THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year Students of SMP Islam Terpadu alFajar Kedaung - Pamulang)
A ‘Skripsi’ Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)
By:
Mila Rohmanurhayati 104 014 000 330
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1431 H/2010 M
THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year Students of SMP Islam Terpadu alFajar Kedaung - Pamulang)
A ‘Skripsi’ Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)
By:
Mila Rohmanurhayati 104014 000 330
APPROVED BY Advisor
Dr. Didik Santoso, M.Pd. NIP. 150 270 348
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1431 H/2010 M
Jakarta, 1 Juni 2009 Nomor Lampiran Perihal
: Istimewa :: Permohonan Perubahan Judul Skripsi
Kepada Yth, Bapak Ketua Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan UIN Syarif Hidayatullah Jakarta Di Tempat Assalamu’alaikum WR. Wb. Salam sejahtera dan silaturahmi saya haturkan kepada Bapak semoga dalam lindungan Allah SWT dan diridhoi langkah serta aktivitas yang Bapak jalani sehari-hari. Amin. Sehubungan dengan ini saya jelaskan dengan identitas saya adalah sebagai berikut: Nama : Mila Rohmanurhayati NIM : 104 014 000 330 Fakultas : Ilmu Tarbiyah dan Keguruan Jurusan : Pendidikan Bahasa Inggris / X – B Dengan ini saya mengajukan perubahan judul skripsi, yang berjudul: THE EFFECTIVENESS OF USING AUDIO-LINGUAL METHOD IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year Students of SMP Islam Terpadu al-Fajar Kedaung - Pamulang) Menjadi: THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year Students of SMP Islam Terpadu al-Fajar Kedaung - Pamulang) Demikianlah surat permohonan ini saya ajukan, semoga Bapak berkenan menyetujuinya. Atas perhatiannya saya ucapkan terima kasih. Wassalamualaikum. Wr. Wb. Wb
Dosen Pembimbing
Pemohon
Dr. Didik Santoso, M.Pd. NIP. 150 270 348
Mila Rohmanurhayati NIM. 101414000330
Acknowledgement In the name of Allah, The Beneficent, The Merciful. All praise be to Allah, a word of gratefulness that should come out from the writer to Allah for His Mercy and guidance. Without His blessing, the writing of this skripsi could never been possible. This skripsi is titled THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study Of The Seventh Year Students Of SMP Islam Al-Fajar Kedaung - Pamulang) is presented to the Faculty of Tarbiyah and Teachers Training Faculty of Syarif Hidayatullah State Islamic University, Jakarta, for the Degree of Strata 1 (S1). It is difficult to decide on whom to acknowledge in a skripsi like this, for so many people have influenced her thinking about language and teaching in general, and grammar in particular. For her special gratitude and thanks is dedicated to her beloved parents, Syarifudin and Husnurrohmah for their support of financial and who have given a big love to the writer, and all her sister, Lina Rakhma Widiyati, Nita Rohmatus Shalihah and her brother Cece Rohmanul Hakim and Tendi Hidayat at home, she loves you all. The writer is absolutely conscious that she could not carry out this duty without helping of other, both materials and spirituals. In this occasion, the writer would like to express the deepest gratitude to: 1. All lecturers of English Department, who have taught and given their valuable knowledge for the writer during her study in English Department. 2. Dr. Didik Santoso, M.Pd., the writer’s advisor who has stimulated thinking in many respects with his expert guidance and invaluable advice during the process of this skripsi. 3. Drs. Syauki, MPd. The head of English Department and Dra. Neneng Sunengsih as the secretary of English Department, and all staffs in English Department. 4. Dr. Dede Rosyada as a Dean of Tarbiyah and Teachers Training Faculty. 5. The Principal of SMP Islam Terpadu al-Fajar Kedaung-Pamulang, Mr. Hanapi S.pd. and his staffs for giving the writer’s permission to held research in their institution, the English teacher; Nurhayati S. Pdi who helped and allowed the writer to research in her classes and also all of the seventh year students in class 7-A and 7-B SMP
Islam Terpadu al-Fajar Kadaung-Pamulang, thanks for the time and the participations. She has learned so much from them; all the things that they given to the writer will become her guidance to be a good teacher later. And also the staff in administration office Erwan Setiawan, thanks for help in official statements, the spirit and jokes who has given to the writer that make her comfortable at school. 6. For all her best friends in English Department, especially in class B Academic year 2004, thanks for the beautiful friendship, she never forgets it.
Finally, the writer realizes that this paper is not perfect yet, but hopefully practice can make her better. Therefore, it is a pleasure for her to receive any constructive critics and suggestion for better writing. By all modesty, the writer hopes this skripsi would be useful for the writer and for the readers. Amin.
Tangerang, Januari 2010 The writer
Table of contents Abstract 1 ..................................................................................................
i
Abstract 2 ..................................................................................................
ii
Acknowledgment ......................................................................................
iii
Table of Content ........................................................................................
v
List of Tables .............................................................................................
vii
List of Appendices ....................................................................................
viii
CHAPTER I
CHAPTER II
: INTRODUCTION A. Background of Problem ....................................
1
B. Identification of Problem ...................................
3
C. Limitation of Problem........................................
3
D. Formulation of Problem .....................................
4
E. Significance of the study ...................................
4
F. Organization of the Writing ..............................
4
: THEORETICAL FRAMEWORK A. Theoretical Description .....................................
6
1. The Simple Present Tense ............................
6
2. Communicative Approach............................
9
a. Definition...............................................
9
b. Principle.................................................
11
c. Design....................................................
13
d. Procedures..............................................
15
e. Strength and Weakness...........................
16
3. Audio-lingual Method ..................................
17
a. Definition...............................................
17
b. Principle.................................................
18
c. Design....................................................
19
d. Procedures..............................................
24
CHAPTER III
CHAPTER IV
CHAPTER IV
e. Strength and Weakness...........................
25
B. Conceptual Framework......................................
26
C. Hypothesis .........................................................
27
: RESEACH METHODOLOGY A. Objective of Study ..........................................
28
B. Time and Place of Study .................................
28
C. Population and Sample....................................
28
D. Research Method ............................................
29
E. Instrument of Research ...................................
29
a. Conceptual Definition ...............................
29
b. Operational Definition...............................
29
c. Specification .............................................
30
F. Research Procedure.........................................
30
G. Data Analysis..................................................
30
: RESEARCH FINDINGS AND DISCUSSIONS A. Data Description .............................................
33
B. Hypothesis Testing .........................................
38
C. Discussion ......................................................
39
: CONCLUSION AND SUGGESTIONS A. Conclusion......................................................
40
B. Suggestions ....................................................
41
BIBLIOGRAPHY ...................................................................................
42
APPENDICES .........................................................................................
44
List of tables Table 3.1 The Description of the test items ................................................
28
Table 4.1 Students’ Score of Experiment Class in Teaching Vocabulary ....
32
Table 4.2 Interval of the Score of Experiment Class ..................................
33
Table 4.3 Students’ Score of Control Class in Teaching Vocabulary ..........
34
Table 4.4 Interval of the Score of Control Class .........................................
35
Table 4.5 The Result Calculation of Experiment Class ...............................
36
Table 4.6 The Result Calculation of Control Class .....................................
37
List of Appendices 1. ..................................................................................................Lesson of Experiment Class .......................................................................
Planning
41
2. ..................................................................................................Lesson of Control Class..............................................................................
60
3. ..................................................................................................Test present tense ...................................................................................
planning
of
simple
65
4. ..................................................................................................Key Answers of the test ...........................................................................................
77
5. ..................................................................................................Official Statements ...................................................................................... 6. ..................................................................................................Background SMP Islam al-Fajar Kedaung-Pamulang .........................................
of
ENDORSEMENT BY THE EXAMINATION COMMITTEE The examination committee of the Faculty of Tarbiyah certifies that the ‘Skripsi’ (scientific paper) entitled ‘The Effectiveness of Communicative Approach in Teaching the Simple Present Tense’ (An Experimental Study at the Seventh Year Students of SMP Islam Terpadu al-Fajar Kadaung-Pamulang) written by Mila Rohmanurhayati, student’s registration number: 104014000330, was examined by the committee on Friday, January 23 rd 2009, and was declared to have passed and, therefore, fulfilled one of the requirements for academic title of ‘SPd’ in English language education at the Department of English Education. Jakarta, January 23rd, 2010 Examinnation Committee:
CHAIRMAN
: Drs. Syauki, M.Pd.
( ………………… )
NIP. 150 246 289
SECRETARY
: Neneng Sunengsih, S.Pd.
( ………………… )
NIP. 150 293 232
EXAMINER 1
: Drs. Nasrun Mahmud, M.Pd.
(……………….…)
NIP. 150 041 070
EXAMINER 2
: Dra. Hidayati, M.Pd.
( ………………… )
NIP. 150 231 927
Acknowledged by: Dean of Tarbiyah and Teachers Training Faculty
Prof. Dr. Dede Rosyada, MA. NIP. 150 231 356
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tanda di bawah ini,
Nama
: Mila Rohmanurhayati
Tempat/Tgl.Lahir
: Tangerang, 09 Desember 1986
NIM
: 104014000 330
Jurusan / Prodi
: Pendidikan Bahasa Inggris
Judul Skripsi
: The Effectiveness of Communicative Approach in Teaching the Simple Present Tense
Dosen Pembimbing
: Dr. Didik Santoso, M.Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, Januari 2010 Mahasiswa Ybs.
Mila Rohmanurhayati NIM. 104014000330
BIOGRAPHY
Mila Rohmanurhayati, a name given by her parents as a pray for her life was born in Tangerang, on December 9th, 1986. She was the third daughter from Murdaud Syaefullah (Alm), a government employee,
and Eno
Husnurrochmah, the
most
patient women and very close with her children including the writer who has finished this skripsi. The writer’s educational background began from the Elementary School namely SDN Jati Gintung 03, Mauk-Tangerang (1992 to 1998).
She continued her study to the Islamic Junior High School; it was MTs
Daarul Muqimien Sukadiri-Tangerang (1998 to 2001), and Islamic Senior High School at MAN Mauk-Tangerang (2001 to 2004). And she tried to get her dream to be an English teacher by studying in English Department at Syarif Hidayatullah State Islamic University Jakarta from 2004 until 2009. Mila, that’s a name called by her friends. While the writer was studying in university, she had several working experiences. She began his career in 2008 as an English teacher of senior high School and Islamic Junior High School until now.
ABSTRACT
ROHMANURHAYATI, MILA. 2010, The Effectiveness of Communicative Approach In Teaching The Simple Present Tense (An Experimental Study of The Seventh Year Students of SMP Islam Terpadu Al-Fajar Kedaung - Pamulang), Skripsi, Department of English Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Didik Santoso, M.Pd. Dr. Key words: Communicative Approach, and Simple Present Tense. The purpose of this study is to describe the objective condition of effectiveness of Communicative Approach in teaching the simple present tense. It includes the students’ grammar mastery by using Communicative Approach, the effect of students’ interest towards the students grammar mastery, the students’ motivation that can be affect the students’ grammar mastery in teaching learning process, and the students’ achievement by using Communicative Approach in teaching the simple present tense. The aim of the research is to gain the information about using Communicative Approach in teaching the simple present tense; moreover it is conducted to get the effective technique in teaching the simple present tense at the seventh year students of Islamic Junior High School (SMP Islam Terpadu) Kedaung-Pamulang. Sample of the research is as much 44 students of seventh year. This research is using experiment method in the quantitative form by collecting data from observation, and test. The data collected in this research analyzed by using t-test. According to the result of statistical calculation, it is obtained the value of to ( t observation ) is 1,119 and the value of “tt” ( t table ) from the df (45) on degree of significance of 5 % is 2,02. It means that the value of to is lower than the value of tt. Based on the result, the null hypothesis (Ho) which says there is no effective influence of using communicative approach in teaching the simple present tense is accepted. It means that the alternative hypothesis (Ha) which says that there is effective influence of using communicative approach in teaching the simple present tense is rejected. Based on the finding of this study it can be concluded that using Communicative Approach in teaching the simple present tense is quite didn’t success, because the final score of test was given by the writer is same with the students that teaching using Audio-lingual Method.
ABSTRACT
ROHMANURHAYATI, MILA. 2009, The Effectiveness of Communicative Approach In Teaching The Simple Present Tense (An Experimental Study of The Seventh Year Students of SMP Islam Terpadu Al-Fajar Kedaung - Pamulang), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: Didik Santoso, M.Pd. Dr. Kata Kunci: Pendekatan Komunikatif, dan Simple Present Tense.
Tujuan dari penelitian ini adalah untuk menggambarkan suatu kondisi yaitu penggunaan pendekatan komunikatif dalam mengajar simple present tense pada kelas 7 siswa Sekolah Menengah Pertama (SMP) Islam Kedaung-Pamulang. Tujuan tersebut antara lain, ke efektifan penggunaan pendekatan komunikatif terhadap penguasaan struktur bahasa Inggris siswa, motivasi siswa yang dapat mempengaruhi penguasaan strukur bahasa Inggris dalam kegiatan belajar mengajar, dan prestasi siswa yang menggunakan pendekatan komunikatif dalam pembelajaran struktur bahasa Inggris. Selain itu tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang penggunaan pendekatan komunikatif dalam mengajar struktur bahasa Inggris selebihnya hal ini dilakukan untuk mendapatkan ke efektifan teknik dalam mengajar struktur bahasa Inggris di kelas 7 siswa Sekolah Menengah Pertama (SMP) Islam Kedaung-Pamulang. Siswa yang termasuk dalam penelitian ini berjumlah 44 orang. Penelitian ini termasuk penelitian experimen dalam bentuk quantitatif dengan mengumpulkan data-data dari observasi, dan test. Data-data yang dikumpulkan dalam penelitian ini dianalisa menggunakan t-test. Berdasarkan hasil statistik, telah didapatkan nilai to (t observasi) yaitu sebesar 1,119 dan nilai dari tt (t table) dari df (45) pada taraf signifikan 5% yaitu sebesar 2,02. Dari hasil tersebut jelas bahwa nilai to lebih rendah dari pada tt. Selanjutnya dapat ditarik kesimpulan bahwa hipotesis nihil (Ho), yaitu tidak ada pengaruh yang signifikan dari penggunaan pendekatan komunikatif dalam mengajar simple present tense diterima. Sedangkan hipotesis alternatif (Ha), yaitu ada pengaruh yang signifikan dari penggunaan pendekatan komunikatif dalam mengajar simple present tense ditolak. Berdasarkan hasil dari penelitian ini, dapat disimpulkan bahwa penggunaan pendekatan komunikatif dalam mengajar struktur bahasa Inggirs adalah kurang berhasil, karena hasil akhir dari test yang diberikan penulis itu tidak jauh berbeda dengan hasil akhir siswa yang diajar dengan menggunakan Metode Audio-Lingual.
1.
Nama
: Mila Rohmanurhayati
2.
Tempat, Tanggal Lahir
:Tangerang, 09 Desember 1986
3.
NIM
: 104014000 330
4.
Jurusan / Prodi
: Pendidikan Bahasa Inggris
5.
Program
6.
Judul Skripsi
: Reguler : THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING THE SIMPLE PRESENT TENSE.
7.
Pembimbing
8.
Penguji
: Dr. Didik Santoso, M.Pd. : 1. Drs. Nasrun Mahmud, M.Pd. 2. Dra. Hidayati, M.Pd.
9.
Tanggal Lulus
10.
Nomor Ijazah ( diisi oleh Bag. Akademik ) _________________________
11.
Indeks Prestasi/Yudisium :
12.
Jabatan dalam Organisasi Kemahasiswaan
13.
Alamat Asal
: 23 Januari 2009
:: Jl. Raya Mauk KM.16 Ds. Jati Waringin Rt. 003/ 02 No.30 kec. Mauk Kab. Tangerang BANTEN 15530 Tlp. 021-27115180 / 083890762843
14.
Alamat Sekarang
: Jl. Raya Mauk KM.16 Ds. Jati Waringin Rt. 003/ 02 No.30 kec. Mauk Kab. Tangerang BANTEN 15530
15.
Nama Ayah
: Murdaud Syaefullah (Alm)
16.
Pendidikan Terakhir Ayah : D3
17.
Pekerjaan Ayah
:-
18.
Nama Ibu
: E. Husnurrochmah
19.
Pendidikan Terakhir Ibu
: Madrasah Tsanawiyah
20.
Pekerjaan Ibu
: Ibu Rumah Tangga Jakarta, 0ktober 2009 Calon Wisudawati
Mila Rohmanurhayati
CHAPTER I INTRODUCTION
This chapter presents the introduction which includes background of problem, identification of problem, limitation of problem, formulation of problem, significance of the study, the organization of the writing.
A. Background of Problem English is one of the international languages. It functions as a means of communication in the world. Some countries use English as their first language and second language and some use it as a foreign language. Indonesia, as a part of the world, uses English as the foreign language which must be taught in the school. The student in learning English doesn’t only master four basic skills which consist of listening, speaking, reading and writing. But student also learn it’s components in order to speak and to write English correctly. The components of language such as grammar, pronunciation and vocabulary are taught to support the development of those skills. The students who study English need to learn grammar, so that they can use English well. Grammar may be roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. For example, in English the present form of the verb be in the third person has two distinct forms, one (is) being used with a singular subject and the other (are) with a plural; and if the plural are is combined with a singular subject, the result is usually unacceptable or ungrammatical. And be (am) being used with the first singular subject.1 According to paragraph above, it means that in simple present tense uses be (am) for the first singular subject, (is) for the third singular subject, and (are) for the second singular subject and the first and third plural subject. Today, language teaching is not easily categorized into methods and trends. Instead, each teacher is called on to develop a sound overall approach to various language classrooms. This approach is a based principle for the teacher chooses particular design and techniques for teaching a foreign language in a particular context. There are no instant recipes. No quick and easy method guaranteed to provide success. Every learner is unique. Every teacher is unique. Every learner-teacher relationship is 1
Penny Ur, Grammar Practice Activities: A Practical guide for teachers, (New York: Cambridge University Press, 1988), p. 4.
unique, and every context is unique. The task as a teacher is to understand the properties of those relationships.2 In English language teaching, there are many kinds of method that can be used by the teacher. One of the methods used in English teaching is the communicative approach. Richards and Rodgers (1986) describe Communicative Language Teaching (CLT) as an approach rather than method, since it is defined in rather broad terms and represents a philosophy of teaching that is based on communicative language use. CLT has developed from the writings of British applied linguists such as Wilkins, Widdowson, Brumfit, Candlin, and others, as well as American educators such as Savignon (1983), all of whom emphasizes notional-function concepts and communicative competence, rather than grammatical structures, as a central to language teaching.3 In learning English, the students sometimes have a problems especially with grammar, some students think that it is boring subject and when they learn English they try to avoid the grammar because it is such confusing rules and hard when they have to study grammar especially with tenses, the example tense is the simple present tense, they find some difficulties when they learn the rules of this tense. Based on the reason above, the writer chooses the simple present tense taught in the seventh year students because the simple present tense is one of the rules in English. And the simple present tense is the most simple tenses in English. So, the students will easy to understand this rules. And the writer’s hope that the students will not think that grammar is a boring subject and confusing rules, especially with tenses. In this research, the writer choose two class, the first as experiment class taught using Communicative Approach and the second as control class taught using Audio-lingual method. The goal of this research to prove: Is Communicative Approach effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar KedaungPamulang?
B. Limitation of Problem To avoid misunderstanding and to clarify the problem, it is necessary to make the limitation of the problem; the writer will limit the problem on teaching the simple present tense using communicative approach at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang in odd semester.
C. Formulation of Problem 2
H. Douglas Brown, Principle of Language Learning and Teaching, 4th edition, (New York: Addison Wesley: Longman, 2000), p. 14. 3 Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Press, 2005) p. 146.
Based on the above description, the problem is formulated as: Is Communicative Approach effective in teaching the Simple Present Tense at the seventh year student of SMP Islam Al-Fajar Kedaung-Pamulang?
D. Significance of the Study The result of this research is expected to be useful for: 1. The Writer is expected to give new knowledge to the further researcher to do the better The study is expected to give new information to the writer about how to teach the simple present tense using communicative approach. 2. The Further Researcher This study research of teaching and learning cases.
3. The Students This study is expected to describe the effective way or method in learning the simple present tense. 4.
The English Teacher This study is expected to give an input in order that he/she can use the various
methods in teaching English, especially grammar. 5.
Headmaster To make an effort to increase the various methods in teaching learning English in
order they get better English score.
CHAPTER II THEORETICAL FRAMEWORK This chapter presents the description of the theoretical framework used in the study. It includes; the basic concept of the simple present tense, communicative approach and audiolingual method, conceptual framework and hypothesis.
A. THEORETICAL DESCRIPTION a. The Simple Present Tense Basically tenses consists of three parts, they are past, present and future. But in modern English tenses become six parts, they are: the present tense, present perfect tense, the past tense, past perfect tense, the future tense and future perfect tense. According to Harry A. Greene, that “Tense is the grammatical term for the form of a verb that show the time of the action or state of being that the verb expresses.”4 According to Susan Emolyn Harman in her book Descriptive English Grammar that the simple present tense is the form a verb to indicate the time of the action or the state of being as present.5 The present tense represents an action, being, or state of being as;6
Habitual action or being, extending from some points in the past through the present into the future; e.g. I live in the country.
General truths, etc; e.g. barking dogs seldom bite.
Future time, as in old English, sometimes with an accompanying adverb to point to a future time; e.g. I hope it does not rain tonight.
Historical present is employed in narration, book review, reports, etc., to represent past events; e.g. Hamlet dies in the last scene of the play. Then, A. J. Thomson and A.V. Martinet defined that the simple present has the
same form as the infinitive but add an ‘s’ for the third person singular.7 Infinitive; to work. 4 Harry A. Greene, et all, Basic Language; Message and Meaning, (New York: Harper & Row Publisher, Inc., 1982), p. 288. 5 Susan Emolyn Harman, Descriptive English Grammar; 2nd edition, (New Jersey: Prentice Hall, Inc., 1950), p.116. 6 Susan Emolyn Harman, Descriptive English grammar ... p. 116 7 A. J. Tomson and A. V. Martinet, A Practical English Grammar; third edition, (Hongkong: English Language Book Society/oxford University Press, 1980), p. 145.
Affirmative
Negative
Interrogative
Negative interrogative
I work
I do not work
Do I work?
Do I not work?
You work
You do not work
Do you work?
Do you not work?
He works
You
does
not Does
he Does he not work?
work
work?
We work
We do not work
Do we work?
She works
She
does
work They work
They
not Does
Do we not work?
she Does she not work?
work? do
work
not Do
they Do they not work?
work?
The uses of the simple present tense according to A. J.Thomson and A.V. Martinet are:
The main use of simple present tense is to express habitual actions: e.g. he smokes, dogs bark, cats drink milk, birds fly.
It can be used for dramatic narrative. This is particularly when describing the action of a play, opera, etc.
It can be used for a planned future action or series of actions, particularly when they refer to a journey.
It is used in conditional sentences.
It is used in time clause. Ann Cole Brown states that the simple present tense is a verb in English to show
an action that takes place in the present.8 She states the form of simple present tense is:9 Singular
Plural
I talk
we talk
You talk
you talk
He /she/it talks
they talk
To form the present tense of regular and irregular verbs, use the infinitive or add –s or –es to the infinitive. They play softball every Sunday.[infinitive] 8
Ann Cole Brown, Grammar and Composition; Second Course, (Boston: Houghton Mifflin Company, 1984), p. 138-139. 9 Ann Cole Brown, Grammar and Composition... p. 138-139.
Kathy plays first base. [Infinitive plus –s] Dad never misses a game. [Infinitive plus –es] Use verbs in the present tense according to Ann Cole Brown are to show: An action that takes place in the present; e.g. I need help. An action that repeated regularly; e.g. we visit my grandmother everyweek. A condition that is true at any time; e.g. this book contains three parts. According to English Language Center Brigham Young University that the simple present tense is the simple form of verb.10 Then, most verbs have two forms for the simple present tense, e.g.: I
Joe
You
He
Bill and I
Helen Like milk
We Bill and
She
Likes milk
The Cat
Jume They
It
To make negative of simple present tense, add don’t or doesn’t. I
He
You
Don’t
She
We
Doesn’t
It
They
To ask questions in the simple present tense, we use forms of do. Do Do pencil? Do Do Do Does Does Does
10
+
Subject I we you they he she it
+
Verb need a need paper? speak English? want milk? play soccer? have a job? eat fish?
English Language Center Bringham Young University, Expedition into English; Grammar 1, (New Jersey: Prentice Hall Regents, 1991), p. 72.
Then, English Language Center Brigham Young University states the uses of simple present tense are to talk about;
Facts; e.g, Tigers live in Asia.
Habit; e.g. I watch the news every night.
Attitude/desire; e.g. They work classical music.
Thinking/senses; e.g. I smell smoke. Based on the theories above, it can be concluded that the simple present tense is
the simple form of verb to show an action that takes place in the present , and must add ‘s’ in the end of verb for the third person singular.
2. Communicative Approach a. Definition of Communicative Approach In English language teaching, there are many kinds of method used by the teacher. One of them is communicative approach. H. Douglas Brown states that Communicative Language Teaching (CLT) or Communicative Approach is the “push toward communication” (Higgs & Clifford 1982)11 Richards and Rodgers (1986) describe Communicative Language Teaching (CLT) as an approach rather than method, since it is defined in rather broad terms and represents a philosophy of teaching that is based on communicative language use. CLT has developed from the writings of British applied linguists such as Wilkins, Widdowson, Brumfit, Candlin, and others, as well as American educators such as Savignon (1983), all of whom emphasize notional-function concepts and communicative competence, rather than grammatical structures, as a central to language teaching.12
11
H. Douglas Brown, Principles of Language Learning and Teaching Fourth Edition, (New York: Longman, 2000), p. 266. 12 Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Jakarta Press, 2005), P. 146.
According to Diane Larsen-freeman: “Communicative approach is one of methods that emphasize the acquisition of linguistic structures or vocabulary”.13 According to her, when we communicate, we use the language to accomplish some function, such arguing, persuading or promising. Moreover, we carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion, but also on whom he is addressing and what his relationship with that person is. Graham Lock states the communicative approach is the method to make the learners can use the language to communicate appropriately in real context.14 Based on the assumptions above, the writer assumes that communicative approach is the approach that emphasizes the acquisition of linguistics to make the student have the communicative competence appropriately in real context.
b. Principle of Communicative Approach To make the students be communicative in English teaching and learning, so we must know the principles in communicative approach. Some of these principles are summarized below:15 1.
Meaning is of primary importance in CLT, and contextualization is a basic principle. 2. Attempts by learners to communicate with the language are encouraged from the beginning of instruction. The new language system will be learned best by struggling to communicate one’s own meaning and by negotiation of meaning through interaction with others. 3. Sequencing of materials is determined by the content, function, and/or meaning that will maintain students’ interest. 4. Judicious use of the native language is acceptable where feasible, and translation may be used when students find it beneficial or necessary. 5. Activities and strategies for learning are varied according to learner preferences and needs. 6. Communicative competence, with an emphasis on fluency and acceptable language use, is the goal of instruction. “Accuracy is judged not in the abstract, but in context” Finocchiaro and Brumfit mention some characteristics of Communicative Approach as follows:16 13 Diane Larsen-Freeman, Techniques and Principles in language Teaching, (New York: Oxford University Press, 1986), p. 123. 14 Graham Lock, Functional English Grammar; an introduction for second language teachers, (New York: Cambridge University Press, 1996), p. 265. 15 Muhammad Farkhan, An Introduction to Linguistics, (Jakarta: UIN Jakarta Press, 2005), P. 146. 16 Jack Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching; A Description and Analysis, (Cambridge: Cambridge University Press, 1986). p. 66.
Meaning is paramount. Dialogs, if used, center on communicative functions and are not normally memorized. Conceptualization is a basic premise. Language learning is learning to communicate. Effective communication is sought. Drillings may occur, but peripherally. Comprehensible pronunciation is sought. Any device, which helps the learners, is accepted-varying according to their age, interest, etc. Attempts to communicate may be encouraged from the very beginning. Judicious use of native language is accepted where feasible. Translation may be used where students need or benefit from it. Reading and writing can start from the first day, if desired. The target linguistic system will be learned best through the process of struggling to communicate. Communicative competence is the desired goal. Linguistic variation is a central concept in materials and methodology. Sequencing is determined by any consideration of content, function, or meaning which maintains interest. Teachers help learners in any way that motivates them to work with the language. Language is created by the individual often through trial and error. Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing. The teacher cannot know exactly what language the student will use. Intrinsic motivation will spring from an interest in what is being communicated by the language. Based on the principles above, it can be concluded that true communication is purposeful in communicative approach. Teacher gives the students an opportunity to express their opinion and their ideas. So, the student will be motivated to study a foreign language since they will feel they are learning to do something useful with the language they study.
c. Design of Communicative Approach In order to the teaching learning activities is successful, so the teacher must know the design of communicative approach. The design of Communicative Approach consists of five parts: 1) Objective Piepho (1981) discusses the following levels of objectives in a communicative approach; • A general education level of extra-linguistic goals (language learning within the school curriculum)
• A level of individual learning needs (remedial learning based on error analysis) • An affective level of interpersonal relationships and conduct (language as a means of expressing values and judgments about oneself and others) • A linguistic and instrumental level (language as a semiotic system and an object of learning) • An integrative and content level (language as a means of expression)17 Based on the objective above, it means that communicative approach can be used in all education level. The goal of this method is to make the students have the communicative competence. 2) The syllabus Discussions of the nature of the syllabus have been central in Communicative Language Teaching (CLT) or Communicative Approach. We have seen that one of the first syllabus models to be proposed was described as a notional syllabus (Wilkins 1976), which specified the semantic-grammatical categories (e.g, frequency, motion, location) and the categories of communicative function that learners need to express.18 Yalden (1983) describes the major current communicative syllabus types with reference sources to each model: No
Type
Reference
1.
Structures plus functions
Wilkins (1976)
2.
Functional spiral around
Brumfit (1980)
a structural core 3.
Structural,
functional, Allen (1980)
instrumental 4.
Functional
Jupp and Hodlin (1975)
5.
Notional
Wilkins (1976)
6.
Interactional
Widdowson (1975)
7.
Task-based
Prabhu (1983)
8.
Learner generated
Candling (1976),
Henner-
Stanchina and Riley (1978)
3) Learner roles Breen and Candlin describe the learner’s role within CLT in the following terms: The role of learner as negotiator-between the self, the learning process and the object of learning-emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that
17 18
Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 73. Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 73.
he should contribute as much as he gains, and thereby learn in an interdependent way. (1980: 110)19 Based on the statement above, it can be concluded that the learners have the important roles in communicative approach. They should be given the opportunity to express their ideas and opinions. They must also be able to manage the process of negotiating meaning with their interlocutors. 4) Teacher roles Breen and Candlin describe teacher roles in the following terms: The teacher has two main roles: the first roles: the first role is to facilitate the communication process between all-participants in the classroom, and these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it. This role imply a set of secondary roles for the teachers: first, as an organizer of resources and as a resource himself, second as a guide within the classroom procedures and activities… a third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities. (1980: 99)20 According to statement above, it means that teacher have an important roles in communicative classroom. The teacher is manager of classroom activities. One of his major responsibilities is to establish situations likely to promote communication. 5) The role of instructional materials A wide variety of materials have been used to support communicative approaches to language teaching. Practitioners of Communicative Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use. We will consider three kinds of materials currently used in CLT and label these text-based, taskbased, and realia.21 The writer assumes that the role of instructional materials in communicative classroom used the authentic language materials, consist of three kinds of materials, they are text-based, task-based and realia. For example, the teacher uses a copy of a genuine newspaper article. He also assigns the students homework, requiring they listen to a live radio or television broadcast.
d. Procedure of Communicative Approach 19
Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 77. Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 77. 21 Jack Richard and Theodore S. Rodgers, Approaches and Methods ... P. 79. 20
In teaching the simple present tense in the experiment class using communicative approach, the writer uses the procedures below: 1) The teacher greets to the students. 2) The teacher distributes a handout that has a copy of the text in the simple present tense from the English book. 3) The teacher tells the students to underline the sentences in the simple present tense. 4) The teacher gives the students the direction for the activity in the target language. 5) The students try to mention the sentences in the simple present tense in different sentence. 6) The students unscramble the sentences of the handout. 7) The students play a language game. 8) The students are asked how they feel about the sentences. 9) A student makes an error. The teacher and the students ignore it. 10) The teacher gives each group of students a strip story and a task to perform. 11) The students work with a partner to predict what the sentences in the next picture in the strip story will look like. 12) The students are to do a role play. They are to imagine that they are all employees of the same company. 13) The teacher reminds the students that one of them is playing the role of the boss and they should remember this when speaking to her. 14) The teacher moves from group to group offering advice and answering the questions. 15) The students suggest alternative forms they would use to state a prediction to a colleague. 16) After the role play is finished, the students elicit the relevant vocabulary. 17) For their homework the students are to analyze the sentences in the simple present tense in the text on the English book.
e. Strength and Weakness of Communicative Approach Communicative approach is one of the methods in teaching English. There are student like and dislike with the teaching learning uses this method. It has the strengths and the weakness.
The writer concludes the strengths and weakness of Audio-lingual Method from the book of Jack C. Richard “Approach and Method in Language Teaching”.22 1) Strengths of Communicative Approach: Students can develop their communicative intent. Students can learn from the experience. Students can improve their motivation. Teachers and students can create a context which supports learning. 2) Weakness of Communicative Approach: It takes more time for teacher to make preparation. It needs teacher’s creativity to make the class a live. The teacher should master the materials in shorts of real situation in class activities The communicative function is often lost in the concentration on grammatical form. Students often master form without ever mastering how the form is used to perform a communicative act.
3. Audio-lingual Method a. Definition of Audio-lingual Method Audio-lingualism has probably had a greater impact on second or foreign language teaching than any other method. According to Wilga M. Rivers, in her book Teaching Foreign Language Skills, “The Application of Audio Lingual Method took the form of mimicrymemorization (usually of dialogue material) and structural pattern drilling (whereby students learned to manipulate structures to a point of automatic response to a language stimulus)”. The four language skills (listening, speaking, reading and writing) are emphasized through oral drills and pattern practice, Rivers says; there are five assumptions of audio-lingual method, namely: a. Language is speech not writing b. A language is a set of habit c. Teaching the language and not about the language d. A language is what its native speaker say, not what someone thinks they ought to say e. Languages are different.23 David Nunan states the presentation and practice stages are the heart of audio-lingualism. The presentations were to be done exclusively in the target language.24 22
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 64-83 Wilga M. Rivers, Teaching Foreign Language Skill, (Chicago: The University of Chicago Press, 1995), p. 81. 23
In teaching, Robert Lado states that audio-lingual method is “a method that considers listening and speaking the first and central task in learning a language, and reading and writing as skills follow speaking and listening.25 From the statement above, it means that this method emphasizes listening and speaking in teaching learning process, reading and writing as skills that follow speaking and listening. So, the writer assumes that audio-lingual method is an approach which emphasizes on drilling, memorization and practice in teaching learning process.
f. Principle of Audio-lingual Method The principle of the Audio-lingual Method may be summed up in the following list (adapted from Prator and Celce-Murcia 1979):26 1) The teacher greets to the students. 2) New material is presented in dialogue form. 3) There is dependence on mimicry, memorization of set phrases. And overlearning. 4) Structures are sequenced by means of contrastive analysis and taught one at a time. 5) Structural pattern are taught using repetitive drills. 6) There is little or no grammatical explanation; grammar is taught by inductive analogy rather than deductive explanation. 7) Vocabulary is strictly limited and learned in context. 8) There is much use of tapes, language labs, and visual aids. 9) Great importance is attached to pronunciation. 10) Very little use of the mother tongue by teachers is permitted. 11) Successful responses are immediately reinforced. 12) There is a great effort to get students to produce error-free utterances. 13) There is a tendency to manipulate language and disregard content. For a number of reasons the Audio-lingual Method (ALM) enjoyed many years of popularity, and even to this day, adaptations of the ALM are found in contemporary methodologies. The ALM was firmly rooted in respectable theoretical perspectives at the time. Materials were carefully prepared, tested, and disseminated, to educational institution. “Success” could be more overtly experienced by students as they practiced their dialogs in off-hours.
p.231.
24
David Nunan, Language Teaching Methodology; a textbook for teachers, (London: Longman, 1991),
25
Robert Lado, Language Approach; A Scientific Approach, (New York: Mc. Graw Hill inc, 1976), p.
180. 26
H. Douglas Brown, Principles of Language Learning and Teaching fourth edition, (San Francisco State University: Longman, 2000), p. 74-75.
But the popularity did not last forever. Due in part to Wilga Rivers’s (1964) eloquent exposure of the shortcomings of the ALM, and its ultimate failure to teach long-term communicative proficiency, its popularity waned. We discovered that language was not really acquired through a process of habit formation and overlearning. Those errors were not necessarily to be avoided at all costs, and that structural linguistics did not tell us everything about language that we needed to know. While the ALM was a valiant attempt to reap the fruits of language teaching methodologies that had preceded it, in the end it still fell short, as all methods do. But we learned something from the very failure of the ALM to do everything it had promised, and we moved forward.
g. Design of Audio-lingual Method In order to the teaching learning activities is successful, so the teacher must know the design of Audio-lingual method. The design of Audio-lingual method consists of:
Objectives Brooks distinguish between short-range and long-range objectives of an audiolingual program. Short-range objectives include training in listening comprehension, accurate pronunciation, and recognition of speech symbol as graphic sign on the printed page, and ability to reproduce these symbols in writing (Brooks, 1964: 111). “These immediate objective imply three others: first, control of the structures of sound, form, and order in the new language; second, acquaintance with vocabulary items that bring content into these structures; and the third, meaning, in terms of significance these verbal symbols have for those who speak the language natively” (Brooks, 1964: 113). Long-range objectives “Must be language as the native speaker uses it, there must be some knowledge of a second language as it is possessed by a true bilingualist” (Brooks, 1964: 107)27 Based on the statement above, it means that the teacher wants his students be
able to use the English communicatively.
The syllabus Audio-lingualism is a linguistic, or structure-based, approach to language teaching. The starting point is a linguistic syllabus, which contains the key items of phonology, morphology, and syntax of the language arranged according to their order of presentation. These may have been derived in part from a contrastive analysis of the differences between the native tongue and the target language, since these differences are thought to be the cause of the
27
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 52
major difficulties the learner will encounter. In addition, the lexical syllabus of basic vocabulary items also usually specified in advance.28 The writer assumes that the syllabus that used is linguistic syllabus, with the key item of phonology to make the students have a good pronunciation because pronunciation is taught from the beginning.
Types of learning and teaching activities Dialogues and drills form the basis of audio-lingual classroom practices. Dialogues provide the means of contextualizing key structures and illustrate situations in which structures might be used as well as some cultural aspects of the target language. Dialogues are used for repetition and memorization. Correct pronunciation, stress, rhythm, and intonation are emphasized. After a dialogue has been presented and memorized, specific grammatical patterns in the dialogue are selected and become the focus of various kinds of drill and pattern-practice exercises.29 The use of drills and pattern practice is a distinctive feature of the Audio-
lingual Method. Various kinds of drills are used. Brooks (1964: 156-61) includes the following: 1. Repetition. The student repeats an utterance aloud as soon as he has heard it. He does this without looking at a printed text. The utterance must be brief enough to be retained by the ear. Sound is important as form and order. 2. Inflection. One word in an utterance appears in another form when repeated. 3. Replacement. One word in an utterance is replaced by another. 4. Restatement. The student rephrases an utterance and addresses it to someone else, according to instructions. 5. Completion. The student hears utterance that is complete except for one word, then repeats the utterance in completed form 6. Transposition. A change in word order is necessary when a word is added. 7. Expansion. When a word is added it takes a certain place in the sequence. 8. Contraction. A single word stands for a phrase or clause 9. Transformation. A sentence is transformed by being made negative or interrogative or through change in tense, mood, voice, aspect, or modality. 10. Integration. Two separate utterances are integrated into one. 11. Rejoinder. The student makes an appropriate rejoinder to a given utterance. He is told in advance to respond in one of the following ways: Be polite, answer the questions, agree, agree emphatically, express surprise, express regret, disagree, disagree emphatically, question what is said, fail to understand. 12. Restoration. The student is given a sequence of words that have been culled from a sentence but still bear in basic meaning. He uses these words with a minimum of changes and additions to restore the sentence to its original form. He may be told whether the time is present, past or future. According to the statement above, it means that the types of learning and teaching activities in Audio-lingual method presented through dialogs, emphasizes on drilling, memorization and practice. 28 29
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 53 Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 53
Learner roles Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses. Learners play a reactive role by responding to stimuli, and does have little control over the content, pace, or style of learning. They are not encouraged to initiate interaction, because this may lead to mistakes. The fact that in early stages learners do not always understand the meaning of what they are repeating is not perceived as a drawback, for by listening to the teacher, imitating accurately, and responding to and performing controlled tasks they are learning a new form of verbal behavior.30 The writer assumes that students are imitators of the teacher’s model or the
tapes she supplies of model speakers. They follow the teacher’s direction and respond as accurately and as rapidly as possible.
Teacher roles In Audiolingualism, as in Situational Language Teaching, the teacher’s role is central and active; it is a teacher-dominated method. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learner’s performance. The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures. Language learning is seen to result from active verbal interaction between the teacher and the learners. Failure to learn results only from the improper application of the method, for example from the teacher not providing sufficient practice or from the learner not memorizing the essential patterns and structures, but the method itself is never to blame.31 The writer assumes that the teacher is directing and controlling the language
behavior of her students. She also is responsible for providing her students with a good model for imitation.
The role of instructional material Instructional materials in Audio lingual Method assist the teacher to develop language mastery in the learner. They are primarily teacher oriented. A student textbook is often not used in the elementary phases of a course where students are primarily listening, repeating and responding. At this stage in learning, exposure to the printed word may not be considered desirable, because it distracts attention from the aural input. The teacher, however, will have access to a teacher’s book that contains the structured sequence of lesson s to be followed and the dialogues, drills, and other practice activities. When textbooks and printed materials are introduced to the student, they provide the texts of dialogues and cues needed for drills and exercises. Tape recorders and audiovisual equipment often have central roles in an audio-lingual course. If the teacher is not a native speaker of the target language, the tape recorder provides accurate models for dialogues and drills.32
30
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p.56 Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p.56 32 Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p.57 31
Based on the text above, it can be concluded that the role of instructional material consists of students’ textbook, teacher’s book, tape recorder and audiovisual equipment.
h. Procedure of Audio-lingual Method In teaching the simple present tense in the control class using audio-lingual method, the writer using the following procedures: 1)
The teacher introduces a new dialogue.
2)
The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise.
3)
The language teacher introduces the dialogue by modeling it two times, she introduces the drills by modeling the correct answer; at other times, and she corrects mispronunciation by modeling the proper sound in the target language.
4)
The students repeat each line of the new dialogue several times.
5)
The students stumble over one of the lines of the dialog. The teacher uses a backward build up drill with this line.
6)
The teacher initiates a chain drill in which each student greets another.
7)
The teacher uses single-slot and multiple-slot substitution drills.
8)
The teacher says, “Very good,” when the students answer correctly.
9)
The teacher uses spoken cues and picture cues.
10) The teacher conducts transformation and question and answer drills. 11) When the students can handle it, the teacher poses the question to them rapidly. 12) The teacher provides the students with cues, she calls on individuals; she smiles encouragements, she holds up pictures one after another. 13) New vocabulary is introduced through lines of the dialogue; vocabulary is limited. 14) The teacher does a contrastive analysis of the target language and the students’ native language in order to locate the place where she anticipates her students will have trouble. 15) The teacher writes the dialog on the whiteboard toward the end of the week. The students do some limited written work with the dialog.
i. Strengths and Weakness of Audio-lingual Method The writer concludes the strengths and weakness of Audio-lingual Method from the book of Jack C. Richard “Approach and Method in Language Teaching”.33 1) Strengths of Audio-lingual Method The strengths of Audio-lingual Method as mention below: Students are able to make sentence pattern, which have been drilled. Students have good pronunciation. It makes students to have a good comprehension in listening. 2) Weakness of Audio-lingual Method Beside the strength, the weakness of the Audio-lingual Method likes mention below: Students do not always understand the meaning of word that they are repeating. Studying using Audio-lingual procedures is boring and unsatisfying. The students are not really active because it is a teacher dominated method.
B. CONCEPTUAL FRAMEWORK Learning is a process. It is said to be a process, because there is something to do (input) and result of the process (output). In the teaching-learning process, a learner as raw input has specific characteristics. The factors influencing learners in the teaching-learning process are curriculum, teachers, facilities, and management that work in a school. The student’s successful is influenced by the English teacher method in teaching English. If the teacher uses a good method and interest for students, so the teaching learning process will be good too and make students enjoy for learning English. In learning English, the students sometimes have a problems especially with grammar, some students think that it is boring subject and when they learn English they try to avoid the grammar because it is such confusing rules and hard when they have to study grammar
33
Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 44-63
especially with tenses, the example tense is the simple present tense, they find some difficult to understand when they learn rules of using this tense. In English language teaching, there are many kinds of method that can be used by the teacher. One of the methods used in English teaching is the communicative approach. Theoretically, the communicative approach is more effective than audio-lingual method because one of the principles of communicative approach is meaning is primary importance. And one of the principles in audio-lingual method is great important is attached to pronunciation. It proven that meaning is more important that pronunciation. In audio-lingual method, the students only have a good pronunciation. They don’t always understand the meaning of the word that they are repeating. But in communicative approach, the students are able to use the language communicatively because communicative competence is desired goal. The other reason to prove that communicative approach is more effective than audiolingual method is the studying using audio-lingual procedure is boring and unsatisfying for students, and in communicative approach the activities and strategies for learning are varied according to learner preferences and needs. It means that using communicative approach is more satisfying and not making the students bored. So, the students become more active and communicative because students as the student center in teaching learning process. Based on the statements above, the writer assumes that communicative approach is effective in teaching the simple present tense at the seventh year students of SMP Islam AlFajar Kedaung-Pamulang.
C. HYPOTHESES Based on the theory in concept above, the writer concludes the hypothesis could be formulated as follow: 1.
Null Hypothesis (Ho). It means that communicative approach is not effective in teaching the simple present
tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang. 2.
Alternative Hypothesis (Ha) It means that communicative approach is effective in teaching the simple present
tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang.
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this research. Includes the objective of study, time and place of research, population and sample, research method, instrument of research, research procedure and data analysis.
A. Objective of Study As mention on previous chapter, the objective of this study is to know is effective the result on teaching the simple present using communicative approach.
B. Time and Place of Study This research was carried out at the seventh year students of SMP Islam al-Fajar, located at Jl. Aria Putra No. 102 Kedaung-Pamulang. The observation was conducted from November to December 2008.
C. Population and Sample The Population in this research is all of the seventh year students of SMP Islam AlFajar Kedaung-Pamulang. The seventh year of this school consists of three classes with 40 students in class VII A, 38 students in class VII B and 38 students in class VII C. So, all the students in seventh year are 116 students. The writer did not take total number of population as sample but it was taken randomly 44 students. That was taken from the class of VII-A and VII-B, the VII-B as the experiment class and VII-A as the control class. The sample is taken by using cluster random sampling.
D. Research Method This research is an experimental study in which the experimental class and controlled class were conducted by the writer. In this research, the writer taught the students in
experimental class using the communicative approach and controlled class using audiolingual method. The research was done for ten meetings. The writer gave the pre-test in the first meeting. Then, after ten meetings the writer gave post test to both of the class. The test was same in quality and quantity to keep the reliability of the test. It was given to know which class got better learning achievement.
E. Instrument of Research The instrument of the research, the writer used the English grammar test to know students’ score in learning the simple present tense. And to know ‘is effective using communicative approach in teaching the simple present tense?’ The test had been given twice, those are pre-test and post-test. The test consists of 30 questions. In instrument of research include the specification as follow: N o
Variable
Dimension
Sub-
1. To be
2. 3.
Simple
4.
present
Total
Is
1,4,5,6,18,20.
6
Am
9,16,24
3
Are
3,23,27,29,30
5
Transitive
tense 5.
Number of items
dimension
Verb Intransitive Total
2, 7, 13, 14, 21, 25, 26, 28. 8, 10, 11, 12, 15, 17, 19, 22.
8
8 30
F. Research Procedure Before doing research, the writer observed the location and population of SMP Islam Al-Fajar. The research was done in two classes, namely in experiment class and control class. The next step was treatment, where the experiment class would be taught using communicative approach and the control class would be taught using Audio-lingual method. The writer gave the English grammar test before and after ten meetings in teaching the simple present tense of two classes using communicative approach and another using
audio-lingual method. The test consists of 30 items. There is no different question or format of question that was given to the students.
G. The Technique of Data Analysis To analyze the data, the writer uses t-test. The writer compared the score between experimental class and controlled class. This technique is useful to prove statistically is more effective using communicative approach than using audio-lingual method. To find out the differences of students’ score in using communicative approach compared to the students’ score that used audio-lingual method, so the writer uses t-test formula. Before using t-test formula, the writer has to find out the mean differences of variables by using formula as follows:
(∑ fx ) =M +i '
M1
’
(N )
(∑ fy ) =M +i '
and
M2
’
(N )
And after getting mean differences of variables, the writer has to find out the standard of deviation of variable and standard error mean of variable by using formula as follows:
1. SD1 = i
2. SD1 = i 3. SEM1 =
4. SEM2 =
∑ fx
'2
∑ fy
' 2
−
N '2
N
(∑ fx ) N
(∑ fy )
' 2
−
N
SD1 N1 − 1 SD2 N2 −1
The next step is found out the standard error mean difference of variables by using formula as follows: SEM1-M2 =
2
SE M 1 + SE M 2
2
Then the last step is determining t-test by using formula:
t0 = M 1 − M 2 SE M 1− M 2
t0
= t-observation
M1
= Mean of Variable X (Variable I)
M2
= Mean of Variable Y (Variable II)
SEM1
= Standard Error of Mean Variable X
SEM2
= Standard Error of Mean Variable Y
CHAPTER IV RESEARCH FINDING AND DISCUSSION In this chapter, the writer presents research finding consists of data description, hypothesis testing and discussion.
1. Data Description The data of the research will be described in the following table: Table 1.1 Students’ Score of Experiment Class Students Score Students Score 1 2 3 4 5 6 7 8 9 10 11 Total Score Average
43 60 33 60 76 60 60 76 60 53 70
12 13 14 15 16 17 18 19 20 21 22 1171 53.23
60 56 40 26 60 20 33 50 53 56 66
The table above describes the students’ score of experiment class in learning the simple present tense using communicative approach at the seventh year student of SMP Islam AlFajar Kedaung Pamulang in odd semester. In the experiment class consist of 22 students with different score on each student. Based on the table above, the highest score is 76 and the lowest score is 20. The total of students’ score is 1171 and the average is 53.23.
Students 1 2 3 4 5 6 7 8 9 10 11 Total Score
Table 1.2 Students’ Score of Control Class Score Students 43 53 60 16 40 53 50 53 43 40 76
12 13 14 15 16 17 18 19 20 21 22 1031
Score 40 33 26 56 46 80 50 40 60 23 50
Average
46.86
The table above describes the students’ score of control class in learning the simple present tense using audio-lingual method at the seventh year student of SMP Islam Al-Fajar Kedaung Pamulang in odd semester. In the control class consist of 22 students with different score on each student. Based on the table above, the highest score is 80 and the lowest score is 16. The total of students’ score is 1171 and the average is 53.23.
Table 1.3 Interval of Score of Experiment Class Score 77-83 70-76 63-69 56-62 49-55 42-48 35-41 28-34 23-27 16-22
f 0 3 1 8 3 3 1 2 1 1 N1=22
The interval class on table above is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in experiment class.
Table 1.4 Interval of Score of Control Class Score 77-83 70-76 63-69 56-62 49-55 42-48 35-41 28-34 23-27 16-22
f 1 1 0 3 6 3 4 1 2 1 N2= 22
The interval class on table above is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in control class. Table 1.5 The Mean Calculation of Experiment Class
Score 77-83 70-76 63-69 56-62 49-55 42-48 35-41 28-34 23-27 16-22
f 0 3 1 8 3 3 1 2 1 1 N1=23
X
M' (59)
x' 3 2 1 0 -1 -2 -3 -4 -5 -6
(x')2 9 4 1 0 1 4 9 16 25 36
fx' 0 6 1 0 -3 -6 -3 -8 -5 -6 -24
(fx')2 0 12 1 0 3 12 9 32 25 36 130
The table above is describes mean calculation in experiment class. Based on the table above, the interval class is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in control class. X is mean (M) or average (59).
Table 1.6 The Mean Calculation of Control Class Score 77-83 70-76 63-69 56-62 49-55 42-48 35-41 28-34 23-27 16-22
f 1 1 0 3 6 3 4 1 2 1 N1=22
Y
M' (52)
y' 4 3 2 1 0 -1 -2 -3 -4 -5
y'2 16 9 4 1 0 1 4 9 16 25
fy' 4 3 0 3 0 -3 -8 -3 -8 -5 -17
fy'2 16 9 0 3 0 3 16 9 32 25 113
The table above is describes mean calculation in control class. Based on the table above, the interval class is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in control class. X is mean (M) or average (52).
To find out the differences of students’ score in using communicative approach compared to the students’ score that used audio-lingual method, so the writer uses t-test formula with the following steps: 1. Determining Mean I with Formula:
(∑ fx ) = 59 + 7 (− 24) = 59 – 7.30 = 51.69 '
M1 = M’ + i
(23)
(N )
2. Determining Mean II with Formula:
(∑ fy ) = 52 + 7 (− 17 ) = 52 – 5.41 = 46.59 '
M2 = M’ + i
(22)
(N )
3. Determining of Standard Deviation of Variable I: SD1 = i
∑ fx
−
N
(∑ fx )
' 2
'2
2
=7
N
130 − 24 2 − = 7 5.65 − (1.04 ) 23 23
=7 5.65 − 1.08
= 7 x 2.14 =14.98 4. Determining of Standard Deviation of Variable II: SD2 = i
∑ fy N
(∑ fy )
' 2
'2
−
N
2
=7
113 − 17 2 − = 7 5.136 − (0.77 ) 22 22
= 7 5.136 − 0.597
= 7 4.539 = 7 x 2.130 = 14.91 5. Determining Standard of Error Mean of Variable I: SEM1 =
SD1
=
N1 − 1
14.98
=
14.98 22
23 − 1
=
14.98 = 3.19 4.69
6. Determining Standard of Error Mean of Variable II: SEM2 =
SD2 N2 −1
=
14.91 22 − 1
=
14.91 14.91 = = 3.25 21 4.58
7. Determining Standard or Error Mean Difference of Mx and My: SEM1-M2 =
2
SEM 1 + SE M 2
2
=
(3.19)2
=
10.169 + 10.588
=
20.757
+
(3.25)
= 4.55 8. Determining t0 with formula: t0 =
M1 − M 2 SE M 1− M 2
=
51.69 − 46.59 5.1 = = 1.119 4.55 4.55
9. Determining t-table in significance level 5% and 1% with df: df = ( N 1 + N 2 ) − 2 = (22 + 22) − 2 = 44 − 2 = 42.
Because the value of 42 is not mentioned in the table, the writer use that closer to 42 is 45 as (df) degree of freedom. a. The significance level of 5% tt (t-table) = 2.02 b. The significance level of 1% tt (t-table) = 2.69 10. The comparison between t-score with t-table: t-score = 2.02 > 1.119 < 2.69
2. Hypotheses Testing The writer hypotheses described in chapter one ‘Is the communicative approach effective in teaching the simple present tense?’ The Statistic hypotheses states: If t0 (t-observation) higher than tt (t-table), it means communicative approach is effective in teaching the simple present tense. Ha is accepted and H0 is rejected. If t0 (t-observation) lower than tt (t-table), it means communicative approach is not effective in teaching the simple present tense. Ha is rejected and H0 is accepted. From the result of the statistic calculation indicates that the value of the t0 is 1.119. The degree of freedom (df) is 42 (obtained from (N1+N2-2) = (22+22-2)) in this skripsi, the writer used the degree of significance of 5% and 1%. In the table of significance, it can be
seen that on df = 45 and on the degree of significance of 5% and 1%, the value of the degree of significance are 2.02 and 2.69. Since t0 score in the table is smaller than tt score obtained from the result of the calculation, the alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted, or is not effective teaching the simple present tense using communicative approach.
3. Discussion In learning English students sometimes have problems especially with grammar. Students think that grammar is a boring subject and when they learn English they try to avoid grammar because it is such confusing rules and hard when they have to study grammar especially with tenses. For example tense is the simple present tense. They find some difficulties to understand when they learn rules of using this tense. In English language teaching, there are many kinds of methods that can be used by the teacher. Two of the methods used in English teaching are the Communicative Approach and Audio-lingual Method. So, the writer used both of the method in this research, that is communicative approach and audio-lingual method. The goal of this research is to prove “Is communicative approach effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang?” Theoretically, the communicative approach is more effective than audio-lingual method because one of the principles of communicative approach is meaning is primary importance. And one of the principles in audio-lingual method is great important is attached to pronunciation. It proven that meaning is more important that pronunciation. In audiolingual method, the students only have a good pronunciation. They don’t always understand the meaning of the word that they are repeating. But in communicative approach, the students are able to use the language communicatively because communicative competence is desired goal. The other reason to prove that communicative approach is more effective than audiolingual method is the studying using audio-lingual procedure is boring and unsatisfying for students, and in communicative approach the activities and strategies for learning are varied according to learner preferences and needs. It means that using communicative approach is
more satisfying and not making the students bored. The students become more active and communicative because the students as the student center in teaching learning process. Based on the statements above the writer assumes that using communicative approach is effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang because the communicative approach is more effective than audio-lingual method. This research is an experimental study in which the experimental class and controlled class were conducted by the writer. In this research the writer taught the students in experimental class using communicative approach and the students in controlled class using audio-lingual method. The research was done ten meetings. After ten meetings the writer gave post test to both of the class. The test was same in quality and quantity to keep the reliability of the research. It was given to know how the scores of communicative approach in teaching the simple present tense. The test had been given twice, they are pre-test and post-test. At each of pre-test and post test consist of 30 questions, there is no different question or format of question that was given to the students on pre-test and post test. To analyze the data, the writer uses “t-test” formula. The writer compared the score between experimental class and controlled class. This technique is useful to prove statistically “Is effective using communicative approach in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang?” Based on the data collected from the test gained from the experimental class taught by using communicative approach and the controlled class taught by using the audio-lingual method showed the mean scores of test in experimental class was 51.69, while the mean scores of test in controlled class was 46.59 and t0 (t observation) is 1.119. The degree of freedom (df) is 42 obtained from (N1+N2-2) = (22+22-2). In this paper, the writer uses the degree of significance of 5%. In the table of significance, it can’t be found the df of 42. So it’s used the df of 45, and on the degree of significance of 5%, the value of degree of significance is 2.02. Comparing with the each value of degree of significance, the result is 2.02 > 1.119. According to the explanation the analyses of the result on the tables above, we can interpret that teaching the simple present tense using communicative approach is not effective. It can be seen on the tables of score above that the students who learn simple present tense using communicative approach and audio-lingual method are not effective. The students’ score of simple present tense taught using communicative approach same with
taught using audio lingual method; it means that communicative approach is not effective in teaching the simple present tense.
CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion and the suggestion. In this chapter the writer would like to give some conclusion and offer some suggestions that may have relation to the subject.
A. CONCLUSION Based on the result of the analysis of the research, it shows that the value of “t0” (tobservation) is 1.119. And the value of “tt” (t-table) from the df (42) on degree of significance of 5% is 2.02. It means that the value of t0 is lower than the value of tt. So, the alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted, or it can be said that is not effective using communicative approach in teaching simple present tense. It can be said that using communicative approach in teaching the simple present tense is not effective. It shows from the students’ score of simple present tense taught using communicative approach is same with the students’ score of simple present tense taught using audio-lingual method. The conclusion is that the students’ score of simple present tense taught using communicative approach is same with taught using audio-lingual method. So, it is not effective, and since the value of t0 is lower that the value of tt. Therefore, teaching simple present tense by using communicative approach is didn’t more effective than by using audiolingual method. B. SUGGESTION
There are some suggestions that can be given in relation to the writer’s conclusion. The suggestions are as follows: 1. In teaching English should base on the rules in lesson plan and syllabus that state. 2. The English teacher should make an interesting method in teaching grammar, so it didn’t make students bored.
3. The English teacher should to explain the rules of grammatical form clearly until student understand the material they learn. 4. The teacher should give more exercise for students about the simple present tense in order to students can understand. 5. In order to make students easier to understand and interest in learn grammar, so the teacher should use media, as pictures, realia, etc. 6. The teacher should always motivate the students by giving rewards to the students who is able to do the task correctly. 7. Teacher must help learners in any way that motivates them to work with the language. 8. The students are suggested to be familiar in learning simple present tense based on communicative approach procedure. Those are some suggestions to the teacher as an addition to complete the way of teaching learning process in the classroom.
REFERENCES
Arikunto, Suharsimi, Prosedur Penelitian; Suatu Pendekatan Praktik, Jakarta: PT. Rineka Cipta, 2006. Azar, Betty Schrampfer, Understanding and Using English Grammar, Jersey: Prentice Hall, Inc, 1989.
2 th
ed., New
Brown, Ann Cole, Grammar and Composition; Second Course, Boston: Houghton Mifflin Company, 1984. Brown, H. Douglas, Principles of Language Learning and Teaching, 4th edition, New York: Addison Wesley Longman, Inc, 2000. Brown, H. Douglas, Teaching by Principles; An Interactive Approach to Language Pedagogy, 2nd edition, New York: Addison Wesley Longman, Inc, 2001. Farkhan, Muhammad, An Introduction to Linguistics, Jakarta: UIN Press, 2006. Greene, Harry A. et all, Basic Language; Message and Meaning, New York: Harper & Row Publisher, Inc., 1982. Harman, Susan Emolyn, Descriptive English Grammar; Second Edition, New Jersey: Mc. Graw Hill, Inc, 1976. Harmer, Jeremy, The Practice of English Language Teaching, 3rd edition, Harlow: Pearson Education Limited, 2001. Hornby, A.S. Guide to Patterns and Usage in English: second edition, Oxford: English Language Book Society/ Oxford University Press, 1975. Larsen, Diane and Freeman, Technique and Principle in Language Teaching, Oxford: Oxford University Press, 1986. Lock, Graham, Functional English Grammar; an introduction for second language teachers, New York: Cambridge University Press, 1996. Nunan, David, Language Teaching Methodology; a textbook for teachers, London: Longman. 1991. Nunan, David, Designing Tasks for the Communicative Classroom, London: Longman. 1989. University, English Language Center Bringham Young, Expedition into English: Grammar 1, New Jersey: Prentice Hall Regents, 1991.
Ur, Penny, Grammar Practice Activities; a practical guide for teachers, Cambridge: Cambridge University Press, 1988. Richards, Jack C and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, Cambridge: Cambridge University Press, 1986. Rivers, Wilga M., Teaching Foreign Language Skill, Chicago: The University of Chicago Press, 1995. Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Grafindo Persada, 2005. Sugiyono, Statistika untuk Penelitian, Bandung: CV. Alfabeta, 2007. Tomson, A.J. and A. V. Martinet, A Practical English Grammar; third edition, Oxford: English Language Book Society/ Oxford University Press, 1980.
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-1: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
Siswa mampu memahami kegunaan to be dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan to be dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan to be dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan to be dalam simple present tense dengan guru maupun siswa secara komunikatif.
III.
Materi Pokok dan Uraian Materi Pokok Language form: (Informative question + Verb be) Asking: Informative Ver Possessive Personal question be pronoun identification Is Your Names / adresses / His What Are phone Her number Is He / she How old Are You / they Giving: Possessive pronoun
Work related with personal identification
Be
Their
Names
Are
My His Her
Name
Is
Question mark ?
?
Name Arman Olivia
and
Olivia, Arman, Fadli
Match the following table with the answers! 1. ( ... ) What is your name? a. I am 12 years old. 2. ( ... ) What is your full name? b. It is 234124 3. ( ... ) How do you spell your c. Suwarno Rosadi name? d. My address is at Lakbok 4. ( ... ) What is your address? Street no. 23, Ciamis. 5. ( ... ) What is your phone e. My name is Suwarno number? f. S-U-W-A-R-N-O 6. ( ... ) How old are you? R-O-S-A-D-I
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Firmansyah Diyata. Stepping More; for Junior High School / Madrasah Tsanawiyah Grade VII. (Bandung: Regina, 2005), hal.78. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
: Komunikatif : 2 arah.
GGHGHJHJHJH
VI.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • • • •
Guru membacakan dan menjelaskan kalimat yang menggunakan to be dalam simple present tense. Siswa mendengarkan dan menyimak penjelasan guru. Guru memberikan pertanyaan kepada siswa secara lisan, yang berhubungan dengan to be dalam kalimat simple present tense. Siswa menjawab pertanyaan-pertanyaan guru secara lisan dengan bersamaan. Siswa menjawab pertanyaan-pertanyaan guru secara lisan dengan personal. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan kalimat to be dalam simple present tense.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 3 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-2: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
Siswa mampu memahami kegunaan to be dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan to be dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan to be dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan to be dalam simple present tense dengan guru maupun siswa secara komunikatif.
III.
Materi Pokok dan Uraian Materi Pokok Write down the questions for the following answers and practice it with your classmate. Teacher : ____________________________________ Student : My name is Lukito Teacher : ____________________________________ Student : L-U-K-I-T-O H-A-R-Y-A-D-I Teacher : ____________________________________ Student : I am 10 years old. Teacher : ____________________________________ Student : My address is at Sukamekar Street No. 12 Sukabumi. Teacher : ____________________________________ Student : it is 203224.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Firmansyah Diyata. Stepping More; for Junior High School / Madrasah Tsanawiyah Grade VII. (Bandung: Regina, 2005), hal.8. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • •
Guru mengulas materi pertemuan sebelumnya yaitu kalimat yang menggunakan to be dalam simple present tense. Siswa mendengarkan dan menyimak penjelasan guru tentang materi pada pertemuan sebelumnya. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan kalimat to be dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan berlangsung
pada
saat
proses
belajar
Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai Instrument
pada English grammar test. : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 6 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP
Kelas/Semester Tema Waktu Tahun Pelajaran
: VII/1 : The Simple Present Tense Linguistics Aspect; Structure : 1x Pertemuan (2JPx35 menit) : 2008/2009
PERTEMUAN KE-3: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kegunaan to be dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan to be dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan to be dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan to be dalam simple present tense dengan guru maupun siswa secara komunikatif.
Materi Pokok dan Uraian Materi Pokok Read the following text! (Bacalah teks berikut ini!) I am Aji. I am a student. I am a thirteen. Lina is my sister. She is eleven. Fajar is my brother. He is seven years old. Write T in the brackets if the statement is TRUE or F if it is FALSE. 1. Aji is thirteen. ( ) 2. He is a teacher. ( ) 3. Lina is Aji’s mother ( )
4. She is eleven. 5. Fajar is his brother. 6. He is seven.
IV.
( ( (
) ) )
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal. 10. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • •
Guru mengulas materi pertemuan sebelumnya yaitu kalimat yang menggunakan to be dalam simple present tense. Siswa mendengarkan dan menyimak penjelasan guru tentang materi pada pertemuan sebelumnya. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan kalimat to be dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 10 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-4: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kegunaan to be dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan to be dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan to be dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan to be dalam simple present tense dengan guru maupun siswa secara komunikatif.
Materi Pokok dan Uraian Materi Pokok Study the following patterns! (Pelajarilah pola kalimat dibawah ini!) Subject I You They We He She It
Be (am / are / is) Am Are Are Are Is Is Is
Example I am a student. You are the student. They are students. We are students. He is a student. She is a student. It is a book.
Complete the sentences in column A with the appropriate words in column B. (Lengkapi kalimat-kalimat dikolom A dengan kata-kata yang tepat dikolom B) No. Column A 1. I ………… Aji. 2. I ………… thirteen. 3. My father ……….. Anwar Gunawan 4. He ……… Reporter. 5. My mother ………. Rini Gunawan. 6. She ……….. a teacher.
IV.
Column B Is Am Is Am Is Is
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal. 12. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • • • • •
Guru menjelaskan macam-macam to be. Guru menjelaskan penggunaan to be dalam simple present tense. Siswa mendengarkan dan menyimak penjelasan guru tentang macam-macam dan pneggunaan to be. Guru memberikan pertanyaan secara lisan. Siswa menjawab pertanyaan guru secara bersamaan. Siswa menjawab pertanyaan guru secara personal Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan kalimat to be dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup
• • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 13 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-5: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • •
•
•
III.
Siswa mampu memahami kailmat dalam simple present tense bentuk positif dengan benar. Siswa mampu membedakan penggunaan verb (kata kerja) dalam simple present tense bentuk positif dengan tepat. Siswa mampu melengkapi kalimat menggunakan kata kerja dalam simple present tense bentuk positif dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan kata kerja dalam simple present tense bentuk positif dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan kata kerja dalam simple present tense bentuk positif dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan kata kerja dalam simple present tense bentuk positif dengan guru maupun siswa secara komunikatif.
Materi Pokok dan Uraian Materi Pokok Bentuk simple present tense positive (affirmative) memiliki pola kalimat sebagai berikut: S + V (s/es) + O I / you / we / they study English He / she / it studies English Examples: I go to school at 06.30 Mr. Hadi teaches English We study English on Monday and Thursday. They play the basketball in the afternoon.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran
♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal. 36. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • •
• • • • •
Guru menjelaskan macam-macam kata kerja dalam simple present tense bentuk positif. Guru menjelaskan penggunaan kata kerja dalam simple present tense bentuk positif. Siswa mendengarkan dan menyimak penjelasan guru tentang macam-macam dan penggunaan kata kerja dalam simple present tense bentuk positif. Guru memberikan pertanyaan secara lisan. Siswa menjawab pertanyaan guru secara bersamaan. Siswa menjawab pertanyaan guru secara personal. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan dalam simple present tense bentuk positif secara lisan dan tulisan.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 17 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-6: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • •
•
•
III.
Siswa mampu memahami kailmat dalam simple present tense bentuk negatif dengan benar. Siswa mampu membedakan penggunaan verb (kata kerja) dalam simple present tense bentuk negatif dengan tepat. Siswa mampu melengkapi kalimat menggunakan kata kerja dalam simple present tense bentuk negatif dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan kata kerja dalam simple present tense bentuk negatif dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan kerja dalam simple present tense bentuk negatif dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan kata kerja dalam simple present tense bentuk negatif dengan guru maupun siswa secara komunikatif.
Materi Pokok dan Uraian Materi Pokok Untuk menjelaskan keadaan yang tidak dilakukan pada waktu sekarang, digunakan simple present bentuk negative sentence. Untuk membuat simple present bentuk negative digunakan pola berikut ini: Subject + don’t / doesn’t + V1 + object I / you /we/ they + don’t go He / she / it + doesn’t come Affirmative: Negative: I go to school everyday. I don’t go to school on Sunday. He studies with his friend. He doesn’t study alone. She listens to the music everynight. She doesn’t watch TV. Write down the negative sentences. Number 1 is an example. 1. (+) Mrs. Sinta teaches Biology. (- ) She doesn’t teach English. (English) 2. (+) I like seafood. ______________ . (Chinese food) 3. (+) Mike sings pop music. _____________________. (Rock music) 4. (+) Rika plays the piano.
____________________. (Violin) 5. (+) They go to the park on weekends. _______________________________. (On Monday)
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal. 39. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • •
• • • • • •
Guru menjelaskan macam-macam kata kerja dalam simple present tense bentuk negatif. Guru menjelaskan penggunaan kata kerja dalam simple present tense bentuk negatif. Siswa mendengarkan dan menyimak penjelasan guru tentang macam-macam dan penggunaan kata kerja dalam simple present tense bentuk negatif. Guru memberikan pertanyaan secara lisan. Siswa menjawab pertanyaan guru secara bersamaan. Siswa menjawab pertanyaan guru secara personal. Siswa menjawab pertanyaan guru secara personal. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan dalam simple present tense bentuk negatif secara lisan dan tulisan.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan berlangsung
pada
saat
proses
belajar
Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai Instrument
pada English grammar test. : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 20 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-7: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transakaional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • •
• •
•
•
III.
Siswa mampu memahami kailmat dalam simple present tense bentuk interrogative dengan benar. Siswa mampu membedakan penggunaan auxilliary (kata kerja bantu) dalam simple present tense bentuk interrogative dengan tepat. Siswa mampu melengkapi kalimat menggunakan kata kerja dalam simple present tense bentuk positif dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan auxilliary dalam simple present tense bentuk interrogative dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan auxilliary dalam simple present tense bentuk interrogative dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan auxilliary dalam simple present tense bentuk interrogative dengan guru maupun siswa secara komunikatif.
Materi Pokok dan Uraian Materi Pokok Study the explanation below! (Pelajari penjelasan berikut!) Untuk menanyakan kegiata yang merupakan kebiasaan dapat dugunakan pola sebagai berikut: Interrogative sentence; Do/does + subject + V1 + Object. For example; Do you bring the English book? Yes, I do. / No, I don’t. Do you play football? Do we take a note? Do they come late? Does he study in the library? Does she write a letter?
Yes, I do Yes, we do Yes, they do Yes, he does Yes, doesn’t
No, I don’t No, we don’t No, they don’t No, he doesn’t she No, she doesn’t.
One of your friends has returned from the library. Ask him the following questions: e.g. (Go to the library every Tuesday). Do you go to the library every Tuesday? 1. (Read a book in the library) _______________________. 2. (Take a note) _______________________. 3. (Meet other friends)
_______________________. 4. (Have difficulties in finding book) _______________________. 5. (Borrow some books) _______________________.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal. 49-50. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • •
• • • • •
Guru menjelaskan macam-macam auxilliary dalam simple present tense bentuk interrogative. Guru menjelaskan penggunaan auxilliary dalam simple present tense bentuk interrogative. Siswa mendengarkan dan menyimak penjelasan guru tentang macam-macam dan penggunaan auxilliary dalam simple present tense bentuk interrogative. Guru memberikan pertanyaan secara lisan. Siswa menjawab pertanyaan guru secara bersamaan. Siswa menjawab pertanyaan guru secara personal. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan dalam simple present tense bentuk interrogative secara lisan dan tulisan.
Kegiatan Penutup • • •
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
VII.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 24 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-8: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami makna teks dalam simple present tense dengan benar. Siswa mampu menyimpulkan isi dari teks dengan kalimat simple present tense dengan tepat. Siswa mampu menyebutkan kalimat dalam simple present tense bentuk positif, negatif dan interrogatif dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan bentuk positif, negatif dan introgatif dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan bentuk positif, negatif dan introgatif dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan simple present tense bentuk positif, negatif dan interrogative dengan guru maupun siswa secara komunikatif.
Materi Pokok dan Uraian Materi Pokok Read the following text and then answer the question! Iwan is a Junior High School student. He is in his first year. He is in his classroom. He listens to Mr. Hamid. Mr. Hamid is his mathematics teacher. Mr. Hamid is in front of the class. He teaches mathematics. He doesn’t teach English. Iwan and his classmates study mathematics. 1. Does iwan a student? 2. When is iwan now? 3. Does he listen to Mr. Hamid? 4. Who is Mr. Hamid? 5. Does he an English teacher?
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal. 7. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan
• • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • • • • •
Guru membacakan teks dalam simple present tense dengan ejaan dan intonasi yang benar. Guru menjelaskan isi teks dalam simple present tense. Siswa mendengarkan dan menyimak penjelasan guru. Guru memberikan pertanyaan secara lisan. Siswa menjawab pertanyaan guru secara bersamaan. Siswa menjawab pertanyaan guru secara personal. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan yang berhubungan dengan teks dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 27 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-9: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator ♦ Siswa mampu memahami makna teks dalam simple present tense ♦
dengan benar. Siswa mampu menyimpulkan isi dari teks dengan kalimat simple present tense dengan tepat.
♦ Siswa mampu menyebutkan kalimat dalam simple present tense ♦ ♦ ♦
III.
bentuk positif, negatif dan interrogatif dengan benar. Siswa mampu menyusun / membuat kalimat menggunakan bentuk positif, negatif dan introgatif dengan tepat secara tulisan. Siswa mampu menyusun / membuat kalimat menggunakan bentuk positif, negatif dan introgatif dengan tepat secara lisan. Siswa mampu berkomunikasi menggunakan simple present tense bentuk positif, negatif dan interrogative dengan guru maupun siswa secara komunikatif.
Materi Pokok dan Uraian Materi Pokok Read the text about Mr. Raharja’s house below carefully! (Bacalah teks tentang Rumah Mr. Raharja berikut ini baik-baik!) My Grandfather’s House My grandfather, Raharja, lives in a village near Mount Merapi with my grandmother. Their house is small. It has a living room, a dining room, two bedrooms, a kitchen, and a bathroom. There are many plants in the garden. My grandfather likes to grow trees, such as mango, guave, orange, and banana. He also likes to grow vegetables, such beans, spinach, and corn. There are also flowers such as roses, jasmine, and orchids. My grandmother likes to plant flowers. There is a long arm chair in the garden. We always go there on holidays.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Eny Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal. 77. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • • • • •
Guru membacakan teks dalam simple present tense dengan ejaan dan intonasi yang benar. Guru menjelaskan isi teks dalam simple present tense. Siswa mendengarkan dan menyimak penjelasan guru. Guru memberikan pertanyaan secara lisan. Siswa menjawab pertanyaan guru secara bersamaan. Siswa menjawab pertanyaan guru secara personal. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan yang berhubungan dengan teks dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 1 Desember 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF EXPERIMENT CLASS USING COMMUNICATIVE APPROACH
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009
PERTEMUAN KE-10: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator ♦ Siswa mampu memahami kalimat dengan menggunakan to be dalam simple present tense bentuk pertanyaan dengan benar. ♦ Siswa mampu menyimpulkan kalimat menggunakan to be dalam simple present tense bentuk pertanyaan dengan tepat. ♦ Siswa mampu menyebutkan kalimat menggunakan to be dalam simple present tense bentuk pertanyaan dengan benar. ♦ Siswa mampu menyusun / membuat kalimat menggunakan to be dalam simple present tense bentuk pertanyaan dengan tepat secara tulisan.
♦ Siswa mampu menyusun / membuat kalimat menggunakan to be dalam simple present tense bentuk pertanyaan dengan tepat secara lisan. ♦ Siswa mampu berkomunikasi menggunakan to be dalam simple present tense bentuk pertanyaan dengan guru maupun siswa secara komunikatif.
III.
Materi Pokok dan Uraian Materi Pokok Study the following sentences! ♦ Are you a student? Yes, I do. I am a student. ♦ Is your mother a doctor? No, she is not. She is a housewife. ♦ Is Jack a teacher? No, he is not. He is an employee. Make questions for the following answer orally 1) ______________________________? Yes, I am. I am from Holland. 2) ______________________________? No, He is not from Germany. Paolo Maldiny is from Italy. 3) ______________________________? Yes, he is. He is an actor. 4) ______________________________? No, it is not. It is a book. 5) ______________________________? Yes, they are. They are my cousin. 6) ______________________________? No, he is not. Mr. Suwarno is a farmer. 7) ______________________________? Yes, they are. Anto and uwes are naughty. 8) ______________________________? Yes, he is. Mike Tyson is very strong.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Firmansyah Diyata. Stepping More; for Junior High School / Madrasah Tsanawiyah Grade VII. (Bandung: Regina, 2005), hal.18. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Komunikatif : 2 arah.
Rencana Pembelajaran: Pendahuluan
• • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • • • • •
Guru mengulas kembali penjelasan to be dalam kalimat simple present tense. Guru memberikan contoh kalimat dengan menggunakan to be bentuk pertanyaan beserta jawabannya. Siswa mendengarkan dan menyimak penjelasan guru. Guru memberikan pertanyaan secara lisan. Siswa menjawab pertanyaan guru secara bersamaan. Siswa menjawab pertanyaan guru secara personal. Guru memberikan pertanyaan secara tertulis. Siswa menjawab pertanyaan yang berhubungan dengan to be bentuk pertanyaan dalam simple present tense secara lisan dan tulisan.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 1 Desember 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-1: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
Siswa mampu memahami kalimat dengan menggunakan to be dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan to be dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan to be dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog dengan tepat. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat. Siswa mampu memperagakan dialog didepan kelas secara berpasangan dengan lancar.
III.
Materi Pokok dan Uraian Materi Pokok Pelajari dialog antara Aji dan Arif diruangan kelas berikut ini. Kemudian jawab pertanyaan-pertanyaannya! Arif is a new student at Jakarta. He sits beside Aji. Aji greets him. Arif : Good morning. Aji : Good morning. Aji : I am Aji. What is your name? Arif : I am Arif. Aji : Where are you from? Arif : I am from Samarinda. Aji : It is nice to meet you. Arif : Nice to meet you too. Answer the question below! 1. Who is Arif? 2. Where is he from?
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.7. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • •
Meminta siswa mendengarkan dialog yang dibacakan oleh guru. Guru membacakan dialog yang berhubungan dengan to be menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang dialog yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang dialog yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan diallog secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 3 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-2: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transakaional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kalimat yang menggunakan to be dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan to be dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan to be dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog dengan tepat. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat. Siswa mampu memperagakan dialog didepan kelas secara berpasangan dengan lancar.
Materi Pokok dan Uraian Materi Pokok Read the following text and practice with your partner! Aji : Hello, Dina.
Dina Aji Dina Aji Dina Aji Dina Aji Dina Aji Dina Aji Dina
IV.
: Hello, Aji. : How old are you? : I am thirteen years old. : Do you have sister? : Yes, I have. : How old is she? : She is eleven years old. : And do you have brother? : Yes, I have. : How old is he? : He is seven years old. : Thank you. : You’re welcome.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.10. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • •
Meminta siswa mendengarkan dialog yang dibacakan oleh guru. Guru membacakan dialog yang berhubungan dengan to be menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang dialog yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang dialog yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan dialog secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
VII.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 6 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-3: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
Siswa mampu memahami kalimat yang menggunakan to be dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan to be dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan to be dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog dengan tepat. Siswa mampu menyusun / membuat kalimat menggunakan to be dengan tepat. Siswa mampu memperagakan dialog didepan kelas secara berpasangan dengan lancar.
III.
Materi Pokok dan Uraian Materi Pokok Study the following patterns! (Pelajarilah pola kalimat dibawah ini!) Subject I You They We He She It
Be (am / are / is) Am Are Are Are Is Is Is
Example I am a student. You are the student. They are students. We are students. He is a student. She is a student. It is a book.
Complete the sentences in column A with the appropriate words in column B. (Lengkapi kalimat-kalimat dikolom A dengan kata-kata yang tepat dikolom B) Column A No. 1. I ………… Aji. 2. I ………… thirteen. 3. My father ……….. Anwar Gunawan 4. He ……… Reporter. 5. My mother ………. Rini Gunawan. 6. She ……….. a teacher.
IV.
Column B Is Am Is Am Is Is
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.12. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • •
Meminta siswa mendengarkan kalimat yang dibacakan oleh guru. Guru membacakan kalimat yang berhubungan dengan to be menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang kalimat yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan kalimat secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 10 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-4: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • •
Siswa mampu memahami kalimat yang menggunakan kata kerja transitif dan intransitif dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan kata kerja transitif dan intransitif dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dengan menggunakan kata kerja transitif dan intransitif dengan benar. Siswa mampu memahami makna yang terdapat dalam kalimat dengan tepat. Siswa mampu menyusun / membuat kalimat menggunakan kata kerja transitif dan intransitif dalam simple present tense dengan tepat.
III.
Materi Pokok dan Uraian Materi Pokok Bentuk simple present tense positive (affirmative) memiliki pola kalimat sebagai berikut: S + V (s/es) + O I / you / we / they study English He / she / it studies English Examples: Transitive verb: Dony : When do you go to school everyday? Sisca : I go to school at 06.30 every morning. Intransitive verb: Dony : When your brother sleep every night? Sisca : He sleeps at 09.00 p.m every night.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.36. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok •
•
• •
Meminta siswa mendengarkan kalimat menggunakan kata kerja transitif dan intransitif dalam simple present tense yang dibacakan oleh guru. Guru membacakan kalimat yang berhubungan dengan kata kerja transitif dan intransitif dalam simple present tense menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang kalimat yang dibacakan guru secara personal.
•
Menyuruh siswa mempraktekkan kalimat secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 13 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING
AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-5 I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator •
• •
•
•
•
III.
Siswa mampu memahami kalimat yang menggunakan kata kerja transitif dan intransitif bentuk negatif dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan kata kerja transitif dan intransitif bentuk negatif dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan kata kerja transitif dan intransitif bentuk negatif dalam simple present tense dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog kata kerja transitif dan intransitif bentuk negatif dalam simple present tense dengan tepat. Siswa mampu menyusun / membuat kalimat menggunakan kata kerja transitif dan intransitif bentuk negatif dalam simple present tense dengan tepat. Siswa mampu memperagakan dialog kata kerja transitif dan intransitif bentuk negatif dalam simple present tense didepan kelas secara berpasangan dengan lancar.
Materi Pokok dan Uraian Materi Pokok
Bentuk simple present tense negative memiliki pola kalimat sebagai berikut: S + don’t /doesn’t + V1 + O I / you / we / they don’t study English He / she / it doesn’t study English Examples: Transitive verb: Dony : Do you study English at Monday? Sisca : No I don’t study English at Monday. Dony : When do you study English? Sisca : I study English at Tuesday. Intransitive verb: Dony : Does your brother sleep at 08.00 p.m? Sisca : No he doesn’t sleep at 08.00 p.m. Dony : When does your brother sleep every night? Sisca : He sleeps at 09.00 p.m every night.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.39. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • •
•
Meminta siswa mendengarkan kalimat yang dibacakan oleh guru. Guru membacakan kalimat yang berhubungan dengan kata kerja transitif dan intransitif bentuk negatf dalam simple present tense menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat dengan kata kerja transitif dan intransitif bentuk negatif dalam simple present tense yang dibacakan guru secara bersamaan.
•
•
Meminta siswa mengucap ulang kalimat yang berhubungan dengan kata kerja transitif dan intransitif bentuk negatif dalam simple present tense yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan kalimat dengan kata kerja transitif dan intransitif bentuk negatif dalam simple present tense secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 17 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-6: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kalimat yang menggunakan simple present tense bentuk interrogative dengan benar. Siswa mampu membedakan penggunaan simple present tense bentuk interrogative dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan simple present tense bentuk interrogative dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog dengan tepat. Siswa mampu menyusun / membuat kalimat menggunakan simple present tense bentuk interrogative dengan tepat. Siswa mampu memperagakan dialog didepan kelas secara berpasangan dengan lancar.
Materi Pokok dan Uraian Materi Pokok Jodi Lisa Jodi Lisa Jodi Lisa Jodi Lisa
: Hi, Lisa. How are you? : Hi, Jodi. I am fine, thanks. How about you? : I am fine too. Thank you. Do you like beach? : Yes, I like beach. : When do you go to Beach? : I go to beach every month. : Do you go to beach with your family? : Yes, I do.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran •
b.
V.
Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.40. Media Pembelajaran: Teacher's voice, hand out and textbook.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • •
Meminta siswa mendengarkan kalimat simple present tense bentuk interrogative yang dibacakan oleh guru. Guru membacakan kalimat simple present tense bentuk interrogative menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat simple present tense bentuk interrogative yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang kalimat simple present tense bentuk interrogative yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan kalimat simple present tense bentuk interrogative secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 20 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1
Tema Waktu Tahun Pelajaran
: The Simple Present Tense Linguistics Aspect; Structure : 1x Pertemuan (2JPx35 menit) : 2008/2009
PERTEMUAN KE-7: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kalimat yang menggunakan kata kerja intransitive dalam simple present tense dengan benar. Siswa mampu membedakan penggunaan kata kerja intransitive dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam menggunakan kata kerja intransitif dalam simple present tense dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog dengan tepat. Siswa mampu menyusun / membuat kalimat menggunakan kerja intransitif dalam simple present tense dengan tepat. Siswa mampu memperagakan dialog didepan kelas secara berpasangan dengan lancar.
Materi Pokok dan Uraian Materi Pokok Rio and Reni is new friend. Rio : What time do you get up every morning? Reni : I get up at 04.30 a.m. Rio : Do you ever get up earlier? Reni : Yes, I do. Sometimes I get up at 04.00 o’clock. Rio : Does your brother always get up early, too? Reni : No, he doesn’t. He seldom gets up early. He usually gets up late. Answer the questions below based on dialogue above. 1) When Rio gets up every morning? 2) Does Rio ever get up earlier? 3) Does his brother always get up early?
IV.
Sumber dan Media Pembelajaran
a. Sumber Pembelajaran Kristono, dkk. The Bridge English Competence for SMP 1 (Surabaya: Yudhistira, 2004), hal.20. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • •
•
•
•
Meminta siswa mendengarkan kalimat dengan kata kerja intransitive dalam simple present tense yang dibacakan oleh guru. Guru membacakan kalimat yang berhubungan dengan kata kerja intransitive dalam simple present tense menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat dengan kata kerja intransitive dalam simple present tense yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang kalimat dengan kata kerja intransitive dalam simple present tense yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan kalimat dengan kata kerja intransitive dalam simple present tense secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 24 November 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIO AUDIOIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure
Waktu Tahun Pelajaran
: 1x Pertemuan (2JPx35 menit) : 2008/2009
PERTEMUAN KE-8: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kalimat dalam simple present tense bentuk interrogative dengan benar. Siswa mampu membedakan penggunaan simple present tense bentuk interrogative dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam dalam simple present tense bentuk interrogative dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog dalam simple present tense bentuk interrogative dengan tepat. Siswa mampu menyusun / membuat kalimat dalam simple present tense bentuk interrogative dengan tepat. Siswa mampu memperagakan dialog dalam simple present tense bentuk interrogative didepan kelas secara berpasangan dengan lancar.
Materi Pokok dan Uraian Materi Pokok Teacher Student Teacher Student Teacher Student
IV.
: When do you go to school? : I go to school everyday. : Do you go to school in Sunday? : No, I don’t go to school in Sunday. : Where do you go in Sunday? : Usually I go to supermarket in Sunday.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran ♦ Kristono, dkk. The Bridge English Competence for SMP 1 (Surabaya: Yudhistira, 2004), hal.20.
b. Media Pembelajaran: Teacher's voice, hand out and textbook. V.
Metode/ Strategi Pembelajaran Metode Strategi
VI.
: Audio-lingual : 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • •
Meminta siswa mendengarkan kalimat dalam simple present tense bentuk interrogative yang dibacakan oleh guru. Guru membacakan kalimat dalam simple present tense bentuk interrogative menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat dalam simple present tense bentuk interrogative yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang kalimat dalam simple present tense bentuk interrogative yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan kalimat dalam simple present tense bentuk interrogative secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa,
Tangerang, 27 November 2008
Guru Bidang Study
Nurhayati S, Pd.I
Guru Praktikan
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-9:
I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kalimat dalam simple present tense bentuk interrogative dengan benar. Siswa mampu membedakan penggunaan simple present tense bentuk interrogative dalam simple present tense dengan tepat. Siswa mampu melengkapi kalimat dalam simple present tense bentuk interrogative dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog simple present tense bentuk interrogative dengan tepat. Siswa mampu menyusun / membuat kalimat dalam simple present tense bentuk interrogative dengan tepat. Siswa mampu memperagakan dialog dalam simple present tense bentuk interrogative didepan kelas secara berpasangan dengan lancar.
Materi Pokok dan Uraian Materi Pokok Teacher Students Teacher Students Teacher Rudi Teacher Rudi Teacher Rudi
IV.
: Good morning, students. : Good morning, mom. : Do you bring the English book? : Yes, I do. : Rudi, where is your English book? : I don’t bring the English book, mom. : Why? : I am forget, mom. I am sorry. : its ok, but you must do the exercise in your paper. : Yes, mom.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.49. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode
: Audio-lingual
Strategi
VI.
: 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • •
Meminta siswa mendengarkan kalimat dalam simple present tense bentuk interrogative yang dibacakan oleh guru. Guru membacakan kalimat dalam simple present tense bentuk interrogative menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat dalam simple present tense bentuk interrogative yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang kalimat dalam simple present tense bentuk interrogative yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan kalimat dalam simple present tense bentuk interrogative secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 1 Desember 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
LESSON PLAN OF CONTROL CLASS USING AUDIOAUDIO-LINGUAL METHOD
Mata Pelajaran : Bahasa Inggris Satuan Pendidikan : SMP Kelas/Semester : VII/1 Tema : The Simple Present Tense Linguistics Aspect; Structure Waktu : 1x Pertemuan (2JPx35 menit) Tahun Pelajaran : 2008/2009 PERTEMUAN KE-10: I.
Kompetensi Dasar Structure: Memahami tata bahasa yang terdapat dalam kalimat / percakapan transaksional dan interpersonal sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat dan lancar untuk berinteraksi dengan lingkungan terdekat.
II.
Indikator • • • • • •
III.
Siswa mampu memahami kalimat dalam simple present tense bentuk interrogative dengan benar. Siswa mampu membedakan kalimat dalam simple present tense bentuk interrogative dengan tepat. Siswa mampu melengkapi kalimat dalam simple present tense bentuk interrogative dengan benar. Siswa mampu memahami makna yang terdapat dalam dialog simple present tense bentuk interrogative dengan tepat. Siswa mampu menyusun / membuat kalimat dalam simple present tense bentuk interrogative menggunakan to be dengan tepat. Siswa mampu memperagakan dialog dalam simple present tense bentuk interrogative didepan kelas secara berpasangan dengan lancar.
Materi Pokok dan Uraian Materi Pokok Tina Susi Tina
: Hello Susi, how are you? : Hello, Tina. I am fine, thanks. How about you? : I am very well, thanks. May I know what your mother does is every morning? Susi : Of course. My mother usually cooks the rice every morning. Tina : Does she cook fried-rice? Susi : Yes, she does. Sometimes she cooks the fried rice and fried chicken. Tina : Wooww, I like fried chicken. Susi : I like, too.
IV.
Sumber dan Media Pembelajaran a. Sumber Pembelajaran Eni Nursanti dan Mahmudah Ratna S, English for Junior High School VII, (Surakarta: Penerbit dan Percetakan Mediatama, 2007), hal.12. b. Media Pembelajaran: Teacher's voice, hand out and textbook.
•
V.
Metode/ Strategi Pembelajaran Metode
: Audio-lingual
Strategi
VI.
: 2 arah dan berpasangan.
Rencana Pembelajaran: Pendahuluan • • •
Salam dan tegur sapa Mengabsen siswa Memotivasi siswa
Kegiatan Pokok • • • • •
Meminta siswa mendengarkan kalimat yang dibacakan oleh guru. Guru membacakan kalimat dalam simple present tense bentuk introgatif menggunakan lafal dan intonasi yang benar. Siswa mengucap ulang kalimat yang dibacakan guru secara bersamaan. Meminta siswa mengucap ulang kalimat yang dibacakan guru secara personal. Menyuruh siswa mempraktekkan kalimat secara berpasangan didepan kelas dengan intonasi yang tepat.
Kegiatan Penutup • • •
VII.
Menyimpulkan inti dari materi pokok Memberikan latihan soal yang untuk mengecek pemahaman siswa Memberikan latihan untuk PR.
Penilaian Penilaian Proses
: Dilakukan pada saat proses belajar berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang yang diberi nilai pada English grammar test. Instrument : Soal tes terlampir.
Telah diperiksa, Guru Bidang Study
Tangerang, 4 Desember 2008 Guru Praktikan
Nurhayati S, Pd.I
Mila Rohmanurhayati
Tes structure
