteem is the factor of
mental health.

6. Special types of learner

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 As we know, there are three types of learning styles, those are: visual,
motorist, and visual-motorist. If the learning process is suitable with their learning
style, they will study happily.

Ahmadi and Supriyono state that, biside the internal factor, there is
external factor that causes learning difficulties. In this case, the students did not
concentrate to the material given because their friends disturbed them, or there is
the parent did not support them to study. It is meant, the difficulties were caused
by the external factors. The external factor includes social environment and non
social environment.

1. Social Environment

The social environment here is the human environment outside students

who have contact directly with them such as family, in their school, neighbors and
mass media. Family is the first center of education. But it can be the cause of
learning difficulties if the families give less attention to their children. Social
environment in school such as teachers, staff administration and classmates can
influence the students. The teacher can be a cause for learning difficulties when:

a. Unqualified teacher.
b. Bad relationship between the teacher and the student.
c. The high learning standard from the teacher.
d. Has no skill in diagnosing the students learning difficulties, and
e. The unsuitable method.

2. Nonsocial Environment

The factors which include the nonsocial environment are the location of
student‟s house, the school‟s building, learning instruments, curriculum, and

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school timing. All these factors are thought could be the influence for the
students‟ achievement.

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