DEVELOPING STUDENTS’ ABILITY OF THE SIMPLE...

DEVELOPING STUDENTS’ ABILITY OF THE SIMPLE PRESENT

TENSE THROUGH SUBSTITUTION DRILLS

(A Classroom Action Research in the Seventh Grade of SMPN 6 DEPOK)

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teacher’s Training in a Partial of

Fulfillment of the Requirement for the Degree of Strata 1 (S.Pd) in

English Language Education

By:

Ridhatul Dewifartina

NIM: 106014000422

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

i

ABSTRACT

Dewifartina, Ridhatul, 2011. Developing Students’ Ability of the Simple Present

Tense through Substitution Drills (A Classroom Action Research in

the Seventh Grade of SMPN 6 Depok), Skripsi, English Languange

Education, Faculty of Tarbiyah and Teachers’ Training, Syarif

Hidayatullah State Islamic University Jakarta.

Advisor: Drs. Nasrun Mahmud, M.Pd

Key words: Grammar, Substitution Drills

This study was carried out to develop the students’ ability of the Simple

Present Tense through Substitution Drills in the seventh grade of SMPN 6 Depok

academic year 2010/2011. The subjects of this study were consisted 42 students.

The method use in this study was Classroom Action Research (CAR). The

classroom action research design applied in this study was a collaborative classroom

action research. It meant that the writer collaborated with the English teacher of

SMPN 6 Depok as an observer and collaborator. This study was conducted following

Kurt Lewin model with the following procedures of the action research: planning,

acting, observing, and reflecting. The study carried out in two cycles. Each cycle

consisted of two meetings. The data gathering in this study through observation, field

notes, interview, and test.

The result of the study showed that there was improvement of students’ ability

of the Simple Present Tense. Most of the students gradually gained good scores at the

end of each cycle. The score of Minimum Mastery Criterion-Kriteria Ketuntasan

Minimal (KKM) of english lesson was 65 (sixty five). The students’ mean score in

preliminary study was 55.95. The mean score in the first cycle was 72.74. The mean

score in the second cycle was 75.95. In addition, there was a positive response from

the students and the English teacher about implementing the action. In conclusion

Substitution Drills can develop students’ ability of the simple present tense.

ii

ABSTRACT

Dewifartina, Ridhatul, 2011. Developing Students’ Ability of the Simple Present

Tense through Substitution Drills (A Classroom Action Research in

the Seventh Grade of SMPN 6 Depok), Skripsi, English Languange

Education, Faculty of Tarbiyah and Teachers’ Training, Syarif

Hidayatullah State Islamic University Jakarta.

Pembimbing: Drs. Nasrun Mahmud, M.Pd

Key words: Grammar, Substitution Drills

Penelitian ini dilaksanakan untuk meningkatkan kemampuan siswa tentang

simple present tense di kelas 7 SMPN 6 Depok tahun ajaran 2010/2011. Subyek

penelitian ini berjumlah 42 siswa.

Metode yang dilakukan dalam penelitian ini adalah penelitian tindakan kelas

(PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian ini yaitu

penelitian tindakan kelas kolaboratif. Penulis bekerjasama dengan guru bahasa

inggris dari SMPN 6 Depok sebagai pengamat dan kolaborator. Penelitian ini

dilaksanakan mengikuti model Kurt Lewin dengan prosedur penelitian tindakan yaitu

perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan

dalam dua siklus. Setiap siklus terdiri dari dua kali pertemuan. Teknik pengumpulan

data dalam penelitian ini menggunakan instrumen: observasi, catatan lapangan,

interview, dan tes.

Hasil dari penelitian dengan menggunakan Substitution Drills ini menunjukan

bahwa ada peningkatan dari kemampuan siswa tentang simple present tense. Siswa

mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai Kriteria

Ketuntasan Minimal (KKM) adalah 65 (enam puluh lima). Nilai rata-rata siswa pada

tes awal adalah 55.95. Nilai rata-rata siswa pada siklus pertama yaitu 72.74. Nilai

rata-rata siswa pada siklus kedua yaitu 75.95. Selain itu, ada tanggapan yang positif

dari para siswa dan guru bahasa inggris terkait penggunaan Substitution Drills.

Kesimpulannya, Substitution Drills dapat meningkatkan kemampuan siswa tentang

simple present tense.

iii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praise be to Allah

the Lord of the Worlds. Peace and blessing be upon to the prophet Muhammad

SAW, his family, his companion, and his followers.

This “skripsi” is presented to the English Education Department of Faculty

of Tarbiyah and Teacher’s Training State Islamic University Syarif Hidayatullah

Jakarta as a partial fulfillment of the requirements for the degree of strata-1 (S1).

The writer would like to express her great honour and deepest gratitute to

the following person:

1. Her beloved parents, Drs. Yayat Juhayat, MM and E. Nur’aini, thanks for

their love, care, support, patience and guidance for all her life.

2. Drs. Nasrun Mahmud, M.Pd, the writer’s advisor who has guided the writer

patiently to carry out her work from beginning till the end.

3. All lecturers in English Department who always give motivation and valuable

knowledge during her study at the Syarif Hidayatullah Jakarta State Islamic

University Jakarta.

4. Prof. Dr. Dede Rosyada, MA, the Dean of the Faculty of Tarbiyah and

Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta.

5. Drs. Syauki, M.Pd, the head of English Education Department of UIN Syarif

Hidayatullah Jakarta.

6. Neneng Sunengsih, S.Pd, the secretary of English Education Department of

UIN Syarif Hidayatullah Jakarta.

7. Drs. Joko Widodo, M.Pd, the headmaster of SMPN 6 Depok who has allowed

the writer to conduct this study in SMPN 6 Depok and Rustam Ependi, S.Pd,

the teacher of SMPN 6 Depok who has helped and supported the writer in

finishing this study.

8. Her beloved sisters and brother; Suci Indah Nirwani, S.Psi., Fierda

Shafratunnisa, Gisse Lailatulfath, and Fadhel J. Muhammad, who always

support her.

iv

9. Her beloved fiancé Reza Filson Aponno, thanks for his support, love, and

advice in finishing her study.

10. All friends in English Department especially in class C-2006 and her close

friends, Tita Nurul Fajriyani, Rosdiana, Siti Kurnia Abinur, Nurina Permata

Sari, and Rizki Lutfiah who have helped and supported her in this “skripsi”.

May Allah, the Almighty bless them. Finally, the writer realizes that this

paper is still far from being perfect. Therefore, she would like to accept any

constructive suggestion to make this paper better.

Jakarta, June 2011

The Writer

v

TABLE OF CONTENTS

TITLE

APPROVAL

ENDORSEMENT SHEET OF EXAMINATION COMMITTEE

ABSTRACT ........................................................................................................ i

ABSTRAK .......................................................................................................... ii

ACKNOWLEDGMENTS .................................................................................. iii

TABLE OF CONTENTS .................................................................................... v

LIST OF TABLES .............................................................................................. vii

LIST OF FIGURES ............................................................................................ viii

LIST OF APPENDICES ..................................................................................... ix

CHAPTER I INTRODUCTION

A. The Background of the Study ........................................ 1

B. The Limitation of the Study .......................................... 3

C. The Statement of the Problems ..................................... 4

D. The Objective of the Study ............................................ 4

E. The Significance of the Study........................................ 4

F. The Method of the Research ......................................... 4

CHAPTER II THEORETICAL FRAMEWORK

A. Simple Present Tense .................................................... 6

1. The Definition of Simple Present Tense ................... 6

2. The Pattern of Simple Present Tense ........................ 7

3. The Function of Simple Present Tense ..................... 12

B. Substitution Drills ......................................................... 13

1. The Definition of Substitution Drills ........................ 13

2. The Kinds of Substitution Drills ............................... 14

vi

C. Teaching Simple Present Tense by Using Substitution

Drills............................................................................... 16

CHAPTER III RESEARCH METHODOLOGY

A. The Purpose of Research................................................. 19

B. The Place and Time of Research ..................................... 19

C. The Population and Sample of Research ......................... 20

D. The Research Method...................................................... 20

E. The Instrument of Data Collection.................................. 20

F. The Teaching Procedures................................................. 21

G. The Procedures of Data Collecting.................................. 25

H. The Technique of Data Analysis...................................... 26

CHAPTER IV RESEARCH FINDINGS

A. The Description of Data .................................................. 28

1. Findings of the Preliminary Study............................. . 28

2. Findings of the First Cycle......................................... 32

3. Findings of the Second Cycle.................................... . 33

4. Findings After Implementing the Action.................... 34

B. The Interpretation of Test Result..................................... 49

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ....................................................................... 52

B. Suggestion ........................................................................ 53

BIBLIOGRAPHY .............................................................................................. 54

APPENDICES

vii

LIST OF TABLES

Table 2.1 Verbs of Be in Interrogative Sentence ................................................ 9

Table 4.1 The Result of Students’ Score in Pre-test ........................................... 30

Table 4.2 The Result of Students’ Score in Post-test I........................................ 36

Table 4.3 The Result of Students’ Score in Post-test II ...................................... 39

Table 4.4 The Result of Students’ Score in Pre-test, Post-test I

and Post-test II .................................................................................... 41

viii

LIST OF FIGURES

Figure 4.1 Kurt Lewin’s Action Research Design ............................................... 22

Figure 4.2 The Activity Phases of CAR Modified by the Writer ......................... 23

ix

LIST OF APPENDICES

1. The List of Students’ name ...................................................................... 56

2. The Result of Students’ Score in Pre-test, Post-test I and Post-test II ....... 57

3. The Lesson Plan of First Meeting in Cycle I ............................................. 59

4. The Lesson Plan of Second Meeting in Cycle I......................................... 64

5. The Lesson Plan of First Meeting in Cycle II ............................................ 69

6. The Lesson Plan of Second Meeting in Cycle II ....................................... 74

7. The Instrument of Pre-test ......................................................................... 79

8. The Instrument of Post-test I ..................................................................... 81

9. The Instrument of Post-test II .................................................................... 83

10. The Answer Key of Pre-test, Post-test I and Post-test II ........................... 85

11. The Observation Note Before CAR ........................................................... 86

12. The Observation Form in Cycle I .............................................................. 87

13. The Observation From in Cycle 2............................................................. 89

14. The Field note of First Meeting in Cycle I ................................................ 91

15. The Field note of Second Meeting in Cycle I ............................................ 92

16. The Field note of First Meeting in Cycle II ............................................... 93

17. The Field note of Second Meeting in Cycle II........................................... 94

18. The Interview Guidelines in the Preliminary Study (Before CAR)........... 95

19. The Interview Guidelines (After CAR) ..................................................... 97

20. Item Analysis of English Pre-test............................................................... 99

21. Item Analysis of English Post-test I........................................................... 101

22. Item Analisis of English Post-test II........................................................... 103

23. Profile of SMPN 6 Depok........................................................................... 105

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Living in the globalization era makes it a must to communicate in English,

as an international language. In Indonesia, English is the language taught as a

compulsory subject that must be learnt in schools and universities which language

can be functioned as a means for students to develop their skills in science,

technology, culture, and art. As the 1994 English curriculum states:

Bahasa Inggris adalah bahasa asing pertama yang dianggap untuk

tujuan dan pengembangan ilmu pengetahuan, teknologi, seni dan

budaya serta pembinaan hubungan dengan bangsa-bangsa lain.

(English is the first foreign language in Indonesia which is

considered very important for the purpose of science

development, absorption, technology, culture, and correction

relation with other nations).1

To be able to communicate in English, students have to master the basic

language skills. They are listening, speaking, reading and writing. It has its own

1 DEPDIKBUD RI. GBPP Bahasa Inggris (SMP), (Jakarta: DEPDIKBUD RI, 1994), P.1

2

grammar rules which have a great role on one‟s acquisition in English. Grammar

is needed even in communication. In talking about grammar, there are many

valuable parts that should be learnt by the students. The study of grammar can

greatly enhance understanding and fluency. According to Penny Ur in her book:

“A learner who „knows grammar‟ is one who has mastered and can apply the rules

to express him or herself in what would be considered acceptable language

form”.2

Many people would agree that English language some of the most

troublesome yet fascinating problems are concentrated in the area of the finite

verb phrase, including, in particular, tense, aspect, mood, and modality. One of the

most important parts in grammar to be learnt is tense. According to T.F. Mitchell,

“Tense is a form taken by a verb to indicate the time at when the action or state in

viewed as accruing, the quality of a verb expressed by this”.3 While Simple

Present Tense is one of the English language rules that students should

understand. Simple present tense is used to express habitual or everyday activity.4

Based on the writer‟s observation, the most difficult English sub skill to be

learned is grammar. There are some difficulties faced by students in mastering

grammar especially in simple present tense. They are: first most of students why

still do not understand in the forms and usage of simple present tense. Second,

they often make some mistakes to put the right verb in the sentences of the simple

present tense. Third, the students were not enthusiastic with the teaching and

learning process about grammar. The writer observed in classroom activities at

SMPN 6 DEPOK.

These problems can be influenced by some factors. The writer assumed

these problems are caused by method or technique in teaching grammar, since

2 Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge:

Cambridge University Press, 1988), p. 2.

3 Sylvie Chalker and Edmund Wemer, The Oxford Dictionary of English Grammar, (New

York: Oxford University Press, 1994), p. 395.

4 Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood

Cliffs: Prentice-Hall, 1989), p. 11.

3

some teachers taught grammar just by giving explanation and exercises. Of course

it makes students less comprehension. It makes students less interested in

grammar, and makes students bored. These problems are important to be solved

so that students get more comprehension in material of grammar, and students

think that grammar is an interesting sub skill.

To help students solve these problems, we need other techniques which are

more interesting in teaching grammar. One of the appropriate techniques to master

the simple present tense is by drilling. There are a lot of drillings in teaching

grammar. The writer would like to propose “Substitution Drills”.

Substitution drills require the students to put a vocabulary word or phrase

into a sentence, conjugate a verb tense, or otherwise substitute one

language part with another. Substitution drillings, in which the teacher

uses cue words (words, pictures, numbers, names, etc.) to get individual

students to mix the examples of the new pattern.5

The students will repeat a sentence that gave the teacher and they can

change a verb or subject into a sentence. It will motivate the students to make

them more actively and understand in the pattern of simple present tense.

Based on the problems discussed previously, the writer decides the title of

this “Skripsi” “Developing Students’ Ability of the Simple Present Tense through

Substitution Drills (A Classroom Action Research at Seventh Grade of SMPN 6

Depok)”.

B. The Limitation of the Study

To make this study easier to understand, the writer tries to limit the

problems to Substitution Drills as the technique that the writer analyses in this

research. The writer limits the subject matter to the Simple Present Tense. The

Simple Present Tense was taught to the seventh grade students of SMPN 6 Depok

and developed students‟ ability in the simple present tense through substitution

drills.

5 Richards C. Jack and Theodore S. Rodgers, Approaches and Methode in Language

Teaching, (Cambridge: Cambridge University Press, 1986), p. 41.

4

C. The Statement of the Problems

Based on the background above, the writer plans to analyze the use of

substitution drills in teaching Simple Present Tense at seventh grade of SMPN 6

Depok. The main problem of this research can be formulated as follows:

1. “Can substitution drills develop students‟ ability in Simple Present Tense in

seventh grade of SMPN 6 Depok?”

2. “How can substitution drills develop students‟ ability in Simple Present

Tense?”

D. The Objectives of the Study

According to statement of the problem above, the objectives of the study

are: to know how substitution drills can improve students‟ understanding in the

simple present tense, and to develop students‟ ability in using the simple present

tense through substitution drills.

E. The Significance of the Study

The results of this research is expected to be useful for the English teacher

of SMPN 6 Depok, it gives the alternative solution in teaching simple present

tense. Next, for students, will give an input to the students, so that they can

improve their ability in simple present tense.

F. The Method of the Research

In doing the research, the writer uses Classroom Action Research (CAR).

Furthermore this research will use at least two cycles that consist of four stages:

planning, acting, observing and reflecting for each cycles. The writer collaborates

with English teacher of SMPN 6 Depok. In data collecting, the writer tries to

combine both qualitative and quantitative data to get accuracy. It means that this

research will use observation, interview, field note, and testing technique. For the

observation, the aspect that is observed is the activity when the students learn

simple present tense. It is included their participation in substitution drills activity.

5

Whereas, for the testing the writer will use pre-test and post-test to measure the

development students‟ ability in the simple present tense through substitution

drills at seventh grade of SMPN 6 Depok.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Simple Present Tense

1. The Definition of Simple Present Tense

The simple present tense is used to describe everyday activities and habits,

to make general statement of fact, and to express opinions.1 With some verbs, the

simple present shows an existing condition (something that is happening now).

Based on Sylvia Chalker, simple present tense is identical to the base of verb

(except in the case of “be”) and add –s for third person singular (also called

present (tense) simply). 2 If the subject is a third person singular such as he, she

and it, it must add –s or –es. For examples, she speaks three languages.

1 Elaine Kirn and Darcy Jack, Interaction 1 Grammar, (New York: McGraw-Hill, 2002),

4th Edition, p. 11.

2 Sylvia Chalker & Edmund Weiner, The Oxford Dictionary of English Grammar, (New

York: Oxford University Press, 1994), p. 395.

7

The simple present tense expresses the factual statements and

generalizations and describing predictable future events or actions.3

From the definition above, she can conclude that Simple Present Tense is

the tense that may be used to express an activities that is habitual and fact which

are formed with base of verbs, except for the third singular subject by adding –s or

–es.

2. The Pattern of Simple Present Tense

Simple present tense uses the simple verb and is added by –s or –es if the

subject the third singular person. Simple present tense has difference verb form

between verbs used in the third singular subject (e.g. he, she, it, Jean, your friend,

etc.) and verbs with other subject (e.g. I, you, we, they, Jean and John, cows, etc.).

The pattern of affirmative statement of this tense is:

and

From the example and the table above, it can be summarized that in a third

singular subject, it can make an affirmative statement by using verb other than be,

add –s or –es to the verb and for the other subjects just put the main verb.

For example:

He/She/Jean plays badminton every morning.

Your sister teaches English in school every Saturday.

I/You/We/They/Jean and John play badminton very morning.

The pattern of affirmative statement with be, use this formula:

3 Mark Lester, PH.D., et.al., English Irregular Verb, (United States: McGraw-Hill, 2010),

p. 6.

S (He/She/It) + V –s or –es + ....

S (I, You, We, They) + V + ....

S + be (am, is, are) + adjective/adverb of place/noun

8

Based on the table above to make an affirmative statement with be, after

subject put the appropriate be (am, is, are) to the subject the followed by

adjective/adverb of place/noun phrase, e.g. She is a teacher (She‟s a teacher).

The pattern of negative statement of this tense is:

and

From the pattern above, for the third singular subject to make negative

statement add does not or doesn‟t after the subject and for the other subjects add

do not or don‟t after the subjects.

For example:

He doesn‟t teach math very well.

She doesn‟t like coffee.

They don‟t know about you.

I don‟t understand.

The pattern negative statement with be, add not after the subject and be,

after that followed by adjective/adverb of place/noun. The formula is:

In simple present tense, interrogative sentence, a form of the verb “do”

comes before the subject then following by subject and then simple form of verb.

Use “does” if the subjects are: he/she/it and use “do” if the subject is third singular

subject (I, you, we, they). For example, “Does Charles like milk?” “Yes, he does.”

On that short answer, “Yes”, he does means Yes, Charles likes milk. Notice that

S (He/She/It) + does not + V (simple form of verb) + ....

S (I, You, We, They) + do not + V (simple form of verb) + ....

S + be (am, Is, are) + not + adjective/adverb of place/noun

9

does is substitutes for the verb phrase.4 In the example, does replace likes milk.

The formula of interrogative is:

and

The formula of negative question is:

and

The pattern of interrogative sentence with be, put be in the beginning of

the sentence or before the subject then following by subject and then

adjevtive/adverb of place/noun. The formula of interrogative sentence with be is:

Table 2.1

Verbs of be in interrogative sentence

Interrogative sentence Short answer

Am

I late?

a police?

right?

I am.

I‟m not

4 Robert Krohn, English Sentence Structure, (Michigan: Michigan University Press,

1986), p. 14

Do + S (I, You, We, They) + V (simple form of verb) + ....

Does + S (He/She/It) + V (simple form of verb) + ....

Do + S (I, You, We, They) + not + V (simple form of verb) + ....

Does + S (He/She/It) + not + V (simple form of verb) + ....

Be (am, is, are) + S + adjective/adverb of place/noun

10

Is

He

She

It

handsome?

beautiful?

a book?

Yes

He

She is.

It

No

He

She isn‟t.

It

Are

We

You

They

wrong?

Filson?

Indonesian?

We

You are.

They

We

You aren‟t.

They

There are some spelling rules for –s endings, the rules are as follow:

1. In all other cases, add –s to the simple form.

Example: - wear wears

I wear a hat.

He wears a hat.

- work works

We work in the office.

She works in the office.

- speak speaks

I speak in English.

She speaks in English.

2. If the simple form of a verb ends in –y after consonant, change the y to i and

add –es.5

Example: - study studies

We study in the classroom.

He studies in the classroom.

- try tries

I try to understand.

Ann tries to understand.

But verbs that have a vowel before the –y do not change from y to i and not

add –es.6

5 Elaine Kirn and Darcy Jack, Interaction 1 ..., p. 12

6 Patricia K. Werner, et.al., Interaction Access Grammar (New York: McGraw-Hill

Companies, 2002) fourth edition, p. 60

11

Example: - buy buys

We buy a car.

My Father buys a car.

- play plays

They play football.

My brother plays football.

3. If the simple form of a verb ends in –s, -z, -sh, -ch, -x, or –o (after consonant),

add –es.

Example: - teach teaches

I teach English in school.

Mr. David teaches English in school.

- pass passes

I pass the examination in school.

Lucy passes the examination in school.

- go goes

They go to the mountain.

He goes to the mountain.

- wash washes

I wash my clothes.

My mother washes the clothes.

- fix fixes

We fix breakfast in hurry.

Richard fixes breakfast in hurry.

Pronunciation Note7

The –s ending is pronounced three ways, depending on the ending of the verb:

1. /iz/ after –ch, -sh, -s, -x, and –z endings.

Example: teaches, washes, kisses, boxes, and buzzes.

7 Elaine Kirn and Darcy Jack, Interaction 1 ..., p. 12

12

2. /s/ after voiceless endings: p, t, k, or f.

Example: stops, hits, and looks.

3. /z/ after voiced consonant endings.

Example: calls, listens, plays, sounds, and runs.

3. The Function of Simple Present Tense

The simple present is often used to describe something that was true in the

past, is true in the present, and will be true in the future.8 The simple present tense

is used to describe habitual actions, e.g. Bob reads his e-mail first thing in the

morning.9

According to Hornby the usage of simple present tense divided into five

kinds: 10

a. To describes an activity that is actually in progress at the moment of

speaking, e.g. in demonstration, explanation, step by step the way to cook

something.

Example: I sift the flour, salt, and baking powder into a bowl. I mix them.

b. To used in commentaries, e.g. as broadcast during a sporting event such as a

football match.

Example: Green passes the ball to Brown. Brown passes it to Black who

heads it past the goalkeeper and scores!

c. To used in exclamatory sentences beginning with here and there.

Example: Here he comes!

d. In the general statement of what was true in past time, is true now, is likely to

be true in future time.

Example: The sun shines during the day.

e. To used for references to what was communicated in the past.

Example: The newspapers say it‟s going to be cold today.

8 Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood

Cliffs: Prentice-Hall, 1989), p. 11

9 Mark Lester, PH.D., et.al., English Irregular ..., p. 6.

10

A.S. Hornby, Guide to Patterns and Usage in English, (Oxford: Ocford University

Press, 1975), p. 82-85.

13

B. Substitution Drills

1. The Definition of Substitution Drills

Drills are very important to present the structural patterns, because with

the practice drills the students can understand about the rules of grammar and they

also can make new structures, so that it can be speech habit for the students. Drills

are part of the classroom technique to facilitate the student‟s productions of the

structure.11

In teaching drill is exercise and repetition.12

There are many kinds of drills in teaching grammar; one of them is

substitution drills. Substitution in linguistics to refer to the process or result of

replacing one item by another at a particular place in structure.13

In language

teaching, exercises to improve the ability of learners to carry out a process of item

replacement are known as substitution drills.14

Any drill in which one word or

phrase in a sentence is replaced by another is a substitution drills.15

In this drill,

students use another word of the same class in the place of a word in the sentence.

A noun is replaced by another noun; a verb by another verb; an adjective by

another adjective; a determiner (the, a, some, each, any) by another determiner;

etc.16

Based on that definition, substitution drills is the exercise for the students

to replaced one word or one phrase with the another word or phrase, and put it

into the right place in the sentence.

11

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in Second Language

Teaching, (Quezon City: Alemar-Phoenix Publishing House, 1985), p.97.

12

Martin H. Manser, Oxford Learner’s pocket Dictionary, (Oxford: Oxford University

Press, 1995), New Edition, p. 129.

13

David crystal, A Dictionary of Linguistics & Phonetics, (Oxford: Blackwell Publishing,

2003), Fifth Edition, p. 444.

14

David crystal, A Dictionary of Linguistics &…, p. 444.

15

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in..., p.111.

16

Mary Finocchiaro, Ph. D., English as a Second Language from Theory to Practice,

(New York: Regents Publishing Company, 1974), New Edition, p. 65.

14

2. The kinds of Substitutions Drills

The substitution may be supplied orally by the teachers or cued by

gestures, pictures, phrase cards, or other devices.17

Substitution drills have many

varieties and types, there are:

a. Simple substitution drill.

Simple substitution drills are the easiest to prepare and to manipulate.18

All

the replacements suggested by the teachers fit the same slot in frame. In other

name simple substitution drills is single-slot substitution drills in which the

students will repeat a sentence from the dialogue and replace a word or phrase in

the sentence with the word or phrase the teacher gives them.19

The students are then required to substitute different items in a given place

in the sentence. As it requires the substitution of only item this drill is also rather

simple. For example, the teacher gives them the basic sentence pattern, „I am

going to the post office.‟ Following this she shows the students a picture of a bank

and says the phrase, ‟The bank.‟ She pauses, and then says, „I am going to the

bank.‟20

From the teachers‟ example the students knows that they supposed to

take the cue phrase (The bank), which the teachers gives, and put it into its proper

place in the sentence. Then, the teachers gives them the other cues phrase, „The

drugstore‟, together the students respond, „I am going to the drugstore.‟21

17

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.112.

18


19

Diana Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:

Oxford University Press, 2000), Second edition, p. 37.

20

Diana Larsen-Freeman, Techniques and Principles in…, Second edition, p. 37.

21


15

b. Double substitution drills

Double substitution drills are similar to simple substitution drills except

that instead of replacing only one item, two somewhat related items are

replaced.22

For example:

Model sentence : If I find it / I‟ll give it to you.

Cue : If you want it

Response : If you want it / I‟ll give it to you.

Cue : he’ll sell it to you

Response : If you want it / he’ll sell it to you.23

c. Correlative substitution drills

Correlative substitution drills each substitution requires correlative change

to be made elsewhere in the model sentence.24

And in drill the students is given a

cue; its use requires a change in other part of the sentence.25

For example:

Prompt: Students:

I was at school. I was at school.

John John was at school.

John and Mary John and Mary were at school.26

According Wilga M. Rivers and Mary S. Temperley the function of

correlative substitution drills as following:

This type of drill is useful for learning such things as possessives,

reflexives, the –s ending of the third person singular verb in the present

tense, the changing forms of the verb be, irregular verbs, the inflection of

22

Dennis Cokely and Charlotte Baker-Shenk, American Sign Language: A Teacher’s

Resource Text on Curriculum, Methods, and Evaluation, (Washington: Gallaudet University Press,

1980), p. 92.

23

Wilga M. Rivers and mary S. Temperley, A practical Guide to the Teaching of English

as a second or Foreign Language, (New York: Oxford University Press, 1978), p. 127.

24

Wilga M. Rivers and mary S. Temperley, A practical Guide to the…, p. 128.

25


26

John Haycraft, An Introduction to English Language Teaching, (London: Longman,

1978), p. 37.

16

the verb after relative pronoun, the forms of the plural and possessive

morpheme, an certain sequences of tenses in related clauses.27

d. Multiple substitution drills

Multiple substitution drills are a testing device to see whether students can

continue to make a certain grammatical adjustment they have been learning while

they are distracted by other preoccupations –in case, thinking of the changing

meaning of successive sentences so as to make substitutions in different slots.28

Example:

The teacher : I am going to the post office.

The students : I am going to the post office.

The teacher (cue) : to the park

The students : I am going to the park.29

The teacher (cue) : They

The students : They are going to the park.

C. Teaching Simple Present Tense by Using Substitution Drills

The teachers must arrange the drills from the simple to the complex one,

so that the students more easy to understand about the meaning and the new

structure in English, especially in tenses. The simple present tense can taught

through using substitution drills. In substitution drills the students can understand

about the pattern and formation in simple present tense.

The teacher begins the practice with one of the structural items included in

presentation.30

If the presentation was clear and the students understood about the

structure, they can repeat or produce in other sentence. After the presentation, the

27

Wilga M. Rivers and Mary S. Temperley, A practical Guide to the…, p. 128.

28

Wilga M. Rivers and Mary S. Temperley, A practical Guide to the…, p. 129.

29


30


17

teachers must choose a drills type that is appropriate to the structure. Substitution

drills is one of the drill types that can use in teaching grammar.

In general outline, all drill procedures are similar, they have three

elements: a model, a cue, and a response.31

For example:

MODEL

I am going to the park.

CUE

She

RESPONSE

She is going to the park.32

There are pointers can guide the teachers when they want to explants about

the tense through substitution drills:

1. Plan the drills well. Be fully familiar with the drill procedures to be used.

Other memorize or write down sequences, cues, etc.33

2. The utterances used in the drills should be authentic, e.g. those that a

native speaker would use; those that make sense; those that are relevant to

the students‟ interest and lives.34

3. Use short sentences that pupils will be able to repeat easily.35

4. The drills start with the class listening to the teacher and imitation her, the

imitation includes intonation, stress, rhythm, and correct production of the

sequence of sounds in the sentence.36

5. You should give at least five examples –after the two you will do with

your students.37

31


32


33


34

Mary Finocchiaro, Ph. D., English as a Second Language from…, New Edition, p. 63.

35


36


37


18

6. Be careful of the kinds of substitution you give. Every resulting sentence

should be meaningful.38

And you should avoiding giving students jumble

words to be placed in the correct order, especially if they are printed in

linear sequence.39

7. Use visual aids to cue substitution if you can. These included not only

objects and pictures, but also gestures, facial expression, pantomime,

charts, etc.40

38


39


40


19

CHAPTER III

RESEARCH METHODOLOGY

A. The Purpose of Research

The purposes of research are: first, to know if there is an increase of the

students’ scores of the simple present tense after being taught by using the

Substitution Drills. Second, to solve the teacher’s problem in teaching simple

present tense. Finally, to improve aspects of the teaching or to evaluate the

success of teaching learning activities.

B. The Place and Time of Research

This research was held at seventh grade of SMPN 6 DEPOK, which is

located in Jl. Mandor Samin No. 62 Kelurahan Kalibaru, Kecamatan Cilodong,

Kota Depok. Fisrt, the writer asked permission to do the research to the school

principal on 21 March 2011. Then, she started to do the research in that school.

The research had been done since 21 March 2011 until 13 April 2011. the

research consisted of giving pre-test, treated the experiment class by applying

20

substitution drills in teaching simple present tense, and giving post-test after doing

the treatment in the classroom, the researcher collected the data from pre-test and

post-test, then she stared to begin analyzing them.

C. The Population and Sample of Research

The population of this research are 42 (forty two) students, 22 girls and 20

boys from the seventh grade of SMPN 6 DEPOK. The researcher chose class 7.4,

as a sample of this research.

D. The Research Method

Based on the purposes of the research, the method used in this study is

Classroom Action Research (CAR) method. The method is used to know

improvement of the students’ scores of the simple present tense after being taught

by Substitution Drills.

There are some definitions of action research stated by some experts.

According to Kemmis quoted by D. Hopkins defined action research as following:

Action research has been defined as a form of self-reflective

enquiry undertaken by participants in social situations in order to

improve the rationality and justice of their own social or

educational practices, as well as their understanding of these

practices and the situation in which these practices are carried out.1

E. The Instrument of Data Collection

In this research the instruments of data collection that is used by the

researcher are: the first, the researcher used the test which is made by herself. The

material of the test will be taken from their handbook, other related books and

internet about simple present tense. The tests was divided into three parts, there

are: pre-test had been given before the treatment was given, the post-test I and

post-test II was given after the researcher had given the treatment to the class in

1 D. Hopkins, A Teacher’s Guide to Classroom Research, (Bristol: University Press,

1993), p. 44.

21

cycle 1 and cycle 2. The question consisted of twenty questions that are multiple

choices model. The scores were calculated and analyzed in analysis of the data.

The second is observation, it was conducted before and after

implementation of Classroom Action Research (CAR), in doing this observation

the researcher prepared structured form of observation for each cycle, and the

observer gave the score by choosing “yes or no”. If he chose “yes” the score is

one (1) and if he chose “no” so the score zero (0). To know the percentage result

of this observation, the researcher used the formula: (see appendix 12 and 13)

The result of Percentage : Items number X 100%

Maximum score

The third, interview, it was conducted before and after implementation of

CAR. The researcher did the interview that was conducted before implementation

of CAR are to know the condition, situation and problem in teaching grammar,

the students’ difficulties in learning grammar, the teacher’s solution and method

that used in teaching grammar. And the interview that was conducted after

implementation of CAR are to know the success of using Substitution Drills, the

interview consists of teacher’s opinion about the method, the teacher’s feeling

after knew the students’ result, the teacher’s motivation for using Substitution

Drills in teaching simple present tense. The last, field note, it was used to observe

and to know the activities of teacher and students in teaching learning process.

The field note about the class situation and condition, the students’ participants

and teacher’s creativity in presenting the material of the simple present tense.

F. The Teaching Procedures

This action research would be carried out through two cycles. Each cycle

was consisted two meetings. Both cycles consisted of teaching and learning

process and tests. In order to be clear, the researcher would like to present the

Kurt Lewin’s action research design. It contains four phases: planning, acting,

observing and reflecting.

22

CYCLE 1

CYCLE 2

Figure 4.1

Kurt Lewin’s Action Research Design

(Adapted from Wijaya Kusumah, 2009)

Acting

Observing

Acting

Reflecting

Planning

Reflecting Planning

Observing

23

CYCLE

I

CYCLE

II

Figure 4.2

The Activity Phases of CAR modified by the writer

The teacher designs lesson

plan.

The teacher prepares

materials, topic and media.

The teacher prepares the

form of observation.


evaluation and post-test I.

The teacher carries out

acting phase based on

lesson plan prepared in

planning phase.

The teacher teaches the

positive and negative

sentences in simple

present tense.

The teacher ask students to

answer the questions.

The teacher and the

observer discuss the result

of the cycle 2, if it is

achieve the criteria of

action success, the next

cycle is stopped.

The teacher observes the

students’ activity and class

situation, she also rewrite

other information on the

field note.

The teacher gives the post-

test II after the final cycle

2.

The teacher conducts the

new lesson plan, she

teaches a new materials

about the interrogative and

functions of simple present

tense.

The teacher and the

observer revise the lesson

plan, reselect the material

and topic.


form of observation

Prepares the form of

evaluation and post-test II.

The teacher and the

observer discuss

collaboratively about

students’ achievement and

the result of acting phase.

The teacher and the

observer evaluate the

teaching and learning

process.

The teacher revises the

action planning.

The teacher observes the

students’ activity, the

answers and pronunciation,

the class condition. Then

she writes other additional

information on the field

note.

The teacher gives a post-

test I after conducting the

last cycle 1.

24

Based on the design above the researcher using the Classroom Action

Research by Kurt Lewin’s design consists of four phases; planning, acting,

observing, and reflecting within one cycle. To tell what happens in each phase, the

researcher would like to give the explanation one by one of the phases in order to

make this research deeper, there are the explanations:

1. Planning

In this phase, the writer and the collaborator make some planning based on

the finding of preliminary study. The purpose of this phase is to develop students’

understanding in using the simple present tense. Before implementing it, the

writer made some planning in this phase, the planning as follows: the researcher

and the observer discuss about the steps which must be done in this research and

the researcher makes the activities for teaching learning, such as: prepared the

lesson plan based on the indicators, prepared the materials and topic, choose the

drill that used in teaching simple present tense, which is substitution drills,

prepared the media to support the teaching learning process, prepared the form of

observation, and then prepared the form of test.

2. Acting

In this phase, the researcher acts as the English teacher who taught the

simple present tense through substitution drills, and collaborator acts as the

observer. Based on the planning above the researcher acted the scenario of

teaching learning process, with the material which has been planned.

3. Observing

In this phase, the researcher or the teacher writes and observed all the

activities that happen in the class. In doing the observation, the researcher used

field note to support the data. It is about class conditions and student’s participant.

Collecting the data needs observation or assessment format which is arranged to

accurate of performing scenario acting from time to time and the impact toward

the process of teaching learning activities in the classroom.

4. Reflecting

Reflecting is a phase for processing the data which the researcher finds

when acting observation. It is necessary for evaluation to hold next cycle needs to

25

be accomplished. The collaboration is done by the researcher and teacher as the

observer. His participation in this part just helps the researcher accurate to do

reflecting and evaluating.

G. The Procedures of Data Collecting

Techniques of collecting data used in this study are qualitative data

(experience-based), it consists of observation, interview and field note. Next

quantitative data (number-based), it consists pre-test and post-test, the completely

explanation as follows:

1. Observation

The observer conducted the observation directly toward English teaching

and learning process in SMPN 6 Depok 2010/2011 Academic Year before

implementing of The classroom action research to know the students’ and

teacher’s problem in teaching learning process. The writer observed students’

understanding in learning simple present tense and the method that used by the

English teacher in teaching learning process.

2. Interview

Interview is particularly useful for getting data behind the English

teacher’s experiences before classroom action research. It used to know students’

difficulties in understanding of the simple present tense. The interview also will

be carried out after classroom action research to know the teacher’s response

toward the idea of Substitution Drills. First interview was conducted to the

English teacher on Wednesday 30th

March 2011, and the second interview was

conducted on 13th

April 2011.

3. Field notes

The researcher used field notes to observe and to know the activities

during the teaching and learning process, such as description of classroom

situation, students’ participations, and teacher’s creativity in presenting the

material of the simple present tense.

26

4. Test

Test is used for getting data of study result and student’s activity in

teaching and learning. The tests used in this research are pre-test and post-test.

The pre-test is done before implementing Substitution Drills, the researcher gave

20 items; it consists of 20 items in multiple choices. Meanwhile, the post-test is

implemented after using Substitution Drills. The students would be tested by

giving them 20 items; it consists of 20 items in multiple choices. And it was

conducted on every second meeting of each cycle.

The test is used to measure students’ understanding of the simple present

tense and to know the effectiveness of substitution drills to improve students’

understanding of the simple present tense.

H. The Technique of Data Analysis

The researcher tried to get the mean of student’s score in learning simple

present tense in analyzing the numerical data. It is used to know the students’

understanding and mastery about the material that has been taught. It used the

formula:2

X = x

n

X = Mean

x = Individual score

n = numbers of students.

To get the class percentage which passes the minimum mastery criterion-

Kriteria Ketuntasan Minimal (KKM) 65 (sixty five), the researcher uses the

formula:3

2 Sudjana, Metode Statistika, (Bandung: PT. Tarsito, 2002), p.67.

3Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2008), p.43.

27

P = F X 100%

N

P = The class percentage

F = Total Percentage score

N = Number of students

The last, in analyzing students’ improvement scores from pre-test up to

post-test score in cycle 1 and cycle 2, the researcher uses formula:4

P = y1-y X 100%

y

P = Percentage of student’s improvement

y = Pre-test result

y1 = Post-test I

P = y2-y X 100%

y

P = Percentage of student’s improvement

y = Pre-test result

y2 = Post-test II

The researcher used qualitative data in this study; it consists of observation

of student’s activities in teaching learning process, field note, and interview which

are done before and after implementation of CAR.

4 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual

Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:

Department of Physics and Astronomy, 2008), p. 3.

28

CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data

1. Findings of the Preliminary Study

a. The Result of Pre Observation.

The purpose of pre-observation is to know the teaching learning process

directly before implementing the Classroom Action Research (CAR). It was

conducted on Wednesday, March 30th

2011 at seventh grade of SMPN 6 Depok at

11:20 A.M to 13:10 A.M. there are 42 students in the Class. Based on the pre-

observation it is known that in teaching Simple Present Tense at seventh grade of

SMPN 6 Depok academic year 2010/2011, the teacher tends to be centered during

the teaching and learning process. So it makes the students be passive and was not

interesting.

When the teacher teaches grammar, especially in simple present tense, he

only gives the rules first and gave examples based on the rules to the students,

29

after that he asks them to practice it. Then, he asked the students to do the task.

Because that, the students had less motivation in learning and made their bored.

b. The Result of Pre Interview.

This interview was conducted on Wednesday 30th

March 2011, started at

11:00 A.M to 11:20 A.M. in this part the writer asked some questions to the

teacher about English teaching activities, emphasized on grammar skill, the

teacher’s problem in teaching learning process, the students’ difficulties in

learning grammar skill, and also his teaching method and technique.

Related to the English teaching learning activities, the teacher said that

most of the students did not like English lesson, because they did not know about

the vocabularies in English and in grammar they must remember the rule. And

then, the teacher also said that to increase students’ score above the KKM (65) is

still hard.

After that, about his problem in teaching learning process and students’

problem in learning process, he told that actually he got many problems. First,

when he taught about the structures to the students, his students were still

confused of English structure usage. It was about teaching tenses, such as simple

present, present continuous, and past tense. The main problem is because the

students have limited vocabularies.

The last, about the method and technique that he used in teaching English,

especially Grammar skill, he told that he still use Grammar Translation Method

and sometimes he used picture and realia to taught other material. After that, he

gave the rule to the students, after that he asked them to memorize the rule and did

the task based on the rule that he has been given to them.

c. The Result of Pre Test.

The pre-test was conducted at the beginning of the research, on Friday, 1st

April 2011. The purpose of this test was to check how far the students’

understanding about the simple present tense. There were 42 students who

30

followed this test. They had to answer 20 multiple-choice items given by the

researcher.

The result of the pre-test can be seen in the following table.

Table 4.1

The Result of Pre Test

Students’ Number Students’ Score

1 55

2 45

3 65*

4 60

5 50

6 45

7 60

8 50

9 50

10 70*

11 60

12 65*

13 55

14 50

15 50

16 65*

17 55

18 50

19 70*

20 75*

21 20

22 50

23 50

24 55

31

25 60

26 40

27 60

28 60

29 45

30 60

31 60

32 70*

33 60

34 55

35 65*

36 70*

37 45

38 75*

39 50

40 45

41 50

42 60

Mean:

X = ∑x

n

55.95

*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM) (65)

Based on the table, the data showed that the mean score of pre test was

55.95. There were only ten students who passed the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM). And thirty two students who still get the

score below the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

(KKM). The highest achievement gained score 75, and the lowest achievement

32

gained score 20. It can be concluded that the students’ understanding of simple

present tense are very low. Therefore, the writer conducted the Classroom Action

Research (CAR) by using Substitution Drills.

2. Findings of the First Cycle

a. Planning

In this phase, the writer and the collaborator make some planning based on

the finding of preliminary study. In this case, the writer determined the selected

material and exercises into a lesson plan using Substitution Drills (see appendix 3

and 4). The writer also prepared observation sheet in the last meeting of first cycle

and field notes to observe the students’ and the teachers’ activities in teaching

learning process. After that, the writer also prepared the post-test 1 to collect the

data; to know whether there are some students’ improvement scores from pre-test

to post-test 1.

b. Acting

Acting phase is the implementation of the planning phase that has been

planned by the teacher and the researcher as well. Here, the writer acted as the

teacher who did the action by teaching students at seventh grade of SMPN 6

Depok used Substitution Drills. The acting in the first cycle was done on April 1st

and 6th

2011. The writer taught affirmative and negative sentence in simple

present tense through Substitution Drills and asked the students to identify the

sentences of simple present in the text. In the second meeting, the students were

asked to arrange the paragraph to be a good text. The last, the students did the

post-test 1.

c. Observing

In this phase, the observer observed the students’ participation by used

observation sheet (see appendix 12) and field notes, and also after accomplished

the first cycle, the writer collected the data for post-test 1. The result of field notes

revealed that the teaching learning has done well although the class still had some

problems such as: First, some students not pay attention on teacher’s explanation.

Second, some of them tried to cheat with their friend when teacher give an

33

exercises. Third, teacher's voice was too slow so that the students lack of attention

to teachers' explanations (see appendix 14 and 15).

d. Reflecting

In this phase the writer and the teacher discussed the strengths and the

weakness of the actions and the post-test 1. Then, they tried to modify the action

in order students’ understanding of the simple present tense and in order 75% of

students in the class could pass the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM) because in the result of post-test 1 showed 71.43% of

students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM). It could not achieve yet the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM), so the teacher and the writer had to move to

the next cycle.

3. Findings of the Second Cycle

a. Planning

The second cycle was carried out to solve the problems that had been

found in first cycle. In this case, the writer modified the previous lesson plan

based on the result of reflecting phase in the first cycle. The lesson plan which

was used still related to Substitution Drills in learning simple present tense. There

were not significant differences with the previous lesson plan. And in the second

cycle the material focus on interrogative and usage of simple present tense (see

appendix 5 and 6). However, there were some modifications in the second cycle;

that was the teacher needed to give interesting explanation by using picture to the

students in class presentation and asked students to change the sentences in a

group. Beside of that, the writer still also prepared observation sheet and field

notes to know the classroom activities, and also prepared the post-test 2 to collect

the data.

b. Action

The action of the second cycle was done on April 8th

, 13th

2010. The

action was done based on the lesson plan. In second cycle, the writer would teach

students by using the same drill. The writer explains about interrogative and usage

of the simple present tense, and she asked the students to make a group consist of

34

six members. The writer gave some word by used picture, and than she gave the

sentences. After that, the students make the sentences that suitable with the words.

Finally, the students did the post-test 2.

c. Observing

In the second cycle, generally the class condition in learning process was

better than the previous cycle. It could be seen from the results of observation

sheet (see appendix 13) and field notes that the class condition had a good

atmosphere in teaching learning process. The students more pay attention on

teachers’ explanation, and they looked enthusiast in doing the class activities (see

appendix 16 and 17).

d. Reflecting

The reflection of Classroom Action Research (CAR) was carried out after

getting the result of observation sheet, field notes and post-test 2. The writer and

the teacher felt satisfied in as much their efforts to improve the students’

understanding of the simple present tense had been realized. From the result of

post-test 2, it showed that thirty eight students (90.48%) who passed the target

score of Minimal mastery level criterion (KKM). So, it met the requirement of

action success which was 75% students passed the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM).Therefore, the writer and the teacher decided

to stop the Classroom Action Research (CAR) because it had already succeeded.

According to the result of the evaluation between the writer and the

teacher, it could be assumed that the implementing of Classroom Action Research

in developing understanding of the simple present tense through substitution drill

was appropriate with the planning that had been discussed by the writer and the

teacher previously. In this case, every action was planned as good as possible so

that the class activities could be accomplished well.

4. Findings After Implementing the Action

After conducting the action research, the researcher gained three data, the

descriptions as following:

a. The Result of Post Interview

35

This interview was conducted on Wednesday 13th

April 2011 started from

01.10 P.M up to 01.40 P.M. after conducting the cycle 2, the writer asked some

questions, those are the students’ condition and the classroom situation in the

teaching learning process after applying the Substitution Drills, the developing

students’ understanding of the simple present tense after implementing

Substitution Drills, and the teacher’s opinion and motivation in applying of

Substitution Drills in teaching simple present tense.

The first is about students’ condition and classroom situation, the teacher

said that the students’ condition in the teaching learning process after applying the

Substitution Drills is more active in learning, they look interested in learning

simple present tense, they feel fun and they can memorize the vocabularies and

rule in the short time. The classroom situation is very attractive and the students

can response the teacher’s command and give full attention when the teacher

explain the material.

The second is about the developing students’ understanding of the simple

present tense after implementing Substitution Drills, the teacher told that his

students’ skill had increased than before pre-implementation of CAR. The

students’ not only felt fun and enjoy, but also they can understand about the

patterns and the usage of the simple present tense.

The last, Concerned with the teacher’s opinion and motivation in applying

Substitution Drills in teaching simple present tense, the teacher stated that

substitution drills is a suitable method that the teacher should use in teaching

simple present tense. It can make the students to be active and fun, and can reduce

students’ stress in learning English, especially in learning simple present tense.

Besides, this drill could be applied though the quiz, so that the students were very

enthusiastic in following the teacher’s instruction. Based on explanation above,

the writes concluded that the Classroom Action Research was done successfully.

b. The Result of Field note

At the first in cycle, some students looked enthusiastic of the writer’s

coming. Therefore, she explained the procedures to the students and asked them to

36

relax and enjoy the time during the study. She would answer their questions if

there were something they did not understand. When the writer used the drill the

students looked confused, but they were able to adapt to the situation during the

activity of the first cycle until the last cycle. Most students were interested in

following the teaching and learning process using substitution drills. They were so

fun in the teaching learning process since it is such like a quiz. They can

understand about the rule and the usage. However, it could not be denied that

sometimes there were some students who did not give much attention. From this

point of view, the writer concluded that the students gave much attention to the

teacher’s explanation and the students can be more attractive in learning English.

c. The Result of Post Test

The Result of Post-test I in the First Cycle

To check the students’ improvement in the first cycle, the

researcher evaluated them by giving a post-test I in the last cycle 1. The

post-test was conducted on Friday 8th

April 2011. There were 42 students

who followed this test; they did the test during 30 minutes. They had to

answer 20 multiple-choice items given by the researcher. The result of the

post-test I can be seen in the table below.

Table 4.2

The Result of Post Test I


1 60

2 65*

3 85*

4 70*

5 65*

6 75*

7 85*

37

8 65*

9 80*

10 70*

11 75*

12 85*

13 75*

14 75*

15 90*

16 80*

17 60

18 60

19 80*

20 90*

21 35

22 75*

23 60

24 85*

25 80*

26 75*

27 90*

28 75*

29 60

30 55

31 60

32 80*

33 85*

34 60

35 75*

36 90*

37 60

38 90*

39 75*

40 60

38

41 60

42 80*

Mean:

X = ∑x

n

72.74

*The student who passed the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM) (65)

Based on the table above, the data showed that the mean score of

post-test I was 72.74. There were thirty students who passed the Minimum

Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65). And twelve

students who still get the score below the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM). The highest achievement gained

score 90, and the lowest achievement gained score 35. It can be concluded

that the students’ achievement of simple present tense improved from the

pre-test.

The Result of Post-test II in the Second Cycle

After the teaching learning procces in cycle 2 finished, the

students’ understanding of the simple present tense was evaluated by

giving a post-test II. It was conducted on Wednesday, 13th

April 2011.

Before giving the post-test II, the writer reviewed again all the materials

given during those cycles by performing some activities. The result of the

post-test II in the second cycle can be seen in the table below:

39

Table 4.3

The Result of Post Test II


1 65*

2 75*

3 80*

4 70*

5 85*

6 80*

7 75*

8 70*

9 75*

10 75*

11 70*

12 95*

13 80*

14 70*

15 90*

16 95*

17 75*

18 70*

19 95*

20 100*

21 45

22 65*

23 65*

24 70*

25 45

26 55

27 85*

28 90*

40

29 75*

30 70*

31 85*

32 90*

33 85*

34 70*

35 80*

36 85*

37 80*

38 85*

39 75*

40 80*

41 40

42 80*

Mean:

X = ∑x

n

75.95


Minimal (KKM) (65)

Based on the result of the post-test II, the data showed that the

mean score of post-test II was 75.95. There were only four students who

still get the score below the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM) (65) and the others students are passed the

Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). The

highest achievement gained score 100, and the lowest achievement gained

score 40.

To prove this statement the writer gave a table of students’ score in

pre-test, post-test I and post-test II to compare the result of students’ score.

41

Furthermore, the writer used quantitative descriptive technique to analyze

the data from the pre-test, post-test I and post-test II. The writer described

the students’ score in pre-test, post-test I in the first cycle and post-test II

in the second cycle in the table below:

Table 4.4

The Students’ Simple Present Tense Score of Pre-test,

Post-test 1 and Post-test II

Students' Number Pre-Test Post-Test I

(Cycle 1)

Post-Test II

(Cycle 2)

1 55 60 65*

2 45 65* 75*

3 65* 85* 80*

4 60 70* 70*

5 50 65* 85*

6 45 75* 80*

7 60 85* 75*

8 50 65* 70*

9 50 80* 75*

10 70* 70* 75*

11 60 75* 70*

12 65* 85* 95*

13 55 75* 80*

14 50 75* 70*

15 50 90* 90*

16 65* 80* 95*

17 55 60 75*

18 50 60 70*

19 70* 80* 95*

20 75* 90* 100*

42

21 20 35 40

22 50 75* 65*

23 50 60 70*

24 55 85* 70*

25 60 80* 45

26 40 75* 55

27 60 90* 85*

28 60 75* 90*

29 45 60 75*

30 60 55 70*

31 60 60 85*

32 70* 80* 90*

33 60 85* 85*

34 55 60 70*

35 65* 75* 80*

36 70* 90* 85*

37 45 60 80*

38 75* 90* 85*

39 50 75* 75*

40 45 60 80*

41 50 60 40

42 60 80* 80*

Mean:

_

X = ∑x

n

55.95 72.74 75.95


Minimal (KKM) (65)

43

Based on the table above, it is showed there were ten students who

passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

(KKM) in pre-test, thirty students in post-test I and thirty eight students in

post-test II. To analyze all data, the writer would calculate the students

mean score of the test, calculate the class percentage, and calculate the

students’ improvement score from pre-test to post-test I until post-test II

into percentage.

In analyzing the data of pre-test, the first step is to get the mean

score of the test. It is calculated by using this formula:

_ ∑x

X = ──

n

_ 2350

X = ───

42

_

X = 55.95

From that calculation, it is showed the mean score of pre-test

before implementing Classroom Action Research (CAR) or before using

Substitution Drills in teaching simple present tense was 55.95.

Next step is to know the percentage of students’ score who pass the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-

test it used the formula as follow:

F

P = ── X 100%

N

44

10

P = ── X 100%

42

P = 23.81%

From the calculation above, it is known the students’ percentage

score is 23.81%. It means that there are ten students who passed the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and

there are thirty two students who still get the score below the Minimum

Mastery Criterion-Kriteria Ketuntasan Minimal (KKM), from the

percentage above, the writer gave the diagram to show the students’

achievement in understanding simple present tense is very low. The

diagram as following:

After that, the researcher calculated the mean score of post-test I.

To know the students’ score improvement from the pre-test to post-test I

result. It is calculated by using the formula:

_ ∑x

X = ──

n

05

1015202530354045

Nilai < 65

Nilai 65

Nilai > 65

28

4

10

The Result of Students' Score before Implementation

45

_ 3055

X = ───

42

_

X = 72.74

From the calculation above, the students’ mean score of post-test I

is 72.74. It means that there are some improvements in conducting the

action by using substitution rills. It could be seen from the pre-test mean

score 55.95 to the post-test I mean score 72.74. So it can be concluded that

there is improvement of students’ score until 16.79 (72.74 – 55.95).

The next step is to get the percentage of students’ improvement

score from pre-test to post-test I. The writer used the formula:

y1 - y

P = ─── X 100%

y

72.74 – 55.95

P = ──────── X 100%

55.95

16.79

P = ──── X 100%

55.95

P = 30.01%

Based on the computation above, it could be seen that the

percentage of the students’ improvement in understanding of simple

46

present tense from pre-test to post-test I is 30.01%. It means that the score

in cycle 1 has improved.

The last step is to get the percentage of students who pass the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) the

calculation by using the formula:

F

P = ── X 100%

N

30

P = ── X 100%

42

P = 71.43%

Based on the calculation above, it is showed the percentage of

students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan

Minimal (KKM) in post-test I is 71.43%. It is concluded the students’

improvement in post-test I who pass the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM) is 47.62% (71.43% - 23.81%). It is

calculated there are twelve students who get the score below the standard

of the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM).

The students’ score who pass the Minimum Mastery Criterion-Kriteria

Ketuntasan Minimal (KKM) it could be seen from the diagram below:

47

After the researcher conducted cycle 2 of Classroom Action

Research, she gave the post-test II to the students in order to know the

application of using substitution drills in teaching simple present tense

successful and effective or not. The first step is the researcher to calculate

the mean score of the test in post-test II, it is used the formula:

_ ∑x

X = ──

n

_ 3190

X = ───

42

_

X = 75.95

From that calculation, the mean score of post-test II in the cycle 2

is 75.95. It showed that there are some students’ improvement score 3.21

(75.95 – 72.74) from the mean score of post-test in cycle 1.

The second step is to know the calculation of the percentage of

students’ improvement score. The researcher used the formula:

05

1015202530354045

Nilai < 65

Nilai 65

Nilai > 65

12

3

27

The Result of Students' Score Post-test I in Cycle I

48

y2 - y

P = ──── X 100%

y

75.95 – 55.95

P = ───────── X 100%

55.95

20

P = ──── X 100%

55.95

P = 35.75%

From the computation above, it could be known that the students’

score in the post-test II in cycle 2 improves 11.94% (35.75% - 23.81%)

from pre-test and 5.74% (35.75% - 30.01%) from the post-test I in cycle 1.

Then the next step is to calculate the percentage from the students’

score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan

Minimal (KKM) in post-test II. The researcher used the formula:

F

P = ── X 100%

N

38

P = ── X 100%

42

P = 90.48%

Based on absolute calculation above, it is known the percentage of


49

Minimal (KKM) is 90.48%. It means that in cycle 2 there are thirty eight


Minimal (KKM) and there are only four students are below the Minimum

Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). The class

percentage of post-test II obviously showed some improvements from the

previous test, the improvement is 66.67% (90.48% - 23.81%) from the pre

test. The highest score in this post-test II is 100 and the lowest score is 40.

The students’ score who pass the Minimum Mastery Criterion-Kriteria

Ketuntasan Minimal (KKM) and who still below the Minimum Mastery

Criterion-Kriteria Ketuntasan Minimal (KKM) it can be seen in the

diagram below:

B. The Interpretation of Test Result

Based on the result of the pre-test, the post-test I and the post-test II, the

writer can interpret the data and gave the diagram, and also describing the results.

Here it is the diagram:

05

1015202530354045

Nilai < 65

Nilai 65

Nilai > 65

4 2

36

The Result of Students' Score Post-test II in Cycle II

50

Based on the diagram above the writer can explain about the detail of the

result as following:

The first, before conducting the Classroom Action Research (CAR) the

researcher gave the pre test to the students the diagram above showed that the

mean of students’ score on understanding of simple present tense before using

substitution drills is 55.95. Meanwhile, the class percentage which passes the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) is 23.81%. It

means that there are only ten students who pass the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM) and there are thirty two students who still

below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM).

Next is the result of post-test I after the researcher conducting the CAR

using substitution drills, the mean of students’ score is 72.74. The result of the

mean score is the students’ achievement of simple present tense increased from

the pre-test. It proved that there are some improvement of students’ score from the

pre-test that is 16.79 (72.74 – 55.95) or 30.01%. And than, the class percentage

which pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM)

is 71.43%. From the data means there are thirty students who pass the Minimum

Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are only twelve

students who still below the Minimum Mastery Criterion-Kriteria Ketuntasan

Minimal (KKM). Although, the result of the class percentage which pass the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) has a

0

5

10

15

20

25

30

35

40

45

Nilai < 65 Nilai 65 Nilai > 65

28

4

1012

3

27

42

36

Pre Test

Post Test I

Post Test II

51

significant improved, but it could not achieve the target yet of success CAR

criterion that is 75% (or at least 32 students) from the students’ percentage which

pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM).

Because that, the researcher continued to conduct this CAR in the next cycle.

The last is the result of the mean score in the post-test II in cycle 2 is

75.95. It means that the students’ improvement score is 3.21 (75.95 – 72.74) from

the post-test I (72.74) or 35.75% students’ improvement in the score percentage

from the pre test. In the percentage of students who pass the Minimum Mastery

Criterion-Kriteria Ketuntasan Minimal (KKM) in the post-test II shows that there

is 90.48%. It means that there are thirty eight students who pass the Minimum

Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and only four students are

still below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM).

This class percentage shows some improvements 90.48% from the pre-test

(23.81%) and post-test I (71.43%) in the class percentage. The post-test II of cycle

2 has fulfilled the target of Classroom Action Research (CAR) because there is

above 75% of students who pass the Minimum Mastery Criterion-Kriteria

Ketuntasan Minimal (KKM). From the interpretation of the data above, it shows

that using Substitution Drills can develop students’ understanding of the simple

present tense, and finally it can be said that the Classroom Action Research

(CAR) is success and the researcher ends the cycle.

52

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis and the interpretation of data in the

previos chapter, the writer concludes that:

The students’ achievement in learning simple present tense by using

Substitution Drills has a significant improvement. It can be seen in the following

facts:

1. The students’ improvement of simple present tense can be seen in the

improvement of their achievements in pre-test, post-test I and post-test II.

The result of mean score of the class in pre-test who passed the Minimum

Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65) is ten

students or 23.81%. Next, in the cycle 1, the result of mean score of the

class in post-test I who passed the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM) (65) is 30 students or 71.43%, and in the

cycle 2, the result of mean score of the class in post-test II who passed the

53

Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65) is

38 students or 90.48%, It showed that learning simple present tense

through Substitution Drills was successful.

2. From the result of field notes, it showed that the class condition during

teaching and learning process creates the positive atmosphere in the

classroom, and also makes students actively in teaching and learning

process.

3. From the result of observations and interviews showed the students were

motivated and interested to participate and actively in teaching and

learning simple present tense through substitution drills.

B. Suggestion

Based on the conclusion above, the writer would like to offer the

suggestion. The suggestion are as follow:

1. The English teacher should be applied Substitution Drills in teaching

simple present tense to the students.

2. Teachers have to improve their knowledge about various methods in

teaching.

3. Teachers have used various techniques in the classroom because it can

motivate their students and they will not get boring easily.

54

BIBLIOGRAPHY

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Cliffs, New Jersey: Prentice - hall, 1989.

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Grammar, New York: Oxford University Press, 1994.

Cokely, Dennis, and Charlotte Baker-Shenk, American Sign Language: A

Teacher’s Resource Text on Curriculum, Methods, and Evaluation,

Washington: Gallaudet University Press, 1980.

Crystal, David, A Dictionary of Linguistics & Phonetics, Oxford: Blackwell

Publishing, 2003, Fifth Edition.

Dacanay, FE R., & J. Donald Bowen, Techniques and Procedures in Second

Language Teaching, Quezon City: Alemar-Phoenix Publishing House,

1985.

DEPDIKBUD RI, GBPP Bahasa Inggris (SMP), Jakarta: DEPDIKBUD RI,

1994.

Finocchiaro, Mary, Ph. D., English as a Second Language from Theory to

Practice, New York: Regents Publishing Company, 1974, New Edition.

Haycraft, John, An Introduction to English Language Teaching, London:

Longman, 1978.

Hopkins, D, A Teacher’s Guide To Classroom Research, Bristol: University

Press, 1993.

Hornby, A. S., Guide to Patterns and Usage in English, New York: Oxford

University, 1975.

Kirn, Elaine, and Darcy Jack, Interaction 1 Grammar, New York: McGraw-Hill,

2002, 4th Edition.

Krohn, Robert, English Sentence Structure, Michigan: Michigan University Press,

1986.

Kusumah, Wijaya and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas.

Jakarta Barat: PT. Indeks, 2009.

55

Larsen-Freeman, Diana, Techniques and Principles in Language Teaching,

Oxford: Oxford University Press, 2000, Second edition.

Lester, Mark, PH.D., et.al., English Irregular Verb, United States: McGraw-Hill,

2010.

Manser, Martin H., Oxford Learner’s pocket Dictionary, Oxford: Oxford

University Press, 1995, New Edition.

Meltzer, David E, The Relationship between Mathmatics Preparation and

Conceptual Learning Gains in Physics: A Possible Hidden Variable in

Diagnostic Pretest Scores, Iowa: Department of Physics and Astronomy,

2008.

Richards, Jack C., and Theodore S Rodgers. Approaches and Methods in

Language Teaching, Cambridge: Cambridge University, 1986.

Rivers, Wilga M., and Mary S. Temperley, A practical Guide to the Teaching of

English as a second or Foreign Language, New York: Oxford University

Press, 1978.

Sudijono, Anas, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo

Persada, 2008.

Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002.

Ur, Penny, Grammar Practice Activities: A Practical Guide for Teachers,

Cambridge: Cambridge University Press, 1988.

Werner, Patricia K., et.al., Interaction Access Grammar, New York: McGraw-Hill

Companies, 2002) fourth edition.

56

Appendix 1

The List of Students’ Name

No Name

1. ADITYA NUGROHO

2. AGUNG RAMADHAN PANGESTU

3. AI SITI ZAHROH

4. ALDI FAUZI

5. ALIF BANU NUR RAHMAN

6. ALWAN ABDUL BAHRI

7. ANANDA PHYLIA INDIRA PUTRI

8. ANDIKA PRATAMA WIJAYA

9. BERNADETA AJENG AYU WIDIASTUTI

10. DESTI NUR FAZRIANTI

11. DODI DAMARWULAN

12. EKA PUTRI WAHYUNINGTIAS

13. FADLI SUHADA

14. GHINA SYAFIRA

15. HILWA HUDIYA AZIZ

16. ITA LESTARI

17. JAWI RIZKY GINTING

18. KAYLA DYAH PRATAMASARI

19 KHOIRUNNISA DWI LESTARI

20. KRISTIAN

21. M. REFLI ASMAR

22. MAULIDDHYA PUTRI YULIANTI

23. MELINDA NURRAHMASARI

24. MOCH. HILMAN IRAWAN

25. MUHAMMAD ANGGIE FARHANAQILA

26. MUHAMMAD BHAKTI

27. MUHAMMAD WILDAN AZIZ

28. NANDA VITA REKA MIRUDIN

29. NATHASYA DE GRAFF

30. NOVI SETIAWATI

31. NURUL CHAIRUNISA

32. PRASETIO WIBOWO

33. RACHMAD FAUZAN RYANTAMA

34. RENALDY

35. RIVALDI DANI RAHMADI

36. SAFIRA NUR ANNISA

37. SYIFA SAKINA

38. TRI ALVIANTI

39. YANUARDI FADILLAH

40. YOSI APRILKO

41. YURIZKY FAJAR R.

42. ZIKRA EKA PUTRA

57

Appendix 2

The Result of Students’ Score in Pre-test, Post-test I and Post-test

II

Students' Number Pre-Test Post-Test I

(Cycle 1)

Post-Test II

(Cycle 2)

1 55 60 65

2 45 65 75

3 65 85 80

4 60 70 70

5 50 65 85

6 45 75 80

7 60 85 75

8 50 65 70

9 50 80 75

10 70 70 75

11 60 75 70

12 65 85 95

13 55 75 80

14 50 75 70

15 50 90 90

16 65 80 95

17 55 60 75

18 50 60 70

19 70 80 95

20 75 90 100

21 20 35 40

22 50 75 65

23 50 60 70

24 55 85 70

25 60 80 45

26 40 75 55

27 60 90 85

28 60 75 90

29 45 60 75

30 60 55 70

31 60 60 85

32 70 80 90

33 60 85 85

34 55 60 70

58

35 65 75 80

36 70 90 85

37 45 60 80

38 75 90 85

39 50 75 75

40 45 60 80

41 50 60 40

42 60 80 80

Mean:

_

X = ∑x

n

55.95 72.74 75.95

59

Appendix 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) SPEAKING

(Cycle 1 of 1st Meeting)

Satuan Pendidikan : SMPN 6 Depok Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VII (Tujuh)/ Genap

Materi : The Simple Present Tense (Affirmative)

Aspek / Skill : Berbicara

Alokasi Waktu : 2 x 40 menit

Jenis Teks : Interpersonal

Tahun Pelajaran : 2010/ 2011

I. Standar Kompetensi

Berbicara

(10) Mengungkapkan makna dalam teks lisan fungsional dan monolog

pendek sangat sederhana berbentuk descriptive dan procedure untuk

berinteraksi dengan lingkungan terdekat.

II. Kompetensi Dasar

Berbicara

(10.2) Mengungkapkan makna dalam monolog pendek sangat sederhana

dengan menggunakan ragam bahasa lisan secara akurat, lancar dan

berterima untuk berinteraksi dengan lingkungan terdekat dalam

teks berbentuk descriptive dan procedure.

III. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Menggunakan to be dalam kalimat positif simple present tense

dengan benar dan tepat.

60

2. Menggunakan verbs dalam kalimat positif simple present tense


3. Menyusun kalimat positif simple present tense dengan benar dan

tepat.

IV. Materi Pembelajaran

a. Teks deskriptif

Anto is a Junior High School student. He goes to SMP 6.

Everyday, he goes to school on foot.

Anto likes reading books and he goes swimming every week. He

never comes late to school. He always respects and obeys his parents and

teachers.

b. Kosa kata dan verbs terkait tema/jenis teks:

Contoh: goes, comes, obeys, is, likes, respects, etc.

c. Bentuk simple present tense positive (affirmative) memiliki pola

sebagai berikut:

S (He, She, It) + V (s/es) + O

S (I, You, We, They) + V + O

He studies English.

I study English.

S (He, She, it) + to be (is) + adj./ noun

S (I) + to be (am) + adj./ noun

S (You, We, They) + to be (are) + adj./ noun

He is a teacher.

I am a student.

You are dancers.

V. Metode pembelajaran/ Teknik:

Three-phase Techniques.

VI. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan.

61

- Memberi salam dan tegur sapa.

- Tanya jawab berbagai hal terkait kondisi siswa.

- Mengabsen siswa.

- Memberi motivasi kepada siswa.

- Penjelasan tentang topik yang akan dibahas.

B. Kegiatan Inti

- Guru menanyakan pengetahuan siswa tentang simple present tense.

- Guru memberikan contoh kalimat positif dalam simple present

tense.

- Guru menerangkan tentang rumus kalimat positif simple present

tense.

- Guru menerangkan verbs atau to be yang dipakai sesuai dengan

subyek.

- Guru memberikan contoh dengan cara mengganti subyek/ obyek/

kata keterangan.

- Guru meminta seluruh siswa untuk mengubah kalimat yang sesuai

dengan kosa kata yang di berikan oleh guru.

- Siswa melakukan perintah yang diberikan oleh guru.

- Siswa mengerjakan latihan secara individu untuk mengidentifikasi

kalimat simple present tense yang ada di dalam teks.

C. Kegiatan Penutup

- Menyimpulkan materi pelajaran

- Menanyakan kesulitan siswa selama KBM

- Menugaskan siswa membuat kalimat-kalimat positif simple present

tense.

VII. Sumber Belajar dan Media

A. Sumber Belajar.

a. Buku Teks (Artono Wardiman, Masduki B. Jahur, M. Sukirman

Djusma. “English in Focus) for Grade VII Junior High School,

Pusat Perbukuan Departemen Pendidikan Nasional, 2008, Jakarta.

b. Kurikulum bahasa Inggris (grade VII).

62

c. Syllabus SMP Kelas VII.

B. Media

a. Marker.

b. Whiteboard, etc.

VIII. Penilaian

a. Teknik : Tes lisan dan tulisan.

b. Bentuk : Isian.

c. Instrumen : Terlampir

IX. Pedoman Penilian:

a. Untuk setiap jawaban benar diberi score= 2

b. Nilai maksimal = 10

c. Nilai siswa =

Skor perolehan

Skor maksimal X 10 = Nilai siswa

d. Rubrik penilaian =

Mengetahui, Depok, 1 April 2011

Guru Mata Pelajaran Guru Praktikan

Rustam Ependi, S.Pd Ridhatul Dewifartina

NIP. 19770816 200902 1003 NIM. 106014000422

URAIAN NILAI

Ungkapan benar, pelafalan dan intonasi benar 3

Ungkapan benar, pelafalan dan intonasi

kurang tepat 2

Ungkapan, pelafalan dan intonasi tidak tepat 1

63

Lampiran:

Lembar kegiatan KBM (kegiatan Belajar Mengajar)

Identify the sentences of simple present tense in the text below, after that say

your sentences!

Anto is a Junior High School student. He goes to SMP 6. Everyday, he goes to

school on foot.

Anto likes reading books and he goes swimming every week. He never comes

late to school. He always respects and obeys his parents and teachers.

64

Appendix 4


(RPP) SPEAKING

(Cycle 1 of 2nd

Meeting)



Materi : The Simple Present Tense (Negative)

Aspek / Skill : Membaca





Membaca

(11) Memahami makna teks tulis fungsional dan esai pendek sederhana

berbentuk descriptive dan proceduer yang berkaitan dengan

lingkungan sekitar.


Membaca

(11.3) Membaca nyaring bermakna teks tulis fungsional dan esei

berbentuk dan sangat sederhana berbentuk descriptive dan

procedure dengan ucapan, tekanan dan intonasi yang berterima.



1. Menggunakan to be dalam kalimat negatif simple present tense


65

2. Menggunakan verbs dalam kalimat negatif simple present tense


3. Menyusun kalimat negatif simple present tense dengan benar dan

tepat.


a. Teks deskriptif

My Best Friend

I have a best friend. His name is Arkan. Arkan is my classmate.

Most of friends like Arkan because he is very smart and a nice boy.

He is tall and a bit fat. He has curly hair. He does not wear a pair of

glasses. He has slit eyes and white skin.

When we have spare time, we always play football together. We

usually play it in the afternoon from three to four. Arkan is the same age as I

am. He is thirteen years old.

b. Kosa kata dan verbs terkait tema/jenis teks:

Contoh: play, have, has, always, usually, etc.

c. Bentuk simple present tense negatif memiliki pola sebagai berikut:

S (He, She, it) + does not + V + O

S (I, You, We, They) + do not + V + O

He does not study English.

I do not study English.

S (He, She, it) + to be (is) + not + adj./ noun

S (I) + to be (am) + not + adj./ noun

S (You, We, They) + to be (are) + not + adj./ noun

He is not a teacher.

I am not a student.

You are not dancers.



66





- Mengabsen siswa.



B. Kegiatan Inti

- Guru menerangkan tentang rumus kalimat negatif simple present

tense.


subyek.

- Guru memberikan contoh dengan cara mengganti subyek/ obyek/

kata keterangan menggunakan gambar.




- Siswa mengerjakan latihan secara individu untuk menyusun sebuah

teks dan mengidentifikasi kalimat simple present tense yang ada di

dalam teks.

C. Kegiatan Penutup



- Menugaskan siswa membuat kalimat-kalimat negatif simple

present tense.


A. Sumber Belajar.





67


B. Media

a. Hand out.

b. Empty papers.

c. Marker.

d. Whiteboard, etc.

VIII. Penilaian

a. Teknik : Tes tulisan.

b. Bentuk : Isian.





c. Nilai siswa =

Skor perolehan






NIP. 19770816 200902 1003 NIM. 106014000422

URAIAN NILAI

Isi benar, tata bahasa benar & tanda baca tepat 3

Isi benar, tata bahasa kurang tepat &tanda baca

kurang tepat 2

Isi, tata bahasa &tanda baca kurang tepat 1

68

Lampiran:


Arrange the paragraph to be a good text and write down the sentence of

simple present tense!

My Best Friend

I have a best friend. His name is Arkan. Arkan is my classmate. Most of

friends like Arkan because he is very smart and a nice boy.

He is tall and a bit fat. He has curly hair. He does not wear a pair of glasses.

He has slit eyes and white skin.

When we have spare time, we always play football together. We usually

play it in the afternoon from three to four. Arkan is the same age as I am. He is

thirteen years old.

69

Appendix 5


(RPP) SPEAKING

(Cycle 2 of 1st Meeting)



Materi : The Simple Present Tense (Interrogative)

Aspek / Skill : Menulis





Menulis

(12) Mengungkapkan makna dalam esai pendek sederhana berbentuk

descriptive dan procedure yang berkaitan dengan lingkungan sekitar.


Menulis

(12.2) Mengungkapkan makna dan langkah retorika dalam esei pendek

berbentuk sangat sederhana dengan menggunakan ragam bahasa

tulis secara akurat, lancer dan berteriman untuk berinteraksi dengan

lingkungan terdekat dalam teks berentuk descriptive dan procedure.



1. Menggunakan to be dalam kalimat tanya simple present tense


70

2. Menggunakan verbs dalam kalimat tanya simple present tense


3. Menyusun kalimat tanya simple present tense dengan benar dan

tepat.


a. Bentuk simple present tense kalimat tanya memiliki pola sebagai

berikut:

Does + S (He, She, It) + V ...?

Do + S (I, You, We, They) + V...?

Does he study English?

Do you study English?

To be (is) + S (He, She, it) + adj./ noun?

To be (am) + S (I) + adj./ noun?

To be (are) + S (You, We, They) + adj./ noun?

Is he a teacher?

Am I a student?

Are you dancers?







- Mengabsen siswa.



B. Kegiatan Inti

- Guru memberikan contoh kalimat tanya dalam simple present

tense.

71


subyek.

- Guru menerangkan tentang penggunaan does atau do dan to be

dalam kalimat tanya.

- Guru memberikan contoh kalimat dan mengganti subyek/ obyek

atau kata keterangan.




- Siswa mengerjakan latihan secara berkelompok untuk melengkapi

kalimat sesuai dengan kosa kata yang ada.

C. Kegiatan Penutup




tense.


A. Sumber Belajar.






B. Media

a. Marker.

b. Whiteboard, etc.

VIII. Penilaian

a. Teknik : Tes tulisan.

b. Bentuk : Isian.

72





c. Nilai siswa =

Skor perolehan






NIP. 19770816 200902 1003 NIM. 106014000422

URAIAN NILAI

Isi benar, tata bahasa benar &tanda baca tepat 3

Isi benar, tata bahasa kurang tepat &tanda baca

kurang tepat 2

Isi, tata bahasa &tanda baca kurang tepat 1

73

Lampiran:


Change the sentences to be a good sentences!

1. He jogs everyday.

- Ana ....

- They ...

2. She is a nice person.

- Ahmad and Soleh ...

- (-)

3. I sweep the floor every Sunday.

- John ...

- (?)

4. We cook rice everyday.

- ... eat ...

- Teacher ...

5. You work in the hospital.

- ... the office.

- ... the store.

74

Appendix 6


(RPP) SPEAKING

(Cycle 2 of 2nd

Meeting)



Materi : Function of The Simple Present Tense

Aspek / Skill : Berbicara





Berbicara

(10) Mengungkapkan makna dalam teks lisan fungsional dan monolog

pendek sangat sederhana berbentuk descriptive dan procedure untuk

berinteraksi dengan lingkungan terdekat.


Berbicara

(10.2) Mengungkapkan makna dalam monolog pendek sangat sederhana

dengan menggunakan ragam bahasa lisan secara akurat, lancar dan

berterima untuk berinteraksi dengan lingkungan terdekat dalam

teks berbentuk descriptive dan procedure.



1. Menyusun kalimat simple present tense dengan baik dan benar.

2. Mengetahui fungsi dari simple present tense.

75

3. Membuat kalimat simple present tense dengan baik dan tepat.


a. Fungsi dari simple present tense:

General truth (Kebenaran Umum).

Example: The sun rises in the East.

The world is round.

Habitual action (Kebiasaan).

Example: I always swim every Sunday.

He reads a novel everyday.







- Mengabsen siswa.



B. Kegiatan Inti

- Guru menjelaskan tentang fungsi dari kalimat simple present tense.

- Guru mengulang kembali apa yang telah diajarkan sebelumnya.

- Guru menyuruh siswa untuk membuat kelompok yang terdiri dari

enam orang setiap satu kelompok.

- Guru memberikan instruksi kepada para siswa.

- Guru memberikan lima kalimat simple present tense kepada para

siswa.

- Guru memperlihatkan gambar yang berisi subyek/ obyek/ kata

keterangan yang berbeda.

- Siswa harus mengubah kalimat tersebut dengan benar.

- Guru langsung mengoreksi jawaban siswa.

76

C. Kegiatan Penutup




tense.


A. Sumber Belajar.






B. Media

a. Marker.

b. Whiteboard, etc.

VIII. Penilaian

a. Teknik : Tes lisan.

b. Bentuk : Isian.





c. Nilai siswa =

Skor perolehan



77




NIP. 19770816 200902 1003 NIM. 106014000422

URAIAN NILAI

Ungkapan benar, pelafalan dan intonasi benar 3

Ungkapan benar, pelafalan dan intonasi

kurang tepat 2

Ungkapan, pelafalan dan intonasi tidak tepat 1

78

Lampiran:


Change the sentence to be a good sentence and say the sentence!

1. They are teachers.

- She ....

- ... doctor.

2. Mrs. Susi reads newspaper everyday.

- Salwa and Zahwa ...

- (-)

3. They don’t play in the park.

- He ...

- ... garden.

4. Do they come late?

- ... doctor ...?

- ... you ...?

5. Mr. Raden and Mrs. Raden go to the sea.

- Ana ...

- (-)

79

Appendix 7

The Instrument of Pre-test

A. Choose the right answer A, B, C, or D! (Pilihlah jawaban yang tepat

A, B, C, atau D!)

1. Charles ... a smart student.

a. am b. it c.is d. are

2. Father ... to the office everyday.

a. go b. is going c. goes d. are going

3. Toni, Ana, Dinda, and Aji ... my classmates.

a. is b. are c. am d. it

4. Aura Kasih ... an artist.

a. was b. is c. are d. were

5. How many books does he ... a day?

a. read b. reads c. reading d. is read

6. Sugar ... sweet.

a. be b. are c. is d. was

7. Sheila always ... to her school on time.

a. goes b. went c. gone d. go

8. The sun ... in the east.

a. rise b. set c. sets d. rises

9. I ... a beautiful girl.

a. is b. am c. are d. was

10. Baby usually ... at the night.

a. cries b. crying c. cry d. cried

11. I ... a student of Junior High School.

a. is b. am c. are d. be

12. The boys ... my friends.


13. Peter ... television every night.

a. watching b. watched c. watches d. watch

80

14. Mrs. Sinta is a teacher. She ... English every Thursday and Monday.

a. teach b. teaches c. teaching d. taught

15. School ... at 07.00 a.m and finishes at 04.00 p.m everyday.

a. starts b. starting c. start d. started

16. You ... Indonesian.

a. am b. is c. are d. be

17. The post office ... at 08.00 a.m everyday.

a. opens b. open c. opening d. opened

18. Kitty ... the name of my cat.


19. I usually ... at 09.00 p.m.

a. sleeps b. sleep c. sleeping d. slept

20. Doni ... a clever student.

a. is b. are c. am d. be

81

Appendix 8

The Instrument of Post-test I


A, B, C, atau D!)

1. I can play the guitar, but I ... very well.

a. not play b. don’t play c. doesn’t play d. didn’t play

2. Where does your mother come from? She ... from Jakarta.

a. come b. came c. coming d. comes

3. She ... milk every morning.

a. drinks b. drank c. drunk d. drinking

4. Lulu and Salsa ... students at SMPN 6 Depok.


5. I usually ... English on Monday and Thrusday every week.

a. study b. studies c. studied d. studying

6. Farida ... not go to school on Tuesday.

a. do b. does c. did d. is

7. We ... clean our classroom on Sunday.

a. didn’t b. don’t c. doesn’t d. aren’t

8. My father ... his car every week.

a. wash b. washes c. washed d. washing

9. Are you a new teacher in this school? No, I ... not.


10. Our teachers ... us patiently.

a. teaches b. teach c. taught d. teaching

11. The boy ... not my brother.

a. am b. are c. is d. do

12. The girls ... my friends.

a. am not b. aren’t c. isn’t d. don’t

13. Mrs. Prawiro ... my grandma.

a. am b. are c. is d. be

82

14. Are they Senior High School students? No, they ... .

a. isn’t b. aren’t c. am not d. doesn’t

15. We ... a happy family.


16. Are you student? Yes, I ... .

a. be b. is c. are d. am

17. I ... a soldier.

a. isn’t b. aren’t c. am not d. don’t

18. She ... novel everyday.

a. don’t read b. doesn’t read c. didn’t read d. not read

19. Dhani ... at the swimming pool every Sunday.

a. swim b. swam c. swimming d. swims

20. The sun ... shine brightly now.

a. didn’t b. don’t c. doesn’t d. not

83

Appendix 9

The Instrument of Post-test II


A, B, C, atau D!)

1. ... you a doctor? Yes, I am.


2. ... she like to eat meat ball for her lunch everyday?

a. does b. do c. was d. were

3. You ... wrong!

a. are b. is c. am d. be

4. The earth ... round.


5. How old ... you? I am sixteen years old.


6. ... a teacher teach us? Yes, she does.

a. are b. is c. do d. does

7. The boys ... at the mosque every Friday.

a. pray b. prays c. prayed d. praying

8. You ... a teacher.

a. are not b. is not c. am not d. does not

9. ... you have a book?

a. are b. do c. does d. is

10. He ... have a book.

a. doesn’t b. don’t c. isn’t d. are not

11. ... he a policeman?

a. am b. are c. is d. be

12. ... the tiger drink?

a. are b. am c. do d. does

84

13. The students ... football every Sunday.

a. plays b. playing c. played d. play

14. My father ... coffee every afternoon.

a. drinks b. drink c. drank d. drunk

15. You ... write.

a. aren’t b. don’t c. doesn’t d. isn’t

16. They ... my teachers.

a. am not b. isn’t c. aren’t d. don’t

17. We ... cook rice everyday.

a. aren’t b. doesn’t c. don’t d. isn’t

18. ... they eat bread everyday?

a. do b. does c. is d. are

19. He ... a tailor.

a. am not b. isn’t c. aren’t d. don’t

20. Susan ... friedrice every morning.

a. eat b. eats c. ate d. eaten

85

Appendix 10

The Answer Key of Pre-test, Post-test I and Post-test II

A. Pre-test

1. c 6. c 11. b 16. c

2. c 7. a 12. c 17. a

3. b 8. d 13. c 18. a

4. b 9. b 14. b 19. a

5. a 10. a 15. a 20. a

B. Post-test I

1. b 6. b 11. c 16. d

2. d 7 . b 12. b 17. c

3. a 8. b 13. c 18. b

4. b 9. c 14. b 19. d

5. a 10. b 15. b 20. c

C. Post-test II

1. b 6. d 11. c 16. c

2. a 7. a 12. d 17. c

3. a 8. a 13. d 18. a

4. a 9. b 14. a 19. b

5. b 10. a 15. b 20. b

86

Appendix 11

The Observation Note before CAR

Location : SMPN 6 Depok

Day/ Date : Wednesday, 30th

March 2011

Time : 11.20 a.m. – 01.10 p.m.

Observer : Ridhatul Dewifartina

No. Things which are observed Observation

1. Subject Simple Present Tense

2. Method The teacher used Grammar Translation

Method.

3. Teacher’s activity

The teacher in this teaching and learning

procces become teacher-centered, the first he

taught simple present tense by giving the

patterns, he gave examples of simple present

tense sentence and he asked the students to

write down and memorize the patterns. After

that, he gave the exercises to the students.

4. Students’ activity The students memorized the patterns, wrote

the patterns and examples, and did the

exercises. Those activities made the students

didn’t interested, and passive in English

subject and teaching learning process.

87

Appendix 12

PANDUAN PENGAMATAN PELAKSANAAN

TINDAKAN KELAS

SIKLUS I

DEVELOPING STUDENTS’ UNDERSTANDING OF THE SIMPLE PRESENT


(A Classroom Action Research in the Seventh Grade of SMPN 6 Depok)

Berilah Tanda ( ) pada kolom “Ya atau Tidak”.

No Pernyataan Ya Tidak

1 Guru memberikan motivasi kepada siswa sebelum

pembelajaran dimulai.

2 Guru melakukan tanya jawab untuk menguji

pemahaman siswa.

3 Guru mengajarkan simple present tense dengan

menggunakan substitution drills.

4 Siswa terlihat antusias saat guru menggunakan

substitution drills dalam mengajarkan simple present

tense.

5 Siswa merespon apa yang diperintah oleh guru secara

individu.

6 Guru berperan sebagai instructor atau director ketika

proses pengajaran.

7 Siswa mendengarkan dengan penuh perhatian.

8 Guru memberikan latihan sesuai dengan materi

9 Guru menggunakan Bahasa Target (Bahasa yang

sedang dipelajari oleh siswa) dalam mengajar, tetapi

jika siswa tidak mengerti guru menggunakan Bahasa

88

siswa.

10 Siswa merasa lebih semangat ketika guru

menggunakan media untuk menjelaskan materi.

Keterangan:

Skor 1 untuk jawaban “Ya”

Nilai maksimal: 10

Prosentase Penilaian : Jumlah skor X 100%

Nilai Maksimal

: 8 X 100% = 80%

10

Observer

Rustam Ependi, S.Pd

NIP. 19770816 200902 1003

89

Appendix 13

PANDUAN PENGAMATAN PELAKSANAAN

TINDAKAN KELAS

SIKLUS II

DEVELOPING STUDENTS’ UNDERSTANDING OF THE SIMPLE PRESENT


(A Classroom Action Research in the Seventh Grade of SMPN 6 Depok)

Berilah Tanda ( ) pada kolom “Ya atau Tidak”.

No Pernyataan Ya Tidak

1 Guru memberikan motivasi kepada siswa sebelum

pembelajaran dimulai.

2 Guru melakukan tanya jawab untuk menguji

pemahaman siswa.

3 Guru mengajarkan simple present tense dengan

menggunakan substitution drills.

4 Siswa terlihat antusias saat guru menggunakan

substitution drills dalam mengajarkan simple present

tense.

5 Siswa merespon apa yang diperintah oleh guru secara

individu.

6 Guru berperan sebagai instructor atau director ketika

proses pengajaran.

7 Siswa mendengarkan dengan penuh perhatian.

8 Guru memberikan latihan sesuai dengan materi

9 Guru menggunakan Bahasa Target (Bahasa yang

sedang dipelajari oleh siswa) dalam mengajar, tetapi

jika siswa tidak mengerti guru menggunakan Bahasa

siswa.

90

10 Siswa merasa lebih semangat ketika guru

menggunakan media untuk menjelaskan materi.

Keterangan:

Skor 1 untuk jawaban “Ya”

Nilai maksimal: 10

Prosentase Penilaian : Jumlah skor X 100%

Nilai Maksimal

: 9 X 100% = 90%

10

Observer

Rustam Ependi, S.Pd

NIP. 19770816 200902 1003

91

Appendix 14

FIELD NOTES

Cycle/ Meeting : 1/ 1 (One)

Day/ Date : Friday/ 1th

April 2011

Time : 07.40 – 09.00

Material : Positive Sentences of Simple Present

Tense

1. Happens in the classroom

From the students’ side

Some students not pay attention on teacher’s explanation.

Some of them to speak with their friend when the teacher explains

about the material.

From the teacher’s side

The teacher using good drill in teaching simple present tense through

substitution drills.

2. Things to consider


The students need clear explanation of the material using substitution

drills.

The students need to give interesting explanation to attract the

students.


The teacher should have a loud voice so that students can pay

attention to the teacher’s explanation.

The teacher must be creative to teaches the material.

Observer

Rustam Ependi, S.Pd

NIP. 19770816 200902 1003

92

Appendix 15

FIELD NOTES

Cycle/ Meeting : 1/ 2

Day/ Date : Wednesday/ 6th

April 2011

Time : 11.20 – 13.10

Material : Negative Sentences of Simple Present

Tense

I. Happens in the classroom


Some students start to pay attention on teacher’s explanation.

The students looked so interesting to follow the teaching learning

procces.

There are few students asked the question to the teacher.


The teacher gives a good activity. The students are divided into some

groups to did the task from the teacher.

The teacher correction the students’ answer together.

II. Things to consider


The students must increas their vocabulary.

The students must have spirit to learn English subject.


Teacher should give the way how to get the vocabulary, because most

of students have lack in vocabulary.

Observer

Rustam Ependi, S.Pd

NIP. 19770816 200902 1003

93

Appendix 16

FIELD NOTES


Day/ Date : Friday/ 8th

April 2011

Time : 07.40 – 09.00

Material : Interrogative Sentences of Simple Present

Tense



Almost students pay attention on the material by using substitution

drills.

The students are cooperative to support the teacher’s teaching goal.

Almost students look enthusiast when following the quiz.


The teacher gives the students quiz.

The teacher checked the students’ answer.



The class still was noisy.

Some students still asked about the material.


Teacher should make sure if the students are ready to listen to her

explaining. If the students are not ready yet, try to make them ready so

what she explains can be understood.

The teacher should make her voice louder.

Observer

Rustam Ependi, S.Pd

NIP. 19770816 200902 1003

94

Appendix 17

FIELD NOTES


Day/ Date : Wednesday/ 13th

April 2011

Time : 11.20 – 13.10

Material : Function and Usage of Simple

Present Tense



Students had chance to ask questions as many as possible freely in

English and Indonesian.

So, the situation in the classroom is active.


Teacher spoke more loudly and clearly.

The teacher checked the students’ work by walking to their table.



Some students still confuse about the rule.

Some students had difficult to understand the instructions was given by

the teacher.


The teacher should check the students to make sure that they are

understand about the questions and instruction.

Observer

Rustam Ependi, S.Pd

NIP. 19770816 200902 1003

95

Appendix 18

Interview Guidelines for the needs Analysis before Classroom Action

Research


Day/Date : Wednesday, 30th

March 2011

Time : 11.00 - 11:20

Interviewer : Ridhatul Dewifartina

Interviewee : Rustam Ependi, S.Pd

Interviewer : Bagaimana sikap para siswa terhadap proses pembelajaran

bahasa Inggris di kelas?

Interviewee : Para siswa dalam proses pembelajaran bahasa Inggris itu

cenderung tidak begitu aktif karena mereka belum banyak

mengetahui tentang kosa kata dalam bahasa Inggris.

Interviewer : Berapa nilai KKM untuk pelajaran bahasa Inggris?

Interviewee : Nilai KKM untuk bahasa Inggris yaitu 65.

Interviewer : Apakah para siswa sudah mencapai nilai KKM?

Interviewee : Ya, pasti ada yang sudah mencapai KKM dan tentu ada yang

belum mencapainya.

Interviewer : Materi apa yang dianggap paling sulit oleh siswa?

Interviewee : Seperti yang saya katakan tadi para siswa belum banyak

mengetahui tentang kosa kata dalam bahasa Inggris. Oleh karena

itu, mereka kesulitan untuk mempelajari materi-materi yang

diajarkan. Tetapi, para siswa lebih merasa kesulitan ketika

mereka mempelajari tentang grammar yang lebih kepada tense,

yaitu simple present tense.

96

Interviewer : Kendala apa yang Bapak alami saat mengajar bahasa

Inggris?

Interviewee : Tentunya pertama, itu tadi tentang kosa kata karena mereka

tidak mengerti maka timbullah kendala yang kedua, mereka

menjadi tidak tertarik untuk belajar bahasa Inggris dan terakhir

mereka menjadi malas.

Interviewer : Apa penyebab kesulitan siswa dalam grammar?

Interviewee : Para siswa kesulitan dalam memahami rumus-rumus yang ada

dalam simple present tense, dan mereka masih bingung dalam

menentukan verbs dan to be apa yang harus dipakai yang sesuai

dengan subject.

Interviewer : Metode dan media apa yang Bapak gunakan dalam

mengajar bahasa Inggris?

Interviewee : Saya lebih menggunakan metode Grammar Translation

Method, saya hanya menerangkan tentang rumus-rumus simple

present tense, memberikan contoh dalam kalimat-kalimat, dan

memberikan tugas kepada mereka supaya mereka lebih bisa

memahami. Tetapi, saya kadang-kadang menggunakan media

seperti, gambar dan realia untuk mengajarkan materi-materi

bahasa Inggris yang lain.

Interviewer Interviewee

Ridhatul Dewifartina Rustam Ependi, S.Pd

NIM. 106014000422 NIP. 19770816 200902 1003

97

Appendix 19

Interview Guidelines for the needs Analysis after Classroom Action Research


Day/Date : Wednesday, 13th

April 2011

Time : 01.15 - 01.40

Interviewer : Ridhatul Dewifartina

Interviewee : Rustam Ependi, S.Pd

Interviewer : Bagaimana kondisi siswa Bapak dalam pembelajaran

tenses setelah menggunakan Substitution Drills?

Interviewee : Para siswa sangat aktif sekali, mereka begitu antusias dalam

pelajaran simple present tense yang menggunakan substitution

drills.

Interviewer : Bagaimana kemampuan pemahaman para siswa Bapak

tentang simple present tense setelah menerapkan Substitution

Drills?

Interviewee : Menurut saya, pemahaman para siswa dalam pelajaran simple

present tense ini lebih meningkat dibandingkan dengan

sebelumnya, mereka sudah bisa mengenal dan membedakan

verbs atau to be yang harus digunakan dalam simple present

tense dan yang sesuai dengan subject-nya.

Interviewer : Apa pendapat Bapak mengenai Substitution Drills?

Interviewee : Menurut saya, substitution drills merupakan metode yang tepat

dalam mengajarkan simple present tense dan tenses yang

lainnya, dengan menggunakan substitution drills itu dapat

menghilangkan kejenuhan siswa dalam belajar, mereka merasa

senang dan daya ingat mereka terhadap kosa kata serta rumus-

rumus simple present tense yang telah diberi cukup bagus.

98

Selain itu pula metode ini dapat digunakan sebagai kuis,

sehingga para siswa lebih senang, tertarik dan bersemangat.

.

Interviewer : Apakah strategi pembelajaran menggunakan Substitution

Drills efektif diterapkan dalam pembelajaran simple present

tense?

Interviewee : Iya, drill ini bisa efektif dalam memahami simple present tense

karena siswa bisa lebih jelas mengetahui aturan atau rumus yang

digunakan dalam simple present tense.

Interviewer : Apakah Bapak merasa termotivasi untuk menggunakan

Substitution Drills dalam mengajarkan simple present tense

kepada siswa?

Interviewee : Iya, saya termotivasi untuk menggunakannya setelah melihat

peningkatan kemampuan siswa yang telah dicapai dalam

mempelajari simple present tense ini.

Interviewer Interviewee

Ridhatul Dewifartina Rustam Ependi, S.Pd

NIM. 106014000422 NIP. 19770816 200902 1003

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Appendix 20

ANALISIS BUTIR SOAL PRE-TEST BAHASA INGGRIS

Seluruh Siswa (N) : 40 Siswa Kelompok Tengah (MG) : 20

Siswa Kelompok Atas (HG) : 10 Siswa Kelompok Bawah (LG) : 10

ITEM

NO. GROUP

OPTIONS DES

(HG-LG)/n

DIF

(HG+LG)/N STATUS

A B C D

THE TEST ITEM

1 HG 0 0 9* 1

0.0 90 % DROPPED LG 0 1 9* 0

2 HG 1 0 9* 0

0.7 55% USED LG 8 0 2* 0

3 HG 2 8* 0 0

0.2 70% REVISED LG 3 6* 0 1

4 HG 0 10* 0 0

0.3 85% USED LG 2 7* 0 1

5 HG 1 9* 0 0

0.8 50% USED LG 4 1* 4 1

6 HG 1 0 9* 0

0.4 70% USED LG 2 2 5* 1

7 HG 8* 1 1 0

0.3 65% REVISED LG 5* 0 0 5

8 HG 7 2 0 1*

0.0 10% DROPPED LG 6 3 0 1*

9 HG 0 10* 0 0

0.2 90% USED LG 1 8* 0 1

10 HG 2* 2 5 1

0.1 15% USED LG 1* 4 5 0

100

11 HG 0 10* 0 0

0.1 95% USED LG 0 9* 1 0

12 HG 9 0 1* 0

0.1 5% USED LG 10 0 0* 0

13 HG 0 0 10* 0

0.7 65% USED LG 2 1 3* 4

14 HG 1 8* 1 0

0.6 50% USED LG 5 2* 3 0

15 HG 5* 0 5 0

0.2 40% REVISED LG 3* 0 6 1

16 HG 0 0 10* 0

0.4 80% USED LG 0 2 6* 2

17 HG 1* 5 4 0

0.0 10% DROPPED LG 1* 7 2 0

18 HG 7* 0 3 0

-0.1 75% DROPPED LG 8* 0 2 0

19 HG 3 3* 4 0

0.3 15% USED LG 6 0* 4 4

20

HG 10* 0 0 0

0.1 95% USED LG 9* 0 0 1

PEDOMAN PENILAIAN

DISCRIMINATION

DIFFICULTY

0% - 30% 30% - 79% 80% - 100%

High Medium Low

-1 – 0,0 Bad DROPPED DROPPED DROPPED

0,1 – 0,3 OK USED REVISED USED

0,4 – 0,6 Good USED USED USED

0,6 – 1,0 Very Good USED USED USED

101

Appendix 21

ANALISIS BUTIR SOAL POST-TEST I BAHASA INGGRIS



ITEM

NO. GROUP

OPTIONS DES

(HG-LG)/n

DIF

(HG+LG)/N STATUS

A B C D

THE TEST ITEM

1 HG 0 10* 0 0

0.5 75% USED LG 1 5* 4 0

2 HG 1 0 0 9*

0.5 65% USED LG 4 0 2 4*

3 HG 10* 0 0 0

0.1 95% USED LG 9* 0 0 1

4 HG 0 10* 0 0

0.5 75% USED LG 4 5* 0 1

5 HG 9* 1 0 0

0.1 85% USED LG 8* 1 0 1

6 HG 1 8* 0 1

0.2 70% REVISED LG 2 6* 0 2

7 HG 1 7* 0 2

0.1 65% REVISED LG 3 6* 1 0

8 HG 0 9* 0 1

0.3 75% REVISED LG 4 6* 0 0

9 HG 0 1 9* 0

-0.1 95% DROPPED LG 0 0 10* 0

10 HG 1 6* 0 2

0.3 45% REVISED LG 4 3* 1 2

102

11 HG 0 3 7* 0

0.0 70% DROPPED LG 0 2 7* 1

12 HG 0 6* 4 0

0.5 3% USED LG 1 1* 4 4

13 HG 0 0 10* 0

0.1 95% USED LG 0 1 9* 0

14 HG 0 10* 0 0

0.5 75% USED LG 0 5* 2 3

15 HG 0 10* 0 0

0.3 85% USED LG 2 7* 0 1

16 HG 0 0 0 10*

0.0 100% DROPPED LG 0 0 0 10*

17 HG 0 0 10* 0

0.2 90% USED LG 1 0 8* 1

18 HG 0 10* 0 0

0.6 70% USED LG 5 4* 0 1

19 HG 1 0 0 9*

0.7 55% USED LG 6 0 2 2*

20

HG 1 2 6* 1

0.6 30% USED LG 0 8* 0 2

PEDOMAN PENILAIAN

DISCRIMINATION

DIFFICULTY

0% - 30% 30% - 79% 80% - 100%

High Medium Low





103

Appendix 22

ANALISIS BUTIR SOAL POST-TEST II BAHASA INGGRIS



ITEM

NO. GROUP

OPTIONS DES

(HG-LG)/n

DIF

(HG+LG)/N STATUS

A B C D

THE TEST ITEM

1 HG 0 10* 0 0

0.3 85% USED LG 1 7* 2 0

2 HG 10* 0 0 0

0.1 95% USED LG 9* 0 0 1

3 HG 10* 0 0 0

0.2 90% USED LG 8* 2 0 0

4 HG 10* 0 0 0

0.1 95% USED LG 9* 1 0 0

5 HG 0 10* 0 0

0.1 95% USED LG 0 9* 0 1

6 HG 0 0 0 10*

0.4 80% USED LG 0 4 0 6*

7 HG 10* 0 0 0

0.4 80% USED LG 6* 2 0 2

8 HG 10* 0 0 0

0.2 90% USED LG 8* 2 0 0

9 HG 5 5* 0 0

0.2 40% REVISED LG 6 3* 1 0

10 HG 8* 0 2 0

0.3 65% REVISED LG 5* 2 3 0

104

11 HG 0 0 10* 0

0.5 75% USED LG 2 3 5* 0

12 HG 0 0 0 10*

0.6 70% USED LG 3 0 3 4*

13 HG 0 2 0 8*

0.6 50% USED LG 2 6 0 2*

14 HG 9* 1 0 0

0.3 75% REVISED LG 6* 4 0 0

15 HG 2 8* 0 0

0.0 80% DROPPED LG 1 8* 1 0

16 HG 0 0 7* 3

0.0 70% DROPPED LG 1 0 7* 2

17 HG 3 0 7* 0

0.2 60% REVISED LG 4 1 5* 0

18 HG 10* 0 0 0

0.7 65% USED LG 3* 4 0 3

19 HG 0 10* 0 0

0.1 95% USED LG 0 9* 1 0

20

HG 0 10* 0 0

0.5 75% USED LG 5 5* 0 0

PEDOMAN PENILAIAN

DISCRIMINATION

DIFFICULTY

0% - 30% 30% - 79% 80% - 100%

High Medium Low





105

Appendix 23

Profile of SMPN 6 Depok

A. The History of SMPN 6 Depok

In the beginning SMPN 6 Depok is located in the city of Depok, started its

activities in the 1992/1993 Academic Year. At that time school is managed under

one roof in SMAN 2 Depok. Later, in the during period of 1992 new school was

built units. At the beginning of 1994/1995 Academic Year SMPN 6 Depok has

occupied the new school units which is located in Jl. Mandor Samin No. 62

Kelurahan Kalibaru, Kecamatan Cilodong, Kota Depok.

The first time, the school was led by Larasati in the year 1992-1994. The

headmaster had been replaced eleven times, and now the school is led by Drs.

Joko Widodo, M. Pd from the year 2008.

Here it is the complete profile of SMPN 6 Depok:

1. Principal : Drs. Joko Widodo, M. Pd.

2. Name of the school : SMPN 6 Depok.

3. Status : Accredited “A”.

4. Number of statistic school : 201 02 24 03 006.

5. Type of school : “B”.

6. E-mail : [email protected]

7. Website : www.smpn6depok.com

8. Telp./ Fax. : 021-876 4223/ 021- 876 4224.

B. Vision

SMPN 6 DEPOK has a vision to Superior in Performance, Vision of

Environment and Morality.

C. Missions

SMPN 6 DEPOK has some missions as follow:

1. Improving school performance (academic and non academic

achievement) through innovation in the input and the learning process.

106

2. Creating a school environment conducive to teaching and

learning activities.

3. Increase of education staff professionalism.

4. Improving subservience to the Allah SWT.

D. The Data of Teachers and Staffs.

Teachers and staffs Total

Teachers 65 people

Administrative staffs 9 people

Librarians 2 people

School guards 4 people

Security guards 2 people

E. The Data of the Students

From the data five years ago, there are:

The

Academic

Years

Class VII Class VIII Class IX

Total

of

Students

Total

of

Class

Total

of

Students

Total

of

Class

Total

of

Students

Total

of

Class

2006/ 2007 275 7 335 7 307 7

2007/ 2008 279 7 275 7 330 7

2008/ 2009 269 7 273 7 274 7

2009/ 2010 272 7 277 7 276 7

2010/ 2011 375 9 359 9 270 7

Total 1470 37 1519 37 1457 35

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F. Teaching and Learning Activity

Teaching and learning activity is pressing the active learning method. And

the schedule are:

1. Monday to Thursday, at 07.00 am until 01:10 pm.

2. Friday, at 07.00 am until 10:40 am.

3. Saturday, at 08.00 am until 10.00 am, for self-development activities.

G. Facilities

SMPN 6 Depok have many facilities, there are:

No.

Facilities

Total

1. Learning Rooms. 25

2. OSIS Room. 1

3. PMR Room. 1

4. Skills Room. 1

5. Lab. Computer. 1

6. Lab. Language. 1

7. Lab. IPA. 1

8. Library. 1

9. Cooperation. 1

10. Canteen. 1

11. Sports field. 1

12. Mosque. 1

13. UKS Room. 1

14. BP / BK Room. 1

15. Field Ceremony. 1

16. Park School. 1

H. Extracurriculer

There are extracurriculer activities in SMPN 6 Depok:

1. Paskibra.

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2. PMR.

3. Pramuka.

4. Rohis.

5. Volly ball.

6. Theater.

7. Football.

8. Basket ball.

I. Academic and Non-Academic Achievement

1. The 1st winner of PMR putra/putri Bahaya Penanggulangan Narkoba

Kodya Depok 2004.

2. The 1st winner of LKBB Kodya Depok 2004.

3. The favorite of LKBB Kodya Depok 2005.

4. The 3rd

winner of Poetry Kodya Bogor 2005.

5. The 1st winner of Athletic 400 M Kodya Depok 2005.

6. The 3rd

winner of Athletic 100 M Kodya Depok 2005.

7. The 2nd

winner of Futsal Kodya Depok 2005.

8. The 1st winner of Volly Ball Kodya Depok 2005.

9. The 1st winner of competition in B. Indonesia subject Kodya Depok

2005.

10. The 3rd

winner of Dance Competition Kodya Depok 2006.

11. The 1st winner of Futsal Kodya Depok 2006.

12. The 1st winner of LKBB Kab. Bogor 2006.

13. The 3rd

winner of LKBB Kab. Bogor 2006.

14. The 1st winner of LKBB Kodya Depok 2006.

15. The 3rd

winner of LKBB Kodya Depok 2006.

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