THE EFFECTIVENESS OF TEACHING THE PRESENT PERFECT TENSE THROUGH GAMES (An Experimental Study at the Tenth Grade Students of MA Jam’iyyah Islamiyyah Pondok Aren South – Tangerang)
A “Skripsi”
By: FUNGKY ANDITASARI 107014000884
ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY 1435 H/2014M
THE EFFECTIVENESS OF TEACHING THE PRESENT PERFECT TENSE THROUGH GAMES (An Experimental Study at the Tenth Grade Students of MA Jam’iyyah Islamiyyah Pondok Aren South – Tangerang) A “Skripsi” Presented to the Faculty of Tarbiyah and Teacher’s Training In a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English Language Education
By: FUNGKY ANDITASARI 107014000884
Approved by the Advisor
Drs. Sunardi Kartowisastro, Dipl, M. Ed. NIP. 15022779
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY 1435H/2014M
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the “Skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS OF TEACHING THE PRESENT PERFECT TENSE THORUGH GAMES” (An Experimental Study at the Tenth Grade Students of MA Jam’iyyah Islamiyyah, South-Tangerang), written by FUNGKY ANDITASARI, student’s registration number 107014000884 was examined in the examination session of the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta on ..... 2014. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English Language Education at the English Education Department.
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nama
: Fungky Anditasari
Tempat/Tanggal Lahir
: Jakarta, 15 Januari 1990
NIM
: 107014000884
Program Studi
: Pendidikan Bahasa Inggris
Judul Skripsi
: The Effectiveness of Teaching the Present Perfect Tense Through Games
Dosen Pembimbing
: Drs. Sunardi Kartowisastro, Dipl, M. Ed
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah
Jakarta, 2 Juni 2014 Mahasiswa Ybs.
ABSTRACT ANDITASARI, FUNGKY, 2014. The Effectiveness of Teaching the Present Perfect Tense Through Games (An Experimental Study at the First Year Students of MA (Islamic Senior High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang), Skripsi, English Education Department, Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor
: Drs. Sunardi Kartowisastro, Dipl, M. Ed
Key Words
: Games Technique, Teaching the Present Perfect Tense, MA Jam’iyyah Islamiyyah South - Tangerang
This research is conducted with the purpose of analyzing the empirical evidence on the possibility of a significant difference between students’ achievements when they are taught by using games technique. In order to accomplish the particular objective, the writer applies games technique and without using games in teaching the Present Perfect Tense to different groups of students and gives tests by which the writer obtains data for the statistical procedures. The population of this research is 50 first year students in MA Jam’iyyah Islamiyyah South - Tangerang those are distributed to two classes. By using purposive cluster sampling technique the writer takes samples that consist of two classes; X–A as the experimental class and X–B as the control class, with 25 students in each. The writer then gives pre-test, treatments, and post-test to both classes, and applies the t-test formula to the obtained data. The outcomes of the statistical procedure are 3.69 for the t o and 2.02 for the degree of significance, signifying the relationship between t o and ttable as to > ttable. This result therefore confirms that there is a significant difference between students’ achievements resulted from the applications of using Games and without using Games in teaching the Present Perfect Tense.
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ABSTRAK ANDITASARI, FUNGKY, 2014. The Effectiveness of Teaching the Present Perfect Tense Through Games (An Experimental Study at the First Year Students of MA (Islamic Senior High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta. Dosen Pembimbing : Drs. Sunardi Kartowisastro, Dipl, M. Ed Kata Kunci
: Games Technique, Teaching the Present Perfect Tense, MA Jam’iyyah Islamiyyah Tangerang Selatan
Penelitian ini dilakukan dengan tujuan untuk melakukan analisa terhadap bukti empiris mengenai kemungkinan terdapatnya perbedaan signifikan antara tingkat keberhasilan siswa yang menerima pengajaran yang dilakukan dengan menggunakan tekhnik Games dan dengan yang tanpa menggunakan tekhnik Games. Untuk mencapai tujuan itu, penulis menerapkan cara tersebut dalam pengajaran Present Perfect Tense pada dua kelompok siswa serta memberikan tes dengan tersebut penulis memperoleh data untuk prosedur statistik. Populasi penelitian ini adalah lima puluh siswa kelas sepuluh di MA Jam’iyyah Islamiyyah Tangerang yang terbagi ke dalam dua kelas. Dengan menggunakan tekhnik purposive cluster sampling penulis mengambil sampel penelitian yang terdiri dari dua kelas; kelas X–A sebagai kelas eksperimen dan kelas X–B sebagai kelas kontrol, yang mana masing-masing kelas berisi 25 siswa. Penulis kemudian memberikan pre-test, treatment, dan post-test pada kedua kelas tersebut, serta mengaplikasikan formula t-test terhadap data yang diperoleh. Hasil-hasil prosedur statistik adalah 3.69 untuk to dan 2.02 untuk degree of significance, yang mana hasil ini menunjukkan hubungan antara to dan ttable sebagai to > ttable. Dengan demikian, hasil yang diperoleh ini mengkonfirmasikan bahwa adanya perbedaan yang signifikan antara tingkat keberhasilan siswa yang dihasilkan dari penerapan tekhnik Games dalam pengajaran Present Perfect Tense.
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ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful Praise be to Allah, Lord of the worlds, Who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon the final prophet Muhammad, his family, his companion, and his adherence. On this occasion, the writer would like to say her great honor and deepest gratitude to her beloved parents: H. Mursid and Poni, and the whole members of the family who always give their love, support, motivation, and advice in accomplishing her study. The writer would like to extend her thanks to those who have helped her in finishing the skripsi, among others: 1. Drs. Sunardi Kartowisastro, Dipl, M. Ed., her advisor who has patiently given his valuable help, guidance, and corrections to finish this skripsi 2. All lecturers and staffs of English Education Department 3. Drs. Syauki, M. Pd., the Head of English Education Department, and Mrs. Neneng Sunengsih, M. Pd., the Secretary of English Education Department 4. Mrs. Lena Rivai MA. Ph. D., the Dean of the Faculty of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta 5. H. Baharuddin, S. Ag., the Head Master of MA Jam’iyyah Islamiyyah Pondok Aren, South - Tangerang who allowed the writer to do research in his school 6. Ahmad Masruri, S. Pd. I., the English teacher of MA Jam’iyyah Islamiyyah Pondok Aren, South - Tangerang, thanks for the assistance and appreciation 7. Feri Setiawan, her husband, thanks for his support, love, the advices, kindness, and everything 8. Her friends who give contribution: Anindita Widiani, Nurul Laili, M and all members of “Pengajian Asrama Polri” 9. All friends in the 2007 English Department, especially class B for sharing their knowledge, time and being good friends. 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 her to welcome constructive criticism and suggestions from the readers.
Jakarta, May 2014 The Writer iii
TABLE OF CONTENTS
ABSTRACT ........................................................................................................................... i ABSTRAK ............................................................................................................................. ii ACKNOWLEDGEMENT ................................................................................................... iii TABLE OF CONTENTS ..................................................................................................... iv LIST OF TABLES ................................................................................................................ vi LIST OF APPENDICES ..................................................................................................... vii CHAPTER I
: INTRODUCTION A. Background of the Study ............................................................. 1 B. The Limitation and Formulation of the Study ............................. 4 C. Research Problem ........................................................................ 5 D. The Objective of the Study .......................................................... 6 E. Method of Study .......................................................................... 6 F. The Use of the Study .................................................................... 6 G. Organization of Writing .............................................................. 7
CHAPTER II
: THEORETICAL FRAMEWORK A. Present Perfect Tense .................................................................. 8 1. The Meaning of the Present Perfect Tense ............................ 8 2. The Form of the Present Perfect Tense ................................. 9 3. The Usage of the Present Perfect Tense .............................. 13 B. Games ....................................................................................... 14 1. The Meaning of Games ....................................................... 14 2.
The Form of Language Games ............................................ 15
3. The Principles of Choosing and Using Language Games .... 16 4. The Advantages and Disadvantages of Using Games .......... 18 C. Teaching Present Perfect Tense Through Games ...................... 21 CHAPTER III
: RESEARCH METHODOLOGY A. Research Design ........................................................................ 24 B. Purpose of Research .................................................................. 25 C. Place and Time of Research ...................................................... 25 D. Population and Sample ............................................................... 25 E. Technique of Data Collecting .................................................... 26 F. Technique of Data Analysis ...................................................... 26 iv
G. Procedure of Experiment ........................................................... 27 CHAPTER IV
: RESEARCH FINDINGS A. The Data Description ................................................................. 29 B. The Data Analysis ..................................................................... 41 C. Test of the Hypothesis ............................................................... 44 D. Interpretation of the Data .......................................................... 44
CHAPTER V
: CONCLUSIONS AND SUGGESTIONS A. Conclusions ............................................................................... 46 B. Suggestions ................................................................................ 47
BIBLIOGRAPHY APPENDIXES
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LIST OF TABLES Table 2.1. The Affirmative Form of the Present Perfect Tense ........................................... 10 Table 2.2. The Negative Form of the Present Perfect Tense ............................................... 11 Table 2.3. The Interrogative Form of the Present Perfect Tense ......................................... 12 Table 2.4. The Interrogative Negative Form of the Present Perfect Tense .......................... 12 Table 4.1. The Students’ Score of Experimental Class ....................................................... 29 Table 4.2. The Frequency of Pre-Test of Experimental Class ............................................ 32 Table 4.3. The Frequency of Post-Test of Experimental Class ........................................... 34 Table 4.4. The Students’ Score of Controlled Class ............................................................ 34 Table 4.5. The Frequency of Pre-Test of Controlled Class ................................................. 37 Table 4.6. The Frequency of Post-Test of Controlled Class ................................................ 39 Table 4.7. The Result of the Calculation of the Test Both the Experimental Class and the Controlled Class ..................................................................................... 39
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LIST OF APPENDIXES Appendix 1 : The Instrument of Research Appendix 2 : Answer Key of the Instrument of Research Appendix 3 : Kisi – Kisi Soal Pre – Test dan Post – Test Appendix 4 : Lesson Plan Appendix 5 : Ways of Rule Games Appendix 6 : Excercise Sheets Appendix 7 : Sample of the Research Appendix 8 : T – Table Appendix 9 : Surat Pengajuan Judul Skripsi Appendix 10 : Surat Bimbingan Skripsi Appendix 11: Surat Permohonan Izin Penelitian Appendix 12: Surat Keterangan Pelaksanaan Penelitian
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1
CHAPTER I INTRODUCTION
A. Background of the Study In our life, when someone wants to learn English language, he or she should have a capability to learn the rules of English that is grammar. As a result, mastering grammatical rules is urgent for language learners besides mastering the four skills (reading, writing, listening and speaking). By mastering grammar, they will understand the rules and know how the sentences are constructed. As Penny Ur said that “There is no doubt that the knowledge –implicit or explicit- of grammatical rules is essential for mastery of the language: you cannot use words unless you know how they should be put together”.1 So what is grammar? Grammar is a description of the way language works. The parts of grammar such as syntax (form), semantic (meaning), and pragmatic (use) work together to enable people to communicate through language with grammar they can communicate their message clearly and precisely. So, the effective communication would be seriously impaired without an ability to put grammar to use in a variety of a situation. Bowers and Brumfit stated that “Mastering the grammatical structure is necessary in teaching for communication, the learners actively
1
Penny Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press, 1988), p. 4
1
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do things through the language that means the learners know how the sentences are constructed”.2 Teaching foreign language grammar has a paramount importance for good command of the foreign language where there is no natural way of acquiring the language as Batstone stated that “Language without grammar would certainly leave us seriously handicapped”.3 Grammar keeps important position in acquiring the four language skills and that is why we should learn grammar well. But the problem is that the learning of grammar for many students is something boring and difficult to memorize the formula of every tense. Because the technique used in teaching learning process is not attractive, so we should look for another way to attract our students in order the teaching learning process is enjoyable and they can get the lesson easily. Those statements above show us that grammar plays an important role in teaching and learning foreign language. Talking about grammar, there are many parts to be learnt by students, and one of the most essential to be learnt is “tense‟. And Bauer stated that “Tense is usually defined as relating to the time of an action, event or state”.4 The time of the action is commonly expressed by the verb. Almost all verbs can show the difference between the past and present by changing in the verb form. With tense students can know when the time action occurs, and understand the correspondence between the form of the verb and their concept of time. Allen noted that “English has three main divisions, past, present and future...”5 Absolutely, the verb in English is influenced by the “time”, when it happens or will happen (past, present, or future). So a verb should relate with the time. When the students want to tell a verb that “used to
2
Roger Bowers, and Christopher Brumfit, Applied Linguistics and English Language Teaching, (London: Macmillan Publishers Limited, 1994), p. 49 3 Rob Batstone, Grammar, (Oxford: Oxford University Press, 1994), p. 3 4 Laurie Bauer, English Word-Formation, (Cambridge: Cambridge University Press, 1983), p. 157 5 W. Stannard Allen, Living English Structure, (London: Longman, 1987), p. 75
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indicate an action that took place at an indefinite time or over a period of time in the past, but still has relevance in the present”6 we call the present perfect tense. “And the most common time expression is prepositional phrase beginning with for or since. Other such expression includes up to the present/ now, many times, often, frequently, finally, already, etc.”7 The present perfect is not easy to be learnt without a proper way of how to learn it. Mostly, an English teacher uses the conventional or traditional techniques; one of them is Grammar Translation Method (GTM). Wikipedia writes “The grammar translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Greek and Latin. In grammar-translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language”.8 In this case, English teacher has an important role to stimulate the students to learn the present perfect tense. Therefore, it is necessary for the teacher to look for a new way in teaching the present perfect tense. “Games reduce tension by adding fun and humor to lessons, and they add an element of competitiveness that motivates students to participate (Cross 1992; Martin 2000)”.9 According to Andrew Wright, David Betteridge and Michael Buckby about games, “ „game‟ means an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with others”.10 Based on talking about the definition of game above, to apply the effective strategy in teaching the present perfect tense to the tenth year students of MA Jam’iyyah Islamiyyah Pondok Aren South - Tangerang, the effective way to teach the present perfect tense is by using games. 6
George E. Wishon and Julia M. Burks, Let’s Write English, Revised edition, (New York: Litton Educational Publishing International, 1980), p. 206 7 George E. Wishon and Julia M. Burks, Let’s Write English, Revised edition, p. 207 8 http://en.wikipedia.org/wiki/Grammar-translation_method 9 Emerita P. Cervantes, Livening Up College English Classes with Games, (English Teaching Forum, Vol. III, 2009), p. 21 10 Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning, third edition, (Cambridge: Cambridge University Press, 2006), p. 1
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Because by using games the students can be motivated to learn the present perfect tense and also they focus on the message, not only at the language itself. In addition, it is hoped that the students could be fun and enjoy the lesson because the games will interest to be used and the present perfect subject can be understood well by the students. In this “skripsi” the writer is interested in finding out the influence of games in teaching learning process of the present perfect tense. The study is done in 10th year of senior high school. Based on the observation many students in this grade still find some difficulties in learning the present perfect tense and also caused by its subject that must be acquired by the students in this grade. Based on the description above, the title of this skripsi is “THE EFFECTIVENESS OF TEACHING THE PRESENT PERFECT TENSE THROUGH GAMES ( An Experimental Study at the 10th Year Students of MA (Islamic Senior High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang )”
B. The Limitation and Formulation of the Study 1. The Limitation of the Study The target of this study was investigating the effectiveness of teaching the present perfect tense to tenth year students of MA Jam’iyyah Islamiyyah Pondok Aren South – Tangerang by using games. Furthermore, this study attempted to describe students‟ achievemnent in learning the present perfect tense by using games. Where the scopes of the study are limited to subject and object of the research: a. Subject The research subject was limited to the tenth year students of MA Jam’iyyah Islamiyyah South – Tangerang.
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b. Object The research object was limited on the chievement or score of the tenth year students of MA Jam’iyyah Islamiyyah South – Tangerang in learning the present perfect tense through games. 2. The Formulation of the Study The formulation of the problem in this research is “Can using games improve the score of the students in experimental class?” To answer this question, the writer tries to apply games as a teaching aid in teaching present perfect tense at the tenth year students of MA (Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren, Tangerang.
C. Research Problem From the background that have been explained before, by using games technique to teach the students the present perfect tense also has some problems in its application. The problems are: a. Can the games (Using signal, Find Someone Who, Lines-Up) overcome first year students‟ difficulties in learning the present perfect tense at the experimental class of MA Jam‟iyyah Islamiyyah South – Tangerang? b. Can the games (Using signal, Find Someone Who, Lines-Up) improve first year students‟ achievements and comprehension of the present perfect tense at the experimental class of MA Jam‟iyyah Islamiyyah South – Tangerang? c. How do the games (Using signal, Find Someone Who, Lines-Up) improve first year students‟ achievements and comprehension of the present perfect tense at the experimental class of MA Jam‟iyyah Islamiyyah South – Tangerang?? d. Is games technique effective to guide tenth year students of MA Jam’iyyah Islamiyyah South – Tangerang to understand in learning the present perfect tense?
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D. The Objective of the Study The objective of the study is to find whether there are any significant different achievements between two classes that one used games in teaching present perfect and the other one did not use it and the difference between the results in the experimental class and the controlled class.
E. Method of Study Based on the research, there are two ways in collecting data, Library Research and Field Research. Observing some theories and to conduct the library research through reading books and website information as references and reports to support this paper. In the field research, the writer uses field research that is aimed at collecting data by taking some samples from the tenth year students of MA (Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren Tangerang. This research is an experimental study in which there are experimental class and the controlled class. The writer will take the pretest first to know the student‟s score in both classes which have the same knowledge, and have not been taught the present perfect tense before. At the end of the experiment, the writer will take the post-test to compare and to know the achievement of students, which is higher score in both classes.
F. The Use of the Study This study is hoped that the result of this study can give useful input for the teachers and the students. For the teachers, it is hoped that this study will give a significant contribution in teaching present perfect tense. For the students, they are expected to improve their mastery of grammar especially at present perfect tense.
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G. Organization of Writing This skripsi consists of five chapters. Chapter one is introduction. It covers background of study, limitation and formulation of study, the objective of study, method of study, the use of study and organization of writing. Chapter two is theoretical framework. This chapter discusses the present perfect tense; the meaning of the present perfect tense, the form of the present perfect tense and the use of the present perfect tense; games, the meaning of games, the form of language games, the principles of choosing and using language games and the advantages and disadvantages of using language games and also thinking framework. Chapter three is research methodology. The research methodology is divided into six items; they are the purpose of research, place and time of the study, population and sample, technique of data collecting, technique of data analysis and procedure of experiment. Chapter four is research findings. This chapter discusses data description, data analysis, test of hypothesis, and the interpretation of the data. Chapter five is the last chapter, which consist of conclusions and suggestions. In this case, the writer presents the result of research about teaching the present perfect tense by using games and gives some suggestions about teaching the present perfect tense especially for the tenth grade students of senior high school.
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CHAPTER II THEORITICAL FRAMEWORK
A. Present Perfect Tense 1.
The Meaning of the Present Perfect Tense Grammatical rules have parts of speech. One of them is called verb (main verb and auxiliary verb). Verb is the most complex part of speech. Like many parts of speech, verb also has grammatical properties, one of those grammatical properties is Tense. According to Marcella Frank “Tense is special verb endings or accompanying auxiliary verbs signal time an event takes place”11 Actually, based on Marcella Frank in her book Modern English, “English has two kinds of tense-system, six-tense system and two-tense formal system. But the one most commonly found in English text books for non-native speakers and most familiar to them is the sixtense system. It includes past tense, present tense, future and tense and plus three perfect tense; present perfect, past perfect, future perfect”12or it usually known as sixteen tenses. According to Betty S. Azar, the present perfect tense expresses the idea that something happened (or never happened) before now, at an
11
Marcella Frank, Modern English: a practical reference guide, (New Jersey: Prentice-Hall, 1972), p. 47 12 Marcella Frank, Modern English: a practical reference guide, (New Jersey: Prentice-Hall, 1972), p. 52
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unspecified time in the past. The exact time happened is not important. The example situation of this, as follows: Marry is looking for her wallet. She can‟t find it. She has lost her wallet. „She has lost her wallet‟ means that she lost it in a short time ago, before now, at an unspecified time in the past. In addition, Marcella Frank said that “the present perfect tense expresses indefinite time that begins in the past and extends to the present. It is a special kind of past time that ends with the moment of speaking. An event may continue beyond the present moment of speaking, but the statement is not concerned with this segment of time.”13
2. The Form of the Present Perfect Tense The present perfect tense is a rather important to learn for students because the students have to know the difference between the regular and irregular verbs. Some of the students have confused in using of the present prefect tense. In fact, the structure of the present perfect tense is very simple. The problems come with the use of the tense. The present perfect tense is formed with the auxiliary verb “have” in the corresponding form for the subject of the sentence, followed by the participle of the main verb.14 Raymond Murphy stated “the present perfect tense is formed with have/has + the past participle”15
13
Marcella Frank, Modern English: a practical reference guide, (New Jersey: Prentice-Hall, 1972), p. 78 14 http://www.geocities.com/SiliconValley/2527/presentperfect.html#introduction,18 15 Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press, 1994), 2nd ed., p.14
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According to AJ. Thomson and A. V. Martinet “the present perfect tense is formed with the present perfect tense of have/has + the past participle, for negative is formed by adding not to the auxiliary. The interrogative is formed by inverting the auxiliary and subject.”16 Basically, the present perfect tense is formed by using the auxiliary verb of have and the past participle form of the main verb have/has + past participle (the form of regular and irregular verb) and it is commonly accompanied by definite time words such as since and for. The writer formulates the form of the present perfect tense into three types of sentences. They are: affirmative, negative and interrogative. Basically, form of the present perfect tense: S + have/has + past participle. The auxiliary of have is used when I, you, they, we, or a plural noun (e.g., teachers) as subject.
a. Affirmative 1) To make an affirmative statement, it is used design of the following formula: S + have/has + past participle + ..... Examples: Table 2.1
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Subject
Have/has
Past Participle
My aunt
has
returned
from Italy
We
have
finished
our assignments
I
have
watched
the movie
Joice
has
been
to Jogja
A.J Thomson A.V Martinet, A practical English Grammar, (Oxford: Oxford University Press, 1986) 4th ed., p.165
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Mark
has
been
sick for a week
Basically, form of the present perfect tense: S + have/has + past participle. The auxiliary of have is used when I, you, they, we, or a plural noun (e.g., teachers) as subject. The auxiliary of has is used when she, he, it or a singular noun (e.g., Mark) as subject. With pronoun, have is contracted to apostrophe + ve („ve) and has to apostrophe + s („s),17 (e.g. He‟s worked as a police and they‟ve played dolls). b. Negative 1) To make a negative sentence, it is used the design of the following formula: S + have/has + not + past participle + .....
Examples: Table 2.2 Subject
Have/has
Not
Past Participle
My aunt
has
not
returned
from Italy
We
have
not
finished
our assignments
I
have
not
watched
the movie
Joice
has
not
been
in Jogja
c. Interrogative 1) To make an interrogative statement, it is used the design of the following formula: Have/has + S + past participle + ..... ? 17
Betty S. Azar, Understanding and Using English Grammar, (New Jersey: Prentice Hall Regents, 1986), 2nd ed., p.33
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Example Table 2.3 Have/has
S
Past Participle
Has
your aunt
returned
from Italy?
Have
you
finished
your assignments?
Have
you
watched
the movie?
Has
Joice
been
in Jogja?
2) To make an interrogative negative statement, the following formula as follows: Haven’t/hasn’t + S + past participle + ..... ? Example: Table 2.4 Haven’t/hasn’t
S
Past Participle
Hasn‟t
your aunt
returned
from Italy?
Haven‟t
you
finished
your assignments?
Haven‟t
you
watched
the movie?
Hasn‟t
Joice
been
in Jogja?
The present perfect tense can be used to say that an action happened at an unspecified time before now, the exact time is not important. It can be used with unspecified expressions such as: never, ever, once, many times, several times, before, so far, already, yet, etc. Therefore, from the descriptions above the writer can conclude, the present perfect tense is a result that can still feel or happen after something have done, for example: I have already eaten, and that means “that‟s why I don‟t feel hungry anymore”.
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3. The Usage of the Present Perfect Tense Betty Schrampfer Azzar said that the present perfect expresses the idea that something happened (or never happened) before now, at an unspecific time in the past, the exact time it is not important.18 She also said that the present perfect also expresses repeated activities that occurred before now.19 Swan said we use the present perfect with ever and never to emphasize that we are talking about the whole of a period of time up until the present.20 In A Practical English Grammar, Thomson and Martinet state when we report that someone has recently invented, produced, discovered or written something chiefly used in conversation, letter and radio reports we use the present perfect.21 From those statements above which is conducted with Thomson statements, the present perfect tense has several usages as follows:22
a. To express past action whose time is not given and not definite. Examples: I have read the newspaper but I don’t understand them. Susan has never been to New Zealand b. To express that an action or event has been repeated. Examples: We have watched that movie three times He has visited Lampung several times c. To express the action finished in the past and still progressing now. Examples: I have lived in Indonesia since 1990 (I still live in Indonesia now) He has been in the army for two years (he is still in the army) d. To refer to the present result of an activity or experience in the past.
18
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: PrenticeHall, Inc., 1989), 2nd ed., p. 29 19 Ibid 20 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1987), p. 494 21 A. J. Thomson and A. V. Martinet, Opcit, p. 166 22 A. J. Thomson and A. V. Martinet, Opcit, p. 166
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Examples: I have come to school without my glasses (so now I can’t see to read) She has finished her works (so now she can sit back and rest) Some adverbs that often used in present perfect tense. 1. Just: to indicate completed activities in the immediate past.23 Examples: George has just gone out (he went out a moment ago) We have just finished breakfast (we finished breakfast a few minutes ago) 2. Already: to say something happened sooner than expected.24 Examples: ‘What time is Mark living?’ ‘He has already gone’ 3. Yet: to show that speaker is expecting something to happen. Use yet only in question and negative sentences. Examples: Has it stopped raining yet? I’ve written the letter but I haven’t posted it yet 4. Lately Examples: I have been very busy lately She hasn’t been well lately 5. Recently Examples: I’ve seen Michel recently There have been a lot of changes recently B. Games 1. The Meaning of Games Everyone likes to play a game, boy and girl, no matter child or adult. Game is a fun activity to plays that acceptable for children and adult people. As Andrew Wright noted that “... it is generally accepted that young learners and adults are very willing to play game”.25
23
Raymond Murphy, Opcit, p. 16 A. S. Hornby, Guide to Patterns and Usages in English, (Oxford: Oxford University Press, 1975), 2nd ed., p. 494 25 Andrew Wright, at al., Games for Language Learning, (New York: Cambridge University Press, 1984), p. 2 24
15
The experts interpreted the meaning of game in many different ways. According to Oxford Advanced Learner‟s Dictionary, game is “A form of competitive play or sport with rules”.26 Also Cambridge Advanced Learner‟s Dictionary has stated that game is “An entertaining activity or the equipment needed for such an activity”.27 In her statement, Mania Moayat said that using games could energize in learning a foreign language. At the point when utilizing games within the classroom, it is helpful for educators to have a complete understanding of the meanings of games, which typically are characterized as a manifestation of play concerning guidelines, competition, and a component of fun.28 As discussed on web page, games are fun exercises that push association, considering, learning, and critical thinking methodologies (Amy Talak).29 From the descriptions above, the writer can say that game is an amusing activity, which is carried out by cooperating or competing with a set of rules, beside that the students also get fun in learning activity, in this case, to develop students‟ knowledge in grammar especially about present perfect tense.
2. The Form of Language Games There are many possible techniques in teaching learning process to transfer the teaching points to students such as discussion, the use of pictures, songs, games, and so on. When teachers use games as a part of teaching techniques, there are also many different versions of each general type of games and each version may give rise to different language skills and be 26
A S Hornby, Oxford Advanced Learner’s Dictionary, (Oxford: Oxford University Press, 1955), 5th ed., p. 486 27 Cambridge Advanced Learner‟s Dictionary, (Cambridge: Cambridge University Press, 2008), 3rd ed., p. 590 28 http://files.eric.ed.gov/fulltext/ED529467.pdf 29 http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1488&context=ipp_collection
16
appropriate for different levels of language achievement. It is essential to choose games which are appropriate to the class in terms of language and type of participation. Having chosen an appropriate game, its character and the aim of rules must be made clear to the learners. William Francies Mackey divided games into four points based on the communicative activities which emphasize the four basic skills:
1) Listening game; perception games and comprehension games 2) Speaking game; observation games, guessing games, oral composition games 3) Reading game; recognition games, comprehension games 4) Writing game; spelling games, composition games30 From the description above, the game technique that the writer uses in research is all the forms of game. They are listening game, speaking game, reading game and writing game which divided into comprehension and composition games.
3. The Principles of Choosing and Using Language Games In determining the games in developing students‟ knowledge about the present perfect tense, the teachers should have the clear purpose in their mind. If the purpose is to make learning the present perfect tense effectively and successfully, the teachers need to prepare and think the games selection carefully ahead of time before working out the lesson plan, and on the other hand the teachers have to consider the principles of using games. According to Wright (1982), there are five essential criteria of language games. They are:
30
William Francies Mackey, Langauge Teaching Analysis, (London: Longmans, Green and Co.Ltd, 1965) p. 439
17
1) Easy of preparation: the time and energy required to make the games is realistic 2) Easy of organization: using the game is easy and worth the effort 3) Intrinsic language: language must be used to play the games successfully and that same language must be useful in other situation 4) Density of language 5) Likelihood of interest for the learner31 Based on John De Boer, other criteria‟s of good drill for a game used primarily as a learning activity are:
1) The boys and girls should be cognizant of the purpose served by the drill 2) The game should be on the interest level of the participant 3) The game should not interfere with the development of good citizenship 4) If competition is an element of the drill, it should be primarily competition with self, rather than with other 5) The game should be a mean to an end, not an end itself32 Emilio G. Cortez suggests some principles of games selection that the games ought to; strengthen a specific purpose of language that the students need, offer drill for things at one time taught, include numerous parts of the class and not only a few, make a context of the language items connected to the games, contain component of shock or competition, give sufficient movement to elevate and manage interest, be suitable to the development and age levels of the participants and lead in an enough space of the classroom.33 From those theories, the writer concludes that principles of choosing and using games should be easy to prepare and not take too long which can make students feel bored and tired, and also the games
31
Sandra J. Savignon and Margie S. Berns, Initiatives in Communicative Language Teaching II, (Boston: Addison Wesley Publishing Company, 1987), p. 211 32 John J De Boer and Martha Dallmann, The Teaching of Reading, Revised Edition (University of Illinois, Ohio Wesleyan University, 1960) p. 123 33 Emilio G. Cortez, Some Pointers on Using Games, (English Teaching Forum, vol. XIII, 1975) p. 308
18
should be easy to play and have some elements of language teaching beside being capable of entertaining the students. And teachers also should look out the principle of selecting games before use it, so the games can be accepted by all students in the classroom.
4. The Advantages and the Disadvantages of Using Games a. The Advantages There are many advantages of using games in English learning, such as helping the students to reduce students‟ boredom and improving students‟ interest in learning tenses, make the students feel enjoy and comfortable Andrew Wright stated the advantages of games are:34
1) Games help and encourage many learners sustain their interest and work. 2) Games also help the teacher to create context in which the language is useful and menaingful. The learners want to take part and in order to do so must understand what other have said and have written, and they must speak or write in order to express their own point of view or give information. 3) Many games cause as much density of practice as more conventional drill exercise. 4) Games can be found to give practice in all the skills (reading, writing, listening and speaking). 5) By making the language convey information and opinion, games provide the key feature of “drill” with the opportunity to sense the working of language as living communication.
34
Andrew Wright, David Betterdige and Michael Bucbey, Games for Language Learning new edition, (Cambridge: Cambridge University Press, 1984) p. 1-2
19
Besides, Rebecca L. Oxford and David Crookal stated that games can encourage good strategies in learning foreign language, they are:
1) Games embody the communicative approach, the goal of which is to develop communicative competence. Games provide active involvement of the whole person (intellectual, physical, social, and emotional) and games also use all four language skills (Listening, Speaking, Reading, and Writing) 2) Games change the roles and relations of learners and teachers in a positive way, encouraging learners to take a more active role in their learning process 3) Games provide large quantities of input, which can be understood because of the meaningful and engaging context of the activity. 4) Games allow attention to be given to language form as well as to content. 5) Games have additional affective advantages, such as reduction of anxiety, increase in positive feelings and improved self confidence. 6) Games can make the participants encouraged to communicate even when their knowledge and competence in the language is less than they would wish. 7) Games help the learners to identify more closely with te target culture. 8) Games encourage adolescents and adults to once again play with symbols.35 Based on the statements above, the writer concludes that there are many advantages of using games in teaching the present perfect tense; most games make learners motivated in learning English, games make the learners encouraged to communicate, relaxed atmosphere created by using games; children remember, think faster and better, games to be a good way of practicing language for they provide a model of what children will use the language for in real life in the future and playing games involves more interactions among the children and their friends.
35
Rebecca L. Oxford and David Crookal, Simulation, Gaming and Language Learning, (New York: Newbury House Publisher, 1990) p. 111-113
20
b. The Disadvantages Games as the alternative teaching technique also have the disadvantages or limitations. The writer assumes that it is difficult to use the games, because in using games, the teachers have to know the principles of games and choosing the suitable of language games. The classes should be planned so that there is a minimum of formal drilling and a maximum of activities. Drs. Soeparno stated that the advantages of using games; games need a big class to involve all of the students in that games, only the certain materials are able to be connected by games and if the number of the participants are large, it can make a noise, so the condition of the class is not effective; games also only used in a lefttime, not in all the time of the class.36 For numerous educators still feel that games ought to be utilized just for a brief time, to give the class a bit of taking a rest from the monitory of boring, and a few educators think about games as an only trivial action (Stephen Mark Silver).37 From the statements above, it can be concluded that; games are generally difficult to apply in a big class, there are some materials of study that could not be communicated by games, games usually make a noise, many teachers still feel that games should be used only for a short time, to give a class a break from monitory of drilling, and some teachers consider games as a merely frivolous activity.
36
Soeparno, Language Teaching Media, (Yogyakarta: PT. Intan Pariwara, 1982) p. 64 Stephen Mark Silver, Games for the Classroom and English-Speaking Group (English Teaching Forum, Vol XX, April 1982) p. 29
37
21
C. Teaching Present Perfect Tense Through Games Before the writer teaches, she prepares the suitable material. Preparing suitable material has to do by the teacher in order the teaching learning process run well successfully. So, the writer needs the strategy or technique actively and communicatively. One of the teaching language strategies that the writers apply is “Game”. In line with this case, Christ Weckert said, “.........games are fun. Require little or no equipment, and are designed to consolidate grammar learning. They can be played as an integral part of a lesson to focus or review student learning. They can also act as useful lesson breaks and transitions. At the same time, many of games present opportunities for further exploration of the English language and how it works. In this research, the writer proposed several games (Using Signals, Find Someone Who, Line-Ups) in teaching the present perfect tense. The material and the procedure are as follows: 1) Using Signals a. Materials The materials for this game are board, marker, sheets of paper, pen. b. Procedure 1. The writer divides the class into groups of three or four then writes a list of signal words on the board. Example: already, ever, for, just, many times, never, since, yet 2. Set a time limit (2 minutes, for example) and tell the groups they must write a grammatical sentence for each signal word (one per sentence). The students should write sentences using different vocabulary words so you will not get I have already eaten dinner. I have just eaten dinner. I have eaten dinner many times.
22
3. Have one student from each group read the group‟s answers. Assign one point for each grammatically correct and logical sentence. 2) Find Someone Who38 a. Materials A set of cards or slips of paper, each of which has a task on it beginning “find someone who‟ plus the present perfect. b. Procedure 1. The writer gives each student a worksheet. Then the teacher asks all the students to stand up and circulate. 2. All the students ask each other questions such as “Have you ever been to Beijing?” “Have you ever drunk water from a tap?” 3. If they get answer “yes” they write that person‟s name in the space provided. They can only ask someone a question once. 4. The activity ends when a student has got names for each question. 3) Line-Ups a. Materials The material for this game is a set of cards or slips of paper, each of which has size 5 cm x 3 cm. b. Procedure 1. The writer gives each student a question card. If making own, use two different colors of 3” x 5” card. Call all students (half the class) with a yellow card (for example) to the front and have them stand in a line facing the class. 2. The other half of the class stands in front of the first line. If there are an odd number of students, either one questioner waits
38
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 105
23
for someone to question, or the extra person in the answer line waits until the line moves. 3. Each person with a yellow question card (for example) questions the student standing in front of him/her. The student asking the question fills in the blank with the correct form of the verb given on the card. When everyone has answered the question, the students in the answer line move down one and are asked a new question. Continue until all the students in the answer line have talked to every student in the question line. (The students in the question line do not move.) 4. The students in the lines now switch positions, and the former answerers are now the questioners. Continue as in three above.
24
CHAPTER III RESEARCH METHODOLOGY
A. Research Design This study is categorized as quantitative descriptive analyses. It is called quantitative descriptive analyses research because this study tries to analyze and describe about the application of games technique and its effectiveness in teaching present perfect tense at the tenth year students of MA Jam’iyyah Islamiyyah Pondok Aren, South - Tangerang. There are 50 students from the tenth year students of Madrasah ‘Aliyah (Islamic Senior High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang as the population. The writer took two classes that are X-A (experimental class) and X-B (control class). The writer took 50 students where 25 students are from experimental class (using games) and the rest are control class (without games). In this research, pre-test and post-test were administered to experimental and control classes. The pre-test was done before the teaching learning process and the post-test was done after teaching learning process. This study is aimed to know the difference of the students‟ learning achievement about present perfect tense before taught by using games and after taught by using games.
24
25
B. Purpose of Research This research is aimed to: a. Find out whether learning the present perfect trough games is effective or not. b. Know the difference of the students‟ achievement results in using games and without games in teaching and learning the present perfect tense.
C. Place and Time of Research The study was carried out at Madrasah ‘Aliyah (Islamic Senior High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang which is located on Jl Pesantren, Jurang Mangu Timur Pondok Aren, Tangerang. The writer conducted the research about five weeks. It was begun by observation and finished by giving the test of understanding the present perfect through games. From March, 11th 2013 up to April, 13th 2013, the writer did the research for six meetings. It consists of giving pretest, presenting lesson and giving post-test.
D. Population and Sample The population of the study is 50 students from the tenth year students of Madrasah ‘Aliyah (Islamic Senior High School) Jam’iyyah Islamiyyah Pondok Aren South - Tangerang which consists of 6 classes. The writer only took two classes that are X-A and X-B and taught these two classes the present perfect tense using games (for experimental class) and without games (for control class). The writer took 50 students where 25 students are from experimental class (using games) and the rest are control class (without games). The sample was taken by using purposive cluster sampling technique because this sampling technique is economy and feasibility (cost efficiency).
26
E. Technique of Data Collecting The test was used to collect data. The pre-test and post-test were administered to experimental and control classes. The pre-test was done before the teaching learning process and the post-test was done after teaching learning process. The pre-test was done in order to know the homogeneity of two classes and student‟s knowledge of the present perfect tense. While, the post-test was done in order to know the influence and the effectiveness of using games in teaching the present perfect tense.
F. Technique of Data Analysis Data analysis is the last step in the procedure of research. In analyzing the data of the pre-test and post-test, the writer used the statistical calculation of T-test. T-test is used in order to find out the differences of the result or score of student‟s achievement in teaching the present perfect through games and without games.
After getting the data, they are preceded and analyzed through the following: a. Seeking gained score from student‟s test of the present perfect items and describing it in the table. The gained scores of experimental class are variable I that symbolized by X and the gained scores of control class are variable II that symbolized by Y b. Determining mean of variable of experimental class with formula MX= ∑X N c. Determining mean of variable of control class with formula MY= ∑Y N d. Determining Standard of Deviation Score of Variable X (SD1), with formula: =√
27
e. Determining Standard of Deviation Score of Variable Y (SD2), with formula: =√ f. Determining Standard Error of Mean of Variable X, with formula: SEM1 =
√
g. Determining Standard Error of Mean of Variable Y, with formula: SEM2 =
√
h. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula: SEM1-M2 = √ i. Determining to with formula: to = j. Determining t-table in significance level 5% with Degree of Freedom (df): df = (N1 + N2) – 2 k. Analyzing the result by using statistic calculation of T-Test l. Giving interpretation
G. Procedure of Experiment The writer performed several steps before doing the experiment as follows: a. The writer made the research letter, and he asked permission to the headmaster of the school where the writer wanted to conduct the research. b. The writer observed the location and population were carried out. The research was done in two classes; experimental class and control class.
28
c. Before treating the students using games in teaching present perfect tense in experimental class and without games in control class, the writer gave a pre-test to all of students in experimental class and control class with the same instrument to know the students comprehension of Present Perfect Tense. d. The next step was treatment, where the experimental class would be taught present perfect tense by using games and the control class would be taught present perfect tense without games. e. Post-test was given after finishing the treatment to both classes; the experimental class and the control class; the test items are same like pre-test. f. Last, the writer made a calculation of the result from both test.
29
CHAPTER IV RESEARCH FINDINGS
1. The Data Description To know the result of the students‟ pre-test and post-test, the writer makes the table of the students‟ score for each group as following below: Table 4.1 The Students’ score of Experimental Class Students
Pre-Test
Post-Test
Gained Score (post-test – pre-test)
Identification Number (N) Student 1
33
45
12
Student 2
40
70
30
Student 3
65
80
25
Student 4
33
73
40
Student 5
43
73
30
Student 6
40
63
23
Student 7
43
60
17
Student 8
55
65
10
Student 9
53
58
5
Student 10
33
43
10
Student 11
33
58
25
Student 12
40
78
38
29
30
Student 13
85
93
8
Student 14
40
85
45
Student 15
58
60
2
Student 16
38
80
42
Student 17
80
93
13
Student 18
43
70
27
Student 19
48
60
12
Student 20
35
80
45
Student 21
75
93
18
Student 22
63
88
25
Student 23
78
95
17
Student 24
38
58
20
Student 25
70
78
8
∑
1262
1799
547
Average
50,48
71,96
21,88
The table 4.1 above describes that the lowest score in the pre-test is 33 and the highest score is 85. Meanwhile, the lowest score in the post-test is 43 and the highest score is 95. Therefore, it can be summarized that the lowest score and the highest score in the post-test is higher than in the pretest. To make the gained score clear which has been gotten by the students in the experimental class, based on the data which is founded that the average of gained scores between pre-test and post-test in experimental class is 21,88. 1) Pre-test Statistic Data of Experimental Class Frequency Distribution a. Students‟ Scores 33 33 33 33 35
38 38 40 40 40
40 43 43 43 48
31
53 55 58 63 65
70 75 78 80 85
The data above is the students‟ score of the experimental class from the lowest score to the highest score on pre-test.
b. Highest Score (H) and Lowest Score (L) H = 85 L = 33 The data above shows the highest score and the lowest score on pretest in the experimental class.
c. Range R=H-L = 85 – 33 = 52 The range score above is the result of the subtraction between the highest score and the lowest score on pre-test in the experimental class.
d. Number of Class K = 1 + 3.3 log N = 1 + 3.3 log 25 = 1 + 3.3 . 1.39 = 1 + 4.5 = 5.5 =~6 The “K” formula is obtained to determine the number of interval in the experimental class and the result means close or equal to 6.
e. Interval I = R/K = 52/6 = 8.67
32
= ~9 The result above in determining class interval by dividing the range score with the number of interval in the experimental class and the result is close or equal to 9.
Table 4.2 The Frequency of Pre-Test Scores of Experimental Class Interval
Frequency
33 – 41
11
42 – 50
4
51 – 58
3
59 – 67
2
68 – 76
2
77 – 85
3 25
From the table above it can be seen that the experimental class‟ mode of pre-test that have the number of the most above is in the interval of “33 – 41”, in which there are 11 students. 2) Post-test Statistic Data of Experimental Class Frequency Distribution a. Students‟ Scores 43 45 58 58 58
60 60 60 63 65
78 80 80 80 85
88 93 93 93 95
70 70 73 73 78
The data above is the students‟ score of the experimental class from the lowest score to the highest score on post-test.
b. Highest Score (H) and Lowest Score (L) H = 95
33
L = 43 The data above shows the highest score and the lowest score on posttest in the experimental class.
c. Range R=H-L = 95 – 43 = 52 = 52 The range score above is the result of the subtraction between the highest score and the lowest score on post-test in the experimental class.
d. Number of Class K = 1 + 3.3 log N = 1 + 3.3 log 25 = 1 + 3.3 . 1.39 = 1 + 4.5 = 5.5 ~6 The “K” formula is obtained to determine the number of interval in the experimental class on post-test. The result means close or equal to 6.
e. Interval I = R/K = 52/6 = 8.7 ~9 The result above in determining class interval by dividing the range score with the number of interval in the experimental class on posttest. The result is close or equal to 9.
34
Table 4.3 The Frequency of Post-Test Scores of Experimental Class Interval
Frequency
43 – 51
2
52 – 60
6
61 – 69
2
70 – 78
6
79 – 87
4
88 – 97
5 25
From the table above it can be seen that the experimental class‟ mode of pre-test that have the number of the most above is in the interval of “70 – 78”, in which there are 6 students. Table 4.4 The Students’ score of Control Class Students
Pre-Test
Post-Test
Gained Score (post-test – pre-test)
Identification Number (N) Student 1
45
65
20
Student 2
63
68
5
Student 3
50
40
10
Student 4
33
50
17
Student 5
48
48
0
Student 6
73
73
0
Student 7
78
78
0
Student 8
48
63
15
Student 9
20
40
20
Student 10
48
65
17
35
Student 11
45
45
0
Student 12
68
75
7
Student 13
43
70
27
Student 14
38
38
0
Student 15
78
78
0
Student 16
38
40
2
Student 17
43
45
2
Student 18
40
65
25
Student 19
60
68
8
Student 20
53
70
17
Student 21
45
45
0
Student 22
43
50
7
Student 23
78
85
7
Student 24
45
50
5
Student 25
48
83
35
∑
1271
1497
246
Average
50,84
59,88
9,84
The table 4.4 above describes that the lowest score in the pre-test is 20 and the highest score is 78. Meanwhile, the lowest score in the post-test is 38 and the highest score is 85. Therefore, it can be summarized that the lowest score and the highest score in the post-test is higher than in the pretest. To make the gained score clear which has been gotten by the students in the control class, based on the data which is founded that the average of gained scores between pre-test and post-test in control class is 9,84.
36
1) Pre-test Statistic Data of Control Class Frequency Distribution a. Students‟ Scores 20 33 38 38 40
43 43 43 45 45
48 50 53 60 63
68 73 78 78 78
45 45 48 48 48
The data above is the students‟ score of the control class from the lowest score to the highest score on pre-test.
b. Highest Score (H) and Lowest Score (L) H = 78 L = 20 The data above shows the highest score and the lowest score on pretest in the control class.
c. Range R=H-L = 78 – 20 = 58 The range score above is the result of the subtraction between the highest score and the lowest score on pre-test in the control class.
d. Number of Class K = 1 + 3.3 log N = 1 + 3.3 log 25 = 1 + 3.3 . 1.39 = 1 + 4.5 = 5.5 =~6 The “K” formula is obtained to determine the number of interval in the control class and the result means close or equal to 6.
37
e. Interval I = R/K = 58/6 = 9.7 ~ 10 The result above in determining class interval by dividing the range score with the number of interval in the control class and the result is close or equal to 10.
Table 4.5 The Frequency of Pre-Test Scores of Control Class Interval
Frequency
20 – 29
1
30 – 39
3
40 – 49
12
50 – 59
2
60 – 69
3
70 – 79
4 25
From the table above it can be seen that the control class‟ mode of pre-test above is in the interval of “40 – 49”, in which there are 12 students. 2) Post-test Statistic Data of Control Class Frequency Distribution a. Students‟ Scores 38 40 40 40 45
45 45 48 50 50
68 68 70 70 73
75 78 78 83 85
50 63 65 65 65
The data above is the students‟ score of the control class from the lowest score to the highest score on post-test.
38
b. Highest Score (H) and Lowest Score (L) H = 85 L = 38 The data above shows the highest score and the lowest score on posttest in the control class.
c. Range R=H-L = 85 - 38 = 47 The range score above is the result of the subtraction between the highest score and the lowest score on post-test in the control class.
d. Number of Class K = 1 + 3.3 log N = 1 + 3.3 log 25 = 1 + 3.3 . 1.39 = 1 + 4.5 = 5.5 ~6 The “K” formula is obtained to determine the number of interval in the control class on post-test. The result means close or equal to 6.
e. Interval I = R/K = 47/6 = 7.8 ~8 The result above in determining class interval by dividing the range score with the number of interval in the control class on post-test. The result is close or equal to 8.
39
Table 4.6 The Frequency of Post-Test Scores of Control Class Interval
Frequency
38 – 45
7
46 – 53
4
54 – 61
1
62 – 69
5
70 – 77
4
78 – 85
4 25
From the table above it can be seen that the control class‟ mode of pre-test above is in the interval of “38 – 45”, in which there are 7 students. Table 4.7 The Result of the Calculation of the Test Both the Experimental and the Control Class Students’ Identification Number
X
Y
X
y
x2
y2
1
12
20
-9.88
10.16
97.61
103.22
2
30
5
8.12
-4.84
65.93
23.42
3
25
10
3.12
0.16
9.73
0.02
4
40
17
18.12
7.16
328.33
51.26
5
30
0
8.12
-9.84
65.93
96.82
6
23
0
1.12
-9.84
1.25
96.82
7
17
0
-4.88
-9.84
23.81
96.82
8
10
15
-11.88
5.16
141.13
96.82
40
Note
9
5
20
-16.88
10.16
284.93
103.22
10
10
17
-11.88
7.16
141.13
51.26
11
25
0
3.12
-9.84
9.73
96.82
12
38
7
16.12
-2.84
259.85
8.06
13
8
27
-13.88
17.16
192.65
294.46
14
45
0
23.12
-9.84
534.53
96.82
15
2
0
-19.88
-9.84
395.21
96.82
16
42
2
20.12
-7.84
404.81
61.46
17
13
2
-8.88
-7.84
78.85
61.46
18
27
25
5.12
15.16
26.21
229.82
19
12
8
-9.88
-1.84
97.61
3.38
20
45
17
23.12
7.16
534.53
51.26
21
18
0
-3.88
-9.84
15.05
96.82
22
25
7
3.12
-2.84
9.73
8.06
23
17
7
-4.88
-2.84
23.81
8.06
24
20
5
-1.88
-4.84
3.53
23.42
25
8
35
-13.88
25.16
192.65
633.02
∑
MX = 547/25 = 21.88
MY = 246/25 = 9.84
-
-
3938.53
2489.42
:
X = the student‟s gained scores of the experimental class Y = the student‟s gained scores of the control class x = X – MX y = Y – MY
41
2. The Data Analysis Statistic calculation of the t-test formula with degree of significance 5% was used to analyze the data from the result of pre-test and post-test. It follows: a. Determining Mean 1 (MX) with formula:
= = 21.88
b. Determining Mean 2 (MY) with formula:
= = 9.84
c. Determining Standard of Deviation Score of Variable X (SD1), with formula: =√ =√ =√ = 12.55
42
d. Determining Standard of Deviation Score of Variable Y (SD2), with formula: =√ =√ =√ = 9.97
e. Determining Standard Error of Mean of Variable X, with formula: SEM1 = =
√
√
= = 2.56
f. Determining Standard Error of Mean of Variable Y, with formula: SEM2 = =
√ √
= = 2.03
g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula: SEM1-M2 = √
43
=√ =√ =√ = 3.26
h. Determining to with formula: to = = = = 3.69
i. Determining t-table in significance level 5% with Degree of Freedom (df): df = (N1 + N2) – 2 = (25 + 25) – 2 = 50 – 2 = 48 Use next lowest value, 60, to find α = .05 df = 60 (see the table of “t” values at the significance level of 5% = 1.67)
j. The comparison between t- and t-table values The calculation result above proves that the score of experimental class is higher than the score of control class. The result of the comparison between to and t-table as follows: t-table 5% = 1.67 = to > ttable = 3.69 > 1.67
t-observation = 3.69
44
3. Test of the Hypotheses The writer should propose alternative hypothesis (Ha) and null hypothesis (Ho) as follows: a. Null Hypothesis (Ho): there is no significant difference between students who are taught the present perfect tense by using games (Experimental Class) and who are taught the present perfect tense without games (Control Class) to the tenth year students of MA (Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren Tangerang. b. Alternative Hypothesis (Ha): there is significant difference between students who are taught the present perfect tense by using games (Experimental Class) and who are taught the present perfect tense without games (Control Class) to the tenth year students of MA (Islamic Senior High School) Jam‟iyyah Islamiyyah Pondok Aren Tangerang.
4. Interpretation of the Data The data were obtained from the students‟ achievement scores of the test of present perfect tense. They were pre-test and post-test scores from the experimental and control class. The average score for experimental class was 50.48 (pre-test) and 71.96 (post-test). The average score for control class was 50.84 (pre-test) and 59.88 (post-test). The following was the simple tables of pre and post-test students‟ average score. The writer found the result of the mean from the gained scores of experimental and control class, and then the writer obtained standard error of difference of mean of the gained scores for the experimental class and control class. So the writer could obtaine the value of t0, it was 3.69 and the degree of freedom (df) was 40. The writer used 5% degree of significance, and according to the ttable the degree of freedom 40 at significant 5% is 1.67.
45
From the comparison between the value of to = 3.69 and the ttable on the degree of significance 5% = 1.67, it is proven that to was higher than ttable. Based on this finding, it can be concluded that the hypothesis that the alternative hypotheses (Ha) are accepted and the null hypotheses (Ho) are rejected. Based on the result, the data shows that result test in experimental class is higher than result of test in control class. It can be concluded that students in experimental class have higher motivation in learning present perfect tense, thus, their achievement in post-test is better. Consequently, this finding confirms that teaching Present Perfect Tense by using games is more effective that without using games.
46
CHAPTER V CONCLUSSIONS AND SUGGESTIONS
In this chapter, the writer would like to present the result gained from the research in the forms of conclusions and suggestions. The conclusions are formulated from the calculations of the gathered data, with the main function to provide answers for the question of the research and accomplish the research objective stated in Chapter I. The suggestions are formulated based on the conclusions as well as from the conditions and occurrences observed by the writer throughout the research, especially during the giving of the treatments to the research subjects.
A. Conclusions After conducting the research and calculating all the data, it can be conclude that the games can improve the students‟ comprehension of the present perfect tense. It can be seen from the following facts; a. Students‟ achievements of the experimental class
had high
improvement. It can be seen from the average score got by the students on post test was 71,96, whereas most of the students got the average score on pre test was 50,48. b. Students gave positive responses toward teaching and learning process by using the games. The writer obtained the values presented in Chapter IV; those are 3.69 for to and 1.67 as the degree of significance. With these results, the relationship between to and ttable can be 46
47
formulated to > ttable therefore the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Based on this finding can be concluded that Games Technique has a significant effect on the students‟ understanding of Present Perfect Tense and that teaching Present Perfect Tense by using Games Technique is more effective than without using Games Technique. c. Students were actively involved in teaching and learning activities such as playing the games, writing sentences of the present perfect tense, etc. The result of the observation sheet has showed the data.
B. Suggestions There are some suggestions for the writer herself and English teacher after conducting the research: a. The teacher is suggested to modify the games as attractive as she can in order students do not feel bored in learning English. b. In choosing topic of teaching and learning, the teacher suggested to choose more interesting topic that can motivate students learning English. c. The teacher is hoped can give much motivation to students in order they can improve their speaking ability especially while playing the games. d. The writer is suggested to implement any further experimental research.
BIBLIOGRAPHY
Allen, W. Stannard, Living English Structure, London: Longman Group Ltd, 1987. Azzar, Betty Schrampfer, Understanding and Using English Grammar, New Jersey: Prentice-Hall, Inc, 1989. Batstone, Rob, Grammar, Oxford: Oxford University Press, 1994. Bauer, Laurie, English Word-Formation, Cambridge: Cambridge University Press, 1983. Bowers, Roger and Christopher Brumfit, Applied Linguistics and English Language Teaching, London: Macmillan Publishers Ltd, 1991. Cervantes, Emerita P, English Teaching Forum: Livening Up College English Classes with Games, Number 3. Cortez, Emilio G, English Teaching Forum: Some pointers on using games, Vol.XIII, 1975. De Boer, John J and Martha Dallmann, The Teaching of Reading, Revised Ed. Ohio: University of Illinois, Ohio Wesleyan University, 1960. Harmer, Jeremy, The Practice of English Language Teaching, New York: Longman Publishing, 1991. Hornby, A. S, Guide Patterns and Usages in English, Oxford: Oxford University Press, 1975. Mackey, William Francies, Language Teaching Analysis, London: Longmans, Green and Co, Ltd, 1965. Murphy, Raymond, English Grammar in Use, Cambridge: Cambridge University Press, 1994. Oxford, Rebecca L and David Crookal, Simulation, Gaming and Language Learning, New York: Newbury House Publisher, 1990. Pierson, Ruth and Susan Vik, Making Sense in English Grammar in Context, Boston: Addison – Wesley Publishing Company, Inc, 1987. Richards, Jack C, and Theodore S. Rodgers. Approaches and Methods in Language Teaching: a description and analysis, Cambridge: Cambridge University Press, 1986. Savignon Sandra J and Margie S. Berns, Initiatives in Communicative Language Teaching II, Boston: Addison – Wesley Publishing Company, 1987.
Swan, Michael, Practical English Usage, Oxford: Oxford University Press, 1987. Silver, Stephen Mark, English Teaching Forum: Games for the classroom and English speaking group. Vol.XX, 1982. Soeparno, Language Teaching Media, Yogyakarta: PT. Intan Pariwara, 1982. Thomson, A. J and A. V. Martinet, A Practical English Grammar, Oxford: Oxford University Press, 1986. Ur, Penny, Grammar Practice Activities: a practical guide for teachers, Cambridge: Cambridge University Press, 1988. Veit, Richard, Discovering English Grammar, Boston: Houghton Mifflin Company, 1986. Wishon, George E, and Julia M. Burks, Let’s Write English: Revised Edition, New York: Litton Educational Publishing International, 1980. Wright, Andrew, and David Betteridge, Games for Language Learning: third edition, Cambridge: Cambridge University Press, 2006.
THE INSTRUMENT OF RESEARCH Pre-Test and Post-Test Questions I. Choose a, b, c or d by putting the cross (X) on the answer sheet! 1. Johnson has .................... in Yogyakarta since 1999. a. living
b. lives
c. live
d. lived
2. I .................... watched the movie The Lord of The Ring three times. I want to see it again. a. had
b. has
c. have
d. am watching
3. The old car .................... in that garage since two years ago. a. is
b. has been
c. was
d. has being
4. .................... the show begun? a. has
b. have
c. had
d. do
5. I could not get a room at the Sangrila Hotel because I .................... reservation. a. had not made
c. have not made
b. were not making
d. would not make
6. Roni and Tia : “We haven’t heard Billy for such a long time.” Rendy
: “I .................... either since he has left school.”
a. hasn’t
c. am not
b. haven’t
d. had not
7. I .................... today’s newspaper a. have read
c. reads
b. has read
d. has been read
8. Mrs. Aisyah .................... in Al Bayan Islamic School since 1987. a. is teach
c. taught
b. has teach
d. has taught
9. I .................... writing task for 45 minutes. a. am write
c. am written
b. have written
d. has written
10. John Rina
: “You look so sad, Rina. What’s going on?” : “My mother .................... her pocket.”
a. has been losing
c. loses
b. has just lost
d. is losing
THE INSTRUMENT OF RESEARCH Pre-Test and Post-Test Questions 11. We .................... English since eight months ago. a. have studied
c. has study
b. have study
d. are studying
12. Yudi
: “How long ....................you been here?”
Zaldi : “Oh, for about five years.” a. had
b. has
c. have
d. did
13. Amel : “Have you .................... to Rudi’s new office before?” Ferry : “Never, it’s the first time.” a. comes
b. come
c. came
d. coming
14. John has lived here .................... a long time. He has lived here .................... 1990. a. since-in
b. since-for
c. for-in
d. for-since
15. My husband and I have moved four times .................... we got married. a. yet
b. already
c. for
d. since
16. I have not finished my homework .................... a. yet
b. already
c. for
d. since
c. already
d. often
c. has studied
d. studies
17. She has been very busy .................... a. yet
b. lately
18. Suzan .................... Science for six months. a. is studying
b. studied
19. Fanny .................... meat in her life! She’s a true vegetarian! a. never ate b. has never eaten c. never eaten
d. never eat
20. Mery : “.................... it stopped raining yet?” Rose : “Not yet.” a. has b. is c. was
d. have
21. Up to this moment, she has not .................... three songs. a. sing b. singing c. sang
d. sung
22. She has .................... a teacher since 2004 a. become b. became
d. becoming
c. becomes
23. Melly : “Have you .................... many people since you came here?” Jojo : “Yes, I have.” a. meet b. met c. meets d. meeting 24. I have been in this town .................... a long time. I was here when I was born. a. since b. for c. already d. yet
THE INSTRUMENT OF RESEARCH Pre-Test and Post-Test Questions
25. We have owned this home theater set .................... 2007. And it still works! a. since b. for c. already d. yet II. Fill in the blank with the correct answer! 26. A: “I understand Tom is a good friend of yours. How long have you .............................. (know) him?” 27. He has .................................. (promise) to buy me a new bicycle, but the bad wheater made him to change the plan. 28. The students ................................ (know) all of the new English words. 29. She ................................. (not, watch) any television program so far bthis week. 30. The students ............................................. (not, return) the books to library yet. 31. A: “Where have you .................... (be) for this summer holiday?” 32. Has he .................... (just, go) out? 33. I .................... (not, see) Tom this afternoon. 34. Have you .................... (see) my jacket? 35. This is the worst book I .................... (ever, read). 36. I have worn glasses .................... ten years. 37. I .................... (not, have) lunch yet. 38. John ......................... (already, speak) to me about the matter. 39. .................... we’ve never talked the news anymore. 40. .................... Wednesday she hasn’t attended the class because she has been ill.
Good Luck
THE INSTRUMENT OF RESEARCH Pre-Test and Post-Test Questions
ANSWER SHEET I. MULTIPLE CHOICES 1. 2. 3. 4. 5. 6. 7. 8. 9.
D C B A C B A D B
10. B 11. A 12. C 13. B 14. D 15. D 16. A 17. B 18. C
19. B 20. A 21. D 22. A 23. B 24. B 25. A
II. FILL IN THE BLANK 26. known 27. promised 28. have known 29. hasn’t watched 30. haven’t returned 31. been 32. just gone 33. haven’t seen
34. seen 35. have ever read 36. for 37. haven’t had 38. has already speak 39. up to present 40. since
KISI-KISI SOAL PRE-TEST DAN POST-TEST TAHUN AJARAN 2012 / 2013 Nama Sekolah
: MA Jam’iyyah Islamiyyah
Alokasi Waktu
: 40 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah soal
: 40 (empat puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: Genap
Kompetensi Dasar
Indikator
Jenis
Nomor Soal
Jumlah
Soal 1.1.
Merespon transaksional
makna (to
dalam get
things
percakapan -
Memilih ungkapan-ungkapan kalimat
done)
berbentuk Present Perfect Tense
dan
interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana
MC -
Menebak/
mengungkapkan
kalimat
10, 18, 19, 26, 27, 28, 29, 30, 31, 32,
berbentuk Present Perfect Tense
dalam berbagai konteks kehidupan sehari-hari
33, 34, 35, 37, 38
dan melibatkan tindak tutur: berterima kasih, memuji dan mengucapkan selamat.
7, 8, 9, 11
Fill in -
Menebak time signal yang digunakan dalam
kalimat
berbentuk
Present
the blank!
14, 15, 16, 17, 24, 25, 36, 39, 40
Perfect Tense 1.2.
Mengungkapkan transaksional
makna
(to
get
dalam
percakapan
things
done)
dan
interpersonal (bersosialisasi) resmi dan tak
-
Melengkapi kalimat Present Perfect Tense berbentuk positif
1, 2, 3, 22
40 soal
resmi secara akurat, lancar dan berterima yang -
Melengkapi kalimat Present Perfect
menggunakan ragam bahasa lisan sederhana
Tense berbentuk negatif
dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, -
Melengkapi kalimat Present Perfect
memuji dan mengucapkan selamat.
Tense berbentuk pertanyaan
5, 6 , 21
4, 12, 13, 20, 23
RENCANA PELAKSANAAN PEMBELAJARAN (CONTROLLED CLASS)
I.
IDENTITAS Nama Sekolah
: MA Jam’iyyah Islamiyyah Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester : X/2
II.
Alokasi Waktu
: 2 X 45 menit
Sub-theme
: Present Perfect Tense
STANDAR KOMPETENSI Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
III.
KOMPETENSI DASAR Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji dan mengucapkan selamat.
IV.
INDIKATOR 1. Siswa dapat memahami makna struktur present perfect tense dengan baik. 2. Siswa dapat memahami kapan struktur present perfect tense dapat digunakan dengan baik. 3. Siswa dapat memproduksi kalimat dengan struktur present perfect tense baik dalam bentuk affirmative, negative dan interrogative dengan benar.
V.
MATERI POKOK PRESENT PERFECT TENSE The Form of Present Perfect Tense a. Affirmative (pola kalimat positif):
Subject + Have / Has + Past Participle Examples: -
They have finished their assignments
-
He has finished his assignment
Time signal of present perfect tense: Since, for, often, just, already, lately, recently, twice, many times, a long time, etc
b. Negative (pola kalimat negatif): Subject + Haven’t / Hasn’t + Past Participle Examples: -
They haven’t finished their assignments yet
-
He hasn’t finished his assignments yet
c. Interrogative (pola kalimat tanya): Have / Has + Subject + Past Participle ? Examples:
VI.
-
Have they finished their assignments?
-
Has he finished his assignment?
METODE, SUMBER DAN ALAT PEMBELAJARAN Metode
:
o Ceramah o Tanya jawab interaktif o Kuis Sumber dan alat pembelajaran : o Teaching aids o Hand outs o Kurikulum (KTSP) / Silabus o Buku pelengkap bahasa Inggris kelas X o LKS Bahasa Inggris Pelita untuk kelas X semester genap
VII.
LANGKAH-LANGKAH PEMBELAJARAN Pertemuan 1 Kegiatan Awal : (10 menit) -
Guru memberi salam dan menyapa siswa
-
Guru memotivasi siswa dengan memberikan “tongue twister”
Kegiatan Inti : (60 menit) -
Guru menanyakan kepada siswa tentang hal-hal yang pernah mereka alami.
-
Guru menerangkan struktur kalimat berkonstruksi present perfect tense dalam bentuk affirmative dan time signal dari present perfect tense serta penggunaannya dalam kegiatan sehari-hari.
-
Siswa diminta untuk memberikan contoh kalimat yang berbentuk present perfect tense yang sedang terjadi di dalam kelas.
-
Guru mendistribusikan handout latihan.
-
Guru menginstruksikan siswa untuk menyelesaikan handout latihan yang diberikan oleh guru.
-
Guru dan siswa-siswa bersama-sama memeriksa jawaban, setelah jawaban siswa ditukar dengan temannya.
Kegiatan Penutup: (20 menit) -
Guru menanyakan kesulitan yang dialami siswa sehubungan dengan present perfect tense.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
Pertemuan 2 Kegiatan Awal: (10 menit) -
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
Kegiatan Inti: (70 menit) -
Guru mengulangi penjelasan mengenai struktur present perfect tense.
-
Guru menerangkan struktur kalimat berkonstruksi present perfect tense dalam bentuk negatif serta penggunaannya.
-
Guru mendistribusikan handout berisi kalimat-kalimat dalam bahasa Indonesia.
-
Guru menginstruksikan siswa untuk menterjemahkan kalimat-kalimat dalam handout tersebut ke dalam bahasa Inggris.
-
Guru menginstruksikan siswa untuk membacakan hasil pekerjaan mereka secara bergantian dan memberikan feedback serta koreksi.
Kegiatan Penutup: (10 menit) -
Guru menanyakan kesulitan yang dialami siswa.
-
Guru memberikan jawaban atas pertanyaan/kesulitan siswa.
Pertemuan 3 Kegiatan Awal: (10 menit) -
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
-
Guru memberi motivasi siswa dengan video lucu.
Kegiatan Inti: (65 menit) -
Guru mengulangi penjelasan mengenai struktur present perfect tense baik dalam bentuk affirmative maupun negative.
-
Guru mendistribusikan handout berisi conversation text pada siswa.
-
Guru menginstruksikan pada siswa untuk membaca text tersebut.
-
Guru menjelaskan arti text tersebut per kalimat.
-
Guru menerangkan struktur kalimat berkonstruksi present perfect tense dalam bentuk interrogative dan penggunaannya.
-
Guru mendistribusikan handout latihan.
-
Guru menginstruksikan siswa untuk menyelesaikan dan selanjutnya membacakan hasil pekerjaan mereka secara bergantian dan memberikan feedback serta koreksi.
Kegiatan Penutup: (15 menit) -
Guru menanyakan kesulitan yang dialami siswa.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
Tindak Lanjut: -
Membuat teks sederhana yang menggunakan bentuk present perfect tense, tugas tersebut dibuat di kertas polio / hvs.
Evaluasi Penilaian: -
Teknik penilaian: tugas individu dan kuis
-
Bentuk instrumen: tulisan isian, uraian, dan lisan
-
Format penilaian:
-
KKM: 65 No
1
Indikator
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Membuat kalimat tentang
materi
Translate into Tes Tulis
Uraian
English!
terkait 2
Melengkapi rumpang essai berbentuk
Complete the teks
following text
pendek
using Tes Tulis
Isian Singkat
the
information
narrative 3
Merubah
from the text! bentuk
kalimat
Tes Tulis
Uraian
Change these affirmative and negative form of present perfect sentenses into interrogative form correctly!
Pedoman penilaian: 1. Untuk tiap nomor, tiap jawaban benar skor 10 2. Jumlah skor maksimal x 10 3. Nilai maksimal 100 4. Nilai siswa = Skor perolehan x 10 Skor maksimal
Materi pengayaan: Kuis: Guru akan menyebutkan kata kerja pertama lalu siswa yang disebutkan namanya diminta untuk menyebutkan kata kerja kedua dan ketiga.
Mengetahui,
Tangerang, Maret 2013
Guru Mata Pelajaran
Peneliti
Bpk. Ahmad Masruri, S.Pd.I
Fungky Anditasari
RENCANA PELAKSANAAN PEMBELAJARAN (EXPERIMENTAL CLASS)
I.
IDENTITAS Nama Sekolah
: MA Jam’iyyah Islamiyyah Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester : X/2
II.
Alokasi Waktu
: 2 X 45 menit
Sub-theme
: Present Perfect Tense
STANDAR KOMPETENSI Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
III.
KOMPETENSI DASAR Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji dan mengucapkan selamat.
IV.
INDIKATOR 1. Siswa dapat memahami makna struktur present perfect tense dengan baik. 2. Siswa dapat memahami kapan struktur present perfect tense dapat digunakan dengan baik. 3. Siswa dapat memproduksi kalimat dengan struktur present perfect tense baik dalam bentuk affirmative, negative dan interrogative dengan benar.
V.
MATERI POKOK PRESENT PERFECT TENSE The Form of Present Perfect Tense a. Affirmative (pola kalimat positif):
Subject + Have / Has + Past Participle Examples: -
They have finished their assignments
-
He has finished his assignment
Time signal of present perfect tense: Since, for, often, just, already, lately, recently, twice, many times, a long time, etc
b. Negative (pola kalimat negatif): Subject + Haven’t / Hasn’t + Past Participle Examples: -
They haven’t finished their assignments yet
-
He hasn’t finished his assignments yet
c. Interrogative (pola kalimat tanya): Have / Has + Subject + Past Participle ? Examples:
VI.
-
Have they finished their assignments?
-
Has he finished his assignment?
METODE, SUMBER DAN ALAT PEMBELAJARAN Metode
:
o Communivatice Language Teaching: Games Technique Sumber dan alat pembelajaran : o Teaching aids o Hand outs o Kurikulum (KTSP) / Silabus o Buku pelengkap bahasa Inggris kelas X o LKS Bahasa Inggris Pelita untuk kelas X semester genap
VII.
LANGKAH-LANGKAH PEMBELAJARAN Pertemuan 1 Kegiatan Awal : (10 menit) -
Guru memberi salam dan menyapa siswa
-
Guru memotivasi siswa dengan memberikan “tongue twister”
Kegiatan Inti : (60 menit) -
Guru membagi siswa ke dalam lima kelompok.
-
Guru menuliskan list of signal words pada present perfect tense.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru menulis kalimat-kalimat yang diproduksi oleh masing-masing kelompok.
-
Guru meminta satu anak dari setiap kelompok untuk membacakan jawaban dari kelompoknya atas apa yang guru instruksikan.
-
Guru memberikan nilai untuk setiap jawaban yang benar dan tepat.
Kegiatan Penutup: (20 menit) -
Guru memberikan reward kepada kelompok yang menang.
-
Guru menanyakan kesulitan yang dialami siswa sehubungan dengan present perfect tense.
-
Guru memberikan jawaban atas pertanyaan siswa.
Pertemuan 2 Kegiatan Awal: (10 menit) -
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
Kegiatan Inti: (70 menit) -
Guru mengulangi penjelasan mengenai struktur present perfect tense.
-
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru menanyakan kepada siswa secara acak dari aktifitas yang sudah dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (10 menit) -
Guru menanyakan kesulitan yang dialami siswa.
-
Guru memberikan jawaban atas pertanyaan/kesulitan siswa.
Pertemuan 3 Kegiatan Awal: (10 menit) -
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
-
Guru memberi motivasi siswa.
Kegiatan Inti: (65 menit) -
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru menerangkan jawaban dari games yang dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (15 menit) -
Guru menanyakan kesulitan yang dialami siswa.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
Tindak Lanjut: -
Membuat teks sederhana yang menggunakan bentuk present perfect tense, tugas tersebut dibuat di kertas polio / hvs.
Evaluasi
Penilaian: -
Teknik penilaian: tugas individu dan kuis
-
Bentuk instrumen: tulisan isian, uraian, dan lisan
-
Format penilaian:
-
KKM: 65 No
1
Indikator
Bentuk
Contoh
Instrumen
Instrumen
Membuat kalimat tentang
materi
terkait
melalui
games
2
Teknik
“Using
Make Tes Tulis
Uraian
some
sentences
of
represented (Group)
time signal on
Signals”
white board!
Menanyakan
Ask to your
kepada
seluruh
friends
kelas
dengan
kalimat
yang
with
the questions Tes Tulis
Isian Singkat
on the paper!
tepat dengan time (Individual) signal “Ever dan Never”
melalui
Teaching
Aid
permainan “Find Someone Who” 3
Merubah bentuk kata kerja Melalui
Tes Tulis games (Individual)
“Line-Ups”
Pedoman penilaian: 1. Untuk tiap nomor, tiap jawaban benar skor 10 2. Jumlah skor maksimal x 10
Uraian
Change these verbs in to the past participle form!
3. Nilai maksimal 100 4. Nilai siswa = Skor perolehan x 10 Skor maksimal
Materi pengayaan: Kuis: Guru akan menyebutkan kata kerja pertama lalu siswa yang disebutkan namanya diminta untuk menyebutkan kata kerja kedua dan ketiga.
Mengetahui,
Tangerang, Maret 2013
Guru Mata Pelajaran
Peneliti
Bpk. Ahmad Masruri, S.Pd.I
Fungky Anditasari
RENCANA PELAKSANAAN PEMBELAJARAN (EXPERIMENTAL CLASS)
I.
IDENTITAS Nama Sekolah
: MA Jam’iyyah Islamiyyah Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester : X/2
II.
Alokasi Waktu
: 2 X 45 menit
Sub-theme
: Present Perfect Tense
STANDAR KOMPETENSI Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
III.
KOMPETENSI DASAR Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji dan mengucapkan selamat.
IV.
INDIKATOR 1. Siswa dapat memahami makna struktur present perfect tense dengan baik. 2. Siswa dapat memahami kapan struktur present perfect tense dapat digunakan dengan baik. 3. Siswa dapat memproduksi kalimat dengan struktur present perfect tense baik dalam bentuk affirmative, negative dan interrogative dengan benar.
V.
MATERI POKOK PRESENT PERFECT TENSE The Form of Present Perfect Tense a. Affirmative (pola kalimat positif):
Subject + Have / Has + Past Participle Examples: -
They have finished their assignments
-
He has finished his assignment
Time signal of present perfect tense: Since, for, often, just, already, lately, recently, twice, many times, a long time, etc
b. Negative (pola kalimat negatif): Subject + Haven’t / Hasn’t + Past Participle Examples: -
They haven’t finished their assignments yet
-
He hasn’t finished his assignments yet
c. Interrogative (pola kalimat tanya): Have / Has + Subject + Past Participle ? Examples:
VI.
-
Have they finished their assignments?
-
Has he finished his assignment?
METODE, SUMBER DAN ALAT PEMBELAJARAN Metode
:
o Communivatice Language Teaching: Games Technique Sumber dan alat pembelajaran : o Teaching aids o Hand outs o Kurikulum (KTSP) / Silabus o Buku pelengkap bahasa Inggris kelas X o LKS Bahasa Inggris Pelita untuk kelas X semester genap
VII.
LANGKAH-LANGKAH PEMBELAJARAN Pertemuan 1 Kegiatan Awal : (10 menit) -
Guru memberi salam dan menyapa siswa
-
Guru memotivasi siswa dengan memberikan “tongue twister”
Kegiatan Inti : (60 menit) -
Guru membagi siswa ke dalam lima kelompok.
-
Guru menuliskan list of signal words pada present perfect tense.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru menulis kalimat-kalimat yang diproduksi oleh masing-masing kelompok.
-
Guru meminta satu anak dari setiap kelompok untuk membacakan jawaban dari kelompoknya atas apa yang guru instruksikan.
-
Guru memberikan nilai untuk setiap jawaban yang benar dan tepat.
Kegiatan Penutup: (20 menit) -
Guru memberikan reward kepada kelompok yang menang.
-
Guru menanyakan kesulitan yang dialami siswa sehubungan dengan present perfect tense.
-
Guru memberikan jawaban atas pertanyaan siswa.
Pertemuan 2 Kegiatan Awal: (10 menit) -
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
Kegiatan Inti: (70 menit) -
Guru mengulangi penjelasan mengenai struktur present perfect tense.
-
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru menanyakan kepada siswa secara acak dari aktifitas yang sudah dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (10 menit) -
Guru menanyakan kesulitan yang dialami siswa.
-
Guru memberikan jawaban atas pertanyaan/kesulitan siswa.
Pertemuan 3 Kegiatan Awal: (10 menit) -
Guru memberi salam dan menyapa siswa.
-
Guru bersosialisasi sejenak dengan siswa.
-
Guru memberi motivasi siswa.
Kegiatan Inti: (65 menit) -
Guru memberikan Teaching Aid pada seluruh siswa di kelas.
-
Guru menerangkan mekanisme aktifitas pada siswa.
-
Siswa melakukan aktifitas dengan moderasi guru, selanjutnya guru menerangkan jawaban dari games yang dilakukan.
-
Guru menjelaskan games dan kaitannya dengan materi yang disampaikan.
Kegiatan Penutup: (15 menit) -
Guru menanyakan kesulitan yang dialami siswa.
-
Guru tanya jawab tentang materi yang telah diberikan, siswa yang dapat menjawab dengan benar diberikan reward.
-
Guru menyimpulkan materi pelajaran yang telah diajarkan.
Tindak Lanjut: -
Membuat teks sederhana yang menggunakan bentuk present perfect tense, tugas tersebut dibuat di kertas polio / hvs.
Evaluasi
Penilaian: -
Teknik penilaian: tugas individu dan kuis
-
Bentuk instrumen: tulisan isian, uraian, dan lisan
-
Format penilaian:
-
KKM: 65 No
1
Indikator
Bentuk
Contoh
Instrumen
Instrumen
Membuat kalimat tentang
materi
terkait
melalui
games
2
Teknik
“Using
Make Tes Tulis
Uraian
some
sentences
of
represented (Group)
time signal on
Signals”
white board!
Menanyakan
Ask to your
kepada
seluruh
friends
kelas
dengan
kalimat
yang
with
the questions Tes Tulis
Isian Singkat
on the paper!
tepat dengan time (Individual) signal “Ever dan Never”
melalui
Teaching
Aid
permainan “Find Someone Who” 3
Merubah bentuk kata kerja Melalui
Tes Tulis games (Individual)
“Line-Ups”
Pedoman penilaian: 1. Untuk tiap nomor, tiap jawaban benar skor 10 2. Jumlah skor maksimal x 10
Uraian
Change these verbs in to the past participle form!
3. Nilai maksimal 100 4. Nilai siswa = Skor perolehan x 10 Skor maksimal
Materi pengayaan: Kuis: Guru akan menyebutkan kata kerja pertama lalu siswa yang disebutkan namanya diminta untuk menyebutkan kata kerja kedua dan ketiga.
Mengetahui,
Tangerang, Maret 2013
Guru Mata Pelajaran
Peneliti
Bpk. Ahmad Masruri, S.Pd.I
Fungky Anditasari
USING SIGNALS
Materials: Board Dynamic: Small groups Time: 10 minutes Procedure: 1. Divide the class into groups of three or four. Write a list of signal words on the board. Example: already, ever, for, just, many times, never, since, yet 2. Set a time limit (2 minutes, for example) and tell the groups they must write a grammatical sentence for each signal word (one per sentence). The students should write sentences using different vocabulary words so you will not get I have already eaten dinner. I have just eaten dinner. I have eaten dinner many times. 3. Have one student from each group read the group’s answers. Assign one point for each grammatically correct and logical sentence.
FIND SOMEONE WHO
Materials: Worksheet Dynamic: Whole Class Time: 10 minutes Procedure: 1. Give each student a worksheet. Then the teacher ask all the students to stand up and circulate. 2. All the students ask each other questions such as “ Have you ever been to Beijing?” “Have you ever drunk water from a tap?” 3. If they get answer “yes” they write that person’s name in the space provided. They can only ask someone a question once. 4. The activity ends when a student has got names for each question.
LINE-UPS Materials: 3” x 5” cards or Worksheet Dynamic: Whole class Time: 20 minutes Procedure: 1. Give each student a question card. If making your own, use two different colors of 3” x 5” card. Call all students (half the class) with a yellow card (for example) to the front and have them stand in a line facing the class. 2. The other half of the class stands in front of the first line. If there are an odd number of students, either one questioner waits for someone to question, or the extra person in the answer line waits until the line moves. 3. Each person with a yellow question card (for example) questions the student standing in front of him/her. The student asking the question fills in the blank with the correct form of the verb given on the card. When everyone has answered the question, the students in the answer line move down one and are asked a new question. Continue until all the students in the answer line have talked to every student in the question line. (The students in the question line do not move.) 4. The students in the lines now switch positions, and the former answerers are now the questioners. Continue as in #3 above. Explanation: Using two different colors of cards or papers makes it easy to divide the students into questioners and answerers. When all of the students with yellow cards have questioned all the students with pink cards, switch lines so that the students asking questions now have pink cards. NOTE: Before doing the line-ups, you may want to do a sample card on the board so that the students know what is expected of them. Ask them how to fill in the blanks.
Name : Class :
Exercise Jack (be) _______________ my friend for over 10 years. We (know) ______________ each other since we were children. We (join) _______________ hockey sport association since six years ago. Recently, he and his family (move) ______________ to a house on the same street as me, and now our children play together almost every day and since we have children, in once a week our family (make) _________________ family trip.
For the last five years, Jack and I (play) ______________ for the same hockey team every Saturday. Jack is a better player than I am, but in the last few months he (have) _______________ some trouble with his left knee, and he (find) _______________ it hard to play a full game. He (see) _______________ the doctor several times about his knee, but the doctor doesn’t know what is causing his pain. Jack (decide) ________________ to break from hockey for a while, so that his knee can recover. It’s going to be lonely on the team without him. Name : Class :
Exercise Jack (be) _______________ my friend for over 10 years. We (know) ______________ each other since we were children. We (join) _______________ hockey sport association since six years ago. Recently, he and his family (move) ______________ to a house on the same street as me, and now our children play together almost every day and since we have children, in once a week our family (make) _________________ family trip.
For the last five years, Jack and I (play) ______________ for the same hockey team every Saturday. Jack is a better player than I am, but in the last few months he (have) _______________ some trouble with his left knee, and he (find) _______________ it hard to play a full game. He (see) _______________ the doctor several times about his knee, but the doctor doesn’t know what is causing his pain. Jack (decide) ________________ to break from hockey for a while, so that his knee can recover. It’s going to be lonely on the team without him.
Name : Class : Write the correct negative form! PRESENT PERFECT SIMPLE OR PAST SIMPLE?
1. Do you know, Bert? -No, we _________________ (not, meet). 2. He can’t go to bed yet, he _________________ (not, finish) his homework. 3. I couldn’t find the house because I _________________ (not, know) the address. 4. When I was young, I _________________ (not, like) spinach at all. I hated it. 5. Do you know London? -No, I _________________ (not, be) there yet. I’d love to go one day! 6. I read the book last year, but I _________________ (not, like) it at all. It was so boring to read. 7. He was badly hurt in his accident because he _________________ (not, wear) a seat belt. 8. I _________________ (not, try) hang-gliding so far. Have you? –No! I wouldn’t dare! 9. Dad _________________ (not, play) an instrument when he was a kid, but now he plays in a band! 10. She _________________ (not, get) out of bed yet, and it’s already half past ten! 11. Prehistoric man _________________ (not, have) electricity. 12. We can’t play Scrabble yet, we _________________ (not, clear) the table.
Name : Class : Change the sentences below into English! 1. Mereka tidak mengunjungi saya akhir-akhir ini. 2. Saya tidak melihat Mia selama seminggu. 3. Fred tidak makan daging sejak tahun 2010. 4. Saya belum mandi. 5. Dia (laki-laki) belum mendengar beritanya. 6. Mereka belum berada di rumah. 7. Kami belum tiba. 8. Dia (perempuan) belum menyelesaikan tugas rumahnya. 9. Kamu belum membaca majalahnya. 10. Bob belum membersihkan rumah.
Answer: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Find someone who ... ( Present Perfect with “EVER” & “NEVER” )
Have you ever ... ? Example: - Question - Answer
: :
Have you ever eaten raw meat? Yes, I have eaten raw meat. Or No, I have never eaten raw meat. Activity
Yes, I have. (name)
1.
....... been to Beijing
2.
....... traveled by plane
3.
....... visited a museum
4.
....... tried bungee jumping
5.
....... gone hiking
6.
....... sung karaoke
7.
....... lost money
8.
....... taken a cold shower in winter
9.
....... listened to French music
10. ....... eaten raw meat 11. ....... had a barbercue on the beach 12. ....... drunk water from a tap 13. ....... sat next to an annoying passenger
Have fun with the game \(^o^)/
No, I have never. (name)
hla,fnt
tR;
,{ t'l*
ID number Class:
t-ttuto,4*tt
Appendix 7
:
Yb Pre-Test
I.
ChoSea, b, c or d by putting the cross (X) on the answer sheet! johnson has
....................
a. Iiving 2.
in Yogyakarta since L999.
b. Iives
The old car
a.
....................
c, have
has
b.
has
c,
have
Roni and
Tia
: "VVe
was
d.
has being
d.
had
do
y'
: "l ........,........... either
not made
would not
make
\
since he has left school."
c. am not I
,d,
L.........,......... (readJ
a. b.
c. have
haven't heard Billy for such a long time,"
a. hasn't b. haven't
i
had not
today's newspaper
y' reads d. has been read
have read has read
Mrs. Aisyah.................... fteach) in Al Bayan Islamic School since 1987.
a.
c. taught
is teach
d.
V. has teach
has taught
I .................... (write) writing task for 45 minutes.
a. am write b, have written 10.
am watching
I could not get a room at the Sangrila Hotel because I .................... reservation.
Me
9.
c.
has been
a. had not made b. were not making
8.
d.
the show begun?
a.
7.
lived
in that garage since two years ago.
,d
Is
4.
6,
ed
I .................... watched the movie The Lord of The Ring three times. I want to see
b.
5.
c. live
John Rina
: "You :
"My
.*
amwritten
d.
has written
look so sad, Rina. What's going on?"
mother
a. has been losing b. has just lose
her pocket."
1z Ioses
d.
is losing
it
We
11.
lstud{ts English since eYmonths
studied b. have study
OA-
have
Yudi
L2.
:
$
,re studying
"How long....,.....,.,.......you been here?"
b.
had
x.\*,
has
d.
did
d.
coming
"Have you .................... to Rudi's new office before?"
13. Arnel
"Never, it's the first time."
Ferry
C
has study
"Oh, for about five years."
Zaldi
a.
\/
ago.
b.
comes
c. came
come
here a long time. He has lived herq..............,,..... 1990. ,/ a. since-in b. since-for c. for-in \-/ n, for-since 15. My husband and I have moved four times we got married. 14. Mr. John has lived
a.
b.
yet
d.
,ts for
already
since
16.1 have not finished my homework
a.
F already
c. for
d. since
c. already
d.
.
has studied
d.
studies
meat in her life! Sbls a true vegetarian! has t@# eaten c. never eaten
d.
nevereat
d.
have
yet
17. She has been very busy
/ 1"8.
Yet
r\g{y
Suzan
Science for six months.
a. is studying 19.
Fanny never ate
a.
;p
studied
./
f
20. Merry ; "....,......,....,... it stopped raining yet?"
Rose
:
/ Il"r
"Notyel"
$s
/
21. Up to this momen! she hasn't
a.
slng
b.
c. .............,.......
singing
22.She has ...,...,............ a teacher since 2OO4 a. become b. became 23.
Melly
was
three songs. sans
\r*r)
y'
d.
sung
c. becomes
p,
becoming
: "Have
you .................... many people since you came here?" "Yes,l have." Jojo a. meet b. met c. meets d meeting ;
24.lhave been in this
a. "l
stnce
town b, for
a long time. I was here when I was born.
y'
already
d. yet
v
:
.l' 25.We have owned ,, sidce
theater set...i,..i....i-,.r.. 2007, And it still works! c, already d. yet
fi
II.
Ftll in the blankwith the correct answer!
t/
"l understand Tom is a good friend of yours. (know) him?"
26. Az
Ftrow
long have you
,,/
lcmdn
,r/
27.He has,,...,,.,f..f-!"'.:,:.!...,,, (promise) of buying me wheater made him to change the plan. 28. The students Zg. She;..hf,Y.tf.
,.,,,.'.k1:%,.(know)
**9H,
30. The students..
a new bicycle, but the
bad
all of,the new Engtish word.
.1"t watch) any television program so farbthis week
.M"X,f,:.y.fX./....'..-/lnot,return) .....,.r..1...ri.rr.rr.,.,. the books to libraryyer r,
\/
31, A:
'Where have you .....k,X*..,(be) of my
32. Has
life?rr,
:
he,.,....O.*/(just, go) out?
33. I .F.,'.tS
**.,Y*, s"e1r2p{*i, ,Rurnonn.
34. Have you ......,1.?*.
,..Y"*lmy
*'^o'
jacker?
35. This is the worst book L....,.,.,.f.%1. (ever, read). 36.1 have worn glasses..,,..,,.,.,.,r.,., ten 37. r..hil$x?....kl^'", 38, fohn
#;
years,
,
runch yer.
.,..*$W#d, @lready, speakJ to rne aboutthe matter,
hos clnd7 tfok.
39. .i...h*.:...,.. we've never talked the news again. 40,
.M.,.. l.lt v{f
Wednesdayshe hasn't attended the class because she has been ill.
@ Good
'{, 1,.
f.l'-tr ,
i,I
&
LuckO
,l t
We
11.
.;
(studyJ English since eight months ago.
y' hasstudy a. have studied d. are studying b. havestudY 12. Yudi r "How'long,'.,.','..........,,you been here?'f "0h, for about five years."
Zaldi
a.
b.
had
d' coming come f came a long tiine. He has lived here ,..n..,,,. ,,4:L990. ohn has lived here
a, comes a,
d. did
"Never, it's the first time."
Ferry
f
,/
"Have you.....,...,.......... to Rudi's new office before?"
13.Amel
14. Mr.
/t. ha\/
has
b.
since-in
b.
since'for
c,
for'in
times c. for b. already
15. My husband and I have moved four
a. yet
ffi',inrcu
we got married. since
1/f
16. I have not finished my homework .r,r..,',,ri',,r
yet .r/
/ 17. She
b.
alreadY
c. for
d' since
c, alreadY
d'
hasbeenverYbusY
,r/ y latelY
a, yet
often
Science for six months. Suzan has studied d. studies a. is srudyilg / studied ' ". meat in her life! She's a true vegetarian! 19. Fanny b, has neVer eaten c. never eaten d. never eat a. never ate
18.
20. Merry : ",,.,.,,,..,..,.,.... it stopped raining yet?"
Rffi : "Notyet."
n^t { ,/
a, sing 22.Shehas
,.,.........,,,...., a
a, become
23.
Melly
b.
is
c.
was
b.
singing
c,
sang
2004 ., b. became / b""o*ut
teach.r rrn.u
: "Have you,..,...,...,.,...,..
Jojo f. meet
: "Yes,l have,"
24.Ihavebeen in this
a. since
I
$,
.l
I
b.
/, d'
have
sung
becoming
many people since you came here?"
met
town
d,
Y. for V
c.
meets
d.
meeting
y{tong time. I was here when I was born, d. Yet c. alreadY
We
11,
(study) English since eight months ago.
y', hasstudy a. have studied d. are studlng b. havestudy 12. Yudi : "How long,..'..,'.....,..,,',you been here?" Zaldi : "0h, for about five Years." b. has rt, a. had
d.
did
"Have you.....,............., to Rudi's new office before?"
13. Amel
"Never, it's the first time."
Ferry
d' coming come f came a long tiine. He has lived here .,.o,2'.i.1990. 14. Mr. John has lived here c, for'in b, since'for a, since-in /, fot'since we got married. 15. My husband and I have moved four times since c. for b. already a. yet l/f a. comes
b.
16, I have not finished mY homework
,il yet .-/
,/
b.
lT,shehasbeenverYbusY
y
a, yet
alreadY
" latelY
rr/
c. for
d. since
c. already
d.
often
Science for six months, Suzan t ,. has studied d, studies a. is studying / studied meat in her life! She's a true vegetarian! 19. Fanny a. neverate b, hasnevereaten c. nevereaten d. nevereat
1.8.
20. Merry : ",,..,,,,.,....,,..., it stopped raining yet?"
R6€
(r/
:
"Notyet."
/il has
b.
i.
is
was
27.Upto this moment, she hasn't..'..'.,..'...:'.... three songs. c, sang b, singing a, slng
2004 b. became /
22. She has ..,.........,..,..,. a teacher since
a. become
23.
Melly
: "Have you...,...,.,.,.,.,....
Jojo f, meet
./
becomes
24.lhavebeen in this
a. since
met
town ,
y', d,
have
l,e becoming
many people since you came here?"
:"Yes,lhave,"
b.
d.
c,
meets
d.
meeting
.y{tong time, I was here when I was born, d. yet
b. for l,/ c, already
:
25.We have owned this home theater sel ..;..........;...... 2007 .And it still works! already b. for, d. yet ,/ since
l-/
,/
II. Fill in the blank with the correct answer! ./,/ understand Tom is a good friend of bA. How long have you (know) him?" krtu,.rn.
26. A: "1
............
. (promf,e) of buying me a new wheater made him to change /6 plan. frun;s,:y
27.He has
bicycle,
but the bad
,t,/
28. The students
..fu.*......f**.gnow)
32. Has hef..**.\r.?.P0usg go) 33. I .IHX...,)::..
(X:t
?
all of the new English word.
ctotV
this afternoon.
34. Have yru.frM.,L?.*1see1 my jacket?
\zzrt.
I
i\.r
a't*-
lnr/
(-<-on
3s. rhis is the worstbook r ..h*y*,..*-1Ji!,lrg"^o1;-p 36. I have worn glasses
sz. r ..h*!.nt
.
iffir
38. f ohn .h*1...*tl**/y..
.,..,..re1.1f{**.
have) tunch yet.
t#jfr,
speak) to me about rhe matte r.
39........fi1.{..,.. we've never talked the news again.
+o..*.?i.i1!!l.Wednesday she hasn't attended the class because she has been ill.
@ Good
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rID number
Class:
X
*^
'5Ju
rmife Pre-Test
I.
Choose4
,c
or d by putting the cross (X) on the answer sheet! in Yogyakarta since L999.
b.
c,
lives
live
watched the movie The Lord of The Ring three times. I want to see it
b.
/tuu"
has
d
am watching
d.
has being
The old car .......,..........,. in that garage since two years ago.
a.
4.
/
/ b/
Is
c, was
has been
.................,..the show begun?
a. 5.
b.
has
have
c. had
d.
do
I could not get a room at the Sangrila Hotel because I .,........,......... reservation.
y'. "had not made
b.
were not making
Roni and
Tia
: "\Me
c. have not made d. would not make
haven't heard Billy for such a long time,"
Me I 'l ..................,. either since he has left school." c. am not a/ hasn'y /,/ b. d. had rtot rKaven't (readJ today's newspape. |\//, ,1. c. reads / have read b. hasread d. hasbeenread 8. Mrs. Aisyah ................,... (teach) in Al Bayan Islamic School since 1.987. '
c. taught
d. hastaught (write) writing task for 45 minutes.
a.
/ 10.
/
i,,
;.1"
-:
,
,l
am write
c.
am
n^r"vr;rittep
d.
has written
John Rina
: "You : "My
written
look so sad, Rina. What's going on?"
mother
{ h^sbeen Iosinp --- ------o b. has just lose
her pocket."
c. Ioses d. is losing
L1.
We [studid) English since eight months ago. c. has study / t'ruu"studied
b. have study d. are studying L2, Yudi : "How Iong.,..,..,.,..,.......you been here?" Zaldi : "Oh, for about five years." lAmel Ferry
: "Have
you
: "Never,
/n^,
c.
,...................
to Rudi's new office before?"
d.
did
d.
wvrrrlrIS coming
it's the first time."
7""',-' lived h6re/'r' lfUr.lohn has
a.
have
qt
here
c. for-in
since-for
times
15. My husband and I have moved four
a. yet
came
long time. He has lived
,.......,........... a
b.
stnce-ln
c.
..o*"
b. already
LggA.
d/for-since we got married.
/ t",
d.
since
L6. I have not finished my homework
a.
yet
alreadV
/
c. for
d. since
17. She has..,been very busy
b. :.................
is
already
d.
often
/
hasstudied
d.
studies
meat ip her life! She's a true vegetarian! hasnevereaten c. nevereaten
d.
never eat
d.
have
d.
sung
d.
becoming
Science for six months,
studying
Fanny
9.
/,
a. neverate
20.
Merry
: ",..........,...,....
Rose
:
a. t rr
Iately
b.
studied
/.
it stopped raining yet?"
"Notyel" , F is
c.
2t.Up to this moment, she hasn't
sing
/
\zz.
b.
lrK^r,
: "Have
l ,//l6eet
Jojo
a. i,.
'ri
r r
you
/ became
....................
since
y met
fl for
three songs.
c.
sang-
c. becomes
many people since you came here?"
"Yes,l have." /
a.
$', ,\'
singing
shu has............,....... a teacher since z0o4
a../f\,e{o,me
"lr
....................
was
c. meets c.
already
d. d. yet
meeting
rI
6-ve
owned this home theater set..,'..........;,.....2007. And it still works! c. already b. for d. yet
II. Fill in the blank with the correct answer! /1-
26. A:"1 understand Tom is a good friend of yours. How long have you
him?" -r/ zz.He h^" ..e.:2f:fd;\i:^ise)
.'t0.9.N.
fknow)
of buying me a new bicycle, but the
wheater made him to change the plan. 28. The students
29. She
l''.f......(.L?.."....pdrw) all of the new English word.
.*ly.SLi..Xffi"6arch)
any television program so far bthis week.
lrt return)
30. The students .ho.5....ffu.1./1dr,......... (not, 31. A: "Where have you (be) of
my
thfoks
to library yet.
lfe?"b<ev
aa
32. Has h" .1.|...W-Yfiust, go) out? 33. r h4,Y-r {3.(#"r,seel 34, Have you ..f,gry35.
ro
.r;(eg
afternoon. my jacket?
rhis is the worsr book rlrmy.e..h.:i"1il
36. I have worn
glasses
[d
ten years.
37. | .MY.-*.hyYXR,have) lunch yer, 38.
|ohn
....
(already, speak) to me about the matter
39.....1&n:....... we've never talked the news again,
40..,...*t........ Wednesday she hasn't attended the class because she has been ill.
@ Good Luck @
"+
i
f ',
t'i,] I
bad
ID
number
, \--\urnr,ito
-,' Class: :Xf
Post-Test
I. Chg6se a, b, c or d by putting the cross (X) on the answer sheetl in Yogyakarta since Lggg, rcn"son has 1/ / .. y' nv"a b. lives c. live I" / living \ { t'..,..,:1i.......i watched the movie The Lord of The Ring three times. I want to see it U1' garn.
ry
a.
b.
had
/l.has
//
b.
have
a, had not made I b. were not making
/
Va,
Roni and
Tia
Me a, hasnt
V
c. had
k
r
d.
would not make
-i I
; ! I
$-
d.
has being
: "l ,..........,......., either since he has left school."
haven't
c.
am not
d.
had not
| *,,,,.,...,.,..... (read) today's newspaper
c. reads d. hasbeenread
/
n4.r.
(teachJ in Al Bayan Islamic School since Lg87.
c. taught
/
d.
I
am watching
do
n^urnot made
.
I
d.
"We haven't heard Billy for such a long time."
Aisyah a. is'teach' / / hasteach
$, ,'l ",
d,
/
y',rhaveread y. hasread
\g/
w^u"
I could not get a room at the sangrila Hotel because I .........,,..,...... reservation.
V. '
f
y'
has
hastaught
is losing
;
/ /
(study) English since eight months ago. t7.,xlrle c. hasstudY - / havestudied d. are studYing b. have study
LL./udi
:
"How long.,.',.,,.,'.,.....,.you been here?"
W zAai
:
"0h, for about five years."
a.
b.
had
13. Amel
/
has
d.
nuru
did
"Have you ,.,..,..........,... to Rudi's new office before?"
"Never, it's the first time."
b.
come
d, coming 2/" ^, long time, He has lived here,........,.......... 1990'
a here b. since'for a, since-in
'+.ttt .John './has lived
c.
for-in
/.
for'since
15. My husband and I have moved four times ,.,,.'.?-...,,-' we got married.
a.
yet
b.
/ fo,
alreadY
d.
since
16, I have not finished mY homework
/ ,,o,
lnlreadv
c. for
d. since
/ tatety
c. already
d.
often
d,
studies
d.
never eat
d.
have
Science for six months. Suzan a. isstudying b. studied /. hasstudied, meat in her life! She's a true,vegetarian! L9, Fanny a. neverate b. hasnevereaten / nevereaten 20. Merry : ",...,..,.,..,,,,.,.. it stopped raining yet?" Rose : "Not vet.l'
it
has
c.
/ / ,\'//.Upto this moment, she hasn't a. sing b. singing a7
three songs,
c.
sang
c.
becomes
22.She has.........,,,.,..,... a teagher since 2004
y become
i I i
,/
[, became
Jojo
meet
/
24.lhave been in this town
a, since
;
$, 'i
r-t,
I
,
/ d.
tung becoming
|\'/fi,Melly : "Have you...,,..,.,....,,.,.. many people since you came here?" : "Yes, I have." a.
'$
was
c,
met ...,..,r...,..r..,.. a
/. to,
d.
meets
meeting
long time, I was here when I was born.
c,
aiready
d. yet
,
/
/
DrfWp have owned this,home theater
// since :
II.
,. b. for
set,.;.,..;..,,;,. ..,;..
c.
Z0e7.And it still works!
already
FiIl ln the blankwith the correct ansurer!
d. yet
,,
understand,Tom is a good friend of yours. How long have you...F-*9y.1..,......... ) him?"
He has .,..3,1y..*ilg*.....,..;. (promise) of buying me wheater made him to change the plan.
a new bicycle, bur rhe bad
28, The students,h**....,K*.g,Y,L g<now) all of the new English word. 29. She ;..,,.....,..r.........,.,,.,.-. (not, watch) any television program so far bthis 30. The
/
,jrrA:
week
sfi.rdents.,..h*1.,...n*,,.::*.Ytnot, return) the books to libraryyer
"where have you ....h.-e..g.n..,,, [be) of my life?:'
V./,n*.yf,.I*
I
--.zl7u
flt"",ir"ul rom this afternoon.
u yo u,.. S.9 9..f....., (s e e) m y
jac
ke t ?
^u
Jrrhis
is the worst book I .hgw..g*i.\,'#lural
36,/have worn
glasses
ten
years,
,
.rA otrn,.H.4l*'*/?",:r?Slp."r.t ro me aboutthe matter; ,r.I**.Iy.,..
we've never talked the news again.
40. ..,...*rt..;.,.. Wednesdayshe hasn't attended the class,because she has been ill.
@ Good
l"I i,
;.| ", -t
i
Luck@
Appendix 8
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: Istimewa l,amp. :l (satu)berkas I{al : Peneaiuan Judul Skripsi
.4. 3
Kepada Yth, Ketua Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan
UIN Syarif Hidayatullah Jakarta Di Tcmpat
,&
A ssalamualaikum Wr. Wb.
Salam sejahtera seiring doa saya sampaikan, semoga Bapak senantiasa berada dalam lindungan Allah SWT, serta sukses selalu dalam aktifitas sehari-hari. Sehubungan akan berakhimya masa studi Program Strata Satu (Sl) yang sedang saya tempuh, maka saya yang bertanda tangan dibawah ini: Fungky Anditasari Nama 107014000884 NIM VIII (Delapan) Semester Pendidikan Bahasa Inggns Jurusan Bermaksud mengajukan judul skripsi sebagaimana tertera berikut ini: T HE*E
TFECT IYENESS OT TEACHIN G.THE P'RES ENT PERFE CT TENSE
(An Etperimental Study at the First Year
S*den* of MA Jam'iyyah Islamiyyah Pondok Aren)
Dan sebagai bahan pertimbangan, saya lampirkan: l. Abstraksi 2. Outline 3. Daftar pustaka sernentara
Demikian surat ini saya buat dengan harapan dapat diterima. Atas perhatian Bapak saya ucapkan terima ll/a s s a I it mttal ai ht
Menyetujui,
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kasih.
Wr.
l
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Jakarta, l2 Mei 201 I Pemohon"
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Drs. Nasrun Mahmud
NIP:15004fi70
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Funsky Anditasari
NIM. 107014000884
. 8wt*dr- F""*"trirqh'o, Ap d
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KEMENTERIAN AGAIUA UIN JAXARTA FITK
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Appendix KEMENTERIAN AGAMA UIN JAKARTA FITK A.
k. H, Juan& No
fi
Ci&,/at 1 5fi2
11
No. Dokumm erbit
FORrtr (FRl
No. Revisi
h.bns*,
SURAT PERI'OHONAN IZIN PENEIITIAN Nomor : Un.01/F. 1/KM.01 .lt\3 I narc Lamp. : OufiinelProposal : Permohonan lzin Penelitian
Jakarta, 11 Maret 2013
Hal
Kepada Yth,
Kepala MA Jam'iyyah lslamiyyah Bapak H. Baharuddin, S.Ag DiTempat Assalamu' a laiku m wr.wb.
Dengan hormat kami sampaikan bahwa, Nama
Fungky Anditasari
NIM
107014000884
Jurusan
Pryrdidikan Bahasa lnggris
Semester
12 (Dua Belas)
Tahun Akademik
2A1A2013
Judul SkriFsi
:THE EFFECTIVENESS OF TEACHING THE PRESENT
PERFECT TENSE THROUGH GAMES (An Experimental Study at the Tenth Gnde Sfudenfs af MA Jam'iyyah lsla miyyah, Soufh Ta ngerang)
adalah benar mahasiswafi Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.
Untuk
itu kami mohon Saudara dapat
mengizinkan mahasiswa tersebut
melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kamiucapkan terima kasih. Wassalamu'alaiku m wr.wb.
-'
fe{alprt
l,J
vatrki.M.Pd t212 199103 I 002 Tembussn. 1. Dekan FITK Pembantu Dekan Bidang Akademik Mahasiswa yang bersangkutrn
2. 3.
l.'
l-,
-r1, '|
)
i I I
ti .i
t'
i
MADRASAH
ALIYAH
Aprpendix 12
JAM'IYYAH ISLAMIYYAH ..4, STATUS : TERAKREDITASI Nomor : KW.28.4/PP.OO|7 l09l20l2
i
SI]RAT KETERANGAII PEI\IELITIAN Nomor : l54l MAS.JYIIY20I3
Yang bertanda tangan di bawah ini adalah Kepala Madrasah Aliyatr Jam'iyyah lslamiyyah Pondok Aren Tangerang, menerangkan bahwa Nama
: Fungky Anditasari
NIM
:107014000884
Semester
:
Jurusan
: Pendidikan Bahasa
14 ( Empat Belas
:
) Inggns
Judul Slcripsi : "The Efuiveness Of Teaching The Present Perfect Tense Through Games"
Adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang telah mengadakan penelitian ( riset ) pada lvladrasah Aliyah Jam'iyyah Islamiyyah Pondok Aren yang dilaksanakan pada tanggal I I Maret
1
Demikianlah surat keterangan
yd
13
April 2Al.3.
ini kami buat, agar dapat dipergunakan sebagaimana
mestinya.
Pondok Aren, 13 April 2013
\ * t,
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