TEACHING THE PRESENT CONTINUOUS TENSE THROUGH AUDIO-LINGUAL METHOD (An experimental study at the second grade of SMP-IT Al-Binaa Islamic Boarding School Bekasi) A “skripsi” Presented to the faculty of Tarbiya and Teacher’s Training In Partial Fulfillment of the Requirements For the Degree of S. Pd. (Bachelor of Arts) in English Language Educational
By: Latifah 206014000145
ENGLISH DEPARTMENT FACULTY OF TARBIYA AND TEACHERS TRAINING “SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY JAKARTA
1433 H/2011 M
TEACHING THE PRESENT CONTINUOUS TENSE THROUGH AUDIO-LINGUAL METHOD ((An experimental study at the second grade of SMP-IT Al-Binaa Islamic Boarding School Bekasi) A “skripsi” Presented to the Faculty of Tarbiya and teachers’ Training In Partial Fulfillment of the Requirements For the Degree of S.Pd. (Bachelor of Arts) in English Language Education
By:
Latifah NIM: 206014000145
Approved by the Advisor
Drs. Nasrun Mahmud, M.Pd. NIP. 150 041 070
ENGLISH DEPARTMENT FACULTY OF TARBIYA AND TEACHERS TRAINING “SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY JAKARTA 1432 H/2011 M
ENDORSEMENT SHEET The examination committee of the faculty of Tarbiya and Teachers Training certifies that the “skripsi” (Scientific Paper) entitled “Teaching the Present Continuous Tense through Audio-Lingual Method (An experimental study at the second grade at Al-Binaa of Islamic Boarding School Bekasi.), writen by Latifah, student’s registration number: 206014000145, was examined by the committee on 15th of June 2011. And was declared to have passed and, therefore, fulfilled one of the requirements for academic title of “S.Pd.” (Bachelor of Arts) in English Language Education at the Department of English Education. Jakarta, 17 of June 2011 EXAMINATION COMMITTEE
CHAIRMAN
: Drs. Syauki, M.Pd
(
)
(
)
(
)
(
)
NIP. 196 412 121 991 031 002
SECRETARY
: Neneng Sunengsih, M.Pd. NIP. 197 306 251 999 032 001
EXAMINER
: 1. Drs. Syauki, M.Pd NIP. 196 412 121 991 031 002 2. Drs. Zaenal Arifin Toy, M.Sc NIP. 150 031 215
Acknowledge by Dean of Tarbiya and Teachers Training faculty
Prof. Dr. Dede Rosyada, MA NIP. 150 231 356
KEMENTERIAN AGAMA UIN JAKARTA FITK
No. Dokumen Tgl. Terbit No. Revisi: Hal
FORM (FR)
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
: : : :
FITK-FR-AKD-068 1 Maret 2011 02 1/1
SURAT PERNYATAAN KARYA SENDIRI Saya yang bertanda tangan di bawah ini Nama
: Latifah
Tempat, Tgl. Lahir
: Pematang Panjang, 05 Juli 1985
NIM
: 206014000145
Jurusan/Prodi
: Pendidikan Bahasa Inggris
Judul Skripsi
: Teaching The Present Continuous Tense Through AudioLingual Method (An Experimental study at the second grade of SMP-IT Al-Binaa Islamic Boarding School Bekasi)
Dosen Pembimbing
: Drs. Nasrun Mahmud, M. Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 01 Juni 2011 Mahasiswa Ybs,
Latifah NIM. 206014000145
ABSTRACT Latifah. Teaching The Present Continuous Tense through Audio-Lingual Method (ALM) (An experimental study at the second grade of female at SMP-IT Al-Binaa Islamic Boarding School Bekasi). Skripsi, Department of English Education, The faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic Jakarta 2011. Advisior: Drs. Nasrun Mahmud, M.Pd. Key words: The Present Continuous Tense, Audio-Lingual Method.
Based on the research at the second grade of female at SMP-IT Al-Binaa Islamic Boarding School Bekasi, the data is derived among from the test (pre-test and post-test). The methods of collecting data used in this research are pre-test and post-test. Pre-test was given before the writer began the teaching learning process in two classes and post-test was given after four times of meeting. Pre-test and post-test are similar in form.To analyze the data the writer used t-test. The writer compared the score between the experiment class and the control class. This method is useful to know whether there is a significant different between two variables. From this research, the writer found (from static calculation) that the value of the was 2.84 and the degree of freedom (df) was 31. In this research, the writer used the degree of significance 5%. It can be seen that the df 31 and degree of significance 5% = 1.07
i
ABSTRAK
Latifah. Pengajaran Present Continuous Tense melalui Audio-Lingual Method (ALM) (Studi eksperimental di kelas II SMP-IT Pondok Pesantren Al-Binaa Putri Bekasi). Skripsi, Departemen Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta 2011. Advisior: Drs.Nasrun Mahmud, M.Pd. Kata kunci: Present Continuous Tense, Audio-Lingual Metode, Pengajaran.
Berdasarkan penelitian di SMP-IT Pondok Pesantren Al-Binaa Putri Bekasi, Metode pengumpulan data yang digunakan dalam penelitian ini adalah pre-test dan post-test. Pre-test diberikan di dua kelas sebelum proses belajar mengajar dimulai dan post-tes diberikan setelah empat kali pertemuan. Pre-test dan post-test di berikan dalam bentuk yang sama. Untuk menganalisis data penulis menggunakan t-test. Penulis membandingkan nilai antara kelas eksperimen dan kelas kontrol. Metode ini berguna untuk mengetahui apakah ada perbedaan signifikan antara dua variabel. Dari penelitian ini, penulis menemukan (dari perhitungan statis) bahwa nilai adalah 2.84 dan derajat kebebasan (df) adalah 31. Dalam penelitian ini, penulis menggunakan tingkat signifikansi 5%. Hal ini dapat dilihat bahwa df 31 dan tingkat signifikansi 5% = 1.07
ii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent the Merciful All praise be to Allah, Lord of the world who has bestowed upon the writer in completing this skripsi. Peace and blessing be upon to our prophet Muhammad peace is upon him, his family, his companion, and his follower. The writer would like to say her great honor and deepest gratitude to her beloved parent Yansyah and Muhimah, her older brother M. Nur Muniri, her sister Husna, Masrurotul Faridah, Mariatus Sa’idah, and her brother Taufikur Rahman, especially to Syahifur Rahmat who always give their lover, support, motivation, and advice to finish her study. The writer also wants to say a lot of thanks to Mr. Nasrun Mahmud, M.Pd as the writer’s advisor for his time, guidance, kindness, contributions, and patience in correcting and helping her to finish this paper. The writer also realizes that she would never finish writing this paper without the help of some people around her. Therefore, she would like to give special gratitude to: 1. Prof. Dr. Dede Rosyada, the Dean of Tarbiya and Teacher’s Training 2. Drs. Syauki, M.Pd. the head of English Department 3. Neneng Sunengsih, M.Pd. the Secretary of English Department 4. All lectures in English Department for teaching precious knowledge, sharing philosophy of life and giving wonderful study experience. 5. Hasyim, S.Pd. the headmaster of female at Al-Binaa of Islamic Boarding School Bekasi who guided the writer to do the research. 6. Alfiah, S.Pd. the English teacher at the second grade of female at AlBinaa of Islamic Boarding School Bekasi who guided the writer to do the research.
iii
7. All of her friends at State Islamic University of Syarif Hidayatullah Jakarta especially year 2006 student at C class of English Department she thank for their nice friendship.
May Allah, the Almighty bless them all, so be it. Finally the writer admits that her writing is still far from being perfect, therefore, her hopes some suggestion and critics from the reader for this simple paper and it will have some value for her and a better thing in the future.
Jakarta, 23 may 2011
The writer
iv
LIST OF TABLES
Table 2.1
The Students’ Scores of Experiment Class …...............……..…. 32
Table 2.2
Interval of pre-test of the students of experiment class……….… 34
Table 2.3
Interval of pre-test of the students of the experiment class …..… 36
Table 2.4
The Students’ Scores of Control Class.…………...…………...... 37
Table 2.5
Interval of pre-test of the students of the control class ……..….. 39
Table 2.6
Interval of post-test of the students of the control class ……..…. 40
Table 2.7
The Result Calculation of the test both Experiment Class and control Class …………………...…………………….…………. 44
v
LIST OF APPENDICES
1. Appendix 1 ……………………………...……………………………… 53 2. Appendix 2 …………………………………………………………..…. 62 3. Appendix 3 …………………………………………………..…………. 69 4. Appendix 4 ……………………………………………………..………. 77 5. Appendix 5 ……………………………………………………..……..... 83 6. Appendix 6 …………………………………………………..…………. 86 7. Appendix 7 ……………………………………………………..………. 87
vi
TABLE OF CONTENTS
ABSTRACT IN ENGLISH……...…………………...……...……...…………... i ABSTRACT IN INDONESIA…………...……………………...……..……….. ii ACKNOWLEDGEMENT ……………..………….……………….………….. iii LIST OF TABLES ……………………...…………………………………….... v LIST OF APPENDICES ……………..………...……………………...……… vi TABLE OF CONTENTS …………...……………………………...............….. vi
CHAPTER I: INTRODUCTION A. The Background of the Study ….……………………….…..………….... 1 B. The Identification of the Problem ….……...…..………….………......…. 2 C. The Objective of the study ……………………………………...……….. 3 D. The Method of the Study ………………………………………………… 3 E. The Significance of Writing ………………………….……….……...….. 3
CHAPTER II: THEORETICAL FRAMEWORK A. General Concept of the Present Continuous Tense 1. Definition of Tense .……………..………………………………….... 5 2. Understanding the Present Continuous Tense ……..….…………..… 5 3. Form of the Present Continuous Tense ……………..……………...... 6
vii
4. Usage of the Present Continuous Tense ………………………..……. 9 B. General Concept of Audio-Lingual Method 1. Definition of Method ……………...…………….………..…..…….. 10 2. Understanding Audio-Lingual Method …………………………….. 11 3. Characteristics of Audio-Lingual Method …………...……………... 11 4. The Advantages and Disadvantages of Audio-Lingual Method ….... 12 5. Teaching the Present Continuous Tense Using Audio-Lingual Method ……………………………………………...…….…..……. 13 C. General Concept of Grammar-Translation Method 1. Understanding Grammar Translation Method ……………..….…...….. 16 2. Characteristics of Grammar Translation Method …………….…..…..... 17 3. Advantages and Disadvantages of Grammar Translation Method .......... 19 4. Teaching Procedure of Grammar Translation Method ……………..….. 19
CHAPTER III: THE PROFILE OF AL-BINAA ISLAMIC BOARDING SCHOOL BEKASI A. Short History of Al-Binaa, Bekasi ………..…………..…..………….… 21 B. Vision and Missions ……………………………………….……….…... 23 C. Goals ………………………………………………………..……..…… 24 D. Facilities …………………………………………………………....…... 25 E. Teachers and Staffs ……………………………………...……………... 26
viii
F. Curriculum …………………………………………………………….. 26 G. Extracurricular ………………………………………………...….……. 27 H. Academic Achievement ……………………………………….……...... 27 I. The English Activities …………………………………..…….…….….. 27
CHAPTER IV: RESEARCH METHODOLOGY AND FINDING A. Research Methodology 1. Objective of the Research ……….…………………………..…….... 28 2. Place and Time ……………………………………………..………. 28 3. Method of Study ……………………..…………..……….….….…. 28 4. Population and Sample ……………………………………...…..…. 28 5. Technique of Data Collecting ……………………..……...………… 29 6. Technique of Data Analyzing ……………..………………...……… 29 B. Research Finding 1. Description of Data ……………………………..…….…….……… 31 2. The Analysis of Data …………………………………....….………. 43 3. The Testing of Hypothesis …………………………………………. 48 4. Data interpretation ………………………………………..………… 49
ix
CHAPTER V: CONCLUSION AND SUGGESTION Conclusion ……………………………………………..…………….………..... 50 Suggestion …………………………………………………………..…..……… 50 BIBLIOGRAPHY …………………………..………..…………………....….. 51 APPENDICES ………………………………………..……………………….. 52
x
1
CHAPTER I INTRODUCTION
A. The Background of the Study Teaching learning process of English cannot be separated from the curriculum or syllabus and textbooks teachers use. It is influenced by a view to the language that affects the method and technique of teaching. According to Mackey, “differences in ideas on language learning affect both the method the teaching of it.”1 Learn English grammar is important because it is the key for us to communicate with the other person especially with foreign people because English is foreign language for us actually for student who is the new in learn of it. As Penny Ur said that, worth nothing here that if communication practice is one of the most important components of the language learning/teaching process; it is also one of the most problematical.2 To make teaching learning process run well, the writer wants to propose an alternative other than teachers centered approach or others, that is the one which commonly known as “Audio-Lingual Method”. The objective of this method is for students to attain conversational proficiency in a variety of foreign languages.3 Learning English means that we learn not only the four basic skills are: listening, speaking, reading, and writing in order to speak and write English correctly. One of the language components is grammar. The students who study English need to learn grammar so that they can use English well. 1
William Frances Mackey, Language Teaching Analysis, (London Indiana University Press, 1967), p. xi 2 Penny Ur, Discussions that Work, task-centered fluency practice (Cambridge: Cambridge University Press, 1981). p. 2 3 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching a description and analysis, (Cambridge: London Cambridge University Press, 1986 ), p. 44
1
2
Grammar, after all, is a description of the regularities in a language and knowledge of these regularities provides the learner with the means to generate a potentially numerous number of original sentences. Grammar is a kind of “Sentence-making machine”. It follows that the teaching of grammar offers the learner the means for potentially limitless linguistics creativity.4 When students learn language, they need to learn grammar. Eventthought, “The place of grammar in the teaching of foreign language is controversial. Grammar may be rough defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning.5 The knowledge of grammar is one of the important factors that student should master, in order to be able to listen, speak, read, and write correctly. Grammar needed to have a mastery of four basic language skills. It is concerned with Patricia Osborn said that “understanding grammar can put you more in control of your language and help you become effective when you speak, write, and even read. The communication needs of our students may require that their language conform more closely to the rules of English grammar used by native speaker6. Based on these statements above, we can say that grammar is very important to teach and to know; in order to easier understanding of meaning if we talk with other person or if we are communicate also in comprehending the reading text or writing.
B. The Identification of the Problem To avoid misunderstanding and to clarify the problem, it is necessary to make the identification of the problem. The writer will focus on Teaching 4
Sent Thornbury. How to Teach Grammar (Edinburg : Longman, 1999). P. 15 Penny Ur, Grammar Practice Activities, A practical guide for teachers (Cambridge University Press, 1992). p. 4 5
6
Marianne Celce-Murcia and Sharon Hilles, Techniques and Teaching Grammar (Oxford University Press, 1988). p. 17
Resources in
3
Present Continuous Tense using Audio-Lingual Method compare to Grammar-Translation Method at the second grade students of female of SMP-IT Al-Binaa Islamic Boarding School Bekasi. The identification of the problem is which are more effectives Teaching the Present Continuous Tense through Audio-Lingual Method or Teaching the Present Continuous Tense through Grammar Translation Method?
C. The Objective of the Study The writer would like to know of this study are: 1. The result of Teaching the Present Continuous Tense through AudioLingual Method 2. The result of Teaching the Present Continuous Tense through Grammar-Translation Method 3. Which are more effectives Teaching the Present Continuous Tense through Audio-Lingual Method or Grammar Translation Method?
D. The Method of the Study The method of this research is an experimental study. The writer carried out the experimental research at the second grade of female of SMP-IT Al-Binaa Islamic Boarding School Bekasi. To find out the result, the writer gives the pre-test before the teaching learning process and gives post-test after it was finished.
E. The Significance of Study To make this paper systematically written, the writer divides into four chapters, as follows: Chapter One explain the introduction, consisting of the background of the study, the identification of the problem, the objective of the study, the method of the study and the organization of writing.
4
Chapter Two is about theoretical framework, general concept of the present continuous tense, including definition of tense, understanding of present continuous tense, form of the present continuous tense and usage of the present continuous tense. So, general concept of audio-lingual method, including definition of method, understanding audio-lingual method, characteristics of audio-lingual method, advantages and disadvantages of audio-lingual method, and teaching the present continuous tense through audio-lingual method.
And then, general
concept of grammar translation method, consist understanding grammartranslation method, characteristics of grammar-translation method, advantages and disadvantages of grammar-translation method and teaching procedure of grammar translation method. Chapter Three is about the profile of Al-Binaa Islamic boarding school Bekasi, short history of Al-Binaa Bekasi, Vision and mission, goals, facilities, teacher and staffs, curriculum extracurricular, academic achievement and the English activities. Chapter Four is dividing into two subchapters the first chapter is research methodology and finding, in which the writer discusses the objective of the research, place and time, method of study, population and sample, technique of data collecting and technique of data analyzing. The second is research finding, including description of data, the analysis of data, the testing of hypotheses and data interpretation. Chapter Five is about conclusion and suggestion. It is a core review of previous discussion in this paper and suggestions that might be useful for teachers, students and reader in general. The writer also encloses appendixes and bibliography completing her research paper.
5
CHAPTER II THEORETICAL FRAMEWORK
A. General Concept of the Present Continuous Tense 1.
Definition of Tense Tense is different forms, which a verb assumes to indicate the time of action or state. According to A.S. Hornby “Tense is verb forms that shows time; the present/past”. Etc.1 Meanwhile, Betty Schrampfer Azar said “the tenses say that an action begins before, is I progress durng, and continues after another time or action.2 From the definition above the writer conclude that tense is a verb that could be change agreed with the time that is show. There are many kinds of tense in grammar; one of them is the Present Continuous Tense that will be discussed in this paper.
2.
Understanding the Present Continuous Tense The Present continuous is also known as the Present Progressive Tense.3 As Jeremy Harmer said “Continuous verb (also called progressive) are formed by adding „-ing‟ to the base form and using it with the verb „to be‟, e.g. „She is writing a letter‟.4 The continuous forms represent action or events, or series of action or events, viewed at some point between their beginning and end. They imply that an action or series of action has already begun but is not yet
1
A.S. Hornby, Oxford advance Learner’s Dictionary of Current English, (Oxford: Oxford University Press, 1987), p. 891 2
Betty Schrampfer Azar, Understanding and Using English Grammar Second Edition, (London, Prentice-Hall, Inc. 1989), p. 3 3
Michael Swan, Practical English Usage, (Oxford: ELBS/Oxford university Press, 1987), p. 500 4 Jeremy Harmer, How to Teach English, (Pearson Education Limited, 2005), p.40
5
6
completed. At the same time, they indicate that the duration of the action or series of action is limited.5 From the definition above indeed the present continuous tense is the same form of the progressive tense which is its use applying for to be +verb +ing form and the period of time is limited.
3. Form of the Present Continuous Tense According to A. J. Thomson and A. V. Martinet the present continuous tense is formed with the auxiliary verb be + the present participle: 6 which are consist of four form, they are:
a. Affirmative statement We form the affirmative statement by using this formula Subject + TO BE (am, are, is) + Present Participle (ing, form) + Object
For example: Subject
To be
Present Participle
Object
I
am
reading
a book
You
are
reading
a book
She/he/It
is
reading
a book
We/They
are
reading
a book
5
B.D. Graver, Advanced English Practical Second Edition, (Oxford: Oxford University Press. 1997), p. 56. 6 A. J. Thomson and A. V. Martinet. A Practical English Grammar Fourth Edition, (New York: Oxford University Press, 1986), p. 153
7
b. Negative statement To make negative statement, we put not after the auxiliary be7: Subject + TO BE (am, are, is) + Not + PRESENT PARTICIPLE (Ing-Form) + Object
For example: Subject
To be
Not
Present Participle
Object
I
am
not
reading
a book
You
are
not
reading
a book
She/he/It
is
not
reading
a book
We/They
are
not
reading
a book
c. Interrogative To make an interrogative statement, we put the form of be before the subject TO BE (am, are, is) + PRESENT PARTICIPLE (Ing-Form) + Object +?
For example: To be
Subject
Present Participle
Object
Am
I
reading
a book?
Are
You
reading
a book?
Is
She/he/It
reading
a book?
Are
We/They reading
a book?
7
Raymon Murphy, Essential Grammar in Use, Cambridge: Cambridge University Press, 2007), p. 16
8
d. Negative Interrogative To make negative interrogative statement we put contractive form of be + not before the subject8: Contractive form of BE (am, are, is) Not + SUBJECT + PRESENT PARTICIPLE (ing-form) + Object + ?
For example: Contractive
Subject
form of be + not
Present
Object
Participle
Aren‟t
I
reading
a book?
Aren‟t
You
reading
a book?
Isn‟t
He/she/it
reading
a book?
Something that must written concerning with form of the present continuous tense is the process of making the infinitive into ing-form. Because each verb has different form, so there are different ways to form it. Here the writer try to explain are some ways to spell the present participle. 1. A final e that is not pronounced is dropped Drive
driving
Make
making
Write
writing
However, a final ee is retain Agree
agreeing
See
seeing
2. A final consonant letter (except h, w, x, y), preceded by a single vowel letter, is doubled in words of one syllable. Get
getting
Shop
shopping
Run
running
8
P. 153
A. J. Thomson and A. V. Martinet. A Practical English Grammar: fourth edition.
9
But fix (end in x)
fixing
Sleep (two vowel letters before consonant) sleeping 3. A final consonant letter (except h, w, x, y), preceded by single vowel letter, is double in words accented on the last syllable Swim
swimming
Sit
sitting
4. A few verbs end in ie. The ie in some vocabularies of these verbs chargers to y when the ing ending is added
4.
Die
dying
Lie
lying
Usage of the Present Continuous Tense The present continuous tense is use to: Express an action in progress now.9
a.
For example: I am working b.
Express the beginning, progression or end of an action. For Example: It is beginning to summer My black bag is becoming broke Express the happening at this moment10
c.
For Example: It‟s raining It‟s cool The present continuous tense is also use: d. The talk about something that is happening at or around the time of speaking: Where is Mega? „She is sleeping in the room‟ 9
Patricia K. Werner, John P. Nelson and Marilynn Spaventa, A Communicative Grammar (New York: The McGraw-Hill Companies, Inc 1997) p. 39 10 Murkanto and his friends, EOS English on Sky for Junior High School Students Year VIII ( Jakarta: Erlangga 2006), p. 14
10
e. For a definite arrangement in the near future (and is the most usual way of expressing one‟s immediate plans): For example: A: Are you doing anything tonight? B: Yes, I‟m going to my judo class and (I‟m) meeting my brother afterwards, etc. Note that the time of the action must be mentioned, as otherwise, there might be confusing between present and future meanings go and come however, can be used in thus way without a time expression11
B. General Concept of Audio-Lingual Method 1. Definition of Method Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which based upon, the selected approach.12 According to B. Kumaravadivelu (San Jose State University) “Method is central to any language teaching enterprise.13 Another meaning said that method is the practical realization of an approach. The originators of method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organization.14. From the definition above the writer comes to an assumption that a method is procedural plan that used in the classroom. There are many methods that can be actualized in the teaching learning process but to 11
A. J. Thomson and A. V. Martinet. A Practical English Grammar: (London: Oxford University Press, 1976), fourth edition. p. 155 12 Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching, (Cambridge: London Cambridge University Press, 1986), p. 15 13 B. Kumaravadivelu (San Jose State University), Understanding Language Teaching, (New York: Routledge, 2009), p. 83 14 Jeremy Harmer, The Practice of English Language Teaching. fourth edition (Cambridge UK: Pearson Longman, 2007), p. 25
11
make teaching learning run well, teachers have to choose which method is regarded as the best. In this paper the writer would like to discuss one of those methods that are audio-lingual method. 2. Understanding Audio-Lingual Method The audio-Lingual method of teaching English as a second language had its origins during World War II when it becomes know as the Army method. It was develop as a reaction to the grammar-translation method of teaching foreign languages. Grammar-translation had been use to teach for thousand of year. However, the method was perceived as taking too long for learners to be able to speak in the target language. The AudioLingual method set out achieves quick communicative competence through innovative methods. From about, 1947-1967 the Audio-Lingual Approach was the dominant foreign language teaching method in the United States. The US military provided the impetus with funding for special, intensive language courses that focused on aural/oral skills; these courses came to be known as the Army Specialized Training program (ASTP) or, more colloquially, the “Army Method”. 3. Characteristics of Audio-Lingual Method The characteristics of the ALM may be summed up in the following list (adapted from Prator and Cecle-Muria 1979): a. New material is presented in dialogue form. b.There is a dependence on mimicry, memorization of set phrases, and over-learning. c. Structures are sequenced by means of contrastive analysis and taught one at a time. d.Structural patterns are taught using repetitive drills. e. There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than by deductive explanation. f. Vocabulary is strictly limited and learned in context. g. Great importance is attached to pronunciation.
12
h. Very little use of the mother tongue by teachers is permitted. i. Successful responses are immediately reinforced. j. There is a great effort to get students to produce error-free utterances. k. There is a tendency to manipulate language and disregard content.15 Another opinion about the characteristics of audio-lingual method come from H.H. Stern those are: a. Separation of the skills-listening, speaking, reading, and writing-and the primacy of the audio-lingual over the graphic skill b. The use of the dialogues as the chief means of presenting the language c. Emphasis on certain practice techniques, mimicry , memorization, and pattern drills d. The use of the language laboratory e. Establishing a linguistic and psychological theory as a basis for the language laboratory.
4. The Advantages and Disadvantages of Audio-Lingual Method The writer concludes the advantage and the disadvantage of audiolingual method from the book of Jack C. Richard and Theodore S. Rodgers by title “Approaches and Method in Language Teaching, a description and analysis”.16
a. The Advantages of Audio-Lingual Method The Audio-Lingual method has many advantages as explain below: 1) Students are able to make sentence pattern, which have been drilled 2) Students have good pronunciation because informant method it use a native speaker.
15
H. Douglas Brown, Teaching by Principles, (New York: longman, 2001), p. 23 16 Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching,1986, p. 44-63
13
3) It makes the students to have a good comprehension in listening.
b. The Disvantages of Audio-Lingual Method Beside have many advantages; the Audio-lingual method also has many Disvantages like explain below: 1) Students do not always understand the meaning of words that they are repeating 2) Studying using audio-lingual procedures is boring and unsatisfying 3) The students are not really active because it is a teacherdominate method
5. Teaching the Present Continuous Tense through Audio-Lingual Method This procedure of using audio-lingual method is taking from the book of “Techniques and Principles in Language Teaching” written by Diane Larsen-Freeman p. 35-40 Before the teacher teaches the material, she introduces the method that will be use in the classroom then motivates the students. The firs part of the instructions is the teacher gives a new dialogue and students are expect to memorize the dialogue the teacher introduces. Sometime she uses action to convey meaning, but no one word of the student‟s native language is uttering. After she acts out the dialogue, she says. “Ok, class. I am going to repeat the dialogue now. Listen carefully and no talking please”. “Two people are walking along the said walk in town. They know each other, and as they meet, they stop to talk. One of them is name Sally and the other one is name Bill. I will talk for Sally and for Bill. Listen to their conversation:
14
Sally : Good morning, Bill. Bill
: Good morning, Sally.
Sally : How are you? Bill
: Fine, thanks‟ and you?
Sally : Fine. Where are you going? Bill
: I‟m going to the post office.
Sally : I am too. Shall we go together? Bill
: Sure. Let‟s go.
“Listen one more time. This time try to understand all that I am saying.” Now she has the whole class repeat each of the lines of the dialog after her model. They repeat each line several times before moving on to the next line. When the class comes to the line, I‟m going to the post office,” they stumble a bit in their repetition. The teacher, at this point, stops the repetition and uses a backward build-up drill (expansiondrill). The teacher starts with the need of the sentence and has the class repeat just the last word. Since they can do this, the teacher adds a few more words, and the class repeats this expanded phrase until the entire sentence is being repeating. After the students have repeated the dialogue several times, the teacher gives them a chance to adopt the role of Bill while she says Sally‟s lines. Next the class and the teacher switch the roles in order to practice a little more. Then the teacher divides the class in hall so that each half gets to try to say on their own either Bill‟s or Sally‟s lines. To further, practice the lines of this dialogue. The teacher has all the boys in the class take Bill‟s part and all the girls take Sally. Finally, the teacher selects two students to perform the entire dialogue for the rest of the class. The teacher moves next to the second major phrase of the lesson. She continues to a single-slot substitution drill. The teacher begins by reciting a line from the dialogue, “I am going to the post office” following this she
15
shows the students a picture of a house and says the phrase, “The bank.” She pauses, and then she says, “I am going to the bank”. From her example the students realize that they are supposed to take the cue phrase (the bank), which the teacher supplies, and put its proper place in the sentence. Now she gives them their first cue phrase, “the drugstore”. Together the students respond, “I am going to the drugstore.” The teacher smiles, “Very good!” She exclaim. The teacher cues, “The park.” The students chorus, “I am going to the park.” Each cue is accompanying by a picture as before. After the students have gone through the drill sequence three times, the teacher no longer provides a spoken cue phrase. Finally, the teacher increases the complexity of the task by leading the students in a multiple-slot substitution drill. The teachers in this class start by having the students repeat the original sentence from the dialogue. “I am going to the post office” then she gives the cue “she”. The student‟s understand and produce, “she is going to the post office.” The next cue the teacher offers is “to the park”. The students hesitate at first; then they respond by correctly producing. “She is going to the park.” She continues in this manner. Sometimes providing a subject pronoun other times naming a location. The substitution drills are following by a transformation drill. This type of drill asks students to change one type of sentence into another-an affirmative sentence into negative or into an interrogative. For example, “I say. She is painting a car.” You make a question by saying. ”Is she painting a car”. The teacher models two more examples of this transformation, and then asks, “Does everyone understand?” OK, let us begin. “They are going to the bank.” The class replies in turn “Are they going to the bank?” They transform approximately fifteen of these patterns, and then the teacher decides they are ready to move on to a question and answer drill.
16
After that, the teacher asks the students to change the sentence into negative form, interrogative, and negative interrogative with the same way. For the final few minutes of the class, the teacher returns to the dialogue with which she began the lesson. She repeat once, and then has the half of the class to their left do Bill‟s lines and the half of the class to her right do Sally‟s. This time there is no hesitation at all. The students move through the dialogue briskly. They trade roles and do the same. The teacher smiles, “Very good. Class finished”.
C. General Concept of Grammar-Translation method 1. Understanding Grammar Translation Method The Grammar-translation method (which was first name as such in Germany in the 1780s) introduced the idea of presenting students with short grammar rules and word lists, and then translation exercises in which they had make use of the same rules and words. Grammar-translation still has relevance today, though it is not practices as a method in the same way. But most language learners translate in their heads at various stages anyway, and we can learn a lot about a foreign language by comparing parts of it with parts of our own.17 The important goal of GTM is the student to be able to translate each language to the other because the fundamental purpose of learning a foreign language is to be able to read its literature. The primary skills to be developing are reading and writing. To do this, students need to learn about the grammar rules and vocabulary of the target language. The teacher has big rule. He or she is the authority in the classroom. Meanwhile the students do as he says so they can learn what he knows.18
17
Jeremy Harmer, How to Teach English, 2005, p. 30 Diana Larsen and Freeman, Technique and principles in Language Teaching second edition (Oxford: Oxford University Press, 2002), p. 11 18
17
In most GTM syllabus was follow for the sequencing of grammar points throughout texts, and there was an attempt to teach grammar in an organized and systematic way. In a typical GTM text, the grammar rules are present and illustrate , a list of vocabulary items are present with their translation equivalents, and translation exercises are prescribed.19 2. Characteristic of Grammar Translation Method Grammar-translation method has many characteristic but the principal characteristics were these: 1) The goal of foreign language study is to learn a language in order to read as literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. 2) Reading and writing are the major focus; little or no systematic attention is pay to speaking or listening. 3) Vocabulary selection is based solely on the reading texts used, and words are taught trough bilingual word list, dictionary study, and memorization. 4) The sentence is the basic unit of teaching and language practice. 5) Accuracy is emphasized 6) Little or no attention is given to pronunciation.20 7) Grammar is taught deductively 8) The student‟s native language is the medium of instruction.21 Formula on the white board and explains about the use of to be according to each subject. T : For example “I am eating”, Rani sleeping”. T : So, what is the continuous tense of “Syahif sits on the table”? ST : Syahif sitting on the table. 19
Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching, 1986, p. 53 20 Ag. Bambang Setiyadi, Teaching English as a Foreign Language (Yogyakarta: Graha Ilmu, 2006). p. 36 21 Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching, 1986, p. 34
18
T : good T : It is used to expresses an action that is happening right now, to express the beginning, progression or end of an action etc. For example:
Finish?
Now
Start
T : For example „You are sitting now‟ and „it is beginning to rain‟
P In ss ge ro
T : After the teacher explains the rules, she then draws the illustration about present continuous tense.22 T : the expresses n activity that is progress at the moment of speaking. We are at this point the time (now), but the activity began in the recent past, and will probably end at some point in the future.23 After reading over the rule and the examples, the students are asked to put the correct to be and to make the present participle from the words given in order to make a good sentence in continuous form. They do the first two together. 1. Maria ___ _______ apple right now(eat) 2. Taupik ___ ______ on the street (walk)
22
Betty Scrampfer Azar, Undrstanding and Using English Grammar 2 nd Ed, (New Jersey: Prentice Hall Regents. 1989), p. 11 23 Scott Thornbury, How to Teach Grammar, (Edinburg: Longman, 1999). p. 33
19
When the students are finished with this exercise, they read their answers aloud. After that, the teacher gives some exercises to the students related. 3. Advantages and Disvantages of Grammar Translation Method As the other method, grammar translation method has also many advantages and disadvantages those are as follow:
a) The Advantages of Grammar-Translation Method Number features of the Grammar-translation method are worth commenting on. 1. Language was treating at the level of the sentence only, with little study, certainly at the earlier stages, of longer texts. 2. There was little if any consideration of the spoken language. 3. Accuracy was considered to be a necessity. b) The Disadvantages Grammar-Translation Method 1. Since classes were taught in the students‟ mother tongue, there was little opportunity for them to practice the target language. 2. Little attention was given to speaking, including pronunciation 3. The practice sentences were usually highly contrived and texts that were treated solely as vehicles for grammar presentation.24 4. Teaching Procedure of Grammar Translation Method Typically, a grammar-translation started with an explanation (usually in the learner‟s mother tongue) of a grammar point. The procedure of teaching the present continuous tense using Grammar-translation Method is as follow: a. Set introduction - Teacher greets the students - Teacher does socializing e.g. asking their health condition - Teacher reviews last chapter by asking some questions to several students. 24
Scott Thornbury, How to Teach Grammar., P. 30-31
20
- Teacher states the aim of the lesson and importance b. Presentation stage - Teacher explain the students about the rules and patterns of Present Continuous Tense - Teacher writes the patterns and some sentences as examples of the use of Present Continuous Tense on the broad. - Teacher gives the student time to ask question if they do not understand. - Teacher allows the students to write what she writes on the board on their notebooks. c. Practice stage - Excise 1 a. Teacher writes 10 verbs in the Present continuous Tense on the board. b. Teacher explains the students how to do exercise 1 c. Students do exercise 1 - Teacher directs feedback for exercise 1 Firs the teacher greets the students and tells them that today they are going to study about the present continuous tense and she explain it to them here the teacher are written with the letter (T) and students with the letter (ST) - T : the Present Continuous tense is formed with the auxiliary verb be (is, am, are) plus the present participle she then writes to the present continuous tense. At the end of the lesson the teacher ask the students to do the remaining exercises in the lesson that include practice with to be and form of present participle for the next lesson.
21
CHAPTER III THE PROFILE OF AL-BINAA ISLAMIC BOARDING SCHOOL BEKASI A. Short History of Al-Binaa, Bekasi Among the education programs proposed by AL BINAA in the plan is to build long term working with the Institute of Education Boarding system, which is better known in Indonesia with a boarding school. It is intended to look at various phenomena of education and propaganda in Indonesia that is still considered very low when viewed from various dimensions. Starting from the government played such a weak position in the field of education so that education spending is extremely out of proportion and does not get better. Output of education to these moments still feel his touch, as a user community will level qualified graduates. The phenomenon of morality and norms of society from all kinds of layers which progressively decreases and tends to ignore the values of faith and even the value of decency that had been closely held by the Indonesian community. Not to mention the invasion of imported cultures that ignores Islamic values even as more and more real-time invited to the various deviations morals, morality, doctrinal camps and apostasy. YBU see that education is one correct solution as long-term reform efforts in shaping the community with excellence in the field of general science in order to express intellectually intelligent man who also excelled in religious knowledge (syar'i) so intelligent thought, principles and personality. Which, when abbreviated in a language that is easy to become a person who acknowledge the oneness of good appropriately and correctly according to the Qur'an and as-Sunnah. If it becomes an intellectual arrogance, and will not violate the order of Allah and His Rasul If so scholars would not dare to change laws and ordinances of Allah and His Rasul. The point will be born persons with a principle as a 21
22
person who merely fear only to Allah subahabhu wa ta'ala only. Therefore, from the very beginning of establishment YBU, priority boarding school almost becomes the discourse in every meeting, gathering and discussion of management YBU. Even the establishment of boarding schools donated land acquisition committee has indicated to the seriousness of the entire board in YBU. The search for land that is considered strategic were soon started and tireless efforts this week is done not only once but sometimes two to three days in a week when there are many among the managers that have a myriad of busyness. In addition, thank God at the end of the year 1424 H we have had the tools adequate educational institution belonging to a party even people who have visited as an exclusive and luxurious boarding school. Spread over the land area of sixty thousand square meters (6 hectares) and has established a very permanent buildings thereon. Starting from donated Mr. H. Muhammad Yasin, one of the community leaders Bekasi donate something noble heart with the land area of six hectares and then added twelve acres of land and all are donated YBU him to become an area of 20 ha. All the land has been transferred in donated certificate in lieu of law in accordance with applicable legislation. Thus, the party organizer Foundation Binaa'ul Ukhuwwah as educational institutions, issued a decision regarding the establishment of the Islamic Education Institute under the name AL- BINAA ISLAMIC BOARDING SCHOOL that was inaugurated by Vice-president Mr DR. H. Hamzah Haz on 5 Jumada al-Ula 1425 H coincides with the 23 June 2004 M, which has the motto:
"Fostering the Faith, Knowledge and Virtue"
The naming of the Pesantren Albinaa relevant to two causes: First:
Because of this institution was founded by the Foundation Binaa'ul Ukhuwwah the Al-Binaa stands YBU
23
Second:
Related to the functions of the institution of Al-Binaa, which means fostering, and building Of course, that is nurtured and built the Islamic faith and students in general science.
Why Al-Binaa must be 'Ma'had' or 'boarding'? and why the start of the junior high school? The answer why should 'Ma'had' or boarding because: -
Two learning curriculum cannot be effective without boarding
-
Learning to rely on the system just froze less trained classically trained forged the soul of independence and socialization
-
Balancing freedom of the soul searching identity in junior-senior high school students with an introduction and a good understanding of Islamic values faith, morality and worship. It was adopted in real terms which is difficult if not wearing boarding system
B. Vision and Mission 1. Vision Albinaa Towards the next good Generation in base to acknowledge the oneness of God 2. Missions Albinaa
Making Al-Binaa as agate of faith and intellectual
Making Al-Binaa as a successor and interpreter of Islamic values
Making Al-Binaa as an educational institution that maintains the value of Islam based on Qur'an and Sunnah.
Making Al-Binaa as, professional institutions of Islamic education that focuses on coaching faith, morality and worship in accordance with the sunnah of the Prophet.
24
C. Goals Is a continuous program with a level of 6-year time interval was three years junior high school and three years and is expected to cultivate ALBINAA purposes, namely: ● The realization of the Islamic educational institution, which is based on Qur'an and Sunnah ● cultivated the activity and educational activities in a planned, systematic and continuous for the birth of a righteous son and heir to the prophet and scholar godly ● Fostering learners in order to always delive value and every activity of the Faith, istiqomah in truth, love and discipline in worship, sincere and always grateful, has fighting spirit and high creative ability, innovative, critical and full of initiative. AL BINAA curriculum has two weights, ie, junior-senior high school curricula (SBC Systems) with AL BINAA Ma'had curriculum for the Study of Islamic Sciences as described above. Is a continuous program with a level of 6-year time interval was 3 years, 3 years junior high, and high school graduates who are expected to be born: ● Believed correct and god character above the Qur'an and Sunnah. ● Having the spirit of Islamic scholarship and a high, sincere, qona'ah (simple) and high creativity. ● Has the potential degree of good academic achievement and thus acceptable quality in different universities both within and outside the country (>90%). ● Have basic skills in leadership and management in the face and overcome the challenges of the future. ● Maintaining the values of Islamization in the environment and the intertwining AL BINAA ukhuwwah campus residents in the neighborhood of Al Binaa.
25
AL BINAA curriculum has two weights, ie, junior-senior high school curricula (SBC Systems) with AL BINAA Ma'had curriculum for the Study of Islamic Sciences as describe above.
D. Facilities To accelerate the educational processing Albinaa has enough facilities for the students are:
Field Main Basketball and Futsal
Radio studios, where the students also had the opportunity to learn in the field of broadcast
Sewing room for the students princess
Chemistry Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum
Library with reference books selection
Biology Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum
Physics Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum
Computer Lab with the number one child one computer, using highend hardware, and security protection is a complex and flexible so that children can absorb a concentration in science
Modern language laboratory
Central Administrative Office
Mosque with a capacity of 1800 people Labor Educator
26
AL BINAA Islamic Boarding School is supported by educational staff consists of:
The professional educator
Strata higher education
Dedicated to the world of higher education
Good character
Nice to interact with learners
Capable in developing active learning methods
Qualification in accordance with their field of knowledge
E. Teachers and Staffs 1. 7 teacher with S1 degree from Mesir background and 12 teacher with S1 degree from Indonesia background 2. 1 person staff 3. 5 person coaches boarding 4. 3 person security and 5. 1 person librarian
F. Curriculum Core Program and Curriculum Featured Schools Program
Tahfidl al-Qur'an: Memorize the Holy Qur'an in the first semester of 2 (two) Juz
Tahfidz Al Hadith: Book of Hadith Al Lu'lu 'wal-Marjan which contains two thousand more hadith
Read and discuss the books
Hifdhul mutun, speech
Talent Distribution Program Interests
27
Potential of individual - private lessons
Jam'iyyah / study club (Hadith, Arabic and English)
Program Arabic and English
G. Extracurricular Al-Binaa holds some extracurricular especially in sport, art, life skill and Islamic teaching, for example: 1. Sport
:
futsal, basket ball, volleyball, soccer, etc.
2. Art
:
calligraphy, journalism and reading holly Qur’an.
3. Life skills
:
language, technology computer, BSMR, Scouting and speech.
4. Islamic teaching :
praying and attitude.
H. Academic Achievement 1.
Winner of futsal among junior high school after Year 2009 Pebayuran District.
2. Junior Futsal Competition among participants after the island of Java in the City of Tasikmalaya Year 2009 3. Student Sports Week participants Kab. Bekasi Year 2008 4. Winner School District Sports Week. Bekasi Year 2008 5. Student participants Provincial Sports Week 2008
I. The English Activities Usually for the activities in education, the teacher is used English language also outside class; because this school in a day is using two languages are Arabic language and English language.
28
CHAPTER IV RESEARCH METHODOLOGY AND FINDING
A. Research Methodology 1. Objective of the Research The objective of the research is to find the empirical evidence whether or not there is significant different between students’ score in teaching the present continuous tense through audio-lingual method and teaching the present continuous tense through grammar translation method 2. Place and Time The research took place at Al-Bina Islamic Boarding School, which is located at Jl. Raya Pebayuran Kertasari Pebayuran Bekasi 17710, It’s for a month on 08 of March to 29th of April 2011. 3. Method of Study The method of this study is experimental study. The writer uses the second grade of female of students Al-Binaa of Islamic Boarding School, Bekasi as an object of this study. This object would be taught by using two methods. For experiment class is through ALM, and control class is through GTM. 4.
Population and Sample The writer did the experiment at the second grade at Al- Binaa of Islamic Boarding School Bekasi that involved the process of teaching the present continuous tense through Audio-Lingual Method. The totality numbers of the population were 45 students from two classes. But the writer did not take the totality numbers of the population 28
29
as a sample because at that time there are some students was sick. That was taken from the class of VIII-G and VIII-H, the VIII-G which is employed 17 students as the control class and VIII-H which is employed 16 students as the experiment class. The sample is taken by using saturated sampling. 5. Technique of Data Collecting The technique of collecting data used in this research is: Test, the writer gave the students two test namely pre-test and post-test. Pre-test was given before she began the teaching learning process in two classes. And the total numbers of the test are 20, which is the pre-test is similar in form to post-test that was given after two times of the instruction. 6. Technique of Data Analyzing To find out the differences of students’ score in using the difference of students score in using Audio-Lingual Method and Grammar Translation Method in teaching the Present Continuous Tense the writer used pre – test and post – test. After getting the data from the observation, pre – test and post – test, they are analyzed and processed by the formula of t-test which was used in this research with the significance degree 5%1. The formula is:
t= Means that: :
Mean of the Difference of Experiment Class
:
Mean of the Difference of Control Class :
1
Standard Error of Experiment Class
Anas Sudijiono, Pengantar Statistik Pendidikan (Jakarta: PT Raja Grafindo Persada, 2005), p. 347
30
:
Standard Error of Control Class
The procedures of the calculation were as follows. a. Determining Mean of Variable X, with formula:
= b. Determining Mean of Variable Y, with formula:
= c. Determining Standard of Deviation Score of Variable X, with formula:
d. Determining Standard Deviation score of Variable Y, with formula:
= e. Determining Standard Error of Mean of Variable X, with formula:
= f. Determining Standard Error of Mean of Variable Y, wit formula:
= g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:
SEM1−M2 =
SEM1 2 + SEM2 2
31
h. Determining
with formula:
= i. Determining t-table in significance level 5% with degree of freedom (df): Df = (N1 + N2) – 2 Variable X
: Experiment Class (Teaching the Present Continuous Tense through ALM)
Variable Y
: Controlled Class (Teaching the Present Continuous Tense through GTM)
j. The Hypotheses The statistic hypothesis stated: Null Hypothesis (Ho): There is no effectiveness between teaching the present continuous tense through Audio-Lingual Method (ALM) and Grammar Translation Method (GTM) for the second grade at Al-Binaa of Islamic Boarding School Bekasi. Alternative Hypothesis (Ha): there is effectiveness between teaching the present continuous tense through Audio-Lingual Method (ALM) and Grammar Translation Method (GTM) for the second grade at Al-Binaa of Islamic Boarding School Bekasi.
B. Research Finding 1. Description of Data As mention before, the writer took the experiment. She got the data from pre-test and post-test of teaching the present continuous tense observation.
32
In this part, the writer gives the report concerning the data description according to pre-test and post-test from experiment and control class. The writer explains their scores, as follows: Table 2.1 The Students’ Scores of Experiment Class (VIII. G) Students
Pre-Test
Post-Test
Gained Scores
1.
68
96
28
2.
81
84
3
3.
93
93
0
4.
85
96
11
5.
100
97
-3
6.
68
74
6
7.
85
85
0
8.
80
96
16
9.
54
79
25
10.
62
89
27
11.
80
82
2
12.
66
93
27
13.
89
97
8
14.
81
93
12
15.
85
93
8
16.
89
85
-4
17.
79
81
2
N
1345
1513
168
(N1)
33
Statistical Data of Pre-test of experiment class Frequency Distribution High Score (H) and Lowest Score (L) H = 100 L = 54 Range R=H–L = 100 – 54 = 46 Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 17 = 1+ 8.814 = 9.814 = 10 Interval
I= =
R K 46 10
= 4.6 = 4.6 + 1
34
= 5.6 =6 Table 2.2 Interval of pre-test of the students of the experiment class No.
Interval Score
Number of Students
1.
94 – 100
1
2.
87 – 93
3
3.
80 – 86
7
4.
73 – 79
1
5.
66 – 72
3
6.
59 – 65
1
7.
52 – 58
1
Total
Mean Mx = =
∑X N 1345 17
= 79.11 Median N = 2n + 1 54 62 66 68 68 79 80 80 81 81 85 85 85 89 89 93 100
17
35
N = 2n + 1 17 = 2n + 1 17 – 1
= 2n
2n = 16 n =8 The result of median is the number 8+1=9 = 81 Statistical Data of Post-test of experiment class Frequency Distribution High Score (H) and Lowest Score (L) H = 97 L = 74 Range R=H–L = 97 – 74
= 23
Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 17 = 1 + 1.060 = 5. 060
=5
36
Interval R
I=
K 23
=
5
= 4.6 =5 Table 2.3 Interval of post-test of the students of the experiment class No.
Interval Score
Number of Students
1.
92 – 97
9
2.
86 – 91
1
3.
80 – 85
5
4.
74 – 79
2
Total
Mean Mx =
=
∑x N
𝟏𝟓𝟏𝟑 17
= 89 Median N = 2n + 1 74 79 81 82 84 85
17
37
85 89 93 93 93 93 96 96 96 97 97 N = 2n + 1 17
= 2n + 1
17 – 1 = 2n 2n
= 16
n
=8
The result of median is the number 8+1=9 = 93 From the data of experiment class above, the writer concludes that the lowest score of the pre-test is 54 and the high score of pre-test is 100. So, average score of the pre-test is 79.11. The lowest score of the pre-test is 74 and the high score of post-test is 97. And then, the average score for post-test 89 and for gained score 9.9. It means that the post-test score is higher than pre-test. The following table is the result of the students in control class through Grammar Translation Method in teaching present continuous tense. Table 2.4 The Students’ Scores of Control Class (VIII. H) Students (N1) 1.
Pre-Test
Post-Test
Gained Scores
76
84
8
38
2.
79
89
10
3.
90
97
7
4.
97
96
-1
5.
92
97
5
6.
71
88
17
7.
75
76
1
8.
80
84
4
9.
53
64
11
10.
79
89
10
11.
55
60
5
12.
97
97
0
13.
63
72
9
14.
93
93
0
15.
79
97
18
16.
76
85
9
N
1255
1368
113
Statistical Data of Pre-test of controlled class Frequency Distribution High Score (H) and Lowest Score (L) H = 97 L = 53 Range R=H–L = 97 – 53 = 44
39
Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 16 = 1 + 8.29 = 9.29 =9 Interval R
I= =
K 44 9
= 4.89 =5 Table 2.5 Interval of pre-test of the students of the control class No.
Interval Score
Number of Students
1.
92 – 97
4
2.
86 – 91
1
3.
80 – 85
1
4.
74 – 79
6
5.
68 – 73
1
6.
62 – 67
1
7.
56 – 61
-
8.
50 - 55
2
Total
16
40
Mean Mx = =
∑x N
𝟏𝟐𝟓𝟓 16
= 78.43 Median N = 2n + 1 53 55 63 71 75 76 76 79 79 79 80 90 92 93 97 97 N = 2n + 1 16
= 2n + 1
16 – 1 = 2n 2n
= 15 n
= 7.5 =7
The result of median is the number 7+1=8 = 79 Statistical Data of Post-test of controlled class Frequency Distribution
41
High Score (H) and Lowest Score (L) H = 97 L = 64 Range R=H–L = 97 – 60 = 37 Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 16 = 1 + 3.973 = 4.973 =5 Interval R
I= =
K 37 5
= 7.4 =7
42
Table 2.6 Interval of post-test of the students of the control class No.
Interval Score
Number of Students
1.
91 – 100
6
2.
81 – 90
6
3.
71 – 80
2
4.
61 – 70
2
Total
Mean Mx = =
∑x N
𝟏𝟑𝟖𝟓 16
= 86.56 Median N = 2n + 1 60 64 72 76 84 84 85 88 89 89 93 96 96 97 97 97 97 N = 2n + 1 16
= 2n + 1
16 – 1 = 2n 2n
= 15
16
43
n
= 7.5 =7
The result of median is the number 7+1=8 = 88 From the data of controlled class above, the writer concludes that the lowest score of the pre-test is 53 and the high score of pre-test is 97. So, average score of the pre-test is 78.43. The lowest score of the post-test is 64 and the high of post-tests core is 97. And then, the average score for post-test 85.5 and for gained score 7.06. It means that the post-test score is higher than pre-test 2. The Analysis of Data The analysis of data from the result of pre-test and post test (experiment and controlled class), the writer found that the score of experiment class was higher than controlled class. See table 2.1 and table 2.4. It happened because the students of experiment class were fully involved in learning process and they need each other because the material related to each other. In the experiment class, the students were more taking pains in answer the questions and seriously than controlled class because they often un-careful for answering the questions. It proved that teaching the Present Continuous Tense through Audio-Lingual Method has significance to the student scores. The writer also used statistic calculation of the t-test to make the data clearly. The t-test formula with degree of significance 5% looks like as follows.
44
Table 2.7 The Result Calculation of the test both Experiment Class and Control Class Students
X
Y
1.
28
8
-18.11
-0.93
327.97
0.86
2.
3
10
6.88
-2.93
47.33
8.58
3.
0
7
9.88
1.31
97.61
1.71
4.
11
-1
-1.11
8.06
1.23
64.96
5.
-3
5
12.88
2.06
165.89
4.24
6.
6
17
3.88
-9.93
15.05
98.60
7.
0
1
9.88
6.06
97.61
36.72
8.
16
4
-6.11
3.06
37.33
9.36
9.
25
11
-15.11
-3.93
228.31
15.44
10.
27
10
-17.11
-2.93
292.75
8.58
11.
2
5
7.88
2.06
62.09
4.24
12.
27
0
-17.11
7.06
292.75
49.84
13.
8
9
1.88
-1.93
3.53
3.72
14.
12
9
-2.11
-1.93
4.45
3.72
15.
8
18
1.88
-10.93
3.53
119.46
16.
-4
9
13.88
-1.93
192.65
3.72
17.
2
-
7.88
-
62.09
-
Total
168
113
0.03
-77
1932.17
433.75
Identification Number
= 168
=113
MX=168:17
MY=113:16
=9.88
= 7.06
45
Note: X = the students’ gained scores of the experiment class Y = the students’ gained scores of the controlled class x = X-MX y = Y-MY From the total above the writer gets the calculation using t-test formula according to Anas Sudjono p. 315; a. Determining mean 1 with the formula is:
M1
=
M1
=
∑X N1
168
= 9.9
17
b. Determining Mean 2 the formula is:
M2 =
∑Y
M2 =
N2 113
= 7.06
16
c. Determining Standard of Deviation Score of Variable X formula is:
M2 = M2 =
∑ X2 N1 𝟏𝟗𝟑𝟐.𝟏𝟕 17
= 10.66
the
46
d. Determining Standard of Deviation Score of Variable Y
, the
formulation is:
SD2 =
=
∑ Y2 N2 𝟒𝟑𝟑.𝟕𝟓
= 5.38
15
e. Determining Standard Error Mean of Variable X (SEM1 ) the formula is:
SEM1 =
=
=
SD 1 N 1 −1
10.66 17−1 10.66
= 0.81
16
f. Determining Standard Error of Mean of Variable Y, the formula is:
SEM2 =
=
=
SD 2 N2− 1
5.38 16−1 5.38 15
= 0.59
47
g. Determining Standard Error of Difference of Mean of Variable X and Y, the formula is:
SEM1−M2
= 0.812 + 0.592
=
= 0.6561 + 0.3481 = 1.0042 = 1.00 h. Determining
= =
with formula:
𝟗.𝟗 −𝟕.𝟎𝟔 1.00 2.84 1.00
= 2.84 i. Determining t-table in significance level 5% with Degree of Freedom: df = (N1 + N2) – 2 = (17 + 16) – 2 = 33 – 2 = 31 The writer gained Degree of significance 5% = 1.07 t-score (t o ) = 2.84
48
j. The comparison between t- score (t 0 ) and t-table From calculation above, it is clear that the score of experiment class is higher than the score of controlled class. The writer also got the result of the comparison between 2.84 > 1.07
and
>
From the result of statistic calculation, it was found the value of the was 8.28 and the degree of freedom (df) was 31. In this research, the writer used the degree of significance 5%. It can be seen the df 31 and degree of significance 5% = 1.07 By comparing the value of
= 2.84 and t-table on the degree of
significance 5% = 1.07. The writer summarized that
was higher
than t-table. 3.
The Testing of Hypotheses The test of hypotheses is
= And to prove the hypothesis, the data that was obtained from the experiment class and controlled class were calculated by using t-test formula with the assumption as follows: If
>
: the alternative hypothesis (Ha) is accepted and the null is rejected. It means that there is significant difference between the results after teaching present continuous tense trough Audio-lingual Method at the second grade at Al-Binaa of Islamic Boarding School Bekasi.
49
If
<
: the alternative hypothesis (Ho) is rejected and the null hypothesis is accepted. It means that there is no significant difference between the results after teaching present continuous tense through Audio-lingual Method at the second grade at Al- Binaa of Islamic Boarding School Bekasi
4.
Data Interpretation Based the analysis of the result above, it can be observed that the scores of students who have been taught the present continuous tense through Audio-lingual Method are higher than those who have been taught trough Grammar Translation method. It means that teaching present continuous tense through Audio-lingual Method is more effective than through Grammar translation Method since the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. The writer summarized that teaching present continuous tense through Audio-lingual Method has positive influence for the second grade at AlBinaa of Islamic Boarding School Bekasi.
CHAPTER V A. Conclusion After conducting the research, the writer got the calculation
2.84 and
of degree of significance 5% is 1.07. It means that alternative hypothesis (Ha) is accepted and null hypothesis is rejected because of Therefore, it can be inferred that teaching present continuous tense through Audio-Lingual Method is more effective than teaching the present continuous tense through Grammar Translation Method. It is proven that gain score of the experiment class is higher than the controlled class.
B. Suggestion There are some suggestions that can be given in relation to the writer’s conclusion. The suggestions are as follows: 1. English teacher must be considering the Audio-lingual Method is a fundamental method for teaching English grammar. 2. The teacher have to motivate the students to be more relaxed in learning English and tell them that English is useful in their life. 3. The teacher should give more chance for students to speak, to make students fluency in pronunciation. 4. The students must be selectively to doing the exercise in order to answer the question don’t any mistakes has be done.
50
51
BIBLIOGRAPHY
Azar, Betty Schrampfer, Understanding and Using English Grammar (2nd Ed), Prentice Hall Regents, New Jersey: 1989. Murkanto, EOS English on Sky for junior high school students’ year viii Erlangga, Jakarta: 2006. Clark, Jeanette Lindsey, Agnes Shanti Nindyarini and Rahma Diana Sari, Flying Start for junior high School students year viii, Erlangga, Jakarta: 2008 Hornby, A.S., Oxford Advance Learner’s Dictionary of Current English, Oxford: Oxford University press, 1987. Swan, Michael, Practical English Usage, Oxford University Press, NewYork: 1980. Harmer, Jeremy, How to Teach English, Fourth Edition. Pearson Limited, London: 2007. Harmer, Jeremy, The Practice of English Language Teaching, Fourth Edition. Pearson Longman, London: 2007. Thomson, A. J., and A. V. Martinet, A Practical English Grammar, Fourth Edition, Oxford University Press, New York: 1986. Werner, Patricia K., John P. Nelson and Marilynn Spaventa, A Communicative Grammar, The McGraw-Hill Companies, Inc., New York: 1997 Kumaravadivelu, B. (San Jose State University), Understanding Language Teaching, Routledge, New York: 2009. Douglas, H. Brown, Teaching by Principles, an interactive approach to language pedagogy, Second Edition, Pearson Education, London: 2001. Richards, Jack C. and Theodore S. Rodgers, Approaches and Method in Language Teaching, Cambridge University press, London: 1999. Larsen, Diana and Freeman, Technique and Principles in Language Teaching, second edition, Oxford University Press, Oxford: 2002. Thornburry, Scott, How to Teach Grammar, Pearson Education, London: 1999.
52
Murphy, Raymon, Essential Grammar in Use, Cambridge University Press, New York: 2003 Mackey, William Frances, Language Teaching Analysis, University Press, London: 1967. Ur, Penny, Discussions that Work, task-centered fluency Practice Cambridge University Press, Cambridge: 1981. _______________, Grammar Practice Activities, A practical guide for teachers Cambridge University Press, New York: 1992. Thornbury, Sent, How to Teach Grammar, London : Longman, 1999. Murcia, Celce- Marianne and Sharon Hilles, Techniques and Resources in Teaching Grammar Oxford University Press, New York: 1988. Sudijiono,
Anas,
Pengantar
Statistik
Pendidikan,
PT
Raja
Grafindo
Persada, Jakarta: 2005. Setiyadi, Ag. Bambang, Teaching English as a Foreign Language Graha Yogyakarta: 2006.
Ilmu,
53
Appendix 1
RENCANA PELAKSANAAN PEBELAJARAN (Experiment Class Using Audio-Lingual Method)
Mata Pelajaran
: Bahasa Inggris
Satuan Pendidikan : SMP-IT PonPes Al-Binaa Bekasi Kelas/Semester
: VIII/1
Alokasi Waktu
: 2 x 40 menit
Sub-theme
: Present Continuous Tense
Aspek/Skill
: Speaking
Tahun Pelajaran
: 2010/2011
Pertemuan ke
:1
Standar Kompetensi : Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan makna
dalam
terdekat.
percakapan
Mengungkapkan transaksional
dan
interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. Kompetensi Dasar
: Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana
dengan
menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
53
54
Indikator
: 1. mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present continuous tense 2. membuat present continuous tense dalam bentuk affirmative
statement,
negative
statement,
interrogative statement, negative interrogative statement. 3. bertanya dan menjawab secara lisan kalimatkalimat dalam bentuk present continuous tense 4. menemukan berbagai informasi dalam kalimat yang berbentuk present continuous tense
I.
Tujuan Pembelajaran Siswa dapat: 1. mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present continuous tense 2. membuat present continuous tense dalam bentuk affirmative statement, negative statement, interrogative statement, negative interrogative statement. 3. bertanya dan menjawab secara lisan kalimat-kalimat dalam bentuk present continuous tense 4. menemukan berbagai informasi dalam kalimat yang berbentuk present continuous tense
55
II.
Materi Pokok Present Continuous Tense 1. Definition : verb phrase composed of forms of the auxiliary be + Present Participle (ing-form) of the principle verb 2. Form of Present Continuous Tense a)
Affirmative Statement
Subject + to be (is, am, are) + Present Participle + Object
For example: Subject
To be
Present Participle
Object
I
am
reading
a book
You
are
reading
a book
She
is
reading
a book
He
is
reading
a book
It
is
reading
a book
We
are
reading
a book
They
are
reading
a book
b). Negative Statement Subject + to be (is, am, are) + not + Present Participle + Object
56
For example:
c).
Subject
To be
Present Participle
Object
I
am not
reading
a book
You
are not
reading
a book
She
is not
reading
a book
He
is not
reading
a book
It
is not
reading
a book
We
are not
reading
a book
They
are not
reading
a book
Interrogative Statement To be (is, am, are) + Subject + Present Participle + Object +?
For example: To be
Subject
Present Participle
Object
Am
I
reading
a book?
Is
she
reading
a book?
Is
he
reading
a book?
Are
you
reading
a book?
Is
it
reading
a book?
Are
we
reading
a book?
Are
they
reading
a book?
d). Negative Interrogative Contractive form of be (am, are, is) not + Subject + Present Participle (ing-form) + Object + ?
57
For example: Contractive form of be +
Subject
Present Participle
Object
Aren’t
I
reading
a book?
Aren’t
you
reading
a book?
Isn’t
she
reading
a book?
Isn’t
he
reading
a book?
Isn’t
it
reading
a book?
Aren’t
we
reading
a book?
Aren’t
they
reading
a book?
not
3.
Change the verb in the following conversation into Present Continuous tense. Butet : Hi, Santi! Whre are you now? Santi : We are in the National Museum. We (1) _______(look) at some old statues. Nurul (2) _________ (read) the guidebook. _______(not take) photos. He’s with Iwan.
Rahmat (3)
They (4) ________(talk) to the teacher. Where are you? Butet : I’m at home. I (5) _______ (do) my homework and I (6) _______
(listen) to music.
Santi : Where is your sister? Butet : Reni and my mum aren’t here. They (7) ________(do) the shopping. Dad’s in the garden. He (8) ________(water) the plants. Santi : Butet! Adam (9) _________(not talk) to the teacher now. He’s with that girl?
58
Butet : Which girl? Santi : Mayang. She is a new student. They (10) _________(look) at me. Butet : Oh, sorry, Santi. Mum’s back. She (11) ________ (ask) for help. Bye. Santi : Bye. III.
Metode Pembelajaran/Teknik: Audio-Lingual Method
IV.
Langkah-Langkah Kegiatan a.
Kegiatan Pendahuluan o Greeting (memberi salam dan tegur sapa) o Tanya jawab berbagai hal terkait kondisi siswa o Mengabsen siswa o Memberi apersepsi kepada siswa o Penjelasan topik yang akan dibahas
b.
Kegiatan Inti o Guru memberikan contoh The present continuous tense untuk di pahami oleh masing-masing murid o Murid menganalisa “ The present continuous tense” dengan mengetahui kapan kalimat tersebut dipakai?, dan bagaimana bentuk perubahan to be apabila berganti subject?
c.
Kegiatan Penutup o Menyimpulkan materi pembelajaran o Menanyakan kesulitan siswa selama KBM o Menugaskan siswa untuk membuat teks berbentuk descriptive (tempat, orang atau sesuatu) yang mereka sukai sebagai PR
59
V.
Sumber Pembelajaran a. Sumber pembelajaran :
- Buku teks, EOS English on Sky 2, for junior high school students Year VIII Erlangga - Kurikulum, bahasa Inggris (grade VIII)
b. Media Pembelajaran
:
Realia
VI. Kriteria/uraian nilai NO
URAIAN
SKOR
1
Susunan kata benar, tanda baca benar, dengan akurat
5
2
Susunan kata benar, tanda baca benar, dan pemilihan kata 4 kurang akurat
3
Susunan kata benar, tanda baca kurang tepat, dan pemilihan 3 kata kurang akurat
4
Susunan kata tidak tepat, tanda baca kurang tepat, pemilihan kata kurang akurat
5
Susunan kalimat, tanda baca, dan pemilihan kata tidak tepat
dan 2
1
60
Rubrik Penilaian Tiap no benar diberi skor: 5 Skor maximal
: 5X5: 25
Nilai maximal
: 10
Nilai siswa
: Skor perolehan X 10 Skor maksimal
Mengetahui: Guru Mata Pelajaran
(Alfiah S. Pd.)
Bekasi, 08 maret 2011 Guru Praktikan
(Latifah)
61
Lembar Kerja Siswa Name : Class :
Change the verb in the following conversation into Present Continuous Tense. Butet : Hi, Santi! Whre are you now? Santi : We are in the National Museum. We (1) _______(look) at some old statues. Nurul (2) _________ (read) the guidebook. Rahmat (3)
_______(not take) photos. He’s with Iwan.
They (4) ________(talk) to the teacher. Where are you? Butet : I’m at home. I (5) _______ (do) my homework and I (6) _______
(listen) to music.
Santi : Where is your sister? Butet : Reni and my mum aren’t here. They (7) ________(do) the shopping. Dad’s in the garden. He (8) ________(water) the plants. Santi : Butet! Adam (9) _________(not talk) to the teacher now. He’s with that girl? Butet : Which girl? Santi : Mayang. She is a new student. They (10) _________(look) at me. Butet : Oh, sorry, Santi. Mum’s back. She (11) ________ (ask) for help. Bye. Santi
: Bye.
62
Appendix 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran
: Bahasa Inggris
Nama Sekolah
: SMP-IT PonPes Al-Binaa Bekasi
Kelas/Semester
: VIII / 1
Tema
: Asking for and Refuse Invitation
Aspek/Skill
: Speaking
Alokasi Waktu
: 2 x 40 menit
Jenis Texts
: Conversation
Tahun Pelajaran
: 2010/2011
Pertemuan ke
:2
Standar Kompetensi
: Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
: Mengungkapkan makna dalam perckapan transaksional (to get things done) dan interpersonal (bersosialisasi) ppendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer dan berterima untuk berinteraksi
dengan
lingkungan
terdekat
yang
melibatkan tindak tutur: meminta, member, menolak jasa, meminta, memberi,
menolak barang, meminta,
member, dan menolak pendapat, dan menawarkan / menerima / menolak seseuatu
62
63
Indikator
: 1.
Mengidentifikasi langkah retorika dalam texs conversation
2.
Menyebutkan ciri kebahasaan texts conversation.
3.
Mengidentifikasi kosa kata pada texts conversation dan arti dari kata kunci.
4.
Membaca nyaring texts conversation dengan baik dan benar
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa mampu: 1. Membaca nyaring dengan intonasi dan pelan-pelan yang benar. 2. Mengetahui langkah retorika dalam texts conversation. 3. Memahami kosa kata pada texts dan arti dari kata kunci. 4. Menyebutkan ciri kebahasaan pada texts conversation.
II.
Materi Pembelajaran / Uraian Materi Pokok.
A.
Read the text carefully.
Rika
: Hi.
Yuni
: Hi. This is Yuni. Is that Rika?
Rika
: Yes, it is. What’s up?
Yuni
: Well, would you like to go swimming tomorrow afternoon? Lots of us are going.
Rika
: Ah, I’m sorry, I can’t. I promised to go shopping with Lucy tomorrow.
Yuni
: Oh, that’s a pity. Maybe next time
Rika
: Yes, I hope so. Anyway, enjoy the swimming.
Yuni
: Yes, and you have a good time shopping. See you.
Rika
: Yeah, see you bye.
64
B.
According to the text above, rearrange the jumble word below with your friends.
Caroline
: Nice one. See you later. Bye.
Caroline
: Hi.
Caroline
: Ok, where shall we meet?
Caroline
: It’s beatiful woman. How about you?
Caroline
: Yeah, ok. What are you hoping to get?
Dewi
: I want to check out the new Nokia phones.
Dewi
: Ok, see you then.
Dewi
: Bye.
Dewi
: Hi Caroline, it’s Dewi. How’s it going?
Dewi
: Yeah, good thanks. Look, do you fancy coming shopping with me this afternoon?
Dewi
: How about outside the Sony shop on Jl. Diponegoro? Say 4:30?
C. Look at the pictures and lists the activities. Use the – ing form.
1. ______________
2. ______________
3. _____________
65
4. _______________
5. ______________
6. _______________
III.
Metode dan teknik Pembelajaran : Three Phase Technique
IV.
Langkah-langkah Kegiatan
No
Bagian
Bentuk / jenis kegiatan
kegiatan
Greeting ( memberi salam dan tegur sapa ) I
Kegiatan pendahuluan
Tanya jawab berbagia hal terkait kondisi siswa Memotivasi Siswa Mengabsen Menanyakan kepada sisiwa seberapa jauh mengenal texts conversation Memberikan contoh texts conversation dan menyuruh siswa untuk membacakannya Membagi kelompok untuk Mengidentifikasi langkah retorika
II
Kegiatan Inti
dalam texts conversation dan mengidentifikasi fungsi texts converstion Mencocokkan texs conversation yang sesuai dengan urutan kalimatnya. Memberikan latihan – latihan (individu) berupa identifikasi kata kerja dengan menggunakan kata ing yang sesuai pada gambar
III
Kegiatan
Memberikan kesimpulan umum mengenai materi pembelajaran
Penutup
Menanyakan kesulitan siswa selama proses belajar mengajar
66
Closing
V.
Sumber pembelajaran -
Buku text for junior high School Students EOS English on Sky 2, Erlangga
-
Buku text for junior high school Flying Start 2, Erlangga
-
Kurikulum, bahasa Inggris (grade VIII)
VI.
Kriteria/uraian nilai
NO 1
URAIAN Susunan kata benar, tanda baca benar, dengan akurat
2
Susunan kata benar, tanda baca benar, dan pemilihan kata 4 kurang akurat Susunan kata benar, tanda baca kurang tepat, dan pemilihan 3 kata kurang akurat
3
4 5
SKOR 5
Susunan kata tidak tepat, tanda baca kurang tepat, dan 2 pemilihan kata kurang akurat Susunan kalimat, tanda baca, dan pemilihan kata tidak tepat 1
Rubrik Penilaian Tiap no benar diberi skor: 5 Skor maximal
: 5X5: 25
Nilai maximal
: 10
Nilai siswa
: Skor perolehan X 10 Skor maksimal
Bekasi, 15 maret 2011 Guru mata pelajaran
Guru praktikan
(Alfiah, S.Pd)
(Latifah)
Lembar Kerja Siswa
67
Name : Class :
Rearrange the jumble sentences below with your friends. Caroline
: Nice one. See you later. Bye.
Caroline
: Hi.
Caroline
: Ok, where shall we meet?
Caroline
: It’s beautiful woman. How about you?
Caroline
: Yeah, ok. What are you hopping to get?
Dewi
: I want to check out the new Nokia phones.
Dewi
: Ok, see you then.
Dewi
: Bye.
Dewi
: Hi Caroline, it’s Dewi. How it’s going?
Dewi
: Yeah, good thanks. Look, do you fancy coming shopping with me this afternoon?
Dewi
: How about outside the Sony shop on Jl. Diponegoro? Say 4:30?
B. Looks at the picture and lists the activities. Use the – ing form.
68
1. ______________
2. _____________
3. _____________
4. _______________
5. _______________
6. _______________
69
Appendix 3
RENCANA PELAKSANAAN PEMBELAJARAN (Control Class Using Grammar Translation Method)
Mata Pelajaran
: Bahasa Inggris
Satuan Pendidikan
: SMP-IT PonPes Al-Binaa Bekasi
Kelas/Semester
: VIII/1
Aspek/Skill
: Reading
Alokasi Waktu
: 2 x 40 menit
Sub-theme
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
Pertemuan ke
:3
Standar Kompetensi
: Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentu descriptive dan procdure yang berkaitan dengan lingkungan terdekat.
Kompetensi Dasar
: Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat
dalam
descriptive/procedure. 69
teks
berbentuk
70
Indikator
: 1.
mengidentifikasi to be dan present participle sesuai dengan subjeknya dalam teks conversation yang berupa present continuous tense.
2.
menemukan berbagai informasi dalam text conversation yang
berbentuk
present
continuous tense. 3.
bertanya pertanyaan
dan
menjawab
dalam
secara
bentuk
tulis present
continuous tense. I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. mengidentifikasi to be dan present participle sesuai dengan subjeknya dalam teks conversation yang berupa present continuous tense. 2. menemukan berbagai informasi dalam text conversation yang berbentuk present continuous tense. . 3. bertanya dan menjawab secara tulis pertnyaan dalam bentuk present continuous tense.
71
II. Materi Pembelajaran/Uraian Materi Pokok
The First Day Complete the conversation use the word to be and verb available in the box bellow!
finishing are
are do
going
are
am
is
do
am
Steve
: Do you need some help? You seem lost.
Miguel
: Thanks, I am lost! I (1) ______ looking for the foreign student office. Can you help me?
Steve
: Sure, I’m (2) ______ near there. Do you want to come with me? By the
way, my name (3) _____
Steve. What’s yours? Miguel
: I’m Miguel.
Steve
: Where (4) ______ you come from, Miguel?
Miguel
: I come from Colombia. I’m here to study architecture. (5) _____ you from here?
Steve
: No, I (6) ____ not from Madison. I’m from Canada, from Toronto. I
started college in Canada, but I’m (7)
______ my degree here. Miguel
: What (8) _____ you studying?
72
Steve
: I’m majoring in engineering. I’m taking a lot of computer courses now. They (9) ______ crowded this semester.
Miguel
: Do you live in a dorm?
Steve
: No. I. I’m here with my wife and baby daughter. We have an apartment on the other side of town. Where do you live?
Miguel
: I (10) ________ not was in hotel, but I’m moving into Meyer Dormitory this afternoon.
Steve
: There’s the foreign student office. Good luck!
III. Metode Pembelajaran: Control Class Using Grammar Translation Method IV. Langkah-Langkah Kegiatan No.
Bagian kegiatan
Bentuk / jenis kegiatan Greeting ( memberi salam dan tegur sapa )
I
Kegiatan pendahuluan
Tanya jawab berbagia hal terkait kondisi siswa Memotivasi Siswa Mengabsen Membagi kelompok untuk Mengidentifikasi langkah retorika dalam texts conversation dan mengidentifikasi fungsi texts converstion Memberikan contoh texts conversation
II
Kegiatan Inti Mencocokkan texs conversation yang sesuai dengan urutan kalimatnya mengidentifikasi fungsi texts converstion dan menyuruh siswa untuk membacakannya
73
Memberikan kesimpulan umum mengenai materi pembelajaran III
Kegiatan Penutup
Menanyakan kesulitan siswa selama proses belajar mengajar Closing
V. Sumber Pembelajaran -
Buku texts for Junior high Schools Students
-
(Patricia K. Werner, Mary Mitchell Church, Linda R. Baker. Interactions II a communicative Grammar. McGrawhill international Editions, English language series second edition, united states 1990 p. 3)
-
Kurikulum, bahasa Inggris (grade VIII)
VI. Kriteria/uraian nilai NO. 1
2
3
URAIAN
SKOR
- Setiap jawaban benar, tata bahasa benar, pilihan kata tepat dan 5 lafal benar. - Setiap Jawaban benar, tata bahasa kurang tepat, pilihan kata tepat dan lafal benar 4 - Setiap jawaban benar, tatabahasa salah, pilihan kata kurang 3 tepat dan lafal benar.
4
- Setipa jawaban benar, tata bhasa salah, pilihan kata dan lapfal kurang tepat. 2
5
- Setiap jawaban kurang tepat, tata bahasa salah, pilihan kata dan 1 lafal salah. 0 - Tidak ada jawaban
6.
74
Rubrik Penilaian 1. Tiap nomor benar diberi skor = 5 2. Skor maksimal 3. Nilai Maksimal = 10
Skor perolehan
X 10 = Nilai Siswa
Skor Maksimal
4. Nilai Siswa =
Bekasi, 22 maret 2011 Guru Mata Pelajaran
(Alfiah, S.Pd)
Guru Praktikan
(Latifah)
75
Lembar Kerja Siswa Name : Class :
The First Day a. Complete the conversation use the word to be and verb available in the box bellow!
finishing are
are do
going
are
am
am
is
do
Steve
: Do you need some help? You seem lost.
Miguel
: Thanks, I am lost! I (1) ______ looking for the foreign student office. Can you help me?
Steve
: Sure, I’m (2) ______ near there. Do you want to come with me? By the way, my name (3) _____ Steve. What’s yours?
Miguel
: I’m Miguel.
Steve
: Where (4) ______ you come from, Miguel?
Miguel
: I come from Colombia. I’m here to study architecture. (5) _____ you from here?
Steve
: No, I (6) ____ not from Madison. I’m from Canada, from Toronto. I
started college in Canada, but I’m (7)
______ my degree here. Miguel
: What (8) _____ you studying?
76
Steve
: I’m majoring in engineering. I’m taking a lot of computer courses now. They (9) ______ crowded this semester.
Miguel
: Do you live in a dorm?
Steve
: No. I. I’m here with my wife and baby daughter. We have an apartment on the other side of town. Where do you live?
Miguel
: I (10) ________ not was in hotel, but I’m moving into Meyer Dormitory this afternoon.
Steve
: There’s the foreign student office. Good luck!
77 Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Mata Pelajaran
: Bahasa Inggris
Nama Sekolah
: SMP-IT PonPes Al-Binaa Bekasi
Kelas/Semester
: VIII / 1
Tema
: Tata Bahasa
Aspek/Skill
: Writing
Alokasi Waktu
: 2 x 40 menit
Jenis Texts
: Present Continuous Tense
Tahun Pelajaran
: 2010/2011
Pertemuan ke
:4
Standar Kompetensi : Menulis mengungkapkan makna dalam teks tulis fungsonal dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi Dasar
: Merespon Makna dan langkah retorika secara akurat, lancar dan berterima dalam bentuk esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam text berbentuk conversation
Indikator
: 1.
Membedakan kalimat present continuous tense dalam bentuk affirmative statement, negative statement, interrogative dan negative interrogative yang sesuai dengan gambar yang tersedia.
2.
bertanya dan menjawab secara lisan kalimat-kalimat dalam bentuk present continuous tense
3.
menemukan berbagai informasi dalam kalimat yang berbentuk present continuous tense
4.
Membaca nyaring texts conversation dengan baik dan benar 77
78 I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa mampu: 1.
membedakan kalimat present continuous tense dalam bentuk affirmative statement, negative statement, interrogative dan negative interrogative yang sesuai dengan gambar yang tersedia.
2.
bertanya dan menjawab secara lisan kalimat-kalimat dalam bentuk present continuous tense
3.
menemukan berbagai informasi dalam kalimat yang berbentuk present continuous tense
4.
Membaca nyaring kalimat dengan baik dan benar
Write the affirmative statement, negative statement, interrogative and negative interrogative based on the pictures. See the example.
1. Are they eating together?
4. ______________________
2. _____________________
5. _______________________
79 II.
Metode Pembelajaran/Teknik: Audio-Lingual Method
III.
Langkah-Langkah Kegiatan a.
Kegiatan Pendahuluan o Greeting (memberi salam dan tegur sapa) o Tanya jawab berbagai hal terkait kondisi siswa o Mengabsen siswa o Memberi apersepsi kepada siswa o Penjelasan topik yang akan dibahas
b.
Kegiatan Inti o Guru meminta murid untuk membuat kelompok yang kemudian dalam tiap kelompok harus menetukan ketua kelompoknya o Guru memberikan contoh kalimat present continuous tense yang sesuai dengan gambar untuk di tempelkan pada short card oleh masing-masing kelompok o Murid menganalisa “ kalimat present continuous tense” dalam bentuk affirmative
statement, negative statement, interrogative dan negative
interrogative. o Melibatkan ketua kelompok/perwakilan dri kelompok untuk memeriksa hasil pembuatan kalimat tersebut secara bersama-sama.
c.
Kegiatan Penutup o Menyimpulkan materi pembelajaran o Menanyakan kesulitan siswa selama KBM o Menugaskan siswa untuk membuat kalimat present continuous tense sebagai PR
80 IV.
Sumber Pembelajaran a. Sumber pembelajaran :
- Buku teks, EOS English on Sky 2, for junior high school students Year VIII Erlangga - Kurikulum, bahasa Inggris (grade VIII)
b. Media Pembelajaran
V.
:
Realia (short card)
Kriteria/uraian nilai NO URAIAN 1 Susunan kata benar, tanda baca benar, dengan akurat 2 3
4 5
SKOR 5
Susunan kata benar, tanda baca benar, dan pemilihan kata 4 kurang akurat Susunan kata benar, tanda baca kurang tepat, dan pemilihan 3 kata kurang akurat Susunan kata tidak tepat, tanda baca kurang tepat, dan 2 pemilihan kata kurang akurat Susunan kalimat, tanda baca, dan pemilihan kata tidak tepat 1
Rubrik Penilaian Tiap no benar diberi skor: 5 Skor maximal
: 5X5: 25
Nilai maximal
: 10
Nilai siswa
: Skor perolehan X 10 Skor maksimal
Mengetahui: Guru Mata Pelajaran
(Alfiah S.Pd.)
Bekasi, 29 April 2011 Guru Praktikan
(Latifah)
81
Lembar Kerja Siswa Patch the affirmative statement, negative statement, interrogative and negative interrogative based on the pictures. See the example.
1. They are eating together
4. - Mark and Steven are running on
They are not eating together Are they eating together?
the street. - Mark and Steven are not running
Aren’t they eating together?
on the street. -
Are Mark and Steven running on the street?
-
Aren’t Mark and Steven running on the street?
82
2. He is writing letter on the paper
5. -
Roni is shoot training in army the
He is not writing letter on the paper Is he writing letter on the paper?
building -
Isn’t he writing letter on the paper?
Roni is not shoot training in the army building.
-
Is Roni shoot training in the army building?
-
Isn’t Roni shoot training in the army building?
83
Appendix 5
The Test Choose the best answer to the following questions! 1. Fery _______ eating duren right now a. Is
b. are
c. am
d. were
2. A little crocodiles _______ swimming in the swamp a. Are
b. is
c. has
d. were
3. My aunt and her child ______ coming from east java right now. a. Are
b. is
c. were
d. has
c. is
d. have
4. ________ a monkey eating banana? a. Am 5. Roni Rani
b. are : are you taking bath now?
: No, I _______ because the weather is cool.
a. am not
b. are not
c. is not
d. aren’t
6. My mother in the bedroom at the moment; she ________ a. is sleep
b. is slept
c. sleeps
d. is sleeping
7. The squirrel is _______ coconut on the coconut tree right now. a. eating
b. eat
c. ate
d. eaten
8. Are Syahif ________ to the office by car every day? a. Go
b. went
c. gone 83
d. going
84
Put the correct to be and verb in the following running commentary into present continuous tense. Dear diary, Today is my unforgettable 12th birthday party. Lots of people are (9) _________ (come). They are my friends and my family. They give me some presents and they are doing things that I like. Suryo (10) _______ (be) playing the guitar and Sally is standing next to Suryo. She is (11) ________ (play) the violin. They are playing my favorite music. Everybody is singing Nidji’s song for me. In the middle of the room, Nani is dancing a beautiful dance. It is great. Aunt Ully is serving all the guests a glass of cake. My parents (12) ________ (be) chatting. I really like this party.
Arrange the following sentence bellow.
13. am 1
I
eating
apple
2
3
4
a. 1 – 2 – 3 – 4
c. 2 – 1 – 3 – 4
b. 2 – 3 – 4 – 1
d. 4 – 3 – 2 – 1
14. the 1
Rahmat
bicycle
school
to
by
2
3
4
5
6
going 7
a. 1 – 2 – 3 – 7 – 6 – 5 – 4
c. 5 – 6 – 7 – 3 – 4 – 2 – 1
b. 2 – 7 – 5 – 1 – 4 – 6 – 3
d. 7 – 3 –5 – 1 – 2 – 6 – 4
85
15. you 1
reading
Are
English
?
book
now
2
3
4
5
6
7
a. 3 – 1 – 2 – 4 – 6 – 7 – 5
c. 5 – 6 – 4 – 3 –7 – 2 – 1
b. 3 – 7 – 5 – 1 – 4 – 6 – 2
d. 4 – 3 –5 – 1 – 2 – 6 – 7
16. Rudi 1
taking
not
in
breakfast
morning
this
2
3
4
5
6
7
a. 2 – 1 – 3 – 4 – 6 – 5 – 7
c. 1 – 6 – 7 – 3 – 4 – 2 – 5
b. 1 – 7 – 3 – 2 – 4 – 6 – 5
d. 1– 3 – 2 – 5 – 4 – 7 – 6
Change these statements into positive, negative, interrogative or positive 17. I am writing letter
(negative)
18. They are eating a meatball
(interrogative)
19. Rani not doing the homework
(positive)
20. Syahif teaching English lesson now
(negative interrogative)
Appendix 6
Answer Key 1. A 2. A 3. A 4. B 5. A 6. D 7. A 8. D 9. Coming 10. Is 11. Playing 12. Are 13. c 14. b 15. a 16. d 17. I am not writing letter 18. Are they eating a meatball 19. Rani is doing the homework 20. Are Syahif not teaching English lesson now?
86
87
Appendix 7
KISI-KISI PEMBUATAN SOAL Nama
: SMP-IT Al-Binaa Islamic Boarding School
Alokasi Waktu
: 45 Menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20
Kurikulum Acuan
: KTSP 2006
Semester
: Ganjil
Kompetensi Dasar
Butir
Indicator
Soal
(6.1) mengugkapkan makna 1.
Mengidentifikasi to be sesuai dengan
dalam
subjeknya
bentuk
teks
tulis
fungsional pendek sederhana dengan menggunakan ragam 2.
dalam
Present
kalimat
Present
Jumlah Soal
Multiple choice 1–4
4
Continuos Tense Mengidentifikasi
bahasa tulis secara akurat,
Continuous
lancar dan berterima untuk
positif,
berinteraksi
negative interrogative
dengan
kalimat
Jenis Soal
Tense
yang
negative,
berbentuk
interrogative
87
dan
Multiple choice 5-8
4
88
lingkungan sekitar.
3. Mengidentifikasi fiil in the blank dalam kalimat present continuous tense sesuai dengan to be dan kata kerja yang dalam
9 - 12
Completion
4
13 - 16
Multiple choice
4
17 - 20
Essay
4
kurung. 4. Menyuusun kalimat acak dalam present continuous tense menjadi kalimat yang baik dan benar sesuai dengan konteks 5. Mentransformasi kalimat bentuk positif dalam present continuous tense menjad kalimat
negative,
negative interrogative
interrogative,
dan
