THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY

THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY (A Classroom Action Research of the Second Year Students of MTs N Ngablak in the Academic Year of 2010/2011)

A Graduating Paper Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Departement of Education Faculty

By: QUROTUL’AIN 113 07 113

ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) OF SALATIGA 2011

DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE SALATIGA Jl. Stadion 03 Phone (0298) 323706 Salatiga 50721

DECLARATION

"In The Name of Allah the Most Gracious and the Most Merciful"

Hereby the writer fully declares that this graduating paper is composed by the writer herself, and it does not contain materials written or having been published by other people; except the information cited from references. The writer is capable of accounting for this graduating paper if in the future this graduating paper is proved of containing others' ideas, or in fact, the writer imitates the others' graduating paper. This declaration is made by the writer and the writer hopes that this declaration can be understood.

Salatiga, August 4th 2011 The writer

QUROTUL’AIN NIM: 11307113


Ruwandi, M.A

The Lecturer of Education Faculty State Islamic Studies Institute of Salatiga ATTENTIVE COUNSELOR NOTES Case: Qurotul‟Ain‟s Graduating Paper

Salatiga, August 4th 2011

Dear The Head of State Islamic Studies Institute of Salatiga

Assalamu’alaikum wr. wb. After

reading

and

correcting

Qurotul‟Ain‟s

graduating

paper

entitled

“THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY” (A Classroom Action Research of the Second Year Students of MTs N Ngablak in the Academic Year of 2010/2011), I have decided and would like to propose that if it could be accepted by the education faculty, I hope it would be examined as soon as possible. Wassalamu’alaikum wr. wb.

Consultant

Ruwandi, M.A

NIP. 19661225 200003 1 002


GRADUATING PAPER THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY (A Classroom Action Research of the Second Year Students of MTs N Ngablak in the Academic Year of 2010/2011) CREATED BY: QUROTUL’AIN NIM: 113 07 113 Has been brought to the board of examiners of English department of education faculty State Islamic Studies Institute (STAIN) Salatiga on August, 20th 2011, and hereby considered to completely fulfillment of the requirement for the degree of SI Kependidikan Islam Boards of examiners, 1. Head

: Dr. Imam Sutomo, M.Ag

2. Secretary

: Maslikhatul Umami, M.A

3. 1st Examiner

: Hanung Triyoko, S.S, M.Hum, M.Ed.

4. 2nd Examiner

: Setia Rini, M.Pd

5. 3rd Examiner

: Ruwandi, M.A Salatiga, August 20th, 2011 Head of STAIN Salatiga

Dr. Imam Sutomo, M.Ag NIP. 195808 27 198303 1 002

MOTTO

“WHEN

THERE IS A WILL, THERE IS A WAY”

“NO PAIN, NO GAIN”

DEDICATION

This graduating paper is dedicated to: 1. My beloved father and mother (Mr. Daroni and Mrs. Rikhayati), thanks for all support, trust, finance and encouragement 2. My special older brother and sister (Mz.Birin and Mb.Izzah), thanks for your kindness and togetherness 3. All of lecturers of STAIN Salatiga, thanks a lot for your guidance and advice 4. My best teachers in MTs N Ngablak (Pk.Nur Kholis, Pk.Slamet, Pk.Sis, etc), thanks for your support. 5. My best friends, PnG (Nany, Tia, Hera Mb.Lina, Putri, Wafiq, etc) 6. Someone who indirectly gives me support in doing this graduating paper 7. My friends in TBI‟07 especially TBI D‟07 8. All of my friends in HFC, Ita, Merita, Nu‟ah, Us, Mb.Iwi, Alfim, Im, Wati‟, Aroen, Ela, de‟ Tika, de‟ Shofi, de‟ Intan, de‟ Puji, Mia and Nila. 9. Everyone who knows me and reads this graduating paper

ACKNOWLEDGEMENT

Assalamu’alaikum wr. wb Alhamdulillahirabil‟alamin, all praises be to Allah the lord of the universe. Due to His blessing, eventually, the writer could finish this graduating paper without any obstacle. Our blessing and praises to our prophet Muhammad who has brought us from the darkness to the lightness. However, the writer will not be able to finish this graduating paper well without any help, guidance, and support from other people. Therefore, the writer would like to thanks to: 1. Dr. Imam Sutomo, M.Ag, as the head of State Institute for Islamic studies (STAIN) of Salatiga. 2. Suwardi, M.Pd, as the chief of education faculty 3. Maslihatul Umami, M.A, as chief of English department, thanks for your help and guidance 4. Ruwandi, M.A, as consultant of this graduating paper who has educated, supported,

directed

and

given

the

writer

advice,

suggestion

and

recommendation for this graduating paper from beginning until the end. 5. All lecturers of English department, (Mr. Hanung Triyoko, S.S, M.Hum. M.Ed, Mr. Ari Setiawan, MA, Mr. Noorwanto, M.Hum, Mr. Hamman M.Pd, H. Dr. Mr. Sa'adi, Mr. Faisal, M.Hum, Mrs. Woro, M.Pd, Mrs. Noor Malihah,

M.Hum, Mrs. Setia Rini, M.Pd, Mrs. Widi Astuti), the writer deeply thanks you all for your advices, knowledge, kindness etc. 6. All English department students in the Academic Year of 2007 especially for all members of TBI‟D, thanks for being my friends. 7. All of my friends who have helped me to finish this graduating paper Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper. Wassalamu’alaikum wr. wb

Salatiga, August 4th 2011 The writer

Qurotul’Ain NIM: 11307113

TABLE OF CONTENTS TITLE…………………………………………………………………………… i DECLARATION………………………………………………………………..ii ATTENTIVE COUNSELOR NOTES……………………………………........iii PAGE OF CERTIFICATION……………………………………………….... iv MOTTO …………………………………………………..….………………… v DEDICATION…………...……………………………………………………. vi ACKNOWLEDGMENT……..……………………………………………….. vii TABLE OF CONTENTS…………..………………………………………...... ix ABSTRACT…………………………………………………………………… xii

CHAPTER

I: INTRODUCTION A. Background of Study…………………................................... 1 B. The Limitation of the Problem………………..……………... 4 C. The Statement of The Problem.……………….………........... 5 D. The Objectives of The Study…..…….…..………………...... 5 E. The Benefits of the Study………..……..….………….…...... 6 F. The Definition of Key Terms……………...………………… 6 G. Literature Review.....................….……….….…………..…... 7 H. Research Methodology…..……….…..……………….……... 9

CHAPTER

II: REVIEW OF RELATED LITERATURE A. Learning.................................................................................. 20 1. Definition of Learning……………………………… 20

2. Types of Learning……………………………………20 3. Cooperative Learning………………………………. 21 4. STAD………………………………………………. 24 B. Grammar………..…………………....................................... 30 1. Definition of Grammar……………………………... 30 2. Kinds of Grammar………………………………….. 32 C. The Relation between STAD and Grammar Mastery……… 43 D. Theoretical Framework …………………………………….. 44 CHAPTER

III: RESEARCH REPORT A. General Description of MTs N Ngablak………………….... 46 1. The Location of MTs N Ngablak ………………………. 46 2. The List of Educational Facilities and Tools ………….... 47 3. Organization Structure………………………………….. 48 4. The List of Teachers and Staffs………………………… 49 5. The Distribution of Class……………………………. … 52 B. The Subject of the Study……………...………….……........ 53 C. Evaluation Instrument………………………….…….…….. 55

CHAPTER

IV: DISCUSSION A. Data Presentation..………… ………………………………. 57 1. Distribution of Score……………………………………. 57 2. Distribution of Rank……………………………………. 60 3. Description of Teaching-Learning Process……………... 67 B. Analysis……………….………………….…………………. 78

1. Individual Achievement………………………………… 78 2. Class Achievement……………………………………… 80 C. The Calculation of the Test Result…………...…………....... 82 D. Summary……………………………………………………. 91 CHAPTER

V: CLOSURE A. Conclusion………...……………………………………....... 93 B. Implication………………………………………………...... 94 C. Suggestions……………...………………………………...... 94

BIBLIOGRAPHY APPENDIXES

ABSTRACT

Qurotul’Ain (11307113) "THE USE OF STUDENT TEAMSACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY (A Classroom Action Research of the Second Year Students of MTs N Ngablak in the Academic Year of 2010/2011)”. Graduating Paper. Salatiga: Sekolah Tinggi Agama Islam Negeri, August 2011. The purposes of this research are divided into two parts. The first purpose of this research is to find out whether or not STAD improves the grammar mastery of the 8th year students of MTs N Ngablak in the academic year of 2010/2011. The second purpose is to find out how far is the significant contribution of STAD to the grammar mastery of the 8th year students of MTs N Ngablak in the academic year of 2010/2011. This is classroom action research which consists of three cycles. The researcher uses test, documentation and observation to collect the data. The data were analyzed and calculated by using t-test formula. If t 0 is the same or greater than tt, null hypothesis is rejected. The calculation showed that t 0 is greater than tt, it means that there is significant difference before and after the use of STAD. The researcher concluded that STAD improves grammar mastery and there is significant contribution of STAD to the grammar mastery of the 8 th year students of MTs N Ngablak in the academic year of 2010/2011. Keywords : STAD, grammar mastery

CHAPTER I INTRODUCTION

A. Background of the Study Grammar is one of the most important language components in language study. It is very essential to make the speakers of language understand each other. If a language has no grammar, it will be difficult for the speakers to communicate and to know what they talk. Grammar exists to enable us to „mean‟, and without grammar it is impossible to communicate beyond a very rudimentary level (Nunan, 1991: 153). Since grammar is very important, it should be mastered by students in all levels of education as junior high school, senior high school, and even university. Students need grammar to master the four basic language skills namely listening, speaking, reading and writing. Actually, there are many language components which should be mastered by the students in learning English, but grammar is possibly so serious and central in learning (Rinvolucri, 1990: 3). For example, in reading and writing, a reader will understand what the writer has written well, if the text composed in correct grammar. While in speaking and listening, a listener will understand the message which is delivered by a speaker clearly, if it is expressed in correct structures. Although grammar mastery is necessary but the mastery of it is still far from ideal expectation. At present, the students‟ grammar mastery

is still poor. This is because most learners somehow accept that everything in a foreign language is going to be different from that of their mother tongue. It is more difficult to accept that the grammar of the new language is also spectacularly different from the way the mother tongue works. The problem of grammar mastery is also faced by students in MTsN Ngablak. Based on the data of second year students‟ grammar score, the researcher concludes that the students‟ grammar mastery is still poor. The data showed that among 27 students, only 12% of them who have good score, 22% of them have average score and 66% of them have bad score. It means that most of students get difficulty to master grammar and the concerning teacher confirms that tenses are the most difficult one. It is not easy for them to remember the patterns of the tenses and apply them in both written and spoken language. The problem may come from at least two factors namely linguistic factors and non linguistic factors. Linguistically, the problem is caused by the differences of the grammatical patterns of their mother tongue and that of the foreign language, especially English. Students sometimes, get difficulties in applying English grammatical patterns when they use them in sentence forms. It may happen because of the interference of their mother tongue structure into English grammar. The non-linguistic factors that elicit problems in grammar mastery may consist of elements as internal or external cases. Internally, the mastery is poor because students are not interested and motivated. Most

of students consider that grammar is difficult, so their motivation to learn is also poor. They also have negative attitudes to the language so they do not pay attention when their teacher gives explanation about materials and are reluctant to memorize the materials. Besides that, this is caused by different level of understanding of each student in receiving the explanation. Students who are always getting lower understanding will consider that grammar is very difficult for them. Externally, the problems may be caused by several factors such as: (1) The method used is not appropriate; (2) Teachers more like lecturing rather than solving problems; (3) The teaching of grammar is occasionally boring because it is taught seriously and statically, there is no variation made by teacher to make students interested and motivated to learn; (4) Teacher usually creates competitive situation that make poor motivation for the most low achievers. Method can be one of the very influential solutions of grammar mastery. Teachers as controllers and facilitators should have ability in organizing classroom situation, including in applying the method chosen. One of the characteristics of effective classroom managers is the ability to generate interest and challenge in daily lesson (Jacobsen et.al, 1989:236). It means that method is so important to make the teaching process more effective, interesting and systematic. One of the methods that can be used is STAD (Student TeamsAchievement Divisions). According to Slavin (in Jacobsen at.al: 1989)

STAD is one of cooperative learning strategy in which high and low ability students are paired up on evenly matched teams of four or five; team score are based upon the extent to which individuals improve their scores on skills test. The important feature of STAD is that students are rewarded for team performance, thus encouraging group cooperation. Through STAD, all of students have equal chance to reach good achievement. The scoring system that uses individual improvement score motivates the students to learn harder than before. For the reasons above, the writer is interested to conduct a research entitled “THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY, (A classroom Action Research of the Second Year Students of MTs N Ngablak in the Academic Year of 2010/2011)”

B. Limitation of the Problem This study concerns to “THE USE OF STUDENT TEAMSACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY”. In order to focus on this research, so the result is valid; there must be limitation of the problem. The topic must be limited in order to investigate the problems more accurately, precisely, and correctly. Therefore, the writer would like to limit this study as follows:

1. The research is limited in using Student Teams-Achievement Divisions (STAD), in which STAD is one of cooperative learning techniques. 2. The grammar used in this research is limited in the tense. 3. The research is carried out to the second year students of MTs N Ngablak in the academic year 2010/2011.

C. The Statement of the Problem Based on the background of the study, the researcher formulates the problems of the study as follows: 1. How far is the influence of STAD (Student Teams-Achievement Divisions) to grammar mastery of the second year students of MTs N Ngablak? 2. Is there any significant influence of STAD to grammar mastery of the second year students of MTs N Ngablak?

D. The Objectives of the Study The objectives of this study are as follows: 1. To find out and analyze the influence of STAD (Student TeamsAchievement Divisions) to grammar mastery of the second year students of MTs N Ngablak. 2. To find out and analyze the significant influence of STAD to grammar mastery of the second year students of MTs N Ngablak.

E. The Benefit of the Study Theoretically, the findings of the research will enrich the reference of teaching language especially the use of Student Teams Achievement Divisions to grammar betterment. Practically, the result of the research can be able to be used by English teachers in teaching, to motivate students to improve their grammar mastery and to suggest the school authority to give the recommendation to the teachers in order to use the appropriate methods and effective strategies in teaching grammar.

F. Definition of the Key Terms Avoiding some incorrect interpretations of this research title, the writer would like to clarify and explain the terms used. 1) STAD STAD (Student Teams- Achievement Divisions) is one of cooperative learning methods in which students are assigned to four-member learning teams that are mixed in performance level, gender and ethnicity by using individual improvement scores in the scoring system (Slavin, 2009: 5) 2) Improve Grammar Mastery Improve is to become or to make something or somebody better (Oxford Learner‟s Pocket, 2004: 216). According to Merriam (1981: 415), Grammar is the science dealing with the

systematic rules of a language, its forms, inflections and syntax, and the art of using them correctly; the applying of these rules; the system of forms and syntactical usage characteristics of any language. While according to Hornby (1987: 523), mastery is complete control or knowledge; supremacy. As an important element of language, grammar should be mastered by learners if they want to be successful in learning English. Mastering English grammar can help students to construct the correct sentences meaningfully and grammatically, so that they are able to use English well. Improving grammar mastery is crucial for the students because if grammar rules are too carelessly violated, communication may suffer (Harmer, 2001: 12).

G. Literature Review In this research paper, the writer takes four literature reviews The first review is entitled “THE IMPLEMENTATION OF COOPERATIVE LEARNING

IN

ENGLISH

CLASS

OF

INTERNATIONAL

STANDARDIZED SCHOOL OF SMP N 1 PURWODADI”. This has been researched by Eka Dwi Susanti, the student of State Institute of Islamic Studies (STAIN) of Salatiga in the academic year of 2010. In this paper, she analyzed the affectivity of using cooperative learning in English teaching learning process. She concluded that the achievement of the usage is above the passing grade. It also helped

students to improve their achievement in terms of academic up to 9.8 (Susanti, 2010: 90). The second review is “THE USE OF JIGSAW TEACHING STRATEGY

TO

IMPROVE

STUDENTS‟

ACHIEVEMENT

IN

LEARNING ENGLISH (A Classroom Action Research of the Second Grade students of State Islamic Junior High School, Kaliangkrik, Magelang in the Academic Year of 2009/2010” which has been researched by Nok Siti Fatiyatul Muharromah, the student of State Institute of Islamic Studies (STAIN) Salatiga in the academic year of 2010. The research showed that the use of Jigsaw teaching strategy could improve students‟ achievement in learning English at MTs N Kaliangkrik, Magelang. The research also found that the class situation was more active, the students were not shy to speak in front of class. The implementation of Jigsaw was reasonable because it gave students a great motivation to speak up in learning English. Thus, Jigsaw was good to improve students‟ achievement, interest and motivation (Muharromah, 2010: 51) The research about grammar mastery has also been done by Eka Septiana Sari, a student of State Institute of Islamic Studies (STAIN) Salatiga in the academic year of 2010. The title is “THE USE OF TEXTS TO GRAMMAR MASTERY OF THE FIRST YEAR STUDENTS OF MAN SALATIGA IN THE ACADEMIC YEAR OF 2009/2010”.

According to her, one of the suitable ways toward grammar mastery of the first year of MAN Salatiga was using texts. It could be shown from the average score of grammar mastery of the students before using text was 58, its belonged to poor to average level and after using text was 69,33. It belonged to average to good level (Sari, 2010: 98). The other research is “THE INTERFERENCE OF THE JAVANESE STRUCTURE TO THE MASTERY OF ENGLISH GRAMMAR” (A Case Study of the First Year Students of Foreign Language Intensive Study of STAIN Salatiga in the Academic Year of 2009/2010)”. It was written by Ahmad Samingan, a student of State Institute of Islamic Studies (STAIN) Salatiga in the academic year 2010. He concluded that Javanese structure interfered the mastery of English grammar. It could be known that most of students used Javanese structure when they translated Javanese into English. It happened almost in interrogative sentences that many students didn't use auxiliary verb and misplaced auxiliary verb (Samingan, 2010: 62).

H. Research Methodology 1. The Setting of the Research The research conducted at MTs N Ngablak located at Jl. Ngablak-Mangli km.0 Ngablak. The subjects of this research are the students of second grade in the academic year of 2010/2011. The students are from various areas with various levels of

economics condition. Most of the students have the difficulties in grammar mastery and they have under average ability. 2. Method of the Research The research method used in this study is action research. There are some definitions of action research. The first definition is given by Kemmis that action research is a form of self reflective enquiry undertaken by participants in social situation in order to improve the rationality and justices, their understanding of these practices and the situations in which the practices are carried out; (Hopkins, 1993: 44) The second definition is Classroom Action Research refers to accurateness toward learning activity in which it appears intentionally and occurs together in a class. The activity is given by a teacher or with guidance from the teacher done by the students (Arikunto et.al, 2007: 3). By the definition of action research, it can be concluded that action research is a series of procedure, a group of activity and a piece of descriptive research carried out by a teacher in classroom to improve aspect of teaching or to evaluate the success and/or failure of appropriateness of method, certain characteristic and the procedure. Classroom action research can give the good implementation to improve the quality of teaching if it is applied correctly.

3. Approach This is a Quantitative research. Quantitative approach is a methodology of the research which emphasizes on index and empiric measurement. The objectives of quantitative are to examine the theory, to evidence the fact and statistical description to show the relationship among variable. There are some characteristics of quantitative approach; statistic, reliabilities, hypothesis, validity, etc. Techniques of quantitative approach are experiment, structure observation and unit of data. 4. Population Population is a set (or collection) of all elements processing one or more attributes of interest (Arikunto, 1996: 4). In this case, the second year students of MTs N Ngablak, Magelang in the academic year of 2010/1011 was chosen as the population of this research because they are easier to cooperate with their classmates. The first year students were adapting with their new class and school, while the third year students were preparing for national examination. There are 182 students of the second year. Thus, the total population in this research is 182. Based on their gender there are 87 male students and 95 female students. 5. Sampling and Sample Sampling is a technique in order to get the sample. The writer used random sampling, in which every member has the same

opportunity to be the sample. Sample is the part of the accessible population to investigate (Hadjar, 1996: 154). The writer only took VIII C class which consists of 27 students. In carrying out this research, it is impossible for the writer to extend research for all content of the population, because it is in large numbers 6. The Procedures of the Research Since this is a classroom action research, the writer applies the classroom action research procedures. According to Kemmis (in Hopskin: 1963). The procedures are divided into three cycles. The procedures are as follows: a. Planning The activities in the planning are: 1) Preparing materials, making lesson plan and designing the steps in doing the action. 2) Preparing list of students‟ name and scoring. 3) Preparing teaching aids. 4) Preparing sheets for classroom observation (to know the situation of teaching-learning process when the method or technique or mode is applied). 5) Preparing a test. (to know whether student‟s grammar mastery improves or not) b. Action 1) Giving pre-test.

2) Teaching the material. 3) Team study. 4) Giving occasion to the students to ask any difficulties or problems. 5) Giving post- test. c. Observation Observation is one of the methods used in collecting the data. As a scientific method, observation can be systematically used to observe and note the phenomena investigated like the students‟ feeling, thinking and something they do in teaching- learning process. d. Reflection Reflection is a research finding analysis. This is to record what happens in observation. Reflection seeks to make sense of processes, problems and real issues in strategic action. Reflection belongs an evaluative aspect; it asks the writer to weight the experience, to judge whether or not the method can be problem solving to enhance students‟ grammar mastery.

The procedures stated by Kemmis are briefly describes in the following scheme.

Cycle 1

Cycle 2

Cycle 3

(Kemmis in Hopskin, 1963)

7. Techniques of Collecting Data In this study the writer used three data collection methods namely tests, observation, and documentation. a. Test According to Arikunto (1992: 139), the definition of test as follows: Tes adalah serentetan pertanyaan atau latihan atau alat lain yang digunakan untuk mengukur keterampilan, pengetahuan, intelejensi, kemampuan atau bakat yang dimiliki oleh individu atau kelompok It means that Test are sequence questions used to measure or evaluate how far is one‟s ability, knowledge, intelligence or attitude either individual or collective. The writer used two tests namely pre-test and post-test. 1. Pre-test Pre-test is used to find out how far is the students‟ ability before they are taught by using STAD. 2. Post-test Post-test is given after students are taught by using STAD. The aim of post-test is to find out how far is the students‟ grammar mastery after they learn by using STAD.

b. Documentation The used of Documentation as follows: Dokumentasi diperlukan untuk merekam kegiatan siswa dan guru dalam proses pembelajaran berupa foto dan gambar hidup (Sam‟s, 2010: 93). In other words, documentation is a number of data that presents the verbal data such as correspondence, journal, memory, report and others. This method is used to get school information which is used as the object of the research. The documentary data are achieves from letters, journal and others. The documentation used is in the form of notes, book, transcript and the history book of MTs N Ngablak. This method is used to know the information of the school, the condition of teachers, staff, students and the others. c. Observation. Observation focuses on the activities of the research subjects or objects involving all of the five senses (Arikunto, 1996: 139). This method is easily used to find concrete data. The writer is able to observe directly, the condition of buildings, the geographical location, student‟s activities in teaching-learning processes and others. When the research was conducted, the writer‟s role was as a teacher. The writer used field note which is used to

observe and to know the situation and activities during teaching-learning process. By using field note, the writer was

able

to

record

class

situation

and

student‟s

participation. Then, the writer verifies the observation result to the co-observer. 8. Techniques of Data Analysis After collecting the data, the next step of the study is analysis. The data is analyzed in two ways; a) Descriptive technique Descriptive technique is used to know students‟ participation and their activities in the classroom. In this case, the writer uses field note which record all of activities in the classroom. b) Statistical technique This technique is used to know the result of the students‟ pre-test and post-test in the three cycles. The statistical calculations are staged as follows; 1. Mean Calculating The calculation of mean is to know the average of the students‟ score. The formula of the calculation is; M By which, M

= ∑ Fx N

= Mean of student‟s score

∑ Fx

= The sum of student‟s score

N

= The total number of students

2. Standard Deviation The formula used for calculating standard deviation is as follows; SD =

∑ D2

∑D

N

N

2

By which, SD

= Standard Deviation for one sample t-test

D

= Difference between pre-test and post-test

N

= Number of observation

(Hartono, 2004: 167) 3. T-test After calculating the SD, the writer calculates t-test to know there is any significant difference between pre-test and post-test by the following formula: ∑D to =

N SD N-1

By which, t = The different score of pre-test and post-test

SD = Standard Deviation for one sample t-test D = Difference between pre-test and post-test N = Number of observations in sample (Hartono, 2004: 167) I. Research Paper Organization This paper is divided into five chapters. The first chapter is Introduction. In this chapter, the writer discusses background of the study, limitation of the problem, objectives of the study, benefits of the study, definition of the key term, previous research findings, research methodology and research paper organization. The second chapter is Review of Related Literature. In this chapter, the writer explains the definition and types of learning, cooperative learning, STAD, grammar, the relation between STAD and grammar mastery and the theoretical framework. Chapter III is Research Reports. In this chapter, the writer would like to discuss the general description of MTs N Ngablak which deals with history, teacher‟ condition, student‟s condition, students‟ activities and organization. The fourth chapter is the Implementation of the Study. In this chapter, the writer analyzes collected data. It consists of each cycle and its analysis. In chapter V the writer ends the paper by conclusions and suggestions. The last part is bibliography and appendix.

CHAPTER II REVIEW OF RELATED LITERATURE A. Learning 1. Definition of Learning Learning is defined in various perspectives: a. According to Elisabeth B. Hurlock (1998: 40), learning is a development as a result of exercising and trying (Hurlock, b. Learning is a process of progressive behavior adaptation (Dalyono, 1997: 212). c. Learning is shown by behavioral change as a result of experience (Croubach, 2002: 21) The terms of learning will be used in this context to refer to some more features of experience (as opposed to innate features of their activation) which might be necessary conditions of language acquisition, all of them have same meaning and aim. Basically, learning is an activity or process which is signed by understanding, attitude, behavior, skill, the receiving and reaction. 2. Types of Learning According to Anita Lie, there are three types of learning model. They are competition, individual and cooperative learning (Lie, 2007: 23)

a. Competitive Learning Teachers mostly use competition system in teaching their students. In competitive learning, students compete with their classmates to see who is the best in the class. The competitive situation is characterized by negative goal interdepence; if there is a winner, there is also a loser. A student will consider that he or she should defeat the others to be the winner (Lie, 2007: 24) b. Individual Learning In this type of learning, each student learns based on his or her own capability. In other words, he or she just competes with their selves. In this individual learning model, a teacher should decide a standard for each student. So, a student‟s score is not determined by the average score of the class, but it is established by his or her own effort and standard that has been decided c. Cooperative Learning Cooperative learning appears based on human characteristic in which human is a social creature. In learning process, cooperation is needed to reach the success. Slavin (1988) says that cooperative learning is a generic term for teaching strategies designed to foster group cooperation

and

interaction among

students.

These

strategies are designed to eliminate the competition found in the most classrooms, which tends to produce “winners” and “losers” and a classroom pecking order and which discourages students for helping each other (Jacobsen at.al, 1989: 345). 3. Cooperative Learning a. Definition Cooperative learning refers to a variety of teaching method in which students work in small groups to help one another learn academic content. In academic classrooms, students are expected to help each other, to discuss and argue with each other, to access each other‟s current knowledge and fill in gaps in each other‟s understanding (Slavin, 2009: 2). Cooperative learning motivates the students to help and encourage each other to learn. If they want to succeed as a team, they will encourage teammate to excel and will help them to do so. The most important, they are rooting for each other succeed, not to fail. b. Types of Cooperative Learning There are five methods in Cooperative learning. They are STAD, TGT, Jigsaw II, CIRC, and TAI (Slavin, 2009: 4).

1) Student Teams-Achievement Divisions (STAD) In STAD, students are assigned to fourmember

learning

teams

that

are

mixed

in

performance level, gender and ethnicity (Slavin, 2009: 5). The teacher presents a lesson, and then the students work within their teams to make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another. 2) Teams Games-Tournament (TGT) TGT uses the same teacher presentations and team work as in STAD, but replaces the quizzes with weekly tournaments, in which students play academic games with members of other teams to contribute points to their team scores (Slavin, 2009: 6). 3) Jigsaw II In Jigsaw II, students work in the same fourmember, heterogeneous teams as in STAD and TGT. The students are assigned chapters, short books, or other materials to read; usually social studies, biographies, or other expository material. Each team members is randomly assigned to become an

“expert” on some aspects of the reading assignment (Slavin, 2009: 6). 4) Cooperative Integrated Reading and Composition (CIRC) CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Slavin, 2009: 7). In CIRC, teachers use novels or basal readers. Students are assigned to teams composed of pairs of students from two or more different reading levels. 5) Team Accelerated Instruction (TAI) TAI combines cooperative learning and individualized

instruction.

It

is

specifically

designed to teach mathematics to students in grade 3-6 (Slavin. 2009: 7). In TAI, students enter an individualized sequence according to a placement test and proceed at their own rates. All cooperative learning methods share the idea that students work together to learn and are responsible for their teammates‟ learning as well as their own. In addition, those methods emphasize the use of goals and team success, which can be achieved only if all members of the team learn the objectives being taught. All five methods incorporate team rewards, individual

accountability, and equal opportunities for success, but in different ways. 4. STAD a. Definition of STAD STAD has been developed by Robert Slavin and his colleagues in John Hopskin University. It is one of the simplest of all cooperative learning methods. In STAD, students are assigned to four-member learning teams that are mixed in performance level, gender and ethnicity (Slavin, 2009: 5). Students work in mixed-ability teams to study the lessons or work on the material presented by the teacher. Then, they work in groups of four or five members before doing individual quizzes. The teams may earn rewards based on how much they progress over the previous learning period. The only way that the team can be successful is to ensure that everyone in the group has learned the content and is able to master the quizzes. The main idea behind STAD is to motivate students to encourage and help each other master skills presented by the teacher (Slavin, 2009: 6). If they want their team to earn team rewards, they must help their teammates to learn the material.

b. Five Components of STAD STAD is developed by Slavin and has been used in such diverse subject areas as language arts, social studies, mathematics and science. According to him, (2009: 72), STAD

consists

of

five

major

components:

class

presentations, teams, quizzes, individual improvement scores, and team recognition. The details of each component are discussed as follows: 1).

Class presentations This component is mainly constructed by the teacher. Materials are presented and explained to students; however, the students must always realize that they must pay careful attention because the learning content will appear on the worksheet that they will be assigned in the next component.

2).

Teams Students are divided into groups of four of heterogeneous academic performance, sex, and race or ethnicity (Slavin, 2009: 72). This component is important because it prepares students to do well on the quizzes. All teammates study the worksheets or materials together and need to explain them to each other carefully. Students must ensure that all members

understand the material thoroughly before doing the quizzes. 3). Quizzes After studying the material or worksheet, students take individual quizzes and they cannot help each other. This component demonstrates individual accountability that each student is responsible for studying the material and working on the worksheet attentively (Slavin, 2009: 73). If every member in the group gets higher scores than before, this will possibly help the team to improve their scores in the next component. 4). Individual Improvement Scores The idea behind this component is that each student has a performance goal to work harder and better than in the past. All students can improve the team scores if they do better in the quizzes. Students at all levels of achievement: high, average, or low, have equal opportunities to work for the team (Slavin, 2009: 73). However, each student has a base score deriving from their score on their last performance. When the quiz scores exceed their base scores, they earn the points for their team. The individual

improvement scores are added together and divided by the number of people in the group. 5). Team recognition Team gets a reward if the team‟s average scores satisfy the criteria. Teacher may have a role in creating how to reward successful groups. However, this component does not mainly focus on the award; it rather focuses on the recognition of the students‟ accomplishment (Slavin, 2009: 73). Thus, students will realize the value of working cooperatively and help their teammates to understand the lessons. c. Preparation According to Slavin (2009: 73), before applying STAD in a classroom, teacher should make some preparations as follows: 1) Materials STAD can be used with curriculum materials specifically designed for students‟ team learning or it can be used with materials adapted from textbooks (Slavin, 2009: 73). Teacher should make a worksheet, a worksheet answer sheet and a quiz for each unit of teaching.

2) Assigning students to teams STAD teams represent a cross-section of the class (Slavin, 2009: 74). A team should consist of students from various performance level, gender and ethnicity. For example, the team would have a high performer,

a

low

performer

and

two

average

performers. The way to assign students to teams can be seen in following table. Rank High-performing Students Average-performing Students

Low-performing students

1 2 3 4 5 6 7 8 9 10 11 12

Team Name A B C C B A A B C C B A

(Slavin, 2009: 76) 3) Determining initial base score. Base score represents students‟ average scores on the past quizzes. It is possible to use students‟ final grades from the previous year. 4) Team building It is a good idea to start off with one or more team-building exercises just to give teams members a

chance to do something fun and to get to know one another. d. Schedule of activities According to Slavin (2009: 75) STAD consists of a regular cycle of instructional activities, as follows: 1) Teach. The teacher presents the lesson 2) Team study. During team study, team member‟s tasks are to master the material presented by the teacher and to help their teammates master the material. Students have worksheets and answer sheets they can use to practice their skill. 3) Test. Students take individual quizzes. It is not allowed for them to work together on the quiz. 4) Team recognition. Students earn points for their teams based on the degree to which their quiz scores exceed their base scores; Quiz Score

Improvement Point

More than 10 points below base score

5

10 points below to 1 point below base score

10

Base score to 10 points above base score

20

More than 10 points above base score

30

Perfect paper (regardless of base score)

30

(Slavin, 2007: 80)

B. Grammar 1) Definition of Grammar In language learning, people will always encounter a learning material namely grammar. It always plays a central role in language learning, so learning English language cannot be separated from learning grammar. Grammar is perhaps so serious and central in learning another language that always should be searched for which will focus student energy on the task of mastering and internalizing it (Rinvolucri, 1990: 3). It means that an English student is demanded to be able to use English language by using correct grammar. So that mastery toward grammar is very important for the students in their four aspects skill (speaking, listening, reading and writing). If grammar rules are too carelessly violated, communication may suffer, although creating a good grammar rule is extremely difficult (Harmer, 2001: 12). Before the writer reviews some kinds of grammar, the writer needs to present some definitions about grammar. Grammar is concerned with the form of the language: that is the patterns, the regularities, the nuts and bolts you screw together in different ways (Scrivener, 1994: 116). Grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language (Harmer, 2001: 15). While according to Hall (1993: 3), grammar is a description of

certain organizing aspects of a particular language that includes phonological (sound), morphological (word composition), and syntactic (sentence composition) points. From those statements, grammar refers to a science used to study the change of word forms and arrangements. The term grammar will be used in this context to refer to a device that tells the reader how to construct an infinite number of correct sentences of a language and no incorrect ones. All of them have some meanings and aims. Basically, grammar is the rules to combine the words or phrases together to be sentences in an appropriate way. Grammar also can be defined as a description of the way a language works. It explains many things. For example, it tells us the order in which sentence parts must be arranged. It helps us to state how English is used and how we should use it. 2) Kinds of Grammar There are so many types of English grammar that should be known, but the most basic of English grammar is tenses. In learning English, one of the general and base problems that are usually faced is tenses problem. Most of students do not understand what is spoken in tenses problem (Pardiyono, 2007: 1). Based on Webster‟s dictionary, tense is any of the forms of a verb expressing the time of the action or the state of being present tense, future perfect tense; a set of forms for the various persons for

a given time (Meriam, 1981: 55). According to Pardiyono (2007: 1), tense is a variation of the change of verb form includes full verb, be and auxiliary that are usually used as predicate in the sentence, which should be appropriated with the kinds of time expression. The words tense stands for a verb form or series of verb form used to express time relation. Tenses may indicate whether in action, activity, or state is past, present or future (Hornby, 1986: 78). Many teachers find that tenses are far more difficult to teach than: say, vocabulary; although planning a lesson around a tense is obviously easier, actually teaching it may be a different matter. Despite their best efforts, students consistently misuse, misunderstand and misapply tenses (Aitken, 1998: 5). Therefore, considering the essential role of tenses, teachers should consider what kind of method is appropriately used in teaching tenses. There are many kinds of tenses, but in this case, the writer just want to explain some tenses; simple present tense, simple past tense, present continuous tense, past continuous tense, simple future tense, past future tense, present perfect tense and past perfect tense. According to Pardiyono (2007: 1), if you understand the rules about the change of verb form and also understand about the grouping of time expression, you have not gotten difficulties in using tenses.

a. Simple Present Tense 1. Definition of Simple Present Tense Simple Present tense is a tense used to assert an activity that has been a habit or action. There are two types of present tense; verbal and nominal (Sujardi et.al, 1980: 49). a) Verbal, it means that the sentence of present tense uses a verb. The forms as follow: Positive (+)

S + V1(s / es)

Negative (-)

S + do/does not + V1

Affirmative (?)

Do/does + S + V1?

For example: 1) She goes to school every morning

(+)

2) She doesn’t go to school every morning

(-)

3) Does she go to school every morning

(?)

For interrogative sentence, do/does must be put before subject. We use /s/ or /es/ if the pronouns are he, she or it. We add /es/ in a verb if the verb is ended by /o/, /ss/, /x/, /sh/, and /ch/, and the subject is he, she, it. b) Nominal, it means that the sentence does not use a verb, but it can be adjective or adverb of place. The pattern are as follow:

Positive (+)

S + To be (is, am, are) +…

Negative (-)

S + To be (is,am,are) not +…

Affirmative(?)

To be (is, am, are) + S + … ?

For example: 1) Jenny is beautiful

(+)

2) Jenny is not beautiful

(-)

3) Is Jenny beautiful?

(?)

For interrogative sentence, to be (is, am, are) must be put before subject because it indicates question. „Is‟ is used for „he‟, „she‟ and „it‟. „Am‟ is used for „I‟. While „are„ is used for „they‟, „we‟ and „you‟. 2. The Use of Simple Present Tense The uses of simple present tense are as follows: a) It is used to express daily habits or usual activities (Azar, 1992: 3) b) To express thing/reality happening right now as long as we know it or to express something general (Wilkinson and Haryanto, 2004: 272). c) It is used in conditional sentences, type 1. d) It can be used in newspaper headlines (Thomson and Martinet, 1995: 160).

b. Simple Past Tense 1. The Definition of Simple Past Tense Past tense is generally used to assert an action or event that is done or happens in the past time (Wilkinson and Haryanto, 2004: 291). The forms of Simple past tense are: Positive (+)

S + VII

Negative (-)

S + did not VI

Affirmative (?)

Did + S + V1 ?

For example: 1) They came to my party last week (+) 2) They did not come to my party last week (-) 3) Did they come to my party last week?

(?)

2. The Uses of Simple Past Tense Simple past tense can be used as follow: a) It is used for actions completed in the past at a definite time. b) It is used for a past habit. c) It is used in conditional sentences, type 2 (Thomson and Martinet, 1995: 162).

c. Present Continuous Tense 1. The Definition of Present Continuous Tense Present continuous tense is a form of time used to state an event which is going on or being done. Time signals are now, right now, today, at present, etc (Haryono and Mahyong : 326) The forms of present continuous tense are: Positive (+)

S + to be (is, am, are) + Ving

Negative (-)

S + to be (is, am, are) not + Ving

Affirmative (?)

To be (is, am, are) + Ving

For Example: 1) My mother is cooking vegetable

(+)

2) My mother is not cooking vegetable (-) 3) Is my mother cooking vegetable?

(?)

2. The Uses of Present Continuous Tense The uses of present continuous tense are: a) For an action happening now b) For an action happening about this time but not necessarily

at

the

moment

of

speaking

(Thomson and Martinet, 1995: 154). c) To express thing or activity at the moment that will be done (Pardiyono, 2007: 72)

d. Past Continuous Tense 1. The definition of Past Continuous Tense Past continuous tense is a form of time to express an event which is happening in the past (Susanto, 1991: 39) The forms of past continuous tense are: Positive (+)

S + To be past (was, were) + Ving

Negative (-)

S + To be past (was, were) + Ving

Affirmative (?)

To be past (was, were) + S + Ving ?

For example: 1) My sister was eating sandwich

(+)

2) My sister was not eating sandwich

(-)

3) Was my sister eating sandwich?

(?)

2. The Uses of Past Continuous Tense Past continuous tense can be used as follow: a) Used with a point in time, it expresses an action that begins before that time and is probably continued after (Thomson and Martinet, 1995: 154) b) To express activity or event happening in the past using time expression of adverb of time.

c) To express two things or activities happening at the same time in the past (Pardiyono, 2007: 72) e. Present Future Tense 1. The Definition of Present Future Tense Present future tense is a form of time to express a plan that we will do; either it is short time planning or long time planning (Pardiyono, 2007: 101) The forms of present future tense are: Positive (+)

S + Shall/Will + V1

Negative (-)

S + Shall/Will not + V1

Affirmative (?) Shall/Will + S + V1 ? For example: 1) We will go to Bali next holiday

(+)

2) We will not go to Bali next holiday

(-)

3) Will we go to Bali next holiday?

(?)

2. The Uses of Present Future Tense The uses of present future tense are as follows: a) It is used to express the speaker‟s opinions, assumptions, speculations about the future

b) It is used in sentences containing clauses of condition, time and sometimes purposes (Thomson and Martinet, 1995: 154). c) To offer, ask or request someone to do something (Pardiyono, 2007: 102) f. Past Future Tense 1. The Definition of Past Future Tense Past future tense is the opposite of present future tense. It is used to retell a plan that will actually be done in certain time in the past (Pardiyono, 2007: 102) The forms of past future tense are: Positive (+)

S + Should/would + V1

Negative (-)

S + Should/Would not + V1

Affirmative (?)

Should/Would + S + V1?

For example: 1) Tom would visit his grandfather

(+)

2) Tom would not visit his grandfather (-) 3) Would Tom visit his grandfather?

(?)

2. The Uses of Past Future Tense The main use of past future tense is to tell past event. The other uses of past future tense are as follow:

a) To retell a plan in the past time b) It is used in indirect speech c) It is used for conditional sentence type II (Wilkinson and Haryanto, 2007: 275) g. Present Perfect Tense 1. The Definition of Present Perfect Tense Present perfect tense is formed with the present tense of have + the past participle. The past participle in regular verbs has exactly the same form as the simple past (Thomson and Martinet, 1995: 160). The forms of present perfect tense are: Positive (+)

S + have/has V3

Negative (-)

S + have/has not + V3

Affirmative (?)

Have/has + S + V3 ?

Example: 1) Sammy has written a letter for his mom

(+)

2) Sammy has not written a letter for his mom (-) 3) Has Sammy written a letter for his mom? (?) 2. The Uses of Present Perfect Tense The uses of present perfect tense are as follow: a) It is used for recent actions when the time is not mentioned.

b) It can also be used for actions which occur further back in the past, provided the connection with the present that is still maintained, that is that the action could be repeated in the present. (Thomson and Martinet, 1995: 167). h. Past Perfect Tense 1. The Definition of Past Perfect Tense

Past perfect tense is a form of time to express activity or event that has been done completely in the past before certain time limit or before other activity is done in the past (Pardiyono, 2007: 81). The forms of past perfect tense are: Positive (+)

S + had + V3

Negative (-)

S + had not + V3

Affirmative (?)

Had + S + V3 ?

Example: 1) I had worked

(+)

2) I had not worked

(-)

3) Had I worked?

(?)

2. The uses of Past Perfect Tense Past perfect tense can be used as follow: a) Past perfect tense is the past equivalent of present perfect. b) Past perfect tense can be used similarly for an action which begins before the time of speaking in the past, and is still continuing at that time or stopped at that time or just before it. c) Past perfect is also the past equivalent of the simple past tense, and is used when the narrator or subject looks back on earlier action from a certain point in the past (Thomson and Martinet, 1995: 175-176)

C. The Relation between STAD and Grammar Mastery As an important part of language, grammar should be mastered by the students. However, most of students consider that grammar is the most difficult part of English language. Therefore, it is important to increase students‟ motivation to learn grammar. Motivation is the thoughts and feelings we have which make us to do something, continue to want to do it and turn our wishes into action. Motivation influences how hard they are prepared to work to achieve it (Harmer, 2003: 38). In other words,

motivation is important in language learning because it help to make learning successful. Factors

influence

student‟s

motivation

to

learns

are;

encouragement and support from others, e.g: teacher, parents, classmate etc, and student‟s interest in the learning process; the interest and relevance of the source content, classroom activities, the teacher‟s personality and teaching methods (Jeremy Harmer, 2003: 38) Many ways have been used to teach grammar, in order to improve students‟ grammar mastery. It includes the methods applied by teacher in language teaching. One of the methods which can motivate the students is applying STAD. STAD has been used in every imaginable subjects, from mathematics to language arts to social studies and science, and has been used from grade two through college. Kagan also states that STAD is also implemented in ESL and EFL areas to develop learners‟ language skills (Slavin, 2009: 5). Thus, STAD is appropriate for teaching English language for students, especially those who need encouragement in their grammar achievement.

D. Theoretical Framework From the discussion in underlying theory, the writer can describe the conclusion that teaching grammar using STAD is one of the techniques for teaching English to improve grammar aspect. It is the activity which asks the students to work together with their teammates to be the best team

in the class. In addition, STAD is useful for the classroom that has different levels of proficiency because it benefits both high and low achievers. It means that all of students are equally challenged to do their best in grammar class. Grammar material is considered as the most difficult lesson by most of students. Therefore, students need methods that can encourage their motivation. STAD is one of cooperative learning methods in which it can increase students‟ motivation to learn grammar material. By using STAD, students are motivated to learn harder than before. They will do the best for their team by reaching point as much as possible, so their team will be the winner. The positive impact is the enhancement of students‟ grammar mastery because of the students‟ high motivation and cooperation during grammar study.

CHAPTER III RESEARCH REPORT A. The General Description of MTsN Ngablak 1. The Location of MTs N Ngablak This research was conducted at MTs N Ngablak. It is located at Jl. Ngablak-Mangli km.0 Ngablak. The school was built in 1967. The width of this location is about 2587 m2 for building and 420 m2 for field. The total number of students of MTs N Ngablak in the academic year of 2010/2011 is 497 students. They consist of 157 students on the first grade, 182 students for the second grade and 158 students for the third grade. In this research the writer chose MTs N Ngablak as the research subjects especially those who sit at the second grades. It has six class groups, but the writer took one class group, VIII C, which consists of 27 students. MTs N Ngablak has 18 classrooms. Each grade consists of 6 classrooms. The size of classrooms is 7 m x 9 m. It has 6 glass windows in the left-right side and ventilations. The sunshine can enter the room, so it looks bright and clean enough. The students seats are four rows. The front row seats are mostly girls and the back row ones are mostly boys. The classroom action research was done in 6 – 20 April 2011.

2. The List of Educational Facilities and Tools School facilities may consist of buildings, or other school facilities needed by teachers, students and other stakeholders provided by school to support successful teaching-learning process in school environment. Ideal educational facilities can be the factors supporting successful teaching-learning process because all of academicians‟ need can be provided. The educational facilities could be seen in the table below; EDUCATIONAL FACILITIES AND TOOLS IN MTs N NGABLAK IN THE ACADEMIC YEAR OF 2010/2011 No.

Facilities

Total

Condition

1

Classroom

18 unit

Fine

2

Headmaster room

1 unit

Fine

3

Vice headmaster room

1 unit

Fine

4

Teacher room

2 unit

Fine

5

Administration room

1 unit

Fine

6

The school‟s healthy department

1 unit

Fine

7

Library

1 unit

Fine

8

Students‟ toilet

2 unit

Fine

9

Teachers‟ toilet

2 unit

Fine

10

Mosque

1 unit

Fine

11

Cafeteria

2 unit

Fine

12

Field

1 unit

Fine

13

Computer

15 unit

Fine

14

Sport tools

Source : MTs N Ngablak, Magelang 2011

Fine

3. Organization Structure Considering that the duties of the headmaster of MTs N Ngablak are so many, he appoints his staffs to run on of educational

activities.

The

organization

structure

consists

delegation lines with different duties, as following scheme: THE ORGANIZATION OF MTs N NGABLAK Headmaster

School committee

Foundation

Administrator

Officer

Librarian Vice Headmaster

Curriculum Affairs

Teacher‟s Coordinator

Public Relation Affairs

Student Affairs

Counselling Biro

Teachers

Students

Infrastructure Affairs

Homeroom Teachers

Class

4. List of Teachers and Staffs of MTs N Ngablak Teachers are people who teach students in certain place and time. They educate, transfer new knowledge, and try to change the behavior of students. Teachers have a big role in teaching-learning process; they are challenged to bring students in positive side, not only in knowledge but also in moral values. The list of teachers and staffs of MTs N Ngablak could be drawn in the table below: LIST OF TEACHERS AND STAFFS IN MTs N NGABLAK OF THE ACADEMIC YEAR OF 2010/1011 No.

Name

Status

1

Drs. Ahmad Zaeni RB,M.Pd Headmaster

2

Ahmad, S.Pd.I

Teacher of Qur‟an Hadith

3

R. Eddy Wandoyo

Teacher of Mathematics

4

Drs. Samsun Erfi

Teacher of Islamic History

5

Rini Lestyowati, S.Pd

Teacher of English

6

Drs. Susanto

Counseling Coordinator

7

Drs. Jul Anhari

Teacher of Information Technology

8

Dra. Inna Chur‟in

Teacher of Biology

9

Drs. Slamet Mulyono

Teacher of Mathematics Vice Headmaster of Student Affairs

10

Dra. Ahsani Hikmawati

Teacher of Fiqh

11

Budiono, S.Pd

Teacher of Sport

12

Siswanto, S.Pd

Teacher of Physics Vice Headmaster of Infrastructure Affairs

13

Muchlas, BA

Teacher of Aqidah-Akhlak Vice Headmaster of Public Relation Affairs

14

Abdul Wahab, S.Pd

Teacher of English

15

Nurkamaliyah, S.Pd

Teacher of Indonesian Language

16

Drs. Muh. Nurkholis

Teacher of English Vice Headmaster of Curriculum Affairs

17

Drs. Bashori

Teacher of Social Science

18

Musyarofah Laila Chusna

Teacher of Aqidah-Akhlak

19

Modrik Santoso, S.Pd

Teacher of CounselingGuidance

20

Supriyanto Widodo, S.Pd


21

Romdhono, S.Pd

Teacher of Civic Education and art

22

Hartono, S.Ag


23

Harwati, S.Pd

Teacher of Natural Science

24

Nurul Wijayanti, S.Pd


25

Zahro Farida, S.Pd


26

Ana Setiani, S.Pd


27

Rr. Retnaningsih, S.Pd


28

Fitriyatul Masitoh, S.Pd


29

Fatchul Wahab, S.Ag

Teacher of Arabic Language

30

Wasilah, S.Ag

Teacher of Islamic History and Art

31

Akhmad Kholil Fauzi, S.Pd

Teacher of Fiqh and Sport

32

Khoirina Daulati, S.Pd

Teacher of Fiqh

33

Drs. Parmadi

Teacher of English

34

Dini Fitria Utami, S.Ag


35

Diaryanto, S.H.I


36

Dyan Retno Martanti, S.Pd.I Teacher of Arabic Language

37

Sri Wahyudati, S.Ag

Teacher of Art

38

M. Miftachussurur

Vice Headmaster of Administration Affairs

39

Nanik Umi Zaidatin

Staff

40

Yusuf

Staff

41

Siti Kalsum

Staff

42

Sri Hartatik

Staff

43

Nurhadi

Staff

44

Jari

Staff

45

Yuriyanto

Staff

Source: MTs N Ngablak, Magelang 2011 5. The Distribution of the Class Students are people who like to get something new, not only to get new knowledge, but also other aspects in their life such as; social relation, morality and culture. They learn in school at certain time. The distribution of the class of MTs N Ngablak could be seen in the table below: THE DISTRIBUTION OF THE CLASS OF MTs N NGABAK IN THE ACADEMIC YEAR OF 2010/2011 No.

Class

Male

Female

Total

1

First

73

84

157

2

Second

87

95

182

3

Third

67

91

158

TOTAL

497

Source: MTs N Ngablak, Magelang 2011 B. The Subject of the Study In this research, the writer chose MTs N Ngablak as object of the study especially the second grade students. The second grades consist of six class groups, but the writer took one class group, VIII C. The number of students is 27 which could be drawn as follows;

THE LIST OF VIII C CLASS GROUP OF MTs N NGABLAK IN THE ACADEMIC YEAR OF 2010/2011 No.

Name of Students

No.

Name of Students

1

Afifffudin

15

Muhzidin Yulian P

2

Agus Susilo

16

Ning Alifah

3

Anisa Putri Agustin

17

Nur Asiyah

4

Asep Saefudin

18

Nurul Naziroh

5

Eko Sudarmono

19

Ratmi

6

Ika Nur Fitriana

20

Ririn Dwi Hasnowati

7

Isti Alifah

21

Siti Faayah

8

Istikomah

22

Siti Miftakhul Asrifah

9

Latief Ashari

23

Siti Solikhah

10

M. Toyib

24

Slamet Agus Prayitno

11

Maratus Salihah

25

M. Ali Syaefudin

12

Maria Ulfa

26

Suyati

13

Muhammad Mangsur

27

Zarkoni

14

Muhammad Syaefuddin

Source: MTs N Ngablak, Magelang 2011 The educational background of the students is divided into two categories. They are the students who graduated from elementary schools (SD) and the students who graduated from Islamic Elementary Schools (MI). 85% of the students (23 students) are graduated from elementary

schools (SD) and 15% of them (4 students) are graduated from Islamic Elementary Schools (MI). Most of the students are from the villages in Ngablak district, but there are some of them who come from other district, even from other regency. The students are from Ngablak is 70% (19 students). They are from various villages. 5 students (26%) are from Pandean, 3 students (16%) are from Sumberejo, 2 of them (11%) come from Madyogondo, 2 students (11%) are from Tejosari and the others come from Girirejo, Bandungrejo, Keditan, Bandungan and Jogoyasan. The students who come from different district but still in the same regency are 2 students (8%), who are from in Pakis, Magelang. While 6 students others (22%) come from different regency; Getasan, Semarang The condition of their socio economic is low up to the middle levels. The educational background of their parents was mostly graduated from elementary school and junior high school. 96% of them (26 people) are working as farmers, while just 1 of them who is working as a trader. The location of the school is not difficult to reach because there is a public transportation which can be used. Most of the students go to school by using the transportation and some of them take a walk and there are a few students who go to school by their own motorcycle.

C. Evaluation Instrument

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Name Afiffudin Agus Susilo Anisa Putri A. Asep Saefudin Eko Sudarmono Ika Nur Fitriana Isti Alifah Istikomah Latief Ashari M. Toyib Maratus Salihah Maria Ulfa M. Mangsur M. Syaefuddin Muhzidin Y. P Ning Alifah Nur Asiyah Nurul Naziroh Ratmi Ririn Dwi H. Siti Faayah Siti Miftakhul A Siti Solikhah Slamet Agus P M. Ali Saefudin Suyati Zarkoni TOTAL

High

Level of Score Average

Poor

CHAPTER IV DISCUSSION A. Data Presentation 1. Distribution of Score a. Cycle I The students‟ pre-test and post-test score in the cycle I could be seen in the following table: No

Name

Pre-test

Post-test

1

Afiffudin

60

50

2

Agus Susilo

25

40

3

Anisa Putri A.

50

60

4

Asep Saefudin

35

35

5

Eko Sudarmono

30

60

6

Ika Nur Fitriana

50

75

7

Isti Alifah

40

70

8

Istikomah

55

50

9

Latief Ashari

35

35

10

M. Toyib

30

20

11

Maratus Salihah

30

75

12

Maria Ulfa

40

85

13

M. Mangsur

35

25

14

M. Syaefuddin

50

50

15

Muhzidin Y. P

45

60

16

Ning Alifah

30

80

17

Nur Asiyah

35

30

18

Nurul Naziroh

55

65

19

Ratmi

45

75

20

Ririn Dwi H.

45

80

21

Siti Faayah

35

30

22

Siti Miftakhul A

25

30

23

Siti Solikhah

65

75

24

Slamet Agus P

35

60

25

M. Ali Saefudin

50

90

26

Suyati

50

20

27

Zarkoni

45

65

41,7

55,7

MEAN

b. Cycle II The students‟ pre-test and post-test score in the cycle II could be seen in the following table: No Name

Pre-test

Post-test

1

Afiffudin

60

65

2

Agus Susilo

35

75

3

Anisa Putri A.

50

50

4

Asep Saefudin

30

80

5

Eko Sudarmono

45

80

6

Ika Nur Fitriana

45

75

7

Isti Alifah

50

50

8

Istikomah

45

30

9

Latief Ashari

45

35

10

M. Toyib

70

80

11

Maratus Salihah

55

65

12

Maria Ulfa

70

75

13

M. Mangsur

65

70

14

M. Syaefuddin

50

55

15

Muhzidin Y. P

65

60

16

Ning Alifah

70

90

17

Nur Asiyah

50

50

18

Nurul Naziroh

35

35

19

Ratmi

75

85

20

Ririn Dwi H.

50

65

21

Siti Faayah

35

45

22

Siti Miftakhul A

25

30

23

Siti Solikhah

45

85

24

Slamet Agus P

25

50

25

M. Ali Saefudin

70

90

26

Suyati

50

65

27

Zarkoni

50

65

49,4

63,3

MEAN

c. Cycle III The students‟ pre-test and post-test score in the cycle III could be seen in the following table: No Name

Pre-test

Post-test

1

Afiffudin

40

75

2

Agus Susilo

45

65

3

Anisa Putri A.

40

55

4

Asep Saefudin

65

65

5

Eko Sudarmono

45

75

6

Ika Nur Fitriana

50

50

7

Isti Alifah

25

55

8

Istikomah

40

70

9

Latief Ashari

30

60

10

M. Toyib

35

75

11

Maratus Salihah

70

100

12

Maria Ulfa

55

70

13

M. Mangsur

45

55

14

M. Syaefuddin

45

95

15

Muhzidin Y. P

40

75

16

Ning Alifah

45

85

17

Nur Asiyah

50

65

18

Nurul Naziroh

50

75

19

Ratmi

55

85

20

Ririn Dwi H.

85

90

21

Siti Faayah

65

60

22

Siti Miftakhul A

65

80

23

Siti Solikhah

65

75

24

Slamet Agus P

70

70

25

M. Ali Saefudin

85

90

26

Suyati

60

85

27

Zarkoni

50

80

52,4

72,8

MEAN

2. Distribution of Rank a. Cycle 1 1) Meeting 1 (pre-test I) No

Name

Level of Score High

Average

Poor

1

Afiffudin

V

2

Agus Susilo

V

3

Anisa Putri A.

V

4

Asep Saefudin

V

5

Eko Sudarmono

V

6

Ika Nur Fitriana

V

7

Isti Alifah

V

8

Istikomah

V

9

Latief Ashari

V

10

M. Toyib

V

11

Maratus Salihah

V

12

Maria Ulfa

V

13

M. Mangsur

V

14

M. Syaefuddin

V

15

Muhzidin Y. P

V

16

Ning Alifah

V

17

Nur Asiyah

V

18

Nurul Naziroh

V

19

Ratmi

V

20

Ririn Dwi H.

V

21

Siti Faayah

V

22

Siti Miftakhul A

V

23

Siti Solikhah

24

Slamet Agus P

V

25

M. Ali Saefudin

V

26

Suyati

V

27

Zarkoni

V

TOTAL

V

0

2

25

2) Meeting II (post-test I) No

Name

Level of Score High

Average

Poor

1

Afiffudin

V

2

Agus Susilo

V

3

Anisa Putri A.

4

Asep Saefudin

V V

5

Eko Sudarmono

V

6

Ika Nur Fitriana

V

7

Isti Alifah

V

8

Istikomah

V

9

Latief Ashari

V

10

M. Toyib

V

11

Maratus Salihah

12

Maria Ulfa

13

M. Mangsur

V

14

M. Syaefuddin

V

15

Muhzidin Y. P

16

Ning Alifah

17

Nur Asiyah

18

Nurul Naziroh

V

19

Ratmi

V

20

Ririn Dwi H.

21

Siti Faayah

V

22

Siti Miftakhul A

V

23

Siti Solikhah

V

24

Slamet Agus P

V

25

M. Ali Saefudin

26

Suyati

27

Zarkoni TOTAL

V V

V V V

V

V V V 4

12

11

b. Cycle II 1) Meeting III (pre-test II) No

Name

Level of Score High

Average

Poor

1

Afiffudin

V

2

Agus Susilo

V

3

Anisa Putri A.

V

4

Asep Saefudin

V

5

Eko Sudarmono

V

6

Ika Nur Fitriana

V

7

Isti Alifah

V

8

Istikomah

V

9

Latief Ashari

V

10

M. Toyib

11

Maratus Salihah

12

Maria Ulfa

V

13

M. Mangsur

V

14

M. Syaefuddin

15

Muhzidin Y. P

V

16

Ning Alifah

V

17

Nur Asiyah

V

18

Nurul Naziroh

V

19

Ratmi

20

Ririn Dwi H.

V

21

Siti Faayah

V

22

Siti Miftakhul A

V

23

Siti Solikhah

V

24

Slamet Agus P

V

25

M. Ali Saefudin

V V

V

V

V

26

Suyati

V

27

Zarkoni

V

TOTAL

0

8

19

2) Meeting IV (post-test II) No

Name

Level of Score High

Average

Poor

1

Afiffudin

V

2

Agus Susilo

V

3

Anisa Putri A.

4

Asep Saefudin

V

5

Eko Sudarmono

V

6

Ika Nur Fitriana

7

Isti Alifah

V

8

Istikomah

V

9

Latief Ashari

V

10

M. Toyib

11

Maratus Salihah

V

12

Maria Ulfa

V

13

M. Mangsur

V

14

M. Syaefuddin

15

Muhzidin Y. P

16

Ning Alifah

17

Nur Asiyah

V

18

Nurul Naziroh

V

19

Ratmi

20

Ririn Dwi H.

21

Siti Faayah

V

22

Siti Miftakhul A

V

V

V

V

V V V

V V

23

Siti Solikhah

24

Slamet Agus P

25

M. Ali Saefudin

26

Suyati

V

27

Zarkoni

V

TOTAL

V V V

7

10

10

c. Cycle III 1) Meeting V (pre-test III) No

Name

Level of Score High

Average

Poor

1

Afiffudin

V

2

Agus Susilo

V

3

Anisa Putri A.

V

4

Asep Saefudin

5

Eko Sudarmono

V

6

Ika Nur Fitriana

V

7

Isti Alifah

V

8

Istikomah

V

9

Latief Ashari

V

10

M. Toyib

V

11

Maratus Salihah

12

Maria Ulfa

V

13

M. Mangsur

V

14

M. Syaefuddin

V

15

Muhzidin Y. P

V

16

Ning Alifah

V

17

Nur Asiyah

V

18

Nurul Naziroh

V

V

V

19

Ratmi

V

20

Ririn Dwi H.

21

Siti Faayah

V

22

Siti Miftakhul A

V

23

Siti Solikhah

V

24

Slamet Agus P

V

25

M. Ali Saefudin

26

Suyati

27

Zarkoni TOTAL

V

V V V 2

7

18

2) Meeting VI (post-test III) No

Name

Level of Score High

Average

Poor

1

Afiffudin

V

2

Agus Susilo

V

3

Anisa Putri A.

4

Asep Saefudin

V

5

Eko Sudarmono

V

6

Ika Nur Fitriana

V

7

Isti Alifah

V

8

Istikomah

V

9

Latief Ashari

V

10

M. Toyib

V

11

Maratus Salihah

12

Maria Ulfa

13

M. Mangsur

14

M. Syaefuddin

15

Muhzidin Y. P

V

V V V V V

16

Ning Alifah

17

Nur Asiyah

V

18

Nurul Naziroh

V

19

Ratmi

V

20

Ririn Dwi H.

V

21

Siti Faayah

22

Siti Miftakhul A

23

Siti Solikhah

V

24

Slamet Agus P

V

25

M. Ali Saefudin

V

26

Suyati

V

27

Zarkoni

V

TOTAL

V

V V

9

14

4

3. Description of Teaching-Learning Process a. Cycle 1 1) The implementation of the action On Wednesday, 6 April 2011 the teacher (writer) and the observer entered the English class. The situation was noisy, some of student still spoke with their friends. The teacher opened the lesson by introducing herself and checked the students present. Before start the lesson, the teacher explained about STAD and assigned students to teams. Some of student still confuse about the STAD method, so the teacher explained again. After that, the teacher gave 15 minutes for students to do pre-test. After

students finished doing the pretest, the teacher asked them to join their own group. The students stand up and looked for their group. After that, she gave them a text and asked some students to read loudly. She checked the wrong pronunciations made by students. Teacher

: “What kind of text it is?”

All of students just keep silent. Teacher

: “Siapa yang tahu ini termasuk teks apa?

Narrative, descriptive atau recount?” Some students : “Descriprive” Teacher

: “O.K good. What do you know about

Descriptive text? Ayo, Siapa yang tahu tentang Deskriptif text? Gunanya untuk apa. (Who knows about descriptive text?) Student

: “Untuk mendesripsikan benda, Bu” (to describe a thing, Miss)

Teacher

: “Yes, good. Descriptive text is a text used to describe a particular something. It can in a form of person, animal, place or thing. Jadi, teks deskriptif itu digunakan untuk mendeskripsikan tentang sesuatu. Misalnnya mendeskripsikan tentang candi Borobudur, atau tentang Monyet dan lain-

lain. Who know about the characteristic of Descriptive text?” The students looked confuse and did not know about the answer. Teacher : “Kalimat yang digunakan dalam teks descriptive itu apa? Past tense, present tense, future tense atau apa?” (What kind of tense used in descriptive text? Past tense, future tense or what) Student : “Simple present, Bu“. (Simple present, Miss) Teacher : “Yes, right”. Then, the teacher explained about the Simple present tense and write down the explanation in the white board. The teacher and students also analyzed the sentences used simple present tense from the text. Besides that, they also discussed about another the specific purpose and generic structure of descriptive text. After finishing answer some questions from the text, the teacher close the meeting. On Friday eight April 2011 the researcher and her collaborator entered in the English class. The situation was follow: Teacher

: “Assalamu’alaikum wr. Wb.”

Students

: “Wa’alaikumsalam wr. Wb”

Teacher

: “Good morning students, how are you today?”

Students

: “Good morning mom, I am fine thank you”

Teacher

: “Okay class, we will continue our study yesterday, do you remember what task that I gave to you?”

Students

: “Descriptive Text, Bu”

Teacher

: “What kind of sentence used in Descriptive Text?”

Students

: “Simple Present Tense”

Teacher

: “Who still remember about the form of simple present tense?”

Some of students did not remember about the pattern. But some of students know about the form of simple present tense. Some students

: “Subject, Verb I, Object,.”

Teacher

: “Yes, good.”

Then, the teacher explained again about Descriptive text and gave worksheet for each group. She asked the student to discuss and help each other to answer the question in the worksheet. The students are motivated to do the best for their team because if they become the best team

in the class, they would get a reward and a certificate, in their photo will be put in the certificate and patched in the school announcement board, so the best members of the best team can be seen by all of people in the school. After discussion, the students toke individual quiz. They did the quiz without any help from their team members. The students submitted the answer and the teacher closed the meeting. 2) Observation In the first cycle, the researcher obtains the field note from her partner. By monitoring the students‟ activity in this action, the teacher can see that the students were not ready yet when the teacher (the writer) come to class. It can be seen for the students‟ attitude that confused when the teacher (writer) explained about the activity that would be done. They were very noisy. After teacher gave pre-test, students looked enthusiastic. They looked happy and enjoy the teaching learning process. The class became conducive during the grammar learning. After analyzing the result of action in cycle 1, the teacher can conclude that the students‟ grammar mastery is still poor. It is shown by most of students get score more

than 5. Furthermore the students still difficult in applying the form of simple present tense into sentences. Therefore, in the next cycle, the researcher will more motivate the students in order to get better score in pre-test and post-test b. Cycle 2 1) The Implementation of the study On Wednesday, 13 April 2011, the teacher (writer) and the observer entered the English class. The students were quite because in that time, the teacher will announce the best group in the class. Teacher

: “Assalamu’alaikum”

Students

: “Walaikumsalam”

Teacher

: “Okay, before we go on the material today, I will announce to you the best group which become the winner of this week.”

The students were happy and they waited for the announcement from the teacher. Teacher

: “And give applause for our best group, „Butterfly‟

The students gave applause for the winner. They were happy, but some of them still quite. The teacher asked the „Butterfly‟ to come forward in front of class. Then, they gave the reward and the certificate. The teacher asked them

to patch the certificate in the class wall, while the teacher would patch the other certificate in the announcement board. They were happy and all of students gave applause again for them. After that, the teacher gave them some questions Teacher

: “OK class, what did you do in your holiday?”

Student

: “Holiday, liburan Bu?”

Teacher

: “Yes, right”

Student

: “Go to Borobudur”

Teacher

: “Good, what did you do there?, apa saja yang kamu lakukan disana?” : “ Berjalan-jalan melihat candi, foto-foto,.”

Student Teacher

: “OK, walked to look the temple and took the picture”

Then, the teacher asked a boy about his holiday, but he just kept smile and didn‟t answer the question. Then the teacher replied the same question. Teacher

: “What did you do in your holiday? Apa yang kamu lakukan pada saat liburan?”

Student

: “emmm, pergi ke rumah nenek” (I went to my grandmother‟s home)

Teacher

: “Ow, you went to your grandmother‟s home in your holiday. With your family?” : “Yes”

Student

Then, asked them to join with their own group and gave presentation about Recount text. Teacher

: “What do you think about Recount text?”

Almost all of student did not know about Recount text. They were kept silent. The teacher asked again, but there are no students gave the answer Teacher

: “Recount text is a text used to retell past event. Jadi teks recount itu digunakan untuk menceritakan kembali kejadian kejadian di masa lampau. For example what did you do in your holiday, etc. do you understand?”

Students

: “Yes, Miss”

The teacher gave the example of recount text and gave explanation of the characteristics of this kind of text. She explained about simple past tense and asked the students to identify the sentences used simple past tense from the text. Some of students are asked to write the sentences in the white board, but there are some of them who did not know about the sentences. After that, the students answered the questions about the text with their

own group. Then, they discussed it with the teacher. After finishing discussion, the teacher closed the meeting. On Friday eight April 2011 the researcher and her collaborator entered in the English class. The situation was follow: Teacher

: “Assalamu’alaikum wr. Wb.”

Students

: “Wa’alaikumsalam wr. Wb”

Teacher

: “Good morning students, how are you today?”

Students

: “Good morning mom, I am fine thank you”

Teacher

: “Okay class, we will continue our study yesterday, do you remember what task that I gave to you?”

Students

: “Recount text, Bu”

Then, the teacher explained a little about recount text that had been taught in the previous meeting. After that, the students had assignment to answer the worksheet by discussing with their own group members. They should help each other in order to all of members gave great point for their team. After finishing the discussion, the teacher gave a quiz for them, and closed the meeting

2) Observation In the second cycle, observation was also carried out during implementation of the action. The researcher got field note from the partner which has been written above. By monitoring the students‟ activity in the action, the teacher can see that the students still get difficulty especially in writing. The students also looked difficult to remember the verb in the form of past. Therefore, the students were enjoy and motivated to do the assignment. c. Cycle 3 1) The Implementation of the Study On Wednesday, 22 April 2011, the teacher and the observer entered the English class. Before starting the lesson, the teacher gave a reward and certificate to the best group in that week. The group is „Cat‟. After that, the teacher asked the students to answer the pre-test in order to check the students‟ grammar mastery such as in cycle I and cycle II. After the students collected answer sheet, the students joined with their own group and the teacher gave presentation about the material. The material is about Narrative text. The teacher gave them a narrative text and asked each group to discuss about the content of the text. After that, the teacher explained about the characteristics of

narrative text and explained again about past tense. Then, they did some exercise with their own team. After finishing the exercise, the meeting was closed. On Friday, 24 April 2011, the researcher and her collaborator entered the English class. After greeting, the teacher gave presentation about Narrative text. The students joined with their group and discuss the text given by the teacher. Then, they discuss to answer the question in the worksheet. After they finished discussing, the teacher gave them post-test and closed the meeting. 2) Observation The teacher observed in the third action, while she was monitoring, she helped the students when they got difficulties. She tried to activate the students who were still quiet in repeating the words said the teacher by giving guidance. By observing the teaching learning process in cycle I, cycle II and cycle III, she concludes that STAD can improve the students‟ grammar mastery. The improvement can be seen through the result of activity from cycle I, cycle II and cycle III

B. Analysis 1. Individual Achievement Based on the distribution of score and rank, the writer concludes that the students‟ achievements are various. But most of the students could increase their grammar score after learning thoroughly STAD. The individual achievements of some students are as follows: in the first cycle, Afiffudin got low achievement. His score of pre-test in the first cycle is 60 (average) and becomes 50 (poor) in the post-test. It means that his achievement is poor in the first cycle. But in the second cycle, he got average score in both pre-test and post-test; 60 in pre-test and 65 in post-test. While in the last cycle, his grammar score improved from 40 (poor) to 75 (average). Agus Susilo is one of students who always got improvement in each cycle. In cycle I, he could increase his score from 25 (poor) in pre-test to 40 (poor) in post-test. It means that his score increases although it is still at the same level; poor. Moreover, in the cycle II and cycle III he could increase his score from 35 (poor) to 75 (average) and from 45 (poor) to 65 (average). While Anisa Putri Agustin‟s score improved in the cycle I and cycle III; from 50 (poor) in pre-test becomes 60 (average) in posttest and from 40 (poor) becomes 55 (poor). However, in the second

cycle, she just got the same score in pre-test and post-test; 50 (poor). Asep Saefudin‟s achievement improved greatly in the second cycle, from 30 (poor) in pre-test to 80 (high) in post test. It means that his grammar mastery enhances after learning by STAD. However, in the first and third cycle, his achievement does not increase. He got 35 (poor) both in pre-test and post test in the first cycle. While in the third cycle, he got 65 (average) both in pre-test and post-test. The great improvement is also reached by Eko Sudarmono. His post-test score increases in all cycles. In the cycle I, he could change his score from 30 (poor) to 60 (average). While in the second cycle, he got 45 (poor) in pre-test and 80 (high) in post-test. Then in cycle III, his score increases from 45 (poor) to 75 (average). The achievement of Ika Nur Fitriana is significant from poor to average in both cycle I and cycle II. It is from 50 to 75 in cycle I and from 45 become 75 in cycle II. But in cycle III, she could not improve her score. He got poor score in both pre-test and post-test, that is 50. While Isti Alifah‟s achievement is still low. In cycle I, she could increase her score from 40 (poor) became 70 (average). But in the next fourth meeting, she always got poor score; 50, 50, 25, 45.

In the first and second cycle, Istikomah had bad achievement. Her score is decreases from 55 (poor) to 50 (poor), and from 45 (poor) became 40 (poor). But in the last cycle, she could improve her score from 40 (poor) to 70 (average). While Latief Ashari had bad achievement in cycle I and II. In the cycle I, his score of pre-test and post-test are similar; 35 (poor). Then in cycle I, his score is decreases from 45 (poor) to 35 (poor). But in the last cycle, he could increase his score from 30 (poor) to 60 (average). M. Toyib does not get good achievement in the first cycle. His score decreases from 30 (poor) in pre-test to 20 (poor) in posttest. But in the second cycle, his scores are better both in pre-test and post-test. His score increases from 70 (average) to 80 (high). Then in the cycle III, his score enhances highly from 35 (poor) to 75 (average). 2. Class Achievement Based on the table of distribution of score and rank, the writer concludes that the use of STAD, in teaching grammar could improve students‟ grammar mastery. It could be seen from the class achievement which increases in each cycle. The mean of post-test in all cycles is always higher than the mean of pre-test. In cycle I, the class achievement improves. It is proved by the mean of post-test which increases 14% from the mean of pre-

test. The mean of pre test is 41,7 and the mean of post-test is 55,7. Besides that, in the pre-test of this cycle, 25 students got poor score and 2 students got average score. While in post-test, those who got poor score only 11 students, 12 others got average score and there are 4 students who are able to get high score. The mean of post-test in cycle II increases 14% from the mean of pre-test. It increases from 49,4 in pre-test to 63,3 in posttest. In this cycle, the students who got poor score are 19 students and the 8 others got average score in the pre-test. While in the posttest, 10 students got poor score, 10 students got average score and 7 students could get high score. In cycle III, the class achievement also improves like in cycle I and cycle II. The mean of post-test increases 20% from pretest. The mean of pre-test is 52,7 and the mean of post-test is 72,8. In the pre-test, the students who got poor score are 18 students, the students who got average score are 7 students, and 2 others reach high score. While in the post-test, just 4 students who got poor score, 14 students got average score, and 9 students were able to get high score. It means that the class achievement increases after applying STAD in the grammar study.

C. The Calculation of the Test Result 1. Cycle 1 a. Calculating the Test Score The steps are: 1) Table preparation from pre-test and post-test to get ∑D and ∑D2 No Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Afiffudin Agus Susilo Anisa Putri A. Asep Saefudin Eko Sudarmono Ika Nur Fitriana Isti Alifah Istikomah Latief Ashari M. Toyib Maratus Salihah Maria Ulfa M. Mangsur M. Syaefuddin Muhzidin Y. P Ning Alifah Nur Asiyah Nurul Naziroh Ratmi Ririn Dwi H. Siti Faayah Siti Miftakhul A Siti Solikhah Slamet Agus P M. Ali Saefudin Suyati Zarkoni ∑

Pretest 60 25 50 35 30 50 40 55 35 30 30 40 35 50 45 30 35 55 45 45 35 25 65 35 50 50 45 1125

Posttest 50 40 60 35 60 75 70 50 35 20 75 85 25 50 60 80 30 65 75 80 30 30 75 60 90 20 65 1505

D

D2

-10 15 10 0 30 25 30 -5 0 -10 45 45 -10 0 15 50 -5 10 30 35 -5 5 10 25 40 -30 20 365

100 225 100 0 900 625 900 25 0 100 2025 2025 100 0 225 2500 25 100 900 1225 25 25 100 625 1600 900 400 15.775

2) Calculating Mean of pre-test Pre-test ∑X 𝑀= N 1125 𝑀= 27 𝑀 = 41,7

Post-test ∑X 𝑀= N 1505 𝑀= 27 𝑀 = 55,7



Mean of pretest < mean of posttest



There is an improvement of grammar achievement between pretest I (before the action) and the posttest I (after the action)

3) Calculating Standard Deviation

SD

=

∑𝐷 2 𝑁

−

15.775

=

27

∑𝐷 2 𝑁

−

365 2 27

= 584,3 − 182,3 = 402 = 20 4) Calculate to

T=

∑D N SD 𝑁 −1

T=

365 27 20 27−1

T=

13,5 3,9

T = 3,4 b. Interpretation 1) Calculating df Df = N – 1 = 27 – 1 = 26 2) Approving the t table distribution With df = 26, the value of t table with the degree of significance 5 % is 2,056 3) Comparing to with tt To= 3,4, therefore t o is greater than t t with the level of the degree of signification 5% 4) Conclusion If arithmatic t (t o) is greater than t-table the null hypothesis is rejected 

Ho (null hypothesis) = there is no significant influence between pretest and posttest



t table with n = 26 is 2,056, while arithmetic t is 3,4



t table < arithmetic = 2,056 < 3,4 It shows that Ho is rejected. So there is significant influence between pretest and posttest.

2. Cycle II a. Calculating the test score The steps are: 1) Table preparation from pre-test and post-test to get ∑D and ∑D2 No Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Afiffudin Agus Susilo Anisa Putri A. Asep Saefudin Eko Sudarmono Ika Nur Fitriana Isti Alifah Istikomah Latief Ashari M. Toyib Maratus Salihah Maria Ulfa M. Mangsur M. Syaefuddin Muhzidin Y. P Ning Alifah Nur Asiyah Nurul Naziroh Ratmi Ririn Dwi H. Siti Faayah Siti Miftakhul A Siti Solikhah Slamet Agus P M. Ali Saefudin Suyati Zarkoni ∑

Pretest 60 35 50 30 45 45 50 45 45 70 55 70 65 50 65 70 50 35 75 50 35 25 45 25 70 50 50 1335

Posttest 65 75 50 80 80 75 50 30 35 80 65 75 70 55 60 90 50 35 85 65 45 30 85 50 90 65 65 1710

D

D2

5 40 0 50 35 30 0 -15 -10 10 10 5 5 5 -5 20 0 0 10 15 10 5 40 25 20 15 15 340

25 1600 0 2500 1225 900 0 225 100 100 100 25 25 25 25 400 0 0 100 225 100 25 1600 625 400 225 225 10.800

2) Calculating the Mean of pre-test Pre-test ∑X 𝑀= N 1335 𝑀= 27 𝑀 = 49,4

Post-test ∑X 𝑀= N 1710 𝑀= 27 𝑀 = 63,3



Mean of pretest < mean of posttest



There is an improvement of grammar achievement between pretest II (before the action) and the posttest II (after the action)

3) Calculating standard deviation

SD

=

∑𝐷 2 𝑁

−

10.800

=

27

= 241,2 = 15,5 4) Calculating to

T=

∑D N SD 𝑁 −1

T=

340 27 15,5 27−1

∑𝐷 2 𝑁

−

340 2 27

T = 4,2 c. Interpretation 1) Approving the t table distribution With df = 26, the score of t table with the degree of significance 5 % is 2,056 2) Comparing to with tt to= 4,2, therefore t o is greater than t t with the level degree of signification 5 % 3) Conclusion If arithmetic t is higher is than the t-table, the null hypothesis is rejected. 




t table with n = 26 is 2,056 and arithmetic is 4,2



t table < arithmetic t = 2,056 < 4,2 It shows that Ho is rejected. So there is significant influence between pretest and posttest

3. Cycle III a. Calculating the test score The steps are: 1) Table preparation from pre-test and post-test to get ∑D and ∑D2

No Name

Pre-

Post-

test

test

D

D2

1

Afiffudin

40

75

35

1225

2

Agus Susilo

45

65

20

400

3

Anisa Putri A.

40

55

15

225

4

Asep Saefudin

65

65

0

0

5

Eko Sudarmono

45

75

15

225

6

Ika Nur Fitriana

50

50

0

0

7

Isti Alifah

25

55

30

900

8

Istikomah

40

70

30

900

9

Latief Ashari

30

60

30

900

10

M. Toyib

35

75

40

1600

11

Maratus Salihah

70

100

30

900

12

Maria Ulfa

55

70

15

225

13

M. Mangsur

45

55

10

100

14

M. Syaefuddin

45

95

50

2500

15

Muhzidin Y. P

40

75

35

1225

16

Ning Alifah

45

85

40

1600

17

Nur Asiyah

50

65

15

225

18

Nurul Naziroh

50

75

25

625

19

Ratmi

55

85

30

900

20

Ririn Dwi H.

85

90

5

25

21

Siti Faayah

65

60

-5

25

22

Siti Miftakhul A

65

80

15

225

23

Siti Solikhah

65

75

10

100

24

Slamet Agus P

70

70

0

0

25

M. Ali Saefudin

85

90

5

25

26

Suyati

60

85

25

625

27

Zarkoni

50

80

30

900

∑

1415

1965

550

16.600

2) Calculating the Mean of pre-test



Pre-test Post-test ∑X ∑X 𝑀= 𝑀= N N 1415 1965 𝑀= 𝑀= 27 27 𝑀 = 52,4 𝑀 = 72,8 Mean of pretest < mean of posttest



There is an improvement of grammar achievement between pretest III (before the action) and the posttest III (after the action)

3) Calculating standard deviation

SD

=

∑𝐷 2 𝑁

−

16.600

=

27

= 198,6 = 14,1 4) Calculating to

T=

T=

∑D N SD 𝑁 −1 550 27 14,1 27−1

T = 7,3 d. Interpretation

∑𝐷 2 𝑁

−

550 2 27

1) Approving t table distribution With df = 26, the score of t table with the degree of significance 5 % is 2,056 2) Comparing to with tt to=7,3, therefore t o is greater than t t with the level degree of signification 5 % 3) Conclusion If arithmetic t is higher is than the t-table, the null hypothesis is rejected. 




t table with n = 24 is 2,056 and arithmetic t is 7,3



t table < arithmetic = 2,056 < 7,3 It shows that Ho is rejected, so there is significant influence between pretest and posttest

D. Summary Based on the previous theoretical reviews and data analysis, the writer concludes that; 1. There are influences of the use of STAD in teaching grammar to the grammar mastery of the second year students of MTs N Ngablak in the academic year of 2010/1011. It is shown by the means of pre-test and post-test in the three cycles. The mean score

of pretest is 41,7 to 55,7 in posttest cycle I, the mean score of pretest 49,4 to 63,3 in posttest cycle II, and the mean score of pretest 52,7to 72,8 in posttest cycle III. 2. There are any significant influences of the use of STAD in teaching grammar to grammar mastery of the second year students of MTs N Ngablak. It is shown by the result of calculation of t-test in the three cycles. In the cycle I, the calculation of t-test is 3,4 which higher than t-table (2,056). In the second cycle, the calculation of ttest is 4,2; higher than t-table (2,056). While in the last cycle, the calculation of t-test is 7,3; higher than t-table (2.056), by the level of significance of 5 %

CHAPTER V CLOSURE

A. Conclusion Based on the previous theoretical reviews and data analysis, the writer draws the conclusion of this research as follows; 1. There are influences of the use of STAD in teaching grammar to the grammar mastery of the second year students of MTs N Ngablak in the academic year of 2010/1011. It is shown by the means of pre-test and post-test in the three cycles. The mean score of pre-test is 41,7 to 55,7 in post-test cycle I, the mean score of pretest 49,4 to 63,3 in post-test cycle II, and the mean score of pre-test 52,7to 72,8 in post-test cycle III. 2. There are any significant influences of the use of STAD in teaching grammar to grammar mastery of the second year students of MTs N Ngablak. It is shown by the result of calculation of t-test in the three cycles. In the cycle I, the calculation of t-test is 3,4 which higher than t-table (2,056). In the second cycle, the calculation of ttest is 4,2; higher than t-table (2,056). While in the last cycle, the calculation of t-test is 7,3; higher than t-table (2.056), by the level of significance of 5 %.

B. Implication The result of the research shows that the use of STAD can improve students‟ motivation, interest an achievement. The implementation of STAD is reasonable because it can give students a great motivation to learn English especially grammar. Thus, STAD is good to improve students‟ interest, motivation and achievement in learning grammar.

C. Suggestion At the end of this chapter, the writer would like to propose some suggestions, which helpfully would be useful for all subjects. 1. For the teachers The strategy of teaching grammar will influence the students‟ ability to learn grammar. They should pay attention to the fact that students‟ motivation during teaching learning process is the important thing which should be increased. The use of various methods is suggested to make the students more encourage to improve the teaching learning process. 2. For the students a. Motivation is an important factor in the process of English learning so the students should develop their motivation. b. Students should study English harder to reduce their difficulties of English learning.

c. Students should pay attention to the teacher explanation, so if the teacher gives question, they can do perfectly and they can do exercise. 3. To other researchers It has been known from the result of the study that the use of STAD can improve students‟ grammar mastery, interest and motivation. Hereby, it is expected that the result of the study make the English teacher use an appropriate teaching method to improve students‟ grammar mastery. Based on the explanation, the writer would like to suggest the other researcher, the result of the study can be used as additional reference to further research with the different sample and occasion.

BIBLIOGRAPHY Arikunto, Suharsimi; Suhardjono and Supardi. 2008. Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara. Arikunto, Suharsimi. 1996. Prosedur Penelitian. Jakarta: PT. Rineka Cipta Azwar, Saifudin. 2010. Metode Penelitian. Yogyakarta: Pustaka Pelajar. Basrowi and Suwandi.2008. Prosedur Penelitian Tindakan Kelas. Bogor: Ghalia Indonesia. Dalyono, M. 1997. Psikologi Pendidikan. Jakarta: PT. Rineka Cipta Hadjar. 1996. Dasar-dasar Metode Penelitian Kuantitatif Dalam Pendidikan. Jakarta: Raja Persada Hall, Eugene J. 1993. Grammar for Use. Jakarta Barat: Binarupa Aksara Harmer, Jeremy. 2001. The Practice of English Language Teaching. England: Longman. Hartono, 2004. Statistik untuk Penelitian. Yogyakarta: Pustaka Pengajar Haryono, Rudi and Mahyong, Mahmud. Kamus Inggris-Indonesia Indonesia Inggris. Jombang: Lintas Media Hopskin, David. 1993. A Teacher’s Guide to Classroom Research. Philadelpia:Open University Press Hornby, A.S. 1987. Oxford Advanced Learner’s Dictionary of Current English: Oxford University Press. Jacobsen, Davis; Kauchak, Donald and Eggen, Paul. 1989. Language Teaching Methodology. Columbus: Merril. Lie, Anita. 2007. Cooperative Learning; Mempraktikkan Cooperative Learning di Ruang- Ruang Kelas. Jakarta: PT.Grasindo. Manser, H. Martin. 2005. Oxford Learner’s Pocket Dictionary New Edition. New York: Oxford University Press. Merriam. 1981: Webster Third New International Dictionary of the English Language unabridged.

Muharromah, Nok Siti Fatiyatul. 2010. The Use of Jigsaw Teaching Strategy to Improve Students’ Achievement in Learning English (A Classroom Action Research to the Second Grade of State Islamic Junior High School Kaliangkrik Magelang in the Academic Year of 2009/2010. Salatiga. STAIN. Nunan, David. 1991. Language Teaching Methodology; A Textbook for Teachers. Sydney: Prentice Hall. Pardiyono. 2001. Bahasa Inggris 16 Tenses. Ypgyakarta: Andi. Rinvolucri, Mario. 1990. Grammar Games. Britain: Cambridge University Press. Sam‟s, Hartini Rosma. 2010. Model Penelitian Tindakan Kelas. Jogjakarta: Teras Samingan, Ahmad. 2010. “The Interference of the Javanese Structure to the Mastery of English” (A Case Study of the First Year Students of Foreign Language Intensive Study of STAIN Salatiga in the Academic Year of 2009/2010). Salatiga: STAIN. Slavin, Robert E. 2009. Cooperative Learning : Teori, Riset dan Praktik. Bandung: Nusa Media. Solihatin, Etin and Raharjo. 2007. Cooperative Learning (Analisis Model Pembelajaran IPS). Jakarta: Bumi Aksara. Susanti, Eka Dwi. 2010. The Implementation of Cooperetive Learning in English Class of International Standardized School of SMP N 1 Purwodadi. Salatiga: STAIN. Susanto. Sam. A. 1991. Complete English Grammar. Jakarta: Apollo. Thomson, A.J. and Martinet, A.V. 1986. A Practical English Grammar. Hongkong: Oxford University Press. Triyono, 2004. The Influence of Classroom Management towards Students’ Achievement. Salatiga: STAIN. Wilkinson, Geroge and Haryanto, Dhony. 2004. Complete English Grammar. Jakarta: Pustaka Indonesia.

APPENDIX

PRE-TEST 1 This Text is for number 1 – 10. SAN FRANCISCO San Francisco ... (1) my favourite city in the United States. It is beautiful, clean, not too big, and it has something for everybody. I … (2) the streets and buildings in San Francisco. The streets … (3) up and down the hills, with beautiful old brick and wooden houses on either side. One of my favourite things to do in San Francisco is to ride the cable car. It … (4) you to most parts of the city. It‟s not a very comfortable ride, but it‟s exciting and the views you get from the car … (5) wonderful. And I … (6) the weather in San Francisco. It never … (7) too cold or too hot. The summers … (8) pleasant. The fresh breezes … (9) off the ocean and the sky is always blue. It rains quite a lot in the winter, but it never gets very cold. Another thing I … (10) about the city is the restaurants. The seafood restaurants, with crabs and lobster, are my favourites. You can also get great Chinese, Japanese, American and European food in San Francisco. 1. A. am C. are B. is D. were 2. A. loves C. love B. loved D. loving 3. A. wind C. winding B. wind D. winded 4. A. takes C. toke B. take D. taken 5. A. is C. am B. are D. was 11. Jim always ….. to school with me A. go C. going B. goes D. gone 12. … Jane and Tom … some fruits? A. do – buy C. do – buys B. does – buy D. does – buys 13. We usually … our uncle twice a month A. visits C. visiting B. visited D. is visit 14. … she beautiful? A. was C. are B. were D. is 15. They … football in the yard A. do not plays C. does not plays B. do not play D. does not play

6. A. like C. liked B. likes D. is like 7. A. get C. gets B. got D. gotten 8. A. is C. are B. am D. was 9. A. blows C. are blow B. blew D. blow 10. A. enjoys C. enjoyed B. enjoy D. is enjoy 11. … you go to the cinema every Sunday? A. does C. is B. do D. are 17. I usually … some of books in the library A. borrow C. borrowed B. borrows D. borrowing 18. … she a doctor? A. are C. is B. do D. does 19. The giraffe … big brown eyes A. have C. had B. has D. having 20. Tom‟s cat … the meat A. doesn‟t eat C. don‟t eat B. doesn‟t eats D. don‟t eat

POST TEST 1 This Text is for number 1 – 10. The Sea Eagle There ... (1) an eagle nesting on the tree top near my grandparent‟s house in Pangandaran. It was a sea eagle. The color of its feathers ... (2) light brown. It ... (3) a strong and sharp yellowish beak. Its claws ... (4) very sharp. It ... (5) for fish in the sea but sometimes it hunts chickens and small birds. Eagles ... (6) many sizes, shapes, and colors, but the sea eagle is easy to recognize because it ... (7) a strong a streamlined, sharp beak and a stream-line body. Its forelimbs (or arms) ... (8) as wings. This means that they ... (9) of little use for anything except flying. It ... (10) on two legs and has a very flexible neck and strong beak to handle foods, to care for its feathers, and for many other jobs that non-flying animals do with paws, claws, or hands on their forelimbs. 1. A. am C. are 6. A. has C. have B.is D. were B. have D. having 2. A. is C. are 7. A. has C. had B. am D. was B. have D. having 3. A. has C. had 8. A. serve C. serving B. have D. having B. served D. serves 4. A. is C. was 9. A. is C. am B. am D. are B. are D. was 5. A. hunt C. hunts 10. A. walks C. walked B. hunting D. hunted B. walk D. walking 11. They always .. to school at 6 am 16. ... Mr.John your uncle? A. go C. went A. is C. am B. Goes D. gone B. are D. was 12. ... Jim often ... a reward for you? 17. We usually ... some of books in the library A. does – give C. do – gives A. borrow C. borrowed B. does – gives D. do – give B. borrows D. borrowing 13. His sisters usually ... their uncle 18. ... Your mother ... fried rice every twice a month morning A. visit C. visits A. do – cook C. does cook B. visited D. visiting B. do – cooks D. does cooks 14. ... they your parents? 19. Tom and Jim ... same bicycle A. is C. am A. has C. have B. are D. was B. had D. having 15. Doni ... football in the yard every day 20. His dogs ... the meat A. doesn‟t plays C. don‟t play A. doesn‟t eat C. don‟t eat B. doesn‟t play D. don‟t plays B. doesn‟t eats D. don‟t eat

PRE-TEST 11 Babu and the Lion One day, there … (1) a slave whose name was Babu. His master was very, very bad. You know, he often … (2) Babu and … (3) him food for days. Poor Babu! So he … (4) into a forest and slept in a cave. Next morning, he … (5) a loud roar. In front of him...., at the mouth of the cave..., was a very big lion. You see, Babu was scared to death! Kind of scary, isn‟t it? But he … (6) not escape. But the lion didn‟t attack him. It was tame. There was a large thorn in its right front foot. The lion … (7) at Babu. It … (8) to say something like:”Please help me. It‟s very painful.” Babu walked bravely to the lion and … (9) the thorn. Babu and the lion … (10) to be friends. 1. a. is c. was b. are d. were 2. a. Punch c. Punches b. Punched d. Punching 3. a. do not offer c. does not offer b. was not offer d. did not offer 4. a. escaped c. escapes b. escape d. escaping 5. a. hear c. hearing b. hears d. heard

6. a. can b. could 7. a. looked b. looks 8. a. seemed b. seem 9. a. pull b. pulls 10. a. turn out b. turning out

11. Sam … to the hospital yesterday a. do not go c. does not go b. did not go d. have not go 12. … your sisters … some money for you? a. do – go c. did – go b. does – go d. did – went 13. Jane … the book last week a. return c. returning b. returns d. returned 14. The teacher … about grammar last Monday a. did not taught c. was not teach b. did not teach d. were not taught 15. She … very jealous last night a. is c. was b. are d. were Change the verb forms in the bracket into the past form!. 16. Babu (live) years ago with his master.. 17. Babu‟s master (treat) him badly. 18. (do) his master (dislike) him very much?. 19. For days, his master (not-offer) him no meals at all.83 20. Poor Babu (escape) to the jungle.

c. can be d. could be c. look d. looking c. seems d. seeming c. pulling d. pulled c. turns out d. turned out

POST-TEST 11 Buggy Races Once upon a time there … (1) two best friends, the hare and the tortoise. They … (2) to race against each other, but the hare always … (3). One day, the hare … (4) the tortoise to race down to the beach. The tortoise … (5), he … (6) that he will loose anyway. The hare … (7) replied in a kind voice that he … (8) sorry about it. But the next day, the hare … (9) a way to race the tortoise that would be fair and lots of fun too. He asked the tortoise to come with him. The tortoise … (10) slowly plodding over the sandhill towards the beach. Now the two friends can race against each other all day and something tells me that the tortoise might win this time. 6. a. live c. living 6. a. say c. says b. lives d. lived b. said d. saying 7. a. liked c. likes 7. a. reply c. replying b. like d. was like b. replies d. replied 8. a. win c. wins 8. a. feel c. felt b. won d. is won b. feels d. feeling 9. a. asked c. asking 9. a. found c. finding b. asks d. ask b. find d. finds 10. a. refuse c. refusing 10. a. is c. was b. refused d. refuses b. are d. were 11. … your parents … some money for you? a. do – go c. did – go b. does – go d. did – went 12. She … the book last week a. return c. returning b. returns d. returned 13. Sam … to the hospital yesterday a. do not go c. does not go b. did not go d. have not go 14. Jeanny … very jealous last night a. is c. was b. are d. were 15. The teacher … about grammar last Monday a. did not taught c. was not teach b. did not teach d. were not taught Change the verb forms in the bracket into the past form!. 16. Babu (live) years ago with his master.. 17. Babu‟s master (treat) him badly. 18. (do) his master (dislike) him very much?. 19. For days, his master (not-offer) him no meals at all.83 20. Poor Babu (escape) to the jungle.

PRE-TEST III Change the verb between brackets into the past form! Last weekend my friends, Dicky, Vinda and Laras and I hiked to Gunung Penanggungan. We (start) (1) very early on Saturday from our village, Klandungan, and (reach) (2) Oro-oro Ombo for lunch after we hiked for almost 4 hours. We (continue) (3) our hike. We (talk) (4) about many things along the way to the next stop. Sometimes we (laugh) (5) aloud when our stories we (exchange) (6) one another (seem) (7) funny. We reached the next stop one hour later. It (is) (8) a hilltop. The view from this place looked very amazing. Then we (walk) (9) off down into the valley and there we (camp) (10) for one night by the river in Gunung Penanggungan. I had not been there before. On Sunday we returned by a small village – Desa Pasir Wangi -- to a closest bus station. The climbing out of the valley was really hard for us but it was worth it. (adapted from Moline, 2000: 145-146) 11. Jim : “How did you go to Solo yesterday?” Jane : “I… to Solo by car: a. Go c. went b. To go d. goes 12. Mr. John didn‟t attend the meeting last night. He … at home a. stayed c. stay b. stays d. to stay 13. Sam did not go to school last Friday because he … ill a. is c. did b. was d. be 14. She made some mistakes (?) …. a. Does she make some mistakes? c. Did she make some mistakes? b. Was she make some mistakes? d. Did she made some mistakes? 15. Tom : “Where did you put the book?” John : “I … it in the drawer” a. To put c. puts b. Put d. putted 16. There … many people in stadium this morning a. are c. is b. did d. were 17. They … (not know) about the information a. did not know c. did not knew b. was not know d. were not knew 18. Jenny : “Did you attend the meeting last night?” Sandy : “No ….” a. You did not c. you were not b. I did not d. I was not

19. My uncle went to my house last moth (-) ….. a. My uncle did not went to my house last month b. My uncle did not go to my house last month c. My uncle was not go to my house last month d. My uncle were not go to my house last night 20. Where … (do) you … (work) last year? a. do – worked c. did – work b. does – work d. did - worked

GOOD LUCK. BE THE BEST!!!

POST-TEST 3 Change the verb between brackets into the past form! Edison (turn) (1) into a telegraph operator after he (save) (2) three-year-old Jimmie MacKenzie from being struck by a runaway train. Jimmie‟s father, station agent J.U. MacKenzie of Mount Clemens, Michigan, (is) (3) so grateful that he (train) (4) Edison as a telegraph operator. Edison‟s first telegraphy job away from Port Huron was at Stratford Junction, Ontario, on the Grand Trunk Railway. In 1866, at the age of 19, Thomas Edison (move) (5) to Louisville, Kentucky. There as an employee of Western Union, he (work) (6) the Associated Press bureau news wire. Edison (request) (7) the night shift at work. This (allow) (8) him plenty of time to spend at his two favorite pastimes -- reading and experimenting. Eventually, the latter pre-occupation cost him his job. One night in 1867, he (is) (9) working with a battery when he (spill) (10) sulphuric acid onto the floor. It ran between the floorboards and onto his boss‟ desk below. The next morning he was fired Choose the best answer by crossing a, b, c or d! 11. There … many people in stadium this morning a. are c. is b. did d. were 12. They … (not know) about the information a. did not know c. did not knew b. was not know d. were not knew 13. Jenny : “Did you attend the meeting last night?” Sandy : “No ….” c. You did not c. you were not d. I did not d. I was not 14. My uncle went to my house last moth (-) ….. a. My uncle did not went to my house last month b. My uncle did not go to my house last month c. My uncle was not go to my house last month d. My uncle were not go to my house last night 15. Where … (do) you … (work) last year? a. do – worked c. did – work b. does – work d. did – worked 16. Jim : “How did you go to Solo yesterday?” Jane : “I… to Solo by car: c. Go c. went d. To go d. goes 17. Mr. John didn‟t attend the meeting last night. He … at home a. stayed c. stay b. stays d. to stay

18. Sam did not go to school last Friday because he … ill a. is c. did b. was d. be 19. She made some mistakes (?) …. c. Does she make some mistakes? c. Did she make some mistakes? d. Was she make some mistakes? d. Did she made some mistakes? 20. Tom : “Where did you put the book?” John : “I … it in the drawer” c. To put c. puts d. Put d. putted

GOOD LUCK. BE THE BEST!!!

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SMP / MTs Mata Pelajaran Kelas / Semester

: MTs Negeri Ngablak : Bahasa Inggris : VIII (Delapan) / II

Standar Kompetensi : Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar Kompetensi Dasar

Indikator

: 5.1. Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar : 

Membaca dengan nyaring dan bermakna teks fungsional pendek berbentuk teks descriptive  Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk descriptive  Mengidentifikasi karakteristik teks descriptive Jenis Teks : Descriptive Tema : Tourism place Aspek / Skill : Membaca Alokasi Waktu : 2 x 40 menit A. Tujuan Pembelajaran. Pada akhir pembelajaran siswa dapat : - Membaca dengan baik teks descriptive - Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk descriptive - Mengidentifikasi karakteristik teks descriptive B. Materi Pembelajaran.  Teks tulis berbentuk descriptive yang berjudul “The Must-see Ambarawa Railway Museum” The Must-see Ambarawa Railway Museum You can easily be accused of committing a tourism sin if you‟re in Semarang and failed to visit the Ambarawa Railway Museum. This museum is situated less than an hour‟s drive from the capital of Central Java. During the Dutch colonial days, Ambarawa was a military zone and the railway station was used to transport troops to Semarang through Kedungjati. It is at 474m above sea level, giving you unpolluted fresh air to breathe.

The Ambarawa Railway Museum is well maintained. It is a medium-sized building. The railway route is offered to visitors. You can enjoy the beautiful panorama during the route. All in all, this is a truly exciting treasure to visit.  Purpose : to describe a particular person, animal or thing  Text organization  Identification  Description  Present tense - Verbal: Positive (+) Negative (-) Affirmative (?)

S + V1(s / es) S + do not + V1 Do + S + V1?

- Nominal: Positive (+) Negative (-) Affirmative (?)

S + To be (is, am, are) + … S + To be (is, am, are) not + … To be (is, am, are) + S + … ?

C. Metode Pembelajaran / Teknik : STAD D. Langkah - langkah Kegiatan. 1. Kegiatan Awal : 5 menit. - Salam dan tegur sapa - Mengecek kehadiran siswa 2. Kegiatan Inti a. Building knowledge of the field (BkoF) : 5 menit Guru melakukan tanya jawab tentang berbagai hal terkait materi b. Modelling of the text : 25 menit - Guru membagi siswa ke dalam kelompok - Guru memberikan contoh teks kepada siswa - Guru mengajak siswa untuk membaca dan memahami isi teks - Guru dan siswa membahas tentang ciri kebahasaan teks deskriptive c. Join construction of text (JCOT) : 30 - Guru meminta setiap kelompok untuk mendiskusikan materi yang telah dijelaskan dan mengerjakan worksheet yang telah dibagikan - Guru memeriksa pekerjaan siswa dengan cara membahas bersama-sama soal-soal dalam workshet d. Independent construction of the text (ICoT) :10 menit - Guru meminta siswa untuk memngerjakan kuis secara individu 3. Kegiatan Penutup - Menanyakan kesulitan siswa selama PBM.

- Menyimpulkan materi pembelajaran. - Salam penutup E. Sumber Bahan Pelajaran.  Buku Let‟s Talk English for Junior High School, Pakar Raya.  Widiati, Utami, dkk. 2008. Bahasa Inggris Sekolah Menengah Pertama. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional F. Penilaian. a. Teknik : Tes tertulis b. Bentuk : Pilihan ganda c. Instrument : Read the following text carefully…!! GRAND OMEGA There is a new hotel in my city. It is a four star hotel. It is located downtown. The hotel is not very big but the architecture is very beautiful. It looks like a classic castle in Europe. According to the brochure, it has 100 rooms, a fancy restaurant, complete sports facilities including a swimming pool, tennis court, gym and sauna, there are also a coffee shop and a karaoke room . The pictures of the rooms in the brochure are very nice. The rooms look very comfortable. They contain a big spring bed with big pillows, a nice sofa, a wardrobe and a television system with programmers from all over the world. The bathroom is very beautiful although it is not very big. It has a bath-tub with hot and cold water so guests can bath in it comfortably. The brochure says "Hospitality is our trademark." The staff of that hotel, from the receptionists, house keepers, and bellboys are trained to be polite and to help guests in any way they can. Choose the best answer by crossing (X) a, b, c or d! 1. The writer‟s purpose of writing the text is … A. To tell the way to particular place B. to entertain the reader with the story C. To describe particular place D. to give the reader with the story 2. “It has a bath-up with hot and cold water …” (third paragraph). The word “it” refers to … A. Hotel C. picture B. Room D. bathroom 3. According to the text, these statements are true, except … A. The hotel is big C. the receptionists are polite B. The rooms are nice D. the bathroom is very beautiful 4. The paragraphs that show description are … A. 1, 2 and 3 C. 2, 3 and 4 B. 1, 3 and 4 D. 1, 2 and 4

5. There are … rooms in Grand Omega Hotel A. 50 C. 500 B. 100 D. 1000 This text is for number 6 and 7. MYSTERIOUS ISLAND Iceland is a very unique island-in fact, it … (6) like nowhere else on earth. The interior of this island … (7) incredible contrasts. It has tundras, huge glaciers, volcanoes,and waterfalls. 6. A. is B. are C. Was D. were 7. A. contain B. contained C. Contains D. containing 8. My brothers usually ... high score in Mathematic A. get C. got B. gets D. gotten 9. The bird … A. Don‟t fly C. doesn‟t fly B. Don‟t flies D. doesn‟t flies 10. ... Ann ... fried rice every morning? A. Do – eats C. Does – eats B. Do – eat D. does - eat d. Kunci Jawaban 1. C 2. D 3. C 4. C 5. B

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

e. Pedoman Penilaian :

1. Jawaban benar skor 1 2. Nilai maksimal = 100 3. Nilai Siswa = jawaban benar X 10 Magelang, 4 April 2011 Mengetahui Guru Mata Pelajaran

Drs.Muh Nurkholis NIP: 196801021994031001

Researcher

Qurotul‟Ain

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SMP / MTs : MTs Negeri Ngablak Mata Pelajaran : Bahasa Inggris Kelas / Semester : VIII (Delapan) / 11 Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar : 6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount Indikator :  Mendeskripsikan sesuatu  Menulis teks sederhana dalam bentuk descriptive dengan menggunakan simple present tense Tema : Tourism place Aspek / Skill : Menulis Alokasi Waktu : 2 x 40 menit A. Tujuan Pembelajaran. Pada akhir pembelajaran siswa dapat :  Mendeskripsikan sesuatu  Menulis teks sederhana dalam bentuk descriptive dengan menggunakan simple present tense B. Materi Pembelajaran. 1. Teks pendek berbentuk descriptive berjudul ”The Leaning Tower of Pisa” The Leaning Tower of Pisa Thousands of people visit Pisa‟s famous tower each year and wonder just how much longer it can exist without falling. Millions of dollars have been spent to stop the tower crashing to the ground. Soft, shifting soil has always been the tower‟s problem. Recently, it was discovered that the tower had moved two millimeters. This was a great setback because engineers had previously corrected about twenty millimeters of the lean by using an inventive underground cables idea to straighten the tower. Pisa would hate to lose its precious Campo dei Miracoli and the tourist dollars it generates 2. Social Function : to describe a particular place, animal, thing etc. 3. Generic/schematic structure - Identification - Description 4. Present tense

C. Metode Pembelajaran / Teknik : STAD D. Langkah - langkah Kegiatan. 1. Kegiatan Awal : 5 menit. - Salam dan tegur sapa - Mengecek kehadiran siswa 2. Kegiatan Inti 1) Building knowledge of the field (BkoF) : 5 menit Guru melakukan tanya jawab tentang berbagai hal terkait materi 2) Modelling of the text : 25 menit - Guru mengajak siswa untuk membaca dan memahami isi teks - Guru dan siswa membahas tentang ciri kebahasaan teks deskriptive 3) Join construction of text (JCOT) : 30 - Guru meminta setiap siswa untuk membuat deskripsi mengenai gambar yang telah dibagikan dengan menggunakan kalimat yang tepat dan mendiskusikannya dengan kelompok masing-masing. - Guru memeriksa pekerjaan siswa dengan cara meminta beberapa siswa maju ke depan untuk membacakan deskripsi gambar masing-masing 4) Independent construction of the text (ICoT) :10 menit - Guru meminta siswa untuk memngerjakan kuis secara individu (post-test) 3. Kegiatan Penutup. - Menanyakan kesulitan siswa selama PBM. - Menyimpulkan materi pembelajaran. - Salam penutup E. Sumber Belajar. 1. Buku Let‟s Talk. Grade VIII for Junior High School/ Bachtiar Bima M./ Pakar Raya 2. Contoh Descriptive Text 3. Gambar – gambar yang relevan F. Penilaian. a. Teknik : Tes tulis b. Bentuk : Teks descriptive sederhana c. Instrument : Describe their own picture! d. Pedoman Penilaian Tingkat Kebenaran 1. Sempurna 2. cukup sempurna 3. Kurang Sempurna 4. Tidak Sempurna 5. Salah tdk Terhubung

Isi 5 4 3 2 1

Grammar 5 4 3 2 1

Magelang, 7 April 2011 Mengetahui Guru Mata Pelajaran


Researcher

Qurotul‟Ain

RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) Nama Sekolah : MTs N Ngablak Mata Pelajaran : Bahasa Inggris Kelas / Semester : VII / 2 (Dua) Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar : 11.1. Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar. Indikator :  Membaca nyaring dan bermakna teks esei berbentuk narrative.  Mengidentifikasi makna kalimat dari teks yang dibaca  Mengidentifikasi tujuan komunikasi da generic structure dari teks yang dibaca.  Menerapkan kalimat simple present tense dengan benar

Alokasi Waktu : 2 X 40 menit A. Tujuan Pembelajaran: Pada akhir pelajaran siswa dapat :  Membaca nyaring dan bermakna teks esei berbentuk narrative.  Mengidentifikasi makna kalimat dari teks yang dibaca  Mengidentifikasi tujuan komunikasi dan generic structure dari teks yang dibaca.  Menerapkan kalimat simple present tense B. Materi Pembelajaran:  Teks narrative berjudul Snow White Snow White Long ago, in the Neverland, there lived a very beautiful princess, Snow White. The Queen was her stepmother. She was very jealous of her beauty. So she wanted her to die. Snow White knew about the evil plan. She escaped into a forest. There she made friends with seven dwarfs. The queen turned Snow White into a witch. Snow White did not realize it. The witch gave her a poisoned apple. As a result, Snow White was put into sleep for years. Fortunately, in the end, Prince Charming revived her with a kiss. They lived together happily ever after. (Free adaptation from Grimms‟ fairy tale)  Generic structure  Social function  Past tense Positive (+) S + VII Negative (-) S + did not VI Affirmative (?) Did + S + V1 ?  Regular and irregular verb C. Metode / Tehnik: STAD D. Langkah-langkah kegiatan: 1. Kegiatan Awal : 5 menit. - Salam dan tegur sapa (greeting) - Mengecek kehadiran siswa 2. Kegiatan Inti a. Building knowledge of the field (BkoF) : 5 menit Guru meberikan kosakata yang berkaitan dengan teks yang akan diajarkan b. Modelling of the text : 25 menit - Guru membagi siswa ke dalam kelompok - Guru memberikan contoh teks narrative kepada siswa - Guru mengajak siswa untuk membaca dan memahami isi teks

- Guru dan siswa membahas tentang ciri kebahasaan teks narrative - Guru menjelaskan tentang past tense c. Join construction of text (JCOT) : 30 - Guru meminta setiap kelompok untuk mendiskusikan materi yang telah dijelaskan dan mengerjakan worksheet yang telah dibagikan - Guru memeriksa pekerjaan siswa dengan cara membahas bersama-sama soal-soal dalam worksheet d. Independent construction of the text (ICoT) :10 menit - Guru meminta siswa untuk mengerjakan kuis secara individu 3. Kegiatan Penutup. - Guru menanyakan kesulitan siswa selama PBM. - Menyimpulkan materi pembelajaran. - Salam penutup E. Sumber Belajar:  Buku Let‟s Talk English for Junior High School, Pakar Raya.  Widiati, Utami, dkk. 2008. Bahasa Inggris Sekolah Menengah Pertama. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional F. Penilaian:  Tehnik : Test tulis  Bentuk : Uraian  Instrument : Once upon a time there was a beautiful girl called Sarah, who lived with her step mother. Her step mother was very bossy, greedy and arrogant. She hated Sarah a lot. One day when her father was working outside, the step mother hit Sarah and expelled her from the house. She went outside and walked far away from the house. Suddenly she saw a big melon farm and went in it. After that she hid in a big melon. She used to go out of the melon and get her food. One day a prince visited the farm and saw the big melon. “Cut this melon I want to eat it,‟‟ the prince said. The prince‟s guards started to cut the melon but they heard a voice from it. Sarah said “Don‟t cut me please!” They were all surprised at this situation. The prince said “Who are you? Calm down, please come out.” After that she came out. He fell in love with her. She told him her story so the prince decided to marry her and they lived happily ever after. 1. What did Sarah‟s mother do when her father was working outside? 2. What is the purpose of the text? 3. What did the prince ask after heard Sarah‟s voice? 4. What is Sarah saw when went outside?

5. What is the generic structure of the text? 

Pedoman Penilaian :  Jawaban benar skor  Nilai = jumlah skor X 20  Skor maksimal = 5 X 20 = 100

Magelang, 10 April 2011 Mengetahui Guru Mata Pelajaran


Researcher

Qurotul‟Ain

RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) Sekolah Mata Pelajaran Kelas / Semester Standar Kompetensi

: MTs N Ngablak : Bahasa Inggris : VIII / 1I (Dua) : Menulis 12. Mengungkapkan makna dalam teks tulis fungsional dan essay pendek sederhana berbentuk recount dan narative untuk berinteraksi dengan lingkungan sekitarnya Kompetensi Dasar : 12. 2 Mengungkapkan makna dan langkah retorika essay pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunan sekitar berbentuk recount dan narative Indikator :  Menulis teks pendek dan sederhana dalam bentuk narative dengan langkah retorika yang benar Jenis Tek : Teks tulis Tema : Fairy tale Aspek / Skills : Menulis Alokasi Waktu : 2 x 40 menit A. Tujuan Pembelajaran : Pada akhir pembelajaran siswa dapat:  Menulis text pendek dan sederhana dalam bentuk narative dengan langkah retorika yang benar B. Materi Pembelajaran: 1. Text narative berjudul ”A Beautiful Girl and the Prince” A Beautiful girl and the Prince

Once upon a time, there was a beautiful girl called Sarah who lived with her step mother. She was very domineering, greedy and egoistical woman and she hated Sarah a lot.

2. 3. 4. 5. 6.

One day went her father was working outside, the stepmother hit Sarah and expelled her from the house. She went outside and walked far away from the house. Suddenly she a big melon farm and entered it. After that she hid a big melon. She used to go out of the melon and got her food. One day, the prince visited the farm and saw the big melon. “Cut the melon. I want to eat it.” The prince said. The guard started to cut the melon but they heard a sound from it. Sarah said, “Don‟t cut me please!” They were all surprised for this situation. The prince said, “Who are you? Don‟t fear, please come out.” After that she came out and he fell in love with her. She told him her story so the prince decided to marry her. And they lived happily ever after. Social function Generic structure Lexico grammatical features Vocabulary yang berhubungan dengan text narrative Past tense

C.Metode Pembelajaran : STAD D.Langkah-langkah Kegiatan Pembelajaran : 1. Kegiatan awal - Salam dan tegur sapa - Mengabsen siswa 2. Kegiatan inti a. Building knowledge of the field (BkoF) : 5 menit - Guru melakukan tanya jawab tentang berbagai hal terkait materi - Mereview social function,generic structure dan cirri cirri kebahasaan dari text narrative - Mereview past tense b. Modelling of the text : 25 menit - Guru memberikan contoh text narrative berjudul “A Beautiful Girl and the Prince” untuk dipahami siswa - Siawa menjawab pertanyaan text tersebut - Guru mengambil kata kata penting dari text - Siswa membuat kalimat dari kata kata tersebut c. Join construction of text (JCOT) : 30 - Guru menerangkan langkah langkah retorika text narative - Siswa membuat draft teks narative - Siswa membuat teks narative berdasarkan draft yang dibuat dengan cara berdiskusi dengan timnya

- Guru memeriksa pekerjaan siswa dengan cara meminta beberapa siswa maju ke depan untuk membacakan deskripsi gambar masing-masing d. Independent construction of the text (ICoT) :10 menit - Guru meminta siswa untuk memngerjakan kuis secara individu (post-test) 3. Kegiatan Penutup. - Guru menanyakan kesulitan siswa selama PBM. - Menyimpulkan materi pembelajaran. - Salam penutup E. Media, alat, dan sumber bahan pelajaran  Buku Let‟s Talk English for Junior High School, Pakar Raya.  Widiati, Utami, dkk. 2008. Bahasa Inggris Sekolah Menengah Pertama. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional F. Penilaian a. Teknik : Tes Tulis b. Bentuk : Tes uraian c. Instrumen : Make a short fairy story consisting three paragraphs; orientation, complication, and resolution. Each of paragraph is 3 or 4 sentences. Tingkat Kebenaran 1. Sempurna 2. cukup sempurna 3. Kurang Sempurna 4. Tidak Sempurna 5. Salah tdk Terhubung

Nilai

Isi 5 4 3 2 1

Grammar 5 4 3 2 1

: Jumlah Scor Magelang, 15 April 2011

Mengetahui Guru Mata Pelajaran


Researcher

Qurotul‟Ain

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) SMP / MTs : MTs Negeri Ngablak Mata Pelajaran : Bahasa Inggris Kelas / Semester : VIII (Delapan) / II Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar Kompetensi Dasar : 8.5.1.2 Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar Indikator :  Membaca dengan nyaring dan bermakna teks fungsional pendek berbentuk recount  Mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk recount Jenis Teks : Fungsional / monolog Tema : Travelling Aspek / Skill : Membaca Alokasi Waktu : 2 x 40 menit A. Tujuan Pembelajaran. Pada akhir pembelajaran siswa dapat : o Membaca dengan baik teks recount o Mengenali berbagai informasi pada teks recount B. Materi Pembelajaran.  Teks Recount berjudul ”Botanical Garden” Botanical Garden I went to a botanical garden. It was large, landscaped parks where plants were grown for scientific purposes and for public display. People could stroll down flowers bordered paths or sat on benches and admired the beautiful plants. Most of the plants were labeled with their popular as well as their scientific names. In greenhouses, long, low buildings made of glass and artificially heated; the more delicate plants were cultivated. One of the greatest botanical gardens in the world today is the Royal Botanic Garden at Kew, England. It is commonly known as Kew Gardens. One of the largest botanical gardens in the United States is the New York Botanical Gardens, Bronx, New York, which contains 13,000 species varieties of plants  Generic structure  Social function  Past tense C. Metode Pembelajaran / Teknik : STAD

D. Langkah - langkah Kegiatan. a. Kegiatan Pendahuluan. - Salam dan tegur sapa - Mengecek kehadiran siswa b. Kegiatan Inti 1) Building knowledge of the field (BkoF) : 5 menit - Tanya jawab tentang berbagai hal terkait topik tertentu tentang travelling dalam teks recount - Menentukan makna kata dan menggunakannya dalam kalimat yang terkait dalam travelling dalam teks recount 2) Modelling of the text : 25 menit - Guru mengajak siswa untuk membaca dan memahami isi teks recount - Menentukan kata, dan bentuk kata kerja yang digunakan dalam teks recount - Guru dan siswa membahas tentang ciri kebahasaan teks recount 3) Join construction of text (JCOT) : 30 - Guru meminta setiap kelompok untuk mendiskusikan materi dan mengerjakan worksheet - Guru memeriksa pekerjaan siswa dengan cara membahas bersama-sama soal dalam worksheet 4) Independent construction of the text (ICoT) :10 menit - Guru meminta siswa untuk memngerjakan kuis secara individu c. Kegiatan Penutup. - Menanyakan kesulitan siswa selama PBM. - Menyimpulkan materi pembelajaran. E. Sumber Belajar.  Buku Let‟s express it in English for the second – year Junior high school student.  Buku Let‟s Talk English for Junior High School, Pakar Raya.  Widiati, Utami, dkk. 2008. Bahasa Inggris Sekolah Menengah Pertama. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional F. Penilaian. 1. Teknik : Tes tertulis 2. Bentuk : uraian 3. Instrument : Read the text and answer the questions! A Tour to the Botanic Gardens By Nida On Thursday 24 April, Year Eight students went to the Botanic Gardens. We walked down and got into the bus. After we arrived at the gardens, we walked down to the Education Centre. We went to have a look around. First we went to the Orchid Farm and Mrs. Rita read us some of the information. Then we looked at all the

lovely plants. After that we went down to a little spot in the Botanic Gardens and had morning tea. Next we took some pictures and then we went back to the Education Centre to have lunch. After that we went for a walk. A lady took us around and introduced herself, then she explained what we were going to do. Next she took us in to the green house. It was most interesting. Soon after we had finished we went back outside. Finally we got into the bus and returned to school. We were tired but happy. 1. What is the text about? 2. „We‟ in the text above refer to … 3. Did Nida tell what Year Eight students do? 4. When did they do it? Where? 5. What was the first thing they did when they arrived? 6. What did they do next? 7. Who do you think Mrs. Rita was? 8. What did she do? 9. Where did Year Eight go next? 10. How did they return to school? 4. Kunci Jawaban: 1. The text is about the eight year students‟ tour to the botanic gardens 2. The eight year students 3. Yes she did 4. On Thursday 24 April. In the Botanic Gardens 5. They walked down to the Education Centre 6. They went to the Orchid Farm 7. She is their teacher 8. She read them some of the information 9. They took some pictures and then we went back to the Education Centre to have lunch 10. By bus

5.

Pedoman Penilaian: 1. Jawaban benar skor 1 2. Nilai maksimal = 100 3. Nilai Siswa = jawaban benar X 10 Magelang, 18 April 2011



Researcher

Qurotul‟Ain

RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) Sekolah Mata Pelajaran Kelas / Semester Standar Kompetensi

: SMP NEGERI 1 BANTARUJEG : Bahasa Inggris : VIII / 1I (Dua) : 12 Mengungkapkan makna dalam teks tulis fungsional dan essay pendek sederhana berbentuk recount dan narative untuk berinteraksi dengan lingkungan sekitarnya Kompetensi Dasar : 12. 2 Mengungkapkan makna dan langkah retorika essay pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunan sekitar berbentuk recount dan narative Indikator : Menulis teks pendek dan sederhana dalam bentuk recount dengan langkah retorika yang benar Jenis Tek : Teks tulis Tema : Experience Aspek / Skills : Menulis Alokasi Waktu : 2 x 40 menit A. Tujuan Pembelajaran : Pada akhir pembelajaran siswa dapat menulis text pendek dan sederhana dalam bentuk recount dengan langkah retorika yang benar B. Materi Pembelajaran: a. Text recount berjudul ”My football Experience” My Football Experience When I was in junior high school, I really loved football. Every Saturday afternoon I practiced in school field with my team and my coach. They were strong and smart players. My coach, Mr Sentana was a kind person. But, while he was coaching us, he was very discipline. He would grounded anyone who came late and not obeyed the team‟s rules. With Mr Sentana, our team won many tournaments in many big cities. Our team named after our school, 67 Team (from SMP 67) and we had many fans too, you know. Ohh, that was so cool. Now, I still love football and have a team too. But, my parents warn me to pay attention more to my study, football just for hobby. b. Vocabulary yang berhubungan dengan text recount c. Past tense C. Metode Pembelajaran : STAD D. Langkah-langkah Kegiatan Pembelajaran : 1. Kegiatan awal - Salam dan tegur sapa - Mengabsen siswa 2. Kegiatan inti

a. Building knowledge of the field (BkoF) : 5 menit - Guru melakukan tanya jawab tentang berbagai hal terkait materi - Mereview social function,generic structure dan cirri ciri kebahasaan dari text recount - Mereview past tense b. Modelling of the text : 25 menit - Guru memberikan contoh teks recount - Siswa membaca dan memahami isi teks - Siswa membuat kalimat sederhana terkait teks recount c. Join construction of text (JCOT) : 30 - Guru mengembangkan langkah – langkah retorika teks recount - Siswa membuat draft teks recount mengenai pengalaman menarik mereka - Siswa menulis teks recount berdasarkan draft yang dibuat - Guru memeriksa pekerjaan siswa dengan cara meminta beberapa siswa maju ke depan untuk membacakan deskripsi gambar masing-masing d. Independent construction of the text (ICoT) :10 menit - Guru meminta siswa untuk memngerjakan kuis secara individu 3. Kegiatan Penutup. - Guru menanyakan kesulitan siswa selama PBM. - Menyimpulkan materi pembelajaran. - Salam penutup E. Media, alat, dan sumber bahan pelajaran  Buku Let‟s Talk English for Junior High School, Pakar Raya.  Widiati, Utami, dkk. 2008. Bahasa Inggris Sekolah Menengah Pertama. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional

G. Penilaian a. Teknik : Tes Tulis b. Bentuk : Tes uraian c. Instrumen : Make a short recount text about your interesting experience!. d. Pedoman penilaian: Tingkat Kebenaran 1. Sempurna 2. cukup sempurna 3. Kurang Sempurna 4. Tidak Sempurna 5. Salah tdk Terhubung

Nilai

Isi 5 4 3 2 1

Struktur Teks 5 4 3 2 1

: Jumlah Scor X 10 Magelang, 23 April 2011



Researcher Qurotul‟Ain

FIELD NOTE A. CYCLE 1 Pada hari Rabu, 6 April 2011, guru (penulis) dan rekan(pengamat)nya masuk ke dalam kelas VI C untuk mengajar bahasa Inggris. Suasana kelas masih ramai dan sebagian siswa masih di luar kelas karena mereka baru saja istirahat. Kemudian guru menyuruh semua siswa untuk masuk kelas. Setelah suasana kelas tenang, guru membuka pertemuan pada siang itu. Guru : “Good afternoon class” Siswa : “Good afternoon “ Guru : “How do you do?” Semua siswa diam, kemudian guru mengulang pertanyaannya. Guru : “how do you do?. Ayo, kalau ditanya how do you do jawabnya apa?” Suasana kelas hening dan tak seorang siswa pun tahu jawabannya. Guru :”Kalau ditanya how do you do, jawabnya juga how do you do. Itu untuk menyapa orang yang belum kita kenal. Nah, kalau untuk orang yang sudah kita kenal, pakainya how are you. How are you students?” Siswa : “I‟m fine, and you?” Guru : “Very well, thank you” Kemudian, guru memperkenalkan diri, dan ada beberapa siswa yang mengajukan pertanyaan kepada guru tersebut. Setelah itu, guru menjelaskan mengenai metode STAD. ia menjelaskan peraturan yang harus siswa lakukan dalam pelajaran bahasa Inggris tersebut. Beberapa siswa tampak antusias mendengarkannya, tetapi ada beberapa siswa yang malah berbicara dengan temannya. Setelah itu, guru memberikan soal pre-test dan memberikan waktu beberapa menit kepada siswa untuk mengerjakannya. Setelah mengerjakan pre-test, guru membagi siswa kedalam kelompokkelompok kecil dan menyuruh mereka untuk bergabung dengan kelompok masing-masing. Kemudian, Semua siswa berdiri dan mencari kelompok mereka. Suasana kelas menjadi agak gaduh. Setelah selesai bergabubg dengan kelompok masing-masing, guru memulai pelajaran mengenai teks deskriptif. Guru : “Do you know about Descriptive text?” Sebagian siswa diam dan beberapa siswa lainnya berbisik-bisik dengan teman sebangkunya Guru : “Ayo, siapa yang tahu apa itu Descriptive text? fungsinya untuk apa?” Kemudian, seorang siswa perempuan ragu-ragu untuk menjawab, Siswa : “Mendeskripsikan benda, bu” Guru : “Yapz, good. Descriptive text is a text used to describe something. It can be a particular person, animal, place or thing. Jadi, teks deskriptif teks itu adalah teks yang digunakan untuk mendeskripsikan sesuatu, misalnya orang, hewan, tempat atau benda tertentu. Misalnya kalian mendeskripsikan atau menggambarkan tentang candi Borobudur, atau Pak Tarno. Paham?” Siswa : “Paham, Bu.”

: “Sekarang siapa yang tahu kalimat apa yang digunakan dalam Descriptive text?” Semua siswa terdiam, Guru : “Ayo, siapa yang tahu? Mosok nggak ada yang tahu?. Pakainya simple past tense, present tense, atau future tense?” Kemudian seorang siswa perempuan menjawab, Siswa : “Simple present tense” Guru : “Right. Bagus. Kemudian, guru meberikan penjelasan mengenai simple present tense dan menulisnya di papan tulis. Setelah itu, guru memberikan worksheet kepada setiap kelompok dan menyuruh mereka untuk mendiskusikan jawaban dari soal dalam worksheet tersebut dengan mendiskusikan dengan kelompok masing-masing. Sebagian siswa sibuk berdiskusi dengan kelompok mereka, tetapi ada sebagian siswa yang hanya diam di tempat duduk mereka. Kemudian guru memantau tiap kelompok dan menyuruh mereka untuk saling membantu antar anggota kelompok jika mereka mendapatkan kesulitan. Mereka harus memastikan bahwa semua anggota kelompok memguasai materi dan bisa memberikan poin terbaik untuk tim mereka. Setelah selesai mengerjakan worksheet, siswa mengumpulkan jawaban mereka, kemudian guru menyuruh mereka kembali ke tempat duduk mereka dan memberikan kuis kepada mereka. Ia menyusruh setiap siswa untuk menggerjakan secara individu dan tidak diperbolehkan bekerja sama dengan siswa lain. Mereka pun mengerjakannya dengan tenang. Setelah selesai mengerjakan kuis, mereka mengumpulkannya dan guru segera menutup pelajaran pada siang itu. Pada pertemuan selanjutnya, hari Sabtu tanggal 9 April 2011, guru dan rekannya memasuki kelas bahasa Inggris di kelas VIII C. Guru : “Assalamu‟aalaikum wr, wb.” Siswa : “Walaikumsalam, wr. Wb” Guru : “Good morning students, how are you today?” Siswa : “Good morning mom, I am fine thank you” Sebelum memulai pelajaran, guru mengumumkan tim terbaik yang diraih oleh tim Superman. Semua siswa bertepuk tangan dan tim pemenang maju ke depan kelas untuk mendapatkan hadiah dan sertifikat. Guru : “Okay class, we will continue our study yesterday, do you remember what task that I gave to you?” Semua siswa terdiam, tak ada yang menjawab pertanyaan dari guru tersebut. Kemudian guru mengulangi pertanyaannya kembali dan sebagian siswa menjawabnya. Sebagian siswa : “ Descriptive Text, Bu” Guru : “Yes, right” “ What kind of sentence used in Descriptive Text?” Siswa : “Simple Present Tense” Guru : “Who is still remember about the form of simple present tense?” Sebagian siswa tidak merespon, tetapi ada sebagian siswa yang menjawab. Beberapa siswa : “ Subject, Verb I, Object,.” Guru

: “Yes, good.” Kemudian, guru mengulas kembali mengenai teks descriptive. Beberapa siswa ditunjuk untuk membuat kalimat simple present tense. Beberapa siswa bias membuatnya, tetapi ada beberapa yang mengalami kesulitan dalam menyusun kalimat simple present tense. Kemudian guru pun membantu mereka. Setelah itu, guru membagikan worksheet dan menyuruh siswa untuk mendiskusikannya dengan tim mereka. Sebagian besar siswa antusias dalam berdiskusi. Kemudian guru memotivasi mereka untuk melakukan yang terbaik untuk ti mereka, karena jika mereka menjadi ti terbaik dengan poin tertinggi, mereka akan mendapatkan hadiah dan sebuah sertifikat penghargaan yang disertai dengan foto mereka dan akan ditempel di mading, sehingga semua siswa di sekolah dapat mengetahui kehebatan tim mereka. Setelah itu, ada beberapa kelompok yang mempunyai kesulitan dan menanyakannya kepada guru, kemudian guru pun membantu mereka. Setelas selesai diskusi, guru dan siswa membahas sebentar worksheet tersebut dan mengerjakan kuis (post-test). Mereka mengerjakannya tanpa bantuan dari siswa lain. Setelah jawaban dikumpulkan, guru menutup pelajaran dengan salam. . Guru

B. CYCLE II Tanggal 13 April 2011, guru dan rekannya memasuki kelas. Semua siswa duduk tenang di bangku masing-masing. Mereka antusias karena guru akan mengumumkan tim terbaik di kelas itu. On Wednesday, 13 April 2011, the teacher (writer) and the observer entered the English class. The students were quite because in that time, the teacher will announce the best group in the class. Guru : “Assalamu‟alaikum wr. wb” Siswa : “Walaikumsalam wr. wb” Teacher : “ Okay, before we go on the material today, I will announce to you the best group which become the winner of this week.” Semua siswa tenang menunggu pengumuman itu. Teacher : “ And give applause for our best group, „Lion‟ semua siswa memberikan tepuk tangan kepada tim „Lion‟ Guru menyuruh tim „Lion‟ Untuk maju ke depan kelas untuk menerima hadiah dan sertifikat yang akan ditempel di kelas. Mereka tersenyum dan kembali ke tempat duduk masing-masing, sementara siswa yang lain memberikan tepuk tangan lagi. Setelah itu, guru menyuruh mereka untuk bergabung dengan kelompok masing-masing, kemudian ia memberi penjelasan tentang teks Narrative. Teacher : “What do you think about Narrative text?”

Hampir semua siswa tidak tahu tentang jawabannya. Mereka terdiam. Kemudian guru pu mengulangi pertanyaannya. Seorang siswi menjawab dengan malu-malu. Siswi : “Cerita” Guru : “Benar sekali. Narrative adalah teks yang menceritakan tentang suatu kisah, dongeng atau yang lain. Dan salah satu ciri dari teks ini adalah kalimat-kalimatnya menggunakan simple past tense. What do you know about simple past tense?” Beberapa siswa kelihatan bersahutan memberikan jawaban. Beberapa siswa : “Kejadian lampau” Guru : “Yes, right. Simple past tense itu digunakan untuk mengungkapkan perbuatan di masa lampau. Rumusnya apa? Siapa yang tahu?” Beberapa siswa :”Verb 2” Guru :”Ya, rumusnya adalah S + V2 + O” Kemudian, guru pun menulis rumusnya di papan tulis dan menunjuk beberapa siswa untuk membuat kalimat dengan menggunakan pola simple presnt tense. Beberapa siswa maju ke depan untuk menuliskan kalimat mereka, tetapi ada dua siswa yang tidak mau ke depan karena tidak bisa membuat contoh kalimat. Kemudian guru mengecek kalimat-kalimat di papan tulis dan membenarkan beberapa kesalahan. Guru : “ Recount text is a text used to retell past event. Jadi teks recount itu digunakan untuk menceritakan kembali kejadian kejadian di masa lampau. For example what did you do in your holiday, etc. do you understand?” Siswa : “Yes, Miss” Guru memberikan contok teks recount dan menjelaskan karakteristik teks tersebut. Dia menjelaskan materi mengenai simple past tense dan menyuruh siswa untuk mengidentifikasi kalimat yang menggunakan pola simple past tense dalam teks tersebut. Kemudian beberapa siswa diminta menulis kalimat tersebut di papan tulis, tetapi ada beberapa diantara mereka yang belum paham mengenai kalimat tersebut, kemudian guru pun menjelaskannya kembali. Setelah itu, siswa diberi tugas untuk menjawab pertanyaan dari worksheet yang telah dibagikan dengan cara berdiskusi dengan kelompok masing-masing. Mereka harus saling membantu agar semua anggota tim bias mendapatkan poin yang besar untuk timnya. Setelah selesai berdiskusi, guru memberikan soal kuis kepada mereka, dan setelah menyelesaikan kuis, guru pun menutup pertemuan pada hari itu. Pada pertemuan selanjutnya, hari Sabtu 16 April 2011, guru dan rekannya memasuki kelas VIII C. Guru : “Assalamu‟alaikum Wr.Wb.” Siswa : “ Wa‟alaikumsalam, Wr. Wb” Guru : “Good morning class” Siswa : “Good morning Miss” Guru : “How are you today?” Siswa : “Fine, thanks”

: “Good, who is absent today?” : “Tidak ada” : “Like usual, before we start to study, we will know the next best team. Are you ready to know what the group is?” Siswa : “Ready..” Guru : “Okay, the best team is…., Lion. Give applause for Lion” Semua siswa bertepuk tangan. Mereka memandangi tim ….. yang dipanggil maju ke depan kelas untuk mendapatkan sertifikat dan hadiah. Setelah itu, guru menyuruh mereka untuk mengingat materi pertemuan sebelumya. Ia menanyai tantang teks narrative dan cirri-cirinya. Setelah memberikan contoh teks narrative, guru dan siswa membahas isi teks tersebut. Kemudian guru menyuruh mereka untuk membuat cerita singkat dengan cara berdiskusi dengan timnya. Setelah selesai mengerjakannya, beberapa siswa ditunjuk maju ke depan untuk membacakan hasi ceritanya. Setelah itu, mereka mengerjakan post-test, dan setelah selesai mengerjakannya, guru menyuruh untuk mengumpulkannya, kemudian menutup pertemuan itu. Guru Siswa Guru

C. CYCLE III Pada hari Rabu 20 April 2011, guru dan rekannya masuk ke kelas VIIIC untuk mengajar bahasa Inggris. Sebelum mulai mengajar, seperti biasanya, guru mengumumkan tim pemenang. Dan pemenangnya jatuh kepada tim „Butterfly‟ Setelah menyuruh siswa untuk mengerjakan pre-test, siswa bergabung dengan timnya masing-masing. Kemudian guru memberikan contoh teks recount dan menjelaskannya, serta mengulas kembali materi simple past tense yang telah dipelajari pada pertemuan sebelumnya. Setelah itu, mereka mengerjakan worksheet dengan berdiskusi dengan kelompoknya. Kemudian mereka mengerjakan kuis. Pada hari Sabtu, 23 April 2011, guru dan rekannya kembali memasuki kelas. Setelah mengucapkan salam, guru mengumumkan tim terbaik. Mereka pun maju ke depan kelas dan menerima sertifikatnya. Setelah itu, mereka membahas sekilas teks yang telah dibagi dan mengidentifikasi kalimat simple past tense dalam teks tersebut. Kemudian guru menyuruh mereka untuk membuat karangan sederhana mengenai pengalaman menarik mereka. Mereka diperbolehkan berdiskusi dengan timnya. Setelah selesai, dua siswa maju ke depan untuk menceritakan pengalaman yang telah ia tulis. Kemudian, guru memberikan post-test kepada mereka, dan setelah selesai, guru menutup pertemuan tersebut.

Foto Perkenalan guru dan siswa

Foto siswa mengerjakan pre-test

Foto siswa bekerja dengan tim

Foto guru memantau danmembantu kesulitan tim

Foto siswa mengerjakan kuis

Foto guru presentasi

Foto tim „Butterfly‟

Foto tim Superman

CURRICULUM VITAE

Name

: Qurotul‟Ain

Student Number

: 11307113

Birth

: Magelang, Nopember 27th 1989

Address

: Pagergunung, Ngablak, Magelang

Education

: 1. SD N Pagergunung, graduated in 2001 2. MTs N Ngablak, graduated in 2004 3. SMA N I Grabag, graduated in 2007 4. State Islamic Studies Institute of Salatiga

Salatiga, August 2011 The Writer

Qurotul‟Ain

THE USE OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TO IMPROVE GRAMMAR MASTERY

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