THE EFFECTIVENESS OF USING THE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE TOWARDS STUDENTS’ UNDERSTANDING OF THE SIMPLE PAST TENSE (A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan)
By AnitaPutri NIM. 109014000153
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF USING THE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE TOWARDS STUDENTS’ UNDERSTANDING OF THE SIMPLE PAST TENSE (A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan)
A Skripsi Presented to the Faculty of Tarbiyah and Teachers’ Training Partial Fulfillment of the Requirements For the Degree of S.Pd (S-1) in Department of English Education
By Anita Putri NIM. 109014000153 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014 i
ABSTRACT PUTRI, ANITA. 2014, The Effectiveness Of Using The Student Teams Achievement Divisions (STAD) Technique Towards Students’ Understanding Of The Simple Past Tense (A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan), “Skripsi”, Department of English Education, Faculty of Tarbiyah and Teachers’ Training, Islamic State University. Key Words: The Simple Past Tense, Student Teams Achievement Divisions (STAD) The objective of the study was to know empirical evidence whether using the Student Teams Achievement Divisions (STAD) technique is effective of not for students in understanding the simple past tense. There are 62 grade eighth students of SMP Trimulia who have been chosen from two classes VIII.B as an experimental class and VIII.A as a controlled class. It started with a pre-test for both classes, treatment manipulation in experiment class and last conducted the post-test. The data was collected by the test instrument and analyzed by using the t-test formula. The result of statistical calculation showed, the value of t0 is 4.30. With the degree of freedom (df) is 62 is gained the value 1.99 and 2.65 on the degree of significance 5% and1% of the table. Comparing the gained value of t0 with ttable, it can be seen that there is an obvious differences among the score of experiment class and control class. The t0 value is higher than the ttable, namely 1.99 < 4.30 or 4.30 > 2.65, hence the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Consequently, it has been proven that the using of Student Teams Achievement Divisions (STAD) technique is effective for students of SMP Trimulia in understanding the simple past tense.
ANITA PUTRI
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ABSTRAK PUTRI, ANITA. The Effectiveness Of Using The Student Teams Achievement Divisions (STAD) Technique Towards Students’ Understanding Of The Simple Past Tense (A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Key Words: The Simple Past Tense, Student Teams Achievement Divisions (STAD) Tujuan dari penelitian ini adalah untuk mencari bukti empiris tentang keefektifitasan penggunaan teknik (Student Teams Achievement Divisions) STAD terhadap pemahaman siswa tentang Simple Past Tense. Terdapat 64 siswa kelas delapan dari SMP Trimulia yang telah di pilih dari dua kelas yaitu kelas VIII.A sebagai kelas kontrol dan kelas VIII.B sebagai kelas eksperimen. Penelitian ini di mulai dengan mengdakan pre-test, kemudian manipulasi perlakuan dalam kelas eksperimen dan terakhir mengadakan post-test. Jadi, data diambil dari hasil test dan dianalisa menggunakan rumus t-test. Hasil penelitian menunujukkan nilai t hitung (t0) sebesar 4.30. Pada derajat kebebasan (dk) 62 diperoleh nilai 1.99 dan 2.65 dari taraf signifikan sebesar 5% dan 1% dari t-tabel. Jadi, jika t0 dibandingkan dengan ttable dapat dilihat bahwa ada perbedaan. Nilai t0 lebih tinggi dari ttable, yaitu 1.99 < 4.30 atau 4.30 > 2.65, maka hipotesis alternatif (Ha) diterima dan dapat disimpulkan bahwa teknik Student Teams Achievement Divisions (STAD) efektif digunakan untuk memahami Simple Past Tense oleh siswa SMP Trimulia Jakarta.
ANITA PUTRI
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AKNOWLEDGEMENT
In the name of Allah, The beneficent, The merciful. All praised be to Allah, The lord of the world who has given His bless, love and compassion to the writer in completing this “Skripsi”. Peace and salutation be upon to the Prophet Muhammad SAW, his family, his companion and his followers. The writer welcomes this occasion to thank her beloved parent; H. Muhammad Yusuf and Hj. Sudarsih who have given their greatest love, support, guidance and prayer to the writer, also for her brothers and sister who have also given their support in accomplishing her study. In addition, the writer wish to address her best gratitude to her advisors, Dr. Fahriany, M.Pd. and Drs. Nasifuddin Djalil, M.Ag., for their generosity to give their time, guidance and suggestions during completing this “Skripsi”. This “Skripsi” will not finish without any help from some people. Hence, the writer would also to thank the following: 1. All lecturers in English Education Department, who have given and shared their knowledge and new experiences during studying in UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., the chairman of English Education Department. 3. Zaharil Anasy, M.Hum., the secretary of English Education Department. 4. Nida Husna, M.Pd., M.A. TESOL., as the academic advisor who has given support, guidance and motivation to the writer during learning in English Education Department. 5. Dra. Nurlena Rifa’i, M.A., Ph.D., the dean of Faculty of Tarbiyah and Teachers’ Training of Islamic State University Jakarta. 6. Nur Efendi, S.Pd., the headmaster of SMP Trimulia Jakarta and Ulfianti Ulfa, S.Pd., the English teacher of SMP Trimulia Jakarta. Thanks for kindly giving
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your time during the research. Also, for all the students of SMP Trimulia, especially class VIII.A and class VIII.B. 7. For her friends; Junariyah, Syifa, Fithiawati and Lihnawati, who have gotten through difficultness and happiness together with the writer during finishing this Skripsi and thanks also for her fiancé. Further, for all of her friends in UIN Syarif Hidayatullah Jakarta especially in Department English Education class of 2009, mainly D class. Thanks for all the best moments and experiences that we shared together. Words may not be enough to returns their helps and contribution. May Allah bless them all. Finally, the writer realizes that the Skripsi is still far from being perfect. Hence, the readers’ critics and opinions will be kindly accepted for further progression.
Jakarta, March 2014
Anita Putri
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TABLE OF CONTENT TITLE ............................................................................................................
i
APPROVAL ..................................................................................................
ii
ENDORSEMENT SHEET ............................................................................ iii ABSTRACT .................................................................................................... iv ABSTRAK ......................................................................................................
v
AKNOWLEDGEMENT ............................................................................... vi TABLE OF CONTENTS ............................................................................... viii LIST OF TABLES .........................................................................................
x
LIST OF APPENDICES ............................................................................... xi
INTRODUCTION ...............................................................
1
A. Background of the study .................................................
1
B. Formulation of the Problems...........................................
5
C. Limitation of the Problems .............................................
5
D. Objective of the study .....................................................
6
E. Significance of the study .................................................
6
CHAPTER II THEORETICAL STUDY ..................................................
7
A. Literature Review ............................................................
7
1. The Nature of the Simple Past Tense ...........................
7
a. The Form of Simple Past Tense .............................
8
CHAPTER I
b. The Use of Simple Past Tense ............................... 14 2. The Nature of Student Teams Achievement Divisions (STAD) Technique ..................................... 15 a. The Understanding of Cooperative Learning ........ 15 b. The Understanding of (STAD) Technique ............. 20 c. Components of the (STAD) Technique ................. 22 d. Advantages and Disadvantages of the STAD Technique ................................................... 24 e. The Procedure of STAD Technique ....................... 25
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f. The Procedure of Using STAD Technique in Teaching Simple Past Tense .............................. 26 B. Conceptual Framework .................................................. 27 C. Theoretical Hypothesis.................................................... 28 D. Previous Study ................................................................ 29 CHAPTER III METHODOLOGY OF RESEARCH ................................ 31 A. Place and Time of the Study ........................................... 31 B. Research Method and Design ......................................... 31 C. Population and Sample.................................................... 32 D. Technique of Collecting the Data ................................... 32 E. Technique of Analyzing the Data ................................... 33 CHAPTER IV RESEARCH FINDING AND INTERPRETATION ....... 35 A. Research Finding............................................................. 35 1. Data Description........................................................ 35 2. Data Analyzing.......................................................... 42 3. Test of the Hypothesis ............................................... 47 B. Interpretation .................................................................. 47 CHAPTER V CONCLUSION AND SUGGESTION ABSTRACT ........ 49 A. Conclusion ...................................................................... 49 B. Suggestions ..................................................................... 49 BIBLIOGRAPHY .......................................................................................... 51 APPENDICES ................................................................................................ 54
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LIST OF TABLES Table 2.1
Rule of Regular Verbs Form Table ..........................................
Table 2.2
Rule of Irregular Verbs Form Table......................................... 11
Table 2.3
Verb of Be Table ...................................................................... 13
Table 2.4
Improvement Score Table ........................................................ 23
Table 4.1
Students’ Score of VIII.B (Experiment Class) ........................ 35
Table 4.2
Frequency of Pretest of Experimental class Score ................... 37
Table 4.3
Frequency of Posttest of Experimental class ........................... 38
Table 4.4
Students’ Score of VIII.A (Control Class) ............................... 39
Table 4.5
Frequency of Pretest of Control class ...................................... 41
Table 4.6
Frequency of Posttest of Control class ..................................... 41
Table 4.7
Result Calculation of Posttest of Experiment Class ................. 43
Table 4.7
Result Calculation of Posttest of Control Class ....................... 45
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LIST OF APPENDICES
Appendix 1
Rencana Pelaksanaan Pembelajaran (Lesson Plan of Experiment Class) ......................................... 54
Appendix 2
Rencana Pelaksanaan Pembelajaran (Lesson Plan of Control Class) ............................................... 79
Appendix 3
Item Analysis of the Test ........................................................ 101
Appendix 4
Research Instrument and Answer Key .................................... 103
Appendix 5
The Blue Print of Pretest and Posttest ..................................... 107
Appendix 6
Normality Test Result ............................................................. 108
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CHAPTER I INTRODUCTION
A. Background The development of English as an international language in the world has inclined aspects of people‘s life in this globalization era. In education, as one of the aspect of people‘s life, English is considered to be learned as an important language to communicate, to get knowledge or information among people from many countries over the world. English fluency on both oral and written forms is necessarily needed in educational field or for language mastery. Considering English playing an important role of people‘s aspect of life, it is almost learned and taught in many countries, particularly Indonesia. In Indonesia, English has been taught from elementary level (as a compulsory subject) up to university. The role of English teaching in Indonesia is stated in the curriculum and the latest one is named KTSP (Kurikulum Tingkat Satuan Pendidikan) or School Based Curriculum. Likewise, in curriculum it has been stated English is used as a tool of communication; the communicative competence in the whole definition means the discourse competence that is, the ability to comprehend and or to produce the written and oral text which is realized in the four language skills; they are listening, speaking, writing and reading. Thus, Indonesian government gives a concern of learning English in high school and establishes some objectives in each grade. Based on the curriculum KTSP 2006 the purpose of teaching English in SMP/MTs is that students have the ability as follows: 1. to be able to develop a communicative competence whether in written or oral form to achieve a functional literacy 2. to have an awareness of English nature and importance to increase national competitiveness in globalization society
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2
3. to develop learners understanding about the language and nature relation.1 Nevertheless, it is not only the four skills which are students have commanded to, but also the language components such as grammar, vocabulary, pronunciation as well. Likewise, in Indonesia it has been stated on the national standard of education or BSNP 2006 that one of the scope of English learning is the supporting competence, that is linguistics competence which means the using of the language structure, vocabulary and soon. Grammar is noticeably important as one of the language component in order to mastery the language, especially English, as Ur stated, ―there is no doubt that a knowledge – implicit or explicit – of grammatical rules is essential for the mastery of language: you cannot use words unless you know how they should be put together‖.2 From the statement it can be seen that grammar has a significant role in language (English) learning or mastery. Grammar builds a rule for words to be good sentences and make them to have a different meaning. A troublesome but captivating in teaching English grammar that the researcher often finds is on tenses. There are numerous forms of tense in English, one of which is Simple Past tense that the students should understand. The objective of teaching the simple past tense for the eighth grade students is; able to reveal the expression in using the simple past, able to use verbs (regular and irregular) in the simple past form and make interrogative and negative sentences in the simple past form, as has been stated in the syllabus for responding the meaning and rhetoricalof the reading text, recount and descriptive text. The simple past is a tense which is used to show an action happened and completed in the past time. This tense show an activity which started at a particular time in the past and it was all done or finished at the period did not last until the present time.
1
Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar Nasional Pendidikan, 2006) 2
Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 2002), p. 4.
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Since there is no tense in students‘ first language, there will arise some difficulties in learning simple past tense either in spoken or written form. Students may find difficulties which could affect the students‘ interest of the lesson and may provoke several problems in class. Some of the problems are the rule of the verb tense which is divided into two categories, namely regular and irregular verbs of simple past tense. In learning these verbs (regular and irregular) there is no way but requires students to memorize them. In addition, students sometimes get confuse when they have to transform the present form of the verb into the simple past form even more when they have never heard about the simple past form itself. For example, the simple form of ‗feel‘ which has the simple past form ‗felt‘ will make students confuse when they find the words almost exactly the same like ‗fell‘ which actually the past form of ‗fall‘. The form of positive, negative and affirmative is also confusing for them, since each of the forms has a rule. Besides, the students are so lazy to answer the questions when they have to work individually and it sometimes causes them to cheat the answers from their friends. Furthermore, sometime the teachers often forget that they make themselves as the main center of the class in teaching and learning activity. It makes students a little bit noisy during explaining the simple past. This kind of problem has been found by the researcher when she conducted Praktek Profesi Keguruan (PPKT) during the teaching of simple past activity in classroom. Hence, it seems necessary to provide several best techniques which is needed in teaching grammar in order to develop students‘ understanding of the simple past tense. Teaching activity should make students learn actively or make them fully take part in learning activity and should not make them feel that the simple past is hard to be learned. One of the methods that the teacher can use in such learning activity is Cooperative Learning method. This kind of group learning method is able to make students active by working cooperatively with their friends, especially in solving several problems in learning the simple past by sharing ideas or question in group. It is as stated by Daniels and Bizar, ―Students do need to work together, because well-structured collaborative experiences help
4
young people to learn deeply, to really understand, to share knowledge, to ask important questions and in some cases to take action‖.3 If students work together in group cooperatively, they will not only get a chance to involve in learning activity but will also gain a social aspect of learning as well. The cooperative learning method is not a novel thing in education, yet it has been existed to be used in teaching activity by a numerous of teachers. One of the techniques in cooperative learning method is named Student Teams Achievement Divisions (STAD). Alijanian stated STAD as, ―Student Teams Achievement Divisions (STAD) is a type of CL developed by Slavin and his colleagues. STAD is one of the most significant CL approaches, which has been influential in bringing about positive effects in multiple grades and subjects‖.4 STAD is a technique where the students work cooperatively with their friends so that it will make the students as the center of learning activity. In this technique students share the materials that the teacher has already presented, divide them into group and each of them responsible of the group progress whether she/he has already understood the materials or not. The achievement of the lesson will be seen individually from the students‘ individual test which can contribute into the team score. The STAD technique has been chosen to discuss in this research because it is considered that teaching activity should give students motivation to learn actively and get involves in learning so that they can get a better achievement in the simple past. Besides, STAD is considered as a suitable and the simplest one to be applied. By applying this technique, hopefully several problems above can be solved in teaching and learning the simple past. Hence, the researcher focuses the research under the title of; The Effectiveness of Using the Student Teams – Achievement Divisions (STAD) Technique Towards Students' Understanding of the Simple Past Tense at the Eighth Grade of SMP Trimulia Jakarta. 3
Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Methods that Matter, K-12, (Portland: Stenhouse Publisher, 2005), p. 121. 4
Ehsan Alijanian, The Effect Of Student Teams Achievement Division Technique on English Achievement of Iranian EFL Learners, Theory and Practice in Language Studies, Vol. 2, 2012, pp. 1971—1975.
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B. Limitation of the Problems From the identification of the problems which has been stated above, the researcher limited the problems of the study on the effectiveness of using the Students Teams Achievement Divisions (STAD) technique in understanding the simple past tense for the grade eighth students of SMP Trimulia Jakarta. C. Formulation of the Problem Based on the limitation of the problems above, the researcher formulated the problem in a research question as: was there any effectiveness to use the Student Teams Achievement Divisions (STAD) technique for grade eighth students of SMP Trimulia Jakarta in understanding the Simple Past Tense? D. Objective of the Study This study was aimed to find out whether it is effective or not to use the Student Teams – Achievement Divisions (STAD) technique in understanding the simple past tense for grade eighth students of SMP Trimulia Jakarta. E. Significance of the Study The result of the study is hopefully can be useful for: 1. Teacher
For giving suggestion and helping the teacher to give an alternative way in teaching, to enhance students understanding and interesting of the simple past by using the Student Teams Achievement Divisions (STAD) technique. 2. Students
This study was also hoped can help students build an understanding, enjoyment and enhance their motivation in learning the simple past tense cooperatively. Even, this technique is also hoped can build a good interaction among students to support each others in academic field.
6
3. Further Researcher
Finally, for the further researcher, this study is expected that can provide some basic information about the Student Teams Achievement Divisions (STAD) technique especially its effect on the learning and teaching the simple past tense for students.
CHAPTER II THEORETICAL STUDY
A. Literature Review 1. The Nature of the Simple Past Tense The Simple Past tense is one of the English tenses. The simple past is a tense which describes activities that happened and finished in the definite times in the past. Azar stated, ―The simple past indicates that an activity or situation began and ended at a particular time in the past‖.1 Leech and Svartvik stated that there are three characteristics in indentifying the simple past from a definite time, ―The past tense refers to a definite time in the past which may be identified by a past time adverbial in the same sentence, the preceding language context or the context outside language‖.2 It shows that the simple past tense has its own indentified time that explains the activities which happened in the past time. Warner and Nelson stated, ―The simple past tense describes actions that began and ended in the past or actions/situation completed in the past‖.3 This kind of tense is the most frequently used in order to show the action or activity happened and finished in the past. It is also used to show activities which get use to do or happened regularly in the past before the sentence is produced at the moment. The simple past does not emphasize on duration of the activity at the past nevertheless only using a short time. Bieber, et al. also stated the definition about the simple past as, ―Past tense most commonly refers to past time via some past point of reference, especially in fictional narrative and description, where the use of the past tense to describe
1
Betty Schrampfer Azar, Understanding and Using English Grammar, 3 rd Edition, (New York: Pearson Education, 1999), p. 27. 2 Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (Essex: Pearson Education Limited, 2002), 3 rd Edition, p. 69. 3 Patricia .K. Warner and John .P. Nelson, Mosaic 2 Grammar, Silver Edition, (New York: McGraw Hills Companies, 2007), p. 19.
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imaginary past happenings is a well-established convention‖.4 The simple past itself is irrelevant with the activities happen in the present. The activities are already finished before the moment. As Danesi stated, ―The Simple past, also known as the Preterit allows you to refer to actions that occurred in the past without reference to the present‖.5 All and all the simple past tense is a tense which shows activities happened and ended in a particular time in the past before the moment without having to refer to the present time. It is also used for repeated activities happen in the past. a. The Form of the Simple Past Tense As it already know that the simple past tense has two types in its verb form, namely regular and irregular verbs. Beside it is also including verb of be. As Kirn et.all.stated, the simple past tense classified into two types. They are the simple past in the regular verbs and simple past in the irregular verbs including past tense of the verb be. The formula of each type consists of three parts: affirmative, negative and interrogative.6 The regular verbs is the verbs formed by adding the suffix –ed and the irregular verbs is not follow that pattern. As Thomson and Martinet explain about the verbs of the simple past form as, ―The simple past in regular verb is formed by adding –ed to the infinitive and verb ending in –e is adding –d only the negative of regular verb and irregular verb is formed with did not (didn‘t ) and the infinitive. The interrogative of regular and irregular verb is formed with did + subject + infinitive‖.7
4
Douglas Bieber, Stiq Johanson, Geoffry Leech, Susan Conrad and Edward Finegan, Longman: Grammar of Spoken and Written English, (London: Pearson Education Limited, 1999), p. 454. 5 Marcel Danesi, Basic American Grammar and Usage, (New York: Barron‘s Educational Series, Inc., 2006), p. 139. 6 Elaine Kirn, Darcy Jack and Jill Korey O‘Sullivan, Interaction Grammar I, (New York: McGraw Hill Company, Inc., 2002), p. 106. 7 A. J. Thomson and A. V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1990), pp. 175—176.
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It can be seen that in the simple past tense, there are two verbs that is used; Regular and Irregular verbs in the past form of verbs. Besides, the formulas used in the simple past tense have three parts: affirmative, negative and interrogative. 1.) The Simple Past Tense in a Regular Verb The regular verbs of the simple past is formed by adding –ed in the end of the verbs. The forms are applicable to all subjects including singular and plural except in the verb of be. Hence, though the verbs end with –ed, the spelling of the verb has a different rules. Several verbs may have a really same rule with others in regular verbs, but it can be applied to all of the verbs. Here are a brief summary of the rules according to Danesi: Table 2.1 Rule of Regular Verbs Form Table Rules 1. Verb ends in –e just add –d
2. Infinitive contains a single syllable and ends in a single vowel + consonant, the consonant is doubled 3. The ending (verb) is preceded by another consonant or more than one vowel, doubling doesn‘t apply 4. The infinitive contains two syllables, doubling applies only if the second syllable is stressed
5. The infinitive root ends in –y and is preceded by consonant, the simple past ending is written as –ied
8
Marcel Danesi, op. cit., p. 140.
Example Infinitive Past Love Loved Tie Tied Change Changed Live Lived Stop Stopped Spot Spotted Plan Planned Jump Jumped Learn Learned Dream Dreamed Prefer Control Permit Occur Regret
Preferred Controlled Permitted Occurred Regretted
Try Study Carry Dry
Tried Studied Carried Dried8
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a) The Affirmative Form of the Simple Past Tense in Regular Verb The affirmative sentence in the simple past tense use the formulas as: S + V2 + (……) For example: - I dreamed of you last night - They went to Bandung last weekend - We listened to rock music yesterday - Cintya bought some apples All of the subject use the same form of the regular verb that is adding the –d and or –ed at the end of the verb. b) The Negative Form of the Simple Past Tense in Regular Verb As Danesi has stated that the negative form of the simple past tense is created with did not/ didn’t + infinitive. The formulas is as: S + did not (didn’t) + V1 + (……) For example: - I didn’t bring my book this morning - You didn’t come last week - They didn’t win the match - Santi didn’t call me yesterday - Joni didn’t enjoy the movie - We didn’t attend to Lisa‘s party - She didn’t eat any of the foods last night c) The Interrogative Form of the Simple Past Tense in Regular Verb The interrogative form of the regular verb in simple past tense is as Danesi also said on her book, constructed with did / did not + subject + infinitive, so the formula is as: did/did not (didn’t) + subject + verb 1 + (…)
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For example: -
Did you pass the test?
-
Did she send me the letter?
-
Didn’t they go to Bandung last weekend?
-
Did he make the cake?
-
Didn’t Lina study math so hard? Note that all of the verbs are not ending with –d or –ed. In question, the
verbs are all in the simple form. 2.) The Simple Past Tense in an Irregular Verb Kirn, Jack and O‘Sullivan highlight that there are a number of verbs which have irregular past tense forms. These verbs do not end with an –ed in the past form. Verb that has irregular past forms, follows the same pattern in affirmative, negative and interrogative statements. The following table is the irregular past tense verb form and their example: Table 2.2 Rule of Irregular Verbs Form Table9 Example No.
Simple Form
Past Tense Form
Simple Form
Past Tense Form
1.
cost cut hit hurt
cost cut hit hurt
Let put quit shut
Let put quit shut
The simple and the past forms of some verbs are the same.
2.
bend built lend
bent build lent
Send spend
Sent spent
With some verbs the simple forms end in –d and the past form ends in –t.
dream
dreamt
Lose
lost
Have hear
had heard
Make
made
3.
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Notes
Some verbs have other consonant changes or add a consonant in the past tense.
Elain Kirn, Darcy Jackson and Jill Korey O‘Sullivan, op. cit., p. 116.
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Example No.
Simple Form
Past Tense Form
Simple Form
Past Tense Form
4.
Begin bleed come choose drink drive
began bled came chose drank drove
Grow know ride ring run sing
Grew knew rode rang ran sang
Many verbs have vowel changes in the past tense.
Brought
5.
Bring buy catch creep do fly
leave lie pay say sell sleep
Left lied paid said sold slept
Many verbs have consonant and vowel changes in the past tense.
bought caught crept did flew
Notes
As it has been stated above that, the irregular verbs of the simple past tense have the same pattern with the regular verb in affirmative, negative and interrogative statement. Here are for more details of irregular verb pattern: a.) Forming Affirmative The formula: S + V2 + O + ..... Example: - Andre bought some apples for Meli yesterday - The birds flew and never come back b.) Forming Negative The formula is: S + Did not + V1 + O +...... Example: - She didn‘t eat any of the cakes - Dona didn‘t ride her motorcycle last Friday c.) The Interrogative Form of the Simple Past Tense in Irregular Verb The formula: Did + S + V1 +....... ? Example: Did she fall from the rooftop? Yes, she did / No, she didn‘t Did they drink the coke?
Yes, they did/No, they didn‘t
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3.) The Simple Past Tense of Verb Be Kirn, Jack and O‘Sullivan highlight that be is one of the irregular verb with the simple past tense form is Was/Were. This verb is used differently in the simple past tense than any other irregular pattern (statements). The following is the table of the past of be form:10 Table 2.3 Verb of Be Table Statement Example Affirmative
Negative
Interrogative (Yes/No Question)
Note
Mario was at home last night They were born in Osaka
Use was with singular nouns and with the pronouns I, she, he, it, this and that. Use were with plural nouns and with the pronouns you, we, they these and those. I was not on the internet last night Use not after the verb We were not hungry for dinner be in negative yesterday sentences. The contraction for wasnot is wasn’t, the contraction for war not is weren’t. Was your mother born in Columbia? Were you sleep at 11.00 last night? Wasn’t the bird fed this afternoon? Weren’t those sofas expensive?
In addition, sometimes there are expressions that can be used in the simple past which also shows that the activity happened in the past. John Eastwood stated some typical time expression in the simple past are: yesterday, this morning/ evening, last week/year, a week/month ago, that day/afternoon, the other day/week, at eleven o'clock, on Tuesday, in 1990, just, recently, once, earlier, then, next, after that.11 10
Ibid., p. 117 John Eastwood, Oxford Guided to English Grammar, (Oxford: Oxford University Press, 1994), p. 87. 11
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b. The Use of the Simple Past Tense The simple past tense is the most commonly used tense in English which refer to any kinds of events happened in the past or even a repeated happening. It is as Swan said about the using of simple past as, ―The simple past is the one most often used to talk about the past. It can refer to short, quickly finished action and events, to longer actions and situations, to repeated happenings‖.12 Thomson supposed there are three points about the usage of the simple past tense, they are: 1.) It is used for the action completed in the past at a definite time. It is therefore used: -
for the past action when the time is given: I met him yesterday
-
Pasteur died in 1895
or when the time is asked about: When did you meet him?
-
or when the action clearly took place at a definite time even though this time is not mentioned: The train was ten minute late How did you get the present job?
2.) The simple past tense is used for an action whose time is not given but which (a) occupied a period of time now terminated, e.g. He worked in that bank for four years (but he doesn’t work there now), or (b) occurred at a moment in a period of time now terminated, e.g. My Grandmother once saw Queen Victoria. 3.) The simple past tense is also used for a past habit: He always carried an umbrella Used to for indicating past habit is used as:
12
469.
Micahael Swan, Practical English Usage, (Oxford: Oxford University Press, 1987), p.
15
- to express a discontinued habit or a past situation which contrasts with the present, e.g. I used to smoke cigarette; now I smoke a pipe - to express a past routine or pattern - The simple past tense is used in conditional sentences type 2.13 In addition, Graver stated about the simple past tense refer to an action completed in the past; the use of it could be as something constantly or unchanging happened in the past or what he called as past ‗neutral‘, second is habitual action in the past (past iterative), verbs belong to the group which not normally used in progressive form refer to past ‗actual‘, and could be as either simply a narration or experiment in the past events (past narrative).14
2. The Nature of the Student Teams Achievement Divisions (STAD) Technique
a. The Understanding of Cooperative Learning The teaching approach which focus on students to learn together in group for sharing their ideas, knowledge and or solving problems where the teachers are still led the learning activity directly is called Cooperative Learning. According to Muijs and Reynold, Cooperative learning is a broader concept that encompasses all kind of group work, including more teacher-led and directed forms. Generally co-operative learning is seen as more teacher directed, with the teacher setting the task and specific questions and providing pupils with materials and information design to help them to solve the problems.15 It shows that in cooperative learning students will learn together in group for sharing their ideas, knowledge and or solving problems where the teachers are still led the learning activity directly. All the students are hoped can get involve.
13
Thomson and Martinet, op. cit., p. 177. B. D. Graver, Advanced English Grammar, (Oxford: Oxford University Press, 2003), pp. 56—57. 15 Daniel Muijs and David Reynolds, Effective Teaching Evidence and Practice, (London: SAGE Publication, 2005), p. 57. 14
16
Whereas Cruickshank, Jenkins, and Metcalf stated, ―Cooperative learning (formerly called students team learning) is the term use to describe instructional procedure whereby learners work together in small groups and are rewarded for their collective accomplishment‖.16 In addition, Kessler also stated about Cooperative Learning as, ―Cooperative Learning (CL) is group learning activity organized, so that learning is dependent on the socially structures exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others‖.17 It can be inferred that Cooperative Learning is about organizing a group learning so that the learning activity depend on the information exchange among students socially and motivate each learners to have responsibility not only for his/her own learning but the other learners as well. Besides, the STAD technique is different than any other technique even though basically it still has the same idea or even the concept as any other technique in CL method that emphasizes on learning together and there is also students social interaction building. Freeman explained Cooperative learning as, ―Cooperative learning essentially involves students learning from each other in groups. But it is not the group configuration that makes cooperative learning distinctive; it is the way that students and teachers work together, that is important‖.18 Here, Freeman makes it clear what make Cooperative Learning method different from other methods or approach is on the way that students and teacher work together. From several explanations above, it can be summed up that the teaching approach which focuses on students to learn together in group for sharing or exchanging their ideas, knowledge and or solving problems where the teachers are still led the learning activity directly. Besides this method can also build students
16
Donald R. Cruickshank, Deborah B. J., and Kim k. Metcalf, The Act of Teaching, 4th Edition, (New York: McGraw Hill Companies, Inc., 2006), p. 238. 17 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book, (New Jersey: Prentice Hall, Inc., 1992), p. 8. 18 Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p. 164.
17
motivation, increasing interaction among other students and be responsible of each other. a. The Objective of Cooperative Learning The objectives of the cooperative learning as stated by Richard and Rogers in language teaching are as follows; -
to provide for naturalistic second language acquisition through the use of interactive pair and group activities
-
to provide teachers with a methodology to enable them to achieve this goal and one that can be applied in a variety of curriculum settings.
-
to enable focused attention to particular lexical items, language structures and communicative functions through the use of interactive tasks.
-
to provide opportunities for learners to develop successful learning and communication strategies.
-
to enhance learners motivation and reduce learners stress and to create a positive affective classroom climate.19
In addition, Hwang, Yin et al also stated the objective of cooperative learning as follows; Cooperative learning is known to be an effective educational strategy in enhancing the learning performance of students. The goal of a cooperative learning group is to maximize all members‘ learning efficacy. This is accomplished via promoting each other‘s success, through assisting, sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups.20 Additionally, for a successful cooperative learning application, there are also several principles which have been proposed by the experts. Kagan and Kagan proposed what they called as PIES in their book as follows;
19
Jack .C. Richard and Theodore .S. Rogers, Approaches and Methods in Language Teaching 2nd Edition, (Cambridge: Cambridge University Press, 2001), p. 193. 20 Hwang .G. J., Yin .P.Y., Hwang .C.W., & Tsai .C.C., An Enhanced Genetic Approach to Composing Cooperative Learning Groups for Multiple Grouping Criteria. Educational Technology & Society, 11 (1), Taiwan, pp. 148—167.
18
1.) Positive Interdependence, which distinct into two concepts; Positive correlation, If two students have a positive correlation of outcomes, the success of one student is linked to the success of the other, and Interdependence means students are mutually dependent on one another. They have to rely on their teammates. 2.) Individual Accountability. Individual accountability is created when the individual student is held accountable for some public display. 3.) Equal Participations. Equal participation means participation is not voluntary. Everyone must participate about equally, instead of calling on one student to respond to a question. 4.) Simultaneously Interaction. Thus the ability to apply the simultaneity principle is a key to maximizing positive outcomes in cooperative learning. Essentially, when all else is equal, pair work is better than teamwork, teamwork is better that whole-class work, and smaller teams are better than larger teams.21 b. Techniques in Cooperative Learning There are number variations of the cooperative technique or model which have been developed in teaching activity or have been applied in classroom. According to Slavin, they are as follows: 1.) Student – Teams Achievement Division (STAD) In STAD students are assigned to four member learning teams that are mixed in performance level, gender and ethnicity. The teacher presents the lesson and the students work with their teams to make sure all team members have mastered the lesson. Then all students take individual quizzes on material, at which time they may not help one another.
21
Spencer Kagan & Miguel Kagan, Kagan Cooperative Learning, (San Clemente, CA: Kagan Publishing, 2009), pp. 5.9—5.11.
19
2.) Teams – Games – Tournament (TGT) In TGT students play games at three-person ―tournament table‖ with other with similar pas records in mathematics. The top score of each tournament table bring sixty points to his or her team, regardless of which table it is; this means that low achievers and high achievers have equal opportunities for success. 3.) Jigsaw II It is an adaptation of Elliot Aronson‘s Jigsaw technique. Students work in the same four members. Each team member is randomly assigned to become an expert on some aspect of reading assignment. 4.) Team Accelerated Instruction(TAI) In TAI, it combines cooperative learning with individualized instruction. Students enter an individualized sequence by replacement test. Each member works on different units and checks the others work by using the answer sheet, then the final unit test are gained without any help from the teammates and scored by students‘ monitor. 5.) Cooperative Integrated Reading Instruction (CIRC) In CIRC, teachers use novels or basal readers. Students are composed of pairs of students from two or more different reading levels. Students work in pairs, within their teams on a series of cognitively engaging activities including reading to one another, making prediction, summarizing stories and so on.22
22
Robert .E. Slavin, Cooperative Learning, Second Edition, (Massachusetts: Allyn and Bacon, 1995), pp. 5—7.
20
b. The Understanding of the Student Teams Achievement Divisions (STAD) Technique The Cooperative Learning has numerous kinds of techniques, as Slavin stated on his book, ―There are general cooperative learning methods adaptable to most subject and grade level: the Student Teams – Achievement Divisions (STAD), the Teams Games-Tournament (TGT) and the Jigsaw II‖.23 As it has been stated before, this research focuses on using the STAD technique in teaching simple past tense. This kind of teaching method let the team work learning has a goal that every team should reach including the reward that they will get so that it will create a spirit and unconsciously having an interaction among students. In STAD student will not only has a responsibility of his or her own learning yet the other‘s learning as well as long as they are a part of their team. STAD might be the simplest technique and applicable technique in cooperative learning method that the teachers can use if they are new in Cooperative Learning methods as Slavin said, ―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 cooperative learning approach‖.24 Kagan and Kagan also stated on their book about the STAD as, ―STAD is an extremely well searched, effective approach to mastery of basic facts and information. Research of STAD has also revealed very positive effects on ethnic relations and various types of prosocial development‖.25 Here the emphasize is about the effect of the STAD technique which include in ethnic relation and a social development which the students will get. Furthermore Khan also stated, which cited from Rai (2007) stated that, ―STAD (Students team achievement division) is one of the many strategies in cooperative learning, which helps promote collaboration and self-regulating
23
Ibid., p. 5. Ibid., p. 71. 25 Kagan and Kagan, op. cit., p. 17.20. 24
21
learning skills‖.26 Furthermore, Arends also highlights that the STAD technique is a technique developed by Slavin which is the simplest and most basic technique in cooperative learning. Students are given the materials each week or in regular basis. Then students will be divided into a group and each group consists of four to five members who represent sexes, various racial or ethnic groups and high average, and low achievers on each team. Each groups are learning through worksheet or other devices and help each other to master the academic materials. The weekly quizzes are given for students individually.27 There are three concepts which are central in student team learning methods including STAD from Sharan which is proposed by Slavin, they are; a.) Team Rewards Teams may earn rewards if they achieve above a designated criterion. b.) Individual Accountability Referring to the fact in all students team learning methods, the team‘s success depends on the individual learning of all team members. c.) Equal Opportunities for Success What students contribute to their teams is based on their improvement over their past performance.28 If can be inferred from some statements above that this kind of technique let the students work cooperatively with their friends so that it will make the students as the center of learning activity. Students could share the materials that the teachers have already given in group and each member are responsible of the group progress whether they have already understood the materials or not. The achievement of the lesson will be seen individually from the students‘ individual test.
26
Gul Nazir Khan, Effect of Student’s Team Achievement Division (STAD) on Academic Achievement of Students, Asian Social Science Vol. 7, No. 12., (Canadian Center of Science and Education, 2011), p. 212. 27 Richards .I. Arends, Learning to Teach, 7th Edition, (New York: McGraw – Hill, 2007), p. 352 28 Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Greenwood Publishing Group, Inc., 1999), pp. 3—4.
22
c. The Components of Student Teams Achievement Divisions (STAD) Technique The STAD technique is different and has its own characteristics from all others cooperative learning methods, one of its characteristic is that it has an individual quiz. This quiz is intended to show how far students‘ understanding of the materials individually without having any help from others. Besides, the STAD also has its own components procedure. There are five major components in the STAD technique which proposed by Robert Slavin:29
1.) Class Presentation The material is presented in the classroom as a primarily phase of STAD technique. In this case teacher gives the material directly or as a lecture – discussion.
Students need to pay a careful attention during the teacher
presentation so that it will help them later on the quiz.
2.) Teams There are about four or five students in each teamswho represent a cross section in the class including academic performance, sex and race or ethnicity. The members use the worksheet or any devices to help each other mastering the material.
3.) Quizzes The quiz is taken by students individually after they got the teacher presentation and team practice. Students are not allowed to help their friends of the team during the quiz in order to know they have responsible in knowing the materials individually.
4.) Individual Improvement Scores Each student is given a ‗base‘ score, derived from the student‘s average performance on similar quizzes.
29
Robert .E. Slavin, op. cit., pp. 71—73.
23
5.) Team Recognition The team which has reached the average score exceeded certain criteria will get the reward. The criteria are based on: Improvement Points Students earn points for their teams based on the degree to which their quiz scores (percentage correct) exceed their scores. This score will be contributed for each member to his/her team score. Table 2.4 Improvement Score Table Improvement
Quiz Score
Points
More than 10 points below base score 10 points below to 1 point below base score Base score to 10 points above base score More than 10 points above base score Perfect paper (regardless of base score)
5 10
20 30 30
Recognizing Team Accomplishment Three levels of awards are given. These are based on average team scores, as follows: Criterion (Team Average)
Award
15
Good Team
20
Great Team
25
Super Team
24
d. The Advantages and Disadvantages of Student Teams Achievement Divisions (STAD) Technique Resembling to any other technique, the Student Teams Achievement Divisions technique has several advantages and disadvantages as well. Armstrong and Palmer cited from Slavin stated that STAD is generally positively affected; cross race relation, attitude towards school and class, peer support, focus of control, time on task, peer relationships and cooperation.30 Students will get the new experience to have a chance get more interaction with his/her friend which might come from different background and support each other as a team learning. Further, Slavin (1977) and Nichols (1996) indicated that (Student Team Achievement Division) effects on percent of time-on-task, motivation, liking of others, number of classmates named as friends, and peer support for academic performance.31 On the contrary, the disadvantage of STAD according to Cohen, Brody and Sapon-Shevin is, ―In STAD, certain problems may surface as well. For some teacher candidates, maintaining accurate records and keeping up with improvement points becomes difficult. Teacher candidates also may fail to capitalize on the team recognition component of the model through giving public attention to students and thus weaken the positive effects of cooperative learning‖.32 It is simply the matter of keeping the score record of either from students or from the group accurately and maybe unsuccessful in team recognition.
30
Scoot Armstrong and Jesse Palmer, Student Teams Achievement Divisions (STAD) in a Twelfth Grade Classroom: Effect on Students Achievement and Attitude, Journal of Social Study Research 22, 1998), p. 4. 31 http://files.eric.ed.gov/fulltext/ED502845.pdf (retrieved March 10th, 2014). 32 Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon–Shevin, Teaching Cooperative Learning: The Challenge For Teacher Education, (New York: State University of New York Press), p. 72.
25
e. Procedure of the Student Teams Achievement Divisions (STAD) Technique There are general procedures which proposed by Slavin which is used in Student Teams Achievement Divisions technique includes the following steps:33
1.) Materials The materials should be prepared by the teachers that they will present in the classroom, whether based on textbook or the teachers made materials.
2.) Assigning Students to Teams The teams in STAD should be shared heterogeneously, means that all groups represent all students either from academic achievement and or sex. Students shouldn‘t choose the team members by their own because they are likely to choose the one as them, but follows this: a.) Making a copy of team summary sheet for each team. b.) Ranking students from the highest into lowest students based on their previous achievement score. c.) Deciding the amount of teams in the classroom based on the number of the students. Team should be composed about four members each. d.) Assigning students to teams. Use the list of students rank above to determine the team members. e.) Filling out the team summary sheets.
3.) Determining Initial Base Score Beginning scores represent students‘ average scores from their past quizzes. Otherwise, teachers use students‘ final grades from the previous year.
33
Robert .E. Slavin, op. cit., p. 73—75.
26
4.) Team Building Try to start the program by using any practices or create something for the team just to make each members of the team having fun and getting know one another.
f. The Procedure of the Using Student Teams Achievement Divisions (STAD) Technique in Teaching Simple Past Tense The steps that can be applied in teaching and learning of the simple past by using the STAD technique based on the procedure of the STAD proposed by the expert are as follows: Step 1: Introducing and explaining the students about the concept of Student Teams Achievement Divisions technique. Tell them about how to study in group is. Further, tell them the rules of the teamwork that; each member of the group has responsibility to make sure that all the members has mastered the simple past tense and the study will not finish until all the member mastered the material. Step 2: Presenting the simple past tense. The presentation includes the opening, development and guided practice component. 1.) Opening is to let the students what they are going to study and discussing about and trying to attract them with some strategy. 2.) Development. Stay on the objective that the teacher wants the students to achieve to maintain the classroom byusing some demonstration, using visual aids and so on so that students will get the meaning of what they are learning about, to give students a chance to ask as much as possible or give them questions to assess their comprehension. Finally, eliminate some interruption. 3.) Guided practice. Asking students some questions by calling them randomly which will make them to be prepare.
27
Step 3: Assigning students to teams. Each team consists of 4 or 5 members, which include a high, a low and two average performers. Then ranking and listing the student from lowest, average and highest based on their previous test score and or grades. From the ranking list, the teams letter are assign for each students, for example start the top of the list by letter A and continuing the letter. Step 4: Team study. After the students get their team, students start to master the material (simple past tense). Each team has two worksheet and answer sheet paper to practice and assess each member and the team comprehension. In this practice they may test each other with partner in turn by using quiz. Warn students not to finish study, before all of the members have mastered the material. While students working on team, teacher circulate the class, sitting with each teams and make sure if teams are working well. Step 5: Test. Distribute the quiz for every each students and give them a time to complete. Make sure that she/he does the quiz alone without any help of other member because at this point they have to show what they have mastered as individual. Step 6: Team recognition. Teachers figure the students individual improvement and team score. Students earn points for their team based on their quiz scores which pass the base score. Student‘s improvement point will be contributed to team point and the best team will get a reward. B. Conceptual Framework It cannot be denied that in learning or mastering language (English) students need to learn its grammar rule as well in order to know how to put the words all together correctly. One of the categories of grammar is tense, which indicates to the times reference. There are a couple of tenses in English and one of it is Simple Past tense. The simple past tense is a tense which describes activities that happened and finished in the definite times in the past. The simple past tense is included in a linguistic component that the students need to learn.
28
Teaching the simple past tense is likely a challenge for teacher since there is no tense in students‘ first language (bahasa). Thus, sometimes gives students some difficulty to learn the simple past which could bring the teacher to find the best way in teaching. One of the teaching methods the teacher can use is by grouping students in learning. This kind of method is commonly called Cooperative Learning. The Cooperative learning methods has several techniques which can be chosen and the technique is the Student Teams Achievement Divisions (STAD) technique. The STAD technique is a technique where teacher present the material to the students first, then after the teachers feel that the students already understood the material, they will share the material with their friends in a group. Each student has responsibility of their own teammate learning because at the end of the study they will be tested and gain score from the test either for the group or individual score. The researcher believed that this technique is the effective one to be applied for students in understanding the simple past tense, because the STAD technique emphasis on learning in group to solve problems of learning and makes students actively involved in learning process; it likely could give a significance improvement of the students‘ understanding of the simple past. The technique does not only encourage students in learning but also engage them to support and to increase a good interaction among students in classroom. Further, it is one of the simplest techniques in cooperative learning to be used in teaching and learning activity. C. Theoretical Hypothesis Hypothesis is a temporary answer or conclusion of a research. It has to be tested at a later time to prove the validity of the test. Based on some of the theoretical study that has been explained, the researcher‘s hypothesis to this research is, that the using of STAD is effective for students of SMP Trimulia Jakarta in understanding of the simple past tense.
29
D. Previous Study There were some research which relevant to this study. The first one has been conducted by Wini Widyaningsih with her research title, The Teaching of Simple Present Tense Through Cooperative Learning (The Experimental Study at the Eight Grade Students of MTs Subono Mantofani, Ciputat). In this research, the writer used Student Teams Achievement Divisions (STAD) as one of the cooperative learning techniques. There are about 70 students from two classes. She took the sample by using the purposive cluster sampling technique. The data were collected from the test (pre and post test) which has been given to both treatment and control classes. Based on the result of the calculation that the to = 1.93 and df = 70 (there is no df = 68), with the df = 70 the degree of significance in level 5% = 2.00. The result is to: tt = 1.93 < 2. 00 where to > tt. From the data, it can be concluded that there are no significance differences between students who have been taught Simple Present by STAD technique and Grammar Translation Method. The second related research was written by Galuh Kartika Prabandari with the title Improving Students’ Mastery of Simple Past Tense Through Cooperative Learning of Student Teams Achievement Divisions (STAD) type at the Second Grade of SMPN 3 Tangerang Selatan. The research method that was used in this study is a Classroom Action Research which was conducted into two cycles. The data were collected by observation data and students‘ test score from about 40 students. The data was analyzed by using qualitative and quantitative analysis. The result of the study showed that there was an improvement of students in mastering the simple past tense. Students gained the good score in the last cycle that is about 87, 80%. Moreover there was a positive response from both students and teacher about the implementation of the STAD technique. Those two previous studies have been conducted with the similar technique namely STAD technique. The focus of the first study was on the simple past tense as well but it used a different method that was a classroom action research and its data were collected by observation data and students‘ test score from about 40 students. The second previous study used an experimental study
30
which concerned in the research of simple present tense. The difference of this research and those previous researches are; the research design, the concern of material and the place where the research will be conducted. This study is a quasiexperimental study with the concern of the simple past tense. The study will take place in SMP Trimulia Jakarta.
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research The research took place in SMP Trimulia Jakarta Selatan. This school is located on Jalan H. Adam Malik, No. 1, Petukangan Selatan – Pesanggrahan, Jakarta Selatan. The research was conducted on January 20th up to February 7th 2014.
B. Research Method and Design This research was a kind of quantitative research. There are numbers of research design in quantitative research. Yet, this research used a quasiexperimental research. Quasi-experiment is a research which involves groups in the research, experiment and control group, but not based on the randomly formed. The design of the research was illustrated as follows:
Experiment Class Control Class
Pre-test √ √
Treatment √ X
Post-test √ √
C. Population and Sample The population of the study was the students of the eighth grade of SMP Trimulia Jakarta. The eighth grade students are divided into five classes with the population about 206 students, distributed from VIII.A up to VIII.E. Since the population was considered too large to be used for the researcher, the purposive sampling technique was used to decide the sample of the research. So the writer took two classes as a sample. First, was the class VIII.B consists of 41 students as a control class and second was the VIII.B consists of 42 students as an experimental class. But there were some students who did not come to the pretest and posttest session and absent for 2 times treatment, the researcher decided only took 32 students as the sample from each class. So, there were about 64 students as a sample for this research.
31
32
D. Technique of Collecting the Data The data were collected from test instruments. There were two tests that have been employed, the pre-test and post-test. The pre-test was given at the beginning of the lesson. It was aimed to ascertain the student’s ability in the material of the simple past tense that is given to the students. The post-test was given the end of the lesson, to know whether or not there was a change on students’ understanding of the simple past, following of learning by using the STAD and they were not using the STAD. In collecting a require data, multiple choice test was used. There were 25 items of multiple choices. Both experiment and control group were given the same test.
E. Internal Validity Control The instrument of this research was a test. Before the instrument was used to the students as the sample of the research, it has been tested to the eight grade students of MTs Nur Asy-Syafi’iyah (YASPINA), Rempoa. This step was needed to see the validity of the instrument before it was applied to the sample of the research. Class VIII.B was chosen and it consisted of 30 students, but there were 3 students who were absent and 2 were sick. So, totally there were about 25 students who did the validity test. The instrument was used for pretest and posttest. The researcher analyzed the instrument by using the formula of the item analysis in test to see the validity of the instrument. The validity of the test could be seen from the Index of Difficulty (ID) and Discriminating Power (DP) from each answer of the questions. The result showed that there were 10 items of the test were in level of mediocre, 6 items were excellent, 5 items were good, 3 items were worst and 1 item was poor. In order to make it easier to calculate, the items which in level of mediocre, worst and poor, were eliminated and also changed. So, totally there were about 25 items of multiple choices that were used as the pretest and posttest in this research.
33
F. Technique of Analyzing the Data Analyzing the data is the process to know the result of both experiment and control class and also their differences. The t-test formula was used to analyze the difference score of students’ achievement in teaching the simple past with STAD and without using it. According to Anas Sudijono, this kind of test is used to see whether there is a difference among the two variables which is compared significantly or the differences only happen by chance. So, the formula and statistical hypothesis are as follow: to= M1 = Mean variable of experiment class M2 = Mean variable of control class SD = Standard of Deviation SE = Standard Error
Prior to the calculation of ttest there are several tests to be taken as follows: a. Determining mean of variable X, with formula: ʹ
M1 = Mʹ + i
b. Determining mean of variable Y, with formula: ʹ
M2 = Mʹ + i
c. Determining Standard of Deviation score of Variable X, with formula: ∑
SD1 = i √
ʹ
∑
ʹ
d. Determining Standard of Deviation score of Variable Y, with formula: ∑
SD2 = i √
ʹ
∑
ʹ
e. Determining Standard Error Mean of Variable X, with formula: SEM1=
√
34
f. Determining Standard Error Mean of Variable Y, with formula: SEM2 =
√
g. Determining Standard Error of Different Mean of Variable X and Mean of Variable Y, with formula: SEM1 – M2 = √ h. Determining to, with formula: to= i. Determining Degrees of freedom (df), with formula: df = N1 + N2 – 2 j. Comparing ttable with to
G. Statistical Hypothesis The statistical hypothesis of this research can be seen as the following: Ha : There is significant difference in using STAD towards students’ understanding of the simple past tense. Ho : There is no significant difference in using STAD towards students’ understanding of the simple past tense. Ha : µ1 = µ2 Ho : µ1 ≠ µ2 Then, the criteria used as follows: 1. If to (t-test) > tt (t-table) in significant degree of 0.01 and 0.05, the null hypothesis (Ho) is rejected. It means that using STAD technique is effective towards students’ understanding of the simple past tense. 2. If to (t-test) < tt (t-table) in significant degree of 0.01 and 0.05, the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. It means that the using of STAD is effective towards students’ understanding of the simple past tense.
CHAPTER IV RESEARCH FINDINGAND INTERPRETATION
A. Research Finding 1. Data Description The data were gained from the tests, they were pre-test and post-test to the students of VIII.A and VIII.B. Before going to the further calculation about the data, the following are the descriptions of pre-test and post-test result from both experiment and controlled class:
Table 4.1 Students’ Score of VIII.B (Experiment Class) Pre-test
Post-test
(X1)
(X2)
Gained Score
1.
32
60
28
2.
24
52
28
3.
42
72
30
4.
36
68
32
5.
24
52
28
6.
44
72
28
7.
48
80
32
8.
24
44
20
9.
56
64
8
10.
64
92
28
11.
64
84
20
12.
42
72
30
13.
60
72
12
14.
40
72
32
15.
36
64
28
16.
20
44
24
Student
35
36
Pre-test
Post-test
(X1)
(X2)
Gained Score
17.
56
80
24
18.
32
60
28
19.
36
52
16
20.
36
68
32
21.
44
76
32
22.
42
64
22
23.
56
76
20
24.
52
60
8
25.
36
64
28
26.
32
68
36
27.
52
64
12
28.
44
68
24
29.
24
44
20
30.
52
72
20
31.
52
76
24
32.
44
76
32
∑X1=
∑X2=
1346
2132
Student
N =32
Average: Average: 1346/32 = 2132/32 40.06 = 66.62
∑X=786 Average: 786/32 = 24.56
The Table 4.1 above illustrated the students’ pre-test and post-test average scores. The students’ average pre-test score from the class VIII.B as the experimental class was 40.06 and the average posttest score was 66.62. Whereas the average gained score among pre-test and post-test scores were 24.56. The following are some of the differences score from students’ pervious scores (pretest) with students’ post-test scores. It is explained in the distribution
37
table of pre-test and post-test scores to see the frequency of the distribution of the score from both experiment and control class. 1. Statistical Data of Pretest of Experimental Class -
Range: H – L 64 – 20 = 44
-
Class = 1 + 3.3 log n = 1 + 3.3 log 32 = 1 + 3.3 (1.50) = 5.95 = 6
-
Interval = R = 44 = 7.33 = 7 C 6
Note: H = Higher Score
L = Lower Score
Table 4.2 Frequency of Pre-test of Experimental class Score Interval score
F
Percentage
24—30
5
15%
31—37
11
34%
38—44
8
25%
45—51
1
3%
52—58
4
12%
59—65
3
9%
N= 32
2. Statistical Data of Posttest of Experimental Class -
Range: H – L 92 – 44 = 48
38
-
Class
= 1 + 3.3 log n = 1 + 3.3 log 32 = 1 + 3.3 (1.50) = 5.95 = 6
-
Interval
=
=
=8
Table 4.3 Frequency of Post-test of Experimental class Interval score
F
Percentage
44—51
1
3%
52—59
3
9%
60—67
8
25%
68—75
10
31%
76—83
8
25%
84—91
1
3%
92—99
1
3%
N = 32
Note: P = P = Percent
x 100% F = Frequency
N = Number of Students
The Table 4.3 and 4.4 showed about the number of frequency of pretest and posttest score from the students of experiment class. The Table 4.3 above showed that most students’ gained score was in interval 31—37. It means that there were about 11 (34%) students who had score from interval 31—37 for pretest score. Whereas in Table 4.4, students mostly got score in interval 68—75 or there were about 10 students (31%) who had gained score in interval 68—75.
39
Table 4.4 Students’ Score of VIII.A (Control Class)
1.
Pretest (Y1) 32
2.
56
72
16
3.
40
64
24
4.
32
48
16
5.
40
52
12
6.
32
48
16
7.
32
60
28
8.
52
62
10
9.
64
72
8
10.
44
52
8
11.
28
52
24
12.
20
36
16
13.
32
36
4
14.
48
52
4
15.
52
60
8
16.
32
36
4
17.
52
72
20
18.
56
72
16
19.
54
60
6
20.
56
60
4
21.
20
40
20
22.
56
68
12
23.
68
76
8
24.
28
56
28
25.
44
52
16
26.
48
54
6
27.
48
52
4
Students
Posttest Gained (Y2) Score 64 32
40
Posttest Gained Score (Y2) 72 16
28.
Pretest (Y1) 56
29.
56
68
12
30.
52
60
8
31.
68
72
4
32.
56
72
16
Students
∑Y ∑Y1 = ∑Y2 = =426 1474/32 1872/32 = 46.06 = 58.50 426/32 =13.31
N = 32
It can be seen from the table above that the students’ average pretest score was 40.06 and the average posttest score was 58.50 from the class VIII.A as the control class. Whereas the average gained score among pretest and posttest score was 13.31.
a. Statistical Data of Pretest of Control Class -
Range: H – L 68 – 20 = 48
-
Class
= 1 + 3.3 log n = 1 + 3.3 log 32 = 1 + 3.3 (1.50) = 5.95 =6
- Interval
= =
=8
41
Table 4.5 Frequency of Pre-test of Control class Interval score of Pre-test
F
Percentage
20—27 28—35 36—43 44—51
2 8 2 5
6% 25% 6% 15%
52—59 60—67 68—75
12 1 2 N= 32
37% 3% 6%
b. Statistical Data of Posttest of Control Class -
Range: H – L 76 – 36 = 40
-
Class
= 1 + 3.3 log n = 1 + 3.3 log 32 = 1 + 3.3 (1.50) = 5.95 = 6
-
Interval = R = 40 = 6.66666 = 7 C
6
Table 4.6 Frequency of Post-test of Control class Interval score of Pre-test 36—42 43—49
F
Percentage
4 2
12% 6%
50—56
7
21%
57—63
7
21%
64—70
5
15%
71—77
7
21%
N= 32
42
The Table 4.5 and 4.6 showed about the number of frequency of pretest and posttest score from the students of control class. The Table 4.5 above showed that most students’ gained score for pretest is in interval 52—59. It means that there are about 12 or 37% students who had score from interval 52—59. Whereas in Table 4.6, from posttest score there were some students gained the same frequency of posttest score that was 21% in each interval of 50—56, 57—63, and 71—77. The average pretest and posttest score of experimental score were 40.06 and 66.62 with the gained score average was 24.56. The average score of control class was 46.06 for pretest and 58.50 for posttest score with the gained score average was 13.31. It can be seen that there was a differences among students’ score of experiment and control class. The average posttest score of control class was 58.50 which were lower than the experiment class (66.62).
2. Data Analyzing a. Normality Test Before go further to the final calculation of the research, normality test of the data have been done on this research (see appendix 6). As it has been stated by Budi Susetyo, this kind of test is necessary to be used to see whether the sample that is used in this research has been normally distributed, from the normally distributed population, or not.1 The Lyllifors test was used in this research. The data needed to be transformed into the basic value as the function of the distribution will be found later in the table. The maximum dispute T from the calculation must be in the absolute value (+). The final result can be seen by comparing the value of Tmaks gained with Ttable, with the criteria of test hypothesis as follows: Hi is rejected if T > Ttable Ho is accepted if T ≤ Ttable
1
Budi Susetyo, StatistikaUntukAnalisis Data Penelitian, (Bandung: PT. Refika Aditama, 2010), p. 144 – 149.
43
Hypothesis:
Ho: Data of X is normally distributed. Hi : Data of X is not normally distributed.
Based on the Table of Lyllifors test, the Ttable (T(0.05)(32)) with the degree significance of 0.05 was in value 0.156. From the table calculation of using Lyllifors test formula, the result of pretest score from the experiment class had Tmaks > Ttable = 0.0965 > 0.156 (see appendix of Lyllifors Table), which means that Ho was accepted and data was normally distributed. For the posttest score of experiment class showed the result of normality test with Tmaks > Ttable = 0.0818 > 0.156, means that Ho was accepted as well and the data were normally distributed. Meanwhile, for the control class pretest and posttest normality test result showed Tmaks > Ttable = 0.1399 > 0.156 for pretest and Tmaks > Ttable = 0.0989 > 0.156, hence for both result it can be concluded that Ho was accepted and both data were normally distributed.
b. t-test Calculation Finally, the last step in analyzing the data, the statistic calculation of the ttest formula with the degree of significance 5% and 1% is used as follows:
Table 4.7 Result Calculation of Post-test of Experiment Class Interval score
F
Xi
xʹ
fxʹ
fxʹ²
44—51
1
47.5
3
3
9
52—59
3
55.5
2
6
12
60—67
8
63.5
1
8
8
68—75
10
71.5
0
0
0
76—83
8
79.5
-1
-8
8
84—91
1
87.5
-2
-2
4
92—98
1
95.5
-3
-3
9
∑fxʹ=4
∑fxʹ² =50
N = 32
44
a. Determining Mean of Variable X, with formula: M1 = Mʹ + i
ʹ
= 71.5 + 8 = 71.5 + 8 (0.13) = 71.5 + 0.96 = 72.46
b. Determining Standard of Deviation score of Variable X, with formula: ∑
SD1 = i √
∑
= 8√ =8 √ =8√ = 8 (1.24) = 9.92
c. Determining Standard Error of Different Mean of Variable X, with formula: SEM1 =
√
=√ = = 1.78
45
Table 4.8 Result Calculation of Post-test of Control Class Interval Score
F
Yi
yʹ
Fyʹ
fyʹ ²
36—42
4
39
3
12
36
43—49
2
46
2
4
8
50—56
7
53
1
7
7
57—63
7
60
0
0
0
64—70
5
67
-1
-5
5
71—77
7
74
-2
-14
28
∑fyʹ =4
∑fyʹ ²=84
N= 32
d. Determining Mean of Variable Y, with formula: ʹ
M2 = Mʹ + i = 60 + 7
= 60 + 7 (0.12) = 60 + 0.84 = 60.84
e. Determining Standard of Deviation Score of Variable Y, with formula: ∑
SD2 = i √
ʹ
= 7√ =7 √ =7√ = 7 (1.61) = 11.27
∑
ʹ
46
f. Determining Standard Error of Mean of Variable Y, with formula: SEM2 =
√
=√ =
√
= = 2.02
g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula: SEM1 – M2 = √ =√ =√ =√ = 2.70
h. Determining to with formula: to =
= = 4.30
–
47
i. Determining t-table in significance level 5% and 1% with the degree of freedom (df) = N1 + N2 – 2 = 32 + 32 – 2 = 62. From the t-table (tt), df = 62 with the degree of significance 5% is 1.99 and with the1% degree of significance is 2.65 (see t table list).
j. The comparison between to and t-table The result calculation above showed that the score of experiment class wass higher than the control class. The following is a comparison between t0 and ttableto test the hypothesis: 1.99 < 4.30 > 2.65 = t0 > ttable
3. Test of the Hypothesis The researcher’s hypothesis to this to this research, as has been stated on the previous chapter, is that the using of STAD is effective for students of SMP Trimulia Jakarta in understanding of the simple past tense and that there is a significance difference of the students’ score of the simple past tense who are taught by using the STAD (Ha). From the research calculation above it can be concluded that that t0 > ttable, hence the validity of researcher’s hypothesis to this research has been proven and accepted.
B. Interpretation From the previous result of the statistical calculation, it can be seen that the students’ average score of the experiment class was higher (66.62) than the average score of the control class (58.50). Further calculation also showed the value of t0 was 4.30 with the degree of freedom 62 (n + n – 2). The 5% and 1% degree of significance was used to this research. Based on the ttable, degree of freedom 62 was on the degree of significance 5% in the value 1.99 and 1% in the value of 2.65 of the t-test Table. Comparing the gained value of t0 with ttable, it can be inferred that there was an obvious differences among the score of experiment class and control class. The t0 value was higher than the ttable, namely 1.99 < 4.30 or 4.30 > 2.65. To this
48
calculation, we can look back to the statistical hypothesis which stated that if t0 > ttable it means that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected, which indicated the using the Student Teams Achievement Divisions (STAD) technique was effective and had a significance difference for students of SMP Trimulia in understanding the simple past tense. Consequently, it has been proven that the using of Student Teams Achievement Divisions (STAD) technique had effectiveness for students of SMP Trimulia in understanding the simple past tense.
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion Based on the data analysis, result and interpretation, it can be seen that the students who were taught by using the STAD technique, had higher score than students who were not taught by using it in understanding the simple past tense. It has been figured out in the calculation of the mean or average score from both classes. Further, the result of the t-test calculation showed the experiment class had higher score than control class and also by comparing the t0 with the ttable which showed the final result is t0 > ttable. Hence, the conclusion can be made that the alternative hypothesis (Ha) is accepted and in contrary the null hypothesis (Ho) is rejected. This means that the Student Teams Achievement Divisions (STAD) technique is effective to be used for students of SMP Trimulia in understanding the simple past tense.
B. Suggestions Considering the result of the research, some suggestion would like to give which might be useful either for the teacher or the students, particularly in teaching and learning activities of the simple past tense in the classroom. Firstly, the suggestion is delivered to the English teacher that she should create an alternative or difference way in developing the teaching of English, especially the simple past tense because it is sometimes quite difficult and bored for students to be learnt. Teacher should at least introducing a new method which will attract students to learn simple past tense, that is the using of STAD technique, so students will have a new experience, knowledge and learning situation which different from what they had before. Further, teacher should at least prepare all the things well that will be needed during teaching by using the STAD which includes giving the students some rewards so that it will more attract students to get involves to learn with their team. Finally for the students, they should pay
49
50
attention to the teacher so that they will understand what teacher delivered in the classroom. Students need to be more active, since they are working together with the team. It was hoped that the STAD technique not only promotes the students understanding and awareness of the simple past tense but also students’ awareness of learning cooperatively with others.
BIBLIOGRAPGHY
Alijanian, Ehsan. The Effect Of Student Teams Achievement Division Technique on English Achievement of Iranian EFL Learners, Theory and Practice in Language Studies, Vol. 2, 2012. Arends, Richards .I. Learning to Teach, 7th Edition. New York: McGraw – Hill, 2007. Armstrong, Scoot and Jesse Palmer. Student Teams Achievement Divisions (STAD) in a Twelfth Grade Classroom: Effect on Students Achievement and Attitude, Journal of Social Study Research. 22, 1998. Azar, Betty Schrampfer. Understanding and Using English Grammar, 3rd Edition. New York: Pearson Education, 1999. Cohen, Elizabeth .G., Celeste M. Brody, Mara Sapon-Shevin. Teaching Cooperative Learning: The Challenge for Teacher Education. New York: State University of New York Press. Creswell, John. W. Educational Research; Planning, Conducting and Evaluating Quantitative and Qualitative Research, 3rd Edition. New Jersey: Pearson Education, Inc., 2008. Cruickshank, Donald R., Deborah B. J., and Kim k. Metcalf. The Act of Teaching, 4th Edition. New York: McGraw Hill Companies, Inc., 2006. Danesi, Marcel. Basic American Grammar and Usage. New York: Barron’s Educational Series, Inc., 2006. Daniels, Harvey and Marilyn Bizar. Teaching the Best Practice Way: Methods that Matter, K-12. Portland: Stenhouse Publisher, 2005. Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), Badan Standar Nasional Pendidikan, 2006. Bieber, Douglas, et al. Longman: Grammar of Spoken and Written English. London: Pearson Education Limited, 1999. Eastwood, John. Oxford Guided to English Grammar. Oxford: Oxford University Press, 1994. Gillies, Robyn M. and Adrian F. Ashman. Co-operative Learning: The social and Intellectual Outcomes of Learning in Groups. New York: Routledge Falmer, 2003. 51
52
Graver, B. D., Advanced English Grammar. Oxford: Oxford University Press, 2003. Hwang, Gwo Jen, Yin .P.Y., Hwang .C.W., & Tsai .C.C. An Enhanced Genetic Approach to Composing Cooperative Learning Groups for Multiple Grouping Criteria. Educational Kagan, Spencer and Miguel Kagan. Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, 2009. Kessler, Carolyn. Cooperative Language Learning: A Teacher’s Resource Book. New Jersey: Prentice Hall, Inc., 1992. Kirn, Elain, et al. Interaction Grammar I. New York: McGraw Hill Company, Inc., 2002. Khan, Gul Nazir. Effect of Student’s Team Achievement Division (STAD) on Academic Achievement of Students, Asian Social Science Vol. 7, No. 12. Canadian Center of Science and Education, 2011. Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2000. Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English. Essex: Pearson Education Limited, 2002. McMillan, James H. and Sally Schumacher. Research in Education: Evidence – Based Inquiry, 6th Edition. Boston: Pearson Education, Inc., 2006. Muijs, Daniel and David Reynolds. Effective Teaching Evidence and Practice. London: SAGE Publication, 2005. Richard, Jack .C. and Theodore .S. Rogers. Approaches and Methods in Language Teaching 2nd Edition. Cambridge: Cambridge University Press, 2001. Sharan, Shlomo. Handbook of Cooperative Learning Methods. Westport: Greenwood Publishing Group, Inc., 1999. Slavin, Robert .E. Cooperative Learning, 2nd Edition. Massachusetts: Allyn and Bacon, 1995. Sudjono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, Cetakan ke-15. Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT. Refika Aditama, 2010. Swan, Micahael. Prcatical English Usage Oxford: Oxford University Press, 1987.
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Thomson, A. J. and A. V. Martinet. A Practical English Grammar. Oxford: Oxford University Press, 1990. Ur, Penny. Grammar Practice Activities: A Practical Guide for Teachers. Cambridge: Cambridge University Press, 2002. Warner, Patricia .K. and John .P. Nelson. Mosaic 2 Grammar, Silver Edition. New York: McGraw Hills Companies, 2007. http://files.eric.ed.gov/fulltext/ED502845.pdf (retrieved March 10th, 2014).
54
Appendix 1
Rencana Pelaksanaan Pembelajaran (RPP) (Experiment Class) Nama Sekolah
: SMPTrimulia
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / 2
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
I. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
III. Indikator 1. Memahami penggunaan dan fungsi simple past tense 2. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 3. Mengungkapkan kalimat simple past tensed alam teks sederhana berhubungan dengan lingkungan sekitar. 4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense. 5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past tense dengan belajar secara kooperatif
55
IV. Tujuan Pembelajaran 1. Memahami pola kalimat simple past tense baik dalam bentuk affirmative, negative. 2. Mengidentifikasi ciri penggunaan simple past. 3. Mampu membuat dan mengungkapkan simple past tense, termasuk menggunakan regular dan irregular verbs (verb 2), secara lisan dan tertulis dalam kalimat sederhana.
V. Materi Pembelajaran -
Memperkenalkan beberapa kata kerja bentuk ke – 2 (verb 2) dari regular verbs dalam bentuk words list.
-
V1
V2
learn
learned
dream
dreamed
show
showed
burn
burned
change
changed
listen
listened
etc.
etc.
Memperkenalkan formula simple past tense (verbal sentence); a. Affirmative sentence; subject + verb 2 + object b. Negative sentence; subject + didn’t + verb 1 + object c. Interrogative sentence pattern: Did + verb 1 + object?
VI. Metode Pembelajaran Cooperative learning method: Student Teams Achievement Divisions (STAD) Technique
56
VII. Langkah – langkah Kegiatan Kegiatan Awal - Memberi salam dan bertegur sapa dengan siswa - Guru mengbasen siswa - Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran - Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar - Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti a. Eksplorasi - Brainstorming tentang simple past tense - Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past tense - Siswa mendengarkan dan memperhatikan penejelasan guru tentang fungsi dan bentuk simple past tense - Guru memastikan siswa memahami
materi
dengan memberikan
pertanyaan kepada mereka dan memberikan kesempatan kepada mereka untuk bertanya
b. Elaborasi - Siswa dibagi ke dalam beberapa kelompok kecil yang terdiri dari 4 / 5 orang yang ditentukan oleh guru. Setiap kelompok bersifat heterogen dimana di setiap kelompok harus terdapat siswa higher, low dan 2 orang setingkat average. - Siswa diminta kembali untuk mendiskusikan tentang simple past tense bersama kelompok mereka
57
- Siswa yang telah benar-benar memahami simple past tense dapat menjelaskannya kepada anggota-anggota kelompknya hingga semua anggota kelompok mengerti - Guru memperhatikan proses kegiatan belajar - Siswa di berikan dua teks dan worksheet dalam kelompok mereka - Siswa mengidentifikasi dan menuliskan kembali kalimat simple past tense yang terdapat dalam teks kemudian mengisi worksheet yang diberikan secara berkelompok
c. Konfirmasi - Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan tentang pola dan fungsi simple past tense - Guru memberikan penilaian individu siswa
Kegiatan Akhir -
Siswa diminta kembali ke tempat duduk mereka masing-masing
-
Guru menanyakan kesulitan siswa selama proses belajar
-
Guru memberikan tugas untuk di kerjakan dirumah
VIII. Sumber Belajar - Buku siswa: Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009 - English in Focus for Grade VIII Junior High School, oleh Artono Wardiman, Jakarta: Departemen Pendidikan Nasional, 2012. - Handout - Worksheet dan answer sheet
58
IX. Penilaian Teknik
: Tes lisan dan tulisan
Bentuk tes : - Pilihan ganda - Essay Bentuk tagihan : Individu Kelompok
Jakarta, 21 Januari 2014 Guru Bahasa Inggris
Peneliti
Ulfianti Ulfa, S.Pd.
Anita Putri
59
Handout I. Find the sentences using the simple past tense
Paranoid After the movie was over, I left the cinema quickly. My watch showed 11.30 p.m. as I got on to my bicycle. I pedaled hard on my bicycle and was soon speeding home. My thought went back to the movie I had just seen. It was a scary story. I could remember clearly a woman screaming as she was attacked by a monster. Somehow that frightful scene stayed in my mind and I could not forget it. The road was dark and quiet. I had to pass a graveyard on the way home. As I approached the graveyard, I heard some sounds behind me. I was frightened and began to cycle faster. The sound came nearer and nearer. Then I heard a familiar voice calling me. I looked back and saw Hadi, my classmate. He had also seen the movie and was frightened too. He had cycled after me so that he would not be alone. Both of us laughed out loud over our behavior.(34) II. What is the past form of the following “regular verbs” and make an affirmative, negative and interrogative form of the verbs? 1. find
:
11. write :
2. catch :
12. know :
3. bring :
13. do
4. tell
:
14. leave :
5. see
:
15. speak :
6. fall
:
16. sell
:
7. lose
:
17. hear
:
8. meet
:
18. build :
9. go
:
19. win
:
10. sleep :
20. say
:
:
60
Rencana Pelaksanaan Pembelajaran (RPP) (Experiment Class) Nama Sekolah
: SMP Trimulia
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / 2
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
I. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
III. Indikator 1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 2. Mengidentifikasi kalimat simple past tense dalam teks recount dan mengelompokkan kata kerja yang berbentuk regular dan irregular. 3. Mampu mengenal verbal dan nominal sentence dalam simple past tense 4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense.
61
IV. Tujuan Pembelajaran 1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam teks recount. 2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan irregular. 3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan ide dan opini mereka sendiri. 4. Mampu membuat dan menggunakan simple past tense secara lisan dan tertulis dalam kalimat sederhana. 5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past tense dengan belajar secara kooperatif
V. Materi Pembelajaran -
Recalling the subject pronouns; I, you, they, we, he, she dan it.
-
Memperkenalkan kata kerja bentuk ke – 2 (verb 2) dari irregular verbs dalam bentuk words list.
-
V1
V2
drink
drank
teach
taught
sleep
slept
buy
bought
grow
grew
write
wrote
etc.
etc.
Menjelaskan kembali formula simple past tense (verbal sentence); a. Affirmative sentence; subject + verb 2 + object b. Negative sentence; subject + didn’t + verb 1 + object c. Interrogative sentence pattern: Did + verb 1 + object?
62
VI. Metode Pembelajaran Cooperative Learning Method - Student Teams Achievement Divisions (STAD) technique VII. Langkah – langkah Kegiatan Kegiatan Awal -
Memberi salam dan bertegur sapa dengan siswa
-
Guru mengbasen siswa
-
Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
-
Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar
-
Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti a. Eksplorasi - Brainstorming tentang kalimat – kalimat simple past tense - Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past tense - Siswa mendengarkan dan memperhatikan kembali penejelasan guru tentang fungsi dan bentuk simple past tense - Siswa memperhatikan beberapa contoh kalimat
sederhana kemudian
merubahnya menjadi kalimat dalam bentuk simple past tense - Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past tense dengan ide mereka sendiri - Guru memastikan siswa memahami materi dengan memberikan pertanyaan kepada mereka dan memberikan kesempatan kepada mereka untuk bertanya
63
b. Elaborasi - Siswa diminta untuk duduk dengan kelompok mereka masing-masing yang telah di tentukan sebelumnya - Siswa yang telah benar-benar memahami materi simple past tense yang dijelaskan guru, dapat menjelaskannya atau saling berdiskusi dengan anggota-anggota kelompoknya hingga semua anggota kelompok mengerti - Siswa diminta menuliskan regular/irregular verbs yang terdapat pada teks kemudian mencari bentuk kata kerja pertamanya (infinitive verb) atau sebaliknya secara berkelompok - Perwakilan setiap kelompok untuk menuliskan dua kata ke dalam kalimat sederhana berbentuk simple past tense - Guru memperhatikan proses kegiatan belajar dan memastikan setiap siswa bekerjasama dalam kelompok - Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa harus menjawab secara individu tanpa dibantu oleh teman mereka atau anggota kelompok mereka a. Konfirmasi - Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan tentang pola dan fungsi simple past tense - Guru memberikan kesempatan kepada siswa untuk bertanya - Guru memberikan penilaian individu siswa
Kegiatan Akhir -
Siswa diminta kembali ke tempat duduk mereka masing-masing
-
Guru menanyakan kesulitan siswa selama proses belajar
-
Guru memberikan tugas untuk di kerjakan dirumah
64
VIII. Sumber dan Alat Belajar - Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009. - English in Focus for Grade VIII Junior High School, oleh Artono Wardiman, Jakarta: Departemen Pendidikan Nasional, 2012. - Handout - Worksheet dan answer sheet
IX. Penilaian Teknik
: Tes lisan dan tulisan
Bentuk tes : essay Bentuk tagihan : Kelompok
Jakarta, 27 Januari 2014 Guru Bahasa Inggris
Peneliti
Ulfianti Ulfa, S.Pd.
Anita Putri
65
Handout I.
A. A Page from A Girl's Diary It was takbiran night. It was also my birthday, and nothing happened.
That night, I was watching television with my family when I heard someone lit fireworks in my front yard. I peeped trough my window glass but could see nothing. It was very dark outside. Then I thought it had to be my cousins who lit the fireworks. Then I put down on my sofa again and tried to concentrate on the television since my mind raced with disappointment that no one gave something special on my birthday. I shrugged, it was almost the end of the day and I became pessimist. Five minutes later my phone rang. It was SMS from my friend asking me to come out. Wondering what was going on, I took my jacket and hurried to the front door. I was surprised to see her bring a bag full of firework and fire drills. Next I was surprised to see my other friend come out from the darkness. She brought a beautiful birthday cake on her hands. Oh my God! I screamed. Then they gave the cake to me who was too surprised to say anything. I realized I was shy furiously because my whole family was watching. A plain day, turned out to be one of the greatest moment in my life. I didn’t even know how to describe what I felt. Terrible Day Last Sunday was a bad day. My cousins and I were playing football in front of a house together to spend our time. First, it was really fun until I kicked the ball too strong, so the ball landed into a window and I broke the window. When we want to run away, suddenly we all heard a loud voice. After that, the owner of the house came from the fence of the house, he shouted on us. We were very afraid, but we didn't know what to do. Then, one of my cousins told us to run. We all ran and suddenly we heard a bark sound. Then we knew that the owner of the house let his dog to chase us. We were struggling to ran fast as we can. But, I fell down so the dog managed to catch me and bite my leg. It was really hurt. Then the dog ran back to the house. My
66
cousins took me to the doctor and told my parents. Finally the doctor said that I got a rabies. Then I was hospitalized for one more week. (22 total number) B. Put the Regular or Irregular verbs from the text A and B above into the column below! Regular Verbs (19) Verb1 Verb2
Irregular Verbs (16) Verb1 Verb2
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
II. What is the past form of the following “irregular verbs”? 1. 2. 3. 4. 5. 6. 7.
find catch bring tell see fall lose
: : : : : : :
8. meet 9. go 10. sleep 11. write 12. know 13. do 14. leave
: : : : : : :
15. speak 16. sell 17. hear 18. build 19. win 20. say
: : : : : :
67
Rencana Pelaksanaan Pembelajaran (RPP) (Experiment Class) Nama Sekolah
: SMP Trimulia
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / 2
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
I. Standar Kompetensi Mengungkapkan makna dalam teks
lisan fungsional dan monolog pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
III. Indikator 1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 2. Memahami kalimat simple past tense dan juga pengguanaan kata kerja yang berbentuk regular dan irregular. 3. Mampu mengungkapkan simple past tense dalam pola kalimat affirmative, negative dan interrogative dalam kalimat sederhana. 4. Mampu mengungkapkan simple past tense dalam kalimat verbal dan nominal.
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5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran 1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam teks recount. 2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan irregular. 3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan ide dan opini mereka sendiri. 4. Mampu membuat dan menggunakan simple past tense secara lisan dan tertulis dalam kalimat sederhana. 5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past tense dengan belajar secara kooperatif
V. Materi Pembelajaran -
Menjelaskan penggunaan nominal sentence dalam simple past tense (dalam non verbal sentence): Types of sentence
Affirmative
Negative Interrogative
-
Subject
To be (Was / Were)
Adjective, Adverb / Noun of occupation
I = were, You = were
handsome, beautiful,
I, you, they, we, he,
They = were, We = were,
smart, etc., (adj.)
she / it
He = was, She was,
in London, in
It = was
Jakarta, in school,
I, you, they, we, he, she / it Was / Were
To be (was / were) + not
etc., (adv.) dentist, teacher,
I, you, they, we, he, she / it
singer, etc., (noun)
Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan irregular verbs dalam bentuk words list.
69
VI. Metode Pembelajaran Cooperative Learning Method - Student Teams Achievement Divisions (STAD) technique VII. Langkah – langkah Kegiatan Kegiatan Awal -
Memeberi salam dan bertegur sapa dengan siswa
-
Guru mengbasen siswa
-
Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
-
Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar
-
Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti a. Eksplorasi - Brainstorming tentang kalimat – kalimat simple past tense - Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past tense - Siswa mendengarkan dan memperhatikan penejelasan guru tentang fungsi dan bentuk simple past tense - Siswa memperhatikan beberapa contoh kalimat
sederhana kemudian
merubahnya menjadi kalimat dalam bentuk simple past tense b. Elaborasi - Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past tense dengan ide mereka sendiri - Guru memastikan siswa memahami materi dengan memberikan pertanyaan kepada mereka dan memberikan kesempatan kepada mereka untuk bertanya
70
- Siswa diminta untuk duduk dengan kelompok mereka masing-masing dan diberikan dua teks dan worksheet dalam kelompok mereka - Siswa mengidentifikasi serta berdiskusi tentang pola simple past tense yang terdapat dalam teks dialog kemudian mengisi worksheet yang diberikan secara berkelompok - Siswa yang telah benar-benar memahami simple past tense dapat menjelaskannya kepada anggota-anggota kelompknya hingga semua anggota kelompok mengerti - Siswa mencoba mempraktekkan dialog tentang retlling story dengan kelompok mereka menggunakan kalimat simple past tense yang baik - Siswa diminta kembali ke tempat duduk mereka masing-masing - Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa harus menjawab secara individu tanpa dibantu oleh teman mereka atau anggota kelompok mereka c. Konfirmasi - Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan tentang pola dan fungsi simple past tense - Guru memberikan penilaian individu siswa
Kegiatan Akhir -
Siswa diminta kembali ke tempat duduk mereka masing-masing
-
Guru menanyakan kesulitan siswa selama proses belajar
-
Guru memberikan tugas untuk di kerjakan dirumah
VIII. Sumber dan Alat Belajar - Buku teks bahasa Inggris - Handout - Worksheet dan answer sheet
IX. Penilaian Teknik
: Tes lisan dan tulisan
71
Bentuk tes : - Pilihan ganda - Essay Bentuk tagihan : kelompok individu
Jakarta, 28 Januari Guru Mata Pelajaran
Ulfianti Ulfa, S.Pd
2014
Peneliti
Anita Putri
72
Handout I.
Visiting Bali
There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud. On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The streets are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta. The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center. My friend ten-day-stay ended very quickly beside his two tours, all his day was spent on the beach. He went sailing or surfboarding every day. He was quite satisfied. I. Answer the questions correctly! 1. What is the text about?
6. What did he see in Ubud?
2. Who went to Bali?
7. How long did he spend the tour?
3. What did he do in the first day?
8. What did he feel about the tour?
4. What does the word “it” in
9. What is the type of the text
paragraph 2 refers to? 5. Where did he go for the second
about? 10. What are the generic structures of
tour?
the text above?
II. Ask your friend about their last holiday. Use the following questions! 1. what did you do on last holiday? 2. did you visit some interesting places? 3.how many days did you spend your holiday? 4. what did you do there?
73
Rencana Pelaksanaan Pembelajaran (RPP) (Experiment Class) Nama Sekolah
: SMP Trimulia
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / 2
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
I. Standar Kompetensi Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan
makna
dalam
monolog
pendek
sederhana
dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount
dan
narrative.
III. Indikator 1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 2. Memahami kalimat simple past tense dalam teks recount dan kata kerja yang berbentuk regular dan irregular. 3. Mengungkapkan simple past tense dalam kalimat affirmative, negative dan interrogative dalam monolog sederhana. 4. Mengungkapkan kalimat simple past tense dalam bentuk verbal dan nominal sentence.
74
5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran 1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam teks recount. 2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan irregular. 3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan ide dan opini mereka sendiri. 4. Mampu membuat dan menggunakan simple past tense secara lisan dan tertulis dalam kalimat sederhana. 5. Mampu melakukan monolog sederhana berkaitan dengan teks recount dengan menggunakan simple past tense. 6. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past tense dengan belajar secara kooperatif
V. Metode Pembelajaran Cooperative Learning Method - Student Teams Achievement Divisions (STAD) technique
VI. Materi Pembelajaran -
Recalling the subject pronouns; I, you, they, we, he, she dan it.
-
Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan irregular verbs dalam bentuk words list.
-
Menjelaskan kembali simple past tense dan fungsinya
-
Menjelaskan perbedaan simple past tense sentence
dalam verbal dan nominal
75
VII. Langkah – langkah Kegiatan Kegiatan Awal -
Memberi salam dan bertegur sapa dengan siswa
-
Guru mengbasen siswa
-
Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
-
Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar
-
Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti a. Eksplorasi -
Brainstorming tentang kalimat – kalimat simple past tense
-
Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past tense
-
Siswa mendengarkan dan memperhatikan penejelasan guru tentang fungsi dan bentuk simple past tense
-
Siswa memperhatikan beberapa contoh kalimat sederhana kemudian merubahnya menjadi kalimat dalam bentuk simple past tense
b. Elaborasi -
Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past tense dengan ide mereka sendiri
-
Guru memastikan siswa memahami materi dengan memberikan pertanyaan kepada mereka dan memberikan kesempatan kepada mereka untuk bertanya
-
Siswa diminta untuk duduk dengan kelompok mereka masing-masing
-
Siswa di berikan dua teks dan worksheet dalam kelompok mereka
76
-
Siswa secara berkelompok mengidentifikasi serta berdiskusi tentang teks recount yang diberikan kemudian menggaris bawahi kalimat yang menggunakan simple past tense
-
Siswa yang telah benar-benar memahami simple past tense dapat menjelaskannya kepada anggota-anggota kelompknya hingga semua anggota kelompok mengerti
-
Setiap siswa diminta untuk mengungkapkan kembali cerita dalam teks
-
Guru memperhatikan proses kegiatan belajar dan memastikan setiap siswa bekerjasama dalam kelompok
-
Siswa diminta kembali ke tempat duduk mereka masing-masing
-
Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa harus menjawab secara individu tanpa dibantu oleh teman mereka atau anggota kelompok mereka
c. Konfirmasi - Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan tentang pola dan fungsi simple past tense - Guru memberikan penilaian individu siswa
Kegiatan Akhir -
Siswa diminta kembali ke tempat duduk mereka masing-masing
-
Guru menanyakan kesulitan siswa selama proses belajar
-
Guru memberikan tugas untuk di kerjakan dirumah
77
VIII. Sumber dan Alat Belajar - Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009. English in Focus for Grade VIII Junior High School, oleh Artono Wardiman, Jakarta: Departemen Pendidikan Nasional, 2012. - Handout - Worksheet dan answer sheet
IX. Penilaian Teknik
: Tes lisan dan tulisan
Bentuk tagihan : Kelompok Individu
Jakarta, 3 Februari 2014 Guru Mata Pelajaran
Ulfianti Ulfa, S.Pd
Peneliti
Anita Putri
78
Handout I. Role Play Write your own story about bad experience. Retell it to your friends. Follow the clues below to start the arranging your story: 1. remember your most unforgettable bad experience in the past 2. tell your friend, when, where how it happened 3. tell how you can get through the problem 4. what is the message from your bad experience?
II. Have a dialogue with your classmate based on the following clue. Look at the example! 1. You went to Singapore last week (deny/admit) A: I heard you were in Singapore last week? B: Yes, that’s true. I visited my uncle there 2. You were sick yesterday (deny/admit) 3. You were afraid of cat 4. You could ride a bicycle for the first time when you are 5 years old (deny/admit) 5. You travelled on the plane (deny/admit) 6. You cried when you got on roller coaster for the first time (deny/admit)
79
Appendix 2
Rencana Pelaksanaan Pembelajaran (RPP) (Control Class)
Nama Sekolah
: SMPTrimulia
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / A
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
I. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
III. Indikator 1. Memahami penggunaan dan fungsi simple past tense 2. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 3. Mengungkapkan kalimat simple past tense dalam teks sederhana berhubungan dengan lingkungan sekitar. 4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense.
80
IV. Tujuan Pembelajaran 1. Memahami pola kalimat simple past tense baik dalam bentuk affirmative, negative. 2. Mengidentifikasi ciri penggunaan simple past. 3. Mampu membuat dan mengungkapkan simple past tense,termasuk menggunakan regular dan irregular verbs (verb 2), secara lisan dan tertulis dalam kalimat sederhana.
V. Materi Pembelajaran -
Recalling the subject pronouns; I, you, they, we, he, she dan it.
-
Simple past tense definition Simple past tense is a tense which shows activities happened and ended in a particular time in the past before the moment without have to refer to the present time. It also use for repeated activities happen in the past.
-
Formula simple past tense (verbal sentence); a. Affirmative sentence; subject + verb 2 + object b. Negative sentence; subject + verb 1 + object c. Interrogative Sentence; did + subject + verb 1
-
Memperkenalkan beberapa kata kerja bentuk ke – 2 (verb 2) termasuk regular dan irregular verbs dalam bentuk words list. Regular Verbs V1
V2
Learn
Learned
Dream
Dreamed
Show
Showed
Burn
Burned
change
Changed
Listen
listened
etc.
etc.
81
VI. Metode Pembelajaran Conventional Method VII. Langkah – langkah Kegiatan Kegiatan Awal -
Memberi salam dan bertegur sapa dengan siswa
-
Guru mengbasen siswa
-
Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
-
Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar
-
Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti a. Eksplorasi - Brainstorming tentang kalimat – kalimat simple past tense - Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past tense - Siswa mendengarkan dan memperhatikan penjelasan guru tentang fungsi dan bentuk simple past tense - Siswa memperhatikan beberapa contoh kalimat sederhana dalam bentuk simple past tense - Guru memastikan siswa memahami materi dengan memberikan pertanyaan kepada mereka dan memberikan kesempatan kepada mereka untuk bertanya b. Elaborasi - Siswa diminta membuat kalimat affirmative, negative dan interrogative berbentuk simple past dari kata kerja yang di berikan - Guru membagikan handout untuk mengerjakan latihan regular dan irregular verbs
82
c. Konfirmasi - Siswa dan guru menyimpulkan materi pelajaran - Guru memberikan kesempatan kepada siswa untuk bertanya - Guru memberikan penilaian individu siswa
Kegiatan Akhir -
Guru mengevaluasi dengan bertanya kembali dan member kesimpulan tentang pola dan fungsi simple past tense
-
Guru menanyakan kesulitan siswa selama proses belajar
-
Guru memberikan salam
VIII. Sumber Belajar - Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009 - English in Focus for Grade VIII Junior High School, oleh Artono Wardiman, Jakarta: Departemen Pendidikan Nasional, 2012. - Handout / worksheet dan answer sheet
IX. Penilaian - Teknik
: Tes lisan dan tulisan
Bentuk tes : - Pilihan ganda - Essay Instrument : Terlampir Bentuk tagihan : Individu
Jakarta, 23 Januari 2014 Guru Bahasa Inggris
Peneliti
Ulfianti Ulfa, S.Pd.
Anita Putri
83
Handout Exercise I Terrible Day Last Sunday was a bad day. My cousins and I were playing football in front of a house together to spend our time. First, it was really fun until I kicked the ball too strong, so the ball landed into a window and I broke the window. When we want to run away, suddenly we all heard a loud voice. After that, the owner of the house came from the fence of the house, he shouted on us. We were very afraid, but we didn't know what to do. Then, one of my cousins told us to run. We all ran and suddenly we heard a bark sound. Then we knew that the owner of the house let his dog to chase us. We were struggling to ran fast as we can. But, I fell down so the dog managed to catch me and bite my leg. It was really hurt. Then the dog ran back to the house. My cousins took me to the doctor and told my parents. Finally the doctor said that I got a rabies. Then I was hospitalized for one more week. Write down the sentences using the simple past tense! Exercise II Example: Cyntia likes to swim every weekend. She swam with her sister last weekend. 1. He always goes to work by car. Yesterday …………he to work by bus. 2. They always get up early. This morning they ……………..up late. 3. Bill often lose his key. He …………….one last Saturday. 4. I write a letter to Jane every week. Last week I ……………two letters. Example: I spoke to Alice but I didn't speak to Robert. 5. I went to work on Monday but I
to work on Tuesday.
6. He bought a new car. He
a second-hand car.
7. She learnt French in high school. She school.
French
in
primary
eg. He went to the market yesterday. Did he go to the market yesterday? 8. They saw the movie last week. the movie last week? 9. Anna wrote him a letter.
him a letter?
10. They got up at 7 o'clock to go to work early. work early?
at 7 o'clock to go to
84
Rencana Pelaksanaan Pembelajaran (RPP) (Controlled Class) Nama Sekolah
: SMP Trimulya
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / 2
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
Tema
: Experience
I. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative.
III. Indikator 1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 2. Mengidentifikasi kalimat simple past tense dalam teks recount dan mengelompokkan kata kerja yang berbentuk regular dan irregular. 3. Mampu mengenal verbal dan nominal sentence dalam simple past tense 4. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran 1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam teks recount.
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2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan irregular. 3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan ide dan opini mereka sendiri. 4. Mampu membuat dan menggunakan simple past tense secara lisan dan tertulis dalam kalimat sederhana. 5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past tense dengan belajar secara kooperatif
V. Materi Pembelajaran -
Recalling the subject pronouns; I, you, they, we, he, she dan it.
-
Simple past tense definition Simple past tense is a tense which shows activities happened and ended in a particular time in the past before the moment without have to refer to the present time. It also use for repeated activities happen in the past.
-
Formula simple past tense (verbal sentence); a. Affirmative sentence; subject + verb 2 + object b. Negative sentence; subject + verb 1 + object c. Interrogative Sentence; did + subject + verb 1
-
Memperkenalkan beberapa kata kerja bentuk ke – 2 (verb 2) dari regular verbs dalam bentuk words list. Irregular Verbs V1
V2
drink
drank
teach
taught
sleep
slept
buy
bought
grow
grew
write
wrote
etc.
etc.
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VI. Metode Pembelajaran Conventional Method VII. Langkah – langkah Kegiatan Kegiatan Awal -
Memeberi salam dan bertegur sapa dengan siswa
-
Guru mengbasen siswa
-
Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
-
Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar
-
Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti a. Eksplorasi -
Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past tense
-
Siswa mendengarkan dan memperhatikan kembali penejelasan guru tentang fungsi dan bentuk simple past tense
-
Siswa memperhatikan beberapa contoh kalimat
sederhana dalam
berbentuk interrogative pattern dari simple past tense b. Elaborasi -
Siswa diminta menggaris bawahi kalimat berbentuk simple past dalam teks dan menerjemahkannya bersama-sama
-
Siswa diminta menuliskan regular/irregular verbs yang terdapat pada teks kemudian mencari bentuk kata kerja pertamanya (infinitive verb) atau sebaliknya secara individu
-
Beberapa siswa diminta untuk menuliskan dua kata ke dalam kalimat sederhana berbentuk simple past tense
-
Guru membagikan handout untuk mengerjakan latihan
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c. Konfirmasi -
Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan tentang pola dan fungsi simple past tense
-
Guru menanyakan kesulitan siswa selama proses belajar
-
Guru memberikan kesempatan siswa untuk bertanya
Kegiatan Akhir Guru memberikan beberapa tugas untuk dikerjakan mengenai simple past tense
VIII. Sumber dan Alat Belajar - Buku siswa: Buku siswa: Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009 - Handout/Worksheet dan answer sheet
IX. Penilaian Teknik
: Tes lisan dan tulisan
Bentuk tes
: - Pilihan ganda - Essay
Bentuk tagihan : Individu
Jakarta, 24 Januari 2014 Guru Bahasa Inggris
Ulfianti Ulfa, S.Pd.
Peneliti
Anita Putri
88
Handout A. A Page from A Girl's Diary It was takbiran night. It was also my birthday, and nothing happened. That night, I was watching television with my family when I heard someone lit fireworks in my front yard. I peeped trough my window glass but could see nothing. It was very dark outside. Then I thought it had to be my cousins who lit the fireworks. Then I put down on my sofa again and tried to concentrate on the television since my mind raced with disappointment that no one gave something special on my birthday. I shrugged, it was almost the end of the day and I became pessimist. Five minutes later my phone rang. It was SMS from my friend asking me to come out. Wondering what was going on, I took my jacket and hurried to the front door. I was surprised to see her bring a bag full of firework and fire drills. Next I was surprised to see my other friend come out from the darkness. She brought a beautiful birthday cake on her hands. Oh my God! I screamed. Then they gave the cake to me who was too surprised to say anything. I realized I was shy furiously because my whole family was watching. A plain day, turned out to be one of the greatest moment in my life. I didn’t even know how to describe what I felt.
B. Paranoid After the movie was over, I left the cinema quickly. My watch showed 11.30 p.m. as I got on to my bicycle. I pedaled hard on my bicycle and was soon speeding home. My thought went back to the movie I had just seen. It was a scary story. I could remember clearly a woman screaming as she was attacked by a monster. Somehow that frightful scene stayed in my mind and I could not forget it. The road was dark and quiet. I had to pass a graveyard on the way home. As I approached the graveyard, I heard some sounds behind me. I was frightened and began to cycle faster. The sound came nearer and nearer. Then I heard a familiar voice calling me. I looked back and saw Hadi, my classmate. He had also seen the movie and was frightened too. He had cycled after me so that he would not be alone. Both of us laughed out loud over our behavior. (34)
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B. Put the Regular or Irregular verbs from the text A and B above into the column below!
Regular Verbs (19) Verb1 Verb2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.
Irregular Verbs (16) Verb1 Verb2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.
B. Make a sentence from some of the verbs above by using simple past tense!
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
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Rencana Pelaksanaan Pembelajaran (RPP) (Experiment Class) Nama Sekolah
: SMP Trimulia
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / 2
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
I. Standar Kompetensi Mengungkapkan makna dalam teks
lisan fungsional dan monolog pendek
sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.
III. Indikator 1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 2. Memahami kalimat simple past tense dan juga pengguanaan kata kerja yang berbentuk regular dan irregular. 3. Mampu mengungkapkan simple past tense dalam pola kalimat affirmative, negative dan interrogative dalam kalimat sederhana. 4. Mampu mengungkapkan simple past tense dalam kalimat verbal dan nominal. 5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense.
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IV. Tujuan Pembelajaran 1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam teks recount. 2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan irregular. 3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan ide dan opini mereka sendiri. 4. Mampu membuat dan menggunakan simple past tense secara lisan dan tertulis dalam kalimat sederhana. 5. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past tense dengan belajar secara kooperatif
V. Materi Pembelajaran -
Menjelaskan penggunaan nominal sentence dalam simple past tense (dalam non verbal sentences)
Types of sentence
Subject
To be (Was / Were)
Adjective, Adverb / Noun of occupation
I = were, You = were
Affirmative
I, you, they, we, he, she / it
They = were, We = were, He = was, She was, It = was
Negative
Interrogative
-
I, you, they,
To be (was / were) +
we, he, she / it
not
Was / Were
I, you, they, we, he,
handsome, beautiful, smart, etc., (adj.) in London, in Jakarta, in school, etc., (adv.) dentist, teacher, singer, etc., (noun)
she / it
Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan irregular verbs dalam bentuk words list.
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VI. Metode Pembelajaran Grammar Translation Method VII. Langkah – langkah Kegiatan Kegiatan Awal -
Memeberi salam dan bertegur sapa dengan siswa
-
Guru mengbasen siswa
-
Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
-
Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar
-
Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti a. Eksplorasi - Brainstorming tentang kalimat – kalimat simple past tense - Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past tense - Siswa mendengarkan dan memperhatikan penejelasan guru tentang fungsi dan bentuk simple past tense - Siswa memperhatikan beberapa contoh kalimat
sederhana kemudian
merubahnya menjadi kalimat dalam bentuk simple past tense - Siswa mencoba membuat beberapa kalimat berkaitan dengan simple past tense dengan ide mereka sendiri - Guru memastikan siswa memahami materi dengan memberikan pertanyaan kepada mereka dan memberikan kesempatan kepada mereka untuk bertanya b. Elaborasi -
Siswa mengidentifikasi tentang pola simple past tense yang terdapat dalam teks dialog (retelling story) kemudian mengisi worksheet yang diberikan secara individu
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-
Siswa mencoba mempraktekkan dialog tentang retlling story dengan teman sebangku menggunakan kalimat simple past tense yang baik
-
Guru memberikan penilaian individu siswa
c. Konfirmasi - Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan tentang pola dan fungsi simple past tense - Guru memberikan kesempatant kepada siswa untuk bertanya - Guru menanyakan kesulitan siswa selama proses belajar Kegiatan Akhir -
Memberikan penilaian individu
-
Guru memberikan beberapa tugas untuk di kerjakan dirumah oleh siswa tentang simple past tense
-
Guru memberikan salam
VIII. Sumber dan Alat Belajar - Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009 - Handout - Worksheet dan answer sheet
IX. Penilaian - Teknik
: Tes lisan dan tulisan
Bentuk tes
: - Pilihan ganda - Essay
Bentuk tagihan : Individu Jakarta, 30 Januari 2014 Guru Mata Pelajaran
Peneliti
Ulfianti Ulfa, S.Pd
Anita Putri
94
Handout I.
Visiting Bali
There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud. On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The streets are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta. The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center. My friend ten-day-stay ended very quickly beside his two tours, all his day was spent on the beach. He went sailing or surfboarding every day. He was quite satisfied. Answer the questions correctly! 1. What is the text about?
6. What did he see in Ubud?
2. Who went to Bali?
7. How long did he spend the tour?
3. What did he do in the first day?
8. What did he feel about the tour?
4. What does the word “it” in paragraph 2 refers to?
9. What is the type of the text about?
5. Where did he go for the second tour?
10. What are the generic structures of the text above?
II. Ask your friend about their last holiday. Use the following questions! 1. what did you do on last holiday? 2. did you visit some interesting places? 3. how many days did you spend your holiday? 4. what did you do there?
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Rencana Pelaksanaan Pembelajaran (RPP) (Controlled Class)
Nama Sekolah
: SMP Trimulia
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII / 2
Alokasi Waktu
: 2 x 40 Menit
Materi Pokok
: Simple Past Tense
Tema
:
I. Standar Kompetensi Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar Mengungkapkan
makna
dalam
monolog
pendek
sederhana
dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount
dan
narrative.
III. Indikator 1. Mengidentifikasi simple past tense dalam pola kalimat affirmative, negative dan interrogative. 2. Memahami kalimat simple past tense dalam teks recount dan kata kerja yang berbentuk regular dan irregular. 3. Mengungkapkan simple past tense dalam kalimat affirmative, negative dan interrogative dalam monolog sederhana.
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4. Mengungkapkan kalimat simple past tense dalam bentuk verbal dan nominal sentence. 5. Berkomunikasi secara lisan dan tertulis dengan menggunakan bahasa sederhana yang berhubungan dengan simple past tense.
IV. Tujuan Pembelajaran 1. Mengidentifikasi ciri kebahasaan termasuk penggunaan simple past dalam teks recount. 2. Memahami pola kalimat simple past tense serta penggunaan kata regular dan irregular. 3. Mengaplikasikan rumusan simple past tense ke dalam kalimat menggunakan ide dan opini mereka sendiri. 4. Mampu membuat dan menggunakan simple past tense secara lisan dan tertulis dalam kalimat sederhana. 5. Mampu melakukan monolog sederhana berkaitan dengan teks recount dengan menggunakan simple past tense. 6. Mampu menciptakan suasana yang aktif dalam pembelajaran simple past tense dengan belajar secara kooperatif
V. Metode Pembelajaran Cooperative Learning Method - Student Teams Achievement Divisions (STAD) technique
VI. Materi Pembelajaran -
Recalling the subject pronouns; I, you, they, we, he, she dan it.
-
Memperkenalkan kata kerja bentuk ke – 2 (verb 2) termasuk regular dan irregular verbs dalam bentuk words list.
-
Menjelaskan penggunaan nominal sentence (Interrogative pattern) dalam simple past tense
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Types of
To be (Was
Adjective, Adverb / Noun
sentence
/ Were)
of occupation handsome, beautiful, smart, etc., (adj.)
Interrogative
Was / Were
I, you, they, we, he,
in London, in Jakarta, in
she / it
school, etc., (adv.) dentist, teacher, singer, etc., (noun)
VII. Langkah – langkah Kegiatan Kegiatan Awal -
Memeberi salam dan bertegur sapa dengan siswa
-
Guru mengbasen siswa
-
Memberitahukan siswa apa saja yang akan dilakukan selama pelajaran
-
Menjelaskan teknik yang akan digunakan dalam kegiatan belajar dan mengajar
-
Menjelaskan beberapa peraturan dan ketentuan penilaian selama pelajaran berlangsung
Kegiatan Inti 1. Eksplorasi - Brainstorming tentang kalimat simple past tense (affirmative dan negative pattern) - Guru memberikan beberapa pertanyaan pembuka dan contoh berkaitan dengan simple past - Siswa mendengarkan dan memperhatikan penejelasan guru tentang interrogative pattern dalam simple past tense - Siswa mencoba membuat beberapa kalimat interrogative dalam simple past
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- Guru memastikan siswa memahami materi dengan memberikan pertanyaan kepada mereka dan memberikan kesempatan kepada mereka untuk bertanya 2. Elaborasi - Siswa diberikan teks recount dan mengidentifikasi teks tersebut - Setiap siswa diminta untuk mengungkapkan kembali cerita dalam teks di depan kelas - Guru meminta siswa berdialog dengan teman mereka tentang liburan menarik yang mereka pernah lakukan menggunakan simple past tense - Guru mulai memberikan pertanyaan (quiz) kepada semua siswa. Siswa harus menjawab secara individu tanpa dibantu oleh teman mereka atau anggota kelompok mereka 3. Konfirmasi -
Guru mengevaluasi dengan bertanya kembali dan memberi kesimpulan tentang pola dan fungsi simple past tense
-
Guru memberikan kesempatant kepada siswa untuk bertanya
-
Guru menanyakan kesulitan siswa selama proses belajar
Kegiatan Akhir -
Memberikan penilaian individu
-
Guru memberikan beberapa tugas untuk di kerjakan dirumah oleh siswa tentang simple past tense - Guru memberikan salam
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VIII. Sumber dan Alat Belajar - Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009. - English in Focus for Grade VIII Junior High School, oleh Artono Wardiman, Jakarta: Departemen Pendidikan Nasional, 2012. - Handout/Worksheet dan answer sheet
IX. Penilaian Teknik
: Tes lisan
Bentuk tes : - Pilihan ganda - Essay Bentuk tagihan : Individu
Jakarta, 6 Februari 2014 Guru Mata Pelajaran
Peneliti
Ulfianti Ulfa, S.Pd
Anita Putri
100
Handout I. Role Play Write your own story about bad experience. Retell it to your friends. Follow the clues below to start the arranging your story: 1. remember your most unforgettable bad experience in the past 2. tell your friend, when, where how it happened 3. tell how you can get through the problem 4. what is the message from your bad experience?
II. Have a dialogue with your classmate based on the following clue. Look at the example! 1. You went to Singapore last week (deny/admit) A: I heard you were in Singapore last week? B: Yes, that’s true. I visited my uncle there 2. You were sick yesterday (deny/admit) 3. You were afraid of cat 4. You could ride a bicycle for the first time when you are 5 years old (deny/admit) 5. You travelled on the plane (deny/admit) 6. You cried when you got on roller coaster for the first time (deny/admit)