DEVELOPING STUDENTS ABILITY OF THE SIMPLE PRESENT TENSE THROUGH SUBSTITUTION DRILLS

DEVELOPING STUDENTS’ ABILITY OF THE SIMPLE PRESENT TENSE THROUGH SUBSTITUTION DRILLS (A Classroom Action Research in the Seventh Grade of SMPN 6 DEPOK) A “Skripsi” Submitted to the Faculty of Tarbiyah and Teacher’s Training in a Partial of Fulfillment of the Requirement for the Degree of Strata 1 (S.Pd) in English Language Education

By: Ridhatul Dewifartina NIM: 106014000422

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011

ABSTRACT

Dewifartina, Ridhatul, 2011. Developing Students’ Ability of the Simple Present Tense through Substitution Drills (A Classroom Action Research in the Seventh Grade of SMPN 6 Depok), Skripsi, English Languange Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Drs. Nasrun Mahmud, M.Pd

Key words: Grammar, Substitution Drills

This study was carried out to develop the students’ ability of the Simple Present Tense through Substitution Drills in the seventh grade of SMPN 6 Depok academic year 2010/2011. The subjects of this study were consisted 42 students. The method use in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research. It meant that the writer collaborated with the English teacher of SMPN 6 Depok as an observer and collaborator. This study was conducted following Kurt Lewin model with the following procedures of the action research: planning, acting, observing, and reflecting. The study carried out in two cycles. Each cycle consisted of two meetings. The data gathering in this study through observation, field notes, interview, and test. The result of the study showed that there was improvement of students’ ability of the Simple Present Tense. Most of the students gradually gained good scores at the end of each cycle. The score of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of english lesson was 65 (sixty five). The students’ mean score in preliminary study was 55.95. The mean score in the first cycle was 72.74. The mean score in the second cycle was 75.95. In addition, there was a positive response from the students and the English teacher about implementing the action. In conclusion Substitution Drills can develop students’ ability of the simple present tense.

i

ABSTRACT

Dewifartina, Ridhatul, 2011. Developing Students’ Ability of the Simple Present Tense through Substitution Drills (A Classroom Action Research in the Seventh Grade of SMPN 6 Depok), Skripsi, English Languange Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Pembimbing: Drs. Nasrun Mahmud, M.Pd

Key words: Grammar, Substitution Drills

Penelitian ini dilaksanakan untuk meningkatkan kemampuan siswa tentang simple present tense di kelas 7 SMPN 6 Depok tahun ajaran 2010/2011. Subyek penelitian ini berjumlah 42 siswa. Metode yang dilakukan dalam penelitian ini adalah penelitian tindakan kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian ini yaitu penelitian tindakan kelas kolaboratif. Penulis bekerjasama dengan guru bahasa inggris dari SMPN 6 Depok sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan mengikuti model Kurt Lewin dengan prosedur penelitian tindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari dua kali pertemuan. Teknik pengumpulan data dalam penelitian ini menggunakan instrumen: observasi, catatan lapangan, interview, dan tes. Hasil dari penelitian dengan menggunakan Substitution Drills ini menunjukan bahwa ada peningkatan dari kemampuan siswa tentang simple present tense. Siswa mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai Kriteria Ketuntasan Minimal (KKM) adalah 65 (enam puluh lima). Nilai rata-rata siswa pada tes awal adalah 55.95. Nilai rata-rata siswa pada siklus pertama yaitu 72.74. Nilai rata-rata siswa pada siklus kedua yaitu 75.95. Selain itu, ada tanggapan yang positif dari para siswa dan guru bahasa inggris terkait penggunaan Substitution Drills. Kesimpulannya, Substitution Drills dapat meningkatkan kemampuan siswa tentang simple present tense.

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ACKNOWLEDGEMENT In the name of Allah, the Beneficent, the Merciful. All praise be to Allah the Lord of the Worlds. Peace and blessing be upon to the prophet Muhammad SAW, his family, his companion, and his followers. This “skripsi” is presented to the English Education Department of Faculty of Tarbiyah and Teacher’s Training State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of strata-1 (S1). The writer would like to express her great honour and deepest gratitute to the following person: 1. Her beloved parents, Drs. Yayat Juhayat, MM and E. Nur’aini, thanks for their love, care, support, patience and guidance for all her life. 2. Drs. Nasrun Mahmud, M.Pd, the writer’s advisor who has guided the writer patiently to carry out her work from beginning till the end. 3. All lecturers in English Department who always give motivation and valuable knowledge during her study at the Syarif Hidayatullah Jakarta State Islamic University Jakarta. 4. Prof. Dr. Dede Rosyada, MA, the Dean of the Faculty of Tarbiyah and Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta. 5. Drs. Syauki, M.Pd, the head of English Education Department of UIN Syarif Hidayatullah Jakarta. 6. Neneng Sunengsih, S.Pd, the secretary of English Education Department of UIN Syarif Hidayatullah Jakarta. 7. Drs. Joko Widodo, M.Pd, the headmaster of SMPN 6 Depok who has allowed the writer to conduct this study in SMPN 6 Depok and Rustam Ependi, S.Pd, the teacher of SMPN 6 Depok who has helped and supported the writer in finishing this study. 8. Her beloved sisters and brother; Suci Indah Nirwani, S.Psi., Fierda Shafratunnisa, Gisse Lailatulfath, and Fadhel J. Muhammad, who always support her.

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9. Her beloved fiancé Reza Filson Aponno, thanks for his support, love, and advice in finishing her study. 10. All friends in English Department especially in class C-2006 and her close friends, Tita Nurul Fajriyani, Rosdiana, Siti Kurnia Abinur, Nurina Permata Sari, and Rizki Lutfiah who have helped and supported her in this “skripsi”.

May Allah, the Almighty bless them. Finally, the writer realizes that this paper is still far from being perfect. Therefore, she would like to accept any constructive suggestion to make this paper better.

Jakarta, June 2011

The Writer

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TABLE OF CONTENTS

TITLE APPROVAL ENDORSEMENT SHEET OF EXAMINATION COMMITTEE ABSTRACT ........................................................................................................

i

ABSTRAK ..........................................................................................................

ii

ACKNOWLEDGMENTS .................................................................................. iii TABLE OF CONTENTS ....................................................................................

v

LIST OF TABLES .............................................................................................. vii LIST OF FIGURES ............................................................................................ viii LIST OF APPENDICES ..................................................................................... ix

CHAPTER I

CHAPTER II

INTRODUCTION A. The Background of the Study........................................

1

B. The Limitation of the Study ..........................................

3

C. The Statement of the Problems .....................................

4

D. The Objective of the Study............................................

4

E. The Significance of the Study........................................

4

F. The Method of the Research .........................................

4

THEORETICAL FRAMEWORK A. Simple Present Tense ....................................................

6

1. The Definition of Simple Present Tense...................

6

2. The Pattern of Simple Present Tense ........................

7

3. The Function of Simple Present Tense ..................... 12 B. Substitution Drills ......................................................... 13 1. The Definition of Substitution Drills ........................ 13 2. The Kinds of Substitution Drills ............................... 14

v

C. Teaching Simple Present Tense by Using Substitution Drills............................................................................... 16

CHAPTER III

RESEARCH METHODOLOGY A. The Purpose of Research................................................. 19 B. The Place and Time of Research ..................................... 19 C. The Population and Sample of Research ......................... 20 D. The Research Method...................................................... 20 E. The Instrument of Data Collection.................................. 20 F. The Teaching Procedures................................................. 21 G. The Procedures of Data Collecting.................................. 25 H. The Technique of Data Analysis...................................... 26

CHAPTER IV

RESEARCH FINDINGS A. The Description of Data .................................................. 28 1. Findings of the Preliminary Study............................. . 28 2. Findings of the First Cycle......................................... 32 3. Findings of the Second Cycle.................................... . 33 4. Findings After Implementing the Action.................... 34 B. The Interpretation of Test Result..................................... 49

CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion ....................................................................... 52 B. Suggestion........................................................................ 53

BIBLIOGRAPHY .............................................................................................. 54 APPENDICES

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LIST OF TABLES

Table 2.1 Verbs of Be in Interrogative Sentence ................................................ 9 Table 4.1 The Result of Students’ Score in Pre-test ........................................... 30 Table 4.2 The Result of Students’ Score in Post-test I........................................ 36 Table 4.3 The Result of Students’ Score in Post-test II ...................................... 39 Table 4.4 The Result of Students’ Score in Pre-test, Post-test I and Post-test II .................................................................................... 41

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LIST OF FIGURES

Figure 4.1 Kurt Lewin’s Action Research Design ............................................... 22 Figure 4.2 The Activity Phases of CAR Modified by the Writer ......................... 23

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LIST OF APPENDICES

1.

The List of Students’ name ......................................................................

56

2.

The Result of Students’ Score in Pre-test, Post-test I and Post-test II .......

57

3.

The Lesson Plan of First Meeting in Cycle I .............................................

59

4.

The Lesson Plan of Second Meeting in Cycle I.........................................

64

5.

The Lesson Plan of First Meeting in Cycle II ............................................

69

6.

The Lesson Plan of Second Meeting in Cycle II .......................................

74

7.

The Instrument of Pre-test .........................................................................

79

8.

The Instrument of Post-test I .....................................................................

81

9.

The Instrument of Post-test II ....................................................................

83

10. The Answer Key of Pre-test, Post-test I and Post-test II ...........................

85

11. The Observation Note Before CAR ...........................................................

86

12. The Observation Form in Cycle I ..............................................................

87

13. The Observation From in Cycle 2.............................................................

89

14. The Field note of First Meeting in Cycle I ................................................

91

15. The Field note of Second Meeting in Cycle I ............................................

92

16. The Field note of First Meeting in Cycle II ...............................................

93

17. The Field note of Second Meeting in Cycle II...........................................

94

18. The Interview Guidelines in the Preliminary Study (Before CAR)...........

95

19. The Interview Guidelines (After CAR) .....................................................

97

20. Item Analysis of English Pre-test...............................................................

99

21. Item Analysis of English Post-test I........................................................... 101 22. Item Analisis of English Post-test II........................................................... 103 23. Profile of SMPN 6 Depok........................................................................... 105

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CHAPTER I INTRODUCTION

A. The Background of the Study Living in the globalization era makes it a must to communicate in English, as an international language. In Indonesia, English is the language taught as a compulsory subject that must be learnt in schools and universities which language can be functioned as a means for students to develop their skills in science, technology, culture, and art. As the 1994 English curriculum states: Bahasa Inggris adalah bahasa asing pertama yang dianggap untuk tujuan dan pengembangan ilmu pengetahuan, teknologi, seni dan budaya serta pembinaan hubungan dengan bangsa-bangsa lain. (English is the first foreign language in Indonesia which is considered very important for the purpose of science development, absorption, technology, culture, and correction relation with other nations).1 To be able to communicate in English, students have to master the basic language skills. They are listening, speaking, reading and writing. It has its own

1

DEPDIKBUD RI. GBPP Bahasa Inggris (SMP), (Jakarta: DEPDIKBUD RI, 1994), P.1

1

2

grammar rules which have a great role on one‟s acquisition in English. Grammar is needed even in communication. In talking about grammar, there are many valuable parts that should be learnt by the students. The study of grammar can greatly enhance understanding and fluency. According to Penny Ur in her book: “A learner who „knows grammar‟ is one who has mastered and can apply the rules to express him or herself in what would be considered acceptable language form”.2 Many people would agree that English language some of the most troublesome yet fascinating problems are concentrated in the area of the finite verb phrase, including, in particular, tense, aspect, mood, and modality. One of the most important parts in grammar to be learnt is tense. According to T.F. Mitchell, “Tense is a form taken by a verb to indicate the time at when the action or state in viewed as accruing, the quality of a verb expressed by this”.3 While Simple Present Tense is one of the English language rules that students should understand. Simple present tense is used to express habitual or everyday activity.4 Based on the writer‟s observation, the most difficult English sub skill to be learned is grammar. There are some difficulties faced by students in mastering grammar especially in simple present tense. They are: first most of students why still do not understand in the forms and usage of simple present tense. Second, they often make some mistakes to put the right verb in the sentences of the simple present tense. Third, the students were not enthusiastic with the teaching and learning process about grammar. The writer observed in classroom activities at SMPN 6 DEPOK. These problems can be influenced by some factors. The writer assumed these problems are caused by method or technique in teaching grammar, since 2

Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 1988), p. 2. 3

Sylvie Chalker and Edmund Wemer, The Oxford Dictionary of English Grammar, (New York: Oxford University Press, 1994), p. 395. 4

Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice-Hall, 1989), p. 11.

3

some teachers taught grammar just by giving explanation and exercises. Of course it makes students less comprehension. It makes students less interested in grammar, and makes students bored. These problems are important to be solved so that students get more comprehension in material of grammar, and students think that grammar is an interesting sub skill. To help students solve these problems, we need other techniques which are more interesting in teaching grammar. One of the appropriate techniques to master the simple present tense is by drilling. There are a lot of drillings in teaching grammar. The writer would like to propose “Substitution Drills”. Substitution drills require the students to put a vocabulary word or phrase into a sentence, conjugate a verb tense, or otherwise substitute one language part with another. Substitution drillings, in which the teacher uses cue words (words, pictures, numbers, names, etc.) to get individual students to mix the examples of the new pattern.5 The students will repeat a sentence that gave the teacher and they can change a verb or subject into a sentence. It will motivate the students to make them more actively and understand in the pattern of simple present tense. Based on the problems discussed previously, the writer decides the title of this “Skripsi” “Developing Students’ Ability of the Simple Present Tense through Substitution Drills (A Classroom Action Research at Seventh Grade of SMPN 6 Depok)”.

B. The Limitation of the Study To make this study easier to understand, the writer tries to limit the problems to Substitution Drills as the technique that the writer analyses in this research. The writer limits the subject matter to the Simple Present Tense. The Simple Present Tense was taught to the seventh grade students of SMPN 6 Depok and developed students‟ ability in the simple present tense through substitution drills.

5

Richards C. Jack and Theodore S. Rodgers, Approaches and Methode in Language Teaching, (Cambridge: Cambridge University Press, 1986), p. 41.

4

C. The Statement of the Problems Based on the background above, the writer plans to analyze the use of substitution drills in teaching Simple Present Tense at seventh grade of SMPN 6 Depok. The main problem of this research can be formulated as follows: 1. “Can substitution drills develop students‟ ability in Simple Present Tense in seventh grade of SMPN 6 Depok?” 2. “How can substitution drills develop students‟ ability in Simple Present Tense?”

D. The Objectives of the Study According to statement of the problem above, the objectives of the study are: to know how substitution drills can improve students‟ understanding in the simple present tense, and to develop students‟ ability in using the simple present tense through substitution drills.

E. The Significance of the Study The results of this research is expected to be useful for the English teacher of SMPN 6 Depok, it gives the alternative solution in teaching simple present tense. Next, for students, will give an input to the students, so that they can improve their ability in simple present tense.

F. The Method of the Research In doing the research, the writer uses Classroom Action Research (CAR). Furthermore this research will use at least two cycles that consist of four stages: planning, acting, observing and reflecting for each cycles. The writer collaborates with English teacher of SMPN 6 Depok. In data collecting, the writer tries to combine both qualitative and quantitative data to get accuracy. It means that this research will use observation, interview, field note, and testing technique. For the observation, the aspect that is observed is the activity when the students learn simple present tense. It is included their participation in substitution drills activity.

5

Whereas, for the testing the writer will use pre-test and post-test to measure the development students‟ ability in the simple present tense through substitution drills at seventh grade of SMPN 6 Depok.

CHAPTER II THEORETICAL FRAMEWORK

A. Simple Present Tense 1. The Definition of Simple Present Tense The simple present tense is used to describe everyday activities and habits, to make general statement of fact, and to express opinions.1 With some verbs, the simple present shows an existing condition (something that is happening now). Based on Sylvia Chalker, simple present tense is identical to the base of verb (except in the case of “be”) and add –s for third person singular (also called present (tense) simply).

2

If the subject is a third person singular such as he, she

and it, it must add –s or –es. For examples, she speaks three languages.

1

Elaine Kirn and Darcy Jack, Interaction 1 Grammar, (New York: McGraw-Hill, 2002), 4th Edition, p. 11. 2

Sylvia Chalker & Edmund Weiner, The Oxford Dictionary of English Grammar, (New York: Oxford University Press, 1994), p. 395.

6

7

The simple present tense expresses the factual statements and generalizations and describing predictable future events or actions.3 From the definition above, she can conclude that Simple Present Tense is the tense that may be used to express an activities that is habitual and fact which are formed with base of verbs, except for the third singular subject by adding –s or –es.

2. The Pattern of Simple Present Tense Simple present tense uses the simple verb and is added by –s or –es if the subject the third singular person. Simple present tense has difference verb form between verbs used in the third singular subject (e.g. he, she, it, Jean, your friend, etc.) and verbs with other subject (e.g. I, you, we, they, Jean and John, cows, etc.). The pattern of affirmative statement of this tense is: S (He/She/It) + V –s or –es + .... and S (I, You, We, They) + V + .... From the example and the table above, it can be summarized that in a third singular subject, it can make an affirmative statement by using verb other than be, add –s or –es to the verb and for the other subjects just put the main verb. For example:  He/She/Jean plays badminton every morning.  Your sister teaches English in school every Saturday.  I/You/We/They/Jean and John play badminton very morning. The pattern of affirmative statement with be, use this formula: S + be (am, is, are) + adjective/adverb of place/noun

3

p. 6.

Mark Lester, PH.D., et.al., English Irregular Verb, (United States: McGraw-Hill, 2010),

8

Based on the table above to make an affirmative statement with be, after subject put the appropriate be (am, is, are) to the subject the followed by adjective/adverb of place/noun phrase, e.g. She is a teacher (She‟s a teacher).

The pattern of negative statement of this tense is: S (He/She/It) + does not + V (simple form of verb) + .... and S (I, You, We, They) + do not + V (simple form of verb) + .... From the pattern above, for the third singular subject to make negative statement add does not or doesn‟t after the subject and for the other subjects add do not or don‟t after the subjects. For example:  He doesn‟t teach math very well.  She doesn‟t like coffee.  They don‟t know about you.  I don‟t understand. The pattern negative statement with be, add not after the subject and be, after that followed by adjective/adverb of place/noun. The formula is: S + be (am, Is, are) + not + adjective/adverb of place/noun

In simple present tense, interrogative sentence, a form of the verb “do” comes before the subject then following by subject and then simple form of verb. Use “does” if the subjects are: he/she/it and use “do” if the subject is third singular subject (I, you, we, they). For example, “Does Charles like milk?” “Yes, he does.” On that short answer, “Yes”, he does means Yes, Charles likes milk. Notice that

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does is substitutes for the verb phrase.4 In the example, does replace likes milk. The formula of interrogative is: Do + S (I, You, We, They) + V (simple form of verb) + ....

and Does + S (He/She/It) + V (simple form of verb) + ....

The formula of negative question is: Do + S (I, You, We, They) + not + V (simple form of verb) + .... and Does + S (He/She/It) + not + V (simple form of verb) + .... The pattern of interrogative sentence with be, put be in the beginning of the sentence or before the subject then following by subject and then adjevtive/adverb of place/noun. The formula of interrogative sentence with be is: Be (am, is, are) + S + adjective/adverb of place/noun

Table 2.1 Verbs of be in interrogative sentence

Interrogative sentence I Am

Short answer

late? a police?

I am.

I‟m not

right? 4

Robert Krohn, English Sentence Structure, (Michigan: Michigan University Press, 1986), p. 14

10

Is

Are

He

handsome?

He

She

beautiful?

She

It

a book?

We

wrong?

We

You

Filson?

You

Yes

They Indonesian?

He is.

It

She No

isn‟t.

It We

are.

They

You

aren‟t.

They

There are some spelling rules for –s endings, the rules are as follow: 1. In all other cases, add –s to the simple form. Example: - wear  wears I wear a hat. He wears a hat. - work  works We work in the office. She works in the office. - speak  speaks I speak in English. She speaks in English. 2. If the simple form of a verb ends in –y after consonant, change the y to i and add –es.5 Example: - study  studies We study in the classroom. He studies in the classroom. - try  tries I try to understand. Ann tries to understand. But verbs that have a vowel before the –y do not change from y to i and not add –es.6 5

6

Elaine Kirn and Darcy Jack, Interaction 1 ..., p. 12

Patricia K. Werner, et.al., Interaction Access Grammar (New York: McGraw-Hill Companies, 2002) fourth edition, p. 60

11

Example: - buy  buys We buy a car. My Father buys a car. - play  plays They play football. My brother plays football. 3. If the simple form of a verb ends in –s, -z, -sh, -ch, -x, or –o (after consonant), add –es. Example: - teach  teaches I teach English in school. Mr. David teaches English in school. - pass  passes I pass the examination in school. Lucy passes the examination in school. - go  goes They go to the mountain. He goes to the mountain. - wash  washes I wash my clothes. My mother washes the clothes. - fix  fixes We fix breakfast in hurry. Richard fixes breakfast in hurry. Pronunciation Note7 The –s ending is pronounced three ways, depending on the ending of the verb: 1. /iz/ after –ch, -sh, -s, -x, and –z endings. Example: teaches, washes, kisses, boxes, and buzzes.

7

Elaine Kirn and Darcy Jack, Interaction 1 ..., p. 12

12

2. /s/ after voiceless endings: p, t, k, or f. Example: stops, hits, and looks. 3. /z/ after voiced consonant endings. Example: calls, listens, plays, sounds, and runs.

3. The Function of Simple Present Tense The simple present is often used to describe something that was true in the past, is true in the present, and will be true in the future.8 The simple present tense is used to describe habitual actions, e.g. Bob reads his e-mail first thing in the morning.9 According to Hornby the usage of simple present tense divided into five kinds: 10 a. To describes an activity that is actually in progress at the moment of speaking, e.g. in demonstration, explanation, step by step the way to cook something. Example: I sift the flour, salt, and baking powder into a bowl. I mix them. b. To used in commentaries, e.g. as broadcast during a sporting event such as a football match. Example: Green passes the ball to Brown. Brown passes it to Black who heads it past the goalkeeper and scores! c. To used in exclamatory sentences beginning with here and there. Example: Here he comes! d. In the general statement of what was true in past time, is true now, is likely to be true in future time. Example: The sun shines during the day. e. To used for references to what was communicated in the past. Example: The newspapers say it‟s going to be cold today.

8

Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice-Hall, 1989), p. 11 9

Mark Lester, PH.D., et.al., English Irregular ..., p. 6.

10

A.S. Hornby, Guide to Patterns and Usage in English, (Oxford: Ocford University Press, 1975), p. 82-85.

13

B. Substitution Drills 1. The Definition of Substitution Drills Drills are very important to present the structural patterns, because with the practice drills the students can understand about the rules of grammar and they also can make new structures, so that it can be speech habit for the students. Drills are part of the classroom technique to facilitate the student‟s productions of the structure.11 In teaching drill is exercise and repetition.12 There are many kinds of drills in teaching grammar; one of them is substitution drills. Substitution in linguistics to refer to the process or result of replacing one item by another at a particular place in structure. 13In language teaching, exercises to improve the ability of learners to carry out a process of item replacement are known as substitution drills.14 Any drill in which one word or phrase in a sentence is replaced by another is a substitution drills.15 In this drill, students use another word of the same class in the place of a word in the sentence. A noun is replaced by another noun; a verb by another verb; an adjective by another adjective; a determiner (the, a, some, each, any) by another determiner; etc.16 Based on that definition, substitution drills is the exercise for the students to replaced one word or one phrase with the another word or phrase, and put it into the right place in the sentence.

11

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in Second Language Teaching, (Quezon City: Alemar-Phoenix Publishing House, 1985), p.97. 12

Martin H. Manser, Oxford Learner’s pocket Dictionary, (Oxford: Oxford University Press, 1995), New Edition, p. 129. 13

David crystal, A Dictionary of Linguistics & Phonetics, (Oxford: Blackwell Publishing, 2003), Fifth Edition, p. 444. 14

David crystal, A Dictionary of Linguistics &…, p. 444.

15

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in..., p.111.

16

Mary Finocchiaro, Ph. D., English as a Second Language from Theory to Practice, (New York: Regents Publishing Company, 1974), New Edition, p. 65.

14

2. The kinds of Substitutions Drills The substitution may be supplied orally by the teachers or cued by gestures, pictures, phrase cards, or other devices.17 Substitution drills have many varieties and types, there are: a. Simple substitution drill. Simple substitution drills are the easiest to prepare and to manipulate.18 All the replacements suggested by the teachers fit the same slot in frame. In other name simple substitution drills is single-slot substitution drills in which the students will repeat a sentence from the dialogue and replace a word or phrase in the sentence with the word or phrase the teacher gives them.19 The students are then required to substitute different items in a given place in the sentence. As it requires the substitution of only item this drill is also rather simple. For example, the teacher gives them the basic sentence pattern, „I am going to the post office.‟ Following this she shows the students a picture of a bank and says the phrase, ‟The bank.‟ She pauses, and then says, „I am going to the bank.‟20 From the teachers‟ example the students knows that they supposed to take the cue phrase (The bank), which the teachers gives, and put it into its proper place in the sentence. Then, the teachers gives them the other cues phrase, „The drugstore‟, together the students respond, „I am going to the drugstore.‟21

17

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.112.

18


19

Diana Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), Second edition, p. 37. 20

Diana Larsen-Freeman, Techniques and Principles in…, Second edition, p. 37.

21


15

b. Double substitution drills Double substitution drills are similar to simple substitution drills except that instead of replacing only one item, two somewhat related items are replaced.22 For example: Model sentence

: If I find it / I‟ll give it to you.

Cue

: If you want it

Response

: If you want it / I‟ll give it to you.

Cue

: he’ll sell it to you

Response

: If you want it / he’ll sell it to you.23

c. Correlative substitution drills Correlative substitution drills each substitution requires correlative change to be made elsewhere in the model sentence.24 And in drill the students is given a cue; its use requires a change in other part of the sentence.25 For example: Prompt:

Students:

I was at school.

I was at school.

John

John was at school.

John and Mary

John and Mary were at school.26

According Wilga M. Rivers and Mary S. Temperley the function of correlative substitution drills as following: This type of drill is useful for learning such things as possessives, reflexives, the –s ending of the third person singular verb in the present tense, the changing forms of the verb be, irregular verbs, the inflection of

22

Dennis Cokely and Charlotte Baker-Shenk, American Sign Language: A Teacher’s Resource Text on Curriculum, Methods, and Evaluation, (Washington: Gallaudet University Press, 1980), p. 92. 23

Wilga M. Rivers and mary S. Temperley, A practical Guide to the Teaching of English as a second or Foreign Language, (New York: Oxford University Press, 1978), p. 127. 24

Wilga M. Rivers and mary S. Temperley, A practical Guide to the…, p. 128.

25


26

John Haycraft, An Introduction to English Language Teaching, (London: Longman, 1978), p. 37.

16

the verb after relative pronoun, the forms of the plural and possessive morpheme, an certain sequences of tenses in related clauses.27 d. Multiple substitution drills Multiple substitution drills are a testing device to see whether students can continue to make a certain grammatical adjustment they have been learning while they are distracted by other preoccupations –in case, thinking of the changing meaning of successive sentences so as to make substitutions in different slots.28 Example: The teacher

: I am going to the post office.

The students

: I am going to the post office.

The teacher (cue)

: to the park

The students

: I am going to the park.29

The teacher (cue)

: They

The students

: They are going to the park.

C. Teaching Simple Present Tense by Using Substitution Drills The teachers must arrange the drills from the simple to the complex one, so that the students more easy to understand about the meaning and the new structure in English, especially in tenses. The simple present tense can taught through using substitution drills. In substitution drills the students can understand about the pattern and formation in simple present tense. The teacher begins the practice with one of the structural items included in presentation.30 If the presentation was clear and the students understood about the structure, they can repeat or produce in other sentence. After the presentation, the

27

Wilga M. Rivers and Mary S. Temperley, A practical Guide to the…, p. 128.

28

Wilga M. Rivers and Mary S. Temperley, A practical Guide to the…, p. 129.

29


30


17

teachers must choose a drills type that is appropriate to the structure. Substitution drills is one of the drill types that can use in teaching grammar. In general outline, all drill procedures are similar, they have three elements: a model, a cue, and a response.31 For example: MODEL I am going to the park. CUE She RESPONSE She is going to the park.32 There are pointers can guide the teachers when they want to explants about the tense through substitution drills: 1. Plan the drills well. Be fully familiar with the drill procedures to be used. Other memorize or write down sequences, cues, etc.33 2. The utterances used in the drills should be authentic, e.g. those that a native speaker would use; those that make sense; those that are relevant to the students‟ interest and lives.34 3. Use short sentences that pupils will be able to repeat easily.35 4. The drills start with the class listening to the teacher and imitation her, the imitation includes intonation, stress, rhythm, and correct production of the sequence of sounds in the sentence.36 5. You should give at least five examples –after the two you will do with your students.37 31


32


33


34

Mary Finocchiaro, Ph. D., English as a Second Language from…, New Edition, p. 63.

35


36


37


18

6. Be careful of the kinds of substitution you give. Every resulting sentence should be meaningful.38 And you should avoiding giving students jumble words to be placed in the correct order, especially if they are printed in linear sequence.39 7. Use visual aids to cue substitution if you can. These included not only objects and pictures, but also gestures, facial expression, pantomime, charts, etc.40

38


39


40


CHAPTER III RESEARCH METHODOLOGY

A. The Purpose of Research The purposes of research are: first, to know if there is an increase of the students’ scores of the simple present tense after being taught by using the Substitution Drills. Second, to solve the teacher’s problem in teaching simple present tense. Finally, to improve aspects of the teaching or to evaluate the success of teaching learning activities.

B. The Place and Time of Research This research was held at seventh grade of SMPN 6 DEPOK, which is located in Jl. Mandor Samin No. 62 Kelurahan Kalibaru, Kecamatan Cilodong, Kota Depok. Fisrt, the writer asked permission to do the research to the school principal on 21 March 2011. Then, she started to do the research in that school. The research had been done since 21 March 2011 until 13 April 2011. the research consisted of giving pre-test, treated the experiment class by applying

19

20

substitution drills in teaching simple present tense, and giving post-test after doing the treatment in the classroom, the researcher collected the data from pre-test and post-test, then she stared to begin analyzing them.

C. The Population and Sample of Research The population of this research are 42 (forty two) students, 22 girls and 20 boys from the seventh grade of SMPN 6 DEPOK. The researcher chose class 7.4, as a sample of this research.

D. The Research Method Based on the purposes of the research, the method used in this study is Classroom Action Research (CAR) method. The method is used to know improvement of the students’ scores of the simple present tense after being taught by Substitution Drills. There are some definitions of action research stated by some experts. According to Kemmis quoted by D. Hopkins defined action research as following: Action research has been defined as a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situation in which these practices are carried out.1

E. The Instrument of Data Collection In this research the instruments of data collection that is used by the researcher are: the first, the researcher used the test which is made by herself. The material of the test will be taken from their handbook, other related books and internet about simple present tense. The tests was divided into three parts, there are: pre-test had been given before the treatment was given, the post-test I and post-test II was given after the researcher had given the treatment to the class in

1

D. Hopkins, A Teacher’s Guide to Classroom Research, (Bristol: University Press, 1993), p. 44.

21

cycle 1 and cycle 2. The question consisted of twenty questions that are multiple choices model. The scores were calculated and analyzed in analysis of the data. The second is observation, it was conducted before and after implementation of Classroom Action Research (CAR), in doing this observation the researcher prepared structured form of observation for each cycle, and the observer gave the score by choosing “yes or no”. If he chose “yes” the score is one (1) and if he chose “no” so the score zero (0). To know the percentage result of this observation, the researcher used the formula: (see appendix 12 and 13)

The result of Percentage

:

Items number Maximum score

X 100%

The third, interview, it was conducted before and after implementation of CAR. The researcher did the interview that was conducted before implementation of CAR are to know the condition, situation and problem in teaching grammar, the students’ difficulties in learning grammar, the teacher’s solution and method that used in teaching grammar. And the interview that was conducted after implementation of CAR are to know the success of using Substitution Drills, the interview consists of teacher’s opinion about the method, the teacher’s feeling after knew the students’ result, the teacher’s motivation for using Substitution Drills in teaching simple present tense. The last, field note, it was used to observe and to know the activities of teacher and students in teaching learning process. The field note about the class situation and condition, the students’ participants and teacher’s creativity in presenting the material of the simple present tense.

F. The Teaching Procedures This action research would be carried out through two cycles. Each cycle was consisted two meetings. Both cycles consisted of teaching and learning process and tests. In order to be clear, the researcher would like to present the Kurt Lewin’s action research design. It contains four phases: planning, acting, observing and reflecting.

22

Acting

Observing

CYCLE 1

Planning

Reflecting

Acting

Planning

CYCLE 2

Observing

Reflecting

Figure 4.1 Kurt Lewin’s Action Research Design

(Adapted from Wijaya Kusumah, 2009)

23

 The teacher carries out acting phase based on lesson plan prepared in planning phase.  The teacher teaches the positive and negative sentences in simple present tense.  The teacher ask students to answer the questions.

 The teacher observes the students’ activity, the answers and pronunciation, the class condition. Then she writes other additional information on the field note.  The teacher gives a posttest I after conducting the last cycle 1.

CYCLE I  The teacher designs lesson plan.  The teacher prepares materials, topic and media.  The teacher prepares the form of observation.  The teacher prepares the evaluation and post-test I.

 The teacher conducts the new lesson plan, she teaches a new materials about the interrogative and functions of simple present tense.

 The teacher and the observer discuss collaboratively about students’ achievement and the result of acting phase.  The teacher and the observer evaluate the teaching and learning process.  The teacher revises the action planning.

 The teacher and the observer revise the lesson plan, reselect the material and topic.  The teacher prepares the form of observation  Prepares the form of evaluation and post-test II.

CYCLE II

 The teacher observes the students’ activity and class situation, she also rewrite other information on the field note.  The teacher gives the posttest II after the final cycle 2.

 The teacher and the observer discuss the result of the cycle 2, if it is achieve the criteria of action success, the next cycle is stopped.

Figure 4.2 The Activity Phases of CAR modified by the writer

24

Based on the design above the researcher using the Classroom Action Research by Kurt Lewin’s design consists of four phases; planning, acting, observing, and reflecting within one cycle. To tell what happens in each phase, the researcher would like to give the explanation one by one of the phases in order to make this research deeper, there are the explanations: 1. Planning In this phase, the writer and the collaborator make some planning based on the finding of preliminary study. The purpose of this phase is to develop students’ understanding in using the simple present tense. Before implementing it, the writer made some planning in this phase, the planning as follows: the researcher and the observer discuss about the steps which must be done in this research and the researcher makes the activities for teaching learning, such as: prepared the lesson plan based on the indicators, prepared the materials and topic, choose the drill that used in teaching simple present tense, which is substitution drills, prepared the media to support the teaching learning process, prepared the form of observation, and then prepared the form of test. 2. Acting In this phase, the researcher acts as the English teacher who taught the simple present tense through substitution drills, and collaborator acts as the observer. Based on the planning above the researcher acted the scenario of teaching learning process, with the material which has been planned. 3. Observing In this phase, the researcher or the teacher writes and observed all the activities that happen in the class. In doing the observation, the researcher used field note to support the data. It is about class conditions and student’s participant. Collecting the data needs observation or assessment format which is arranged to accurate of performing scenario acting from time to time and the impact toward the process of teaching learning activities in the classroom. 4. Reflecting Reflecting is a phase for processing the data which the researcher finds when acting observation. It is necessary for evaluation to hold next cycle needs to

25

be accomplished. The collaboration is done by the researcher and teacher as the observer. His participation in this part just helps the researcher accurate to do reflecting and evaluating.

G. The Procedures of Data Collecting Techniques of collecting data used in this study are qualitative data (experience-based), it consists of observation, interview and field note. Next quantitative data (number-based), it consists pre-test and post-test, the completely explanation as follows: 1. Observation The observer conducted the observation directly toward English teaching and learning process in SMPN 6 Depok 2010/2011 Academic Year before implementing of The classroom action research to know the students’ and teacher’s problem in teaching learning process. The writer observed students’ understanding in learning simple present tense and the method that used by the English teacher in teaching learning process. 2. Interview Interview is particularly useful for getting data behind the English teacher’s experiences before classroom action research. It used to know students’ difficulties in understanding of the simple present tense. The interview also will be carried out after classroom action research to know the teacher’s response toward the idea of Substitution Drills. First interview was conducted to the English teacher on Wednesday 30th March 2011, and the second interview was conducted on 13th April 2011. 3. Field notes The researcher used field notes to observe and to know the activities during the teaching and learning process, such as description of classroom situation, students’ participations, and teacher’s creativity in presenting the material of the simple present tense.

26

4.

Test Test is used for getting data of study result and student’s activity in

teaching and learning. The tests used in this research are pre-test and post-test. The pre-test is done before implementing Substitution Drills, the researcher gave 20 items; it consists of 20 items in multiple choices. Meanwhile, the post-test is implemented after using Substitution Drills. The students would be tested by giving them 20 items; it consists of 20 items in multiple choices. And it was conducted on every second meeting of each cycle. The test is used to measure students’ understanding of the simple present tense and to know the effectiveness of substitution drills to improve students’ understanding of the simple present tense.

H. The Technique of Data Analysis The researcher tried to get the mean of student’s score in learning simple present tense in analyzing the numerical data. It is used to know the students’ understanding and mastery about the material that has been taught. It used the formula:2 X = x n

X

= Mean

x

= Individual score

n

= numbers of students.

To get the class percentage which passes the minimum mastery criterionKriteria Ketuntasan Minimal (KKM) 65 (sixty five), the researcher uses the formula:3

2

3

Sudjana, Metode Statistika, (Bandung: PT. Tarsito, 2002), p.67.

Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43.

27

P = F X 100% N

P = The class percentage F = Total Percentage score N = Number of students The last, in analyzing students’ improvement scores from pre-test up to post-test score in cycle 1 and cycle 2, the researcher uses formula:4 P = y1-y X 100% y P = Percentage of student’s improvement y

= Pre-test result

y1 = Post-test I

P=

y2-y X 100% y

P = Percentage of student’s improvement y

= Pre-test result

y2 = Post-test II

The researcher used qualitative data in this study; it consists of observation of student’s activities in teaching learning process, field note, and interview which are done before and after implementation of CAR. 4

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p. 3.

CHAPTER IV RESEARCH FINDINGS

A. The Description of Data 1. Findings of the Preliminary Study a. The Result of Pre Observation. The purpose of pre-observation is to know the teaching learning process directly before implementing the Classroom Action Research (CAR). It was conducted on Wednesday, March 30th 2011 at seventh grade of SMPN 6 Depok at 11:20 A.M to 13:10 A.M. there are 42 students in the Class. Based on the preobservation it is known that in teaching Simple Present Tense at seventh grade of SMPN 6 Depok academic year 2010/2011, the teacher tends to be centered during the teaching and learning process. So it makes the students be passive and was not interesting. When the teacher teaches grammar, especially in simple present tense, he only gives the rules first and gave examples based on the rules to the students,

28

29

after that he asks them to practice it. Then, he asked the students to do the task. Because that, the students had less motivation in learning and made their bored.

b. The Result of Pre Interview. This interview was conducted on Wednesday 30th March 2011, started at 11:00 A.M to 11:20 A.M. in this part the writer asked some questions to the teacher about English teaching activities, emphasized on grammar skill, the teacher’s problem in teaching learning process, the students’ difficulties in learning grammar skill, and also his teaching method and technique. Related to the English teaching learning activities, the teacher said that most of the students did not like English lesson, because they did not know about the vocabularies in English and in grammar they must remember the rule. And then, the teacher also said that to increase students’ score above the KKM (65) is still hard. After that, about his problem in teaching learning process and students’ problem in learning process, he told that actually he got many problems. First, when he taught about the structures to the students, his students were still confused of English structure usage. It was about teaching tenses, such as simple present, present continuous, and past tense. The main problem is because the students have limited vocabularies. The last, about the method and technique that he used in teaching English, especially Grammar skill, he told that he still use Grammar Translation Method and sometimes he used picture and realia to taught other material. After that, he gave the rule to the students, after that he asked them to memorize the rule and did the task based on the rule that he has been given to them.

c. The Result of Pre Test. The pre-test was conducted at the beginning of the research, on Friday, 1st April 2011. The purpose of this test was to check how far the students’ understanding about the simple present tense. There were 42 students who

30

followed this test. They had to answer 20 multiple-choice items given by the researcher. The result of the pre-test can be seen in the following table. Table 4.1 The Result of Pre Test

Students’ Number

Students’ Score

1

55

2

45

3

65*

4

60

5

50

6

45

7

60

8

50

9

50

10

70*

11

60

12

65*

13

55

14

50

15

50

16

65*

17

55

18

50

19

70*

20

75*

21

20

22

50

23

50

24

55

31

25

60

26

40

27

60

28

60

29

45

30

60

31

60

32

70*

33

60

34

55

35

65*

36

70*

37

45

38

75*

39

50

40

45

41

50

42

60

Mean: X = ∑x

55.95

n

*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Based on the table, the data showed that the mean score of pre test was 55.95. There were only ten students who passed the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM). And thirty two students who still get the score below the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). The highest achievement gained score 75, and the lowest achievement

32

gained score 20. It can be concluded that the students’ understanding of simple present tense are very low. Therefore, the writer conducted the Classroom Action Research (CAR) by using Substitution Drills.

2. Findings of the First Cycle a. Planning In this phase, the writer and the collaborator make some planning based on the finding of preliminary study. In this case, the writer determined the selected material and exercises into a lesson plan using Substitution Drills (see appendix 3 and 4). The writer also prepared observation sheet in the last meeting of first cycle and field notes to observe the students’ and the teachers’ activities in teaching learning process. After that, the writer also prepared the post-test 1 to collect the data; to know whether there are some students’ improvement scores from pre-test to post-test 1. b. Acting Acting phase is the implementation of the planning phase that has been planned by the teacher and the researcher as well. Here, the writer acted as the teacher who did the action by teaching students at seventh grade of SMPN 6 Depok used Substitution Drills. The acting in the first cycle was done on April 1st and 6th 2011. The writer taught affirmative and negative sentence in simple present tense through Substitution Drills and asked the students to identify the sentences of simple present in the text. In the second meeting, the students were asked to arrange the paragraph to be a good text. The last, the students did the post-test 1. c. Observing In this phase, the observer observed the students’ participation by used observation sheet (see appendix 12) and field notes, and also after accomplished the first cycle, the writer collected the data for post-test 1. The result of field notes revealed that the teaching learning has done well although the class still had some problems such as: First, some students not pay attention on teacher’s explanation. Second, some of them tried to cheat with their friend when teacher give an

33

exercises. Third, teacher's voice was too slow so that the students lack of attention to teachers' explanations (see appendix 14 and 15). d. Reflecting In this phase the writer and the teacher discussed the strengths and the weakness of the actions and the post-test 1. Then, they tried to modify the action in order students’ understanding of the simple present tense and in order 75% of students in the class could pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) because in the result of post-test 1 showed 71.43% of students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). It could not achieve yet the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM), so the teacher and the writer had to move to the next cycle.

3. Findings of the Second Cycle a. Planning The second cycle was carried out to solve the problems that had been found in first cycle. In this case, the writer modified the previous lesson plan based on the result of reflecting phase in the first cycle. The lesson plan which was used still related to Substitution Drills in learning simple present tense. There were not significant differences with the previous lesson plan. And in the second cycle the material focus on interrogative and usage of simple present tense (see appendix 5 and 6). However, there were some modifications in the second cycle; that was the teacher needed to give interesting explanation by using picture to the students in class presentation and asked students to change the sentences in a group. Beside of that, the writer still also prepared observation sheet and field notes to know the classroom activities, and also prepared the post-test 2 to collect the data. b. Action The action of the second cycle was done on April 8th, 13th 2010. The action was done based on the lesson plan. In second cycle, the writer would teach students by using the same drill. The writer explains about interrogative and usage of the simple present tense, and she asked the students to make a group consist of

34

six members. The writer gave some word by used picture, and than she gave the sentences. After that, the students make the sentences that suitable with the words. Finally, the students did the post-test 2. c. Observing In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the results of observation sheet (see appendix 13) and field notes that the class condition had a good atmosphere in teaching learning process. The students more pay attention on teachers’ explanation, and they looked enthusiast in doing the class activities (see appendix 16 and 17). d. Reflecting The reflection of Classroom Action Research (CAR) was carried out after getting the result of observation sheet, field notes and post-test 2. The writer and the teacher felt satisfied in as much their efforts to improve the students’ understanding of the simple present tense had been realized. From the result of post-test 2, it showed that thirty eight students (90.48%) who passed the target score of Minimal mastery level criterion (KKM). So, it met the requirement of action success which was 75% students passed the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM).Therefore, the writer and the teacher decided to stop the Classroom Action Research (CAR) because it had already succeeded. According to the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of Classroom Action Research in developing understanding of the simple present tense through substitution drill was appropriate with the planning that had been discussed by the writer and the teacher previously. In this case, every action was planned as good as possible so that the class activities could be accomplished well.

4. Findings After Implementing the Action After conducting the action research, the researcher gained three data, the descriptions as following: a. The Result of Post Interview

35

This interview was conducted on Wednesday 13th April 2011 started from 01.10 P.M up to 01.40 P.M. after conducting the cycle 2, the writer asked some questions, those are the students’ condition and the classroom situation in the teaching learning process after applying the Substitution Drills, the developing students’ understanding of the simple present tense after implementing Substitution Drills, and the teacher’s opinion and motivation in applying of Substitution Drills in teaching simple present tense. The first is about students’ condition and classroom situation, the teacher said that the students’ condition in the teaching learning process after applying the Substitution Drills is more active in learning, they look interested in learning simple present tense, they feel fun and they can memorize the vocabularies and rule in the short time. The classroom situation is very attractive and the students can response the teacher’s command and give full attention when the teacher explain the material. The second is about the developing students’ understanding of the simple present tense after implementing Substitution Drills, the teacher told that his students’ skill had increased than before pre-implementation of CAR. The students’ not only felt fun and enjoy, but also they can understand about the patterns and the usage of the simple present tense. The last, Concerned with the teacher’s opinion and motivation in applying Substitution Drills in teaching simple present tense, the teacher stated that substitution drills is a suitable method that the teacher should use in teaching simple present tense. It can make the students to be active and fun, and can reduce students’ stress in learning English, especially in learning simple present tense. Besides, this drill could be applied though the quiz, so that the students were very enthusiastic in following the teacher’s instruction. Based on explanation above, the writes concluded that the Classroom Action Research was done successfully.

b. The Result of Field note At the first in cycle, some students looked enthusiastic of the writer’s coming. Therefore, she explained the procedures to the students and asked them to

36

relax and enjoy the time during the study. She would answer their questions if there were something they did not understand. When the writer used the drill the students looked confused, but they were able to adapt to the situation during the activity of the first cycle until the last cycle. Most students were interested in following the teaching and learning process using substitution drills. They were so fun in the teaching learning process since it is such like a quiz. They can understand about the rule and the usage. However, it could not be denied that sometimes there were some students who did not give much attention. From this point of view, the writer concluded that the students gave much attention to the teacher’s explanation and the students can be more attractive in learning English.

c. The Result of Post Test 

The Result of Post-test I in the First Cycle To check the students’ improvement in the first cycle, the researcher evaluated them by giving a post-test I in the last cycle 1. The post-test was conducted on Friday 8th April 2011. There were 42 students who followed this test; they did the test during 30 minutes. They had to answer 20 multiple-choice items given by the researcher. The result of the post-test I can be seen in the table below. Table 4.2 The Result of Post Test I

Students’ Number

Students’ Score

1

60

2

65*

3

85*

4

70*

5

65*

6

75*

7

85*

37

8

65*

9

80*

10

70*

11

75*

12

85*

13

75*

14

75*

15

90*

16

80*

17

60

18

60

19

80*

20

90*

21

35

22

75*

23

60

24

85*

25

80*

26

75*

27

90*

28

75*

29

60

30

55

31

60

32

80*

33

85*

34

60

35

75*

36

90*

37

60

38

90*

39

75*

40

60

38

41

60

42

80*

Mean: X = ∑x

72.74

n


Based on the table above, the data showed that the mean score of post-test I was 72.74. There were thirty students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65). And twelve students who still get the score below the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM). The highest achievement gained score 90, and the lowest achievement gained score 35. It can be concluded that the students’ achievement of simple present tense improved from the pre-test. 

The Result of Post-test II in the Second Cycle After the teaching learning procces in cycle 2 finished, the students’ understanding of the simple present tense was evaluated by giving a post-test II. It was conducted on Wednesday, 13th April 2011. Before giving the post-test II, the writer reviewed again all the materials given during those cycles by performing some activities. The result of the post-test II in the second cycle can be seen in the table below:

39

Table 4.3 The Result of Post Test II

Students’ Number

Students’ Score

1

65*

2

75*

3

80*

4

70*

5

85*

6

80*

7

75*

8

70*

9

75*

10

75*

11

70*

12

95*

13

80*

14

70*

15

90*

16

95*

17

75*

18

70*

19

95*

20

100*

21

45

22

65*

23

65*

24

70*

25

45

26

55

27

85*

28

90*

40

29

75*

30

70*

31

85*

32

90*

33

85*

34

70*

35

80*

36

85*

37

80*

38

85*

39

75*

40

80*

41

40

42

80*

Mean: X = ∑x

75.95

n


Based on the result of the post-test II, the data showed that the mean score of post-test II was 75.95. There were only four students who still get the score below the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65) and the others students are passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). The highest achievement gained score 100, and the lowest achievement gained score 40. To prove this statement the writer gave a table of students’ score in pre-test, post-test I and post-test II to compare the result of students’ score.

41

Furthermore, the writer used quantitative descriptive technique to analyze the data from the pre-test, post-test I and post-test II. The writer described the students’ score in pre-test, post-test I in the first cycle and post-test II in the second cycle in the table below:

Table 4.4 The Students’ Simple Present Tense Score of Pre-test, Post-test 1 and Post-test II Post-Test I

Post-Test II

(Cycle 1)

(Cycle 2)

55

60

65*

2

45

65*

75*

3

65*

85*

80*

4

60

70*

70*

5

50

65*

85*

6

45

75*

80*

7

60

85*

75*

8

50

65*

70*

9

50

80*

75*

10

70*

70*

75*

11

60

75*

70*

12

65*

85*

95*

13

55

75*

80*

14

50

75*

70*

15

50

90*

90*

16

65*

80*

95*

17

55

60

75*

18

50

60

70*

19

70*

80*

95*

20

75*

90*

100*

Students' Number

Pre-Test

1

42

21

20

35

40

22

50

75*

65*

23

50

60

70*

24

55

85*

70*

25

60

80*

45

26

40

75*

55

27

60

90*

85*

28

60

75*

90*

29

45

60

75*

30

60

55

70*

31

60

60

85*

32

70*

80*

90*

33

60

85*

85*

34

55

60

70*

35

65*

75*

80*

36

70*

90*

85*

37

45

60

80*

38

75*

90*

85*

39

50

75*

75*

40

45

60

80*

41

50

60

40

42

60

80*

80*

55.95

72.74

75.95

Mean: _ X = ∑x n


43

Based on the table above, it is showed there were ten students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in pre-test, thirty students in post-test I and thirty eight students in post-test II. To analyze all data, the writer would calculate the students mean score of the test, calculate the class percentage, and calculate the students’ improvement score from pre-test to post-test I until post-test II into percentage. In analyzing the data of pre-test, the first step is to get the mean score of the test. It is calculated by using this formula: _

∑x

X = ── n _

2350

X = ─── 42 _ X = 55.95

From that calculation, it is showed the mean score of pre-test before implementing Classroom Action Research (CAR) or before using Substitution Drills in teaching simple present tense was 55.95. Next step is to know the percentage of students’ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pretest it used the formula as follow:

F P = ── X 100% N

44

10 P = ── X 100% 42

P = 23.81% From the calculation above, it is known the students’ percentage score is 23.81%. It means that there are ten students who passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are thirty two students who still get the score below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM), from the percentage above, the writer gave the diagram to show the students’ achievement in understanding simple present tense is very low. The diagram as following:

45 40 35 30 25 20 15 10 5 0

28

10 4

Nilai < 65

Nilai 65

The Result of Students' Score before Implementation

Nilai > 65

After that, the researcher calculated the mean score of post-test I. To know the students’ score improvement from the pre-test to post-test I result. It is calculated by using the formula: _

∑x

X = ── n

45

_

3055

X = ─── 42 _ X = 72.74 From the calculation above, the students’ mean score of post-test I is 72.74. It means that there are some improvements in conducting the action by using substitution rills. It could be seen from the pre-test mean score 55.95 to the post-test I mean score 72.74. So it can be concluded that there is improvement of students’ score until 16.79 (72.74 – 55.95). The next step is to get the percentage of students’ improvement score from pre-test to post-test I. The writer used the formula:

y1 - y P = ─── X 100% y 72.74 – 55.95 P = ──────── X 100% 55.95

16.79 P = ──── X 100% 55.95

P = 30.01%

Based on the computation above, it could be seen that the percentage of the students’ improvement in understanding of simple

46

present tense from pre-test to post-test I is 30.01%. It means that the score in cycle 1 has improved. The last step is to get the percentage of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) the calculation by using the formula:

F P = ── X 100% N

30 P = ── X 100% 42

P = 71.43%

Based on the calculation above, it is showed the percentage of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in post-test I is 71.43%. It is concluded the students’ improvement in post-test I who pass the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM) is 47.62% (71.43% - 23.81%). It is calculated there are twelve students who get the score below the standard of the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). The students’ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) it could be seen from the diagram below:

47

45 40 35 30 25 20 15 10 5 0

27

The Result of Students' Score Post-test I in Cycle I

12 3 Nilai < 65

Nilai 65

Nilai > 65

After the researcher conducted cycle 2 of Classroom Action Research, she gave the post-test II to the students in order to know the application of using substitution drills in teaching simple present tense successful and effective or not. The first step is the researcher to calculate the mean score of the test in post-test II, it is used the formula: _

∑x

X = ── n

_

3190

X = ─── 42 _ X = 75.95

From that calculation, the mean score of post-test II in the cycle 2 is 75.95. It showed that there are some students’ improvement score 3.21 (75.95 – 72.74) from the mean score of post-test in cycle 1. The second step is to know the calculation of the percentage of students’ improvement score. The researcher used the formula:

48

y2 - y P = ──── X 100% y 75.95 – 55.95 P = ───────── X 100% 55.95

20 P = ──── X 100% 55.95

P = 35.75% From the computation above, it could be known that the students’ score in the post-test II in cycle 2 improves 11.94% (35.75% - 23.81%) from pre-test and 5.74% (35.75% - 30.01%) from the post-test I in cycle 1. Then the next step is to calculate the percentage from the students’ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in post-test II. The researcher used the formula: F P = ── X 100% N

38 P = ── X 100% 42 P = 90.48%

Based on absolute calculation above, it is known the percentage of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan

49

Minimal (KKM) is 90.48%. It means that in cycle 2 there are thirty eight students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are only four students are below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). The class percentage of post-test II obviously showed some improvements from the previous test, the improvement is 66.67% (90.48% - 23.81%) from the pre test. The highest score in this post-test II is 100 and the lowest score is 40. The students’ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and who still below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) it can be seen in the diagram below:

45 40 35 30 25 20 15 10 5 0

36

4

2

Nilai < 65

Nilai 65

The Result of Students' Score Post-test II in Cycle II Nilai > 65

B. The Interpretation of Test Result Based on the result of the pre-test, the post-test I and the post-test II, the writer can interpret the data and gave the diagram, and also describing the results. Here it is the diagram:

50

45 40 35 30 25 20 15 10 5 0

36 28

27

Pre Test Post Test I

12

10 4

4 3 2

Post Test II

Nilai < 65 Nilai 65 Nilai > 65

Based on the diagram above the writer can explain about the detail of the result as following: The first, before conducting the Classroom Action Research (CAR) the researcher gave the pre test to the students the diagram above showed that the mean of students’ score on understanding of simple present tense before using substitution drills is 55.95. Meanwhile, the class percentage which passes the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) is 23.81%. It means that there are only ten students who pass the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM) and there are thirty two students who still below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). Next is the result of post-test I after the researcher conducting the CAR using substitution drills, the mean of students’ score is 72.74. The result of the mean score is the students’ achievement of simple present tense increased from the pre-test. It proved that there are some improvement of students’ score from the pre-test that is 16.79 (72.74 – 55.95) or 30.01%. And than, the class percentage which pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) is 71.43%. From the data means there are thirty students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are only twelve students who still below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). Although, the result of the class percentage which pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) has a

51

significant improved, but it could not achieve the target yet of success CAR criterion that is 75% (or at least 32 students) from the students’ percentage which pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). Because that, the researcher continued to conduct this CAR in the next cycle. The last is the result of the mean score in the post-test II in cycle 2 is 75.95. It means that the students’ improvement score is 3.21 (75.95 – 72.74) from the post-test I (72.74) or 35.75% students’ improvement in the score percentage from the pre test. In the percentage of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in the post-test II shows that there is 90.48%. It means that there are thirty eight students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and only four students are still below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). This class percentage shows some improvements 90.48% from the pre-test (23.81%) and post-test I (71.43%) in the class percentage. The post-test II of cycle 2 has fulfilled the target of Classroom Action Research (CAR) because there is above 75% of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). From the interpretation of the data above, it shows that using Substitution Drills can develop students’ understanding of the simple present tense, and finally it can be said that the Classroom Action Research (CAR) is success and the researcher ends the cycle.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion Based on the result of the data analysis and the interpretation of data in the previos chapter, the writer concludes that: The students’ achievement in learning simple present tense by using Substitution Drills has a significant improvement. It can be seen in the following facts: 1. The students’ improvement of simple present tense can be seen in the improvement of their achievements in pre-test, post-test I and post-test II. The result of mean score of the class in pre-test who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65) is ten students or 23.81%. Next, in the cycle 1, the result of mean score of the class in post-test I who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65) is 30 students or 71.43%, and in the cycle 2, the result of mean score of the class in post-test II who passed the

52

53

Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65) is 38 students or 90.48%, It showed that learning simple present tense through Substitution Drills was successful. 2. From the result of field notes, it showed that the class condition during teaching and learning process creates the positive atmosphere in the classroom, and also makes students actively in teaching and learning process. 3. From the result of observations and interviews showed the students were motivated and interested to participate and actively in teaching and learning simple present tense through substitution drills.

B. Suggestion Based on the conclusion above, the writer would like to offer the suggestion. The suggestion are as follow: 1. The English teacher should be applied Substitution Drills in teaching simple present tense to the students. 2. Teachers have to improve their knowledge about various methods in teaching. 3. Teachers have used various techniques in the classroom because it can motivate their students and they will not get boring easily.

BIBLIOGRAPHY

Azar, Betty Schrampfer, Understanding and using English Grammar, Englewood Cliffs, New Jersey: Prentice - hall, 1989. Chalker, Sylvie, and Edmund Wemer, The Oxford Dictionary of English Grammar, New York: Oxford University Press, 1994. Cokely, Dennis, and Charlotte Baker-Shenk, American Sign Language: A Teacher’s Resource Text on Curriculum, Methods, and Evaluation, Washington: Gallaudet University Press, 1980. Crystal, David, A Dictionary of Linguistics & Phonetics, Oxford: Blackwell Publishing, 2003, Fifth Edition. Dacanay, FE R., & J. Donald Bowen, Techniques and Procedures in Second Language Teaching, Quezon City: Alemar-Phoenix Publishing House, 1985. DEPDIKBUD RI, GBPP Bahasa Inggris (SMP), Jakarta: DEPDIKBUD RI, 1994. Finocchiaro, Mary, Ph. D., English as a Second Language from Theory to Practice, New York: Regents Publishing Company, 1974, New Edition. Haycraft, John, An Introduction to English Language Teaching, London: Longman, 1978. Hopkins, D, A Teacher’s Guide To Classroom Research, Bristol: University Press, 1993. Hornby, A. S., Guide to Patterns and Usage in English, New York: Oxford University, 1975. Kirn, Elaine, and Darcy Jack, Interaction 1 Grammar, New York: McGraw-Hill, 2002, 4th Edition. Krohn, Robert, English Sentence Structure, Michigan: Michigan University Press, 1986. Kusumah, Wijaya and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas. Jakarta Barat: PT. Indeks, 2009.

54

55

Larsen-Freeman, Diana, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, Second edition. Lester, Mark, PH.D., et.al., English Irregular Verb, United States: McGraw-Hill, 2010. Manser, Martin H., Oxford Learner’s pocket Dictionary, Oxford: Oxford University Press, 1995, New Edition. Meltzer, David E, The Relationship between Mathmatics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa: Department of Physics and Astronomy, 2008. Richards, Jack C., and Theodore S Rodgers. Approaches and Methods in Language Teaching, Cambridge: Cambridge University, 1986. Rivers, Wilga M., and Mary S. Temperley, A practical Guide to the Teaching of English as a second or Foreign Language, New York: Oxford University Press, 1978. Sudijono, Anas, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008. Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002. Ur, Penny, Grammar Practice Activities: A Practical Guide for Teachers, Cambridge: Cambridge University Press, 1988. Werner, Patricia K., et.al., Interaction Access Grammar, New York: McGraw-Hill Companies, 2002) fourth edition.

56

Appendix 1

The List of Students’ Name No

Name

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42.

ADITYA NUGROHO AGUNG RAMADHAN PANGESTU AI SITI ZAHROH ALDI FAUZI ALIF BANU NUR RAHMAN ALWAN ABDUL BAHRI ANANDA PHYLIA INDIRA PUTRI ANDIKA PRATAMA WIJAYA BERNADETA AJENG AYU WIDIASTUTI DESTI NUR FAZRIANTI DODI DAMARWULAN EKA PUTRI WAHYUNINGTIAS FADLI SUHADA GHINA SYAFIRA HILWA HUDIYA AZIZ ITA LESTARI JAWI RIZKY GINTING KAYLA DYAH PRATAMASARI KHOIRUNNISA DWI LESTARI KRISTIAN M. REFLI ASMAR MAULIDDHYA PUTRI YULIANTI MELINDA NURRAHMASARI MOCH. HILMAN IRAWAN MUHAMMAD ANGGIE FARHANAQILA MUHAMMAD BHAKTI MUHAMMAD WILDAN AZIZ NANDA VITA REKA MIRUDIN NATHASYA DE GRAFF NOVI SETIAWATI NURUL CHAIRUNISA PRASETIO WIBOWO RACHMAD FAUZAN RYANTAMA RENALDY RIVALDI DANI RAHMADI SAFIRA NUR ANNISA SYIFA SAKINA TRI ALVIANTI YANUARDI FADILLAH YOSI APRILKO YURIZKY FAJAR R. ZIKRA EKA PUTRA

57

Appendix 2

The Result of Students’ Score in Pre-test, Post-test I and Post-test II

Students' Number

Pre-Test

Post-Test I (Cycle 1)

Post-Test II (Cycle 2)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

55 45 65 60 50 45 60 50 50 70 60 65 55 50 50 65 55 50 70 75 20 50 50 55 60 40 60 60 45 60 60 70 60 55

60 65 85 70 65 75 85 65 80 70 75 85 75 75 90 80 60 60 80 90 35 75 60 85 80 75 90 75 60 55 60 80 85 60

65 75 80 70 85 80 75 70 75 75 70 95 80 70 90 95 75 70 95 100 40 65 70 70 45 55 85 90 75 70 85 90 85 70

58

35 36 37 38 39 40 41 42 Mean: _ X = ∑x n

65 70 45 75 50 45 50 60

75 90 60 90 75 60 60 80

80 85 80 85 75 80 40 80

55.95

72.74

75.95

59

Appendix 3

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SPEAKING (Cycle 1 of 1st Meeting) Satuan Pendidikan

: SMPN 6 Depok

Mata Pelajaran

: Bahasa Inggris

Kelas / Semester

: VII (Tujuh)/ Genap

Materi

: The Simple Present Tense (Affirmative)

Aspek / Skill

: Berbicara

Alokasi Waktu

: 2 x 40 menit

Jenis Teks

: Interpersonal

Tahun Pelajaran

: 2010/ 2011

I.

Standar Kompetensi Berbicara (10) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.

II.

Kompetensi Dasar Berbicara (10.2) Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure.

III.

Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Menggunakan to be dalam kalimat positif simple present tense dengan benar dan tepat.

60

2. Menggunakan verbs dalam kalimat positif simple present tense dengan benar dan tepat. 3. Menyusun kalimat positif simple present tense dengan benar dan tepat. IV.

Materi Pembelajaran a. Teks deskriptif Anto is a Junior High School student. He goes to SMP 6. Everyday, he goes to school on foot. Anto likes reading books and he goes swimming every week. He never comes late to school. He always respects and obeys his parents and teachers. b. Kosa kata dan verbs terkait tema/jenis teks: Contoh: goes, comes, obeys, is, likes, respects, etc. c. Bentuk simple present tense positive (affirmative) memiliki pola sebagai berikut: S (He, She, It) + V (s/es) + O S (I, You, We, They) + V + O  

He studies English. I study English. S (He, She, it) + to be (is) + adj./ noun S (I) + to be (am) + adj./ noun S (You, We, They) + to be (are) + adj./ noun

   V.

He is a teacher. I am a student. You are dancers.

Metode pembelajaran/ Teknik: Three-phase Techniques.

VI.

Langkah-langkah Kegiatan A. Kegiatan Pendahuluan.

61

- Memberi salam dan tegur sapa. - Tanya jawab berbagai hal terkait kondisi siswa. - Mengabsen siswa. - Memberi motivasi kepada siswa. - Penjelasan tentang topik yang akan dibahas. B. Kegiatan Inti - Guru menanyakan pengetahuan siswa tentang simple present tense. - Guru memberikan contoh kalimat positif dalam simple present tense. - Guru menerangkan tentang rumus kalimat positif simple present tense. - Guru menerangkan verbs atau to be yang dipakai sesuai dengan subyek. - Guru memberikan contoh dengan cara mengganti subyek/ obyek/ kata keterangan. - Guru meminta seluruh siswa untuk mengubah kalimat yang sesuai dengan kosa kata yang di berikan oleh guru. - Siswa melakukan perintah yang diberikan oleh guru. - Siswa mengerjakan latihan secara individu untuk mengidentifikasi kalimat simple present tense yang ada di dalam teks. C. Kegiatan Penutup - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Menugaskan siswa membuat kalimat-kalimat positif simple present tense.

VII.

Sumber Belajar dan Media A. Sumber Belajar. a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English in Focus) for Grade VII Junior High School, Pusat Perbukuan Departemen Pendidikan Nasional, 2008, Jakarta. b. Kurikulum bahasa Inggris (grade VII).

62

c. Syllabus SMP Kelas VII. B. Media a. Marker. b. Whiteboard, etc.

VIII.

IX.

Penilaian a. Teknik

: Tes lisan dan tulisan.

b. Bentuk

: Isian.

c. Instrumen

: Terlampir

Pedoman Penilian: a. Untuk setiap jawaban benar diberi score= 2 b. Nilai maksimal

= 10

c. Nilai siswa

=

Skor perolehan Skor maksimal

X 10 = Nilai siswa

d. Rubrik penilaian = URAIAN Ungkapan benar, pelafalan dan intonasi benar

NILAI 3

Ungkapan benar, pelafalan dan intonasi kurang tepat

2

Ungkapan, pelafalan dan intonasi tidak tepat

1

Mengetahui, Guru Mata Pelajaran

Rustam Ependi, S.Pd NIP. 19770816 200902 1003

Depok, 1 April 2011 Guru Praktikan

Ridhatul Dewifartina NIM. 106014000422

63

Lampiran: Lembar kegiatan KBM (kegiatan Belajar Mengajar)

Identify the sentences of simple present tense in the text below, after that say your sentences!

Anto is a Junior High School student. He goes to SMP 6. Everyday, he goes to school on foot. Anto likes reading books and he goes swimming every week. He never comes late to school. He always respects and obeys his parents and teachers.

64

Appendix 4

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SPEAKING (Cycle 1 of 2nd Meeting) Satuan Pendidikan

: SMPN 6 Depok

Mata Pelajaran

: Bahasa Inggris

Kelas / Semester


Materi

: The Simple Present Tense (Negative)

Aspek / Skill

: Membaca

Alokasi Waktu

: 2 x 40 menit

Jenis Teks

: Interpersonal

Tahun Pelajaran

: 2010/ 2011

I.

Standar Kompetensi Membaca (11) Memahami makna teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan proceduer yang berkaitan dengan lingkungan sekitar.

II.

Kompetensi Dasar Membaca (11.3) Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk dan sangat sederhana berbentuk descriptive dan procedure dengan ucapan, tekanan dan intonasi yang berterima.

III.

Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Menggunakan to be dalam kalimat negatif simple present tense dengan benar dan tepat.

65

2. Menggunakan verbs dalam kalimat negatif simple present tense dengan benar dan tepat. 3. Menyusun kalimat negatif simple present tense dengan benar dan tepat. IV.

Materi Pembelajaran a. Teks deskriptif My Best Friend I have a best friend. His name is Arkan. Arkan is my classmate. Most of friends like Arkan because he is very smart and a nice boy. He is tall and a bit fat. He has curly hair. He does not wear a pair of glasses. He has slit eyes and white skin. When we have spare time, we always play football together. We usually play it in the afternoon from three to four. Arkan is the same age as I am. He is thirteen years old. b. Kosa kata dan verbs terkait tema/jenis teks: Contoh: play, have, has, always, usually, etc. c. Bentuk simple present tense negatif memiliki pola sebagai berikut: S (He, She, it) + does not + V + O S (I, You, We, They) + do not + V + O  

He does not study English. I do not study English. S (He, She, it) + to be (is) + not + adj./ noun S (I) + to be (am) + not + adj./ noun S (You, We, They) + to be (are) + not + adj./ noun

   V.

He is not a teacher. I am not a student. You are not dancers.


66

VI.

Langkah-langkah Kegiatan A. Kegiatan Pendahuluan. - Memberi salam dan tegur sapa. - Tanya jawab berbagai hal terkait kondisi siswa. - Mengabsen siswa. - Memberi motivasi kepada siswa. - Penjelasan tentang topik yang akan dibahas. B. Kegiatan Inti - Guru menerangkan tentang rumus kalimat negatif simple present tense. - Guru menerangkan verbs atau to be yang dipakai sesuai dengan subyek. - Guru memberikan contoh dengan cara mengganti subyek/ obyek/ kata keterangan menggunakan gambar. - Guru meminta seluruh siswa untuk mengubah kalimat yang sesuai dengan kosa kata yang di berikan oleh guru. - Siswa melakukan perintah yang diberikan oleh guru. - Siswa mengerjakan latihan secara individu untuk menyusun sebuah teks dan mengidentifikasi kalimat simple present tense yang ada di dalam teks. C. Kegiatan Penutup - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Menugaskan siswa membuat kalimat-kalimat negatif simple present tense.

VII.

Sumber Belajar dan Media A. Sumber Belajar. a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English in Focus) for Grade VII Junior High School, Pusat Perbukuan Departemen Pendidikan Nasional, 2008, Jakarta. b. Kurikulum bahasa Inggris (grade VII).

67

c. Syllabus SMP Kelas VII. B. Media a. Hand out. b. Empty papers. c. Marker. d. Whiteboard, etc.

VIII.

IX.

Penilaian a. Teknik

: Tes tulisan.

b. Bentuk

: Isian.

c. Instrumen

: Terlampir


= 10

c. Nilai siswa

=


X 10 = Nilai siswa

d. Rubrik penilaian = URAIAN

NILAI

Isi benar, tata bahasa benar & tanda baca tepat

3

Isi benar, tata bahasa kurang tepat &tanda baca kurang tepat Isi, tata bahasa &tanda baca kurang tepat



2 1



68


Arrange the paragraph to be a good text and write down the sentence of simple present tense!

My Best Friend

I have a best friend. His name is Arkan. Arkan is my classmate. Most of friends like Arkan because he is very smart and a nice boy.

He is tall and a bit fat. He has curly hair. He does not wear a pair of glasses. He has slit eyes and white skin.

When we have spare time, we always play football together. We usually play it in the afternoon from three to four. Arkan is the same age as I am. He is thirteen years old.

69

Appendix 5

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SPEAKING (Cycle 2 of 1st Meeting) Satuan Pendidikan

: SMPN 6 Depok

Mata Pelajaran

: Bahasa Inggris

Kelas / Semester


Materi

: The Simple Present Tense (Interrogative)

Aspek / Skill

: Menulis

Alokasi Waktu

: 2 x 40 menit

Jenis Teks

: Interpersonal

Tahun Pelajaran

: 2010/ 2011

I.

Standar Kompetensi Menulis (12) Mengungkapkan makna dalam esai pendek sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar.

II.

Kompetensi Dasar Menulis (12.2) Mengungkapkan makna dan langkah retorika dalam esei pendek berbentuk sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancer dan berteriman untuk berinteraksi dengan lingkungan terdekat dalam teks berentuk descriptive dan procedure.

III.

Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Menggunakan to be dalam kalimat tanya simple present tense dengan benar dan tepat.

70

2. Menggunakan verbs dalam kalimat tanya simple present tense dengan benar dan tepat. 3. Menyusun kalimat tanya simple present tense dengan benar dan tepat. IV.

Materi Pembelajaran a. Bentuk simple present tense kalimat tanya memiliki pola sebagai berikut: Does + S (He, She, It) + V ...? Do + S (I, You, We, They) + V...?  

Does he study English? Do you study English? To be (is) + S (He, She, it) + adj./ noun? To be (am) + S (I) + adj./ noun? To be (are) + S (You, We, They) + adj./ noun?

   V.

Is he a teacher? Am I a student? Are you dancers?


VI.

Langkah-langkah Kegiatan A. Kegiatan Pendahuluan. - Memberi salam dan tegur sapa. - Tanya jawab berbagai hal terkait kondisi siswa. - Mengabsen siswa. - Memberi motivasi kepada siswa. - Penjelasan tentang topik yang akan dibahas. B. Kegiatan Inti - Guru memberikan contoh kalimat tanya dalam simple present tense.

71

- Guru menerangkan verbs atau to be yang dipakai sesuai dengan subyek. - Guru menerangkan tentang penggunaan does atau do dan to be dalam kalimat tanya. - Guru memberikan contoh kalimat dan mengganti subyek/ obyek atau kata keterangan. - Guru meminta seluruh siswa untuk mengubah kalimat yang sesuai dengan kosa kata yang di berikan oleh guru. - Siswa melakukan perintah yang diberikan oleh guru. - Siswa mengerjakan latihan secara berkelompok untuk melengkapi kalimat sesuai dengan kosa kata yang ada. C. Kegiatan Penutup - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Menugaskan siswa membuat kalimat-kalimat positif simple present tense.

VII.

Sumber Belajar dan Media A. Sumber Belajar. a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English in Focus) for Grade VII Junior High School, Pusat Perbukuan Departemen Pendidikan Nasional, 2008, Jakarta. b. Kurikulum bahasa Inggris (grade VII). c. Syllabus SMP Kelas VII. B. Media a. Marker. b. Whiteboard, etc.

VIII.

Penilaian a. Teknik

: Tes tulisan.

b. Bentuk

: Isian.

72

c. Instrumen IX.

: Terlampir


= 10

c. Nilai siswa

=


X 10 = Nilai siswa

d. Rubrik penilaian =

URAIAN

NILAI

Isi benar, tata bahasa benar &tanda baca tepat

3

Isi benar, tata bahasa kurang tepat &tanda baca kurang tepat Isi, tata bahasa &tanda baca kurang tepat



2 1



73


Change the sentences to be a good sentences! 1. He jogs everyday. -

Ana ....

-

They ...

2. She is a nice person. -

Ahmad and Soleh ...

-

(-)

3. I sweep the floor every Sunday. -

John ...

-

(?)

4. We cook rice everyday. -

... eat ...

-

Teacher ...

5. You work in the hospital. -

... the office.

-

... the store.

74

Appendix 6

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SPEAKING (Cycle 2 of 2nd Meeting) Satuan Pendidikan

: SMPN 6 Depok

Mata Pelajaran

: Bahasa Inggris

Kelas / Semester


Materi

: Function of The Simple Present Tense

Aspek / Skill

: Berbicara

Alokasi Waktu

: 2 x 40 menit

Jenis Teks

: Interpersonal

Tahun Pelajaran

: 2010/ 2011

I.

Standar Kompetensi Berbicara (10) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.

II.

Kompetensi Dasar Berbicara (10.2) Mengungkapkan makna dalam monolog pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure.

III.

Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Menyusun kalimat simple present tense dengan baik dan benar. 2. Mengetahui fungsi dari simple present tense.

75

3. Membuat kalimat simple present tense dengan baik dan tepat. IV.

Materi Pembelajaran a. Fungsi dari simple present tense:  General truth (Kebenaran Umum). Example: The sun rises in the East. The world is round.  Habitual action (Kebiasaan). Example: I always swim every Sunday. He reads a novel everyday.

V.


VI.

Langkah-langkah Kegiatan A. Kegiatan Pendahuluan. - Memberi salam dan tegur sapa. - Tanya jawab berbagai hal terkait kondisi siswa. - Mengabsen siswa. - Memberi motivasi kepada siswa. - Penjelasan tentang topik yang akan dibahas. B. Kegiatan Inti - Guru menjelaskan tentang fungsi dari kalimat simple present tense. - Guru mengulang kembali apa yang telah diajarkan sebelumnya. - Guru menyuruh siswa untuk membuat kelompok yang terdiri dari enam orang setiap satu kelompok. - Guru memberikan instruksi kepada para siswa. - Guru memberikan lima kalimat simple present tense kepada para siswa. - Guru memperlihatkan gambar yang berisi subyek/ obyek/ kata keterangan yang berbeda. - Siswa harus mengubah kalimat tersebut dengan benar. - Guru langsung mengoreksi jawaban siswa.

76

C. Kegiatan Penutup - Menyimpulkan materi pelajaran - Menanyakan kesulitan siswa selama KBM - Menugaskan siswa membuat kalimat-kalimat positif simple present tense.

VII.

Sumber Belajar dan Media A. Sumber Belajar. a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman Djusma. “English in Focus) for Grade VII Junior High School, Pusat Perbukuan Departemen Pendidikan Nasional, 2008, Jakarta. b. Kurikulum bahasa Inggris (grade VII). c. Syllabus SMP Kelas VII. B. Media a. Marker. b. Whiteboard, etc.

VIII.

IX.

Penilaian a. Teknik

: Tes lisan.

b. Bentuk

: Isian.

c. Instrumen

: Terlampir


= 10

c. Nilai siswa

=


d. Rubrik penilaian =

X 10 = Nilai siswa

77

URAIAN Ungkapan benar, pelafalan dan intonasi benar

NILAI 3

Ungkapan benar, pelafalan dan intonasi kurang tepat

2

Ungkapan, pelafalan dan intonasi tidak tepat

1





78


Change the sentence to be a good sentence and say the sentence! 1. They are teachers. -

She ....

-

... doctor.

2. Mrs. Susi reads newspaper everyday. -

Salwa and Zahwa ...

-

(-)

3. They don’t play in the park. -

He ...

-

... garden.

4. Do they come late? -

... doctor ...?

-

... you ...?

5. Mr. Raden and Mrs. Raden go to the sea. -

Ana ...

-

(-)

79

Appendix 7 The Instrument of Pre-test

A. Choose the right answer A, B, C, or D! (Pilihlah jawaban yang tepat A, B, C, atau D!)

1. Charles ... a smart student. a. am

b. it

c.is

d. are

c. goes

d. are going

2. Father ... to the office everyday. a. go

b. is going

3. Toni, Ana, Dinda, and Aji ... my classmates. a. is

b. are

c. am

d. it

c. are

d. were

c. reading

d. is read

c. is

d. was

4. Aura Kasih ... an artist. a. was

b. is

5. How many books does he ... a day? a. read

b. reads

6. Sugar ... sweet. a. be

b. are

7. Sheila always ... to her school on time. a. goes

b. went

c. gone

d. go

c. sets

d. rises

c. are

d. was

c. cry

d. cried

8. The sun ... in the east. a. rise

b. set

9. I ... a beautiful girl. a. is

b. am

10. Baby usually ... at the night. a. cries

b. crying

11. I ... a student of Junior High School. a. is b. am c. are 12. The boys ... my friends. a. is b. am c. are

d. be d. be

13. Peter ... television every night. a. watching b. watched

c. watches

d. watch

80

14. Mrs. Sinta is a teacher. She ... English every Thursday and Monday. a. teach

b. teaches

c. teaching

d. taught

15. School ... at 07.00 a.m and finishes at 04.00 p.m everyday. a. starts

b. starting

c. start

d. started

c. are

d. be

16. You ... Indonesian. a. am

b. is

17. The post office ... at 08.00 a.m everyday. a. opens

b. open

c. opening

d. opened

c. are

d. be

c. sleeping

d. slept

c. am

d. be

18. Kitty ... the name of my cat. a. is

b. am

19. I usually ... at 09.00 p.m. a. sleeps

b. sleep

20. Doni ... a clever student. a. is

b. are

81

Appendix 8 The Instrument of Post-test I A. Choose the right answer A, B, C, or D! (Pilihlah jawaban yang tepat A, B, C, atau D!) 1. I can play the guitar, but I ... very well. a. not play

b. don’t play

c. doesn’t play

d. didn’t play

2. Where does your mother come from? She ... from Jakarta. a. come

b. came

c. coming

d. comes

c. drunk

d. drinking

3. She ... milk every morning. a. drinks

b. drank

4. Lulu and Salsa ... students at SMPN 6 Depok. a. is

b. are

c. am

d. be

5. I usually ... English on Monday and Thrusday every week. a. study

b. studies

c. studied

d. studying

6. Farida ... not go to school on Tuesday. a. do

b. does

c. did

d. is

7. We ... clean our classroom on Sunday. a. didn’t

b. don’t

c. doesn’t

d. aren’t

c. washed

d. washing

8. My father ... his car every week. a. wash

b. washes

9. Are you a new teacher in this school? No, I ... not. a. is

b. are

c. am

d. be

c. taught

d. teaching

c. is

d. do

c. isn’t

d. don’t

c. is

d. be

10. Our teachers ... us patiently. a. teaches

b. teach

11. The boy ... not my brother. a. am

b. are

12. The girls ... my friends. a. am not

b. aren’t

13. Mrs. Prawiro ... my grandma. a. am

b. are

82

14. Are they Senior High School students? No, they ... . a. isn’t

b. aren’t

c. am not

d. doesn’t

c. am

d. be

b. is

c. are

d. am

b. aren’t

c. am not

d. don’t

c. didn’t read

d. not read

15. We ... a happy family. a. is

b. are

16. Are you student? Yes, I ... . a. be 17. I ... a soldier. a. isn’t

18. She ... novel everyday. a. don’t read b. doesn’t read

19. Dhani ... at the swimming pool every Sunday. a. swim

b. swam

c. swimming

d. swims

c. doesn’t

d. not

20. The sun ... shine brightly now. a. didn’t

b. don’t

83

Appendix 9 The Instrument of Post-test II

A. Choose the right answer A, B, C, or D! (Pilihlah jawaban yang tepat A, B, C, atau D!)

1. ... you a doctor? Yes, I am. a. is

b. are

c. am

d. be

2. ... she like to eat meat ball for her lunch everyday? a. does

b. do

c. was

d. were

b. is

c. am

d. be

c. am

d. be

3. You ... wrong! a. are

4. The earth ... round. a. is

b. are

5. How old ... you? I am sixteen years old. a. is

b. are

c. am

d. be

c. do

d. does

6. ... a teacher teach us? Yes, she does. a. are

b. is

7. The boys ... at the mosque every Friday. a. pray

b. prays

c. prayed

d. praying

c. am not

d. does not

c. does

d. is

c. isn’t

d. are not

c. is

d. be

c. do

d. does

8. You ... a teacher. a. are not

b. is not

9. ... you have a book? a. are

b. do

10. He ... have a book. a. doesn’t

b. don’t

11. ... he a policeman? a. am

b. are

12. ... the tiger drink? a. are

b. am

84

13. The students ... football every Sunday. a. plays

b. playing

c. played

d. play

b. drink

c. drank

d. drunk

b. don’t

c. doesn’t

d. isn’t

c. aren’t

d. don’t

c. don’t

d. isn’t

b. does

c. is

d. are

b. isn’t

c. aren’t

d. don’t

c. ate

d. eaten

14. My father ... coffee every afternoon. a. drinks 15. You ... write. a. aren’t

16. They ... my teachers. a. am not

b. isn’t

17. We ... cook rice everyday. a. aren’t

b. doesn’t

18. ... they eat bread everyday? a. do 19. He ... a tailor. a. am not

20. Susan ... friedrice every morning. a. eat

b. eats

85

Appendix 10

The Answer Key of Pre-test, Post-test I and Post-test II

A. Pre-test

1. c

6. c

11. b

16. c

2. c

7. a

12. c

17. a

3. b

8. d

13. c

18. a

4. b

9. b

14. b

19. a

5. a

10. a

15. a

20. a

1. b

6. b

11. c

16. d

2. d

7.b

12. b

17. c

3. a

8. b

13. c

18. b

4. b

9. c

14. b

19. d

5. a

10. b

15. b

20. c

1. b

6. d

11. c

16. c

2. a

7. a

12. d

17. c

3. a

8. a

13. d

18. a

4. a

9. b

14. a

19. b

5. b

10. a

15. b

20. b

B. Post-test I

C. Post-test II

86

Appendix 11 The Observation Note before CAR

Location

: SMPN 6 Depok

Day/ Date

: Wednesday, 30th March 2011

Time

: 11.20 a.m. – 01.10 p.m.

Observer

: Ridhatul Dewifartina

No. Things which are observed

Observation

1.

Subject

Simple Present Tense

2.

Method

The teacher used Grammar Translation Method.

3.

Teacher’s activity

The teacher in this teaching and learning procces become teacher-centered, the first he taught simple present tense by giving the patterns, he gave examples of simple present tense sentence and he asked the students to write down and memorize the patterns. After that, he gave the exercises to the students.

4.

Students’ activity

The students memorized the patterns, wrote the patterns and examples, and did the exercises. Those activities made the students didn’t interested, and passive in English subject and teaching learning process.

87

Appendix 12

PANDUAN PENGAMATAN PELAKSANAAN TINDAKAN KELAS SIKLUS I DEVELOPING STUDENTS’ UNDERSTANDING OF THE SIMPLE PRESENT TENSE THROUGH SUBSTITUTION DRILLS (A Classroom Action Research in the Seventh Grade of SMPN 6 Depok) Berilah Tanda (  ) pada kolom “Ya atau Tidak”. No 1

Pernyataan Guru memberikan motivasi kepada siswa sebelum pembelajaran dimulai.

2

Guru melakukan tanya jawab untuk menguji pemahaman siswa.

3

Guru mengajarkan simple present tense dengan menggunakan substitution drills.

4

Ya

Tidak

  

Siswa terlihat antusias saat guru menggunakan substitution drills dalam mengajarkan simple present



tense. 5

Siswa merespon apa yang diperintah oleh guru secara



individu. 6

Guru berperan sebagai instructor atau director ketika proses pengajaran.

7

Siswa mendengarkan dengan penuh perhatian.

8

Guru memberikan latihan sesuai dengan materi

9

Guru menggunakan Bahasa Target (Bahasa yang sedang dipelajari oleh siswa) dalam mengajar, tetapi jika siswa tidak mengerti guru menggunakan Bahasa

   

88

siswa. 10

Siswa merasa lebih semangat ketika guru menggunakan media untuk menjelaskan materi.



Keterangan: Skor 1 untuk jawaban “Ya” Nilai maksimal: 10 Prosentase Penilaian : Jumlah skor X 100% Nilai Maksimal : 8 X 100% = 80% 10

Observer


89

Appendix 13

PANDUAN PENGAMATAN PELAKSANAAN TINDAKAN KELAS SIKLUS II DEVELOPING STUDENTS’ UNDERSTANDING OF THE SIMPLE PRESENT TENSE THROUGH SUBSTITUTION DRILLS (A Classroom Action Research in the Seventh Grade of SMPN 6 Depok) Berilah Tanda (  ) pada kolom “Ya atau Tidak”. No 1

Pernyataan Guru memberikan motivasi kepada siswa sebelum pembelajaran dimulai.

2

Guru melakukan tanya jawab untuk menguji pemahaman siswa.

3

Guru mengajarkan simple present tense dengan menggunakan substitution drills.

4

Ya

Tidak

  

Siswa terlihat antusias saat guru menggunakan substitution drills dalam mengajarkan simple present



tense. 5

Siswa merespon apa yang diperintah oleh guru secara



individu. 6

Guru berperan sebagai instructor atau director ketika proses pengajaran.



7

Siswa mendengarkan dengan penuh perhatian.



8

Guru memberikan latihan sesuai dengan materi



9

Guru menggunakan Bahasa Target (Bahasa yang sedang dipelajari oleh siswa) dalam mengajar, tetapi jika siswa tidak mengerti guru menggunakan Bahasa siswa.



90

10

Siswa merasa lebih semangat ketika guru menggunakan media untuk menjelaskan materi.



Keterangan: Skor 1 untuk jawaban “Ya” Nilai maksimal: 10 Prosentase Penilaian : Jumlah skor X 100% Nilai Maksimal : 9 X 100% = 90% 10

Observer


91

Appendix 14 FIELD NOTES

Cycle/ Meeting Day/ Date Time Material

: 1/ 1 (One) : Friday/ 1th April 2011 : 07.40 – 09.00 : Positive Sentences of Simple Present Tense

1. Happens in the classroom  From the students’ side  Some students not pay attention on teacher’s explanation.  Some of them to speak with their friend when the teacher explains about the material.  From the teacher’s side  The teacher using good drill in teaching simple present tense through substitution drills. 2. Things to consider  From the students’ side  The students need clear explanation of the material using substitution drills.  The students need to give interesting explanation to attract the students.  From the teacher’s side  The teacher should have a loud voice so that students can pay attention to the teacher’s explanation.  The teacher must be creative to teaches the material.

Observer


92

Appendix 15 FIELD NOTES Cycle/ Meeting Day/ Date Time Material

: 1/ 2 : Wednesday/ 6th April 2011 : 11.20 – 13.10 : Negative Sentences of Simple Present Tense

I. Happens in the classroom  From the students’ side  Some students start to pay attention on teacher’s explanation.  The students looked so interesting to follow the teaching learning procces.  There are few students asked the question to the teacher.  From the teacher’s side  The teacher gives a good activity. The students are divided into some groups to did the task from the teacher.  The teacher correction the students’ answer together. II. Things to consider  From the students’ side  The students must increas their vocabulary.  The students must have spirit to learn English subject.  From the teacher’s side  Teacher should give the way how to get the vocabulary, because most of students have lack in vocabulary.

Observer


93



I.

: : : :

2/ 1 Friday/ 8th April 2011 07.40 – 09.00 Interrogative Sentences of Simple Present Tense

Happens in the classroom  From the students’ side  Almost students pay attention on the material by using substitution drills.  The students are cooperative to support the teacher’s teaching goal.  Almost students look enthusiast when following the quiz.  From the teacher’s side  The teacher gives the students quiz.  The teacher checked the students’ answer.

II.

Things to consider  From the students’ side  The class still was noisy.  Some students still asked about the material.  From the teacher’s side  Teacher should make sure if the students are ready to listen to her explaining. If the students are not ready yet, try to make them ready so what she explains can be understood.  The teacher should make her voice louder. Observer


94



I.

: 2/ 2 : Wednesday/ 13th April 2011 : 11.20 – 13.10 : Function and Usage of Simple Present Tense

Happens in the classroom  From the students’ side  Students had chance to ask questions as many as possible freely in English and Indonesian.  So, the situation in the classroom is active.  From the teacher’s side  Teacher spoke more loudly and clearly.  The teacher checked the students’ work by walking to their table.

II.

Things to consider

 From the students’ side  Some students still confuse about the rule.  Some students had difficult to understand the instructions was given by the teacher.  From the teacher’s side  The teacher should check the students to make sure that they are understand about the questions and instruction.

Observer


95

Appendix 18 Interview Guidelines for the needs Analysis before Classroom Action Research

Interviewer

Location

: SMPN 6 Depok

Day/Date

: Wednesday, 30th March 2011

Time

: 11.00 - 11:20

Interviewer


Interviewee

: Rustam Ependi, S.Pd

: Bagaimana sikap para siswa terhadap proses pembelajaran bahasa Inggris di kelas?

Interviewee

: Para siswa dalam proses pembelajaran bahasa Inggris itu cenderung tidak begitu aktif karena mereka belum banyak mengetahui tentang kosa kata dalam bahasa Inggris.

Interviewer

: Berapa nilai KKM untuk pelajaran bahasa Inggris?

Interviewee

: Nilai KKM untuk bahasa Inggris yaitu 65.

Interviewer

: Apakah para siswa sudah mencapai nilai KKM?

Interviewee

: Ya, pasti ada yang sudah mencapai KKM dan tentu ada yang belum mencapainya.

Interviewer

: Materi apa yang dianggap paling sulit oleh siswa?

Interviewee

: Seperti yang saya katakan tadi para siswa belum banyak mengetahui tentang kosa kata dalam bahasa Inggris. Oleh karena itu, mereka kesulitan untuk mempelajari materi-materi yang diajarkan. Tetapi, para siswa lebih merasa kesulitan ketika mereka mempelajari tentang grammar yang lebih kepada tense, yaitu simple present tense.

96

Interviewer

: Kendala apa yang Bapak alami saat mengajar bahasa Inggris?

Interviewee

: Tentunya pertama, itu tadi tentang kosa kata karena mereka tidak mengerti maka timbullah kendala yang kedua, mereka menjadi tidak tertarik untuk belajar bahasa Inggris dan terakhir mereka menjadi malas.

Interviewer

: Apa penyebab kesulitan siswa dalam grammar?

Interviewee

: Para siswa kesulitan dalam memahami rumus-rumus yang ada dalam simple present tense, dan mereka masih bingung dalam menentukan verbs dan to be apa yang harus dipakai yang sesuai dengan subject.

Interviewer

: Metode dan media apa yang Bapak gunakan dalam mengajar bahasa Inggris?

Interviewee

: Saya lebih menggunakan metode Grammar Translation Method, saya hanya menerangkan tentang rumus-rumus simple present tense, memberikan contoh dalam kalimat-kalimat, dan memberikan tugas kepada mereka supaya mereka lebih bisa memahami. Tetapi, saya kadang-kadang menggunakan media seperti, gambar dan realia untuk mengajarkan materi-materi bahasa Inggris yang lain.

Interviewer


Interviewee


97

Appendix 19 Interview Guidelines for the needs Analysis after Classroom Action Research

Interviewer

Location

: SMPN 6 Depok

Day/Date

: Wednesday, 13th April 2011

Time

: 01.15 - 01.40

Interviewer


Interviewee

: Rustam Ependi, S.Pd

: Bagaimana kondisi siswa Bapak dalam pembelajaran tenses setelah menggunakan Substitution Drills?

Interviewee

: Para siswa sangat aktif sekali, mereka begitu antusias dalam pelajaran simple present tense yang menggunakan substitution drills.

Interviewer

: Bagaimana kemampuan pemahaman para siswa Bapak tentang simple present tense setelah menerapkan Substitution Drills?

Interviewee

: Menurut saya, pemahaman para siswa dalam pelajaran simple present tense ini lebih meningkat dibandingkan dengan sebelumnya, mereka sudah bisa mengenal dan membedakan verbs atau to be yang harus digunakan dalam simple present tense dan yang sesuai dengan subject-nya.

Interviewer

: Apa pendapat Bapak mengenai Substitution Drills?

Interviewee

: Menurut saya, substitution drills merupakan metode yang tepat dalam mengajarkan simple present tense dan tenses yang lainnya, dengan menggunakan substitution drills itu dapat menghilangkan kejenuhan siswa dalam belajar, mereka merasa senang dan daya ingat mereka terhadap kosa kata serta rumusrumus simple present tense yang telah diberi cukup bagus.

98

Selain itu pula metode ini dapat digunakan sebagai kuis, sehingga para siswa lebih senang, tertarik dan bersemangat. . Interviewer

: Apakah strategi pembelajaran menggunakan Substitution Drills efektif diterapkan dalam pembelajaran simple present tense?

Interviewee

: Iya, drill ini bisa efektif dalam memahami simple present tense karena siswa bisa lebih jelas mengetahui aturan atau rumus yang digunakan dalam simple present tense.

Interviewer

: Apakah Bapak merasa termotivasi untuk menggunakan Substitution Drills dalam mengajarkan simple present tense kepada siswa?

Interviewee

: Iya, saya termotivasi untuk menggunakannya setelah melihat peningkatan kemampuan siswa yang telah dicapai dalam mempelajari simple present tense ini.

Interviewer


Interviewee


99

Appendix 20 ANALISIS BUTIR SOAL PRE-TEST BAHASA INGGRIS

Seluruh Siswa (N)

: 40

Siswa Kelompok Atas (HG) : 10

Siswa Kelompok Tengah (MG)

: 20

Siswa Kelompok Bawah (LG)

: 10

OPTIONS

ITEM

DES

DIF

GROUP NO.

STATUS A

B

C

D

(HG-LG)/n (HG+LG)/N

THE TEST ITEM HG

0

0

9*

1

LG

0

1

9*

0

HG

1

0

9*

0

LG

8

0

2*

0

HG

2

8*

0

0

LG

3

6*

0

1

HG

0

10*

0

0

LG

2

7*

0

1

HG

1

9*

0

0

LG

4

1*

4

1

HG

1

0

9*

0

LG

2

2

5*

1

HG

8*

1

1

0

LG

5*

0

0

5

HG

7

2

0

1*

LG

6

3

0

1*

HG

0

10*

0

0

LG

1

8*

0

1

HG

2*

2

5

1

LG

1*

4

5

0

1

2

3

4

5

6

7

8

9

10

0.0

90 %

DROPPED

0.7

55%

USED

0.2

70%

REVISED

0.3

85%

USED

0.8

50%

USED

0.4

70%

USED

0.3

65%

REVISED

0.0

10%

DROPPED

0.2

90%

USED

0.1

15%

USED

100

HG

0

10*

0

0

LG

0

9*

1

0

HG

9

0

1*

0

LG

10

0

0*

0

HG

0

0

10*

0

LG

2

1

3*

4

HG

1

8*

1

0

LG

5

2*

3

0

HG

5*

0

5

0

LG

3*

0

6

1

HG

0

0

10*

0

LG

0

2

6*

2

HG

1*

5

4

0

LG

1*

7

2

0

HG

7*

0

3

0

LG

8*

0

2

0

HG

3

3*

4

0

LG

6

0*

4

4

HG

10*

0

0

0

LG

9*

0

0

11

12

13

14

15

16

17

18

19

20

0.1

95%

USED

0.1

5%

USED

0.7

65%

USED

0.6

50%

USED

0.2

40%

REVISED

0.4

80%

USED

0.0

10%

DROPPED

-0.1

75%

DROPPED

0.3

15%

USED

0.1

95%

USED

1

PEDOMAN PENILAIAN DIFFICULTY DISCRIMINATION

0% - 30%

30% - 79%

80% - 100%

High

Medium

Low

-1 – 0,0

Bad

DROPPED

DROPPED

DROPPED

0,1 – 0,3

OK

USED

REVISED

USED

0,4 – 0,6

Good

USED

USED

USED

0,6 – 1,0

Very Good

USED

USED

USED

101

Appendix 21 ANALISIS BUTIR SOAL POST-TEST I BAHASA INGGRIS

Seluruh Siswa (N)

: 40



: 20


: 10

OPTIONS

ITEM

DES

DIF

GROUP NO.

STATUS A

B

C

D

(HG-LG)/n (HG+LG)/N

THE TEST ITEM HG

0

10*

0

0

LG

1

5*

4

0

HG

1

0

0

9*

LG

4

0

2

4*

HG

10*

0

0

0

LG

9*

0

0

1

HG

0

10*

0

0

LG

4

5*

0

1

HG

9*

1

0

0

LG

8*

1

0

1

HG

1

8*

0

1

LG

2

6*

0

2

HG

1

7*

0

2

LG

3

6*

1

0

HG

0

9*

0

1

LG

4

6*

0

0

HG

0

1

9*

0

LG

0

0

10*

0

HG

1

6*

0

2

LG

4

3*

1

2

1

2

3

4

5

6

7

8

9

10

0.5

75%

USED

0.5

65%

USED

0.1

95%

USED

0.5

75%

USED

0.1

85%

USED

0.2

70%

REVISED

0.1

65%

REVISED

0.3

75%

REVISED

-0.1

95%

DROPPED

0.3

45%

REVISED

102

HG

0

3

7*

0

LG

0

2

7*

1

HG

0

6*

4

0

LG

1

1*

4

4

HG

0

0

10*

0

LG

0

1

9*

0

HG

0

10*

0

0

LG

0

5*

2

3

HG

0

10*

0

0

LG

2

7*

0

1

HG

0

0

0

10*

LG

0

0

0

10*

HG

0

0

10*

0

LG

1

0

8*

1

HG

0

10*

0

0

LG

5

4*

0

1

HG

1

0

0

9*

LG

6

0

2

2*

HG

1

2

6*

1

LG

0

8*

0

11

12

13

14

15

16

17

18

19

20

0.0

70%

DROPPED

0.5

3%

USED

0.1

95%

USED

0.5

75%

USED

0.3

85%

USED

0.0

100%

DROPPED

0.2

90%

USED

0.6

70%

USED

0.7

55%

USED

0.6

30%

USED

2


0% - 30%

30% - 79%

80% - 100%

High

Medium

Low

-1 – 0,0

Bad

DROPPED

DROPPED

DROPPED

0,1 – 0,3

OK

USED

REVISED

USED

0,4 – 0,6

Good

USED

USED

USED

0,6 – 1,0

Very Good

USED

USED

USED

103

Appendix 22 ANALISIS BUTIR SOAL POST-TEST II BAHASA INGGRIS

Seluruh Siswa (N)

: 40



: 20


: 10

OPTIONS

ITEM

DES

DIF

GROUP NO.

STATUS A

B

C

D

(HG-LG)/n (HG+LG)/N

THE TEST ITEM HG

0

10*

0

0

LG

1

7*

2

0

HG

10*

0

0

0

LG

9*

0

0

1

HG

10*

0

0

0

LG

8*

2

0

0

HG

10*

0

0

0

LG

9*

1

0

0

HG

0

10*

0

0

LG

0

9*

0

1

HG

0

0

0

10*

LG

0

4

0

6*

HG

10*

0

0

0

LG

6*

2

0

2

HG

10*

0

0

0

LG

8*

2

0

0

HG

5

5*

0

0

LG

6

3*

1

0

HG

8*

0

2

0

LG

5*

2

3

0

1

2

3

4

5

6

7

8

9

10

0.3

85%

USED

0.1

95%

USED

0.2

90%

USED

0.1

95%

USED

0.1

95%

USED

0.4

80%

USED

0.4

80%

USED

0.2

90%

USED

0.2

40%

REVISED

0.3

65%

REVISED

104

HG

0

0

10*

0

LG

2

3

5*

0

HG

0

0

0

10*

LG

3

0

3

4*

HG

0

2

0

8*

LG

2

6

0

2*

HG

9*

1

0

0

LG

6*

4

0

0

HG

2

8*

0

0

LG

1

8*

1

0

HG

0

0

7*

3

LG

1

0

7*

2

HG

3

0

7*

0

LG

4

1

5*

0

HG

10*

0

0

0

LG

3*

4

0

3

HG

0

10*

0

0

LG

0

9*

1

0

HG

0

10*

0

0

LG

5

5*

0

11

12

13

14

15

16

17

18

19

20

0.5

75%

USED

0.6

70%

USED

0.6

50%

USED

0.3

75%

REVISED

0.0

80%

DROPPED

0.0

70%

DROPPED

0.2

60%

REVISED

0.7

65%

USED

0.1

95%

USED

0.5

75%

USED

0


0% - 30%

30% - 79%

80% - 100%

High

Medium

Low

-1 – 0,0

Bad

DROPPED

DROPPED

DROPPED

0,1 – 0,3

OK

USED

REVISED

USED

0,4 – 0,6

Good

USED

USED

USED

0,6 – 1,0

Very Good

USED

USED

USED

105

Appendix 23

Profile of SMPN 6 Depok

A. The History of SMPN 6 Depok In the beginning SMPN 6 Depok is located in the city of Depok, started its activities in the 1992/1993 Academic Year. At that time school is managed under one roof in SMAN 2 Depok. Later, in the during period of 1992 new school was built units. At the beginning of 1994/1995 Academic Year SMPN 6 Depok has occupied the new school units which is located in Jl. Mandor Samin No. 62 Kelurahan Kalibaru, Kecamatan Cilodong, Kota Depok. The first time, the school was led by Larasati in the year 1992-1994. The headmaster had been replaced eleven times, and now the school is led by Drs. Joko Widodo, M. Pd from the year 2008. Here it is the complete profile of SMPN 6 Depok: 1. Principal

: Drs. Joko Widodo, M. Pd.

2. Name of the school

: SMPN 6 Depok.

3. Status

: Accredited “A”.

4. Number of statistic school

: 201 02 24 03 006.

5. Type of school

: “B”.

6. E-mail

: [email protected]

7. Website

: www.smpn6depok.com

8. Telp./ Fax.

: 021-876 4223/ 021- 876 4224.

B. Vision SMPN 6 DEPOK has a vision to Superior in Performance, Vision of Environment and Morality.

C. Missions SMPN 6 DEPOK has some missions as follow: 1. Improving school

performance

(academic

and

non

academic

achievement) through innovation in the input and the learning process.

106

2. Creating

a school

environment conducive to teaching

learning activities. 3. Increase of education staff professionalism. 4. Improving subservience to the Allah SWT.

D. The Data of Teachers and Staffs. Teachers and staffs

Total

Teachers

65 people

Administrative staffs

9 people

Librarians

2 people

School guards

4 people

Security guards

2 people

E. The Data of the Students From the data five years ago, there are: Class VII The Academic Years

Class VIII

Class IX

Total of Students

Total of Class

Total of Students

Total of Class

Total of Students

Total of Class

2006/ 2007

275

7

335

7

307

7

2007/ 2008

279

7

275

7

330

7

2008/ 2009

269

7

273

7

274

7

2009/ 2010

272

7

277

7

276

7

2010/ 2011

375

9

359

9

270

7

Total

1470

37

1519

37

1457

35

and

107

F. Teaching and Learning Activity Teaching and learning activity is pressing the active learning method. And the schedule are: 1. Monday to Thursday, at 07.00 am until 01:10 pm. 2. Friday, at 07.00 am until 10:40 am. 3. Saturday, at 08.00 am until 10.00 am, for self-development activities.

G. Facilities SMPN 6 Depok have many facilities, there are: No.

Facilities

Total

1.

Learning Rooms.

25

2.

OSIS Room.

1

3.

PMR Room.

1

4.

Skills Room.

1

5.

Lab. Computer.

1

6.

Lab. Language.

1

7.

Lab. IPA.

1

8.

Library.

1

9.

Cooperation.

1

10.

Canteen.

1

11.

Sports field.

1

12.

Mosque.

1

13.

UKS Room.

1

14.

BP / BK Room.

1

15.

Field Ceremony.

1

16.

Park School.

1

H. Extracurriculer There are extracurriculer activities in SMPN 6 Depok: 1. Paskibra.

108

2. PMR. 3. Pramuka. 4. Rohis. 5. Volly ball. 6. Theater. 7. Football. 8. Basket ball.

I. Academic and Non-Academic Achievement 1. The 1st winner of PMR putra/putri Bahaya Penanggulangan Narkoba Kodya Depok 2004. 2. The 1st winner of LKBB Kodya Depok 2004. 3. The favorite of LKBB Kodya Depok 2005. 4. The 3rd winner of Poetry Kodya Bogor 2005. 5. The 1st winner of Athletic 400 M Kodya Depok 2005. 6. The 3rd winner of Athletic 100 M Kodya Depok 2005. 7. The 2nd winner of Futsal Kodya Depok 2005. 8. The 1st winner of Volly Ball Kodya Depok 2005. 9. The 1st winner of competition in B. Indonesia subject Kodya Depok 2005. 10. The 3rd winner of Dance Competition Kodya Depok 2006. 11. The 1st winner of Futsal Kodya Depok 2006. 12. The 1st winner of LKBB Kab. Bogor 2006. 13. The 3rd winner of LKBB Kab. Bogor 2006. 14. The 1st winner of LKBB Kodya Depok 2006. 15. The 3rd winner of LKBB Kodya Depok 2006.

DEVELOPING STUDENTS ABILITY OF THE SIMPLE PRESENT TENSE THROUGH SUBSTITUTION DRILLS

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