THE EFFECTIVENESS OF USING PICTURES IN TEACHING PRESENT CONTINUOUS TENSE (An Experimental Study at the Seeond Year Students of SMP Perwira Ulujami Jakarta Selatau)
A PAPER Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment of One of the Requirements for the Degree of Strata 1 (81)
by
DewiMulia 102014023788
ENGLISH DEPARTMENT TARBIYAH AND TEACHERS' TRAINING FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 1429 Hl2008 M
THE EFFECTIVENESS OF USING j>ICTURES IN TEACHING PRESENT CONTINUOUS TENSE (An Experimental Stndy at the Second Year Students of SMP Perwira Ulnjami Jakarta Selatan) A "Paper" Presented to the Faculty of Tarbiyah and Ieacher's Training in Partial Fulfillment of the Requirements for the Degree of Strata-l (S.Pd) in English Language Education
By:
DewiMnlia
102014023788
Approved by Advisor
NIP. 150249910
ENGLISH DEPARTMENT TARBIYAH AND TEACHER'S TRAINING FACULTY STATE ISLAMIC UNIVERSITY JAKARTA ACADEMIC YEAR 2008
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers' Training certifies that the Paper entitled "The Effectiveness of Using Pictures iu Teachiug Present Continuous Tense" (An Experimental Study at the Second Year of SMP Perwira Jakarta Selatan), written by Dewi Mulia, student's registration number: 102014023788, was examined by the Committee on 6th June 2008, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title of S.Pd. (Bachelor of Alis) in English Language Education at The Department of English Education. Jakarta, 6th June, 2008
EXAMINATION COMMITTEE CHAIRMAN
nI
~'l'-~0__~
Drs. Syauki M.Pd. NIP. 150246289
SECRETARY
(~,
Neneng Sunengsih, S.Pd. NIP. 150293232
EXAMINERS
I. Drs. Baluul Hasibuan, M.Ed
L
)
Jz4l--:! )
-~~
2. Dr. Atig Susilo, MA
NIP. 150 182900 Acknowledged by: Dean of Tarbiyah and Teachers' Training Faculty
Prof. Dr.
)
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful ALL l'mlses be to ALL~h Loyd of the "-",,,veyse, the 0"-ld~",,ce,
~L""-'0ht!::J
"1od foy ttls bLessl""0,
hell' ~""d Love who h~s bestowed "-1'0"" the wYltey l"" cO""-l'Letl""0 thls SRxll'sL
pwce ~""d bLessl""0 ls; "-1'0"" O"-Yl'Y0l'het /v\"-h~",,-,,,,-~d SAW ~s; O"-Yl'Y0l'het, hls desce""d~""ts, hls cO""-l'~""lo""$ ~""" hls
foLLoweys;.
In this occasion, the writer would like to express her gratitude and her honor to the. foUowing persons: I. Prof. Dr. Dede Rosyada, M.A, The Dean of Faculty of Tm-biyah and Teacher Training, UIN SyarifHidayatuUah Jakarta. 2. Drs. Syauki, M.Pd, the chief of English Department. 3. Dra. Hj. Farida Hmnid, M.Pd as her advisor, thanks for her sincere and generous help and professional advices. 4. Her beloved father (Mussholli H.S), mother (Mimin Rukmini almh.) and also for her brother mld sister Ntmnala and Abd. Qadir Zailani who always pray and suppOli me to finish this paper. 5. All lecturers of English Department who have taught and educated the writer during her study at UIN Syarif HidayatuUah Jakarta. 6. Mrs. Sulikah, B.A, the headmaster of SMP Perwira and stuff, who has allowed the writer to observe and conduct the research there.
7. Drs. H. Mahyudin, M.M. who help, motivate and encourage me to finish this skripsi. Thank you! 8. Her beloved friends, Yova, Sofie, Nasriah and her husband, Ade Irma, Afrie and
Latif. Thanks for your motivation, care and support! Also
Mahdi Abdul Aziz, her beloved one. Thank you for your suppOli, spirit 'Ind affection. May Allah guide them and give them all happiness throughout their lives. Amin. May, 8 2008
The Writer
TABLE OF CONTENTS i
ACKNOWLEDGEMENT
TABLE OF CONTENTS.................................................................................. iii LIST OF TABLES............................................................................................. CHAPTER I
v
INTRODUCTION A. Background of Study
1
B. Limitation of Problem....................................................... 3 C. Question of Research
3
C. Objective of Study.
3
D. Method of Study.............................................................. 3 E. Organization of the Study................................................ 4
CHAPTER II
THEORETICAL FRAMEWORK A. Picture.............................................................................. 5 B. Present Continuous Tense
8
1. Form of Present Continuous Tense
8
2. Usage of Present Continuous Tense
11
3. Verb Usually not used in Present Continuous Tense 12 C. Teaching Present Continuous Tense by Using Pictures .. 13
CHAPTER III
THE IMPLEMENTATION OF THE RESEARCH A. Methodology of Research
15
1. Place and Time of Research
;.. 15
2. Objective of Research
;
3. Population and Sample
;
4. Data Collecting
15 15 16
5. Data Analysis
/..........16
6. General Procedure of' Teaching Present Continuous .' Tense Using Pictures
;
,. 16
7. General Procedure of Teaching Present Continuous Tense without Using Pictures
17
B. Research Findings 1. Data Description 2. Data Interpretation CHAPTER IV
,
18 23
CONCLUSION AND SUGGESTION
A. Conclusion
24
B. Suggestion
24
BIBLIOGRAPHY APPENDIX
18
LIST OF TABLES 1. Table I Individual Score for experiment class........................................ 19
2. Table II Individual Score for control class
20
3. Table III Comparison of the Score ofExperimellt and control class
21
CHAPTER I INTRODUCTON
A. Background of Study Language is a way of expressing ideas, feelings, by using movements, symbols, and sounds.! As an international language, English has an important role in the world. Related to that case, Julian Edge in her book stated, "English as the International language serves to many people as a bridge into the worlds of higher education, science, international trade, politics, tourism or any other venture which interest them.
2
It is not enough for students to have proficient ability if students cannot develop and master the skill in understanding and expressing the language in both oral and written. In this sense, language teacher has a role as communication teachers and, indeed, as a teachers in broadest sense. Teaching of English is stressed on mastering the four basic skills: listening, speaking, reading and writing. Besides, the knowledge of grammar is one of the impOltant factors that the students should master because grammar enables the students to make statements about how to use the language. Mastering grammar should be integrated with the language skills and the language factors in order to make the students easier to understand the language during the communication. Grammar is needed even in the communicative ways, as J. B. Gunawan said, " ... Even in real communicative activities, in which learners usually do not concentrate on language forms, grammar cannot be put aside.,,3 Some of the problems that bring out an obstacle for the learner to comprehend English are the influences of the structure and pattern from their
I A. S Hornby, Oxford Advanced Learner's DictionmyofCul'l'ent English, (Oxford: Oxford University Press, 2000). p. 721 2 Julian Edge, Essentials of English Language TeacMng:3rd Edmon" (London: Longnial1. 2003), p. 25 3 J. B. Gunawan, "The Teaching of Grammar inCLT. Oriented Ell\iirol1mcnt," Tejlin JOlll'l1al, volume VI!, (Jogiakarta: IKIP Publisher, September 1993): p. 34
2
own language. Some students think of grammar as rather boring subject. When they learn English they try to avoid the grammar that for them is confusing and hard to be understood. Present continuous tense as a part of grammar rules sometimes also makes students confused. The effect is that they cannot use and understand properly the present continuous tense. Asking the children to memorize formula of grammar with their usage is usually ineffective methods, sometimes children remember their meaning for a short period of time, and more over they forget the meaning. To solve the problems in teaching present continuous tense the teachers can use suitable and interesting methods or techniques that are suitable to the students. Techniques depend on the teacher, the imagination, his creativity and the condition of class, a certain problem can be solved with the various techniques. 4 Teacher can use various visual sources in teaching language, for instance: teaching language by using tape-recorders, pictures-flashcard and television, by using a suitable method, because the method determines what and how much is taught (gradation), how the meaning and form are conveyed (presentation) and what is done to make the use of the language unconscious (repetition).5 The writer will give another alternative technique to enrich student's comprehension by using pictures. Pictures are 110t just an aspect of ihethod but through their representation of place, object and people essential parts of the overall experiences.6 Because pictures can direct the students to speak, another reason is that using picture in teaching present continuous tense is effective and helpful in teaching learning process, so the students feel easy in understanding and studying English. 4 Mulyanto Socmurdi, Pengajal'Gn Bahasa AsingSebuah TilljaucJ11 dari Seglldet(]dologi, (Jakarta: Bulan Bintang, (975), p. 14. 5 William Frances Mackey, Language Teaching Analysis, (London: Longman GrollpLtcl, (965), p. xi 6 Anclrc\v Wright, Pictures/or Language Learning:>. (Cambridge: Carnbridge University Press, (989), p. 2
3
In teaching present continuous tense the students are taught pattem of verb to be, structure etc. In this paper the writer tries to use pictures in developing their knowledge of present continuous tense. Visual aids are important in teaching. Pictures can be used as teaching aids that can help the students communicate in English. The aids are needed to develop their language skill included grammar skill especially in present continuous tense.
B. Limitation of Problem The limitation of the problem which will be discussed in this paper is the teaching of present continuous tense using pictures at the second year of SMP Perwira Jakarta Selatan.
C. Question of Research The question of the research is: "Is there any significant difference in the achievement of the students' English grammar especially in present continuous tense taught by using pictures and without using pictures?".
D. Objective of Study The objective of the study is find out whether there is a significant difference in the achievement of the students' English grammar especially in present continuous tense taught by using pictures and without pictures and hopefully, this study will contribute many advantages to the English teacher in implementing the teacher grammar teaching especially present continuous tense. The result of the study hopefully can also assist students learning grammar in an interesting way. Subsequently, it will assist the students in upgrading their ability to communicate in English.
E. Method of Study This research is done by usmg Experimental Method. The writer conducted an experiment by teaching two different classes and then giving them the test. In addition, the library study is also carried out by reading a number of materials from books and other sources like magazine and journal as references to support this paper.
4
F. Organization of the Stndy
This sub chapter is intended to give a brief overview about the
organization of the study from every chapter.
The first chapter is introduction. In this chapter there are seven sub chapters: (A) background of study, (B) limitation of the problem, (C) question of research , (D) objective of the study, (E) method of the study, (F) organization of the study.
The second chapter is theoretical framework. In this chapter there are three sub chapters: (A) pictures, (B) present continuous tense, (C) teaching present continuous tense by using pictures.
The third chapter is the implementation of research. In this chapter there are two sub chapters: (A) research methodology and (B) research finding.
The fourth chapter is the resume of all chapters which is consist of conclusions and suggestions.
CHAPTER II THEORETICAL FRAMEWORK
A. Picture According to Marianne Celce Murcia and Sharon Hills the meaning of picture is that pictures are kind of visual instruction materials that might be used more effectively to develop and sustain motivation in producing positive attitudes toward English and to teach or reinforce language slalls. Picture can also be used in various configurations to enhance leaming and practice.
1
Based on Webster New World Dictionary of American Englif.h pictures are imagines or likeliness of an object, person or scenes on a flat surface, especially by painting, drawing or photography. 2 According to Andrew Wright picture is: Picture is the non-verbal source of information. The non-verbal infonnation helps us to predict what the next might be about, and this ability to predict helps us to recognize meaning more quickly than if we had to sort it out solely from what we hear or read. Picture can represent these non verbal sources of infonnation. Indeed, they and what they represent are centrally bound up with the nature
()f
communication itself. What we see affects how we interpret what we hear and vise versa. From descriptions above, it can be said that picture has a lot of meanings. Picture is defined as a drawing, a painting or photograph, an image of someone or something. The meaning of picture can motivate presenting a sequent of even, story and thing like the real life. Picture plays an important role as an altemative teaching aid in teaching English. The teacher gives a picture, then he/she asks the students
I Marianne Celce and Sharon Hills, Technique and Resources in Teaching Grammar, (New York; Oxford University Press, 1998), p. 73 2
~.
6
,
about them. By using pictures in teaching present continuous tense, the students are expected to use it to communicate. Picture is easy to be found by all people. Through picture the student can practice to develop their ideas. We can make picture on the whiteboard, cartoon etc. There are many types of pictures can be used as visual aids and heip the teacher bring the material easier for the student to understand. One of them is pictures of situational pictures that show or suggest relationship between object and or people can be perfect teaching aid, for introducing, practicing or reviewing grammatical stmcture. According to Betty Morgan, there are some types of pictures, as theirs: Wall charts, wall pictures for whole class teaching, work card and flash card word. Flash card with printed word or picture Call help in demonstrating what the teacher wishes such as an object or action. 3 Meanwhile, Noor Azlina Yunus writes in her book composite picture is one of pictures type which is appropriate for class teaching because it enable the students to see places, people and events that they would otheryvise not see because of factor like distance, time alld cost. 4 Some advantages of using pictures in teaching: a.
"Pictures can motivate the student and malce him or her want to pay attention and want to take part.
b. Pictures contribute to the context in which the language is being used. They bring the world into the classroom. c. Pictures can cue responses to questions Orclle substitutions through controlled practiced d. Pictures can stimulate and provide information to be referred to in conversation, discussion and story telling. 5
3 Betty Morgan Bowen, Look Herel, Visual Aids in Language Teaching, (Lohdoll: Essential Language Teaching Series, 1973), p. 13-31 4 Noor Azlina Yunus, Preparing and Using Aids for LanJIuaJIe Teachil1fY. (Knob
7
In an article Edmundo 1. Mora stated that "The pictures could be ustd to give students of English as a foreign language an opportunity to practice the language in the real coutext or in situations which they can use it to communicate their ideas.,,6 According to A.I. Romiszowski the uses of pictures are: I) It is conveuieut to use the real thing 2) A model or chart can better explain the principle being taught 3) The real thing can be seen any way.? A good picture can be the stimulus that generates the confidence
'0
speak and a flow conversation. If this is its purpose, the picture can be abandoned as soon as this warming-up has been achieved. 8 Beside the advantages, pictures as teaching aids have disadvantages or limitation, the writer assumed that it is difficult to make picture that explained an abstract condition and the teacher has to prepare herself to make a picture or to find a good picture. Because the students do not always know how to read pictmes and the pictures often limits students' interpretation. 9 From the theories above the writer synthesizes that the teacher should make gradation in choosing the right pictures to convey the material in the classroom because besides there are many advantages of teaching through pictures, cmmot be avoided a case which the students sometimes find them difficult to read the picture so they cau miss the point and have a little to say.
6 Edmundo J.Mora, "Using Pictures Creatively". English Teaching Forum, Vol XXVI, (Washington DC: Forum, October ,1988): p. 55 7 A. J. Romis2owski, The Selection and Use ~r Instructional Media: for Improved Classroom Teaching and IntCl'!Jctive, Individualized Instruction, (London: Kogen Page, 1988), p.
103
/ 8
Nick Underhill, Testing Spoken Language, (Cambridge: Cambridge University Press,
1993),p.76 , ..
8
B. Present Continuous Tense
1. Form of Present Continuous Tense The Present Continuous Tense is formed with the presents tense of be, verb be+ the present paliiciple. 10 a. Affirmative Statements To make an affirmative statement, we use the following formula: BE (aIl1+are+is)+ PRESENT PARTICIPLE (ing-form)+(.....)ll EXaIl1ple:
Subject
Form of be
Base form of the verb+ing
. . anl
writing
now
You
are
staying
home today
He/she/it
is
sleeping
Yau/we/they
al'e
speaking
I
English
Example of affirmative contraction with the form of Be
SubjectlBe
Base form of the verb+ing
contraction
I'm
taking
the day of today
You're
staying
home today
He's/she's/it's
writing
now
We're/you're/they're
staying
home today
b. Negative Statements To make a negative statement, we put not aftel' [orIn of be+verb+ing+(....) Formula: Subject+Be+Not+verb+ing+ (.....) 10 A.J. Thomson, A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1986), p. 153 11
~ T~ _ ~ _ .
9
Example:
Subject
Be not verb+illg
Be contarction+not verb_ing
I
am not waiting my
I'm not waiting my girl
girl You
are not working
You're not working
He/She/it
is not speaking
He's/She's/it's not speaking We 'relYau' re/They' Ie not
You/we/They are not smiling
smiling
c. Introgative Statements To make an interrogative affirmative, we put the fOlm of Be before the subject. Formula: be+Subject+verb+ing+ (.....)? Example:
d.
Be
Subject
Base form of the verb+ing
am
I
listening?
are
You
waiting?
is
He/she/it
playing?
are
You/we/they
watching television?
Interrogative Negative To make an intel1'Ogative negative, we put contractive form of Be before the subject. Formula: (Be+n't1contractive form ofbe)+subject+verb+ing+ (.....)?
Example:
Subject
Be
Base form of the verb+ing
Isn't
He/she/it
listening?
Aren't
I
waiting now?
10
Aren't
You
playing?
Aren't
You/we/they
watching television ?
Something must be noticed concerning with form of the Present Continuous Tense that is the process of forming the infinitive form into ing-fOlID because each verb has different forms. So process adding to infinitive will undergo different. There are some ways to spelling the present participle, like in a practical English grammar book, written by A.J. Thomson and A.V. Martinet explained as follow: 12 a) When a verb ends in a single e, this e is dropped before ing: Argue, arguing, hate, hating, love, loving. Except after age, dye and singe: ageing, dyeing, singeing and verb ending ee: agree, agreeing, see, seeing b) When a verb one syllable has one vowel and ends in a single consonant, this consonant is doubled before ing: hit, hitting, run, running, stop, stopping c) Verb of two or more syllables whose last syllable contains only one vowel and ends in a single consonant double this consonant if the stress falls on the last syllable: admit, admitting; Begin, beginning
prefer,prefelTing
d) lng can be added to a verb ending ywithout affecting the spelling of the verb Cany, carrying enjoy, enjoying
huny, hUITying
e) The infinitive ends vowele preceded by vowelI,ie substituted with y, then added ing Die, dying
12 13
lie, lying
tie, tying
AJ. Thomson, A Practical English Grammar, p. 154 T
,
vie, vying13
11
2. Usage of Present Continuous Teuse Based on Raymond Murphy said, there are some usages of present continuous tense, as follow:
14
a. We use the present continuous tense when we talk about something that is happening at the time of speaking: I) Please don't make so much noise. I'm studying (not study) 2) "Where is Peggy?" "She is taking a bath" (not she takes) b. We also use present continuous tense when we talk about something that is happening around the time of speaking, but not necessarily exactly at tlle time of speaking, study this example situation: Tom and Ann are talking and having coffee in Cafe. Tom says, "I'm reading an interesting book at the moment. I'll lend it to you whenI've finished it. Tom is not reading the book at the time of speaking. He means that he has begun the book and hasn't finished it yet. He is in the middle of reading it c. We often use the present continuous tense when we talk about a period around the present. For example today, this week, this season, etc: "You are working hard today," "Yes I have a lot to do" d. We use the present continuous tense when we talk about changing situations: I) The population of the world is rising very fast '2) Is your English getting better?
e. We use the present continuous tense when we talk about a future 1-
plan: ) I) Mike is coming here on Thursday 2) They are having a party next week
'4
Raymond Murphy, Grammar in Use, (New York: Cambridge University Press, 1989),
15
r .. ~ .. ~
p. 2
111:11
1 T
nT
'_'-'.
n
........
12
f.
With always to criticize or complain about someone does: I) You are always interrupting me! 2) My father is always losing his car keys
3. Verb Usually not used in Present Continuous Tense Certain verbs are usually not used in continuous tense. Some of these are verbs of preference, verb of knowing, linking verb, and verb that refer to a mental state or to a permanent condition. 16 The following verbs of preference are usually not used in present continuous tense: Agree
Distrust
Like
Appreciate
Doubt
Love
Care
Fell
Need
Detest
Hate
Prefer
Disagree
Hope
Want
Dislike
Imagine
Wish
The following verbs of knowing are usually not used in the present continuous tense: Believe
Know
Remember
Forget
Recognize
Suppose
Imagine
Recollect
Think
The following example with linking verbs: He is (not is being) tall His wife seems (not is seeming) happy They look (not are looking) nice And also, following verbs describe relatively permanent states rather than events or actions. They are not usually used in the present continuous tense:
13
Appear
Deserve
Own
Be
Equal
Posses
Belong to
Fit
Require
Concern
Have
Resemble
Consist of
Involve
Seem
Contain
Look
Sound
Cost
Matter
Sound
Depend on
Owe
Tend
C. Teaching Present Continuous Tense by Using Pictures
Pictures are versatile and useful resources for teaching aspects of grammar that require a structure meaning match. Pictutes can motivate students to respond in ways that more routine aid, such as textbook or a sentence on the board. Pictures can also be used in various configurations to enhance leaming and practice. I? Teaching pictures at SMP is an impOitant role as alternative teaching aids in teaching English because most students like reading magazine or comic. By picture students are practiced to use their imagination and able to describe a picture is easy to be found anywhere. So that teaching using picture is attractive for students. Teaching present continuous tense using picture has somepufposes that can be understood by the students easily. Pictures introduced to the students is hoped to be simple, clears and unambiguous, so the students can recognize to identify what words in English can be introduced through pictures, the students are hoped to be more interested in learning present continuous tense the teacher shows the pictures about activities as subje':-t sentences, example
14
The teacher points to the man and attempts to elicit the phrase He is sWimming by saying can anybody tell me ... He is.... ? Or asking to the
questions if/hat's he doing? The teacher then models the sentence (He's swimming) before isolating the grammar she wants to focus on (he's),
distorting, putting it back together again and then giving the model in a natural way once more (Listen ... He 's swimming). She may accompany this demonstration of form rules by using some physical means such as bringing two hands (he and is) Jogether to show how the contraction works. 18 From explanation of picture above, the teacher can give questions about present continuous tense or something COllllects with the picture and that we use is practice will be easily to remember.
CHAPTER ill THE IMPLEMENTATION OF THE RESEARCH A. Methodology of Research 1. Place and Time of Research The field research the writer took at SMP Perwira Ulujami South Jakarta that is located on JI.H. Dilun No.4, Ulujami Jakarta Selatan. The research was held from January 7th to March 11 th 2008. 2.
Objective of Research As mentioned in the chapter one that the objective is to fmd out whether
there is a significant difference in the achievement of the students' English grammar, especially in present continuous tense taught by using picture and without using picture 3. Population and Sample The writer took an experiment in the second grade of SMP Perwira. The population of the second grade was 340 students and divided into eight classes, which consisted of VIII-l class until VIII-8. Each class consisted of 40 students. The writer took purposive cluster sampling technique, she chose VIIl-l as an experiment class and VIII-4 as control class. The writer chose those classes because she had more chance to conduct an experiment for more than two meetings before the students had school final test. The writer taught two classes, VIII-I using pictures (as experiment class) and VIII-4 without using pictures (as control class). The writer took samples by choosing students with odd attendance list number of each class. The writer only took 40 students, where 20 students were from VIII-l (experiment class) and other 20 students were from VIII-4 (control class).
16
4.
Data Collecting The writer got the data by collecting the students' scores from both of
experiment class and control class. The scores were the result of learning present continuous tense using pictures and without pictures.
5.
Data Analysis After getting the data from observation and evaluation using statistic
calculation of the t-test with significant(O~05)as follows: ~.,,-~~,~.,.
MI-M2
=
x~ +L>~ NI +N2 ) (NI +N2 -2XNI ·N2 )
M
=
The average of score the result of learning from each group
XI
=
Class with the picture test (experiment class)
X2
=
Class without pictures test (control class)
N = Total students X
=
The value deviation of T I andT2
df
=
Degree of freedom
=N+N-2
6.
General Procedure of Teaching Present Continuous Tense Using Pictures The general procedure of teaching present continuous tense using pictures
as follows: a. Teacher prepared some pictures to the students b.
Teacher sought some pictures to the students
c. Teacher explained function and form of present continuous tense based on action picture provided
I
T'o.
_
n
,,,
17
d. Teacher ordered students to look at and pay attention to the pictures e.
Teacher ordered students to say the name or an activity of the pictures that seen, for example:
f.
Teacher
:"Look at the picture!, what is he doing?"
Students
:"She is holding a cat"
The teacher asked the students in pair work to discuss about the activity of the picture given and write some sentences in present continuous tense form.
g. In the final step the teacher concluded what she had taught and asked the students about their difficulties in learning present continuous tense and found problem solving in the next meeting.
7. General Procedure of Teaching Present Continuous Tense without Using Pictures In this activity the teacher did not used pictures as teaching aids in presenting present continuous tense, but she chose scrambled words exercise, the teacher followed the procedures: a. Teacher explained about the function and form of present continuous tense, she made some sentences in the white board and asked· the students to make their own sentence using present continuous tense form and corrected it ifthere were any mistakes.
18
b. Teacher prepared ten sentences on index cards (one word per index card). For example:
3Glwaitingl~BLJ The teacher wrote a number on each card, either on the face of the card, or on the back. It is useful to keep various sentences from becoming mixed up. c. Teacher shuffled the cards of each sentence and put them in about nine envelopes, which contained the same index cards. d. Teacher divided the class into groups of 5 students, teacher gave each group an envelope e. Teacher told each group to use all the cards to form a sentence by sticking the cards on a sheet of paper and do not forget to write the number of each sentence in front of it. f.
The teacher monitored the students' work and decided the group that reordering most of the sentences correctly is the winner.
g. The teacher concluded the material and asked the students about their difficulties in unscrambling words.
B. Research Findings
1. Data Description After the writer teaching present continuous tense using pictures to the students in class VIlI-l (experiment class) which had 40 students and teaching present continuous tense without pictures in class VIlI-4 (control class) which had 40 students, she only took scores from 20 students with odd absence number from both of classes, and their scores as follow:
19
Table I Individual Seore for e1ass VIII-lUsing Pietures (Experiment Class)
Student
Correct answer
Incorrect answer
Scorc
1
20
10
66
2
30
0
100
3
14
16
46
4
25
5
83
5
30
0
100
6
24
6
80
7
20
10
66
8
30
0
100
9
21
9
70
10
30
0
100
11
27
3
90
12
26
4
86
13
30
0
100
14
28
2
93
15
29
1
96
16
23
7
76
17
30
0
100
18
30
0
100
19
29
1
96
20
18
12
60
N=20
IX,=1708
20
Table II Individual Score for Class VIII-4 without Using Pictures (Control Class)
Stndent
Correct answer
Incorrect answer
Score
I
18
12
60
2
21
9
70
3
22
8
73
4
20
10
66
5
24
6
80
6
26
4
86
7
22
8
73
8
9
21
30
9
II
19
36
10
25
5
83
11
9
21
30
12
28
2
93
13
21
9
70
14
IS
IS
50
IS
11
19
36
16
26
4
86
17
29
I
96
18
28
2
93
19
23
7
76
20
19
11
63
N=20
IX,-1350
21
TableID Comparison of the Score of Each Student of Class VIII-l (Experiment Class) and VIII-4(Control Class)
xl - -
XI
X2
XI
X2
x/
I
66
60
-19.4
-7.5
376.36
56.25
2
100
70
14.6
2.5
213.16
6.25
3
46
73
-39.4
5.5
1552.36
30.25
4
83
66
-2.4
-1.5
5.76
2.25
5
100
80
14.6
12.5
213.16
156.25
6
80
86
-5.4
18.5
29.16
342.25
7
66
73
-19.4
5.5
376.36
30.25
8
100
30
14.6
-37.5
213.16
1406.25
9
70
36
-15.4
-31.5
237.16
992.25
10
100
83
14.6
15.5
213.16
240.25
II
90
30
4.6
-37.5
21.16
1406.25
12
86
93
0.6
25.5
0.36
650.25
13
100
70
14.6
2.5
213.16
6.25
14
93
50
7.6
-17.5
57.76
306.25
15
96
36
10.6
-31.5
112.36
992.25
16
76
86
-9.4
18.5
88.36
342.25
l7
100
96
14.6
28.5
213.16
8l2.25
18
100
93
14.6
25.5
213.16
650.25
19
96
76
10.6
8.5
112.36
72.25
20
60
63
-25.4
-4.5
645.16
20.25
N=20
IXI= 1708
IX2- 13 50
IXt- O
IxrO
No
.
IX12~5l06.8 Ix/=8521
I
II I
22
After comparing between the score of the experiment and control class, the analysis of data from the result both of class VIII-I and VllI-4 and the result of calculation as follow;
MI
1708
= 85.4
20 M2
= 1350 20
=
MI-M2 ---ri'========i7====e=2
= --n=====n==~
to
to
17.9
-J358.62xO.1 17.9
-J35.862 17.9 5.988
to
---
to
= 2.98
tt
=5% = 2.02 1% = 2.71
df
= (N1+N2)-2 = (20+20)-2 = 40-2
2
= 38
Drs. Anas Sudjiono, Statistik Pendidikan, p. 324
=67.5
23
Thus, the score of class using picture is better than class without pictures. The result of the class using picture
C~:::Xl=1708)
and the result of
the score without sing pictures O':X2=1350) The obtained statistical result to is 2.98 and the degree of freedom (df)=38. The result oft, significant 0.05=2.02, so to>t, or 2.98>2.02. It means that experiment hypothesis (Ha) is accepted.
2.
Data Interpretation
Of the explanation about the resnlt analysis of table III mentioned above, we can see teaching present continuous tense using picture is succeed. According to the writer teaching present continuous tense using picture is more effective than without using pictures.
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion From the statistic result above, it is obtained the value of to is 2.423 and the degree of freedom (dt) = 38. The result oft, on significant 0.05 is 2.02, so to>t, or 2.423>2.02. It means that hypothesis is accepted, or there is significant difference between teaching present continuous tense using picture than without pictures
B. Suggestions
The teacher should give motivation for students in learning English by visual aids such as picture, because the result of study shows that teaching present continuous tense using pictures is better than teaching without picture. The writer would like to suggest English teachers in junior high school to use picture as visual aid.
BIBLIOGRAPHY
Victoria Carolyn Henner-Stachina. Grammar Dimension. Boston: Heinle-Heinle Piblisher, 1993: p. 191
IX Badalamenti,
",Bing, Janet Mueller. Grammar Guide; English Grammar in Context. New Jersey: Prentice Hall Engliwood Cliff, 1989: p. 75 Bowen, Betty Morgan. Look Here!, Visual Aids in Language Teaching. London: Essential language teaching series, 1973: p. 13-31
v
\.- Celce, Murcia and Sharon I-Hils. Technique and Resources in Teaching Grammar. New York: Oxford University Press, 1998. ... Edge, Julian. Essentials of English Language teaching: 3rd Edition, London: Longman, 2003: p. 25 ~
Gerlach, Vemon S. and Donald P .Elly. Teaching and Media Systematic Approach. New Jersey: Prentice Hall, 1980 p. 273 Gunawan, J. B. "The teaching of Grammar in CLT. Oriented Environment," Teflin Journal. volume Vll. (September 1993) p. 34 I-Im'tanto, Jhon S., S. Koentjoro, Manaf Asmoro Saputro. Accurate, Brief and Clear, English Grammar. Surabaya: Indah Publisher, 1996: p.255 Hanner, Jeremy. The Practice of English Language Teaching. Kuala Lumpur: Second Impression, 2002
v Heinch, Robert, Michael Molendan and James D. Russel. Media. Singapore: Mc Millan Publishing Company, 1990: p. 76 Hornby, A. S.Oxford Advanced Learner's Dictionary ofCurrent English. Oxford: Oxford university Press, 2000: p. 721 Mackey, William Frances. Language Teaching Analysis. USA: Indiana University Press, 1965: p. xi Mora, Edmundo J. "Using Pictures Creatively". English Teaching Forum. Vol XXVI. Washington DC: Forum,October,1988: ]J.S5 Murphy, Raymond. Grammar in Use. New York: Cambridge University Press, 1989: p.2
26
Romiszowski, A. J. The Selection and Use of Intructional Media: for Improved Classroom Teaching and Interactive, Individualized Instruction. London: Kogen Page, 1988: p. 103 Schutcher and Simon. Webster's New twentieth Centwy dictionwy: Second Edition. London: William Collin's Publisher inc, 1979: p. 1352 Soemardi, Mulyanto. Pengajaran Bahasa Asing Sebuah Tinjauan dari Segi Metodologi. Jakarta: Bulan Bintang, 1975: p. 14. Sudjiono, Anas. Statistik Pendidikan. Jakarta: Raja Grafindo Persada, 2006 Szyke, Grazna. "Using Pictures as Teaching Aids", English Teaching FOrUlll. Vol. XIX No.4. October, 1981: p. 45 Thomson, AJ., A.V. Martinet. A Practical English Grammar. Oxford: Oxford University Press, 1986 Underhill, Nick. Testing Spoken Language. Cambridge: Cambridge University Press, 1993, p. 76 Willes, Dave and John Wreight. Basic Grammar: Classroom Edition. Cambridge: Harper Collins Publisher Ltd, 1995: p. 6 Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge University Press, 1989 Yunus, Nul' Azlina. Preparing and Using Aids for Language Teaching. Kuala Lumpur: Oxford University Press, 1982: p. 49
APPENDIX 1 PRESENT CONTINUOUS TENSE Tl~ST USING PICTURES FOR EXPERIMENT CLASS Multiple choices : 30 questions Choose the best answer and put (X) on your answer sheet! I, Look at the pictures carefully and answer questions no 1-4!
What is the boy doing? a, He is playing football b, He is sitting on a bench c. He is sweeping the ground d. He is holding a book
2. What is the teacher doing? a, He is playing football b. He is sitting on a bench
c. He is sweeping the ground d. He is holding a book
3. Is the girl sitting on a bench? a. No, she isn't b. Yes, she isn't c. Yes, she is d. No, she is 4. Where does the situation in the picture take place? I
a. In the supermarket b. In the school c. In the library d. In the laboratory
5. He is ... the plants a. cutting b. putting c. watering d. flowering 6. Look at this picture! This boy is ... a. planting -'-"---"---""---
b.. sweeping the courtyard .c. watering the plants d. cutting the bananas tree
---- .. _." ..,..
7. Look at the pictures carefitlly and answer questions 110 7-10f
', ... ,
~i
What is the boy doing? a. He is swimming b. He is singing c. He is climbing the coconut tree d. He is eating the coconut 8.. Are the boys playing ball? a. Yes, they are .
c. No, they aren't
b. Yes, they aren't
d. No, they are
9. What is the girl doing? a. She is climbing the coconut tree b. She is playing ball c. She is playing sand d. She is swimming 10. Where does the situation in the picture take place? a. In the garden
c. In the zoo
b. In the beach
d. In the park
11, What is he doing? a, they are swimming b, he is swimming c, they are diving d. he is diving 12. Look at this picture! What are they doing? ... a. they are cooking b. they are playing c. they are planting d. they are eating 13. Look at this pi~ture! What is she doing? She is .,. a. mopping the floor b. doing the pattern c. washing the clothes
~l 0,:
: ',,' ,
~:' .-l/A,",",", 1,:~:
.• 'J"
d. cleaning the door
.
,,~7;..)':·
,',
.;
_.
=:,
"','
14. Anton: Is the boy flying the kite? Rudy a. No, he isn't b. Yes,heis c. 'Yes, she is d. No, she isn't
~$,,-,~-"( _';jY,-,'~ ,- " >11
:~:! _....•~. __ "
",', ]
,,,, . , , \'.; f .• ' .
«_••
__ . .'
15. Look at the picture carefidly and ans,I'er questions no 15-191
Where does the situation in the picture take place? a. In the library b. In the supermarket c. In the canteen d. In the classroom 16. What is the girl no.1 doing? a. She is typing
c. She is reading a book
b. She is going up stair
d. She is writing
]}. Are the girls no. 3, 5, 6 reading books? a. Yes, they are
c. Yes, they aren't
b. No, they aren't
d. No, they are
18. What is the boy no. 2 doing?'
up stair
a. He is reading a book
c. He is going
b.. He is expressing a speech
d. He is typing
19. Who is going up stair? a. Student no. 5
c. Student no.2
b. Student no. 3
d. Student no. 4
20. Rudy is .. , a letter a. Sending b. writing c. Reading d. cutting 21. She is ... because her
mothe~
leave her
a. laughing b. crying c. playing d. shouting 22. Look at the picture carefully and answer questions no 22-241
What is grandmother holding? a. She is holding a stick b. She is holding a fish c. She is holding a ruler d. She is holding an umbrella
23. What is the girl doing? a. She is feeding a chicken
c. She is feeding a frog
b. She is feeding a cat
d. She is feeding a fish
24. Is the fish jumping?
a. Yes,itis
c. No, it isn't
b. Yes, it isn't
d. No, it is
25. The boy scouts are .... a. camping and sightseeing b. camping and cooking c. camping and singing d. camping and smoking 26. It so hot in her room. She is ... a. turning on the fan b. turning off the fan
c. burning the fan d. throwing the fan
27. Look at the picture carefully and answer questions no. 27-291
Where does the situation in the picture take place? a. In the supermarket? b. In the classroom c. In the school canteen d. In the library 28. What is she selling? a. She is selling a book b. She is seIling cakes c. She is selling souvenirs d. She is seIling toys 29. Are the students going to buy some books? a. No, they aren't
c. Yes, they aren't
b. Yes, they are
d. No, they are
30. Look at the picture!
What are they doing? a. They are having a birthday party . .
c. They are blowing the balloons
b. They are eflting cakes
d. They are blowing the ca11dles
ANSWER KEY
1. A 2. D 3. C 4. B 5. C 6. B 7. C 8. A 9. C 10. B 11. B 12. A l3.A
14.B 15.A 16.A 17.A 18. B 19. D 20.B
21. B 22. A 23.D 24.A 25. C 26.A
27.C 28. B 29.A 30.A
RENCANAPELAKSANAANPEMBELAJARAN (RPP) UNTUK EXPERIMENT CLASS Sekolah
: SMP Perwira Jakarta
Mata Pelajaran
: Bahasa 1nggris
Kelas/Semester
: VIII (delapan)/ II
Pertemuan
:1
Standar Kompetensi :
8. memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan unfuk berinteraksi dengan lingkungan sekitar. 10. Mengungkapkan makna dalam teks lisan fungsionaldan monolog pendek sederhana untuk berinteraksi dengan lingkungan sekitar. 11. Mengungkapkan malma dalam teks twis fungsional dan esei pendek sederhana berbentuk narrative untuk nerinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
8.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara aknrat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative. IO.l.Mengungkapkan makna dalam teks lisan fungsional pendek sederhal1a dengan menggunakan ragam bahasa lisan secara akurat, Iancar dan berterima untuk berinteraksi denganlingkungan sekitar. 11.1. Mengungkapkan makna dalam bentuk teks tulis fungsionalpendek sederhana dengan menggunakan ragam bahasa tulis secara aknrat, Ian car dan berterima yang berkaitan dengan lingkungan sekitar. Indikator
Siswa dapat menjawab pertanyaan secara lisan Siswa dapat merespon monolog pendek Siswa dapat melafalkan kalimat-kalimat Present Continuous Tense berdasarkan gambar yang diberikan oleh guru Jenis teks
: monolog pendek
Alokasi Waktu
: 2 x 40 menit
Tujuan Pembelajaran:
P ada alchir pembelaj aran Siswa dapat menjawab pertanyaan secara lisan Siswa dapat merespon mono log pendek Siswa dapat melafalkan kalimat-kalimat Fnsenl Continuous Tense berdasarkan gambar yang diberikan oleh guru
Materi Pembelajaran Vocabulary For Language Master:
READING
WAITING I CAL.L.ING
L.EAVING
SHOWING
ARRIVING
SHAKING HANDS TALKING
a. Script untuk writing Gambm' apartmen dengan aktivitas yang berbeda
PART A Apt. IC : The family is watching TV Apt. IB : The woman is eating ice cream and watching TV Apt IA : The man is sleeping
c.
Apt. 2C : The teenage is ironing his pants Apt 2B : The mother is holding her baby Apt 2A : The couple are leaving the apartment
Kosakata terkait tema : leaving, arriving, exercising, holding, shaking, waiting, calling, reading, etc,
d. Action verbs
: leaying, arriving, exercising, holding, shaking,
waiting, calling, reading, etc,
Media pembelajaran Hand out, pictures, OHP, whiteboar~, marker
Strategi, model, pendekatan dan metode pembelajaran : Strategi
: two ways communication
Model
: face to face
Pendekatan
: Communicative
Metode
: Individual, group and whole class
SKENARIO PEMBELAJARAN NO I
II
III
WAKTU PENDAHULUAN 5 1.1. Guru mengncapkan salam 1 1.2. Guru mengabsen siswa 2 1.3. Tanyaiawab mengenai hal terkait kondisi siswa 2 KEGIATAN POKOK , 65 2. 1. Guru memberikan pertanyaan kepada murid mengenai 20 kegiatan dengan jawaban present continuous tense dan siswa ". menulis jawaban tersebut di papan tulis serta membahasnya. 2.2.Guru membagikan kelas menjadi 9 kelompok yang terdiri . 5 dari $5 siswa, serta m~mbagikan hand out mengenai gambar apartment. 2.3.Siswa berdiskusi di kelompoknya masing-masing untuk. )5 menemukan perbedaan antara gambar Pm:t A dml Part B serta menuliskan alctivitas tersebut dalam Present Continuous Tense. 2.4.Guru memberikml satu gambar kamm' apartmen berbeda 20 pada setiap kelompok dan kelompok lain menebalc no kamar apartmen tersebut secara bergantian KEGIATAN
PENUTUP 3.1. Guru memberikan kesimpulml dml menanyakan hmubatan 5 yang dialanli siswa selama proses pembelaj aran 3.2.guru memberikan kegiatan tindak lanjut berupa pekerjaan 5 rurnal1 3.3.Guru menutup pelajaran dmlleave taking
Sumber pembela)aran
1. Sumber bahan syllabus Skyline resource pack I, published by Macmillan Publisher limited 2.
Media
10
Whiteboard Marker Hand out Gambar
!'" i
Aspek penilaian A. penilaian proses Penilaian proses dilakukan selama proses beajar mengajar berlangsung
B. penilaian hasil
RENCANAPELAKSANAANPEMBELAJARAN (RPP) UNTUK EXPERIMENT CLASS
Sekolah
: SMP Perwira Jakarta
Mata Pelaj aran
: Bahasa Inggris
Kelas/Semester
: VIII (delapan)/ II
Pertemuan
:II
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk narrative untuk berinteraksi dengan lingkungan sekitar. 12. Mengungkapakan malma dalam teks tulis fungsional dan esei pendek sederhana ,
berbentnk narrative untuk berinteraksi dengan IiIngkungan sekitar
Kompetensi dasar
11.1. Membaca nyaring bennakna teks fungsional dan esei pendek sederhana dengan ucapan, tekanan dan intonasi yang benerima yang berkaitan dengan Iingkungan sekitar 12.l.Mengungkapkan malma dalam bentnk teks tnlis fungsianal pendek sederhana dengan menggullakan ragam ballasa tnlis secara akmat, lancar dan berterima untuk berillteralcsi dengan Iingkungan sekitar.
Indikator
Siswa dapat menj elaskan isi bacaan sederhana dengan menj awab pertanyaan berdasarkan teks yang diberikan gmu Siswa dapat menemukan kalimat dengan paJa Present Continuous Tense Siswa dapat membaca nyaring dengan intanasi yang benar dan lancar Jenis teks
: Teks fungsional /esei pendek narrative
Tema
: Teenage Life
Aspek
: reading and writing
Alokasi Waktu
: 2 x 40 menit
Tujuan Pembelajaran Pada akhir pembelajaran Siswa dapa! menjelaskan isi bacaan seclerhana c1engan menjawab pertanyaan berdasarkan teks yang diberikan guru Siswa dapat menemllkan kalimat dcngan pola Prese!1f Continuuus Tense
Siswa dapat membaca nyaring dengan intonasi yang benar clan lancar
Materi Pembelajaran a. Seript untuk Readiug
Rearrange the/allowing pictures according 10 the st()!:}'! How frogs are coming into the world? Here is a story about frogs. Two beautiful sisters, lippi and Indra are taking a bath I a pool in the forest. Suddenly, a crocodile called Wilar comes to the pool to clrink. When he sees the girls, he is going to catch onc of thcm for his wifc. Suddcnly he is jumping and catching Indra. lippi is very afraid and runs away for help. Wilar, the crocodile is bringing Indra home. His house is a cave. lnclra becomes his wife. When Wilar is going out for food, he shuts the cave with the big stones. lndra moves the Slones with her long hair and goes out. She meets her siSler again, but when she is going out her stomach is big and many eggs come out of her stomach. The people strike the eggs, when the people are striking the eggs many frogs come out of the eggs.
~
//l!:J), j
c. a,
. d.
e.
b. Script untuk writing
The Present Continuous Tense is used for actions which are happening at the time of speaking, or for a limited period of time. The present Continuous Tense is constructed as follows, example:
Notes that: a. There are certain verbs which drop the 'e' before adding the 'ing' at the end b. Sometimes the last letter has to be doubled before adding the 'ing' Examples: a. dance - dancing b. swim - swimming Negative Form
: The negative is formed by adding the word 'not' between the
verb to be and the verb ending in 'ing.'
Example: He is not swimming
Interrogative Form: The interrogative is formed by inverting the positions of the pronoun and the verb to be. Example: Is he swimming?
Do Ihe lasks bellow! 1. Is the man running?Answer: No, he isn'l, he's swimming 2. Make questions based on the pictures!
Answer: Is she wearing sung!asses? Is he swimmingjclsl?
I. Is he reading a newspaper? 2.' Make question based on the pictures!
I, Is he riding a motorcycle? 2. Makc qucstions based on thc pictures!
I. Is she holding a dog? 2. Make questions based on the pictures!
I. Are they dancing? 2. Make questions based on the pictures!
c. Kosakata terkait tema/jenis teks : taking a bath, striking, jumping, catching : taking a bath, striking, jumping, catching
d. Action verb
Media Pembelajal'an Hand out, pictures, OHP, whiteboard, marker, etc.
Strategi, Model, Pendekatan dan Metode Pembelajaran Strategi
: two ways communication
Model
: face to face
Pendekatan
: Communicative
Metode
: Individual, group and whole class
SKENARIO PEMBELAJARAN
NO
KEGIATAN
WAKTU
I
PENDAHULUAN I 1.1. Guru mengucapkan salam 1.2. Tanya jawab mengenai hal terkait kondisi siswa dan topik 2 yang sedang in. 2
5
II
KEGIATAN POKOK 2.I.Siswa membaca nyaring teks 2.2.Siswa memahami makna teks dan mencari kalimat yang mengandung pola Present Continuous Tense: 2.3.Siswa menyusun gambar sesuai dengan cerita tel'sebut 2A.Guru memberikan pelianyaan kepada siswa dan siswa menjawabnya dengan yes/no answer serta menulisnya di papan tulis. Guru membahas sedikit tentang pola (,,7) present continuous tense. 2.5.Siswa menjawab pertanyaan yang ada pada hand out gambar
65
III
10 10
...
110 20
15
PENUTUP 3.1. Gmu memberikan kesimpulan dan menanyakan hambatan 5 5 yang dialami siswa selama proses pembelaj aran 3.2. Gmu menutup pelajaran dan leave taking
10
Sumber pembelajaran
1. Sumber bahan Syllabus Effective English 2, Soegeng B.S., PT Tiga Serangkai pustaka l\1andiri, Solo 2. Media
OHP Whiteboard Marker I-land out Gambar
~
//J:JJ, j
a.
,
d.
'1
'···~·"'·'''·'-'''''''''''~Nt.llI:Il~''''''''''''''''''''''''''''''''''''''''''''
__'''_"'''_
Aspek penilaian C. penilaian proses Penilaian proses dilakukan selama proses beajar mengajar berlangsung D. penilaian hasil Penilaian hasil diambil dari hasil jawaban siswa atas pertanyaan yang diberibm f'r11t'''
RENCANAPELAKSANAANPEMBELAJARAN (RPP) UNTUK EXPERIMENT CLASS UNTUK EXPERIMENT CLASS
Sekolah
: SMP Perwira Jakarta
Mata Pelajaran
: Bahasa Inggris
FCelas/semester
: VIII (delapan)!II
Pertemuan
: III
Standar Kompetensi :
7. Memaharni makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar. 12. Mengungkapkan malma dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragarn bahasa tulis seCal'a akurat, lancal' dan berterima untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
7.2. Merespon makna yang terdapat dalarn percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdeka.t yang melibatkan tindak tutU!'; meminta, memberi persetujuan, merespon pemyataan, memberi perhatian terhadap pembicara, mengawali, memperpa.njang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup percakapall telepon. 12.I.Mengungkapkan makna dalam bentuk teks tulis flmgsional pendek sederhana dengan menggunakan ragarn bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
Indikator
Siswa dapat melengkapi leks dialog yang rumpang Siswa dapal merespon malma dalarn leks dialog dengan menjawab pertanyaan Siswa dapat membaca leks esei pendek dengan intonasi yang benar danlancar. Siswa dapat mencocokan gambar sesuai dengan leks "
,
Jenis teI{S
: Dialog dan esei pendek
Tema
: Teenage Life
Aspek
: Listening/reading
Alokasi Waktu
: 2 x 40 menit
Tujuan pembelajaran
Siswa dapat melenglcapi teks dialog yang runlpallg Siswa dapat merespon makna dalam teks dialog clenganluenjawab pertanyaan Siswa dapat membaca teks esei penclek del1gan intonasiyang benar clan lancar. Siswa dapat mencocokan gambar sesuai clengan teks Siswa clapat merespon makna teks esei pendek denganmenjawab pertanyaan
Materi Pembelajaran a. Script untuk listening Listen to the teacher carefully and complete the missing words!
John
: Excuse me, (1)
Andrew
: He isn't in the classroom now
John
: Where (2)
Anclrew
: Hmm.. I think (3)
John
: Oh, I see. Okay.. would you please send my regard to Albert?
Anclrew
: Sure, Hey Look! That Albeli! He is outside the teacher's room. (4)
John
: (5)
Anclrew
: You are welcome.
for Albert
? in the school yard
with Mr. Brown approach him. Thank you
Answer Key
1. I'm looking for 2. Is he going 3. He is playing basketball 4. He is talking 5. I'm going to
Answer these questions based on the text above!
3. What does Andrew think Albert doing? 4. Whom is Albert talking with? 5. Is John going to approach Albert in the teachet's room?
b. Script untuk reading Thios is the picture of Mr. Hasan family, write a story based on the picture in pair and
Mr Htl\;Vll hi pllpaya
plal\thl!~
·\di \,
It
How'T
IL:C~.
h.
c. Kosakata terkait terna
: working, looking for, planting, helping
d. Action verbs
: working, looking for, planting, helping
Media Pembelajaran: Hand out, pictures, whiteboard, marker etc. Strategi, Model, Pendekatan dan Metode Pembelajarlln Strategi
: two ways communication
Model
: face to face
Pendekatan
: Communicative
. Metode
: Individual, group and whole class
\,,)c>I.n I rC) \\'r
SKENARIO PEMBELAJARAN NO I
II
III
KEGIATAN
WAKTU 10 PENDAHULUAN 1 1.1. Guru mengucapkan salam 1.2. Guru memotivasi siswa dengan membuat games BINGO, 2 siswa menuliskan sembilan Verb-ing (kata kerja yang biasa 2 dilakukan murid di kelas) 60 KEGIATAN POKOK " 2.1. Guru memberikan hand out dan membacakan teks dialog 10 dengan lengkap, siswa melengkapi teks yang rumpang 2.2. Siswa membaca nyaring dialog dan mempl'aktekannya di 10 depall kelas 2.3. Siswa memahami teks dialog dan menjawab pertanyaan 10 berdasal'kan teks. 2.4. Guru memberikan pertanyaan beI'dasaI'kan gambar yang 10 diberikan guru 2.5. Siswa dapat menyusun gambaI'-gambaI' tel'sebut menjadi 20 sebuah cerita PENUTUP 1.1. Guru memberikan kesimpulan dan menanyakan hambatan 9 yang dialami siswa selama proses pembelaj aran 1.2. Guru mellutup pelajaran dan leave taking I
Sumber pembelajaran 1. Sumber bahan
Syllabus Effective English 2, Soegeng H.S., PT Tiga Sel'angkai pustaka Malldiri, Solo
2. Media OHP Whiteboard Marker Hand out Gambar
10
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Aspek penilaian E. penila.ian proses Penilaian proses dilakukan selama proses beajar mengajar berlangsung" ,
F. penilaian hasil Peni/aian hasil diambl! dari hasi/'jawaban siswa atas pertanyaan yang diberikan
guru.
RENCANAPELAKSANAANPEMBELAJARAN (RPP) UNTUK EXPERIMENT CLASS Sekolah
: SMP Perwira
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: VIII (delapan)/II
Pertemuan
: IV
Standar Kompetensi : 10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana untuk berinteraksi dengan lingknngan seldtar. 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive untuk berinteraksi denganlingknngan sekitar.
Kompetensi Dasar
:
10.1. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. 12.1. Mengungkapakan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam ballasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.
Indikator Siswa dapat mengungkapkan kalinlat present continuous tense yang diperagakan secara akurat dengan lancar Siswa dapat menuliskan berbagai aktivitas yang ada pada gambar dalarn bentuk present continuons tense. Siswa dapat mendeskripsikan aktivitas pada gambar di depan kelas
Jenis teks
: Monolog pendek
Tema
: Teenage life
Aspek
: S p~akinglwriting
Alokasi waktu
: 2 x 40 menit
Tujuan pemhelajaran
Siswa dapat mengungkapkan kalimat present continuous tense yang diperagakan secara akurat dengan lancar Siswa dapat menuliskan berbagai aktivitas yang ada pada gambar dalarn bentuk present continuous tense. Siswa dapat mendeskripsikan aktivitas pada gambar di depan kelas
Materi Pembelajaran
a. Flash card untuk speaking
ING HAIR .-
PLAYING FOOTBALL
.. ... """., ..•... ~,
lG THE <> (""uND
NGING
NG KITES
SLEEPING
COOKING IN THE KITCHEN
OPENING THE WINDOW
WRITING A BOOK
PAINTING
TEACHING THE STUDENTS
READING NOVEL
. S'erv PI ",c.- A L GTHJL
FISHiNG
b. Script untuk writing
This picture shows the situation in front of our school now. Look at the picture!
I. A boy is sitting on the ground 2. A girl is sitting on a bench
3. A girl is sweeping the ground 4. etc.
Look at the pictures carefully and then write at lest 5 sentences about the situations in the pictures!
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c. Kosakata terkait tema
: cutting, catching, typing, blowing
d. Action Verb
: cutting, catching, typing, blowing
Media Pcmbelajaran Plash card, hand out, OHP, whiteboard, marker
Strategi, model, pendelcatan dan metode pembelajaran I
Strategi
: Two ways communication
M.odel
: Face to face
Pendelmtan
: Communicative and TPR
Metode
: Individual, group and whole class
SKENARIO PEMBELAJARAN
NO I
II
III
KEGIATAN
WAKTU
PENDAHULUAN 1.1. Guru mengucapkan salam I 1.2.Tanya jawab menegenai topik yang sedang berkembang, 2 contohnya banjir, jika mereka berada di lingkungall tersebut 2 apa yang sedang mereka lakukan saat itu.
10
KEGIATAN POKOK 2.1. Guru memberikan amplop yang berisi flashcard pada setiap 20 kelompok yang telah dibentuk sebelumnya dan menugaskan ketua kelompok untuk memperagakan kalimat yang ada pada gambar tersebut menggunakan present continuous tense sementara peserta yang lain menebaknya. 2.2. Siswa menuliskan kalimat present continuous tense 10 berdasarkan hal yang sedang diamati di kelas 2.3. Guru menampilkan sebuah gambar dengan berbagai kegiatan 10 dan menunjuk beberapa siswa untuk menyebutkan salah satu aktivitas tersebut dalam bentuk present continuous tense 2.4. Siswa menuliskan berbagai kegiaatn yang ada pada gambar 20 dalam bentuk present continuous tense PENUTUP 3.l.Guru memberikan kesimpulan dan menanyakan hambatan 9 yang dialarni siswa selama proses pembelajaran 3.2.Guru menutup pelajaran dan leave taking 1
60
10
Sumber pembelajaran 1. Snmber bahan Syllabus Effective English 2, Soegeng H.S., PT Tiga Serangkai pustaka Mandiri, Solo 2. Media
OHP Whiteboard
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK CONTROL CLASS
Sekolah
: SMP Perwira Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (delapan)/ II
Standar Kompetensi : 8. memahami malcna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan untuk berinteraksi dengan lingkungan sekitar. 11. Mengungkapkan makna dalam teks tulis fllngsional dan essei pendek sederhana berbentuk narrative untuk berinteraksi dengan lingkungan sekitar. 12. Mengungkapakan malGla dalam teks tulis fungsional dan essei pendek sederhana berbentllk narrative untuk berinteraksi dengan lingkungan sekitar
Kompetellsi Dasar: 8.2. Merespon makna yang terdapat dalam monolog pendek seclerhana seCaI'a akurat, lancar, dan berterima untuk berinteraksi dengan lingkllngan sekitar dalam teks berbentuk narrative. I1.1.Membaca nyaring bermakna teks fUlIgsional danessei pendek sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar 12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulissecara akurat, lancar dan berterima llntllk berinteraksi dengan lingkungan sekitar.
Illdikator Memahami makna clalam essei penclek seclerhana Mengllngkapkan makna dalam teks tulis fungsional Skimming kalimat Present Continuous Tense
Membaca nyaring
Jenis Telffi
: Teks tutis fungsional/essei pendek narrative
Tema
: Teenage Life
Aspek
: SpeakinglReadinglWriting
Alokasi Waktu
: 2 x 40 menit
Tujuan Pembelajaran Pada akbir Pembelajaran siswa dapat: - Memahami makna dalam essei pendek sederhana - Mengungkapkan makna dalam teks tutis fungsional - Menyusun kalimat Present Continuous Tense dengan bentuk yang baik - Membaca nyaring
Materi Pembelajaran a. Script untuk Listening I. She _ _ ajar
( is opening)
2. Vou _
(are crossing)
a busy road
3. Mother _ 4. Ade _
a cup of tea very spicy food
5. That boy _
6. We
a race car
for a bus
7. Those patients _
(is making) (is eating) (is driving) (are waiting)
for the dentist
(are waiting)
8. Students _ _ a very sad story
(are reading)
9. Rina
(is changing)
_ _ a baby's diapers
10. You _ _ to catch a mosquito
(are trying)
b. Script untuk Speaking
1. 2. 3. 4.
Sally is selling sea shells by the sea shore. So if she is selling shells on the seashore, I'm sure she's selling seashore shells. The shells she's selling are surely seashells
1. 2. 3. 4. 5.
who fished for a fish in a fissure. Pulled the fisherman in; Now they're fishing the fissure for Fischer The fish with a grin, There was a young fisher named Fischer
Task I. Unscramble those sentence to make agood poem II. Answer these questions based on the text above! 2.Find the present continuous form in the text! 3.What are we watching? 4.What is Sally selling? 5.Where is she selling it? 6.What is the young man fisher's name?
c. Kosakata terkait tema/jenis teks
selling, crossing, fishing,
crossing
selling, crossing,
crossing
changing, trying d. Action verbs
fishing,
changing, trying
Media Pembelajaran Hand out, pictures, OHP, whiteboard, marker etc.
Strategi, model, pendekatan dan metode pembelajaran Strategi
: Two ways communication
Model
: Face to face
Pendekatan
: Communicative
Metode
: Individual and whole class
SKENARIO PEMBELAJARAN I
NO KEGIATAN PENDAHULUAN 1.1 Guru mengucapkan salam 1.2.Guru mengabsen siswa 1.3 .Tanya jawab mengenai hal terkait kondisi siswa
WAKTU 5 I 2 2
II
III
KEGIATAN POKOK 2.I.Guru memberikan hand out listening dan siswa melengkapi kalimat yang rumpang 2.2.Guru menunjuk siswa untuk menuliskan jawabannya di white board serta mengenalkan Present Continuous dengan menyimpulkanjawaban tersebut 2.3.Siswa menuliskan beberapa eontoh Present Continuous Tense di whiteboard 2A.Guru menampilkan reading script pada OHP dan l11emandu anak untuk mel11baca nyaring 2.5.Siswa menyusun kalil11at yang aeak l11enjadi puisi yang baik dan menjawab pertanyaan yang ada pada teks.
6S 10
15
5 10 15
PENUTUP 3.1. Guru mel11berikan kesimpulan dan l11enanyakan 5 hal11batan yang dialami siswa selama proses 5 pembelajaran 3.2. Guru memberi kegiatan tindak lanjut berupa pekerjaan rumah
10
Sumbel' Pembelajaran I. SUl11ber Bahan - Syllabus - Article; Teaching Grammar in your Class: Activities & Strategies, presented by Dr. Bradley C. Gilpin University of California Irvine, Extension. 2. Media - OHP - Wh iteboard - Marker
Aspek pellilaiall a. pellilaiall proses Penilaian proses dilakukan selama proses beajar n1eng:Jjar berlangsung b. pellilaian hasil Penilaian hasil dial11bil dari hasil jawaban siswa atas pertanyaan yang di berikan guru
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK CONTROL CLASS Sekolah
: SMP Perwira Jakmta
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (delapan)/II
Standar Kompetensi 12. Mengungkapkan makna dalam teks tulis fungsional dan essei pendek sederhana berbentuk narrative untuk berinteraksi dengan lingkungan sekitar 10.
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar 10.2. Mengungkapkan
makna
dalam
monolog
pendek
sederhana
dengan
menggunakan ragam bahasa lisan seem'a akurat, lanear dan belterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative. 12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
Indikator Mengungkapkan makna dalam monolog pendek Mengungkapkan makna dalam teks tulis fungsional Mengungkapkan secm'a lisan teks monolog pendek Melakukan monolog pendek sederhana Bertanya dan menjawab seem'a lisan info dalam teks Jenis teks
: monolog pendek
Tema
: Teenage Life
Aspek
: Speaking/writing
Alokasi waktu
: 2 x 40 menit
Tujuall Pembelajarall Pada akhir pembelajarall siswa dapat: Mengungkapkan makna dalam monolog pendek Mengungkapkan makna dalam teks tulis fungsional Mengungkapkan seCaI'a Iisan teks monolog pendek Melakukan monolog pendek sederhana Bertanya dan menjawab secm'a Iisan info dalam teks
Materi Pembelajarall
a. Script untuk speaking Amplop yang berisi kalimat-kalimat dengan pola Present Continuous form, setiap kelompok secara bergiliran memperagakan kalimat tersebut dan kelompok lain menebaknya.
GUES!! WHAT ARE THEY DOING??? I. buying fruit 2, reading newspaper 3. catching the mosquitoes 4. listening to music 5. sweeping the floor 6. teaching the students 7. running fast 8. swimming slowly 9. laughing loudly 10. calling on the phonc 11. flying in the sky 12. walking 13. jumping highly 14. throwing the paperball IS. studying math
b. Script untuk writing
The Present Continuous Tense is used for actions which are happening at the time of speaking, or for a limited period oftime. The present Continuous Tense is constmcted as follows, example:
Notes that: a. There are certain verbs which drop the 'e' before adding the 'ing' at the end b. Sometimes the last letter has to be doubled before adding the 'ing' Examples: a. dance - dancing b. swim - swimming Negative Form
: The negative is formed by adding the word 'not' between the
verb to be and the verb ending in 'ing.'
Example: He is not swimming
Interrogative Form: The interrogative is formed by inverting the positions of the pronoun and the verb to be. Example: Is he swimming? Amplop berisi potongan-potongan kata dan siswa menyusunnya
IS SHE THROWING THE PAPER? I AM NOT EATING HAMBURGER ARE YOU GOING TO THESUPER~ARkET? THE POLICE ARE STANDING IN THE MIDDLE OF THE ROAD THE TEACHER IS TEACHING AN ENGLISH LESSON
SISTER IS NOT COOKING FRIEDRICE IS YOUR BROTHER TAKING A BATH? STUDENTS ARE NOT LEARNING PSYCOLOGY LESSON SHE IS WEARING A BLUE DRESS c. Kosakata terkait tema/jenis teks : learning, wearing, going, taking d. Action verb
: learning, wearing, going, taking
Media Pembelajarall: Hand out, OHP, whiteboard, marker, etc.
Strategi, Model, Pendekatan dan Metode Pembelajaran: Strategi
: TPR, Games
Model
: face to face
Pendekatan
: Communicative
Metode
: Group and whole class
SKENARIO PEMBELAJARAN I
II
NO KEGIATAN PENDAHULUAN 1.l.Guru mengucapkan salam 1.2. Guru mengabsen siswa 1.3.Tanyajawab mengenai hal terkait kondisi siswa KEGIATANPOKOK 2.1.Guru membagi kelas menjadi 9 kelompok dan memberikan amplop yang berisi .kalimat Present Continuous Tense berbeda pada setiap kelompok 2.2.Setiap kelompok memeperagakan kalimat yang teliera di dalam amplop, kelompok lain· 111enebak seCaI'a bergiliran 2.3.Guru mempresentasikan bentuk P/'esent Continuous Tense di OJ-lP dan memberikan contoh 2.4.Guru memberi amplop yang berisi potongan kata-kata terpisah. Siswa menyusunnya menjadi kalimat Present Continuous tense dalam bentuk positive, negative dan interrogative dengan benar 2.5.Post test
WAKTU 5 1 2 2 65 5
20 10
IS
15
III
PENUTUP 3.1. Guru memberikan kesimpulan dan menanyakan 5 hambatan yang dialami siswa selama proses 5 pembelajaran 3.2.Guru menutup pelajaran dan leave taking
10
Sumber Pembelajaran
I. Sumber bahan syllabus Skyline resource pack I, published by Macmillan publisher limited 2. Media Hand out, whiteboard, marker
Aspek pellilaiall a. pellilaiall proses Penilaiall proses dilakukan selama proses beajar mengajar berlangsung b. pellilaiall hasil Pellilaian hasil diambil dari hasil jawaban siswa atas pel1allyaan yang diberikan guru
Nomor: Istimewa Lamp : Satu berkas Hal : Pengajuan Judul Skdpsi Kepada yang terhonnat Ketua Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan UIN Syarifhidayatullah Jakarta Bapak Drs. Nasrun mahmud, M.Pd DiTempat Assalamualaikum Wr. Wb Salam silaturrahmi saya panjatkan semoga Bapak berada dalam lindungan Allah SWT dan senantiasa dapat menjalankan aktivitas sehari-hari. Amin. Selanjutnya, saya yang bertanda tangan di bawah ini: Nama : Dewi Mulia NIM : 102014023788 Bermaksud mengajukan judul skripsi dengan judul: "The Effeetiveness of Using pietnres in teaehing Pl'esent Continuous Tense (A case study at second year of SMP Perwira Jakarta Selatan) Untuk mempertimbangkan dan disetujui sebagai syarat untuk menyelesaikan studi strata 1 (S 1). Bersama ini saya lampirkan: 1. Outline 2. Abstraksi 3. Daftar Pustaka Dcmikianlah surat permohonan ini saya ajukan, besar harapan saya judul ini dapat diterima, atas perhatian dan kerjasamanya saya ucapkan terima kasih. Wassalamualaikum Wr. Wb,
Menyetujui
K\
Ketua jurusan
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Drs. Nasrun Mahmud, M.pel
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Pemohon
7/i+-_. ~'Dl',,~ulia
YAYASAN PENDIDIKAN PUTRA INDONESIA SEKOLAH MENENCiAH PERTAMA
SMP PERWIRA
~rAKARTA
STATUS = TERAKREDITASI B JI. H. Dilun NO.4 Ulujami 12250 Pesanggrahan Jakarta Selatan Telp. 021 - 7341719 Fax. 021 - 7379886 Website. www. perwira-jkt.sch.id Email.
[email protected]
r
SURAT KETERANGAN
ran:
NO: 889/SMPIXXII/S/08
Yang bertanda tangan di bawah ini, Kepala Sekolah SMP PERWIRA, menerangkan bahwa:
Nama
: Dewi Mulia
NIM
: 102014023788
Fakultas
: Tarbiyah
Jurusan
; Pendidikan Bahasa Inggris
Judul Skripsi : " The Effictiveness of Using Pictures in Teaching
Present Continuous Tense"
Tek.b melaksalmi
oi kelas VIII (SMP PERWIRA) Ulujami, tehitung mulai tanggal 7 Januari s.d.
11 i'/18ret 2003. D"mi:dan surat keterangan knmi bunt, untuk dnpnt dipergunnkan sebngaimana mestinyn.
2~~~!\I"ta,;;~13 Maret 2008 5~~~lli.\lj~ PERWIRA
