THE EFFECTIVENESS OF DRILLING IN TEACHING IRREGULAR PLURAL NOUNS

THE EFFECTIVENESS OF DRILLING IN TEACHING IRREGULAR PLURAL NOUNS (An Experimental Study at the First Grade Students’ of SMK Lingga Kencana Depok)

By

Lutfi Anwar 207014000446

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2013

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of Tarbiyali and TeachersTraining The examinationcomrlittee of the F-acr"rlty certifies that the "Skripsi" (Scientific Paper) entitled "The Effectiveness of Drilling in Teaching lrrcgutar Plural Nouns (An ExperintentalStudy crt lhe o/-SMK LinggctKencanaDepok)" written by Lutfi Anwar, First Gratle Stuc{ents strrclents'registratiorrnumber: 207014000446,was exalnined at exatr]ination on Monday, September of Tarbiyahand TeachersTrair-ring sessionof the Facr,rltl, 23't'2013.The "skripsi" has beenacceptedand declaredto have fulfilled one of 'S.Pd.' (Bachelorof Arts) in English for acaclemictitle of the reclr.rirelreltts Educationat the EnglisliEducationDepartment. Langr.rage

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TIIE EFFECTIVENESSOF DRILLING IN TEACI{ING IRREGULAR PLURAL NOUNS (An F,xperimental$ndy of the First Grade Studentsof SMK Lingga KencanaDepok) A ttSkripsitt Presented to the Faculfy of Tarbiyah and Teacher's Training in a Partial Fulfitlment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By: Lutfi Anwar 207014000446

2001 NIP. 19740723200003

DEPARTMENTOF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERSTRAINING SYARIF HIDAYATULLAH STATEISLAMIC UNIVERSITY JAKARTA 1434W2013M

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SURATPERNYATAAN KARYASENDIRI Sayayangbertandatangandi bawahini, Nama

Lutfi Anwar

Tempat/Tgl.Lahir Bogor,08 Desember1987 NIM

207014000446

Jurusan

PendidikanBahasaInggris

JudulSkripsi

"The Effectivenessof Drilling in Teaching Irregular Plural Nouns" (An Experimental Study at the First Grade Studentsof SMK Lingga KencanaDepok)

DosenPembimbing:IsmalianingEviyuliwatiM. Hum.

Denganini menyatakanbahwaskripsi yang sayabuat benar-benarhasil karya sendiri jawab secaraakademisatasapayang sayatulis. dan sayabertanggung Pernyataanini dibuatsebagaisalahsatusyaratmenempuhUjian Munaqasah.

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Lutfi Anwar NIM. 207014000446

ABSTRACT THE EFFECTIVENESS OF DRILLING IN TEACHING IRREGULAR PLURAL NOUN (An Experimental Study of The First Grade Students of SMK Lingga Kenca Depok), Skripsi, Departement of English Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. The purpose of this study is to describe the objective condition of effectiveness of Drilling in teaching Irregular Plural nouns. It includes the mastery of students’ irregular plural nouns by using Drilling, the difference between students’ ability taught by using Drilling and that by Grammar Translation Method, and the students’ achievement by using Drilling in teaching irregular plural nouns. The Sample of the research is 40 students. This research is using experimental method in the quantitative design by collecting data from observation and test. The data collected in this research are analyzed by using ttest. According to the result of statistical calculation, it is obtained the value of “t0” (t-observation) is 3.262, and the value of “tt” (t-table) from the df(40) on degree of significance of 5% is 2.02. It means that the value of t0 is higher than the value of tt. Based on the result, the null hypothesis (Ho) which says it is not effective to use Drilling in teaching irregular plural nouns is rejected, and the alternative hypothesis (Ha) which says it is effective to use Drilling in teaching irregular plural nouns is accepted. Based on the finding of the study it can be concluded that Drilling in teaching irregular plural nouns is effective and successful because this technique made students able to learn irregular plural nouns easier.

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ABSTRAK THE EFFECTIVENESS OF DRILLING IN TEACHING IRREGULAR PLURAL NOUN (An Experimental Study of The First Grade Students of SMK Lingga Kenca Depok), Skripsi, Departement of English Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Tujuan dari penelitian ini adalah untuk menggambarkan suatu kondisi yaitu keefektifan penggunaan teknik pengulangan (Drilling) dalam pengajaran irregular plural nouns. Tujuan tersebut antara lain, keefektifan penggunaan teknik Drilling terhadap penguasaan kata dalam bentukirregular plural nouns siswa, perbedaan kemampuan siswa yang diajarkan dengan menggunakan teknik Drilling dibandingkan kemampuan siswa yang diajarkan dengan metode Grammar Translation Method, dan keberhasilan siswa dalam penguasaan bentuk kata irregular plural nouns yang diajarkan menggunakan teknik Drilling. Siswa yang termasuk dalam sampel penelitian ini berjumlah 40 orang. Penelitian ini termasuk penelitian eksperimen dalam bentuk kuantitatif dengan mengumpulkan data-data dari observasi dan tes.Data-data yang dikumpulkan dalam penelitian ini dianalisa menggunakan uji tes. Berdasarkan hasil statistik, telah didapatkan nilai “t0” (tobservation) yaitu 3.262, dan nilai “tt” (t-table) dari df (40) pada taraf signifikan 5% yaitu sebesar 2.02. Dari hasil tersebut jelas bahwa t0 lebih besar dari pada tt. Selanjutnya dapat ditarik kesimpulan bahwa hipotesis nihil (Ho) yaitu tidak ada pengaruh yang signifikan dari penggunaan teknik Drilling dalam pengajaran irregular plural nouns ditolak. Sedangkan hipotesis alternatif (Ha) yaitu ada pengaruh yang signifikan dari penggunaan teknik Drilling dalam pengajaran irregular plural nouns diterima. Berdasarkan hasil dari penelitian ini disimpulkan bahwa penggunaan teknik Drilling dalam mengajar irregular plural nouns adalah efektif dan cukup sukses karena tekhnik tersebut dapat membuat siswa mampu belajar irregular plural nouns lebih mudah.

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ACKNOWLEDGEMENT

In The Name of Allah, The Beneficent, The Merciful

All praise be to Allah, the beneficent and the merciful, who has given the writer His love and compassion to finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. In this occasion, the writer would like to express his sincere gratitude to his advisor, Ismalianing Eviyuliwati, M.Hum who has patiently given him valuable help, guidance, and corrections to finish this skripsi. The writer also would like to say his great honor and deepest gratitude to his beloved parents: Matamin and Mariyam, his lovely brother M. Burhani, M. Muslim, M.Pd. Ahmad Rifai, his lovely sisters, Nuryanih, Robiatul Adawiyah S.Pd.I, Siti Khoiriah, my girlfriend Putri Indriana Sari and whole family who always gives their love, support, motivation, and advice in accomplishing his study. The writer also realizes that he would never finish writing this skripsi without the help of some people around him. Therefore, he would like to say a lot of thanks to: 1. All lecturers of English Departement, who have taught and given their valuable knowledge for the writer during his study in English Departement 2. Drs. Syauki, M.Pd., the head of English Department. 3. Zaharil Anasy, M.Hum, the secretary of English Departement and staffs of English Education Department 4. Dra. Nurlena, MA., Ph.D, the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 5. Ruslan Muntaha, SH, the head master of SMK Lingga Kencana Depok 6. Khodirin S.Pd., the English teacher of SMK Lingga Kencana Depok 7. All friends in English Department 2007/2008, his beloved friends Eri Fatoni Handoyo, Nur Djumadil Iman, Rita Gestari, Nenden Kurniati, Rafli Rasydi,

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my best friend Imam Al-Anshori and all friends of English Education Department that writer cannot mention one by one. Thanks for the advice, kindness, support, and everything. The words are not enough to say any appreciations for their help and contributions on this skripsi. May Allah SWT protect and give them happiness throughout their life. Finally, the writer realizes that the skripsi is far from being perfect. It is a pleasure for him to receive constructive critiques and suggestions from the readers.

Depok, 03 Mei 2013 The Writer

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TABLE OF CONTENT ABSTRACT. ................................................................................................ i ABSTARK ……… .................................................................................... ii ACKNOWLEDGEMENT ................................................................................ iii TABLE OF CONTENT .................................................................................... v LIST OF TABLE .............................................................................................. vii LIST OF CHART.............................................................................................. viii CHAPTER I

CHAPTER II

INTRODUCTION ................................................................

1

A. The Background of Study .................................................

1

B. The Identification of Study ...............................................

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C. The Limitation of study ....................................................

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D. The Formulation of the Problem.......................................

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E. The Objective of the Study ...............................................

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F. The Significance of the Study...........................................

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THEORETICAL FRAMEWORK .....................................

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A. NOUN ...............................................................................

7

1. The Definition of Noun ..............................................

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2. The Types of Noun .....................................................

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3. Form of Noun .............................................................

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4. Definition of Regular Singular and Plural Noun ........ 10 5. Definition of Irregular Plural Nouns........................... 14 6. Irregular Plural from Latin and Greek ........................ 17 B. Drills ................................................................................. 18 1. Definition of Drill ......................................................... 19 2. Types of Drill ................................................................ 19 3. Use of Drill ................................................................... 23 C. GRAMMAR TRANSLATION METHOD ....................... 26 1. Definition of Grammar Translation Method............... 26 2. Characteristic of Grammar Translation Method ......... 27 3. The Procedure of Grammar Translation Method........ 28 D.

RELEVANT STUDY ..................................................... 28

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E. CONCEPTUAL FRAMEWORK .................................... 30 F. HYPOTHESES................................................................... 31 CHAPTER III RESEARCH METHODOLOGY ........................................ 32 A. Objective of The Research................................................ 32 B. Place And Time of Research ............................................ 32 C. Population and Sample ..................................................... 32 D. Research Method .............................................................. 32 E. Instrument of The Research .............................................. 33 F. Technique of Collecting Data ........................................... 33 G. Technique of Analyzing The Data .................................... 34 CHAPTER IV RESEARCHFINDING ......................................................... 36 A. Data Description ............................................................... 36 B. Hypothesis Testing ........................................................... 41 C. Finding…... ....................................................................... 41 D. Discussion ......................................................................... 42 CHAPTER V

CONCLUSION AND SUGESSTION………………….. ... 43 A. Conclusion ........................................................................ 43 B. Suggestion......................................................................... 43

BIBLIOGRAPHY ............................................................................................. 44 APPENDICES ................................................................................................ 46

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List of Tables Table Table 2.1 The list of Regular Singular and Plural Nouns…………... 13 Table 2.2 The Form of Irregular Plural Nous……………………………… 16 Table 2.3 The list of Irregular Plural Nouns from Latin and Greek………. 17 Table 4.1 Scores of Students in the Control Class………………………… 36 Table 4.2 Scores of Students in the Experimental Class………………….. 37 Table 4.3 Statistical Calculation of Gained Scores……………………….. 38

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List of Chart

4.1 The Pre-Test, the Post-Test, and the Gain Scores of the Control Class and the Experimental Class

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CHAPTER I INTRODUCTION

This chapter discusses the background of the study, the limitation and the formulation of the study, the objective of the study, the significance of the study, and the organization of the study.

A. The Background of Study One of human characteristics is to communicate each other. In modern era, communication is not only becoming a base of social interaction, but also improveing largely that no one of modern society can survive without communication, because everyday all people use language to communicate each other. Herbert H. Clark states that “Language is used for doing things. People use it in everyday conversation for transacting business, planning meals and vacations, debating politics, gossiping”.1 It means that language is a means for people to communicate each other, and it requires an understanding in order to have an effective communication. As Julie S. Amberg and Deborah J Vause state that Humans communicate each other through language. Having a good communication needs an understanding between people and a language that is used, because a good communication usually appears in sort social context2. So language is very important for human being to communicate each other. Of all creatures on earth, human beings alone have a fully developed, which enables them to communicate their thought to others in word, and which they can record and writing for other to read.3 It can be stated that distinguishes between human beings from other living creatures in the world are that their capability in producing sounds is amazing.

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Herbert H. Clark, Using Language, (New York: Cambridge University Press, 1996), p.3. Julie S. Amberg and Deborah J. Vause, American English: History, Structure, and Usage, (New York: Cambridge University Press, 1960), p. 2. 3 Charles W. Kreidler, Introducing English semantics, (London: TJ International Padstow Cornwall, 1998).p. 3. 2

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They can produce unlimited sounds to form thousands of words, and by manipulating the arrangement or order of those words they can build as many sentences as they want to show their anger, their happiness, their disappointment, and the like. They will also be able to produce the same quantity of sentences as manifestation of their thoughts, ideas, wants, desires, and whatever they are named only by manipulating the arrangement of sounds. In shorts, by changing the order of sounds they will be able to produce a very large number of words and by manipulating the arrangement of words they will also be able to form limitless number of sentences. English as an international language has been learned by every country in this world and also Indonesia. To face global dealing, English is used as a second language or foreign language in Indonesia. English must be learned from primary to university level. Many schools in Indonesia, English are used as a medium of instruction in order to improve student ability in using English. English is the first foreign language in Indonesia, which is considered important in order to absorb and develop science, technology, art and in order to improve the international relationship among the countries. English is diferent from Indonesia language. Every language has its own rules and its own skill. In learning English, there are four skill (Listening, Speaking, Reading, and Writing), should be mastered by the students. Besides the four skills, grammar also should be mastered by them. Grammar is needed even in communication. Without the proper knowledge of grammar, the students will be find many problems to build up the sentences and express their ideas for communication activities, but if they have good grammar, they will be easily to use English. According to Mark S Anderson and Kathy Anderson, “grammar is the rules in language systems for the use of words to create mening. It is about eord patterns. Grammar operate in three levels in a piece of text. Knowing how grammar operates allows us to identify and describe the use of words, sentences and structures in a piece of text”.4 4

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra, Vic: Macmillan Education Australia, 1998), p. 2.

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According to Andrea Decapua, ”grammar is a set of rules, often seen as arbitrary or unrealistic, is only one narrow view of grammar. Such a view based on the belief that: 1. Grammar must be explicitly taught. 2. Grammar is absolute and fixed a target or goal that speakers need attain in orderto be “good” speakers or writers of the language. 3. Grammar is inherently difficult and confusing, its mysteries only apparent toteachers, language mavens, or linguists.5 It can be said that, grammar is an vital part to be learnt in the process of acquiring a language; it must be mastered to help someone to use the language grammatically and meaningfully. Many teachers and students also see grammar as the heart of language and at the same time as manifested in restricted and controlled production of correct sentences, it is a description of the way language work. For some students, learning grammar may be difficult, because English is different with Indonesia language especially in pattern. When learning English. Students will learn about parts of speech. Each of words that make up our language can be categorized parts of speech. Knowing the parts of speech allows us to use language effectively. The main parts of speech as listed in the following paragraph: There are seven parts of speech as follow: noun, abstract noun, pronoun, verb, adverb, adjective, articles.(1) Noun. The term noun comes from the Latin word nomen, which means name. Nouns are used to name a person, place or thing. Noun can be proper, common, collective and abstract. (2) Abstract nouns Abstract nouns name things that cannot be seen or touched. Some examples of abstract nouns are joy, happiness, worry, jealous. (3) Pronouns. A pronoun is used in place of noun. There needs to be a reference link to a noun so that the audience knows who or what the pronoun is replacing. (4) Adjective: Adjectives are words that add meaning to a noun or pronoun. They are describing words that modify nouns. (5) Articles: There are two types of articles, definite and indefinite. To show a definite (specific, particular) person, place or thing, the definite articles the is used. (6) Verbs: Verbs are action, doing or having words, verbs indicate what 5

Andrea DeCapua, a Guide to American English for native and non-native speakers, (New York: Cambridge University Press, 2008), P. 1.

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the noun or pronoun does or is. Verbs have: regular or irregular, finite or infinite, person (first, second, and third), number (singular or plural), and voice (active or passive). (7) Adverbs: Adverbs add meaning to verbs, adjectives or other adverbs.6 One of the parts of speech which become a difficulty faced by the students is noun. The students have a problem in learning noun, because English and Indonesian language have different patterns in using noun. Usually in Indonesian pattern there is no change in using noun. For example: 1. Ada satu buku diatas meja. 2. Ada empat buku diatas meja. From the examples above, it shows that the word “buku” in the first sentence indicates a singular form. However, there is no change in the word “buku” in the second sentence which indicates a plural form. In English, there is a rule in using a singular and plural noun form. For example: 1. There is a book on the desk. 2. There are four books on the desk. The example above has shown that there is a change in using singular and plural noun. In the first sentence the word “book” indicates a singular form. However, in the second sentence there is a change in the word “book”. The word “book” is added by suffix -s to become “books” which indicates a plural form. Besides that students still have problem in using irregular noun form in English. For example: 1. there is one mouse in the kitchen 2. there are three mouses in the kitchen 3. there is one goose at the lake 4. there are five gooses at the lake From the example one and two above, it can be seen that students have a problem when they used noun in irregular form. Students still considered that every plural noun from must be added by the suffix -s or es. However, some nouns have irregular plural form. In this case, the words “mouse and goose” have 6

Ibid., p.11.

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irregular plural form, it should be “mice and geese” in the plural form. From the example above, it should be revised to be: 1. There are three mice in the kitchen. 2. There are five geese at the lake Therefore, irregular plural of nouns form is considered as one of difficult materials when students learn grammar. It is proved by some researchers who studied about irregular plural of nouns form. As mentioned in some previous studies on“An Analysis on the Errors in Pronouncing Regular Plural Nouns Made by Students” by Prihastuti with the result of the students First, it does not only a lack of student’s storage of vocabulary items, but also the inability of the student to recognize the sounds of the language. Second factor is the facility of teaching learning such as English textbook. The last factor is the students themselves. They perhaps can understand the material well because it has been explained by the teacher for several times, but they still keep making error of competence or performance because they face the difficulties7, and “An Analysis on the Difficulties Faced by the Students in Learning Plural Form of Noun” by Munyati.8 With the students result that the students’ errors are divided into three categories: Misformation 32.22% Omission 28.89% and Addition 21.11%. This research shows that the students’ still make errors in forming plural of nouns and they need improvement to develop their skill especially in learning plural of nouns. From the previous the study above, the writer decided to do a further research entitled “The Effectiveness of Drilling in Teaching Irregular Plural Nouns”. B. Identification of the Problem From the case above, the writer has found that the students difficulties in using irregular nouns. It can be identify as, (1) the students generalize every nouns has the same plural form by adding “s” or “es”. (2) They have lack of knowledge about irregular plural nouns. 7

Prihastuti. An Analysis on the Errors in Pronouncing Irregular Plural Nouns. Skripsi. (Jakarta: FITK UIN, 2011). 8 Munyati. An Analysis on the Difficulties faced by the Students in Learning Plural form of Noun. Skripsi, (Jakarta: FITK UIN, 2012).

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C. The Limitation of the Study To avoid misunderstanding in interpreting the problem, it is necessary to make limitation of the problem. In teaching noun forms, there are regular and irregular patterns that should be taught to students. There are also various techniques in teaching nouns. Thus, to limits this study, the writer uses Drilling to teach Irregular Pluralnoun. Thus the writer would like to conduct a research and to write it on the paper entitled “The Effectiveness of Drilling in Teaching Irregular Plural Nouns”.

D. Formulation Of the Problem Based on the limitation of the problems above, the writer formulates the problem as follow: “is there an effectiveness of drilling in teaching irregular plural nouns?”. E. The Objective of the Study The objective of the study is to find out whether the effectiveness of drilling in teaching irregular plural nouns. This study hopefully contributes many advantages to English teacher in implementing the grammar teaching especially in teaching irregular nouns. The result of the study hopefully can also assist the students in mastering irregular nouns.

F. Significance of the Study The result of the study is hoped to give contribution for the teachers, students, and other researcher as follow: 1. The Teacher This study is expected to give the alternative solution in teaching grammar especially in teaching nouns. 2. The Students It assists them to solve their problems in using irregular nouns. 3. The Institution of SMK Lingga Kencana Sawangan Depok The writer hopes that this study can be beneficial to improve in the teaching English.

CHAPTER II THEORETICAL FRAMEWORK

This chapter presents and discusses noun which is broken down into the form of singular and plural, the form of irregular of singular and plural. Drill also broken down into definition of drill, types of drill, and the use of drill. Relevant Study. Conceptual framework and hypothesis. A. Noun A noun tells us what someone or something is called For example, a noun can be the name of a person (John), a job title (doctor) the name of a thing (radio), the name of a place (London), the name of a quality (courage), or the name of an action (laughter/laughing) Nouns are the names we give to people, things, places, etc.1 English nouns can be classified as count (singular and plural) and nouncount.Thesingular form is used when considering the noun as a single item (count) or entity (noun-count), and the plural form is used when considering more than one of the same items. Noun-count nouns do not have a plural form. Most plurals are formed by adding –s or – es to the singular nouns (penpens). In some cases, there are special spelling rules that need to be considered when forming the plural. Some nouns take on a different form in the plural is called irregular plural (mouse-mice). 1. Definition of Noun Mark foley and Dianne Hall stated that nouns do not have grammatical gender in English, but some have a „natural gender‟, e.g. woman – female. father – male. English nouns only change their form when they plural or to show possession. Noun can be countable, uncountable, concrete (table, book, car, and chair.) or abstract (idea, hope, responsibility).2 1

L. G. Alexander, Longman English Grammar, (New York: Pearson Education Limited, 1988), p. 45. 2 Mark Folley and Dianne Hall, Advance Learners „Grammar, (Essex: Peron Education Ltd, 2003), p. 248.

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Howard Jackson also stated that some languages do not make a gender classification of their nouns, for example Kuechun language. It is arguable, moreover, that English does not exhibit grammatical gender: there is no mark of gender in the noun, part from one or two endings that are restricted to noun referring to female (e.g. tigress, usherette) and there is no mark in accompanying words (articles, adjectives, etc.) either.3 From both definition above, the writer can says that noun is a word todescribe things such as, the name of person, plant, animal, place, and etc. Beside that Noun is one of important parts of speech in arranging a sentence to be complete sentence, because of its rule of arranging a sentence according to the gender itself. 2. Types of Noun There are quite a few types of noun used to create a sentence in English language. Here are the explanation details of each noun which are classified: a. Proper noun Proper Noun begins with capital letter in writing. It can includes personal names (Mr. John Smith), names of geographic units such as countries, cities, rivers, etc. (Holland, Paris), names of nationalities and religions (Dutchman, Christianity), names of holiday (Easter, Thanksgiving Day), names of time units (Saturday, June), words used for personification – a thing abstraction treated as a person (Nature, Liberty).4 b. Common Nouns Common Nouns which refer to classes of things or instance of things. Here are some examples: teacher, village, girl, country, and soon. Common noun is opposed also to proper nouns. c. Countable or Noun countable 1) A countable noun can usually be made plural by the addition of – s (one girl, two girls). 3

Howard Jackson. Discovering Grammar, (Oxford: Pergamon Press Ltd, 1985), p. 12. Marcella Frank, Modern English A Practical Reference Guide, (New Jersey: Prentice Hall, 1972), p. 6.

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2) A noun countable is not used in the plural. Mass nouns from one type of uncountable noun. They are words for concrete objects stated in an undivided quantity (coffee, iron). Abstract nouns (including names of school subjects and sports) are uncountable.5 d. Collective Nouns A collective noun is a word for group of people, animals or objects considered as a single unit. Examples of collective nouns are audience, committee, class, crew, crowd, enemy, faculty, flock, folk, government, group, herd, jury, majority, nation, orchestra, press, public, and team. e.

Concrete Nouns Concrete nouns are words that have a physical shape that can be seen or touched. They can come from other categories of nouns: child, animal, magazine, horse, plank, and vase.

f. Abstract Nouns Abstract Nouns differ from concrete nouns in that they do not have a physicalshape. They describe ideas, qualities, or feelings: anger, bravery, hate, ignorance, intelligence, knowledge, love, peace, and sympathy. 6

3. Form of Nouns Noun in many European languages may be inflected, that is, changed in form, for certain grammatical properties. Usually these changes are made through special endings. Inflectional forms of nouns may indicate: a. Gender: 1) Masculine – refer to persons or animals of male sex: man, father, uncle, lad, king, groom, and actor. 2) Feminine – refers to person or animal of female sex: woman, mother, auntie, lass, queen, bride, actress, and geese. 3) Neuter – refers to objects to object no sex: tree, table, slipper, and car. 5

Ibid., p. 7. Ed Swick, English Verbs & Essentials of Grammar for ESL Learners, (New York: McGraw-Hill, 2010), p. 77.

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4) Case – special endings mark nouns according to their function in the sentence – subject, object of the verb, etc.7 b. Number: Number is the name of system contrasting Singular and Plural. In the first instance, it applies to noun inflection: noun typically has contrasting Singular and Plural forms. Thus cat and cats ate the singular and plural forms of the noun cat, and so on.8 4. Definition of Regular Singular and Plural Nouns The most common ways to make nouns Plural is add „s” or “es”. The vast majority of words in the English language become plural simply by adding an “s”. The plural of words ending in “s, - sh, - ch, - z, and – x, however is formed by adding “es” (Student – students, teacher – teachers, box – boxes, and class – classes).9 Outside these numerals we have grammatical expressions of number in mostsubstantives, in some pronouns and in some verbal forms, but neither in adjectives nor inparticles. While some languages distinguish a singular (for one), a dual (for two), sometimes even a trial (for three)and a plural, English like most of the cognatelanguages has now only a singular and a plural.10 The plural of nouns is formed by adding final “s” and final “es” is added to noun that end, sh, - ch, - s, - z, - and – x (song – songs, box – boxes, bush – bushes).11 The regular way of forming the plural is by adding the s-ending with its threefoldpronunciation.12

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Frank, op. cit., p. 12. Rodney Huddleston and Geoffrey K. Pullum, A Student‟s Introduction English Grammar, (New York: Cambridge University Press, 2005), p. 85. 9 Barbara Hansen and Rebecca McDaniel, Simplified Sentence Skills, (Linclonwood / Chicago: University of Cincinnati, 1998), p. 180. 10 Otto Jespersen, Essentials of English Grammar, (London: Taylor & Francis Group, 2006), p. 154. 11 Betty Schrampfer Azar, Understanding and Usung English Grammar, (New York: Longman, 1999), p. 100. 12 Jespersen, op. cit., p. 155. 8

11

Most nouns in English have both singular and plural forms, and the plural is usually formed by adding "-s" to the singular. Most nouns in English have both singular and plural forms, and the plural is usually formed by adding “-s” to the singular (boss – bosses, - face – faces, cat – cats, day – days, and tax – taxes).13 Based on the definition above, it can be said that to make plural noun form with simply ways just put in a letter “s”, when the final words are sh, - ch, - s, - z, - and x, become plural form by adding letters “es” in the end of the word. a. The Regular Singular and Plural nouns 1) After a sibilant sound spelled as s, z, ch, sh, x, es is added. Example Class

→

classes

Church

→

Churches

Dish

→

dishes

However, if final ch is pronounced [k], only s is added. Example Monarchs‟

→

stomachs

2) After y preceded by a consonant, they” y” is changed to”I” and es is added.

Example Lady

→

ladies

Country

→

countries

If final y is preceded by a vowel, no change is made. Example Attorney

→

attorneys

Valley

→

valleys

3) In one – syllable words, final f or fe becomes ves in the plural. Example

13

Wife

→

wives

Leaf

→

leaves

Jeremy Harmer, How to TeachEnglish; An Introduction to the Practice of English Language Teaching, (London: Edinburg Gate, Addison Wesley Longman Ltd, 1982), p. 11.

12

Thief

→

thieves

Half

→

halves

However, some such words take the regular s ending. Example Chief

→

chiefs

Roof

→

roofs

Wife

→

wives

A few words have either from for the plural. Example Wharves

or

wharfs

Scarf

or

scarves

4) After final o, esis sometimes added, especially in some common words. Example Hero

→

Heroes

Negro

→

Negroes

Echo

→

Echoes

Potato

→

potatoes

If a vowel precedes the final o, or if the word is a term used in music, only s is added. Example Studio

→

studios

Photo

→

photos

Piano

→

pianos

Zoo

→

zoos

Video

→

videos

Sometimes the es alternate with a less common s ending. Example Cargoes

or

cargos

Mottoes

or

mottos

Volcanoes

or

volcanoes

13

The Table Below Shows the Use of Regular Singular and Plural Nouns. Table 2.1 The List of Regular Singular and Plural Nouns The words ending

Singular

Plural

The plural of most nouns is formed by adding final “s”

Plate

Plates

Table

Tables

Student

Students

Boss

Bosses

Glass

Glasses

Class

Classes

Bench

Benches

Catch

Catches

Beach

Beaches

Bush

Bushes

Dish

Dishes

Flash

Flashes

Fox

Foxes

Ax

Axes

Box

Boxes

Quiz

Quizzes

Fez

Fezzes

Nouns endingin “dg”

Judge

Judges

Noun ending in “y”

Baby

Babies

Cry

Cries

City

Cities

Veto

Vetoes

Buffalo

Buffaloes

Mosquito

Mosquitoes

The nouns ending “ss”

Nouns ending in“ch”

Nouns endingin “sh”

Nouns ending in“x”

Nouns endingin “z”

Nouns ending in “o”

14

5. Definition of Irregular Plural Nouns An Irregular Plural noun is an Irregular noun in the Plural form. An Irregular noun is a noun that becomes plural noun by changing it‟s spelling in other ways than adding an “s” or “es” to the ending of the word. This change can happen in variety ways.14 Irregular plural nouns are generally nouns that follow older patterns of Englishor are nouns that have been borrowed from Latin or Greek and thus take the Latinor Greek plural formation. In the case of words that have been borrowed from Latinor Greek, there is a tendency for them to adopt over time the regular English plural–s inflection. Therefore, we see words such as syllabus that actually have two pluralforms, the original syllabi and the English syllabuses.15 a. The form of Irregular Plural

Irregular plurals based on older English may take the form of: a) An internal change. Example Man

→

men

Foot

→

feet

Mouse

→

mice

Child

→

children

Ox

→

oxen

Brother

→ Brethren (the older plural of

b) An en ending. Example

brother) is found mainly in religious contexts. c) There are a number of animal that have the same singular and plural form. Example

14 15

Ibid., DeCapu, op. cit., p.50,.

Sheep

→

sheep

Deer

→

deer

15

Fish

→

fish

Bison

→

bison

Swine

→

swine

Shrimp

→

shrimp

d) The singular has the same form as the plural. Example Series

→

series

means

→

means

e) Many foreign word s retain their foreign plural in English. (1) Singular us ending becomes plural I ending. Example Stimulus

→

stimuli

Radius

→

radii

(2) Singular a ending becomes plural ae ending. Example Larva

→

larvae

Vertebra

→

vertebrae

(3) Singular um ending becomes plural a ending. Example Memorandum → memoranda Stratum

→

strata

some such word are used chiefly in the plural. Example Data and bacteria (4) Singular is ending becomes plural es ending. Example Crisis

→

crises

Parenthesis

→

parentheses

(5) Singular on ending becomes plural a ending. Example Criterion

→

criteria

Phenomenon → phenomena

16

(6) Singular uex or ix ending becomes plural ices ending. Example Vortex

→

vortices

Matrix

→

matrices

(7) Singular eau ending becomes plural eaux ending. Example Bureau

→

bureau

Plateau

→

plateau

There is an increasing tendency for regular “s” plural to alternate with foreign plural. The dictionary therefore also records such plural as memorandum, vertebras, vortexes, criterions, and bureaus. No plural is used for nouncountable words such as information, advice, clothing, and furniture. Some noun words ending “s” are singular nouncountable nouns, especially names of diseases and fields of study (news, measles, economics). However, when words that name fields of study are used for practical matters, such words are often considered plural. Example His businesses are very questionable The acoustics in this room are not good Some words ending in “s” are used chiefly as plural (ashes, brains, goods, riches). In this group are words for items that have two parts (scissors, spectacles, pliers, and trouser). The Table Below Shows the Use of Irregular Singular and Plural Nouns. Table 2.2 The Form of Irregular Plural Nous Singular

Plural

Arti

Man

Men

Laki-laki

Foot

Feet

Kaki

Tooth

Teeth

Gigi

Mouse

Mice

Tikus

17

Child

Children

Anak-anak

Sheep

Sheep

Biri-biri

Deer

Deer

Rusa

Datum

Data

Data

Criterion

Criteria

Criteria

Crisis

Crises

Krisis

Fish

Fish

Ikan

Series

Series

Seri

Louse

Lice

Kutu

Goose

Geese

Angsa

6. Irregular Plural from Latin and Greek English has borrowed a great many words from Latin and Greek. Many nouns (particularly ones from Latin) have retained their original plurals from some time after they are introduced. Other nouns have become Anglicized, taking on the normal final “s”. In some case, both forms are still competing. The choice of a form can often depend on context: for a linguist, the plural of appendix is appendices (following the original language), for physician, however, the plural of appendix is appendixes. Likewise, a radio engineer works with antennas and an entomologist deals with antennae. Choice of form can also depend on the level of discourse: traditional Latin plurals are found more often in academic and scientific context, whereas, in daily speech the anglicized forms are more common. In the following table, the Latin plurals are listed together with the Anglicized forms when they are more common. Table 2.3 The List of Irregular Plural Nouns from Latin and Greek Original Singular

Original Plural

From

Phenomenon

Phenomena

Latin and Greek

Criterion

Criteria

Latin and Greek

Bacterium

Bacteria

Latin

18

Datum

Data

Latin

Medium

Media

Latin

Memorandum

Memoranda

Latin

Analysis

Analyses

Greek

Basis

Bases

Greek

Crisis

Crises

Greek

Hypothesis

Hypotheses

Greek

Parenthesis

Parentheses

Greek

Thesis

Theses

Greek

B. Drill Here is the theory that stated the important drill for young learner. Peck (2000) found that the children enjoy rhythmic and repetitive language more than adults do. They play with the intonation of a sentence, and most are willing to sing. They enjoy repeating a word or utterance can differ, children are more likely to laugh at the sounds of a second language, or to be reminded of a word in the first language. Young children such as student may comfortably talk to themselves, perhaps as part of a fantasy role play. 16 From this theory it can be stated that learning irregular of nouns form with repetition and intonation can make the students enjoyed in learning language. According to Julie Tice, young learner couls find difficulties in remembering the way to say complete phrase in a forign language when theywere first learning, but it would be easier for the leaener if the teacher gave the repetition drill in a song. Because the learners would remember whole song and chant with ease. For example, action song like „Head, Shoulders, Knees, and Toes‟ provided fun drills of language for parts of the body. The teacher could introduce the song and also the action first before asked the learners to sing and did the action.17

16

Sabrina Peck, Developing Children‟s Listening and Speaking ESL, Third edition, (Tarone: Heinle & Heintein, 2000), p. 141. 17 Julie Tice, Teacher, Trainer, Writer, British Counsil Lisbon Drilling, 2007, p. 1, (www.teachingenglish.org,uk).

19

According to Cordeiro, children benefit from knowing the rules and being familiar with situation, have system, have routines, organized and plan your lesson. Use familiar situation, familiar activities by using repeat stories, rhymes, etc.18 Form the theory above the writer can conclude that the children enjoy learning foreign language by using song and familiar situation, because they more easily to remember new word and they fun with it. 1. Definition of Drills Tice mentions that ”at its simplest, drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard. This is a repetition drill; that is still used by many teachers when introducing new language items to their students”. It can be concluded that the teacher says the word or phrase and the students repeat it. According to Richard theory, drill is a technique commonly used in language teaching for practicing sounds or sentence patterns in a language, based on guided repetition or practice some aspects of grammar or sentence format formation is often known as pattern practice.19 From the theory above it can be restated that drill is a technique of word or sentence repetition in introducing new language for the learners so that they easily to memorize the language they are leaning. 2. Types of Drills The use of drills and pattern practice is a distinctive feature of the Audio Lingual Method. Various kinds of drill are used. Brooks includes the following: a. Repetition. The student repeats an utterance aloud as soon as he has heard it. He does this whiteout looking at a printed text. The utterance must be brief enough to be retained by the ear. Sound is as important as from and other. 18

Cordeiro, An Alternative Drilling Strategy, (Washington D.C: Cambridge University Press 1989), p. 97. 19 J.C Richards, Longman Dictionary of Language Teaching and Applied Linguistic, (London: Person Education Limited, 1992), p. 117.

20

Example: I used to know him. – I used to know him After the student has repeated an utterance, he may repeat it again and add a few words, then repeat that whole utterance and add more words. I used to know him years ago. - I used to know him years ago when were in school…. b. Inflection. One word in an utterance appears in other form when repeated. Example: I bought the ticket. – I bought the tickets. I called the young man. – I called the young men…. c. Replacement. One word in an utterance is replaced by another. Example: Helen left early. – She left early. They gave their boss a watch. – They gave him a watch…. d. Restatement. The student rephrases an utterance and addresses it to someone else, according to instructions. Example: Tell him to wait for you. – Wait for me. Ask her how old she is. – How old are you e. Completion. The student hears an utterance that is complete expect for one word, then repeats the utterance in complete form. Example: I‟ll go my way and you go. . . . – I‟ll go my way and you go yours. We all have … own troubles. – We all have our own troubles. . . f. Transposition. A change in word order is necessary when a word is added. Example: I‟m hungry. (So). – So am I. I‟ll never do it again. (neither). – Neither will I. . . g. Expansion. When a word is added it takes a certain place in the sequence. Example:

21

I know him. (hardly). – I hardly know him. I know him. (well). – I know him well. . . h. Contraction. A single word stands for a phrase or clause. Example: Put your hand on the table. – put your hand there. They believe that the earth is flat. – They believe it. . . i. Transformation. A sentence is transformed by being made negative or interrogative or through changes in tense, mood, voice, aspect, or modality. Example: He knows my address. He doesn‟t know my address. Does he know my address? He used to know my address. If he had known my address. j. Integration. Two separates utterances are integrated into one. Example: They must be honest. This is important. – it is important that they be honest. I know that man. He is looking for you. – I know the man who is looking for you. . . . k. Rejoinder. The student makes an appropriate rejoinder to given utterance. He is told in advance to respond in one of the following ways: Be polite. Answer the question. Agree. Agree emphatically. Express surprise. Express regret. Disagree. Disagree empathically, Question what is said.

22

Fail to understand. BE POLITE. EXAMPLE Thank you. – You‟re welcome. May I take one? – Certainly. ANSWER THE QUESTION. EXAMPLE What is your name? – My name is Smith. Where did it happen? – In the middle of the street. AGREE.

EXAMPLE

Hi‟s following us. – I think you‟re right. This is good coffee. – It‟s very good. . . l. Restoration. The student is given a sequence of words that have been culled from a sentence but still bear its basic meaning. He uses these words with a minimum of change and addition to restore the sentence to its original form. He may be told whether the time is present, past, or future. Example: Students/waiting/bus – the students are waiting for the bus. Boys/build/house/tree – the boys built a house in a tree.20 However there is a little difference with what Theodore Huebener introduced about Pattern drillswhich are divided into thirteen types as follows: a. Repetition Drill which is the simplest drill; the teacher asked the student to repeat what the word or sentence he or she said. b. Substitution Drill. The pupil changes the subject in sentence with pronoun of a different person, number, or gender and also the verb c. Transformation Drill. In this drill the model is changed from the singular to the plural, from the plural to the singular, from the positive to the negative, from the statement to the interrogative, and so on. d. Replacement Drill. This is actually same as substitution drill. It changes the noun to pronoun. e. Response Drill. In this drill the student answer what the teacher questioned. 20

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press. 1990), p. 61.

23

f. Cued – response Drill. The teacher gives a signal to the student before or after the question. g. Rejoinder Drill. The student is given the way to rejoin the statement. h. Restatement or Directed Dialogue. (Relay Drill.) pupils are directed to ask question or make statements, first with the teacher and then with a classmate as dialogue partner: i. Completion Drill. The pupil completes the sentence with the correct word. j. Expansion Drill. Adding words and phrases to build up a simple sentence. k. Contraction Drill. Replacing a phrase or clause with a single word: l. Integration Drill. Combining two separated statements. m. Translation Drill. The pupil translates their native sentences with the same structure into the foreign language.21

3. Use of Drill Drills are likely to be useful at elementary level or in the practice phrase of a lesson where limitation of the learning goal is desirable; there are some experts who give the useful of drill. The most common purpose of drills is to involve the whole class together in the practice of grammar pattern.22 Grant Taylor stated that there are twelve methods in using drill as follow: Method 1. The teacher uses the book, but the students do not refer to it all. In VARIATION A, The teacher first gives the variable element for the sentence and then says the complete model sentence. The student repeats the complete model sentence. In VARIATION B, the teacher not only gives the complete sentence before the student response but also again after the student response. In the classroom, VARIATION C is often effective. Here the teacher selects an individual student for the first repetition. The teacher says the complete sentence after the student, and finally the entire class repeats the complete sentence. In this following drill, the variable element is isolated in the left column, and the 21

Theodore Huebener,, How to Teach Foreign Languages Effectively, (New York: New York University Press: 1969), p. 19. 22 David Cross, A Practical Handbook of Language Teaching, (London: Cassel Villiers House, 1991), p. 40.

24

pattern sentence is in the right column. No

Variable Element

Sentence pattern

1

Write

The students have written it already

2

See

The students have seen it already

3

Do

The students have done it already

4

Send

The students have sent it already

5

Take

The students have taken it already

6

Get

The students have got it already

EXAMPLE (VARIATION A) Teacher

: Write. The students have wtitten it already.

Students

: The students have written it already.

Teacher

: See. The student have seen it already.

Students

: The students have seen it already, etc.

EXAMPLE (VARIATION B) Teacher

: Wtite. The students have written it already.

Students

: The students have written it already.

Teacher

: The students have written it already.

Teacher

: See. The students have seen it already.

Students

: The students have seen it already. Do, etc.

EXAMPLE (VARIATION C) Teacher

: Write. The students have written it already.

Mr. Pappas

: The students have written it already.

Teacher

: The students have written it already.

Everyone in class : The students have written it already. Teacher

: The students have seen it already.

Mr. Kowalski

: the students have seen it already, etc.

Method 2. The teacher uses the book, but the student does not refer to it at all. As in Method 1, the teacher gives the variable element and then says the complete sentence. However, the student does not repeat. The teacher does the entire

25

column in this fashion or does a sufficient number of sentences to fix the pattern in the student‟s mind. Method 3. This method combines the preceding two. The teacher uses the book, but the student does not refer to it at all. The teacher goes through the drill the first time using Method 1, then goes back to the beginning of the drill and start Method 2. In starting Method 2 the second time through the drill, it is not necessary to fix the pattern as in Variations A and B of Method 2 since the student has already become familiar with the pattern in going through the drill the first time using Method 1. Method 4. The teacher directs the students to open their texts to the appropriate pattern drill. The teacher selects individual students to read each sentence aloud starting from the beginning of the drill. The teacher gives each sentence after the student. In the laboratory, the cue for the student to read the sentence aloud can be merely the number of the sentence. As in prior method, where there are two different patterns in the two columns, the drill can be done in three steps (each column independently and then both) if desired. Method 5. In this method, the teacher select only pattern drills which have two independent Patterns in the two columns. The teacher gives the pattern in the left column and the student is expected to give the appropriate response for the right column. Upon completion of the drill, the procedure is reserved, the teacher supplying the appropriate response for the right column thus demonstrating to the student how he should have responded when he said the right column. Method 6. This method is approximately equivalent to method 1 except that the student response is written rather than oral. In variations A, the teacher gives the complete sentence, and the student writes the form require by text (or check his work if he has already written in the text). In variations B, the procedure is the same except the teacher gives the complete sentence again after the student has written in the text. Method 7. The teacher gives the complete sentence, and the student writes the form required by the text. The teacher then gives the complete sentence again, and the student repeats the sentence.

26

Method 8. In this method, the order of the student responses is the reverse of those in Method 7. The teacher gives the complete sentence, and the student repeats the sentence. The teacher then gives the complete sentence again, and the student writes the forms required by the text. Method 9. In VARIATION A, the teacher gives the complete sentence. The student then writes the form requires by the text and repeats the student orally (in whichever order he deems easiest). In VARIOATON B, the procedure is the same except the teacher again gives the complete sentence after the student has completed his dual response. Method 10. In VARIATION A, the student looks at the pattern drill and reads the appropriate sentence aloud. The teacher gives the complete sentence after the student. The student then writes the form required by the text. In VARIATION B, the procedure is the sane except the teacher again gives the complete sentence after the student has written in the text. Methos 11. Here the order of the student response is the reserve of those in Method 10. In VARIATION A, the student first writes the form required by the text, and the teacher gives the complete sentence. The student then repeats the complete sentence orally. In VARIATION B, the procedure is the same expect the teacher again gives the complete sentence after the student has responded orally. Method 12. The student studies the pattern drill and writes the form required for that particular drill. In this method, the teacher usually corrects the written work and returns it to the student.23 C. Grammar Translation Method 1.

The Definition of Grammar Translation Method The Grammar Translation Method is a foreign language teaching method

derived from the classical (sometimes called traditional) method of teaching Greek and Latin. The method requires the students to translate whole text word for word and memorized numerous grammatical rules and exceptions as well as

23

Grant Taylor, Practicing American English, (New York: McGraw-Hill Company, Inc, 1960), p. 10.

27

enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classic.24 Grammar Translation Method has been used by language teacher for many years. Richards and Rodgers told that Grammar Translation Method dominated European and foreign language teaching from the 1840s to the 1940s, and in modified from it continues to be widely used in some parts of the world today. 25 From explanation above, it can be stated that Grammar Translation Method still uses today in language teaching. This method involves students to spend a lot of time in understanding the language structure. Grammar, Vocabulary, and Translation are being stress throughout the teaching method. 2.

The Characteristics of Grammar Translation Method There are some principal characteristics of the Grammar Translation Method according to Richards and Rodgers as follow: a. The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study. b. Reading and Writing are mayor focus; little or no systematic attention is pay to speaking or listening. c. Vocabulary selection is based on the reading text used, and words are taught trough bilingual word list, dictionary study and memorization. d. The sentence is the basic unite of teaching and language practice. e. Accuracy is emphasized. f. Little or no attention is given to pronunciation. g. Grammar is taught deductively. h. The students‟ native language is the medium of instruction.26 It can be concluded that Grammar Translation Method is emphasized to the mastery of grammatical rule, teaching grammar deductively, the

24

http: // en. Wikipedia. Org/wiki/grammar-translation#method. Jack C.Richards and Theodore S. Rodgers, Approaches And Method in Language Teaching, (London: Cambridge University Press, 1986), p. 53-55. 26 Richards and Rodgers, op. cit., p. 4-5 25

28

translation is the main exercise, the students‟ are ask to translate a sentence from the native to the target language or vice versa, and language is taught through rules rather than use. 3. The Procedure of Grammar Translation Method a. Set introduction 1) Teacher greets the students 2) Teacher does socializing 3) Teacher reviews list chapter bat asking some questions to several students b. Presentation Stage 1) Teacher explains the rules and patterns of irregular singular and plural form. 2) Teacher writes the pattern and some words irregular singular and plural form. 3) Teacher gives the students‟ time to ask questions if they do not understand. c. Practice Stage 1) Teacher distributes hand out of exercise. 2) Teacher explains how to do the exercise. 3) Students do the exercise. 4) Teacher discusses the answer together with the students. d. Closure 1) Teacher reviews today‟s lesson 2) Teacher closes the lesson.

D. Relevant Study There are two relevant studies that the writer takes about Plural of Nouns Form. They are An Analysis on the Errors in Pronouncing Regular Plural Nouns Made by Students, An Analysis on the Difficulties Faced by the Students in Learning Plural Form of Noun.

29

The first relevant study is about An Analysis on the Errors in Pronouncing Plural Nouns Made by Students‟, A Case Study at the First Grade of Muhammdiyah 17 Junior High School Students Rempoa (Prihastuti, 2012).27 The objective of the research is to analyze how many errors. The subjects of this research were students of SMP Muhammadiyah 17, Ciputat-Timur at the first Grade. The writer took 40 students as a sample which comes from I A. To collect the data, the writer uses a test and interview. The results of this research show that the frequency of the errors occurs in students are Pronouncing plural nouns. The students‟ errors divided into three categories: suffix – s which is pronounced as /s/ 31.25% plural suffix – s which are pronounced as /z/ 23% and plural suffix – s or es which are pronounced as /əz/ 76.75%.This research shows that there many factors why the students produce errors. First, it does not only a lack of student‟s storage of vocabulary items, but also the inability of the studentto recognize the sounds of the language (i.e. the lack knowledge of the rules because there is no concept, especially, of voiced and voiceless sounds in their native language even the sounds are available). Second, factor is the facility of teaching learning such as English textbook. The school does not make English textbook as compulsory item. Most of them get the information only from the teacher and it is not sufficient.The last factor is the students themselves. They perhaps can understand the material well because it has been explained by the teacher for several times, but they still keep making error of competence or performance because they face the difficulties. The second study is about An Analysis of the Students‟ Errors in the Plural of Nouns, A Descriptive Study at Second Grade Students of MAN 2 Bogor (Musrifah, 2007).28 The objective of this study isthe writer wants to find out the errors made by the second grade students of MAN 2 Bogor on English plural. The writer only took one class. It consists of 30 students. To collect the data, the writer gave an essay test to the second grade students of MAN 2 Bogor. The test was 27

Prihastuti, An Analysis on the Errors in Pronouncing Plural Nouns Made by Students. Skripsi, (Jakarta: FITK UIN, 2012). 28 Musrifah, An Analysis of the students‟ Errors in the Plural of Nouns.Skripsi, (Jakarta: FITK UIN, 2012).

30

about plural which focused on regular plural of nouns. The result of this research show that the frequency of the errors occurs in students‟ in forming plural of nouns. The students‟ errors are divided into threecategories: Misformation 32.22% Omission 28.89% and Addition 21.11%. This research shows that the students‟ still make errors in forming plural of nouns and they need improvement to develop their skill especially in learning plural of nouns.

E. Conceptual Framework In teaching learning process, grammar often becomes a problem for most students, although they have studied English since elementary school. Students find difficulties in learning grammar, specifically in learning parts of speech which includes verb, adverb, adjective, noun, For this reason, teacher should use an effective teaching method that encourages students in learning English grammar, especially irregular singular and plural of nouns form. In this case, drilling is expected to be able to help the students in understandingirregular singular and plural of nouns form. Drilling is a technique in which students work independently within a learning environment. It is educates them to participate active in the classroom, so that it can increase the students‟ interest in learning English especially in learning irregular singular and plural of noun form. In teaching irregular singular and plural of noun form by using Drilling can provide opportunities for students to active engagement with material. Moreover, drilling suggests that students must do more than just listen; they must read, write, discuss or be engage in solving problems. Most important, to be active involved, students have had the opportunity to work and have life experiences that have shown them that they can learn things on their own and can participate and interact with both other students and the teacher in the classroom. Therefore, use of this method in the classroom is vital because students can improve their skill.

31

F. The Hypotheses of Study a. Alternative Hypothesis (Ha) There is a significant difference of the Students‟ results between using Drilling Method and using Grammar Translation Method in Teaching Irregular Plural of Nouns. b. Null Hypothesis (Ho) There is no significance difference the students‟ result between using Drillingand Grammar Translation Method in teaching Irregular Plural Nouns.

CHAPTER III RESEARCH METHODOLOGY This chapter presents the research methodology. The discussion focus on the purpose of the study, the time and place, the population and sample of research, the method of the study, the technique of data collecting, the technique of data analysis, and the testing of the hypotheses. A. The Purpose of the Study The purpose of the study is to know whether teaching of irregular of nouns form through drilling is effective or not. B. The Place and Time The research was conducted at SMK Lingga Kencana Depok for about seven weeks. It was begun from January and finished on February which was divided into eight meetings including of giving pre-test, teaching learning activities, and post-test. C. The Population and Sample of Research In this research the writer has taken the population of the first grade students of SMK Lingga Kencana Depok. The whole students of the first grade were 58 students, namely class X Perbankan Syariah and X Tata Niaga which consists of 23 and 35 students in every class. The sample was took randomly, the writer took sample 20 students from class X Perbankan Syariah and X Tata Niaga and total sample 40 students. D. The Method of the Study This research used the True-experimental Design. The writer did the research on two classes, before doing activity; students are given pre-test to find out their basic competence. Then, they are taught irregular of nouns form through drilling. Finally, students are given post-test in order to find out whether there is significant influence of implementing drilling in teaching irregular of nouns form.

32

33

E. The Technique of Data Collecting To collect the data, the writer used test which is divided into pre-test and posttest administered to experiment class and controlled class. The pre-test was conducted before teaching learning process in order to find out the students’ ability in using irregular of nouns form. On the other hand, the post-test was conducted after teaching learning activities to find out whether there is effectiveness of teaching irregular of nouns form through drilling or not. In collecting data, the writer has created a test which includes 15 multiple choice items, 5 true and false items, and 5 fill in the blank items. F. The Technique of Data Analysis To analyze the data, the writer used t-test. The writer compared score between the experimental class and control class. The technique is useful to prove statistically which is more effective using Drilling or Grammar Translation Method. To find out the differences of students’ score in using Drilling compared to the students’ score that used Grammar Translation Method, the writer used t-test formula as follows:

to

=

𝐌 ₁−𝐌 ₂ 𝑺𝑬𝑴₁ –𝑴 ₂

to

=

t – Observation

M1

= Mean of Variable X (Variable I)

M2

= Mean of Variable Y (Variable II)

SEM 1

= Standard Error of mean Variable X

SEM 2

= Standard Error of mean Variable X

And after getting mean differences of variables, the writer had to find out the standard of deviation of variable and standard error mean of variable by using formula as follows:

34

1. Determining Mean I with formula Mean Variable I =

Ʃ𝐗 𝑵

2. Determining Variable II with formula Mean Variable II =

Ʃ𝐘 𝑵

3. Determining of Standard Deviation of Variable I SDx

=

Ʃ𝐱𝟐 𝑵

4. Determining of Standard Deviation of Variable II SDy

=

Ʃ𝐘𝟐 𝑵

5. Determining Standard of Error Mean of Variable I SEMx =

𝑺𝑫 𝒙 𝑵−𝟏

6. Determining Standard of Error Mean of Variable II SEMy =

𝑺𝑫 𝒚 𝑵−𝟏

7. Determining Standard of Error Mean of Variable I SEMx – My = 𝑺𝑬𝑴𝒙𝟐 + 𝑺𝑬𝑴𝒚

𝟐

8. Determining to with formula to

𝐌 𝐱−𝐌 𝐲

= 𝑺𝑬𝑴𝒙−𝑴 𝒚

9. Determining t – table in significance level 5% and 1% with df. df= (N2 + NI) – 2

G. The Technique of Analyzing Data Having got the data from pre-test and post-test, they were analyzed and processed by using statistic calculation of T-test formula with significance degree 5%. The formula as follow: MD

to

= 𝑆𝐸 𝑀𝐷

to

: Test Observation

35

MD =

ƩD 𝑁

MD: Mean of differences; the average score from the differences gained scores between I variable and II variable, which are calculated with the formula ΣD: Total score Between I variable (X Variable) and II variable (Y Variable), and D is gained with formula; D=X - Y; N = Number of cases SDD= SDD

ƩD² N

−

² ƩD⦋ ⦋ N

: the standard deviation from differences between score of X variable and Y variable, which is gained with the formula;

CHAPTER IV RESEARCH FINDINGS A. Data Description To know the result of the tests (pre-test and post-test) the writer made the table of students score from both classes (experimental class and control class). Here the result of students’ scores in the control class through Grammar Translation Mathod in teaching Irregular Plural Nouns: Table 4.1 The Result of Students in the Control Class Students (N) Pre-test Post-test Gained Score 1

48

56

8

2

63

76

13

3

47

68

21

4

54

68

14

5

74

78

4

6

50

60

10

7

68

70

2

8

20

48

28

9

50

56

6

10

68

70

2

11

48

50

2

12

40

40

0

13

56

60

4

14

30

60

30

15

60

62

2

16

50

50

0

17

70

72

2

18

68

76

8

19

60

60

0

20

40

50

10

Total

1064

1230

166

Average

53,2

61,5

8,3

36

37

The table above describes the students’ score of the control class in learning Irregular Plural Nouns by using Grammar Translation Methodat the first grade students of SMK Lingga Kencana Depok in odd semester. Based on table above, the writer concluded that the average score is 53.2 for pre-test, 61.5 for post-test and the gain score is 8.3. The following table is the result of students’ score of the experiment class through Drilling in teaching Irregular Plural Nouns: Table 4.2 The Result of Students in the Experimental Class Students (N) Pre-test Post-test Gained Score 1 56 68 12 2 72 80 8 3 63 76 13 4 56 78 22 5 60 80 20 6 60 78 18 7 30 68 38 8 48 68 20 9 56 73 17 10 50 73 23 11 56 80 24 12 30 50 20 13 50 75 25 14 48 50 2 15 48 68 20 16 30 73 43 17 75 78 3 18 75 86 11 19 48 60 12 20 48 58 10 Total 1059 1420 361 Average 52,95 71 18,05 The table above describes the students’ score of the experiment class in learning Irregular Plural Nouns by using Drilling at the first grade students of SMK Lingga Kencana Depok in odd semester. Based on table above, the writer concluded that the average score is 52.95 for pre-test, 71 for post-test and 18.05 for the gain score.

38

The next table is the statistical calculation of the gain score both the experiment class through Drilling and the control class through Grammar Translation Method in teaching Irregular Plural Nouns.

Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

Table 4.3 The Statistical Calculation of the Gain Score of Both the Control and the Experimental Class X Y X Y X2 12 8 -6.05 -0.3 36.6025 8 13 -10.05 4.7 101.0025 13 21 -5.05 12.7 25.5025 22 14 3.95 5.7 15.6025 20 4 1.95 -4.3 3.8025 18 10 -0.05 1.7 0.0025 38 2 19.95 -6.3 398.0025 20 28 1.95 19.7 3.8025 17 6 -1.05 -2.3 1.1025 23 2 4.95 -6.3 24.5025 24 2 5.95 -6.3 35.4025 20 0 1.95 -8.3 3.8025 25 4 6.95 -4.3 48.3025 2 30 -16.05 21.7 257.6025 20 2 1.95 -6.3 3.8025 43 0 24.95 -8.3 622.5025 3 2 -15.05 -6.3 226.5025 11 8 -7.05 -0.3 49.7025 12 0 -6.05 -8.3 36.6025 10 10 -8.05 1.7 64.8025 ∑X2 = ∑X = 361 ∑Y = 166 ∑X = 0 ∑Y = 0 1958.95

y2 0.09 22.09 161.29 32.49 18.49 2.89 39.69 388.09 5.29 39.69 39.69 68.89 18.49 470.89 39.69 68.89 39.69 0.09 68.89 2.89 ∑Y2 = 1528.2

The table above describes the result calculation of the gain score of the experiment class (X) and the control class (Y) in learning Irregular Plural Nouns. Based on table above, it can be concluded that the total score of the experimental class (∑X) is 361and the control class (∑y) is 166.

39

80 70 60 50 Pre-Test

40

Post-Test 30

Gain Score

20 10 0 Control class

Exeriment Class

Chart 4.1 The Pre Test, the Post Test, and the Gain Scores of the Control Class and the Experimental Class The diagram above describes the score of both classes in average level. It shows that the students’ achievement in teaching Irregular Plural Nouns by using Drilling (experimental class) higher than using Grammar Translation Method (control class). From the table above, the writer calculated them based on the steps of t-test formula, as follows: 1. Determining Mean I with formula Mean Variable I = =

Σ𝑋 𝑁 361 20

= 18.05

2. Determining Mean II with formula Mean Variable II =

Σ𝑌 𝑁

166

= 20 = 8.3 3. Determining of Standard Deviation of Variable I SD x

=

Σx 2 𝑁

40

1958.95

=

20

= 97.948 = 9.897 4. Determining of Standard Deviation of Variable II SDy

ΣY 2

=

𝑁 1528 .2

=

20

= 76.41

= 8.741

5. Determining Standard of Error Mean of Variable I SEMx

𝑆𝐷𝑥

= =

𝑁−1 9.897

=

20−1

9.897 19

9.897

=4.359 = 2.270 6. Determining Standard of Error Mean of Variable II SEMy

= =

𝑆𝐷𝑦 𝑁−1 9.897 20−1

=

8.741 19

8.741

=4.359 = 1.943 7. Determining Standard of Error Mean of Variable I SEMx – My

= 𝑆𝐸𝑀𝑥 2 + 𝑆𝐸𝑀𝑦 2 = 2.2702 + 1.9432 = 5.153 + 3.780 = 8.932 = 2.988645 = 2.989

8. Determining towith formula to

=

Mx–My SEM x – M y

=

18.05 – 8.3

=

9.75

2.989

2.989

= 3.261961 = 3.262

41

9. Determining t – table in significance level 5% and 1 % with df. df

= (N2 + N1) – 2 = (20 + 20 ) – 2

= 40 – 2 = 38 Because the value of 38 is not mentioned in the table, the writer use the value that closer to 38 is 40 (df) degree of freedom. 1. The significance level of 5% tt (t-table) = 2.021 2. The significance level of 1% tt (t-table) = 2.704 10.

The comparison between t-score with t-table:

T-score = 2.021 < 3.262 > 2.704 B. Hypothesis Testing The statistic hypothesisstates: If to (t-observation) higher than tt (t-table), it means Drilling is effective in teaching Irregular Plural Nouns. Ha is accepted and Ho is rejected. If to (t-observation) lower than tt (t-table), it means Drilling is not effective in teaching Irregular Plural Nouns. Ha is rejected and Ho is accepted. The writer states the hypothesis is follows: (1) Ha:”There is a significant difference between the students’ Irregular Plural Nouns scores taught by Drilling and taught by Grammar Translation Method”, (2) H0 = “There is no a significant difference between the students’ active and Irregular scores taught by using Drilling and taught by Grammar Translation Method”. C. Findings From the result of the statistic calculation indicates that the value of t o is 3.262. The degree of the freedom (df) is 38 (obtain from (N1+N2-2) = (20+20-2)) in this skripsi, the writer used the degree of significance of 5% and 1%. In the table of significance, it can be seen that on df = 38 and on the degree of significance of 5% and 1%, the value of the degree of significance are 2.02 and 2.70.

42

The result of comparing the calculation of to with each values of degree of significance is 2.02<3.262>2.70. It means that the result of calculating is higher than tt, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that the Drilling has significance influence to teach Irregular Plural Nouns. It can be seen from the result of statistic calculation from both the experimental class and the control class. It concluded that Drilling has good influence in teaching Irregular Plural Nouns in the first grade students of SMK Lingga Kencana Depok.

D. Discussion Based on the explanations above, Drillingin teaching Irregular Plural Nouns is effective to solve students problems about English Grammar, especially Irregular Plural Nouns. Teaching Irregular Plural Nouns by using Drilling made students active, enjoy and easy to understand the material. Drilling may become the alternative technique to teach Irregular Plural Nouns. According to the result of hyphothesis testing, it is known that using Drilling has significance influence to increase students’ understanding, especially Irregular Plural Nouns. It can be shown from the score of the experimental class which is higher than the control class. It means that teaching Irregular Plural Nouns by using Drilling is more effective than using Grammar Translation Method. The application of Drilling in teaching Irregular Plural Nouns that the writer presented is for First Grade of Senior High School students. But it also can be applied in Junior High School, because this technique was proved to make students interested in learning, enjoying, and being active in class.

CHAPTER V CONCLUSION AND SUGESTION

This chapter presents the conclusion and the suggestion. In this chapter the writer would like to give some conclusion and offer some suggestions that may have relation to the subject. A. Conclusion It can be said that using Drillingin teaching Irregular Plural Nouns is effective. It showed from the students’ score of Irregular Plural Nouns taught using Drilling is higher than the students’ score of Irregular Plural Nouns taught using Grammar Translation Method. It means that using Drilling is effective to teach Irregular Plural Nouns. Based on the result of the research, it showed that the value of “t0” (tobservation) is 3.262 and the value of “tt” (t-table) from the df (40) on degree of significance of 5% is 2.02. It means that the value of t0 is higher than the value of tt. So, the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected, or it can be said that is effective using Drilling in Teaching Irregular Plural Nouns.

B. Suggestion The writer would like to give suggestion on teaching irregular plural of nouns form as follows: 1. The teachers shouldn't get easily bored when they find theirs students hard to master the lesson. 2. If the students get confused in using the form of the words (irregular of nouns form), give them many examples of sentences which consist of given words. Explain the lesson clearly. Remember do not be angry with them when they make mistakes. Lead them patiently. 3. Use drilling in the teaching learning process.

43

BIBLIOGRAPHY

Alexander, L.G. Longman English Grammar.New York: Pearson Education Limited, 1988. Anderson, Mark, and, and Anderson, Kathy. Text Types in English 3. South Yarra, Vic: Macmilliam Education Australia, 1998. Anderson, Marti, and Freeman-Larsen, Diane.Techniques& Principles in Language Teaching. Oxford University Press, 2011. Azar, Betty Schramfer. Understanding and Using Grammar Third Edition. New York: Pearson Education, 1999. Cambel N. Russel, and William E. Rutherford. Teaching Techniques in English as a Second Language, Oxford: University Press, 2000. Cordeiro.An Alternative Drilling Strategy. Washington D.C: Cambridge University Press, 1998. Cowan, Ron. The Teacher’s Grammar of English. Cambridge University Press, 2008. Cross, David. A Practical Handbook of Language Teaching. Library Cataloguing in Publication Data. Second Edition, 1991. DeCapua, Andrea. Grammar for Teachers: a Guide to American for Native and Non-Native Speakers. New York: Springer Science+Bussiness Media, 2008. Frank, Marcella. Modern English: A Practical Reference Guide. Englewood Cliff: Prentice-Hall, 1972. Folley, Mark, and Hall, Dianne.Advance Learners’ Grammar. Essex: Person Education Ltd, 2003. Hansen, Barbara, and McDaniel, Rebbeca. Lincolnwood/Chicago, 1998.

Simplified

Sentence

Skills.

Huddleston Rodney and Pullum K Geoffrey. A Students’ Introducing English Grammar. New York: Cambridge University Press, 2005. Huebener, Theodore. How to Teach Foreign Language Effectively. New York University Press, 1969. Jackson, Howard. Discovering Grammar. Oxford: Pergamon Press Ltd, 1985.

44

45

Jesperson, otto. Essential of English Grammar. London: Taylor & Francis eLibrary, 2006. Kreidler, W. Charles. Introducing English Semantics. Great Britain by TJ International, Padstow, Cornwall, 1998. Kumaravadivelu, B. Understanding Language Teaching. Lawrence Erlbaum Associates, Inc, 2006. Lester, Mark. English Grammar Drills. The McGraw-Hill Companies, Inc, 2009. Lester Mark. ESL Grammar A Handbook for Intermediate and Advanced ESL Students, New York: The McGraw-Hill Companies, Inc, 2008. Munyati. An Analysis on the Difficulties faced by the students in learning Plural form of Nouns. Skiripsi. (Jakarta: FITK UIN, 2012). Peck, Sabrina. Developing Children Listening and Speaking ESL Third edition. Tarone: Henle and Heintein, 2009. Rainsbury, Robert. Getting Meaning into the Drill. English Teaching FORUM, Vol. XIII, No, 1 and 2 (Washington D.C: New York University, 1975), p. 80. Richard, J.C. Longman Dictionary of language Teaching and Applied Linguistic. England: person education limited, 1992. Richard, C. Jack, and Rodgers, S. Theodore. Approaches and Methods in Language Teaching. Cambridge University Press, 1990. Swick, ED. English Verbs & Essentials of Grammar for ESL Learners. New York: The McGraw-Hill Companies, Inc, 2010. Taylor, Grant. Practicing American English. New York: The McGraw-Hill Company, Inc, 1960. Ted Power, The Behaviorists Approach: Audiolingualism – Drilling as a Habit Formation and The Cognitive Approach: Language Learning & Teaching Based on awareness of Rules, 2012, p. 1, (http://www.btinternet.com/ted.power/es10308.html).

KOMPETENSI DASAR 1.2 Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun

INDIKATOR  Nama-nama benda dan kata yang mendeskripsikan benda yang terkait dengan warna, bentuk, asal (origin), ukuran, bahan, jumlah dan kualitas disebutkan dengan tepat.  Kata-kata yang mendeskripsikan orang yang terkait dengan profesi, kebangsaan, ciriciri fisik, kualitas, dan aktifitasnya disebutkan dengan tepat.  Waktu (time of the day), nama-nama hari/tanggal, bulan, tahun disebutkan dengan tepat.

MATERI PEMBELAJARAN

KEGIATAN PEMBELAJARAN

 Adjectives showing colours, quality, size, shape, age, origin, material - green, good, big, old,Indonesian, wooden, dsb.  Profession, nationality  Adjectives showing physical (appearance), non-physical (characteristic) - beautiful, humorous dsb  Nouns showing time, day, date, month, year - six o’clock, Sunday, 1st of May, July, 2006  Grammar review: − Singular – plural nouns. (book – books box - boxes child – children fish – fish

 Listening − Matching pictures with words − Dictation − Listening for information  Speaking: − Naming objects, quality of objects and persons, professions, nationalities, and time of the day.  Reading: − Reading for information  Writing: − Completing passages with suitable words about singular and plural nouns - choosing the right answer based on the questions (multiple choice) - Choosing the right answer based on the context (true or false)

PENILAIAN

ALOKASI WAKTU TM

 Tes lisan − Mendeskripsikan gambar secara lisan  Tes tertulis − Melengkapi kalimat − Pilihan Ganda − Memilihjawa bandalamben tuk true or false − Menjawab pertanyaan cerita.

16

PS

SUMBER BELAJAR

PI

NILAI PBKB



Breakthrough  Global Access to the World of Work  Person to Person  Grammar in Use

Gemar Membaca,  Jujur, Rasa ingin Tahu, Bersahabat/ Komunikatif, Disiplin, Mandiri, Peduli Lingkungan, Tanggung Jawab

G r a m m a r i n U s e

46

Mata Pelajaran

: Bahasa Inggris

Kelas/Semeter

: X/II

Alokasi Waktu

:2 x 45 Menit

Standar Kompetensi

: Berkomunikasi dengan Bahasa Inggris setara Level Novice

No Kompetensi Dasar 1 Menyebutkan benda-benda, orang, ciri-ciri waktu, hari, dan tahun

Indikator Nama – nama benda dalam bentuk singular and plural: - Menyebutkan namanama benda dalam bentuk Pilihan Ganda - Menganalisa soal yang berhubungan dengan nama-nama benda dalam bentuk True or False - Mengisi kalimat yang menyebutkan namanama benda dalam bentuk fill in the Blank

Bentuk Soal Aspek

Jumlah

PG

C1

15

T /F

C2

5

Fill in the Blank

C2

5

Nomor

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 16, 17, 18, 19, 20

21, 22, 23, 24, 25

47

Appendix 4

Pre-test of SMK Lingga Kencana Depok Name

:

Class

:

I.

Choose the best answer by crossing a, b, c, or d!

1. There are six ...... are chasing a rabbit. a. wolfe

c. wolfs

b. wolves

d. wolvs

2. I met some interesting …. at the meeting last night. a. men

c. mens

b. man

d. mans

3. I saw some ….. in the back yard. a. deer

c. ders

b. deers

d. deeres

4. …. first got the vote in Britain in 1918. a. women

c. womans

b. woman

d. womens

5. They used dogs to drive the … in a pen. a. sheps

c. sheepes

b. sheeps

d. sheep

6. You should have your …. checked by the dentist at least twice a year. a. tooth

c. teeth

b. tooths

d. teeths

7. There are many …. At the nursery. a. child

c. childrens

b. children

d. childs

8. The farmer’s cow has three … they are so pretty. a. Calf

c. calfes

b. Calves

d. chalves 47

48

9. In the autumn some of …. Fall down. a. Leaves

c. leaveas

b. leafes

d. leaf

Questions for number 10 – 15 Mrs. Julia has one …10 his name is Azriel. He has three white …11. Rasya is Azriel’s friend. He also has a pet, it is a …12 in the Sunday morning they go to the Suropati Park with their pets. When they arrive there, one of Azriel’s …13 runs out from the hutch. When Azriel is cashing a …14 Suddenly he looks two …15 are stealing 10. a. children c. childs other mice. b. child d. childrens

10. a. Child b. children 11. a. mouse b. mice 12. a. goose

c. childs d. childrens c. mouses d. mices c. gooses

b. gees

d. geeses

13. a. mice

c. mouse

b. mices 14. a. mouses b. mouse 15. a. thief b. thiefes

d. mouses c. mice d. mices c. thieves d. thievs

49

II.

Circle the letter (T) if the sentence is TRUE and circle the letter (F) is False!

16. She’s got four children, all under the age of five

(T)

(F)

17. The deer was standing in the middle of road

(T)

(F)

18. There are two mans beside me

(T)

(F)

19. The women who wear the dress is my sister

(T)

(F)

20. Ronaldo goes to school on foot

(T)

(F)

III.

Write the correct form of the nouns in parentheses.

21. She is Ireland’s first … President. (woman, women) 22. On our trip in the mountainous countryside, we saw some … under the three. (wolf, wolves) 23. I saw an … in the zoo. (ox, oxen) 24. He has a small gap between her front. (tooth, teeth) 25. Mrs. Dewi buys two …. at the market. (knife, knives)

50

THE ANSWER KEYS

MULTIPLE CHOICE 1. B 2. A 3. A 4. B 5. D 6. C 7. B 8. B 9. A 10. A

11. B 12. A 13. C 14. B 15. C

TRUE OR FALSE

FILL IN THE BLANK

16. T 17. T 18. F 19. F 20. T

21. Woman 22. Wolves 23. Ox 24. Teeth 25. Knives

APPENDICES 5

Post-test of SMK Lingga Kencana Depok

I.

Name

:

Class

:

Choose the right answer by crossing a, b, c, or d! 1. The hunters never noticed the two .... by the apple trees. a. deer

c. deeres

b. deers

d. ders

2. Are the .... chasing the other farm animals? a. goose

c. gooses

b. geese

d. geeses

3. Brush your …. thoroughly morning and night. a. tooth

c. tooths

b. teeth

d. teeths

4. You should place the …. and spoons to the left of the plates. a. knife

c. knives

b. knifes

d. kniveses

5. Sandy knew that many …. were living in the walls of the old houses. a. Mouse

c. mices

b. Mouses

d. mice

51

52

Questions for Number 6 - 15

There are many .....(6) at the school but one..... (7), Ben, has a problem. He's afraid of.... (8) but he likes .....(9). Fortunately all his teachers are ..... (10) but his sports teacher is a ....(11). Ben doesn't like sports! He likes drawing. He likes drawing farm animals like cows and pigs and white, woolly ......(12). He likes drawing wild animals like ....(13) and .....(14). He likes drawing his family too, his father and mother, and his brothers and sisters. He can draw heads and arms but he can't draw hands and ......(15).

6.

7.

8.

9.

a. children

c. child

b. childs

d. childrens

a. childs

c. children

b. child

d. childrens

a. man

c. men

b. mens

d. mans

a. women

c. woman

b. womens

d. womans

10. a. womens b. women 11. a. man b. mans

c. woman d. womans c. men d. mens

12. a. sheep

c. sheeps

b. sheps

d. shepes

13. a. wolf

c. wolves

b. wolveses 14. a. calves b. calfs 15. a. foot b. foots

d. wolfs c. calf d. calveses c. feet d. feets

53

II.

Circle the letter (T) if the sentence is TRUE and circle the letter

(F) if the

sentence is FALSE! 16. Vincent helped the women choose their costumes.

(T)

(F)

17. The hunters never noticed the two deer by the apple trees.

(T)

(F)

18. Thechildrens told their parents about the matches.

(T)

(F)

19. You should place the knives and spoons to the left of theplates.

(T)

(F)

20. Sandy knew that many mousewere living in the walls of theold houses.

(T)

(F)

III.

Write the correct form of the nouns in parentheses.

21. We took pictures of the …. as they pulled the wagons. (ox. oxen). 22. Please keep your hands and .... inside the car. (foot. Feet). 23. All the king’s horses and all the king’s …. ate scrambleeggs. (man. men). 24. I saw seven …. ate a chicken in the Jungle yesterday.(wolves. wolf). 25. The diamond …. double-crossed his partners andgave them only worthless fake jewels. (thief. thieves).

54

THE ANSWER KEYS MULTIPLE CHOICE

TRUE OR FALSE

1. A

11. A

16. T

21. Oxen

2. B

12. A

17. T

22. Feet

3. B

13. C

18. F

23. Men

4. C

14. A

19. T

24. Wolves

5. D

15. C

20. F

25. Thief

6. A 7. B 8. C 9. A 10. B

FILL IN THE BLANK

RPP (Rencana Pelaksanaan Pembelajaran) Control Class

I.

Satuan Pendidikan

: SMK LinggaKencanaDepok

Mata Pelajaran

: Bahasa Inggris

Aspek/Skill

: Grammar

Alokasi Waktu

: 2 x 45 menit

Sub-Theme

: Regular Singular and Plural Nouns

Tahun Pelajaran

:2011/2012

Standar Kompetensi -

BerkomunikasidenganBahasaInggrissetara level Novice

II. Kompetensi Dasar -

Menyebutkanbenda-benda, orang, ciri-ciri, waktu, hari, bulan, dantahun

III. Indikator 1. Menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentukasal, ukuran, bahan, jumlahdankualitasdengantepat. 2. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentukregular singular dan plural nouns 3. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk singular dan plural nouns 4. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

55

56

IV. Tujuan Pembelajaran 1. Siswa dapat menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentuk, asal, ukuran, bahan, jumlahdankualitasdengantepat 2. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 3. Siswamampumelengkapikalimatdalambentuk regular singular dan plural noun 4. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

V. Materi Pembelajaran 1. Nouns showing number of things (Person / Animal) 2. Grammar Review (Regular Singular / Plural nouns)

VI. Langkah-Langkah Pembelajaran 1. Kegiatan Awal (30’) -

Berdoa, mengabsen dan mengkondisikan kelas

-

Guru memberikan gambara materi yang akan dipelajari

2. Kegiatan Inti (50’) Eksplorasi -

Guru meminta siswa mendengarkan wacana yang menggambarkanbenda / orang yang dibacakan guru

-

Guru membacakan wacana dengan lafal dan intonasi yang benar

-

Siswa mengulang wacana yang dibacakan guru secara personal Elaborasi

-

Siswa diminta mengisikalimatrumpang yang ada di papan tulis

-

Mengkoreksi secara bersama-sama apabila ada kesalahan dalam pelafalan

-

Siswadimintamenjodohkangambardengan kata sesuaidenganwacana yang dimaksud Konfirmasi Siswa menyimpulkan materi yang telah disampaikan oleh guru

3. Kegiatan Akhir (10’) -

Guru menarik kesimpulan dari materi yang telah disampaikan

-

Guru memberikan tugas kepada siswa

57

VII.

Metode, sumber dan alat pembelajaran Technique :Drilling Sumber dan alat pembelajaran : -

Buku Paket

-

LKS

-

Hand out

VIII. Penilaian -

Penilaian proses : dilakukan pada saat proses belajar berlangsung

-

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Depok, Januari 2013 Mengetahui Kepala Madrasah Aliyah Sawangan

Guru Bahasa Inggris

RuslanMuntaha SH.

Lutfi Anwar

58

RPP (Rencana Pelaksanaan Pembelajaran) Experiment Class

I. -

Satuan Pendidikan

: SMK LinggaKencanaDepok

Mata Pelajaran

: Bahasa Inggris

Aspek/Skill

: Grammar

Alokasi Waktu

: 2 x 45 menit

Sub-Theme

: Regular Singular and Plural Nouns

Tahun Pelajaran

:2011/2012

Standar Kompetensi BerkomunikasidenganBahasaInggrissetara level Novice

II. Kompetensi Dasar -

Menyebutkanbenda-benda, orang, ciri-ciri, waktu, hari, bulan, dantahun

III. Indikator 5. Menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentukasal, ukuran, bahan, jumlahdankualitasdengantepat. 6. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 7. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 8. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

59

IV. Tujuan Pembelajaran 5. Siswa dapat menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentuk, asal, ukuran, bahan, jumlahdankualitasdengantepat 6. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 7. Siswamampumelengkapikalimatdalambentuk regular singular dan plural noun 8. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

V. Materi Pembelajaran 3. Nouns showing number of things (Person / Animal) 4. Grammar Review (Regular Singular / Plural nouns)

VI. Langkah-Langkah Pembelajaran 4. Kegiatan Awal (30’) -

Berdoa, mengabsen dan mengkondisikan kelas

-

Guru memberikan gambara materi yang akan dipelajari

5. Kegiatan Inti (50’) Eksplorasi -

Guru meminta siswa mendengarkan kalimat yang dibacakan guru

-

Guru membacakan kalimat dengan lafal dan intonasi yang benar

-

Siswa mengulang kalimat yang dibacakan guru secara personal Elaborasi

-

Siswa diminta mengisikalimatrumpang yang ada di papan tulis

-

Mengkoreksi secara bersama-sama apabila ada kesalahan dalam pelafalan Konfirmasi Siswa menyimpulkan materi yang telah disampaikan oleh guru

6. Kegiatan Akhir (10’) -

Guru menarik kesimpulan dari materi yang telah disampaikan

-

Guru memberikan tugas kepada siswa

60

VII.

Metode, sumber dan alat pembelajaran

Technique :Drilling Sumber dan alat pembelajaran : -

Buku Paket

-

LKS

-

Hand out

VIII. Penilaian -

Penilaian proses : dilakukan pada saat proses belajar berlangsung

-

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Depok, Januari 2013 Mengetahui Kepala Madrasah Aliyah Sawangan

Guru Bahasa Inggris

RuslanMuntaha SH.

Lutfi Anwar

RPP (Rencana Pelaksanaan Pembelajaran) Control Class

I.

Satuan Pendidikan

: SMK LinggaKencanaDepok

Mata Pelajaran

: Bahasa Inggris

Aspek/Skill

: Grammar

Alokasi Waktu

: 2 x 45 menit

Sub-Theme

: Regular Singular and Plural Nouns

Tahun Pelajaran

:2011/2012

Standar Kompetensi -

BerkomunikasidenganBahasaInggrissetara level Novice

II. Kompetensi Dasar -

Menyebutkanbenda-benda, orang, ciri-ciri, waktu, hari, bulan, dantahun

III. Indikator 1. Menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentukasal, ukuran, bahan, jumlahdankualitasdengantepat. 2. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 3. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 4. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

61

62

IV. Tujuan Pembelajaran 1. Siswa dapat menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentuk, asal, ukuran, bahan, jumlahdankualitasdengantepat 2. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 3. Siswamampumelengkapikalimatdalambentuk regular singular dan plural noun 4. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

V. Materi Pembelajaran 1. Nouns showing number of things (Person / Animal) 2. Grammar Review (Regular Singular / Plural nouns)

VI. Langkah-Langkah Pembelajaran 1. Kegiatan Awal (30’) -

Greeting (menyapamenanyakankabar)

-

Presensi (Berdoa, mengabsen dan mengkondisikan kelas)

-

Apersepsi (Membuka proses berfikirsiswadanmenyampaikanpendahuluanmateri yang akandisajukan)

2. Kegiatan Inti (50’) Eksplorasi -

Guru mereviewpelajaranminggulalu

-

Guru menberikan handout yang berhubungandengan singular dan plural nouns

-

Guru menjelaskantentang Singular dan Plural Nouns

-

Guru membacakan wacana dengan lafal dan intonasi yang benar

-

Siswa mengulang wacana yang dibacakan guru secara personaldanbersamaan Elaborasi

-

Guru mengucapankalimat singular dan plural nouns secaratidaklengkap, kemudianmuridsecaracepatmelengkapikalimattersebut. Murid yang paling banyakmenjawabdia yang berhakmendapatkannilaitertinggi

-

Guru memintasiswamelengkapikalimatdenganmenggunakan singular dan plural nouns

63

No

Teacher

Students

1

There is a …. on the desk

There is a book on the desk

2

I have two …. in the garage

I have two cars in the garage

3

There are twenty …. in classroom

There are twenty tables in the classroom

Konfirmasi Siswa menyimpulkan materi yang telah disampaikan oleh guru 3. Kegiatan Akhir (10’)

VII.

-

Guru menarik kesimpulan dari materi yang telah disampaikan

-

Guru memberikan tugas kepada siswa

Metode, sumber dan alat pembelajaran Technique :Drilling Sumber dan alat pembelajaran : -

Buku Paket

-

LKS

-

Hand out

VIII. Penilaian -

Penilaian proses : dilakukan pada saat proses belajar berlangsung

-

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Depok, Januari 2013 Mengetahui Kepala Madrasah Aliyah Sawangan

Guru Bahasa Inggris

RuslanMuntaha SH.

Lutfi Anwar

64

RPP (Rencana Pelaksanaan Pembelajaran) Experiment Class Satuan Pendidikan

: SMK LinggaKencanaDepok

Mata Pelajaran

: Bahasa Inggris

Aspek/Skill

: Grammar

Alokasi Waktu

: 2 x 45 menit

Sub-Theme

: Regular Singular and Plural Nouns

Tahun Pelajaran

:2011/2012

IX. Standar Kompetensi -

BerkomunikasidenganBahasaInggrissetara level Novice

X. Kompetensi Dasar -

Menyebutkanbenda-benda, orang, ciri-ciri, waktu, hari, bulan, dantahun

XI. Indikator 5. Menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentukasal, ukuran, bahan, jumlahdankualitasdengantepat. 6. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 7. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 8. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

65

XII.Tujuan Pembelajaran 5. Siswa dapat menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentuk, asal, ukuran, bahan, jumlahdankualitasdengantepat 6. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk regular singular dan plural noun 7. Siswamampumelengkapikalimatdalambentuk regular singular dan plural noun 8. Siswa dapat menuliskan kalimat sederhana dalam bentuk regular singular dan plural noun

XIII. Materi Pembelajaran 3. Nouns showing number of things (Person / Animal) 4. Grammar Review (Regular Singular / Plural nouns)

XIV. Langkah-Langkah Pembelajaran 4. Kegiatan Awal (30’) -

Greeting (menyapamenanyakankabar)

-

Presensi (Berdoa, mengabsen dan mengkondisikan kelas)

-

Apersepsi (Membuka proses berfikirsiswadanmenyampaikanpendahuluanmateri yang akandisajukan)

5. Kegiatan Inti (50’) Eksplorasi -

Guru mereviewpelajaranminggulalu

-

Guru menberikan handout yang berhubungandengan singular dan plural nouns

-

Guru menjelaskantentang Singular dan Plural Nouns

-

Guru membacakan wacana dengan lafal dan intonasi yang benar

-

Siswa mengulang wacana yang dibacakan guru secara personaldanbersamaan Elaborasi

-

Guru mengucapankalimat singular dan plural nouns secaratidaklengkap, kemudianmuridsecaracepatmelengkapikalimattersebut. Murid yang paling banyakmenjawabdia yang berhakmendapatkannilaitertinggi

-

Guru memintasiswamelengkapikalimatdenganmenggunakan singular dan plural nouns

66

No

Teacher

Students

1

There is a …. on the desk

There is a book on the desk

2

I have two …. in the garage

I have two cars in the garage

3

There are twenty …. in classroom

There are twenty tables in the classroom

Konfirmasi Siswa menyimpulkan materi yang telah disampaikan oleh guru 6. Kegiatan Akhir (10’)

XV.

-

Guru menarik kesimpulan dari materi yang telah disampaikan

-

Guru memberikan tugas kepada siswa

Metode, sumber dan alat pembelajaran Technique :Drilling Sumber dan alat pembelajaran : -

Buku Paket

-

LKS

-

Hand out

XVI. Penilaian -

Penilaian proses : dilakukan pada saat proses belajar berlangsung

-

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Depok, Januari 2013 Mengetahui Kepala Madrasah Aliyah Sawangan

Guru Bahasa Inggris

RuslanMuntaha SH.

Lutfi Anwar

RPP (Rencana Pelaksanaan Pembelajaran) Control Class

I.

Satuan Pendidikan

: SMK LinggaKencanaDepok

Mata Pelajaran

: Bahasa Inggris

Aspek/Skill

: Grammar

Alokasi Waktu

: 2 x 45 menit

Sub-Theme

: Irregular Singular and Plural Nouns

Tahun Pelajaran

: 2012/2013

Standar Kompetensi -

BerkomunikasidenganBahasaInggrissetara level Novice

II. Kompetensi Dasar -

Menyebutkanbenda-benda, orang, ciri-ciri, waktu, hari, bulan, dantahun

III. Indikator 1. Menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentukasal, ukuran, bahan, jumlahdankualitasdengantepat. 2. Menyebutkan kata-kata yang mendeskripsikan orang yang terkaitdenganprofesi, kebangsaan, ciri-cirifisik, kualitasdanaktifitasnyadengantepat. 3. Menyebutkanwaktu, nama-namahari/ tanggal, bulan, tahundengantepat.

IV. Tujuan Pembelajaran 1. Siswa dapat menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentuk, asal, ukuran, bahan, jumlahdankualitasdengantepat 2. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk irregular singular dan plural nouns 3. Siswamampumelengkapikalimatdalambentuk irregular singular dan plural nouns 67

68

4. Siswa dapat menuliskan kalimat sederhana dalam bentuk irregular singular dan plural nouns

V. Materi Pembelajaran 1. Nouns showing number of things (Person or Animal) 2. Grammar Review (Irregular Singular / Plural nouns)

VI. Langkah-Langkah Pembelajaran 1. Kegiatan Awal (30’) -

Greeting (Menyapamenanyakankabar)

-

Presensi (Berdoa, mengabsen dan mengkondisikan kelas)

-

ApersepsidanMotivasi(Membuka proses berfikirsiswadanmenyampaikanpendahuluanmateri yang akandisajikan)

2. Kegiatan Inti (50’) Eksplorasi -

Guru meminta siswa mendengarkan wacana yang dibacakan guru

-

Guru membacakan wacana dengan lafal dan intonasi yang benar

-

Siswa mengulang wacana yang dibacakan guru secara personal Elaborasi

-

Siswa diminta mengisikalimatrumpang yang ada di papan tulis

-

Mengkoreksi secara bersama-sama apabila ada kesalahan dalam pelafalan Konfirmasi Siswa menyimpulkan materi yang telah disampaikan oleh guru

3. Kegiatan Akhir (10’)

VII.

-

Guru menarik kesimpulan dari materi yang telah disampaikan

-

Guru memberikan tugas kepada siswa

Metode, sumber dan alat pembelajaran Technique :Drilling Sumber dan alat pembelajaran : -

Buku Paket

69

-

LKS

-

Hand out

VIII. Penilaian -

Penilaian proses : dilakukan pada saat proses belajar berlangsung

-

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Depok, Januari 2013 Mengetahui Kepala Sekolah SMK LinggaKencana

Guru Bahasa Inggris

RuslanMuntaha SH

Lutfi Anwar

70

RPP (Rencana Pelaksanaan Pembelajaran) Experiment Class Satuan Pendidikan

: SMK LinggaKencanaDepok

Mata Pelajaran

: Bahasa Inggris

Aspek/Skill

: Grammar

Alokasi Waktu

: 2 x 45 menit

Sub-Theme

: Irregular Singular and Plural Nouns

Tahun Pelajaran

: 2012/2013

IX. Standar Kompetensi -

BerkomunikasidenganBahasaInggrissetara level Novice

X. Kompetensi Dasar -

Menyebutkanbenda-benda, orang, ciri-ciri, waktu, hari, bulan, dantahun

XI. Indikator 4. Menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentukasal, ukuran, bahan, jumlahdankualitasdengantepat. 5. Menyebutkan kata-kata yang mendeskripsikan orang yang terkaitdenganprofesi, kebangsaan, ciri-cirifisik, kualitasdanaktifitasnyadengantepat. 6. Menyebutkanwaktu, nama-namahari/ tanggal, bulan, tahundengantepat.

XII.Tujuan Pembelajaran 5. Siswa dapat menyebutkannama-namabendadan kata yang mendeskripsikanbenda yang terkaitdenganwarna, bentuk, asal, ukuran, bahan, jumlahdankualitasdengantepat 6. Siswadapat menjawab pertanyaan baik lisan maupun tertulis mengenai bentuk irregular singular dan plural nouns 7. Siswamampumelengkapikalimatdalambentuk irregular singular dan plural nouns

71

8. Siswa dapat menuliskan kalimat sederhana dalam bentuk irregular singular dan plural nouns

XIII. Materi Pembelajaran 3. Nouns showing number of things (Person or Animal) 4. Grammar Review (Irregular Singular / Plural nouns)

XIV. Langkah-Langkah Pembelajaran 4. Kegiatan Awal (30’) -

Greeting (Menyapamenanyakankabar)

-

Presensi (Berdoa, mengabsen dan mengkondisikan kelas)

-

ApersepsidanMotivasi (Membuka proses berfikirsiswadanmenyampaikanpendahuluanmateri yang akandisajikan)

5. Kegiatan Inti (50’) Eksplorasi -

Guru meminta siswa mendengarkan wacana yang dibacakan guru

-

Guru membacakan wacana dengan lafal dan intonasi yang benar

-

Siswa mengulang wacana yang dibacakan guru secara personal Elaborasi

-

Siswa diminta mengisikalimatrumpang yang ada di papan tulis

-

Mengkoreksi secara bersama-sama apabila ada kesalahan dalam pelafalan Konfirmasi Siswa menyimpulkan materi yang telah disampaikan oleh guru

6. Kegiatan Akhir (10’)

XV.

-

Guru menarik kesimpulan dari materi yang telah disampaikan

-

Guru memberikan tugas kepada siswa

Metode, sumber dan alat pembelajaran Technique :Drilling Sumber dan alat pembelajaran : -

Buku Paket

72

-

LKS

-

Hand out

XVI. Penilaian -

Penilaian proses : dilakukan pada saat proses belajar berlangsung

-

Penilaian hasil : diambil dari jawaban siswa yang diberi nilai

Depok, Januari 2013 Mengetahui Kepala Sekolah SMK LinggaKencana

Guru Bahasa Inggris

RuslanMuntaha SH

Lutfi Anwar

v '

t3

ITEM ANALYSIS OF'ANGLISII PRE TEST N UG

i4A

MG

:20

:10

LG

:10

Validity and Reliability of Pre-Test ftem No.

Groun

A

UG

1

I.G

2

Options B C 6* 2 4{' 2

UG

I

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0

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l*

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5

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0

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a z

5

2*

I

UG

4 5

6*

0

l*

0 4

0

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8*

0

I

2

4

I

LG

0 2

UG

6*

5 2

LG UG

2*

I

I

4*

LG

2

2'r

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1

LG

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0 I

3* 2 1 2 2 2 2 0

UG

z

LG

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2 4 0 1

8*

I

13

LG

5

4*

I

0

z

L4

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4*

0 2

LG

2't1

4 4

2 3 4

5 6

LG UC LG

UG 7 I I

10 11

UG L2

15

LG

DIF (Yol

DES

Status

500/o

0"2

Used

60%

0,4

Used

40Yo

0.6

Used

2A%

0.4

Used

35%

0"5

Used

55%

0,5

Used

2*

45Yo

0.5

Used

0 5

40%

0,4

Used

4 8*

30%

0.2

Used

2rr

5A%

0.9

Used

6'f

0 2

2*

5

0

2Ao

0,4

Used

I

4*

I

1*

2s%

0.3

Used

60%

0,4

Used

6*

4 0 0 2

28

0

4A%

0.4

Used

t

304/a

0,2

Used

I

D

t

7*

J

I

3 4

!*r I

I

74

ltemNo.

t6

t7 t8

l9

20

ItemNo.

2l 22 23 24

25

Group

Answers Right

Wrong

UG

8

2

LG

4

6

UG

9

I

LG

4

6

UG

l0

0

LG

9

I

UG

7

a

LG

3

6

UG

9

I

LG

f

)

LG

4

6

Group

DrF(%)

DES

Status

5s%o

0,6

Used

65%

0,5

Used

95%

0,1

Used

50%

0,4

Used

70Yo

0,4

Used

DrF(%)

DES

Status

50%

0,4

Used

5OYo

0,6

Used

9s%o

0,1

Used

5AYo

0,6

Used

50%

o,4

Used

J

Answers

Rieht

Wrong

UG

7

)

LG

J

7

UG

8

2

LG

2

8

UG

10

0

LG

9

I

UG

8

2

LG

2

8

UG

9

I

LG

7

J

LG

a J

7

a

.D.r l'

'I

75

-t j

PedomanPenilaian

DISCRIMINATION

t, tl

0% - 30%

DIFFICULTY 30%- 79%

80o/o- l00Vo

High

Medium

Low

-1 * 0,0 0,1- 0,3

Bad

DROPPED

DROPPED

DROPPED

OK

USED

REVISED

USED

0,4- 0,6

Good

USED

USED

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I

Nomor Lampiran Perihal

: Istimewa

Jakarta,05 Februari20I 3

' P".*ohonun PerubahanJudul Skripsi

KepadaYth, Bapak Ketua JurusanPendidikanBahasalnggris FakultasTarbiyah dan Ilmu Keguruan UIN Syarif HidayatullahJakarta Di Tempat

Assalamu'al aikum WR, I4/b. Salamsejahterada nsilaturahmisayahaturkankepadaBapak semogadalam lindunganAllah SWT dan diridhoi langkahsertaaktivitasyang Bapakjalani sehari-hari.Amin. Sehubungandenganini sayajelaskandenganidentitassayaadalahsebagaiberikut:

Nama

: Lutfi Anwar

NIM

:207014000446

Fakultas

: Ilmu Tarbiyahdankeguruan

Jurusan

BahasaInggris/ XII - B : Pendidikan

Denganini sayamengajukanperubahanjudulskripsiyang berjudul: ]MPROVING STUDENTS UNDERSTANDING OF IRREGULAR SINGULAR AND PLURAL NOUN FORM THROUGH DRILLING (An experimentalstudy of the secondgradestudentsof SMK Lingga KencanaDepok) Menjadi : THE EFFECTIVENESSOF DRILLING IN TEACHING IRREGULAR PLURAL NOUNS, (AN ExperimentalStudy of The First GradeStudentsof SMK Lingga KencanaDepok) Demikian suratpermohonanini sayaajukan,semogabapakberkenanmenyetujuinya.Atas perhatiannya sayaucapkanterimakasih. Wassalamualaikum. Wr. Wb.

Pemohon ^{)

L\,,^A Lutfi Anwar

NIM. 207014000446

!,i I

KEMENTERIAN AGAMA UIN JAKARTA FITK

FORM(FR)

Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

No. Dokumen :

FITK-FR-AKD-081

Tgl.Terbit

1 Maret 2010 01 1t1

:

No. Revisi: Hal

SURATBIMBINGAN SKRIPSI Nomor : Un.01/F.1/KM.01.3 I ......,....12014-_ Lamp.:Hal : BimbinganSkripsi

Jakarta,2TJuni 2012

Kepada Yth. Ismalianing Bviyuliwati, M. Hum PembimbingSkripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. Assalamu'alaikum wr.wb. Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I/II (materi/teknis)penulisanskripsi mahasiswa:

Nama

Lutfi Anwar

NIM

207014000446

Jurusan

PBI

Semester

X (sepuluh)

JudulSkripsi

"Improving Students' Understandingof lrregular Singular and

P lural form thr ough Dr illing " Judul tersebuttelah disetujui oleh Jurusanyang bersangkutanpada tanggal 25-10-2011, abstraksiloutlineterlampir. Saudara dapat melakukan perubahanredaksionalpada judul tersebut.Apabila perubahansubstansialdianggapperlu, mohon pembimbing menghubungi Jurusanterlebih dahulu. Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat diperpanjangselama6 (enam) bulan berikutnyatanpa surat perpanjangan. Atas perhatian dan kerja samaSaudara,kami ucapkanterima kasih. Wassalamu' alaikum wr.wb. a.n.Dekan idikan BahasaInggris

* \? IliiiE-jiErtt/s' Tembusan: l. DekanFITK ybs. 2. Mahasiswa

€"\ rfiilN/.'::rs

M.Pd

2r2 199103 | 002

rff.\

_t

@fimK Nomor: 07/ 142.1 / sn*.lkwlM0l3

Yang bertandatangandibawahini adalahkepala sekolahSMK Lingga KencanaDepok, menerangkan bahwa:

Nama

: Lutfi Anwar

Tempaf/TglLahir

: Bogor,08Desember1987

Alamat

: Kp. SidamuktiRT 01/08Kel. SukamajuKec. Cilodong Kota Depok

penelitiandi SMK Lingga Kencanadari tanggat12 Februari s.d 12 Telah melaksanakan Maret 2012,tentang"The EfectivenessOf Driling In Teachinglrregular Noun" Demikian surat keteranganini dibuat untuk diketatrui, dan dipergunakanSebagaimana mestinya.

28Agustus 2013

t,

t i