THE EFFECTIVENESS OF USING STUDENT TEAMSACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHING DIRECT AND INDIRECT SPEECH OF STATEMENT (A Quasi Experimental Study at the Eleventh Grade of Jam’iyyah Islamiyyah Islamic Senior High School Ceger)
By Fahman Imaduddin NIM. 205014000361
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING “SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY JAKARTA 2011
TIIE EFFECTIVENESS OF USING STI'DENT TEAMSACHIEVEMENT DTVISION (STAD) TECHMQUE IN TEACHING DIRECT AND INDIRECT SPEECI{ OF STATEMENT (A Quasi Experimennl Sndy at the Eleventh Grade of Jam'iyyah Islamiyah Islamic Senior High School Ceger)
A paper of TarbiyaandTeachers'Training Faculty the Presentedlo tfi'partialFulfillmentof theRequirements For theDegreeof S.Pd.@achelorof Arts) in EnglishLanguageEducation
By Fahman Imaduddin I\irM. 205014000361
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA A}tD TEACHERS' TRAINING *SYARIF HIDAYATULLAH'' STATE ISLAMIC UNIVERSITY JAKARTA
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SYARIFHIDAYATT]LLAH JAKARTA FAIfl]LTAS ILMU T:tr,RBTYAHDAN KEGURUAI\ Telp: (62-21) 7 443328,7 401925 Email:
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J1.h. H. JuandaNo.95 Ciputat 15142Jakarta
STJRATPERhTYATAAN KARYA SENDIRI Sayayang bertandatangandi bawahini: Nama
FahmanImaduddin
Tempat Tanggal lahir: Tasikmalaya"17 Oktober 1982 NIM
205014000361
Program Studi
PendidikanBahasaInggris
Judul Skripsi
Effectiveness of Using Student TeamsAchievement Division (STAI)) Technique in Teaching The
Direct and Indirect Speech bf Statement (A Quasi Experimental Study at the Eleventh Grade of Jam'Wah DosenPembimbing
IstamiyyahIslamic SeniorHigh Schocl Ceger) Drs. H. Bahrul Hasibuan,M.Ed.
Dengan ini menyatakanbahwa skripsi yang saya buat benar-benarhasil karya sayasendiri dan sayabertanggungjawab secaraakademisatasapayang saya tulis. Pemyataanini dibuat sebagaisalah satu syaratmenempuhUjian Munaqasah'
Iakartz 2 I Desember20 I 1 Peneliti
NrM. 20501400036r
BNDORSEMENT BY THB EXAMINATION
COMMITTBE
The Examination Committee of the Faculty of Tarbiyah and Teachers' Training certifies that the "skripsi" entitled THB USING
STUDENT
BFFECTTVENESS oF
TEAMS-ACHIEVEMENT
DIVISION
(STAD)
TECIINIQUE
IN TEACHING
STATEMEN"I
(A Quasi Experimental Srudy at the Eleventh Grade of'Jami'yyah
DIRECT AND INDIRECT
SPEECH OF
Islamiyyah Islamic Senior High School Ceger) written by Fahman Imaduddin student's registration number: 205014000361,was examined on December 2I, 20It and was declared to academictitle of 'S.Pd.' in Department of English Education.
The Examination Committee Chairman
Drs. Syauki"M.Pd. NIP. 19641212199103 | 002
Secretary
NenengSunengsih. M.Pd. NIP. 19730625 t999032 001
Examiner I
Dr. M. Farkhan.M.Pd. NIP. 19650919 200003I 002
ExaminerII
Dr. Alek"S. S."M.Pd. NrP.19690912 2009011 008
(
Acknowledged by Deanof Facultyof TarbiyahandTeachers'Training
fi^ n- \4 \[u\ttr"27 Dr. NurlenaRifai.Ph.D..M.A. N rP.19591020 198603 2001
ABSTRACT FAHMAN IMADUDDIN, 2011, The Effectiveness of Using Student TeamsAchievement Division (STAD) Technique in Teaching Direct and Indirect Speech of Statement, Skripsi, Department of English Education, The Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. H. Bahrul Hasibuan, M.Ed. Key words: Direct and Indirect Speech of Statement Student Teams-Achievement Division (STAD) Technique The objective of this research is to obtain the empirical evidence whether or not Student Teams-Achievement Division (STAD) technique has good effect in developing students’ understanding of Direct and Indirect Speech of Statement. This is a quasi experimental research. The experiment group is treated by using Student Teams-Achievement Division (STAD) Technique and the control group is treated by using other technique. The writer took a pre-test to know that the classes have relatively the same background knowledge in the research variable and a post-test to find out the growth of score as the measurement of achievement. The writer used ttest to calculate the data and then tested hypothesis. The research finding shows that to ≥ ttable, which it means that the test hypothesis is Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. The interpretation of data is teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) technique is more effective than teaching Direct and Indirect Speech of Statement by using other technique.
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ABSTRAK FAHMAN IMADUDDIN, 2011, The Effectiveness of Using Student TeamsAchievement Division (STAD) Technique in Teaching Direct and Indirect Speech of Statement, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Dosen Pembimbing: Drs. H. Bahrul Hasibuan, M.Ed. Kata Kunci: Direct and Indirect Speech of Statement Student Teams-Achievement Division (STAD) Technique Tujuan penelitian ini adalah untuk mendapatkan bukti empiris apakah tehnik Student Teams-Achievement Division (STAD) dapat memberikan dampak yang bagus dalam peningkatan pemahaman siswa dalam pelajaran Direct and Indirect Speech of Statement atau tidak. Ini adalah penelitian quasi eksperimen. Kelompok ekperimen diajar dengan menggunakan tehnik Student Teams-Achievement Division (STAD)dan kelompok kontrol diajar dengan menggunakan tehnik yang lain. Penulis menggunakan pre-test untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan yang relatif sama dalam variable penelitian dan post-test untuk menemukan peningkatan nilai sebagai ukuran prestasi. Penulis menggunakan ttest untuk menghitung dan menghipotesis. Hasil dari perhitungan penelitian ini menunjukkan bahwa to ≥ ttable, yang berarti bahwa hipotesis tes adalah Null Hypothesis (Ho) ditolak dan Alternative Hypothesis (Ha) diterima. Interpretasi data adalah pengajaran Direct and Indirect Speech of Statement dengan menggunakan tehnik Student Teams-Achievement Division (STAD) lebih efektif daripada pengajaran Direct and Indirect Speech of Statement dengan menggunakan tehnik yang lain.
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ACKNOWLEDGEMENTS In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, Lord of the worlds who has blessed the writer in completing this ‘skripsi’. Peace and Blessing be upon the Prophet Muhammad, his family, his companion and his followers. This skripsi is presented to Faculty of Tarbiya and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta, as a partial fulfillment of the requirements for the academic title “S.Pd.” in English Language Education. In this opportunities, the writer would like to express his deepest and sincere gratitude to his beloved parents (Endin Zahiddin and Yunani), his sisters (Yofih Yuzanah, S.Pd. and family, Reni Naswiyah and family, Lisda Dalilah, S.Pd. and family, and Emi Muslimah, S.Pd. and family), his brothers (Hamdan Dawafi Lc., and Farhan Tamtsil Hasanuddin) and his fiancée (Siti Khumairah) who always encourage the writer with all of their heart, also for their support, compassion, advice, and motivation. The writer also likes to convey his great gratitude to Drs. H. Bahrul Hasibuan, M.Ed., as the writer’s advisor, who has patiently given valuable advice and guidance, also for his time, contribution, and patience in correcting and helping him in finishing this skripsi. His gratitude also goes to: 1. Dr. Nurlena Rifai, Ph.D., M.A., as the Dean Faculty of Tarbiya. 2. Drs. Syauki, M.Pd, the Head of English Education Department. 3. Neneng Sunengsih, M.Pd, the secretary of English Education Department. 4. All lectures in Department of English Education, who introduce the world of education and have given contribution, support to the writer in English Department. 5. H. Baharuddin, S.Ag., the headmaster of Jam’iyyah Islamiyyah Islamic Senior High School Ceger who permitted the writer to conduct the research. 6. Evaliana, S.Pd., the English teacher of Jam’iyyah Islamiyyah Islamic Senior High School Ceger for her assistance when the writer conducts the research.
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7. His best friends: Cut, Ramadha “ikon”, M. Adrian “ganteng”, Ridwan, Leni, and Sukron, thank you very much for giving support and being good friends. 8. His friends in Department of English education 2005 thank you very much for giving support, sharing their time and being good friends. 9. All people who have given their help in writing this skripsi that writer could not mention one by one. The words are not enough to say appreciate for their help and contribution in writing this skripsi, may Allah SWT., the Almighty bless them all. Finally, the writer realizes that this skripsi is not perfect yet. Therefore the writer would like to accept critics and suggestions from every one who reads this skripsi.
Jakarta, 21 Desember 2011
The writer
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TABLE OF CONTENTS ENDORSEMENT SHEET……………………………………………… ABSTRACT……………………………………………………………… ABSTRAK……………………………………………………………….. ACKNOWLEDGEMENT………………………………………………. TABLE OF CONTENTS……………………………………………….. CHAPTER I: INTRODUCTION………………………………………. A. The Background of the Study…………………………………….. B. The Limitation of the Study……………………………………… C. The Formulation of the Problem…………………………………. D. The Significant of the Study…………………………………...... CHAPTER II: THEORETICAL FRAMEWORK……………………. A. Direct and Indirect Speech………………………………………... 1. The Understanding of Direct Speech…………………………. 2. The Understanding of Indirect Speech……………………….. 3. The Rules of Changing Direct into Indirect Speech…………. 4. The Kinds of Indirect Speech………………………………… B. Cooperative Learning…………………………………………….. 1. The Understanding of Cooperative Learning…………………. 2. The Principles of Cooperative Learning……………………… 3. The Techniques of Cooperative Learning……………………. C. Student Teams-Achievement Division (STAD)………………….. 1. The Understanding of STAD…………………………………. 2. The Advantages and Disadvantages of STAD………………... 3. The Application of STAD in the Classroom…………………. D. Grammar Translation Method (GTM)…………………………… 1. The Understanding of GTM…………………………………... 2. The Characteristics of GTM………………………………….. 3. The Techniques of GTM……………………………………… 4. The Advantages and Disadvantages of GTM………………… 5. The Application of GTM in the Classroom ………………….. E. Conceptual Framework …………………………………………... CHAPTER III: RESEARCH METHODOLOGY…………………….. Research Methodology…………………………………………… 1. The Objective of the Research………………………………... 2. The Population and Sample…………………………………... 3. The Technique of Collecting Data……………………………. 4. The Technique of Analyzing Data……………………………. 5. The Testing of Hypothesis …………………………………….
i ii iii iv vi 1 1 3 4 4 5 5 5 6 8 10 12 13 16 18 18 18 21 22 23 23 25 26 27 28 28 30 30 30 30 31 32
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CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATION A. The Description of Data………………………………………. 1. The Analysis of Data……………………………………….. B. Interpretation………………………………………………….. CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusion……………………………………………………... B. Suggestions …………………………………………………….. BIBLIOGRAPHY………………………………………………………. APPENDIX …………………………………………………………...
33 35 40 41 41 43 45
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CHAPTER I INTRODUCTION A. The Background of the Study In globalization era, English has played an important role in many activities. In many countries, English as a second language, is used dominantly in education, economic, and others activities. Even more, English is used for their daily communication with their families and friends. In Indonesia, English as the first foreign language is learnt in Indonesian’s schools. English is taught in all levels of education from Elementary School to University. In Elementary School – Sekolah Dasar (SD) –, English is one of the local-content subjects. In Junior High School – Sekolah Menengah Pertama (SMP) – and Senior High School – Sekolah Menengah Atas (SMA) –, English is a compulsory subject. Meanwhile, in Universities, English is a complementary subject. Besides that, English is also taught in many English courses. English has a lot of aspects which are different from Indonesian, one of them is grammar. Grammar is one of the essential aspects in learning English. By mastering grammar, students get knowledge how to combine the words together into a good and meaningful sentence to express their idea. According to Penny Ur in her book, “Grammar may be roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning1.” Without the proper knowledge of grammar, the students cannot express their ideas and build up their sentence to inform the ideas. Penny Ur also states in her book, “there is no doubt that knowledge – implicit or explicit – of grammatical rules is essential for the mastery of a language: you cannot use words unless you know how they should be put together”2. One of the materials that is taught in grammar is Direct and Indirect Speech. Direct Speech is used to represent the original speakers’ words or 1
Penny Ur, Grammar Practice Activities a practical guide for teachers, (Cambridge, Cambridge University Press, 1992), p. 4. 2 Penny Ur, Grammar Practice …, p. 4.
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sentences without any changing. Besides that, Indirect Speech is used to retell someone’s words or sentences which are different in tenses, word orders, pronouns, and time/place references from the original sentences but still have the same meaning. Betty Schrampfer Azar states in her book, “Reported speech refers to a noun clause to repeat what someone has said3.” In studying Direct and Indirect Speech, students have to learn some rules of changing Direct into Indirect form. They have to understand these rules because they won’t be able to change Direct into Indirect form correctly if they don’t understand these rules. The rules are: 1.
The quotation marks are removed
2.
If it is statement a special reporting word “that” is been used
3.
Personal pronouns and possessive pronouns are used
4.
The tense of the verb will change to past tense
5.
If it is an imperative sentence “to” will be introduced
6.
Time and place references often have to change Based on the writer experience when he practiced The Integrated
Teachers’ Profession Training – Praktik Profesi Keguruan Terpadu (PPKT) – he found some problems which were faced by the students when they studied English. The writer was assigned to teach at the eleventh grade of Senior High School – Sekolah Menengah Pertama (SMA) –. One of the topics that the writer taught was Direct and Indirect Speech. While teaching Direct and Indirect Speech, the writer found that the students had some difficulties to understand the subject. Firstly, they didn’t really understand the concept. Secondly, they didn’t know the rules of changing the Direct into Indirect form. Finally, the method wasn’t really appropriate to teach the subject. Those cases are quite problematical and according to the writer, it must be solved. Therefore, the writer is interested in investigating the teaching of Direct and Indirect Speech with an alternative method considered more suitable.
3
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: Longman, 1999), 3rd ed., p. 254.
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There are many approaches, methods, and techniques appear to help learners in mastering the language and help the teachers accomplish their instructional objectives. One of the methods which can be used in teaching activity is Cooperative Learning. Cooperative Learning is not a new idea in education, but not all the teachers use this method in their learning activities. Cooperative Learning is an approach which transforms the classroom from a collection of individuals to a network of groups. This method divides students into small groups. The method also expects the students to help each other in mastering the current knowledge by arguing and discussion. They are expected to exchange their knowledge. Robert E. Slavin states that: Cooperative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic context. In cooperative classrooms, students are expected to help each other, to discuss and argue with each other, to assess each other’s current knowledge and fill in gaps in each other understanding4. There are many techniques in Cooperative Learning which can be applied by teachers in teaching-learning activities, such as; Student Teams-Achievement Division (STAD), Cooperative Integrated Reading and Composition (CIRC), Jigsaw, Learning Together, Group Investigation, and Cooperative Scripting. It is necessary to be clarified that the writer will use cooperative learning and collaborative learning in this “skripsi” by turns. The writer will use Student Teams-Achievement Division (STAD) technique in the first class (experimental class) to develop students’ understanding of Direct and Indirect Speech of Statement. As a controlling, the writer will use another technique in the second class as a control class.
B. The Limitation of the Study Grammar covers many language elements such as parts of speech, tenses, auxiliary, modal, etc. To discuss all language elements in this writing are fairly impossible, so the writer limits himself only in teaching Direct and Indirect Speech of Statement. 4
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Massachusetts: Allyn & Bacon, 1995), 2nd ed., p. 2.
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C. The Formulation of the Problem To put into focus, the problem in this “skripsi” is formulated in a research question: “Does Student Teams-Achievement Division (STAD) technique have a significant influence in developing students’ understanding of Direct and Indirect Speech of Statement?”
D. The Significant of the Study The contributions of this study are conveyed to; first is for the teacher. It gives the alternative solution in teaching Direct and Indirect Speech of Statement. Second is for students. It assists them to solve their problems in studying Direct and Indirect Speech of Statement and it can help them to improve their understanding and creative thinking skills. Third is for the institution of Jam’iyyah Islamiyyah Islamic Senior High School. It can be beneficial regarding to improve the education quality.
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CHAPTER II THEORETICAL FRAMEWORK A. Direct and Indirect Speech There are two main ways of reporting people‘s words, thoughts, and beliefs: Direct Speech and Indirect Speech.
1. The Understanding of Direct Speech Direct Speech is also called quoted speech. It is words which are talked by the speaker directly and written between the quotation marks. It is used to represent the original speakers‘ exact words that were said or that we imagine were though. Michael Swan states, ―We can give the exact words (more or less) that were said or that we imagine were thought. This kind of sentence is called direct speech1.‖ The sentence repeats the speaker saying without adding or omitting some words. Betty S. Azar states, ―Quoted speech refers to reproducing words exactly as they were originally spoken2.‖ In writing, the quotation marks (‗…‗or ―…―) are used. Single quotation marks (‗…‗) are common in British English, and double quotation marks (―…―) in American English3. It does not use any grammatical changes in what a person said. In Direct Speech, a comma is used after the introductory phrase (word ―she said”) not a period. A comma is generally used between a reporting expression and a piece of direct speech4. The words quoted are usually introduced by one of the words say or think and the first word is capitalized. Example: She said, „My brother is a students‟. She said, “My brother is a student”.
1
Michael Swan, Practice English Usage, (Oxford: Oxford University Press, 1996), new ed., p. 500. 2 Betty S. Azar, Understanding and Using English Grammar, (New York: Longman, rd 1999), 3 ed., p. 251. 3 Swan, Practical English …, p. 471. 4 Swan, Practical English …, p. 469.
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If the Direct Speech is introduced by a name or short phrase as in the text of a play, a colon (:) is used. As Michael Swan states, ―A colon is used when direct speech is introduced by a name or short phrase5.‖ Example: Polonius: “What do you read, my Lord?” Direct sentence is often found in many kinds of writing, such as magazines, newspapers reports, novels, fiction, and oral narratives. Direct speech is found in conversations in books, in plays, and in quotations6. From the explanation above, the writer concludes that Direct Speech is the speaker‘s exact words without any changing by adding or omitting some words. It is written between the single or double quotation marks and uses a comma or sometimes a colon between the introductory phrase and the quoted sentence.
2. The Understanding of Indirect Speech Indirect Speech is also called reported speech. It is used to inform someone opinion or talk to another person. According to Betty S. Azar states, ―Reported speech refers to a noun clause to repeat what someone has said7.‖ It is different in tenses, word orders, pronouns, and time/place references from the speaker‘s exact words but still has the same meaning. We can make a speaker‘s words or thoughts part of our own sentence, using conjunction, and changing pronouns, tenses, and other words where necessary8. Reported Speech is used when it is interested not in the words that someone has chosen, but in the essential information they conveyed. It is not necessarily to write the exact words of the original speaker. We can use our words but still have the same meaning with the speaker‘s exact words. Reported
5
Swan, Practical English …, p. 467. A.J. Thomson and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1985), 4th ed., p. 269. 7 Azar, Understanding …, p. 254. 8 Swan, Practical English …, p. 481. 6
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speech tells the ideas, but not necessarily the exact words, of the original speaker9. To indicate that the words are quoting or reporting what someone has said or thought, it uses a reporting verb or introducing verb. Indirect Speech usually started with introducing verbs, such as: say, tell, answer, inform, explain, add, order and command. Say is the most common reporting verb and is usually followed immediately by a noun clause. Tell is also commonly used10. Tell is also used in the sense of ‗order someone to do something‟11. Indirect Speech uses words that in statement, if/whether in yes/no question, and to/no to in request/command as a conjunction between the introductory phrase and the reported words, and it is usually written in past form. It doesn‘t use quotation marks (‗….‘ or ―….‖) and a comma (,) after the introducing verb as in direct sentence. Reported speech does not normally require commas or quotation marks12. Examples: He said that he was a student of UIN then. (Statement) He asked me if/whether I was a student of UIN then. (Yes/no question) He told me to come there the following day. (Positive command) He told me not to come there the following day. (Negative command) The writer concludes that Indirect Speech is words to talk the idea that was expressed by someone without using or quoting the speaker‘s exact words. It is different in tenses, word orders, pronouns, and other words from the original words but still has the same meaning.
9
Patricia K. Werner and John P. Nelson, Mosaic 2 Grammar, (New York: McGrawHill/Contemporary, 2002), 4th ed., p. 212. 10 Azar, Fundamental of English …, p. 425. 11 Linton Stone, Cambridge Proficiency English, (London: The Macmillan Press Limited, 1967), p. 132. 12 Werner, Mosaic …, p. 212.
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3. The Rules of Changing Direct Into Indirect Speech There are some changes in indirect speech such as tenses, pronouns, possessive adjective, adverb, and adverbial phrases of time. Normally, these changes are in the statements, command/request, and question. The following are the sequence changes or formulations of indirect speech; a. Change all pronouns to agree with the new sentence. All pronouns are changed to show the correct relationship between the original information and the reported information. Usually, the first pronoun is changed into the third pronoun. Third person pronouns must show clearly whom they refer to13. Example; Mary said, “I watch TV every day.” (Direct) Mary said that she watched TV every day. (Indirect) (Word I is changed by she, because the speaker is Mary) b. Change the verb tenses if the reporting verbs are in the past. When the verb in the main clause is in the past, the verb in the noun clause is often shifted to one of the past tenses14. We don‘t normally use the same tenses as someone‘s original speech, because we are not talking in the same time as the speaker was. Table 2.1 The changes of tenses15 Direct Speech
Indirect Speech
Simple present
Simple past
„I never eat meat,‟ he explained.
He explained that he never ate meat.
Present continuous
Past continuous
„I‟m waiting for Ann,‟ he said.
He said (that) he was waiting for Ann.
Present perfect
Past perfect
13
Stone, Cambridge Proficiency …, p. 131. Werner, Mosaic 2 …, p. 212. 15 Thomson, A Practical English …, p. 270. 14
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„I have found a flat,‟ he said
He said (that) he had found a flat.
Present perfect continuous
Past perfect continuous
He said, „I‟ve been waiting for ages.‟
He said he had been waiting for ages.
Simple past
Past perfect
„I took it home with me,‟ she said.
She said she had taken it home with her.
Future
Conditional
He said, „I will/shall be in Paris on
He said he would be in Paris on
Monday.‟
Monday.
Future continuous
Conditional continuous
„I will/shall be using the car myself on
She said she‟d be using the car herself
the 24th,‟ she said
on the 24th.
But note, Conditional
Conditional
I said, „I would/should like to see it.‟
I said I would/should like to see it. (no tense change)
If you are reporting something and you fell that it is true, you do not need to change tense of the verb. Tom said, “New York is bigger than London.” (Direct) Tom said (that) New York is (or was) bigger than London. (Indirect)16 If the reporting verbs of direct speech are in the present, present perfect, and future tense, it doesn‘t make any changes in noun clause, or the tense used are usually same as the speaker‘s exact words. When the reporting verb is simple present, present perfect, or future, the noun clause verb is not changed17. She says, “I watch TV every day.” (Direct) She says that she watches TV every day. (Indirect)
16
Raymond Murphy, English Grammar In Use: A Self-study Reference and Practice Book for Intermediate Students, (Cambridge: Cambridge University Press, 1986), with answers ed., p. 96. 17 Azar, Understanding …, p. 254.
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c. Change the time expressions and other expressions. Time expressions, place expressions and other expressions are changed in indirect speech to show the correct relationship between the original information and the reported information. It is also to show that we are not talking at the same time as the speaker was. Table 2.2 The changes of time/place expressions Direct Speech
Indirect Speech
Now
Then
Yesterday
the day before
next …
the following …
tomorrow last …
the … before
… ago
… before
This
That
here
There
today
that day
4. The Kinds of Indirect Speech There are three kinds of Indirect Speech; reporting a statement, reporting a question, and reporting a command. a. Reporting a Statement. In indirect a statement, we use word ―that‖ as a conjunction between the introductory phrase and the reported words. That can usually be omitted after say and tell + object. But it should be kept after other verbs: complain, explain, object, point out, protest etc18. Example: My sister told to me: “I don‟t like tennis.” (Direct) My sister told to me (that) she didn‟t like tennis. (Indirect) 18
Thomson, A Practical English …, p. 269.
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b. Reporting a Question. If the direct question is WH question – which is begun by words where, when, why, what, who, how, and which – the word asked is used to report the words and reported question is changed into positive form. Stone states, ―When a question begins with a question word, ‗How?‘, ‗When?‘, ‗Where?‘, ‗Why?‘, etc., it is reported by placing word ‗asked‘ before it (and inverting the verb and subject of the question)19.‖ Example: The man asked: “Where do you live?” (Direct) The man asked where I lived. (Indirect) If the direct question is in ―yes/no question‖ form – which is begun by auxiliary verb – the word ―if/whether‖ is used as a conjunction in indirect sentence. Werner and Nelson state, ―Yes/no questions may be changed to noun clause by using if or whether (or not) to introduce them. Whether is preferred in formal English20.‖ The reported question is changed into positive form. Example: Mother asked John, “Are you going to marry her?” (Direct) Mother asked John if/whether he was going to marry her. (Indirect) c. Reporting a Command. There are two kinds of reporting a command; 1) Positive command In positive command, the word ―to‖ is used to connect the introductory phrase and the reported words. Example: He asked me, “Open your book!” (Direct) He asked me to open my book. (Indirect)
19 20
Stone, Cambridge Proficiency …, p. 132. Werner, Mosaic …, p. 218.
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2) Negative command In negative command, the word ―not to‖ is used to connect the introductory phrase and the reported words. Example: Mary told John, “Don‟t wait for me!” (Direct) Mary told John not to wait for her. (Indirect)
B.
Cooperative Learning As a social creature, human need another person in their life. They cannot
meet their needs without making a relationship with other. They need to interact and have to cooperate with other. They will do anything easier in group than work alone. Shaw (1032) observed that individuals were more productive when they worked in group than when they worked alone21. Human learn best when they have an opportunity to share each other. This case can be used as an alternative method in teaching-learning activities. In group working, students will understand the material easier than they study alone. Watson (1928) noted that groups think more efficiently than the best member of the group working alone22. They not only study and receive a material from the teacher, but also from other students by arguing and discussion. They also get more opportunities to study and good atmosphere in getting and enriching knowledge, attitude, norm, and social skill that are useful for their life in society. Passow and Mackenzie report the findings of effectiveness of group working such as: (1) Interaction with others is a major influence on students. (2) Group climate in the classroom influences learning. (3) Natural groupings within a class may hamper or enhance learning. (4) Learning to act as a group requires time. (5) Behavior may be changed by group work23. In education, working in a group is known as Cooperative Learning or Collaborative Learning. 21
Robyn M. Giller and Adrian F. Ashman, Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups, (London: Routledge, 2003), p. 2. 22 Giller and Ashman, Co-operative Learning …, p. 2. 23 William R. Lueck, ―Effective Secondary Education‖, in Laurance S. Flaum (ed.), Effective Secondary Education, (Minneapolis: Burgess Publishing Company, 1996), p. 254—255.
13
1. The Understanding of Cooperative Learning Cooperative Learning appeared in the early seventies following the pioneering work of John Dewey, and later of Alice Miel and Herbert Thelen. As Robert E. Slavin informs that, ―Social psychological research on cooperation dates back to the 1920s, but research on specific applications of cooperative learning to the classroom did not begin until the early 1970s 24.‖ It is used as an alternative teaching method to improve students‘ cognitive, academic, social, and affective outcomes in the classroom. As Carlos J. Ovando and friends write in their book, ―In the United States since the 1970s, cooperative learning has been used to improve cognitive, academic, social, and affective outcomes in classrooms as an alternative to individualistic, competitive structures25.‖ The challenges of teacher education for employing cooperative methods and implementing them in the school still remain. Over the course of the past three decades, it became increasingly apparent to the proponents and investigators of cooperative learning that adoption and institutionalization of these approaches to instruction required system-wide changes in school organization and functioning. There are many reasons that Cooperative Learning is entering into educational system. As Slavin states: There are many reasons that Cooperative Learning is entering the mainstream of educational practice. One is the extraordinary research base supporting the use of Cooperative Learning to increase student achievement, as well as such other outcomes as improved intergroup relations, acceptance of academically handicapped classmates, and increased self-esteem. Another reason is the growing realization that students need to learn to think, to solve problems, and to integrate and apply knowledge and skills, and that Cooperative Learning is an excellent means to that end26. This method is based on the word ―getting better together‖ which focuses in giving more opportunities in learning and giving good atmosphere to the 24
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston: Allyn & Bacon, 1995) 2nd ed., p. 4. 25 Carlos J. Ovando, et.al., Bilingual & ESL Classrooms: Teaching in Multicultural Contexts, (New York: McGraww-Hill, 2003), 3rd ed., p. 93. 26 Slavin, Cooperative Learning …, p. 2.
14
students in receiving and exploring knowledge, attitude, norm, and social skills which are useful for their life in society. Etin Solihatin defines that ―cooperative mengandung pengertian bekerja bersama dalam mencapai tujuan bersama27.” In cooperative classroom, students are expected to help their teammates in mastering the current knowledge by arguing and discussion. All of the members have to take a part in every discussion, so they can learn effectively in their group. All Cooperative Learning methods share the idea that students work together to learn and are responsible for their teammates‘ learning as well as their own28. With Cooperative Learning method, students not only improve their knowledge but also improve other aspects. Panitz states there are the benefits of Collaborative Learning; (1) Improved learning and achievement. (2) Improved skills. (3) Improved engagement and responsibility. (4) Improved relationships. (5) Classroom resembles real life social and employment situations29. In Cooperative Learning, teachers exploit the small groups which make the students possible in learning together to maximize their learning and other members in that group. R. Bruce Williams states, ―Cooperative Learning is the instructional use of small groups so that the students work together to maximize their own and other‘s learning30.‖ There are some categories when constructing cooperative learning groups. The size of the groups is relatively small. The groups consist of four to five students. The groups are heterogeneous, contain both males and females of different ability levels and if possible different ethnic backgrounds and social classes. Slavin states, ―The teams are heterogeneous – made up of high, average, and low achievers, boys and girls, and students of different ethnic group31.‖ So, the groups must be constructed by the teacher. Do not construct the groups by
27
Etin Solihatin dan Raharjo, Cooperative Learning, Analisis Model Pembelajaran IPS, (Jakarta: PT Bumi Aksara, 2008), p. 4. 28 Slavin, Cooperative Learning …, p. 5. 29 Chris Watkins, et.al., Effective Learning in Classrooms, (London: Paul Chapman Publishing, 2007), p. 100. 30 R. Bruce Williams, Cooperative Learning a Standard for High Achievement, (California: Corwin Press, 2002), p. 3. 31 Slavin, Cooperative Learning …, p. 4.
15
random or allow students to select their own members. If students select their own teammates, status hierarchies persist. If random selection is used, the teachers run the risk of creating ―loser‖ teams32. Cooperative Learning methods strive to have students assume a high degree of responsibility for their own learning, rather than perceiving learning as imposed by others33. It can be stated that Cooperative Learning is a groupcentered and students-centered approach to classroom teaching and learning. By learning in group, students can increase their motivation in achieving their goal in learning. Also it can encourage them to be more responsible to their teammates, because team successful not depend on individual‘s performance but the sum of all members‘ performance. The student can reach his/her personal goal if the group is success. So, each member have to assure that their friend understand the lesson which teacher presented. Slavin states, ―… to meet their personal goals, group members must help their group mates to do whatever helps the group to succeed, and, perhaps more important, encourage their group mates to exert maximum effort34.‖ For successful of using Cooperative Learning in classroom, teachers have to know the elements of Cooperative Learning. David and Roger Johnson – teacher educators who helped to initiate the current movement towards use of cooperative learning in the United States – state five elements of Cooperative Learning35; a.
Positive interdependence, a sense of working together for a common goal and caring about each other‘s learning.
b.
Individual accountability, whereby every team member feels in charge of their own and their teammates‘ learning and makes an active contribution to the group. Thus there is no ―hitchhiking‖ or ―freeloading‖ for anyone on a team – everyone pulls their weight.
32
Ovando, et.al., Bilingual & ESL …, p. 95. Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Preager Publisher, 1994), p. 337. 34 Slavin, Cooperative Learning …, p. 16. 35 Ovando, et.al., Bilingual & ESL …, p. 94. 33
16
c.
Abundant verbal, face-to-face interactions, where learners explain, argue, elaborate, and link current material with what they have learned previously.
d.
Sufficient social skills, involving explicit teaching of appropriate leadership, communication, trust, and conflict resolution skills so that the team can function effectively.
e.
Team reflection, whereby the teams periodically asses what they have learned, how well they are working together and how they might do better as a learning team. From the statements above, the writer concludes that Cooperative
Learning is an approach which transforms the classroom from individual to group network where the students work in small heterogeneous groups and they learn their best with their group.
2. The Principles of Cooperative Learning In applying Cooperative Learning, sometimes teachers just try one or two suggested structures presented in a staff development session. It is very important for the teachers to think that they can make different definition, characteristic, potential uses of cooperative learning. The most important one, Ovando and friends state that the concept is adaptable, flexible, and meant to be used creatively by teachers36. Before applying it in the classroom, teachers are considered to tell to their students the principles of Cooperative Learning, so both teachers and students understand what they are going to do. Here are the principles of Cooperative Learning37; a.
Students are encouraged to think of ‗positive interdependence‘, which means
that
the
students
are
not
thinking
competitively
and
individualistically, but rather cooperatively and in terms of the group.
36
Ovando, et.al., Bilingual & ESL …, p. 94. Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York: Oxford University Press, 2000), 2 nd ed., p. 164. 37
17
b.
In cooperative learning, students often stay together in the same groups for a period of time so they can learn how to work better together. The teacher usually assigns students to the groups are mixed – males and females, different ethnic groups, different proficiency levels, etc. this allows students to learn from each other and also gives them practice in how to get along with people different from themselves.
c.
The efforts of an individual help not only the individual to be rewarded, but also others in the class.
d.
Social skills such as acknowledging another‘s contribution, asking others to contribute, and keeping the conversation calm need to be explicitly taught.
e.
Language acquisition is facilitated by students interacting in the target language.
f.
Although students work together, each student is individually accountable.
g.
Responsibility and accountability for each other‘s learning is shared.
h.
Each group member should be encouraged to feel responsible for participating and for learning leadership is ‗distributed‘.
i.
Teachers not only teach language: they teach cooperation as well. Of course, since social skills involve the use of language, cooperative learning teaches language for both academic and social purpose. The main goal of Cooperative Learning is the development and
maintenance of positive interdependence among team members. Positive interdependence is an important aspect to the success of cooperative group, because the dynamic of interconnectedness (a relationship among the group members) helps students learn to realize that in the group, like in real life, each of us can do something, but none of us can do everything without someone‘s assistance. A sense of interconnectedness can help students to omit the differences in gender, racial, cultural, linguistic, and other differences they may sense among themselves. For the effectiveness, members should engage in teambuilding activities and other tasks by arguing and discussion which can develop social skills for effective teamwork. When it is done well, cooperative learning is a
18
highly structured teaching strategy that capitalizes on the fact that many children learn better in the midst of interaction with their peers38.
3. The Techniques of Cooperative Learning There are many techniques in Cooperative Learning which can be applied by teachers in teaching-learning activities, such as; Student Teams-Achievement Divisions (STAD), Teams-Games-Tournament (TGT), Jigsaw, and Team Accelerated Instruction (TAI). Three are general cooperative learning methods adapted to most subjects and grade levels; STAD, TGT, and Jigsaw39. The writer limits his study only in Student Teams-Achievement Division (STAD) technique as he mentioned in chapter one.
C. Student Teams-Achievement Division (STAD) Technique 1. The Understanding of STAD Student Teams-Achievement Divisions (STAD) technique is one of a set of instructional techniques developed and researched by Robert E. Slavin at John Hopkins University. STAD is also known as Student Team Learning. It is one of the oldest cooperative learning methods. Two of the oldest and most extensively researched forms of cooperative learning are Student Teams-Achievement Divisions and Teams-Games-Tournaments40. It is also the simplest cooperative learning methods, and the most appropriate method for teachers who want to apply the Cooperative Learning for the first time in their teaching-learning activities. STAD is one of the simplest of all cooperative learning methods, and is a good model to begin with for teachers who are new to the cooperative approach41. According to many teaching researches, it is very appropriate in teaching many subjects than other cooperative learning methods and can be used for every level education. Shlomo Sharan writes, ―It is also very adaptable – it
38
Williams, Cooperative Learning …, p. 3. Slavin, Cooperative Learning …, p. 5. 40 Slavin, Cooperative Learning …, p. 71. 41 Slavin, Cooperative Learning …, p. 71. 39
19
has been used in mathematics, science, social studies, English, industrial arts, and many other subjects, and at levels from 2nd grade to college42.‖ STAD expects students learn together with other team mates in a small team to study the subject that is presented. Shlomo Sharan states, ―These techniques are based on the idea of having students work in cooperative learning teams to learn academic objectives43.‖ The smartest students are expected to teach the lowest students until they understand and master the subject that is presented. They not only study to answer the task correctly but also study how to make all the group members understand and master the subject so all the group members can answer the task correctly. The students‘ task are not to do something as a team, but to learn something as a team, where the team‘s work isn‘t done until all team members have mastered the material being studied44. This is done because they are not allowed helping each other in answering quizzes although they study together as a team. In STAD, students are assigned to four-member learning teams that are mixed in performance level, sex and ethnicity45. Students are divided into small groups consist of four to five members. The groups must be totally heterogeneous. The groups are mixed in high, average, and low levels, boys and girls, different ethnicity, and different religion. Do not allow students choose their own teams, because they will prefer to choose others like themselves. According to Slavin, there are many steps in assigning students to team. The steps are:46 a.
Make copies of team summary sheets.
b.
Rank students. The rank is arranged from highest to lowest in performance, test score, grades, or your own judgment.
c.
Decide on the number of teams. 42
Sharan, Handbook of …, p. 4. Sharan, Handbook of …, p. 1. 44 Sharan, Handbook of …, p. 3. 45 Sharan, Handbook of …, p. 4. 46 Slavin, Cooperative Learning …, p. 74—75. 43
20
Divide the number of all students in the class by the number of the group that you want to make. d.
Assign students to teams.
e.
Fill out team summary sheets. There are three concepts in Student Teams-Achievement Divisions
(STAD) technique; a.
Team Rewards. Team rewards means that teams are not in competition with one another for limited rewards. All of the teams, some of them, or none of them may earn whatever rewards are made available depending on how well the team‘s performance matches a predetermined standard.
b.
Individual accountability. Individual accountability means that students have their own responsibility, because their team success is depended on individual score when they get quizzes.
c.
Equal opportunities for success. It means that what students contribute to their teams is based on their improvement over their own past performance.47 It is the important steps to ensure that all students have an opportunity to contribute to their team. STAD has five major components. As Shlomo Sharan writes in his book,
―STAD is made up of five major components; class presentations, teams, quizzes, individual improvement scores, and team recognition48.‖ a.
Class presentation Teacher usually introduces the material in a class presentation. In this way, students must pay careful attention to the teacher‘s presentation, because if they understand the material it will help them in quizzes and their quizzes scores determine their team score.
47 48
Sharan, Handbook of …, p. 3. Sharan, Handbook of …, p. 6.
21
b.
Teams Teams are composed of four to five students from different level of performance, gender, and ethnicity.
c.
Quizzes Quizzes are given after one or two of teacher presentation and team practice. When doing quizzes, students are not allowed to help each other. It makes sure that every student has understood the material.
d.
Individual improvement scores In this way, student is given an opportunity for his or her performance goal which can be attained if he or she works harder and performs better than in the past. So, any student can contribute maximum points to his or her team.
e.
Team recognition Team which has the highest score will earn certificates or other rewards. From the statements above the writer concludes that Student Teams-
Achievement Division (STAD) technique is one of Cooperative Learning method which assigns students into small heterogeneous team consists of four to five members from different performance level, gender, and ethnicity. They are expected to help each other so all members of group understand the subject because team scores is a sum of members‘ scores.
2. The Advantages and Disadvantages of STAD Every technique is used in teaching learning activity has some advantages and disadvantages. The advantages of using Student Teams-Achievement Division (STAD) technique are: a.
Motivating the students to encourage and help each other in mastering skill presented by the teacher.
b.
Increasing the number of friendships among the students from different level of performance, gender, and ethnicity.
c.
Increasing students‘ achievement and rising students‘ self-esteem.
22
d.
Learning how to make a good partnership, appreciate each other and work cooperatively.
e.
Learning to think, solve problem and to integrating their knowledge and skill with other people who came from different level, gender, and ethnicity.
f.
The condition of learning is more relax and fun.
g.
Promoting students‘ personal and social development. The disadvantages of using Student Teams-Achievement Division (STAD)
technique are; a.
Taking much time, because students need to adapt with their teammates firstly before discussing the material.
b.
The class situation becomes noisy. When students work in a group, they have to interact with their teammates to discuss the tasks are given.
c.
Wasting instructional time. Teacher has to stated clear instruction, sometimes teacher has to repeat it often because students prefer concern with their teammates than to teacher.
3. The Application of STAD in the Classroom Like any other methods or teaching learning techniques, using Student Teams-Achievement Division (STAD) technique needs preparation that teachers should do. Here are the steps of using STAD in classroom; a.
Teacher assigns students into small groups consist of four to five students from different level, gender, and ethnicity.
b.
Teacher asks the groups naming their own group.
c.
Teacher gives class presentation. Teacher explains the problem, giving the data, and giving the examples. It is done to introduce the concept and encourage students‘ motivation.
d.
Teacher gives the worksheet to the groups. In their teams, they discuss the problems, compare the answers, and correct any misconceptions. The students are not only expected to answer the worksheet but also to understand the subject. The group gets success if all the members understand the subject.
23
e.
Teacher asks every group to read their answering and their argument, and other groups are allowed to give their opinion.
f.
After two periods of teacher presentation and group practice, teacher gives students an individual quizzes. In this way, students are not allowed to help each other. This activity is to measure that each student is individually responsible for knowing the subject.
g.
In the end of teaching, teacher gives certificate or other reward to the best group.
D. Grammar Translation Method (GTM) 1. The Understanding of GTM Grammar Translation Method is not new because it has been used by language teachers for many years in different names. Five hundred years ago, it was called Classical Method which was used in the teaching of the classical languages, Latin and Greek. It was used for helping students read and appreciate foreign language literature, making students more familiar with the grammar of their native language so they would speak and write their native language better and helping students grow intellectually. As Diane L. Freeman states in her book, At one time it was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek … this method was used for the purpose of helping students read and appreciate foreign language literature … students would become more familiar with the grammar of the their native language and that this familiarity would help them speak and write their native language better. Finally, it was thought that foreign language learning would help students grow intellectually; …49. This method of teaching became the model for foreign language study from the seventeenth to the nineteenth centuries. In the nineteenth century, this method had become the standard way of studying foreign languages in school. Now, this approach to foreign language teaching became known as the Grammar Translation Method (GTM).
49
Freeman, Techniques and Principle …, p. 11.
24
Grammar Translation Method (GTM) was known for the first time in the United States as the Prussian Method. This fact is based on B. Sears‘ book, an American classics teacher, published in 1845 was entitled The Ciceronian or the Prussian Method of Teaching the Elements of the Latin Language. Teachers teach the language through detailed analysis of its grammar rules firstly, than applied it to the task of translating sentences and texts into students‘ native language and vice versa. As Richards and Rodgers state, Grammar Translation Method is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language50. In this method, while teaching the text book, teacher translates every word and phrase from the target language into students‘ native language and gives an explanation of individual points of grammar. Then, teacher gives students sentences. These sentences have to be translated from the target language into their native language and vice versa. The exercises in translation are based on various items covering the grammar of the target language. The method focuses on studying of grammar rules, declensions and conjugations, translation, and practice in writing sample sentences. W. M. Rivers states; Grammar Translation Method requires students to translate accurately the whole texts word by word from students‘ native language into target language or from the target language to students‘ native language, much stress on memorizing numerous grammatical rules and exceptions as well as enormous vocabulary lists, but little training in using the language actively to express one‘s own meaning, even in writing51. From those statements above, the writer concludes that Grammar Translation Method is a traditional teaching method that focuses on the analysis of the language grammar rules and translate the structure from the target
50
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching: a description and analysis, (New York: Cambridge University Press, 1990), p. 3. 51 W. M. Rivers, Teaching Foreign Language Skills, (Chicago: The University of Chicago Press, 1981), 2nd ed., p. 31.
25
language into students‘ native language and vice versa and little training in using the language actively.
2. The Characteristics of GTM Prator and Celce-Murcia list the major characteristics of Grammar Translation Method as follow:52 a.
Classes are taught in the mother tongue, with little active use of the target language.
b.
Much vocabulary is taught in the form of lists of isolated words.
c.
Long elaborate explanations of the intricacies of grammar are given.
d.
Grammar provides the rules of putting words together, and instruction often focuses on the form and inflection of words.
e.
Reading of difficult classical texts is begun early.
f.
Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.
g.
Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
h.
Little or no attention is given to pronunciation. Beside that, Richards and Rodgers write in their book the principal
characteristics of the Grammar Translation Method as follow:53 a.
The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that result from foreign-language study.
b.
Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening.
c.
Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
d.
The sentence is the basic unit of teaching and language practice. 52
H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Longman, 2000), 4th edition, p. 15—16. 53 Richards, Approaches and …, p. 3—4.
26
e.
Accuracy is emphasized.
f.
Grammar is taught deductively – that is, by presentation and study of grammar rules, which are then practiced through translation exercises.
g.
The student‘s native language is the medium of instruction. Based on the major and principal characteristics above, the writer infers
the essence of Grammar Translation Method is translation activity from the teacher to the students.
3. The Techniques of GTM There are some useful techniques associated with the Grammar Translation Method as described in the following list:54 a.
Translation of literary passage Students translate a reading passage from the target language into their native language.
b.
Reading comprehension questions Students answer questions in the target language based on their understanding of the reading passage.
c.
Antonyms/synonyms Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words.
d.
Cognates Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages.
e.
Deductive application of rule Grammar rules are presented with examples. Once students understand the rule, they are asked to apply it to some different examples.
f.
Fill-in-the-blanks
54
Freeman, Techniques and Principle …, p. 13—14.
27
Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items of a particular grammar type, such as prepositions or verbs with different tenses. g.
Memorization Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. They are also required to memorize grammatical rules and grammatical paradigms such as verb conjugations.
h.
Use words in sentences In order to show that students understand the meaning and use of a new vocabulary item, they make up sentences in which they use the new words.
i.
Composition The teacher gives the students a topic to write about in the target language. The topic is based upon some aspects of the reading passage of the lesson. From the lists above, the writers concludes that GTM only focus on the
development of reading and writing skills in the context of translation and very little attention is placed on any productive aspects of the language.
4. The Advantages and Disadvantages of GTM As other teaching technique, Grammar Translation Method (GTM) has some advantages and disadvantages. The advantages of using Grammar Translation Method (GTM) are; a.
Translation is the easiest and shortest way of explaining meaning of words or phrases.
b.
Learners don not have difficulties to understand the lesson because the lesson is explained in the mother tongue.
c.
It is a labor saving method as the teacher carries out everything in the mother tongue. The disadvantages of using Grammar Translation Method (GTM) are;
a.
Speaking or any kinds of spontaneous creative output was missing from the curriculum.
28
b.
Students lacked an active role in the classroom.
c.
Very little attention is paid to communication.
d.
Translation is sometimes misleading.
5. The Application of GTM in the Classroom Before doing the teaching-learning activity, teachers have to do some steps in applying GTM in the classroom. Here are the steps of using GTM in classroom: a.
Teacher gives the worksheet about Direct and Indirect Speech to the students.
b.
Teacher explains the definition of Direct and Indirect Speech.
c.
Teacher explains the definition of Indirect Speech of Statement.
d.
Teacher explains the rules of changing Direct into Indirect sentence.
e.
Students answer the questions in the worksheet by teacher‘s guidance.
f.
Teacher asks the students to read their answering.
g.
Teacher gives the conclusion.
E. Conceptual Framework Many students have some problems in studying Direct and Indirect Speech. This case happened because of some aspects and one of them is the method is not appropriate in teaching this material. Generally, teachers teach the material grammatically that make students hard to understand and feel bored, so the writer interested to teach the material by using Cooperative Learning especially Student Teams-Achievement Division (STAD) Technique. Before treatment, students are given pre-test. It is to measure students‘ understanding of the material and ensures that students have not learnt the material before. In the experiment class, students are taught by using Student TeamsAchievement Division (STAD) Technique. They are assigned into small groups consist of four to five students. The groups are heterogeneous that made up of
29
different levels, gender, religion and ethnicity. They are expected to help each other. They are not study individually but study in their group. After assigning students into small groups, teacher gives a worksheet and gives class presentation. Teacher explains the material bravely and informs the rules of the activity that will be done. Students answer the worksheet together by arguing and discussion. The smartest student leads other group members to understand the material because the team‘s work isn‘t done until all team members have mastered the material being studied. After one or two teacher presentation and team practice, students are given an individual quizzes (post-test). Students are not allowed to help each other in answering this individual quizzes as they did when they answer the worksheet. It is done to ensure that all the students have mastered the material. As a controlling, teacher also teaches in other class. In control class, teacher teaches the material by using other technique. After he gives a worksheet to the students, he explains the definition of Direct Speech and Indirect Speech, the kind of Indirect Speech and the rules in changing direct sentences into indirect sentences grammatically. At the end, teacher gives students a post-test. Finally, students‘ scores from experiment class and control class are compared. So, the teacher obtains the empirical evidence that Student TeamsAchievement Division (STAD) Technique is effective in teaching Direct and Indirect Speech of Statement.
Experiment class is taught by using STAD Technique Posttest
Pretest Control class is taught by using other technique
The scores from both classes are compared
30
CHAPTER III RESEARCH METHODOLOGY A. The Objective of the Research The objective of this research is to get the empirical evidence whether or not Student Teams-Achievement Division (STAD) technique has good influence in developing students’ understanding of Direct and Indirect Speech of Statement.
B. The Place and Time of the Research This research was carried out at the eleventh grade of Jam’iyyah Islamiyyah Islamic Senior High School. It was located at Ceger Jurang Mangu Timur Kec. Pondok Aren Tangerang Selatan Banten. The writer conducted the research from September 13rd until September 22nd 2011.
C. The Population and Sample The population of this research is 54 students which are divided into two classes. Number of A class is 27 students, and B class is 27 students. The writer took all students from A and B classes for this research, so this is a population research. However, in the end of the research, the writer only got 20 students from each class because the other students were absent.
D. The Technique of Collecting Data In collecting the data, the writer used test technique. The data were collected from the pre-test and post-test. The pre-test was given before the teaching-learning activity and the post-test was given after the teaching-learning activity. The pre-test as well as the post-test consists of 20 items in multiple choices form. Both of the classes, experiment class and control class, were given the same test. Each number is scored 10 and the total score is 100.
31
E. The Technique of Analyzing Data Before analyze the data, it is necessary to calculate the data into the statistic calculation. The writer used ttest formula to calculate the data. The two classes were compared to the independent variable, the experiment class is X and the control class is Y variable. The formula of ttest is expressed as follows1; 𝑡𝑜 =
𝑀𝑥 − 𝑀𝑦 𝑆𝐸𝑀𝑥 −𝑀𝑦
Mx
= Mean of variable X
My
= Mean of variable Y
SE
= Standard Error
Before doing the calculation of ttest, there are several steps to be taken, the steps are: a.
Determining Mean of Variable X 𝑀𝑥 =
b.
Determining Mean of Variable Y 𝑀𝑦 =
c.
𝑋2 𝑁1
Determining Standard of Deviation Score of Variable Y 𝑆𝐷𝑦 =
e.
𝑌 𝑁2
Determining Standard of Deviation Score of Variable X 𝑆𝐷𝑥 =
d.
𝑋 𝑁1
𝑌2 𝑁2
Determining Standard Error Mean of Variable X 𝑆𝐸𝑀𝑥 =
1
𝑆𝐷𝑥 𝑁1 − 1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2010), p. 314—316.
32
f.
Determining Standard Error Mean of Variable Y 𝑆𝐸𝑀𝑦 =
g.
𝑆𝐷𝑦 𝑁2 − 1
Determining Standard Error of Different Mean of Variable X and Mean of Variable Y 𝑆𝐸𝑀𝑥 −𝑀𝑦 =
h.
Determining to 𝑡𝑜 =
i.
𝑆𝐸𝑀𝑥 2 + 𝑆𝐸𝑀𝑦 2
𝑀𝑥 − 𝑀𝑦 𝑆𝐸𝑀𝑥 −𝑀𝑦
Determining Degrees of Freedom 𝑑𝑓 = 𝑁1 + 𝑁2 − 2
F.
The Testing of Hypotheses Before decided the result of hypotheses, the writer proposed interpretation
toward to (t-observation) with procedure as follows: 1.
Formulating alternative hypothesis (Ha): there is a significant different achievement between teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) technique and teaching Direct and Indirect Speech of Statement by using other technique.
2.
Formulating null hypothesis (Ho): there is no significant different achievement between teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) technique and teaching Direct and Indirect Speech of Statement by using other technique.
33
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION A. The Description of Data The data were collected from students’ pre-test and post-test from two classes, experiment class and control class. The data is described into two tables. The achievements of students in the experiment class were presented in Table 3.1 and the achievements of students in the control class were presented in Table 3.2. Table 3.1 consists of four columns, the first column shows the number of students in the experiment class (X), the second column shows the pre-test scores, the third column shows the post-test scores and the last column shows the gained scores which are resulted from the post-test score is subtracted the pre-test score. Table 3.1 The Students’ Scores of Experiment Class (Using Student Teams-Achievement Division (STAD) technique) Students
Gained (d) Score
Pre-test Score
Post-test Score
1
65
85
20
2
55
90
35
3
50
85
35
4
55
70
15
5
45
75
30
6
65
85
20
7
45
70
25
8
45
70
25
9
40
55
15
10
50
80
30
11
50
75
25
12
60
85
25
(X)
(Post Test – Pre Test)
34
13
65
90
25
14
50
60
10
15
40
60
20
16
45
60
15
17
45
50
5
18
45
55
10
19
40
70
30
20
40
75
35
∑
995
1445
450
Mean
49.75
72.25
22.5
The Table 3.1 above describes that the lowest score in the pre-test is 40 and the highest score is 65. Meanwhile, the lowest score in the post-test is 50 and the highest score is 90. Therefore, it can be summarized that the lowest and the highest scores in post-test is higher than in pre-test. Table 3.2 consists of four columns, the first column shows the number of students in the control class (Y), the second column shows the pre-test scores, the third column shows the post-test scores and the last column shows the gained scores which are resulted from the post-test score is subtracted the pre-test score. Table 3.2 The Students’ Scores of Control Class (Using Grammar Translation Method (GTM)) Students
Gained (d) Score
Pre-test Score
Post-test Score
1
60
65
5
2
45
55
10
3
45
50
5
4
40
50
10
5
35
55
20
6
35
55
20
(Y)
(Post Test – Pre Test)
35
7
50
75
25
8
40
55
15
9
45
55
10
10
50
55
5
11
50
50
0
12
50
65
15
13
45
55
10
14
30
50
20
15
45
45
0
16
40
70
30
17
50
65
15
18
60
65
5
19
45
70
25
20
40
50
10
∑
900
1155
255
Mean
45
57.75
12.75
The Table 3. 2 above describes that the lowest score in the pre-test is 30 and the highest score is 60. Meanwhile, the lowest score in the post-test is 45 and the highest score is 75. Therefore, it can be summarized that the lowest and the highest scores in post-test is higher than in pre-test.
1. The Analysis of Data Before the writer analyzed the data, he had calculated the data into the statistic calculation. The writer used ttest formula to find the empirical evidence statistically and to make the testing of hypothesis will be easier. Before it, the writer made the calculation table from two variables. The table consists of eight columns; the first column shows the number of students in the experiment class, the second column shows the number of students in the control class, the third column shows the students’ gained scores in the
36
experiment class (X), the fourth column shows the students’ gained scores in the control class (Y), the fifth column shows the students’ deviation scores in the experiment class (x) which are resulted from the student’s gained score is subtracted the sum of the gained scores in the experiment class, the sixth column shows the students’ deviation scores in the control class (y) which are resulted from the student’s gained score is subtracted the sum of the gained scores in the control class, the seventh column shows the students’ squared deviation scores in the experiment class (x2) which are resulted from the multiplying the student’s deviation score in the experiment class, and the eighth column shows the students’ squared deviation scores in the control class (y2) which are resulted from the multiplying the student’s deviation score in the control class. Table 3.3 The Comparison Score of Each Student in Experiment and Control Class Students Students
X
Y
x
y
x2
y2
(X)
(Y)
1
1
20
5
-2.5
-7.75
6.25
60.06
2
2
35
10
12.5
-2.75
156.25
7.56
3
3
35
5
12.5
-7.75
156.25
60.06
4
4
15
10
-7.5
-2.75
56.26
7.56
5
5
30
20
7.5
7.25
56.25
52.56
6
6
20
20
-2.5
7.25
6.25
52.56
7
7
25
25
2.5
12.25
6.25
150.06
8
8
25
15
2.5
2.25
6.25
5.06
9
9
15
10
-7.5
-2.75
56.25
7.56
10
10
30
5
7.5
-7.75
56.25
60.06
11
11
25
0
2.5
-12.75
6.25
162.56
12
12
25
15
2.5
2.25
6.25
5.06
13
13
25
10
2.5
-2.75
6.25
7.56
14
14
10
20
-12.5
7.25
156.25
52.56
15
15
20
0
-2.5
-12.75
6.25
162.56
37
16
16
15
30
-7.5
17.25
56.25
297.56
17
17
5
15
-17.5
2.25
306.25
5.06
18
18
10
5
-12.5
-7.75
156.25
60.06
19
19
30
25
7.5
12.25
56.25
150.06
20
20
35
10
12.5
-2.75
156.25
7.56
22.5
12.75
73.75
68.69
450
255
1475
1373.7
Mean N1 = 20
N2 = 20
The writer calculated the data based on the steps of the test. The steps are: a.
Determining Mean of Variable X 𝑀𝑋 = =
𝑋 𝑁1
450 20
= 22.5 b.
Determining Mean of Variable Y 𝑀𝑌 = =
𝑌 𝑁2
255 20
= 12.75 c.
Determining Standard of Deviation Score of Variable X 𝑆𝐷𝑋 =
=
𝑥2 𝑁1
1475 20
= 73.75 = 8.59
38
d.
Determining Standard of Deviation Score of Variable Y 𝑆𝐷𝑌 =
𝑦2 𝑁2
1373.7 20
=
= 68.69 = 8.29 e.
Determining Standard Error Mean of Variable X 𝑆𝐸𝑀𝑋 =
𝑆𝐷𝑋 𝑁1 − 1
8.59
=
20 − 1 =
8.59 4.36
= 1.97 f.
Determining Standard Error Mean of Variable Y 𝑆𝐸𝑀𝑌 = =
𝑆𝐷𝑌 𝑁2 − 1
8.29 20 − 1 8.29 = 4.36 = 1.90
g.
Determining Standard Error of Different Mean of Variable X and Mean of Variable Y 𝑆𝐸𝑀𝑋 −𝑀𝑌 = =
𝑆𝐸𝑀𝑋 2 + 𝑆𝐸𝑀𝑌 2
1.972 + 1.902
= 3.88 + 3.61 = 7.49 = 2.74
39
h.
Determining to 𝑡0 = =
𝑀𝑋 − 𝑀𝑌 𝑆𝐸𝑀𝑋 − 𝑆𝐸𝑀𝑌
22.5 − 12.75 2.74 9.75 = 2.74 = 3.56
i.
Determining Degrees of Freedom (df) 𝑑𝑓 = 𝑁1 + 𝑁2 − 2 = 20 + 20 – 2 = 38 The value of degrees of freedom (df) is not mentioned in the ttable so the
writer uses the closer value to 38 is 40 as degree of freedom. 1)
The value of df 40 at the degrees of significance 5% or ttable 5% of df 40 = 2.02
2)
The value of df 40 at the degrees of significance 1% or ttable 1% of df 40 = 2.70
j.
The testing of hypotheses The writer formulated Null Hypothesis (Ho) and Alternative Hypothesis
(Ha) as follows; (Ho)
: there is no significant different achievement between teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) Technique and teaching Direct and Indirect Speech of Statement by using other technique.
(Ha)
: there is a significant different achievement between teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) technique and teaching Direct and Indirect Speech of Statement by using other technique.
The assumption of these hypotheses as follows: If to ≥ ttable, the Null Hypothesis (Ho) is rejected. It means there is a significant different achievement between teaching Direct and Indirect Speech of
40
Statement by using Student Teams-Achievement Division (STAD) Technique and teaching Direct and Indirect Speech of Statement by using other technique. If to ≤ ttable, the Null Hypothesis (Ho) is accepted. It means there is no significant different achievement between teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) Technique and teaching Direct and Indirect Speech of Statement by using other technique.
B. Interpretation Based on the analysis of the data, the research finding shows that; 1.
The value of ttable in the significance 5% is 2.02
2.
The value of ttable in the significance 1% is 2.70
3.
The value of to is 3.56 The writer summarized that to ≥ ttable both in the significance 5% and in the
significance 1% (2.20 ≤ 3.56 ≥ 2.70), it means that the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. So, it can be inferred that there is a significant different achievement between teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) Technique and teaching Direct and Indirect Speech of Statement by using other technique. The writer concluded that teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) Technique is more effective than teaching Direct and Indirect Speech of Statement by using other technique. This evidence appropriates with Sharan’s statement, “Of twenty-two studies of STAD in grades three through twelve, seventeen found significantly higher achievement for this method than for traditional instruction, and five found no differences.”1
1
Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Preager Publisher, 1994), p. 5.
41
CHAPTER V CONCLUSIOS AND SUGGESTIONS A. Conclusions Based on the analysis of the data on the fourth chapter and the discussion in the previous chapter, it can be inferred that teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division (STAD) technique has a significant influence and is more effective than teaching Direct and Indirect Speech of Statement by using other technique.
B. Suggestions Based on the conclusions above, it would be delivered some suggestions go to: 1.
Teachers: a. Student Teams-Achievement Division (STAD) Technique would be helpful to teach Direct and Indirect Speech of Statement, so the teacher needs to maintain using STAD Technique in the next new academic year in teaching Direct and Indirect Speech. b. The teacher has to make sure that the students can differentiate both of the sentences and master the rules of changing Direct into Indirect sentence and vise versa. c. The teacher needs to give clear instruction in directing his/her students using this technique. d. The teacher has to give more exercises in changing Direct into Indirect Speech and vise versa. e. Teacher allocates more times for this material. f. The teacher can use this technique as an alternative technique in teaching English.
2.
Students: a. Working in a group is better to improve students’ understanding of materials than working alone.
42
b. Discussion is a better way to solve the problems. c. Students have to be active in teaching activity. It means that they are not only as a receiver but also as a teacher for other students. d. Students have to use the time as effective as possible. e. Students have to study together through groups, not only in small groups but also in large groups. 3.
Researchers The writer is aware this research is not perfect yet. Hopefully, there will be any further researchers of how to explore and complete this technique.
43
BIBLIOGRAPHY Azar, Betty Schrampfer, Fundamental of English Grammar 3rd edition, New York: Longman, 2003. Azar, Betty Schrampfer, Understanding and Using English Grammar 3rd edition, New York: Longman, 1999. Brown, H. Douglas, Principles of Language Learning and Teaching 4th edition, New York: Longman, 2000. Freeman, Diane Larsen, Technique and Principles in Language Teaching, New York: Oxford University Press, 2000. Giller, Robyn M. and Adrian F. Ashman, Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups, London: Routledge, 2003. Lado, M.J., Mastering English Grammar and Idioms newest edition, Jakarta: Titik Terang, 1986. Lueck, William R., “Effective Secondary Education”, in Laurance S. Flaum (ed.), Effective Secondary Education, Minneapolis: Burges Publishing Company, 1996. Mahmud, Nasrun, English for Muslim University Students 5th edition, Jakarta: Universitas Islam Negeri Jakarta, 2008. Murphy, Raymond, English Grammar in Use: A Self-study Reference and Practice Book for Intermediate Students with answers edition, New York: Cambridge University Press, 1987. Ovando, Carlos J. et al., Bilingual & ESL Classrooms: Teaching in Multicultural Contexts third edition, New York: McGraw-Hill, 2003. Quirk, Randolph and Sidney Greenbaum, A University Grammar of English, New Jersey: Longman, 1973. Richards, Jack C. and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A description and analysis, New York: Cambridge University Press, 1990. Rivers, W.M., Teaching Foreign Language Skills 2nd edition, Chicago: The University of Chicago Press, 1981.
44
Sharan, Shlomo, Handbook of Cooperative Learning Methods, Westport: Preager Publisher, 1994. Slavin, Robert E., Cooperative Learning: Theory, Research, and Practice 2nd edition, Boston: Allyn & Bacon, 1995. Solihatin, Etin dan Raharjo, Cooperative Learning, Analisis Model Pembelajaran IPS, Jakarta: PT Bumi Aksara, 2008. Stone, Linton, Cambridge Proficiency English, London: The Macmillan Press Limited, 1967. Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, 2010. Swan, Michael, Practical English Usage new edition, Oxford: Oxford University Press, 1996. Thomson, A.J. and A.V. Martinet, A Practical English Grammar 4th edition, Oxford: Oxford University Press, 1985. Ur, Penny, Grammar Practice Activities A Practical Guide for Teachers, New York: Cambridge University Press, 1992. Watkins, C. et al., Effective Learning in Classrooms, London: Paul Chapman Publishing, 2007. Werner, Patricia K., John P. Nelson, Mosaic 2 Grammar 4th edition, New York: McGraw-Hill Contemporary, 2002. Williams, R. Bruce, Cooperative Learning a Standard for High Achievement, California: Corwin Press, 2002.
45
RENCANA PELAKSANAAN PEMBELAJARAN I (Experiment Class)
Sekolah
: MAS Jam‟iyyah Islamiyyah
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: XI (sebelas)/ganjil
Standar Kompetensi : Membaca: 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Menulis:
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar Membaca:
:
5.1. Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancer dan berterima dalam konteks kehidupan sehari-hari.
Menulis:
6.1. Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
Jenis materi
: Direct and Indirect Speech of Statement
Aspek/skill
: menulis dan struktur kalimat
Alokasi waktu
: 2 x 45 menit
46
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: a. Membedakan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). b. Merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence) dan sebaliknya dengan benar. c. Mengetahui aturan-aturan dalam merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence). d. Menjawab pertanyaan yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 2. Materi Pembelajaran Terlampir 3. Metode/Pendekatan a. Metode
: Student Teams-Achievement Division (STAD) Technique
b. Pendekatan
: work in small groups (discussion)
4. Langkah-langkah a. Kegiatan Awal -
Salam dan tegur sapa
-
Mengabsen siswa
-
Memberikan motivasi kepada siswa
b. Kegitan Inti -
Guru memberikan pre-test untuk mengukur pemahaman siswa terhadap materi yang akan dipelajari.
-
Guru membagi siswa kedalam kelompok-kelompok kecil yang heterogen yang terdiri dari 4 atau 5 orang siswa.
-
Guru meminta siswa untuk menamai kelompoknya masing-masing.
-
Guru memberikan presentasi kelas yang menjelaskan tentang kegiatan yang akan dilaksanakan dan materi yang akan dipelajari.
-
Guru memberikan worksheet kepada masing-masing kelompok untuk dipelajari bersama-sama dengan berdiskusi.
47
c. Kegiatan Penutup -
Guru memberikan penjelasan tentang kegiatan yang akan dilakukan pada pertemuan berikutnya.
5. Alat & Sumber Belajar -
Handout
-
Paper test
-
Buku teks Pelajaran Bahasa Inggris kelas XI
6. Tugas Terstruktur Memberikan siswa soal-soal yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 7. Penilaian a. Tehnik
: tes tulis
Bentuk
: pilihan ganda
Tiap nomor benar diberi nilai
:5
Nilai maksimal
: 5 x 20 = 100
b. Tenik Bentuk
: tes tulis : isian
Tiap nomor benar diberi skor: No
Uraian
Skor
1
Setiap jawaban benar, perubahan tenses benar, perubahan
10
pronoun benar, dan perubahan time expression benar. 2
Setiap jawaban benar, perubahan tenses benar, tapi
8
perubahan pronoun atau perubahan time expression kurang tepat. 3
Setiap jawaban benar, perubahan tenses benar, tapi
6
perubahan pronoun dan perubahan time expression kurang tepat. 4
Setiap
jawaban
benar,
perubahan
pronoun
benar,
perubahan time expression benar, tapi perubahan tenses kurang tepat.
4
48
5
Setiap jawaban kurang tepat, perubahan tenses, perubahan
2
pronoun dan perubahan time expression kurang tepat. 6
Tidak ada jawaban.
Skor maksimal
0
: 100
Pondok Aren, 13 September 2011
Mahasiswa praktikan
49
RENCANA PELAKSANAAN PEMBELAJARAN II (Experiment Class)
Sekolah
: MAS Jam‟iyyah Islamiyyah
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: XI (sebelas)/ganjil
Standar Kompetensi : Membaca: 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Menulis:
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
:
Membaca: 5.1. Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancer dan berterima dalam konteks kehidupan sehari-hari. Menulis:
6.1. Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
Jenis materi
: Direct and Indirect Speech of Statement
Aspek/skill
: menulis dan struktur kalimat
Alokasi waktu
: 2 x 45 menit
50
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: a. Membedakan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). b. Merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence) dan sebaliknya dengan benar. c. Mengetahui aturan-aturan dalam merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence). d. Menjawab pertanyaan yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 2. Materi Pembelajaran Terlampir 3. Metode/Pendekatan a. Metode
: Student Teams-Achievement Division (STAD) Technique
b. Pendekatan
: work in small groups (discussion)
4. Langkah-langkah a. Kegiatan Awal -
Salam dan tegur sapa
-
Mengabsen siswa
-
Memberikan motivasi kepada siswa
b. Kegitan Inti -
Guru memberikan presentasi kelas yang menjelaskan tentang kegiatan yang akan dilaksanakan dan materi yang akan dipelajari.
-
Guru meminta setiap kelompok untuk mendiskusikan masalah yang terdapat di worksheet, menjawab pertanyaan-pertanyaan. Siswa juga diarahkan untuk membimbing anggota yang lain dalam memahami dan menjawab pertanyaan-pertanyaan tersebut.
-
Guru meminta setiap kelompok untuk membacakan jawaban mereka secara bergantian dan kelompok yang lain diperbolehkan untuk memberikan tanggapan.
51
-
Guru memberikan tes individu (post-test) kepada setiap siswa yang harus mereka jawab sendiri dan tidak diperbolehkan bekerja sama.
-
Guru memberikan penghargaan untuk kelompok yang mendapatkan nilai rata-rata yang paling tinggi.
c. Kegiatan Penutup -
Guru memberikan kesimpulan materi yang telah dipelajari.
5. Alat & Sumber Belajar -
Handout
-
Paper test
-
Buku teks Pelajaran Bahasa Inggris kelas XI
6. Tugas Terstruktur Memberikan siswa soal-soal yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 7. Penilaian a. Tehnik
: tes tulis
Bentuk
: pilihan ganda
Tiap nomor benar diberi nilai
:5
Nilai maksimal
: 5 x 20 = 100
b. Tenik Bentuk
: tes tulis : isian
Tiap nomor benar diberi skor: No
Uraian
Skor
1
Setiap jawaban benar, perubahan tenses benar, perubahan
10
pronoun benar, dan perubahan time expression benar. 2
Setiap jawaban benar, perubahan tenses benar, tapi
8
perubahan pronoun atau perubahan time expression kurang tepat. 3
Setiap jawaban benar, perubahan tenses benar, tapi perubahan pronoun dan perubahan time expression kurang tepat.
6
52
4
Setiap
jawaban
benar,
perubahan
pronoun
benar,
4
perubahan time expression benar, tapi perubahan tenses kurang tepat. 5
Setiap jawaban kurang tepat, perubahan tenses, perubahan
2
pronoun dan perubahan time expression kurang tepat. 6
Tidak ada jawaban.
Skor maksimal
0
: 100
Pondok Aren, 20 September 2011
Mahasiswa praktikan
53
RENCANA PELAKSANAAN PEMBELAJARAN I (Control Class)
Sekolah
: MAS Jam‟iyyah Islamiyyah
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: XI (sebelas)/ganjil
Standar Kompetensi : Membaca: 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Menulis:
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
:
Membaca: 5.1. Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancer dan berterima dalam konteks kehidupan sehari-hari. Menulis:
6.1. Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
Jenis materi
: Direct and Indirect Speech of Statement
Aspek/skill
: menulis dan struktur kalimat
Alokasi waktu
: 2 x 45 menit
54
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: a. Membedakan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). b. Merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence) dan sebaliknya dengan benar. c. Mengetahui aturan-aturan dalam merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence). d. Menjawab pertanyaan yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 2. Materi Pembelajaran Terlampir 3. Metode/Pendekatan a. Metode
: Grammar Translation Method (GTM)
b. Pendekatan
: ceramah
4. Langkah-langkah a. Kegiatan Awal -
Salam dan tegur sapa
-
Mengabsen siswa
-
Memberikan motivasi kepada siswa
b. Kegitan Inti -
Guru memberikan pre-test kepada siswa untuk mengukur pemahaman siswa terhadap materi yang akan dipelajari.
-
Guru memberikan worksheet materi tentang “Direct and Indirect Speech of Statement” kepada siswa.
-
Guru menjelaskan pengertian tentang “Direct and Indirect Speech”.
-
Guru menjelaskan pengertian tentang “Indirect a Statement”.
-
Guru menjelaskan aturan-aturan dalam perubahan kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence). 1) Perubahan pronoun
55
-
Guru memberikan soal latihan yang berhubungan dengan perubahan pronoun.
c. Kegiatan Penutup -
Guru memberikan penjelasan tentang kegiatan yang akan dilakukan pada pertemuan berikutnya.
5. Alat & Sumber Belajar -
Handout
-
Paper test
-
Buku teks Pelajaran Bahasa Inggris kelas XI
6. Tugas Terstruktur Memberikan siswa soal-soal yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 7. Penilaian a. Tehnik
: tes tulis
Bentuk
: pilihan ganda
Tiap nomor benar diberi nilai
:5
Nilai maksimal
: 5 x 20 = 100
b. Tenik Bentuk
: tes tulis : isian
Tiap nomor benar diberi skor: No
Uraian
Skor
1
Setiap jawaban benar, perubahan tenses benar, perubahan
5
pronoun benar, dan perubahan time expression benar. 2
Setiap jawaban benar, perubahan tenses benar, tapi
4
perubahan pronoun atau perubahan time expression kurang tepat. 3
Setiap jawaban benar, perubahan tenses benar, tapi
3
perubahan pronoun dan perubahan time expression kurang tepat. 4
Setiap
jawaban
benar,
perubahan
pronoun
benar,
2
56
perubahan time expression benar, tapi perubahan tenses kurang tepat. 5
Setiap jawaban kurang tepat, perubahan tenses, perubahan
1
pronoun dan perubahan time expression kurang tepat. 6
Tidak ada jawaban.
Skor maksimal
0
: 100
Pondok Aren, 13 September 2011
Mahasiswa praktikan
57
RENCANA PELAKSANAAN PEMBELAJARAN II (Control Class)
Sekolah
: MAS Jam‟iyyah Islamiyyah
Mata Pelajaran
: Bahasa Inggris
Kelas/semester
: XI (sebelas)/ganjil
Standar Kompetensi : Membaca: 5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Menulis:
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
:
Membaca: 5.1. Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancer dan berterima dalam konteks kehidupan sehari-hari. Menulis:
6.1. Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
Jenis materi
: Direct and Indirect Speech of Statement
Aspek/skill
: menulis dan struktur kalimat
Alokasi waktu
: 2 x 45 menit
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: a. Membedakan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence).
58
b. Merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence) dan sebaliknya dengan benar. c. Mengetahui aturan-aturan dalam merubah kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence). d. Menjawab pertanyaan yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 2. Materi Pembelajaran Terlampir 3. Metode/Pendekatan a. Metode
: Grammar Translation Method (GTM)
b. Pendekatan
: ceramah
4. Langkah-langkah a. Kegiatan Awal -
Salam dan tegur sapa
-
Mengabsen siswa
-
Memberikan motivasi kepada siswa
b. Kegitan Inti -
Guru menjelaskan aturan-aturan dalam perubahan kalimat langsung (direct sentence) menjadi kalimat tidak langsung (indirect sentence). 2) Perubahan tenses. 3) Perubahan time expressions and other expressions.
-
Siswa mengerjakan soal-soal yang terdapat di worksheet dengan bimbingan dari guru.
-
Guru meminta siswa untuk membacakan jawaban mereka masingmasing.
-
Guru memberikan tugas individual (post-test) kepada masing-masing siswa.
c. Kegiatan Penutup -
Guru memberikan kesimpulan materi yang telah dipelajari.
59
5. Alat & Sumber Belajar -
Handout
-
Paper test
-
Buku teks Pelajaran Bahasa Inggris kelas XI
6. Tugas Terstruktur Memberikan siswa soal-soal yang berkaitan dengan kalimat langsung (direct sentence) dan kalimat tidak langsung (indirect sentence). 7. Penilaian a. Tehnik
: tes tulis
Bentuk
: pilihan ganda
Tiap nomor benar diberi nilai
:5
Nilai maksimal
: 5 x 20 = 100
b. Tenik Bentuk
: tes tulis : isian
Tiap nomor benar diberi skor: No
Uraian
Skor
1
Setiap jawaban benar, perubahan tenses benar, perubahan
5
pronoun benar, dan perubahan time expression benar. 2
Setiap jawaban benar, perubahan tenses benar, tapi
4
perubahan pronoun atau perubahan time expression kurang tepat. 3
Setiap jawaban benar, perubahan tenses benar, tapi
3
perubahan pronoun dan perubahan time expression kurang tepat. 4
Setiap
jawaban
benar,
perubahan
pronoun
benar,
2
perubahan time expression benar, tapi perubahan tenses kurang tepat. 5
Setiap jawaban kurang tepat, perubahan tenses, perubahan
1
pronoun dan perubahan time expression kurang tepat. 6
Tidak ada jawaban.
0
60
Skor maksimal
: 100
Pondok Aren, 20 September 2011
Mahasiswa praktikan
61
Worksheet
DIRECT AND INDIRECT SPEECH
In some texts, we often find some direct speech and indirect speech. Direct speech is direct statement, usually using quotation marks (“…” or „…‟) while indirect speech (or reported speech) is indirect statement, without quotation marks. When you tell what someone else has said, without quoting his/her direct statements or questions, it means that you are using indirect speech or reported speech. Studying the following sentences! Tom said, “The news makes me disappointed.” Then, you want to tell someone else what Tom said. There are two ways of doing this: 1. You can repeat Tom‟s words (you use Direct Speech): Tom said, “The news makes me disappointed.” Or 2. You can use a reported speech (you use Indirect Speech): Tom said (that) the news made him disappointed. Compare the two sentences! -
Direct
: Tom said, “The news makes me disappointed.”
-
Indirect
: Tom said (that) the news made him disappointed.
The kinds of Indirect Speech There are three kinds of indirect speech: indirect a statement, indirect a question and indirect a command. 1. Indirect a statement. In indirect a statement, we use word “that” as a conjunction between the introductory phrase and the reported words and word “that” sometimes can be omitted in the indirect statement. Example:
62
“I don‟t like tennis,” she said. (Direct statement) She said (that) she didn‟t like tennis. (Indirect statement) In reporting a statement (either affirmative or negative), remember the following rules; a. Change all the pronouns to agree with the new sentence. All the pronouns are changed to show the correct relationship between the original information and the reported information. Direct I you we my our your me you us mine yours ours myself yourself ourselves
Indirect he, she I, he, she they his, her their, our my, his, her her, him me, him, her them hers, his mine, hers, his theirs himself, herself myself, herself, himself themselves
Example: Mary said, “I watched TV last night.” (Direct statement) Mary said (that) she had watched TV the night before. (Indirect statement) b. Change the verb tenses if the reporting verbs are in the past. Direct Simple present „I never eat meat,‟ he explained. Present continuous „I‟m waiting for Ann,‟ he said. Present perfect „I have found a flat,‟ he said Present perfect continuous He said, „I‟ve been waiting for ages.‟
Indirect Simple past He explained that he never ate meat. Past continuous He said (that) he was waiting for Ann. Past perfect He said (that) he had found a flat. Past perfect continuous He said he had been waiting for ages
63
Simple past „I took it home with me,‟ she said. Future He said, „I will/shall be in Paris on Monday.‟ Future continuous „I will/shall be using the car myself on the 24th,‟ she said Note:
. Past perfect She said she had taken it home with her. Conditional He said he would be in Paris on Monday. Conditional continuous She said she‟d be using the car herself on the 24th.
If the reporting verbs of direct statement in the present the verbs are not changed in indirect statement. Example: She says, “I watch TV every day.” (Direct statement) She says that she watches TV every day. (Indirect statement) c. Change the time expressions and other expressions. Direct now yesterday next … tomorrow last … … ago This here today
Indirect then the day before the following … the … before … before That There that day
Example: They said, “We went to school yesterday.” (Direct statement) They said (that) they had gone to school the day before. (Indirect statement)
64
Exercises Put the following sentences into indirect speech! 1. He said, “I am a student.” 2. “I like reading a newspapers in the morning,” said father. 3. Alena said, “I take an English course this year.” 4. “We will go to the zoo next holiday,” they said. 5. “I visited my grandparents‟ house last week,” said Deni. 6. Toni said, “My little sister is very happy.” 7. Father said, “I am going to buy a new car.” 8. “I am going to away for a few days. I will phone you when I get back,” said Tom. 9. She said, “I am cooking a bowl of soup for my mother.” 10. “I broke my hand last week,” John said.
65 PRE-TEST Name: _______________ Choose the best answer! 1. Mia : I haven‟t met Santi for a long time in the way to school. Diah : Santi always … to school by bike. a. go b. went c. gone d. goes e. is going 2. Father said that he went to Jakarta by car. The direct speech is … a. Father said, “I go to Jakarta by car.” b. Father said, “I went to Jakarta by car.” c. Father said, “He goes to Jakarta by car.” d. Father said, “I‟m going to Jakarta by car.” e. Father said, “I had gone to Jakarta by car.” 3. “I am hungry,” Siska said. The indirect speech is … a. Siska said that she had hungry. b. Siska said that she hungry. c. Siska said that she is hungry. d. Siska said she hungry. e. Siska said that she was hungry. 4. Andini: I was in the museum when two armed men broke into the building. Andini said that … a. she was in the museum when two armed men broke in. b. she have been in the museum when two armed men broke in. c. she had been in the museum when two armed men broke in. d. she were in the museum when two armed men broke in. e. she has been in the museum when two armed men broke in. 5. “He drove his car very fast,” they said. They said that … a. He drove his car very fast. b. He was driving his car very fast. c. He has been driving his car very fast. d. He had driven his car very fast. e. He has driven his car very fast.
66 6. Patrick … for Canada yesterday. Her mother was so sad to let him go. a. leaved b. leaving c. has left d. left e. had left 7. Amir told me, “They will not have a meeting.” He told me that … a. They will not have a meeting. b. They would not have a meeting. c. They will not be having a meeting. d. They would be having a meeting. e. They would not meet. 8. He said, “I am quite a good cook.” a. He said I am quite a gook cook. b. He said he is quite a good cook. c. He said he was quite a good cook. d. He said he has been quite good cook. e. He said I have been quite good cook. 9. Drivers said that they liked working on Sunday. Drivers said … a. “We like working on Sunday.” b. “We liked working on Sunday.” c. “They like working on Sunday.” d. “We have liked working on Sunday.” e. “They liked working on Sunday.” 10. John said, “Your father works with me.” John said (that) my father worked with … a. he b. his c. him d. her e. them 11. Alex said, “I have an English lesson this afternoon.” He said that … a. He had an English lesson this afternoon. b. He had an English lesson that afternoon. c. He had had an English lesson that afternoon. d. He had had an English lesson this afternoon. e. He have an English lesson this afternoon.
67 12. “We will make friends with everybody,” they said. They said … a. They will make friends with everybody. b. They will be making friends with everybody. c. They would be making friends with everybody. d. They would have made friends with everybody. e. They would make friends with everybody. 13. She said she had bought some books from book fair the month before. Amira said … a. “I bought some books from book fair last month.” b. “I am buying some books from book fair last month.” c. “I bought some books from book fair the month before.” d. “I had bought some books from book fair last month.” e. “I buy some books from book fair last month.” 14. Tom said, “My mother is very happy.” He said that … a. My mother was very happy. b. His mother was very happy. c. Her mother was very happy. d. My mother is very happy. e. His mother is very happy. 15. Father said, “I am going to give my job.” Father said … a. He is going to give my job. b. He is going to give his job. c. He was going to give my job. d. He was going to give his job. e. He were going to give his job. 16. Nancy said, “I took an apple with me to work.” Nancy said that … had taken apple with her to work. a. he b. she c. his d. her e. it 17. “I am going to away for a few days. I will phone you when I get back,” said Tom. He told me that … a. He is going to away for a few days. He will phone you when he gets back. b. He was going to away for a few days. He would phone me when he got back. c. He was going to away for a few days. He will phone you when he gets back.
68 d. He was going to away for a few days. He would phone you when he gets back. e. He was going to away for a few days. He would phone you when he got back. 18. She said, “I am writing a letter for my friend.” She said … a. she is writing a letter for her friend. b. she was writing a letter for my friend. c. she is writing a letter for my friend. d. she was writing a letter for her friend. e. she was writing a letter for his friend. 19. “My grandfather passed away two years ago,” John said. He said that … a. His grandfather passed away two years before. b. His grandfather has passed away two years before. c. His grandfather had passed away two years before. d. His grandfather had passed away two years ago. e. His grandfather has passed away two years ago. 20. The students said that they sat at their desks right now. The students said, “We … at our desks right now.” a. sit b. sat c. are sitting d. sitting e. sit
69
POST-TEST Name: _______________ Choose the best answer! 1. Mia : I haven‟t met Santi for a long time in the way to school. Diah : Santi always … to school by bike. a. go b. went c. gone d. goes e. is going 2. Father said that he went to Jakarta by car. The indirect speech is … a. Father said, “I go to Jakarta by car.” b. Father said, “I went to Jakarta by car.” c. Father said, “He goes to Jakarta by car.” d. Father said, “I‟m going to Jakarta by car.” e. Father said, “I had gone to Jakarta by car.” 3. “I am hungry,” Siska said. The indirect speech is … a. Siska said that she had hungry. b. Siska said that she hungry. c. Siska said that she is hungry. d. Siska said she hungry. e. Siska said that she was hungry. 4. Andini: I was in the museum when two armed men broke into the building. Andini said that … a. she was in the museum when two armed men broke in. b. she have been in the museum when two armed men broke in. c. she had been in the museum when two armed men broke in. d. she were in the museum when two armed men broke in. e. she has been in the museum when two armed men broke in. 5. “He drove his car very fast,” they said. They said that … a. He drove his car very fast. b. He was driving his car very fast. c. He has been driving his car very fast.
70 d. He had driven his car very fast. e. He has driven his car very fast. 6. Patrick … for Canada yesterday. Her mother was so sad to let him go. a. leaved b. leaving c. has left d. left e. had left 7. Amir told me, “They will not have a meeting.” He told me that … a. They will not have a meeting. b. They would not have a meeting. c. They will not be having a meeting. d. They would be having a meeting. e. They would not meet. 8. He said, “I am quite a good cook.” a. He said I am quite a gook cook. b. He said he is quite a good cook. c. He said he was quite a good cook. d. He said he has been quite good cook. e. He said I have been quite good cook. 9. Drivers said that they liked working on Sunday. Drivers said … a. “We like working on Sunday.” b. “We liked working on Sunday.” c. “They like working on Sunday.” d. “We have liked working on Sunday.” e. “They liked working on Sunday.” 10. John said, “Your father works with me.” John said (that) my father worked with … a. he b. his c. him d. her e. them 11. Alex said, “I have an English lesson this afternoon.” He said that … a. He had an English lesson this afternoon. b. He had an English lesson that afternoon. c. He had had an English lesson that afternoon. d. He had had an English lesson this afternoon. e. He have an English lesson this afternoon.
71 12. “We will make friends with everybody,” they said. They said … a. They will make friends with everybody. b. They will be making friends with everybody. c. They would be making friends with everybody. d. They would have made friends with everybody. e. They would make friends with everybody. 13. She said she had bought some books from book fair the month before. Amira said … a. “I bought some books from book fair last month.” b. “I am buying some books from book fair last month.” c. “I bought some books from book fair the month before.” d. “I had bought some books from book fair last month.” e. “I buy some books from book fair last month.” 14. Tom said, “My mother is very happy.” He said that … a. My mother was very happy. b. His mother was very happy. c. Her mother was very happy. d. My mother is very happy. e. His mother is very happy. 15. Father said, “I am going to give my job.” Father said … a. He is going to give my job. b. He is going to give his job. c. He was going to give my job. d. He was going to give his job. e. He were going to give his job. 16. Nancy said, “I took an apple with me to work.” Nancy said that … had taken apple with her to work. a. he b. she c. his d. her e. it 17. “I am going to away for a few days. I will phone you when I get back,” said Tom. He told me that … a. He is going to away for a few days. He will phone you when he gets back. b. He was going to away for a few days. He would phone me when he got back. c. He was going to away for a few days. He will phone you when he gets back.
72 d. He was going to away for a few days. He would phone you when he gets back. e. He was going to away for a few days. He would phone you when he got back. 18. She said, “I am writing a letter for my friend.” She said … a. she is writing a letter for her friend. b. she was writing a letter for my friend. c. she is writing a letter for my friend. d. she was writing a letter for her friend. e. she was writing a letter for his friend. 19. “My grandfather passed away two years ago,” John said. He said that … a. His grandfather passed away two years before. b. His grandfather has passed away two years before. c. His grandfather had passed away two years before. d. His grandfather had passed away two years ago. e. His grandfather has passed away two years ago. 20. The students said that they sat at their desks right now. The students said, “We … at our desks right now.” a. sit b. sat c. are sitting d. sitting e. sit
73 ANSWER KEY
1. D 2. A 3. E 4. C 5. D 6. E 7. B 8. C 9. A 10. C 11. B 12. E 13. A 14. B 15. D 16. B 17. B 18. D 19. C 20. C
74
75
Nomor Lampiran Hal
: Istimewa : I ( satuberkas) : PengajuanJudul Skripsi
KepadaYth, Ketua JurusanPendidikanBahasaInggns FakultasIlmu Tarbiyah dan Keguruan UniversitasIslam Negeri SyariefHidayatullahJakarta Assalamu'alaikumWr.Wb. Salam sejahteraberikut do'a sayasampaikan,semogaBapak senantiasadalam lindunganAllah SWT, sertasuksesselaludalamkarier dan aktivitas sehari-hari. Sehubungan denganberakhirnyaprogramstudi stratasatu(Sl) BahasaInggris yang sedangsayatempuh,maka sayayang bertandatangandi bawahini : Nama FahmanImaduddin NIM 205014000361 Semester X Jurusan PendidikanBahasaInggris berikut ini : Bermaksudmengajukanjudul skripsi sebagaimanayangtertera
5'DevelopingStudents' Understanding Direct and Indirect Speechof Statement through Active Learning66 (A CaseStudy at the First Year of SMAN 3 Kota TangerangSelatan) Dan sebagaibahanpertimbangan,sayalampirkan ; 1. Outline 2. Abstract 3. Bibliography Demikian surat permohonanini di buat, semogabapak berkenan dan dapat menentukan dosen pembimbing skripsi saya. Atas perhatian Bapak saya ucapkan terimakasih. Wassalamu' alaikumWr.Wb.
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KepadaYth. Drs. H. Bahrul Hasibuan,M.Ed. PembimbingSkripsi FakultasIlmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah. Assalamu'alaikum wr.wb. Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing Itil (materi/teknis)penulisanskripsi mahasiswa: Nama NIM Semester Jurusan Judul Skipsi
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Kepadayth. Bapak/tbu KepataMA JAMtyyAH|SLAMtyyAH di Tempat Assalamu,alaikum wr.wb. Denganhormatkamisampaikan bahwa, Nama
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adalahbenarmahasiswa/i FakultasllmuTarbiyahdan KeguruanUIN Jakartayang sedang menyusun skripsi, dan akan. mengadakai peneritian (riset) di instansi/sekolah/madrasah yangSauOarapimpin. Untuk itu kami mohon saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud. Atas perhatiandan kerjasama saudara, kamiucapkanterimakasih. Wassalam u'aIaikum wr.wb.
ikan BahasaInggris
Tembusan: 1. DekanF|TK 2 Pembantu DekanBidangAkademik 3. Mahasiswa yangbersan-gkutan
.Pd 212 t991031 002
MADRASAHALIYAI{
ISI,AMIYYAH IAII'IYYAH
TERAKREDITAS| A. Nomor : KW.28/t/Dam.00 6t11ot2oo6
cegerJurangManguTimur,Kec.pondokArenTangerang selatan- Banten Telephone : 7306916,2306912
SURATIGTEEANGAN PEi\IELITIAN Nomor: 09/MAS.MX/}0||
Yang bertandatangan di bawah ini adalah Kepala MadrasahAliyah Jam'iyyah Islamiyyah PondokAren Tangerang,menerangkanbatrwa: Nama
FahmanImaduddin
NIM
205014000361
Semester
13 (Tigabelas)
Jurusan
PendidikanBahasaInggris
Judul Skripsi
"Developingstudent'strnderstandingof Direct and Inderectspeechof Statementthroughstudentteams-achievement division (STAD)*
Adalah benar mahasiswa/iFakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang telah mengadakanpenelitian ( riset ) pada MadrasahAliyah Jam'iyyah Islamiyyah pondok Aren yangdilaksanakan padatanggal13 septembers.d22 september2011. Demikianlahsuratketeranganini kanri buat, agardapatdipergunakansebagaimana mestinya.
PondokAreno22 September201I
