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THE TEACHING OF THE SIMPLE PAST TENSE BASED ON

COMMUNICATIVE APPROACH

(A Case Study at the First Year ofSMK Islamiyah Ciputat)

A'Skripsi'

Presented to the Faculty of Tarbiyah and Teacher's Training

in Partial Fulfillment of One of the Requirements for the Degree of Sarjana (S.I)

By:

Sondang Tl"ianasari Reg. nO.l00014018051

ENGLISH DEPARTMENT

THE FACULTY OF TARBIYAHAND TEACHER'S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

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THE TEACHING OF THE SIMPLE PAST TENSE BASED ON

COMMUNICATIVE APPROACH

(A Case Study at the First Year of SMK Islamiyah Ciputat)

A "Skripsi"

Presented to the Faculty of Tarbiyah and Teacher's Training

in Partial Fulfillment of One ofthe Requirements for the Degree of Sarjana (S.I)

By:

Sondaog Trianasari Reg. 00.100014018051

Appoved by: Advis

!

D . M.Pd.

NIP. 1502 1 927

ENGLISH DEPARTMENT

THE FACULTY OF TARBIYAH AND TEACHER'S TRAINING SYARIF HlDAYATULLAH STATE ISLAMIC UNIVERSITY

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LEGALIZATION OF EXAMINATION COMMITTEE

A skripsi titled "The Teaching of the Simple Past Tense Based on

Communicative Approach (A Case Study at the First year of SMK Islamiyah

Ciputat)" was examined at the examination session ofthe Faculty of Tarbiyah and

Teacher's Training of State Islamic University (UIN) Syarif Hidayatullah Jakarta on

l2'h of July 2005. This skripsi has fulfilled the requirement for The Degree ofs。セェ。ョ。

(S.I) at the English Department.

Jakarta, July 2005

Examination Committee

The I-lead of Committee

Examiner I

Drs. Nasrun Mahmud, M. Pd

NIP. 150041 070

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ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful, all praise be to Allah,

Lord of the world, by the whole modest heart, all praise and strength that enable the

writer finish this 'skripsi'. Peace and hlessing he upon the prophct Muhammad, his

ttullily, his companions, and his followers.

This 'skripsi' is presented to the English Department of the Faculty of

Tarbiyah and Teachers' Training Syarif Hidayatullah State Islamic University (UIN)

Jakmta as a partial fulfillment of the requirements for the Degree of Strata I (S I) and

alhamdulillah finally the writer gets the title.

It is great honor for the writer

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make acknowledgment of indebtedness to

express her sincere gratitude to her beloved iTlother, Syamsini, her beloved uncle, H.

Suparta, her beloved grandmother, Hj. Sumirah, and her beloved brothers, Pantol11

Sejahtiar, Ricky Nelson, and Muhammad Falen, and her cousin Mbak Nining, who

always encourage her. And last but not least for her beloved father, A. Rusli, thanks

for his prays, the writer knows that he always whishes her luck.

The writer also likes to express her sincere gratitude, particularly to:

I. Dra. Hidayati, M. I'd, as her advisor fur having guided her in writing this skripsi.

2. Prof. DR. Dede Rosyada, MA. the Dean of Tarbiyah Faculty and Teaehns'

Training UIN Syarif Hidayatullah Jakarta.

3. Drs. Nasrun Mahmud, M. Pd. the I-lead of English Department and Drs. Syauki,

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4. The I-lead Master of SMK Islamiyah Cioutat Drs. Hilmudin, who has given the

permission to the writer to do the research and also to the English teachers, Mr.

Indra M, SE and Mrs. Dian R, SE.

5. To all Lectures of English Department who havc taught the writer.

6. Her lovely jj-jends at English Departmelll "angkatan 2000 class B" and IRSAL,

for their goodness and 11'iendship to the wt'iter.

7. All people who have given their contrihltion to tile writer.

May Allah, the Almighty, bless, protect and guided them all. Amin.

Jakarta. July 2005

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TABLE OF CONTENTS

EXAMINATION LEGILIZATION

ACKNOWLEDGEMENT i

TABU, OF CONTENTS iii

CHAPTER I: INTRODUCTION

A. Background or the Study I

B. Statement of the Problem 4

C. Objective of the 'Study 5

D. Significance of the Study 6

E. Scope and Limitati:JI1 of the Study 6

F. Dellnition of Key Terms 7

CHAPTER II: THEORETICAL FRAMEWORK

A. The Simple Past Tense 8

I. Thc Meaning of the Simple past Tense 8

2. The Use of the Simple Past Tense 12

B.

The Communicative Approach 13
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3. The Advantages and Disadvantages of Communicative

Approach 19

C. The Teaching of the Simple Past Tense Based on

Communicative Approach 20

I. I)csGription of' the Problem 20

2. Equipping Learning Materials 22

3. Techniques of' Presentation 22

CHAPTER III: RESEARCH METHODOLOGY

A. Research Design 26

B. Place and Time 27

C. Population and Sample 27

D. Methods of the Study 28

E. Technique of Data Collecting 28

I. Observation 28

2. Interview 28

3. Teaching Learning ?rocess 28

4. Test 31

F. Technique of Data Analysis 31

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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Teacher Qualification 36

B. Teaching Preparation 37

C. Instructional Materials , 39

D. Instructional Activities 39

E. Teaching Technique ,.: 40

CHAPTER V: CONCLUSION AND SUGGESTIONS

A. Conclusion 41

B. Suggestions 41

BIBLIOGRAPHY

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CHAPTER I

INTRODUCTION

This chapter contains the background of study, the statement of the problem, the objectivc of the study, the signilicance of the study, the scope and limitation of the study and the definition of key terms.

A. Background of the Study

English plays as an important role in global era as a tool for communication among nation. It is lIsed in many activities such as: commerce,

sport, education, science, and technology. As an international language, most people in the world now speak Englisn. This IS one of the reasons why the

Indonesian government considers English to be taught as the first foreign language starting from elementary school up to the university.

As a foreign language, English is taught in schools merely as a subject. Itis neither used as a medium of instruction POl' as a means of communication within

the country, in which, students do not have opportunity to practice English outside the classroom. It is essential, the,'efore, that the teacher organizes process, which will not be found outside the cbssroom. The teacher has to learn and

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The teaching of English in the vocational high school as intended to prepare the students to continue their education at the university level. The aim of teaching is to equip students with woddng knowledge of English in order that they read textbooks and follow lecturers given by foreign lecturers. As a required subject at the vocational school, English functions as a means for the students to develop their knowledge, skills, and atti':udes in the areas of science, technology, and arts. They are expected to participate in the development of the nation. But unfortunately, the result of the teaching of English has not been satisfactory yet.

Due to the 1994 Nationa; Curriculum, the teaching fur Vocational High School students consist of the four fundamental skills that we have to employ in order to comprehend the English language. They are listening, speaking, reading, and writing. They fall into two major skills. The first one is 'productive skills': speaking and writing skills, and the second one is 'receptive skills': reading and listening skills.]

Besides the four language skills, there are several language factors students should master. They are gramm"r, vocabulary, spelling and pronounciation. The four language factors can be tran3terred to the students through the four language skills. The purpose of teaching these language factors as mentioned in GBPP 1994 are to enforce the ability and development of the four language skills in English.

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The importance of grammar ab:lity, according to the language expClis, has a big role in students' English fluency. However, mastering grammar does not mean mastering the entire language-. Mastering grammar should be integrated with the language skills and the language (actors in order to make the students easier to understand the language during the communication. As Richard said: ... it's not simple a case of more grammar= more proficient; grammar skill interact with other language skills and together determine what learners can do at any given level of proficiency and how well they can?

Proficiency in grammar can give self confidence for students to communicate in the target language.) Knowing they can use the right expression will reduce the scare and embarrassment when they have talk.

The result during some observation while teaching at SMK showed that speaking is the most difficult prol)lem of the other skills; listening, reading, and writing. The students have difficulties in expressing their idea in English, therefore they often make mistakes while trying communicate in English. This problem will not happen if they get not only the grammar and vocabularies of English but also know how to use them in communication. After all, the teaching of English must be about the body of knowledge and the communicative function of it. So, it is important for the teachers to know or to study method of teaching activities by choosing the suitable nlCthod according to the students' need.

2 J.e. Richard, "The Status of Grammar in tlw Language Curriculum," Paper Presented in SEAMD Regional Language Cell tel' (Sing,apNe: RELC, 1985), p. 148

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Many of the English teachers at SYlK still use the previous methods. One of the methods is Audio Lingual Method, where the language teaching depends on repetitive drill of the mechanical type. For example:

Teacher : there is a book on the tuble Students : there is a book on the table

The writer often hears that teachers who use it always complain about their students' ability. The students cannot n.,ake sentences by using the form correctly or they can produce correct sentenc,"s but they cannot use the forms in appropriate situations.

Based on the explanation above, the writer would like to try to combine the teaching of grammar or structure by applying the communicative approach. This study is intended the teaching of simple past tense based on communicative approach for the first year ofSMK IslUln;yah Ciputat.

B. Statemcnt of thc Problem

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5, To describe the teaching techniquer. used by the English teachers at the first year of SMK Islamiyah Ciputat in teaching simple past tense,

D. Significance oftheStudy

Hopefully, the study will contribute many advantages to the English teachers in vocational high school and in implementing the teaching of the simple past tense based on the communicative approach at the first year of SMK

lslamiyah Ciputat.

The result of the study hopefully can also assist students in learning the language skills in English in an interesting way, Subsequently, it will assist the students in upgrading their ability to communicate in English,

E. Scopeand Limitatiou of theStudy

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English teachers at the first year cf SMK lslamiyah Ciputat in teaching simple

past tense.

F. Definition ofKey Terms

To avoid misunderstanding, the following definitions arc given to make

readers have the same understanding or perception for some terms used in this

study. They are also intended to avoid a'nbiguity or misinterpretation. They are

as follows:

1. Teaching refers to the activity where the teacher is giving some explanation

about the lesson to the students

2. Simple past tense refers to the tense in grammatical English. The simple past

tense indicates an activities or situation began and ended at a particular time in

the past.

3. Communicative approach refers to communicative activities to make the

students able to communicate with otht:rs in English.

4. SMK is the acronym of "Sekolah Menengah Kejuruan" or vocational high

school.

5. Islamiyah refers to the name of the scilOol where the writer do the research for

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CHAPTERIl

theorセtical I?RAMEWORK

In this chapter we will discuss the meaning of the simple past tense, the use of the simple past tense, the meaning of communicative approach, the characteristics of communicative approach, the advantages and disadvantages of communicative approach and the teaching of the simple past tense based on communicative approach

A, The Simple Past Tense

J, The Meaning of the simple Past tense

Betty Schrampler Azal' stated that the simple past tense indicates an activity or situation bcgan and ended at a particular time in the past4 Another writer, Marcella Frank, stated in her book, that the past tense indicates definite time terminating in the past, whether a time word is given or notS Based on the two definitions above we can conclude that the simple past tense is the form that indicates an activity or situation which is given or not. We can also say that the simple past ',ense is lIsed to describe an action

-1 Betty Schrampfer Azar, Understanding and Using English Grammar (New Jersey, Prentice

Halltne, 1989), P,24,

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or situation that happen at any time in the past. The simple past tense is

formed by using the simple past form of the verb.

There are two kinds of the verbs here, regular verbs and irregular

verbs. For example:

Regular verbs Irregular verbs

Look looked begin began

Answer answered come came

Play played go went

Agree agreed take took

Borrow borrowed eat ate

Change changed lose lost

Enter entered teach taught

I-Iappen happened choose chose

Study studied understand understood

Work worked wake woke

The simple past tense of regular verbs is form by adding -d or -ed to

the main verb. For example:

- She entered the room

- He traveled to Surabaya last year

- Dina borrowed my bag

Besides the regular wrbs, there are also irregular verbs. For example:

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- I saw her at the market

- She wrote a letter

The auxiliary verbs do has a past form did. Did and did not

(contracted to didn't) are used with the base form or the past tense. Did and

didn't are also used in short answer. Fc,r example:

Negative statements

- I didn't spend much money

Tina didn't eat breakfast

- They didn't do any mistake

Questions

- Did Feri play football?

- Did you go to scholl by bus?

- Did Nany like cats?

Short answer

- Did mother buy some eggs?

Yes, she did

No, she didn't

- When did you go to Bandung?

Last week (I went to Bandung last week)

- Where did you eat dilmer?

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II

The next one is the simple past tense form of be. Was and were are

the past tense form of be. For example:

- Didi is at work today

Didi was at work yesterday

- She is happy now

She was happy last week

- There are many people now

There were many people yesterday

In the question form, the verb be and the subject are reversed. For

example:

- He was late this morning

Was he late this morning?

- Gina was sick last month

Was Gina sick last month?

- Sari was born in 1982

Was Sari born in 1982?

- Mrs. Ida was angry last night

Was Mrs. Ida angry last night

Certain past time expression l:sually occur with verbs in the simple

past. If the time expressions do not cccur, it is because they are understood.

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When I was young, I swam every week. c. duration of an event completed in the past

In the Colombus' day, peopic believed that the earth was flat

She lived in Bogor for ten years and she decided to return to Jakarta

B. Commuuicativc Approach

I. The Meaning of Communicative Approach

Jeremy Harmer states a definition about the communicative approach that is the focus on communicPctive activities and the concentration on language as a mean of c0l11111uniration6This is because as one of the approaches in the teaching of English with its basic aim to make the students able to communicate with others ii, English.

Janice Yalden, who is als0 interested 111 communicative approach

says as follows:

In this approach, language is viewed not only as a body of knowledge about sound, vocabulary and grammar, but also very much as an instrument for interpersonal communication for a whole range of purposes as a wide variety of situation.7

6Jeremy Harmer, 7Yle Practice of E'nglish Language Teaching (London: LonglllClll Group UK

Ltd, 1991),p.48

7 Janice Vaiden, COl11lJlunicatior Language Teaching(Ontario: The Ontario Institute for Studies

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From the description above, it scems that Janice Yalden thought that

the teaching of English must be about the body of knowledge and the

communicative functions of it. Those are the materials of English teaching

according to the communicative approach.

Since the communicati'le capacity becomes the starting point of

communicative approach, it needs a teacher's creativity to elaborate the

situation that can mal<e the students really feel interested and get involved to

the class environment, so that the students expand their ideas accordingly.

Longman dictionary of langl.:age teaching and applied linguistics

defines the communicative appwach or communicative language teaching

(eLT) as an approach to foreign or second language teaching which

emphasize that the goal of language learning is communicative

competence.8This approach has been developed by British applied linguistics

as reaction away from grammar-based approaches.

Communicative Competence

As stated before that the goal of language teaching based on

communicative approach is to develop communicative competence, it is

necessary to understand the concept of communicative competence.

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The communicative compet(';nce was' first coined by Dell Hymes

(1972) as a reaction against the concept of language competence proposed

by Noam Chomsky in 1965. The term communicative competence has

received various interpretations, mostly based on sociolinguistics studies.

Communicative competence is the competence which enables us to

transmit and interpret messages and give meaning in the interaction between

individuals in a specific contexl.9 Communicative competence involves

being able to use the language appropriate to a given social context, to do

this learners need knowledGe of the linguistic forms, meanings and

functions. They must be [,ble to choose from among these the most

appropriate form, given the social context and the roles of the interlocutor.

They must also be able to manage the process of negotiating meaning with

their intern.

The concept proposed by Dell Hymes was subsequently developed

by other linguists. One development often cited in references is the model

developed by Michael Canale. According to him, communicative

competence consists of four domains of knowledge and skill, i.e.

grammatical, sociolinguistic, discourse and strategic competence.

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a. Grammatical competence

This component is identical with linguistics competence. It involves the mastery of language codes both verbal and non-verbal, such as vocabulary, sentence formation, pronounciation, spelling, and semantics. This competence is required for the understanding and expressing literal mean ing of an utterance.

b. Sociolinguistics competence

Sociolinguistics competence relates to the extent an utterance expressed and understood correctly in different sociolinguistic context, which is turn depend on certain factors such as speaker-listener status, the objective of the interaction, and the rules and norms of the interaction. The appropriateness involves form as well as meaning.

c. discourse competence

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According to Morrow, activities that are truly communicative have

three characteristics, those are: information gap, choice, and feedback.

a. Information gap.

In

the eourse of doing the activity, one participant

should be in a position to tell one or more other people something that

the others do not yet know.

b. Choice. The speaker must !'ave some role in deciding exactly what he

say and how he will say;\. This also means that there should be somc

unccliainty in the mind ofthc listener about the speaker will say next.

c. Feed back. What the speake;' say to the person he is communicating with

depend not only on what the other person say, but also what the speaker

wants to accomplish via the conversation.I I

Finocchiaro and Brumfit s'lid some characteristic of communicative

approach. The characteristics are:

a. Meaning is paramount

b. Dialogues, if used, cemer around communicative functions and are not

normally memorized

c. Contextualization is a basic prem ise

d. Language learning is learnirlg to communicate

e. Effective communication is sought

f. Attempt to communicate may be encouraged from the very beginning

1I Keith Morrow and Keith Johnson in Diane Larsen Freeman, Techniques and Principles in

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g. Drilling may occur, but peripherally

h. Translation may be useG where students need or benefit from it

I. Reading and writing can stmt from first day, if desired

J. The target linguistic system will be learned best through the process of struggling to communicatc

k. Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately)

I. Linguistic variation is a centml concept in materials and methodology m. Teacher help learners in any way that motivates them to work with the

language

n. Students are expected to interact with people, either in the flesh, through pair and group work, or in their wrings.

o. Intrinsic motivation will spring from an interest in what is being communicated by the lallguage.12

3. The Advantages and Disadvantages ufComl11unicative Approach

There are some advantages and disadvantages of communicative approach in learning-teaching process.

11 Mary Finocchiaro and Christopht;r J. Brumfit. The Flmctional National Approach; From

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a. The Advantages

I) The students can use the language that it is learned as an instrument to communicate.

2) Psychologically studems are more active in asking question based on their communication nceds.

3) The relationship between the teacher and students are more familiar. 4) It is more humanistic, because it concerns with the students'

activities in real situations and has meaning in content or function in language.

b. The Disadvantages

1) It takes more time for the tel:cher to make preparation. 2) It needs teachers' creativity to make the class alive.

3) The teacher should master the materials in shorts of real situation in class activities.

4) Discouraging shy students to express their ideas (to produce sentences) because they are shy in other people in front ofthe class.

C. The Teaching of Simple Past Tense Based on Communicative Approach 1. Description of the Problem

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functional as well as structural aspects of language, combining those into a

j. II . . . IJ

more TI y communicative View.

From the description above, it can be seen the two aspects of language, that are functional a'ld structural, combined are taught in order to makc the students able to cClr.municple with others in English.

The description of the teaching of the simple past tense Il1

communicative approach will be clearer and easier to be understood by the English teachers with the two terms. that areusage and use./4

The first term is usnge, refers to the manifestation of language system. It can be said that someone, who learns English, master the usage of English ifhe can produce sentences in English like the following:

The cat sat on the chair The farmer killed the duckI:ng

The dialogue is an example of usage of English: Teacher

Students Teacher Students

: Book

: There was book in my bag : Rain

: Itwas rain yesterday

lJ William Littlewood, Communicative Language Teaching (London: Cambridge University

Press, 1981J.p.94

14 H. G. Widdowson, Teaching Langage as Communication (London: Oxford Universily

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The second term is the use ofthe longuage. Itcan be described as the knowledge of how usage is applied for normal communicative purposes. The students must be master both usage and use of language if they want to be able to communicate with others in the language they learn, for example if the students have mastered t:1e simple past tense in a conversation bellow: Dini . Did you go to the beach last holiday?

Agus : Yes, I did

Dini : What's on there'!

Agus : TlIltles.Itwere the big turtles.

The main goal of English te"ching based on communicative appro2ch

IS to enable the students to cor,1lTIunicate with others appropriately in

English.

2. Equipping Learning Materials

Before entering the class and giving the materials to the students, a teacher should note sever,11 preparation to make teaching and learning process successful and to meet theセエオ、・ョエGウ need.

a. selecting and preparing materials and class room activities b. integrating form meaning and content in syllabus design

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d. preparing appropriate exercises and activities for rule presentation or error correction

e. consulting a variety of grammar rderence books in order to establish how a structure is formed, when it is used and whether there are any particular

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ru es or exceptIons governmg Its usage.

• 3. Techniques of Presentation

There are some techniques or materials associated with the communicative approach which can be applied in the teaching learning process such as authentic materials, scrambled sentences, language games, picture strip story, and role-play. 16

a. Authentic Materials

This is used to overcome the typical problem that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations. 1n this lesson the teacher uses foto copy of a genuine newspaper article. Healso assigns the students homework, requiring they listen to a live radio or television broadcast.

15 Marianne Celce Murcia and Sharon Hilles, Techniques and Resources In Teaching

Grammar(Oxford: Oxford University Press, 1988),p.7-8

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b. Scrambled Sentences

The students are given a passage (a text) in which the sentences are in a

scramble order. In キイゥエエセョ passages, students might also be asked to

unscramble the lines of a mixed-up dialogue.

c. Language Games

games are used frequently in the communicative approach. The students

find them enjoyable, and if they arc properly designed, they give the

students value able communicative practice. Games also have the three

features of communication: in form "tion gap, choice, and feedback.

d. Picture Strip Story

In this activity, one student in a small group is given a strip story. I-Ie

shows the first picture of the story to the other members of his group and

asks them to predict what the second picture would look like. An

infOlmation gap existed, the students in the groups do not know what the

picture contained. They have a choice as to what their prediction would

be and how they would word it. They receive feedback, not on the content

of prediction, by being able to view the picture and compare it with their

prediction.

e. Role-Play

Role-play are very important in the communicative approach because

they give students an opportunity to practice communicating in different

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that they are very structvre (for example, the teacher tells the students

who they are and what they would say) or in a less structured way (for

example, the teacher tells the students who they are, what the situation is,

and what they are talking about, but the students determine what they will

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in the study. It includcs thc research design, place and lime, population and samplc, method of sllldy, technique of data collecting,エ・」ィョゥアオセ of data analysis, and data analysis.

A. Research Design

This study is descriptive-evaluative in nature. It is called descriptive because this study tries to describe the objective condition about teaching the simple past tense based on communicative approach at the first year of SMK Islamiyah Ciputat. Since this study only focuses on specific school namely SMK lslamiyah Ciputat at first year, it is also considered as a case study.

Besides this study is also called evaluative because it tries to evaluate objectively about teaching tile simple past tense based on communicative approach at the first year ofセmk Islamiyah Ciputat. The evaluations conducted by way analyzing the teaching of simple past tense based on communicative approach. 17

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B. Place and Time

The writer did the research at th(; first year of SMK Islamiyah Ciputat located in Jl. Kihajar Dewantara No. 23 Ciputat. The research has been started since Mei 23rd,2005 until June 04th,2005.

C. Populatiou and Sample

Population of the research is students at the first year of SMK Islamiyah Ciputat. This level consists of 3 classes with 42 students in each class and the total number of students are 146 students.

Here the writer did not take total of population as sample. But for observation the sample are only 40 studen:s.

D. Method of Study

In completing data, the writer conducts Library study and Field research. In the library study, the writer reads some books dealing with the topic as listed in the bibliography to support this article and the books are found from three libraries in Jakarta: library of UIN Jakarta, library of UNJ Jakarta, and library of AMINEF.

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tense based on communicative approach. The list of questions can be seen in the instrument of research.

Eo Technique of Data Collecting

In completing the data, the writer uses some techniques of data collecting such as observation, teaching learni'1g process, interview, and test.

I. Observation

Before doing research, the writer first of all observes the location and population where the researcb is carry out. The observation was done on Monday, Mei 23'd2005.

The writer observed about the application of communicative approach

111 teaching the simple pm,! tense at SMK Islamiyah Ciputat. Therefore, this

technique can be categorized as non-participant observation. 2. Interview

interview was hold witl, the English teacher at the first year of SMK Islamiyah Ciputat. The inerview was done on Wednesday, Mei 25th 2005. It is meant to know the real condition in applying the communicative approach and how far the students' interest and their ability in learning English grammar especially simple past tense.

3. Teaching Learning Process

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teaching Icarning process are devided into three parts, namely motivating strategies, prescntation, skill and practicc. This activities were hold on Saturday, Mei 28th2005 and Wednesday, June 01st2005.

First, the writer did thセ motivating strategies by making communicative activities with asking some students, such as: "what did you do this morning?", and many serltences are given by the students, such as: "1

watch telenovela","Iwent to the market", "Iread a story book", etc.

Second, the writer explained about the pattern of simple past tense like the following:

Subject

+

Past Verb

+

Complement

Besides the pattern of simple past tense above, the writer explained to about the regular & irregula" verbs, the past tense form of be (was & were), the past form of auxiliary verb do (did & didn't) and the time expressions.

In

every explaining, the writer gr.ve separated sentences as the examples, such as:

I went to East Java last month He played badminton yesterday Mother was at home this morning My brother didn't go to school yesterday

The writer repeated this セ」エゥカゥエゥ・ウ two times 111 order to make the

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30

writer asked if the students had question related to the explanation of simple past tense forms.

Third, the writer did skill practice. The writer asked to some of the students to made the sentence of simple past tense. When the students made wrong sentences, the writer corrected it. For example:

The wrong sentences: Teacher

Student 1 Teacher Student 2 Student 3 Student 4 Student 5

: What did you do yesterday? : IgQto Ira's house yesterday : When was you born? : I am born in 1989

: 1 visit my grandmother last year : I stud.): English this morning

: I doing my home work last night

The writer gave the correct of wrong sentences above, such as: I went to the Ira's house yesterc1ay

I was born in 1989

I visited my grand mother last year I studic:d English this morning I did my home work last night

(36)

31

4. Test

The test is given to the students to know the students' ability after

learning simple past tense based on communicative approach. The writer gave

the test on Saturday, June 04th 2005 and it consisted of 20 questions to the

students. The student must did the test individually. The writer counted that

the students were able to do the test in 20 minutes. The results of the test is

listed in the technique of analysis and data analysis.

F. Technique of Data Analysis

The technique analysis used in this research is descriptive analysis

technique (percentage) which is described in the table percentage using formula:

P :

f

x

100 %

N

P : Persentage

F : Frequency

N : Number / amount

After having the percentage and frequency, the average mark will be

taken by using formula:

Mean

If.

xi
(37)

32

G. Data Analysis

As stated 111 method of "tudy, the writer conducted the field research

method and she collected the data from application test of simple past tense. The writer gave the test to the torty students at the first year after presenting the materials. The test consists of 20 items and in every correct item gets 5 points. The instruments ofthe test can be seen in the appendix.

[image:37.521.67.447.205.693.2]

The data of students' scores could be seen to the following table: Table I

The Result of The Test

No Sample Score No Sample Scorc

1 Student 1 50 21 Student 21 70

2 Student 2 50 22 Student 22 75

0

Student 3 50 23 Student 23 75

.J

-4 Student 4 55 24 Student 24 75

5 Student 5 55 25 Student 25 75

6 Student 6 55 26 Student 26 75

7 Student 7 55 27 Student 27 75

8 Student 8 60 28 Student 28 75

9 Student 9 60 29 Student 29 75

10 Student 10

GO

30 Student 30 75

II Student 11 60 31 Student 31 80

12 Student 12 60 32 Student 32 80

-13 Student 13 60 33 Student 33 85

14 Student 14 65 34 Student 34 85

(38)

16 Student 16 65 36 Student 36 85

-17 Student 17 65 37 Student 37 85

_.-18 Student 18 70 38 Student 38 90

-19 Student 19 70 39 Student 39 90

20 Student 20 70 40 Student 40 90

_._-

--To find out number of class and interval of data students' scores using: Number of Class (C)

C = 1+(3,3) Log n

= 1

+

(3,3) Log 40 = 1 + (3,3) (1,6021) = 6, 28693

= 6 classes

Ratio (R) is the highest mark (H) minus the lowest mark ( L )

R =I-l-L+ I

=90-50+ 1

= 41 Interval ( I )= R

C

= 41 6 =6,83 =7

(39)

34

The following table presents the frequency and percentage ofthe test result: Table II

Frequency and Percentage of The Test Result Frequeuey Percentage Mid Poiut

FXi Iuterval

(F)

(P)

(Xi)

- - - -セ セM セMM M M M セ --- - - -

-90 -97 0

1,5 93,5 280,5

j

-

---82 -89 5 12,5 85,5 427,5

-

-74- 81 11 27,5 77,5 852,5

66-73 4 10,0 69,5 278

58 -, 65 10 25,0 61,5 615

50 - 57 7 17,5 53,5 374,5

-Total 40 100

2828

The formula used to find out mean: Mean = I: Fxi

N 2828

40

= 70,7

Iuterpretation

Before interpreting and discussing the data, the standard of mark that is made by Norman E. Grondlund. mark that is called of six of following:

writer will quote

18

The standard of

(40)
[image:40.526.46.452.96.525.2]

35

Table III

The Standm·d of Six by Grondlund

Mark

I

Classification

I

90

Very Good

80

Good

70

More Than Enough

- -

f

-60

Enough

-50

Bad

40

Very Bad

The average mark of test p;sult is

70,7

(71), and according to Standard

of Six, it is considered intoMore Than Enough.

The explanation above clarifi.c8 that the result of teaching simple past

(41)

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents and discusses the findings of the research based on the data gathered during the investigation. According to the research problems, it presents and discusses the research findings as follows: teacher qualification, teaching preparation, instructional materials llsed at the first year SMK Islamiyah Ciputat, instructional activities, and the teac'ling technique used by the English teacher at the first year of SMK Islamiyah Ciputat.

The findings are analyzed on the ba3is of the gathered data and the discussion

IS derived from the analysis of findings and theoretical framework discussed in

chapter II.

A. Teacher Qualificatiou

At first year of selling department of SMK Islamiyah Ciputat there is one teacher who teaches English subject, namely . the table bellow will shows the personal details of the teacher:

Table IV

TC}lcher Qualification

Dian Rostikawati,sャセ

1999, En lish course fl'Om

11<!110rHl')' ..

S I from S'1'JEI, Faculty of Economy

Female 25

ndnl M,SE

glish course from

' L - .

STIE Ahmad

acuity of Economy

No Descrintion M.I

1 Age 3:

2 Sex Male

) j"lonorary/Public ServantHセゥセゥNANNNM ⦅ャAセ

4 Latest Education Sj from

(42)

37

lEe L1A

.._--_.

---_._---Iyear, since2004/2005

Experiences I ケセ。イL since 2004/200;

CipllLat aClllit'lllit..: vcar

--Experiences

-

-( lslamiyah

-6 English Teaching aL SMK Islami ail 7 English Teaching

Beside at SMI Ciputat

Based on the data shown in the bble, the writer conclude that the English teacher at first year of SMK Islamiyah Ciputat are not qualified to teach based on 2004 curriculum because they are not graduated from English department.

B. Tcaching Preparation

(43)

Table V

ANNUAL PROGRAM

38 Subject Level Class Academic yep!" : English :SMK : 1sl

:2004/2005

Semester No Theme/Sub TllCll1e Time Information

Allocation 1 Communication

l.l Technology of Communication 2 hours +2jam for

1.2 Greeting 2 hours daily test

1.3 Introduce 2 hours

2 Tourism

2.1 Advantageof TOllrlsm 2 hours +2jamfor

2.2 Nationality 2 hours daily test

2.3 Culture Change 2 hours

3 Education

1 3.1 School Based On Competency 2 hours +2jam for

3.2 Calling phone to Friend 2 hours daily test

3.3 Handlin" the Teleohone 2 hours 4 Home Industry

+2jam for

4.1 How to Make Tofu 2 hours

4.2 Describe Something 2 hours daily test

5 Profiles

5.1 Secretary 2 hours +2jam for

5.2 What do they Like 2 hours daily test

5.3 Te Difference Science and Art 2 hours

I Food and Drinks

+2jam for

1.1 What Does your Food Contains 2 hours

1.7 Food R.."cipe____.____ .._____ 2 heurs daily test

I- t-=-:-.. - ..- ..- 1---._---_..._.-.

2 Hobbies and leisure

2.1 Running to Win 2 hours + 2jam for

2.2 San Fransisco Chosen as the Place 2 hours daily test leisure

3 Jobs Description

11 3.1 William H. Gates Chairman 2 hours +2jam for

3.2 Curriculum Vitae 2 hours daily test

3.3 Job Vacancy 2 hours

4 Sign and Symbols

+ 2jam for

4.1 What sign? 2 hours

4.2 What Is Air Madeof? 2 hours daily test

5 Location and Direction

5.1 Showing the Bank 2 hours +2jamfor

5.2 Expression for Feeling 2 hours daily test

[image:43.531.16.456.61.678.2]
(44)

--39

C. The Instructional Materials Used

The English text book used at SMK Islamiyah Ciputat consist of two books, namely; (1) English text book and (2) book of students' spread sheet. Both of the books published by Yudisti'·a.

Pursuant to curriculum used at the lirst year of SMK Islamiyah Ciputal is 2004 curriculum. The Objectives of Fnglish Lesson based on 2004 Curriculum are:

1. Communication in English

2. Understanding English as a system 3. Understanding culture

4. Knowledge

D. The Instructionl Activities

Teaching activities of teachi"g simple past tense from the research, it Islam found that the activities of te1ching s;mple past tense at the first year of SMK Is[amiyah Ciputat as shown as follows:

I. Greeting

2. Checking the attendance list 3. Giving students' Motivation

(45)

40

7. Giving exercise 8. Discussing exercise 9. Giving homework

K The Teaching Teehniqnes Used

(46)

CHAPTER V

CONCLUSION ANDsugc[eセ[tioャ|イs

A. Conclusion

Based on the prevIous datel analysis, the writer make conclusion the effectiveness of teaching of simple past tense based on communication approach is more than enough. That is can be seen the average score of the test. The average score is 70,7 (71). According te the standard of six made by Norman E. Grondlund, that score meansmore than enough.

B. Suggestions

There are some suggestion that can be given in relation to the writers' conclusion. The suggestion are as foliows:

I. The English teacher should use communicative approach in English teaching learning process.

2. Itis necessary for English teacher to :mprove their knowledge of English language anclmethods of language teaching.

3. The English teacher should be creaCve in developing the teaching learning activities in classroom to make the class alive.

4. The English teacher ought to give the students oppoltunities to be active in teaching learning process.

(47)

lHBUOGRAPHY

Alexander,Longman English Grammar,London: Longman Groove UK Ltd, 1988. Azar, Betty Schrampfer, Undentanding Using English Grammar, New Jersey:

Prentice Hall Inc., 1972.

Brown, D. H., Principles of Language Le_7ming and Teaching, Englewood Cliffs, New Jersey: Prentice Hall, 1937.

Canale, Michael, From Communicative Competence Language Pedadogy, In Richards J. C. and R. W. Schmidt, Language and Communication, London:

Longman Group Limited, 1983.

Diane Larsen Freeman, Techniques aud Principles in Language Teaching, Oxford: Oxford University Press, 1986.

Frank, Marcelle, Modern English: A Praclical Reference Guide, New Jersey:Prentice Hall Inc., 1972.

Harmcr, Jercmy, 7'l7e Practice of English Language Teaching, London: Longman Group UK Ltd, 1991.

Littlewood, William, Communicative Language Teaching, London: Cambridge University Press, 1981.

Murcia, Marianne Celce, and I-Iillcs, Sharon, Techniques and resources in Teaching Grammar,Oxford University Pre3s, 1988.

Richard, J. C., The Status o/Grammar in the Language Curriculum, Paper Presented in SEAMD Regional Language Cenkr, Singapore: RELC, 1985.

Widdowson, H. G., Teaching Language as Communication, London: Oxford University Press, 1984.

(48)

Appendix 1

Insrument of R",search

The interview with the English teacher:

I. What is the book llsed as teaching material?

2. What is the method llscd in teaching Engli"h in the class?

3. What is the most emphasized in teaching English (speaking. reading, writing or

listening)?

4. Is there any media used beside the book?

5. How is the conception and attention from the students 111 teaching English

especially in grammar?

6. According to you, what should the teachers do to obtain satisfactory in teaching

(49)

Appendix 2

RESEARCH INSTRUMENT

Name

Class

Fill the blank with the correct answer! 1. I to the mall yesterday

Subject: Dllte a.go b.gone e. went d.goed

2.

My brother ... a bear an hour ago

a. seen

b. saw

3.Alex did not last weekend a. work b. worked c. sees d. seed e. working d. worker

4 Mike visit his grandmother last holiday? a. did

b. are

e. does

d. was

5... Judy and LiJis at last months' ュ・・エゥョァセG

a. did

b.

are

e.

was

d. were

6. We ... not happy after the sad ending

a. was b. were

c.da

(50)

7. ... you see

J

ani's new cat yet?

a. did c. do

b. are d. was

8. Sorry, I hear you at the door

a. wasn't c. am ョッセ

b. didn't d. don't

9. I English for two years

a. study e. studied

b. studying d. studies

10. What ... you eat for luneh yesterday?

a.do

b. did

II. Did tara phone you 1st night?

a. no, she do

b. no, she does

12. I ... in Medan for two years

a. live

b. life

C. was

Q. wert'

c. yes, she was

d. yes, she did

c.lived

d. leaves

13 you watch foot ball champion last week?

a. do c. did

(51)

14. We didn't the telephone

a. hear

b. heard

c. hears

d. her

15. Did you tennis three days ago

a. plays c. pl'Wed

b. play

16. We not late for the train

a. are

b. were

17. It cold yesterday

a. are

b. were

18. He didn't ... the movic

a. like

b. likes

19. She the door

a.open

d. playing

c. \vas

d. did

c. \Vas

d. did

d. liking

c. opened

b. opens d. opening

20. Dery and Mary at home this morning

a. are c. do

(52)

Appendix 3

!<:EYANSWER

I.e

11. D

2. B 12.

e

3. A 13.

e

4. A 14. A

5. D 15. B

6. B 16. B

7. A 17.

e

8. B 18. A

9.

e

19.

e

(53)

NomoI' Lamp Hal

:Istimewa

: I (satu) lcmbar

: Pengajuan judul Skripsl

Ciputat, 14 Juli 2004

Kepada Yth,

Ketua Jurusan

Tadris Bahasa Inggris Di,

Tempat

Assalalllu' alaikulll Wr. Wb.

Semoga kesejahteraaan tercmahkan kepacla Bapak elan sclalu sukses menjalankan aktifitas sehari-hari, Amin.

Mengingat akan berakhirnya m:lsa stueli saya eli tingkat strata 1 (S I), maIm saya yang bertanda tangan eli bawah ini:

Nama : Sondang trianasari

NIM : 100014018051

Fakultas : Tarbiyah

Jurusan : Tadris Bahasa 1nggrls Bermaksuel mengajukan skripsi mengenai:

THE TEACHING OF SIMPLE PAST TENSI, BASIW ON

COMMUNICATIVE APPROACH (A Case Study at First Year Of SMK Islamiyah Ciputat)

Sebagai bahan pertimbangan bagi Bapilk, bersama ini saya lampirkan: 1. abstraksi

2. Outline

(54)

Mengetahui,

k・エオ。Lセ urusan

( '

[セiゥスG

'j11.L /

Drs, Nasrllil

Mahl1111cl rv1.pcl

Pemohon

Sondang Trianasari

(55)

DEPARTEMEN AGAMA

UNIVERSITAS ISLAM NEGERI

SYARIF HIDAYATULLAH JAKARTA

FAKUL'l'AS ILMU TARBIYAH DAN KEGURUAN

ndn Nomor 95, Cipula! 15412, Indonesia

T,lr. :(62-21) 7443328, 7401925.Fax.(62-21) 7402982

Email: Ilinjkl@cllbi.netid .

_ _ twew

M_ _

er'M W_UIlIIliI!!I'?PU'IWIlTWlWV'?''''1fJWJ> M

NomoI' Lamp. Hal

:

ETITL.02.2/VI/2005

:'Instrumen Riset

:RISET IWAWANCARA

Kepada Yth.

Kepala SMEA Islamiyah Ciplltat

di-Tempat

Jakarta, 20 Mei 2005

Assalamu'alaikum WI'. ·wb.

Dengan hormat kami sampaikan bahwa : N a m a : Sondang Trianasari

adalah benar mahasiswa Fakultas Ilmu Tarbiyah& Keguruan UIN Syarif Hidayatullah Jakarta: NIM Jurllsan Semester Program : 100014018051

: Pendidikan Bahasa Inggris : X (sepuluh)

: S-1

Sehubllngan dengan tugas penyclcsaitln skripsi yang bcrilldlll:

"The Teaching of Simple Past Tense Based on Comrmmicative Approach (A Case Study at First Year of SMK Islamiyah C'iputat)"

Kami mohon kesediaan SauJara untuk menerima dan membantu mahasiswa/i tersebut. Atas perhatian dan bantuan Saudara, kami ucapkan terima kasih.

Wassalamu'alaikum WI'. wb.

Tembusan:

I. Dekan FITK 2, Ketua Jurusan ybs.

3. MahasiswaValW hersmwtmtRn

a.n. Dekan

Pembantu Dekan Bidang Akademik,

f\a

(56)

356r-[PUTAT

YAYASAN ISLAMIYAH CIPUTAT

Akta

NomoI'

16, TanggaI 11 Agustus 1978 Bank: BRI danBI'D Rek. 21201

SEKOLAH MENr.-NGAH KEJURUAN ISLAMIYAH

(STATUS: DlSAMAKAN)

NO. 79jC.C7jKEPji'PjZOOO

Alamat:)1. Kihajar Dewantara No. 23 Ciputat. Telp. 7409814

SURAl'

keteiゥFセGQ

NomoI' : 425/D.3/SMK-ilC/VV2005

Assalaamu'alaikum WI'. Wb.

Yang bCl'tandatangan di bawlIh ini, Kepala 8MI< Islamiyah Cipulat menerangkan bahwa : Nama

NIM JUl'Usan Fakultas Universitas

: Sondang Trianasari

: 100014018051

:PBI

: Tarhiyah dan Hmu Keguman : DIN SyarifHidayatulIah Jakarta

Te1ah me1aksanakan Penelitian eli sekolah Kami pada tanggal : 23 Mei 2005 s.d. 4 Juni 2005, denganjudul :

"TIle Teaching of Simple Pasi Tense Based On Communicative Approach (A Case Study at First Year ofsャセik Islamiyall Ciputat)"

Demikianlah surat keterangan ini kami buat. Atas perhatiannya kami mengucapkan tcrima kasill.

Gambar

Table IThe Result of The Test
TheTable III Standm·d of Six by Grondlund
ANNUALTable V PROGRAM

Referensi

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