Improving students understanding in using past perfect tense through situational language teaching

Improving

Students' Understanding of the

Past

Perfect

Tense

Through

Situational Language Teaching

(A Classroom Action Research at the _firct Gmde of SI,IK Perwira Jakata)

By

Azki

Erlanssa 20801400u)63

ENGLISH EDUCATION DEPARTMENT

FACULTY

OF

TARBIYAH

AND

TEACHERS'

TRAINING

.

SYARIF

HIDAYATULLAH

STATE

ISLAMIC

I.NTVERSITY

JAKARTA

2015

I IIL

DEPARTEMEN

AGAMA

T.,NTyERSITAS

rSLAM

NEGERT

(UIr9

SYARIF

HIDAYATTILLAH

JAKARTA

FAKULTAS

ILMU

TARBTYAH

DAI\

KEGURUAN

Jl. h. H. JuandaNo.95 Ciputat 15142 Jakarta

T elp: (62-21) 7 443328, 7 401925 Email: Uinikt@Cabi.net.id

STTRAT

PERI\'YATAAI\

KARYA

SENDIRI

Saya yang bertanda tangan dibawatr ini,

Nama

Tempat/Tanggal lahir

NIM

Program Studi Judul Slcripsi

Azki Erlangga

Jakarta, 16 Febnrari 1990 208014000063

Pendidikan Bahasa Inggrrs

Improving

Students'Understanding of the Past Perfect Tense (A Classroom Action Research at the

first

Grade of SMK Perwira Jakarta) Drs. Nasrun Mahmud M.Pd Drs. Nasitudin Djalil

M.Ag

Dosen Pembimbing

Dengan

ini

menyatakan bahwa skripsi yang saya buat benar-benar hasil karya

saya sendiri dan saya bertangg'rng jawab secara akademis atas apa yang saya tulis.

Pemyataan ini dibuat sebasai salah satu syarat menempuh Uiian Munaqasah.

Jakarta, 12 Mei 2015

Mahasiswa Ybs.

ENDORSEMENT SEEET

The

"skripsi'

(scientific

paper)

entitle

"IMpRovING

sruDENTs,

I.JNDERSTANDING

IN

USING PAST

PERFECT

TENSE

TTIROUGH

SITUATIONAL

LANGUAGE TEACHING

(A Classroom Action Research at the I"' Grade of SMK

peryira Jakrta),

wriueri by

Azki

Erlangga,

_{student's registration number 208014000063 was examined}

in

_the examination session

of

the

Faculty

of

Tarbiyatr and Teachers'

Training

Syarif

Hidayatullatr State

Islamic University

Jal@rta

on

Man D'd

2OtS.

The

,.skripsi,, has been _{accepted and}

declared to have

ful{illed

one of the requirements for the degree

of

..S.pd,, _@achelor of

Arts) in

English Language Education at the English Education Deparfinent.

Jakart&

Mayt2e

2015

EXAMINATION

CI{AIRMAN

: Drs. Svauki.

M.pd

NIP.

19641212 199103

1002

SECRETARY:

Zahril

Anasv. M.Huim

NrP. 19761007

20f7t0

t

₀₀₂

EXAMINERS:

l.Dr.

Fahrianv.

M.pd

NrP. 1970061I

l99l0l

2 001

2. Drs.

AM Zainuri. M.pd

NIP.

19530304 197903

l00l

by: Dean of Tarbiyah Teachers'

ABSTRACT

Azki Erlangga.2015.Improving

Students' Understanding

in

Using Past Perfect

Tense

thnough

situational Ianguage Teaching

(A

classroom Action

Research

in

the

X

Grade

Students

of

sMK

perwira

Jakafia),

_Skripsi,

English

Education

Departnen!

The Faculty

of

Tarbiyah and

Teachers' Training,

syarif

Hidayatullah state Islamic

university

Jalmrta

Keywords:

The

Understanding

in

Using Past Perfect

Tense,

_Situational

Language Teaching.

This research

is

aimed at

knowing

whether the shrdents' understanding

in

class

X-l

at SMK

Perwira Jakarta

of

the

Past Perfect Tense througb

Situad;nal

Language Teaching technique.

In

addition,

this research

is

also

ui-a

describe

how the

implementation

of

Situational

Langrrage

Teaching

in

developing students' understanding of the form past perfect tense. The subject of this

regar.fi

is

X-l

class

of

sMK

Perwira Jakarta that consisted of 2g students.

The method used

in

this

study

is

Classroom

Action

Research

(CAR).

The classroom

action

research

applied

in

this

study

is

a

collaborative

Classroom

Action

Research.

It

means that the

writer

collaborated

with

the English Teacher

of

SMK

Perwira

Jakarta

as

a

collaborator.

This

study

was

conducted

following

Kemmis

with

the

_following

procedures

of

action

research:

planning

acting, obsenring,

and

reflectrng.

The study carried

out

in

two

cycles.

eu*

cycte consisted

of two

meetings. The observation,

interview,

teacheris

journal,

_{and test}

were the data gathered in

this

study.

The results in _{this study indicate that there is improvement of the students,}

skill in

Past Perfect Tense.

Most of the

_students

gadualty

_{gained good scores at}

the end

of

the cycle. The

score

of

Minimum

Mastery

-Criterion

-

Kriterio

Ketuntasan

Minimal

(KKM

of

English

lesson was 70.00 (Seventy).

In

the

pre-test, there were

2

students

who

passed the

KKM

and

the

mean sc-ore

of

pre-test was 41.60. Then,

in

the result of post-test

I

in

cycle one, there were 8 students

or

who passed the

KKM

considering

their

mean score

of

the test gained 61.78 and Next,

in

the result

of

post-test 2

in

the second cycle, there were 25 students who passed

the KI(M in

which

their

_{mean score}

derived78.2l.

The

_class

condition

during teaching leaming process was quite good.

In

addition, there was a positive response

from

the English teacher and

the

students about

the

implementing the action.

In

_{conclusion, Situational Language Teaching}

can improve

studenti,

of

ABSTRAK

Azki

Erlangga.

2015.

Improving

Students' Understanding

in

Using Past Perfect

Tense

through situational

Language

Teaching

(A

chsJroom Action

Research

in

the

X

Grade students

of

SMK perwira

Jakarta),

skripsi,

English

Education

Departuent, The Faculty

of

Tarbiyah

and:Teachers, Training,

syarif

Hidayatullah state Islamic

university

Jakar"ta

Kata

Kunci:

_{Pemahaman Past Perfect Tense, Situational Language Teaching.}

Penelitian

ini ditujulsn

_{untuk mengetahui apakatr siswa di kelas}

X-l

SMK

Perwira

Jakarta memahami

Past Perfect

Tense

melalui

tel&nik

pengajaran Sittrational Language Teaching. Disamping

itq

penelitian ini

juga

ditufika;

riot

*

menggambarkan kegiatao-kegratan yang

dilak*an

di

kelas se6agai petatsanaan

dari tekhnik

pengajaran

Situational

_Language

Teaching dalam

ml"i"gt

attan

pemahalran siswa terhadap bentuk kalimat past perfect Tense.

Metode penelitian

ini

menggunakan

jenis

Penelitian

Tindakan

Kelas (PTK);

untuk

mengidentifikasi _{dan mengatasi pennasalalran terhadap kemampuan} siswa dalarn Past Perfect Tense. Penelitian

ini

diawali

dengan

interview

grrnr

lrUry

Inggns SMK

Perwira

Jakarta

dan

melaksanakan pre-test

di

kehs

l-1.

Jumlah siswa dalam penelitian

ini

yakni 28 siswa

Adapun model penelitian

Kelas yang digunakan menganut pada Kernmis;

iang

mana

terdiri

dari empat tahapan (perencanaan, pelaksanaan, pengarnatan, dan

iefleksi). Ada

dua

jenis

_dalam penelitian

ini,

_data

kuantitatif,

_aan

tuAitatif.

_Data

kuantitatif

_bera-qal dari hasil pre-tes dan post-tes. Seda"gkan

kualitatif

data diperoleh dari observasi,

jurnd

gunr, _{dan wawaoclua. Sehingga penelitian}

ini

_{termasuk kedalam penelitian}

deslriptif

quantitatif.

Hasil yang diperoleh dari penelitian

ini

adalah: (1) Berdasarkan hasil post-test

di siklus

l,

didapat 2

jumlah

siswa yang berhasil melewati

KKM

dengan rata-rata kelas sebesar 41.60. Selanjutnya

hasil

post-test

di

siklus

keduq

terdapat 25

. :i r ! r

ACIC\TOWLEDGEMENT

B i s m i I I a hirrahm ani

rr

ahi m

In the name of

Allatr

The Beneficent and The

Merciful

Alhamdulillah,

the writer

thanks

to

Allah

SWT, The

lord of

the universe.

He

always gives strong and

favor

in

completing

this "Skripsi" by

the

title

"lnproving

Shrdents' Understanding

in

Using

Past Perfect Tense through Situational Ianguage Teachingl'. Blessing and salvation be upon beloved Prophet Muhammad and his

family,

his companions, and his followers.

The

writer

wants

to

thank a

lot to all

people

who

support and

help

her. He realizes without their zupport and help, he could not finish this

"Skripsi".

h

this

opportunity, the

writer would like to

express her gratitude

to

Drs.

Nasrun Matunud,

M.Pd and Drs. Nasifudin

Djalil,

M,Ag.,

for

their

valuable

advice,

guidance, dedication, corrections,

ffid

suggestions

in

frnishing

this

"Skripsi".

There are also some people that the writer would like to thank to:

l.

Prof.

Dr.

Ahmad

Thib

Raya,

MA.,

as the Dean Faculty

of

Tarbiyah and Teachers' Training the State Islamic

Univeltf

Jakarta.

2.

Drs. Syauki, M.Pd., as the head

of

English Education Deparfinent.

3.

T.rltraril

Anasy,

M.Hum.,

as the

Secdtary

of

English

Education Departuent.

4.

All

lecturers

of

English Education Departnrent who have already taught the wri.ter during his study at

UIN

Syarif Hidayatullatr Jakarta.

5.

Drs.Ahmad fathoni, S.Pd., as the English teacher

of

SMK Perwira Jakarta for his advice in teaching and doing this research.

6.

The

writer

wants to give her sincerest gratitude to her beloved parents, H.

Zakaiaand

Naiyam

Khoirul

Ummah,

for their

support and always pray for her

until

the Degree

of Stata-I (Sl),

who always give her strengttrs

to

pass this study.

7.

All

friends

In

departement

of

English Education 20OB12OO9, Especially

PBI-B

(non-reg). Thanks

for

the

Advices, Kindness, Support

and Everything

8.

All

people

who

have

given their

he$

in writing

this

"slcripsi'that

the

uriter

could not mention

it

one by one.

The words are

not

oough to

appreciate

for

their help

and

contibution in

uniting

this

*Skripsi",

_may

Allah

_{SWT., bless them all.}

Finalln

_{the wr-iter rcalizes}

that

this

*Stuipsf

is

not

perfect yet" Therefore, the

writer would like

to

accept

criticism

and zuggestion from evetyone ufuo reads this ..Skripsi,,.

Finalln

the

uriter

expects

this

"skipsi'will

give valuable

information

for

development

of

education and become the inspiration for people who read

it

Jakarta

Mei

2015

TABLE

OF'CONTENTS

APPROVEMENT SIIEET

ENDORSEMENT SHEET

SI,RAT PERNYATAAN KARYA

SENDIRI

ABSTRACT

ABSTRAK

ACKNOWLEDGMENTS

TABLE

OF CONTENTS

LIST

OF

TABLES

LIST

OF FIGT'RES

LIST

OF APPENDICES

CHAPTER

I:

INTRODUCTION

A. Background of the Study B. Formulation of the Problem C.

Aim

of the Research

D. Signifrcance of the Research

E. Organization of the Writing

CHAPTER

II:

TIIEORETICAL

X'RAMEWORI(

ul

vl11

D(

I

4 5 5 6

A. The Past Perfect Tense

I

.

Definition of the Past Perfect Tense

2.

TheForm of the Past Perfect Tense...

l.

DefinitionofSLT

8 8 9

11

l3

[image:8.612.47.604.18.805.2]

2. 3. t4 l5 15

l5

t6

t6

l6

t7 4. 5. 6.

The Objectives of SLT The Shategies of SLT

a.

Type of leandng and teaching activities

b.

Learnerroles

c.

Teacher roles

d.

The role of insfiuctional materials The Prinoiples of SLT .

The Procedures

ofSLT

The Previous Research

CHAPTER

III:

RESEARCH

METHODOLOGY

A. Place and Time of the Study... B. The Method of Research

l.

Planning

...

2.

Acting

3.

Observing

4.

Reflecting...

E. Instumen of the research

F.

Technique of collecting data...

G. Technique of Data Analysis

l8

t9

l9

2t

22 23 23 23

24'

24 24 25 27 H. The Criteria of the Action Success

CIIAPTER

TV:

RESEARCII

FINDINGS AND DISCUSSION

A. The Findings

l.

Findings of the First Cycle

a.

Planning

b.

Aqting

28 29 30 30 31 vt

xr.'

:

d. Rdgsfiqg

2.

Fid&$

of&o

$M

C,Srelo

a

Plaoriag

b.

Aet&ry...

c.

0bEonriag d" Rcflectiug B. Dfuearcsioo

CEAPTBR V:

COI{CLIISI$

.*Srg.WWmOU

A.Cwlusim

E. SrgBes{oil

BIBLIOGRAPEY

APTEI{DICES

3I

3X 33 33 34 14 38

vii

39

39

40

4I

*

S, : ! t i i- | ':

LIST OT'TASLES

'

Table

4.1

The

Rwtrtt of

Studenft' Srore Psst P€rfect Tqrse in _{Pre-Teet ..,..,..;.,:..,.",.. 27}

T$te4.2

Th€ R'esult

of

Studerrtr' SmreFast P€rfectTerur€ of C5acle 1 ...

3l

Table

4.3

The Restrlt

of

shrdents score past

pdest

Tense of

cyclc

2... 34

I

{i

[image:11.612.18.601.18.817.2]

[image:12.612.20.598.13.815.2]

LIST

OT FIGT'RES

Figur€

3.2

The

Writer's

Clasmoom

Action

Rffiewh

Procedrne Adapted

from

Figrrre

3.3

The

Writer'g

Classroom

Action

Research Procedure Adapted

from

Keffinisin

Cycle 2

...

... 20

tx

LIST

OF

APPEI{DICES

APPENDD(

I

Schedule of the

research....

...n...,... 39

APPENDD(

4

The InsEum€Nlt

ofPre

Tet...

...45

APPEI{DD(

6

The Insfiument of Post Test

2

...49

APPENDD(

7

Observation notes forneed

analysis...

... 50

APPENDD(

8

BluePrint

Pre-test

...54

APPENDD(

9

BluePrint Post test

I

...

...57

APPENDD(

l0

BluePrint Post Test

2...d...

... 60

CIIAPTER

I

INTRODUCTION

This

chapter presents

the

general account

ofthe

present study.

It

covers background

of

the study, the formulation

of

the problem,

aim of

the research and

contibutions

of the research. A.

Background

of the

study

studying grammar

is

very

important

for

each student

of

_Engtish

deparhnent Linguists have been investigating the native qreaker's knowledge

for

years,

just

_as

they

_{have been}

trying to think of

the

_best

way of

_{describing that} knowledge especiatly the grammatical system. What they have found

is

that the grammatical system

is

rule-based

and

those competent users

of

the

language

'know'

these rules

in

some

way.

Jeremy Harmer states

that we

are as

a

teacher must show the students what the language means and how

it

is used; we must also show them what the grammatical

fomr of

_{the new language is, and how}

it

is

_said and/or

written.l

By

leaming

grammar,

we

will

be able

to

_increase

our

knowledge

of

English sfiucture. So, we can make

a

sentence

or

a paragraph

in

good stnrcture.

And

also reader or listener

will

understand what we say.

To

master

English,

students should master

four English

basic

skills

and

language

components.

The

four

English basic

skills

are listening,

reading

speaking

and writing.

Meanwhile,

the

_{language components}

are

_vocabulary, grammar, and sound.

As

one

of

the

language compone,nts, grzunmar

should

_be mastered

by

students

because

grarnme

enables

them

to

use

the

language accurately.

In

learning

gammar,

there

are

subjects

that

are

called

.Tenses,. This problem _{makes many students}

feel

_confused

in

_{leaming English.}

But, this is

the important

thing

for

students

to

remember when learning grammar.

For

example The Past Perfect Tense. This

kind of

tense has been taught

in

the

first

grade of the

rJeremy _Hanner,

senior

High school.' so,

the

X

_Grade

of

senior

High school

_{students should}

master

it.

However,

to

be

able

to

communicate

in

English

at the

first

time,

_the

students should

not

only

have enough vocabulary,

but

also have

_mastered

grammar.

According

to

ur,

_'ocrrarnmar

may

be roughly defined as the way

language _{manipulates and combines words}

(or bits of

words)

in

_order

to

form

longer units of _{meaning".3 There are many kinds}

of

_{materials should be leamt}

by

sfudents

in

gpnrmar,

_{such as the Past Perfect Tense. Past Perfect Tense}

is

one

of

tense

which

students

leam

in

the

school.

But

sometime, students

think

that

the Past Perfect Tense

is the

same as

the

Prresent Perfect Tense that these

both

two

tenses use

for

an action that have

finished.

This

kind

of

tense has been taught

in

the

first

gade

of

the senior High

_school.a

so,

the

_{106 semester}

of

_Senior

High

School students should master

it

and

the

study

of

Past Perfect Tense appears

in

Krihium

_{Tingkat Satuan p endidikan (KTSP) 2006.}

Ideally, _{students at the}

first

_grade

of

_Senior

High

_{School should master} the past perfect tense.

It

is

stated on Standard

of

Competency and Basic Competence

(SKKD)

in

the

ctrrent

curriculum

KTSP

2}O6.Besides that, the students have

to

pass

the

minimum

standard

of Kriteria

_ketuntasan

Minimwn

(KKM)

which

is

determined by ttre

policy of

the school. The

KKM

ttrat should be attained

by

the students is 70 (seventy)

However,

the

student

at the

first

gade

of

sMK

peryira

Jakarta

still

frequently _{make some mistakes in leaming Past Perfect Tense.}

It

_is

formd that the common mistake

is

often made

by

the students

in

using past perfect tense, such

as:

o

_{Jaka had watch the raid when Rama entered the room}

o

The man had catch the

thievi

when the police

oflicer

came Those sentences above must be written as

following:

o

_{Jaka had watched the raid when Rama entered the room}

'Th. M. Sudarwati and Eudia Grace, Look Ahead Bookl, (Jakarta: Erranggq zoo|), p.

l9r.

-

3Peuy Ur, Grammar Practice Activities

:

A

Practicai Guide For Teachers, (New york:

o

_{The man had cought the thieve when the police}

officer

_came

The

past

perfect

tense

is

used

to talk

about actions

that

happened

at

or

before a certain

time

in the past. This type of tense is often used by peclple in

their

daily

life.

There

are

3

usages

of

the

Past Perfect tense taken

from

George E.

Mshon

and Julia

M.

Burks, they are:

a-

To replace the present perfect or simple past tense whe,n a direct quotation is changed into reported speech.

e.g.

The lecturer

sai4

*I

hove studiedthe problem for years.,, The lecturer said that he had studiedthe problem

for

years.

b.

In

certain sentences

to

express an unrealized

wish

that something

in

the past had been'different. _{Expression such as}

if

_only,

wish

_would

rather

_are

commonly

used

in

such sentences.

This

use

of

the past perfect

will

_be studied

in

greater detail in the section on the conditional.

e.g.

If

only yotrhad

toldmel

I

wish

yothad

cozre with us.

c.

In certain contrary

-

to fact conditional sentences.

e.g.

If

cleon

had

btownthe

_{facts, he wourd have told} you.5

Accbrding

to

Betty

Schrampfer

Aza\

the past perfect _{tense expresses an}

activity

that was completed before another

activity or time

in

the

pa$6

It

is

the same as

the

definition

given

by

Marcella

Frank

wtro

said

that the

past perfect tense expresses one past time before another past time.7

Beside

that

verbs are

divided

it

into

trvo

kinds;

dtrative

and punctual verbs.

For

durative

verb,

the past perfect _{tense means that an action}

or

activity

continued up

to

a certain

point of time in

the past or up to the time when another action

or

activity

happened. Whereas

for

punctual _{verbs, the past}

perfect

_Tense

-

.tceotge E. Wishon and Julia M. Burks, Let's Write English, (New york:Litton _Educational Publishing International, 1980), p. 20g.

het$

Schrampfer Azar

,

i)nderstonding ond Using Engtish Granmor,(New york: pearson Educatioq 1999), p.45.

'Marcella Frank, Modern English; a practical _{and referencesarda (New Jersey: Englewood}

mear$ that an action or activity _{happened before a certain point of}

time

_{in the past} or before the time when another action or

activity

happened.s

From the _{description above we can use}

just

_{or already}

with

_{the past perfect}

tense to _{show that the earlier action was recent or earlier than expected.}

In

leaming

this

tense, students

are often

gefting

misunderstanding. Sometimes, students

think

that the Past Perfect Tense

is

the same as the present Perfect Tense that these both trno tenses use

for

an action that have

finished. Or

sometime the students also compare the Past Perfect Tense

with

the

Simple past Tense according to an astion

inthe

past.

This is caused by the

students'thinking which is

influenced

in

lndonesian culture of which there is no tense for the sentence

stucfires.

To

avoid _{students' problems, the}

writer try

to find

_{out an appropriate}

way

to

improve

students' understanding

of

Past Perfect

Tense

through

Situational Language

Teaching

(sLT).

According

to

Jack

c.

Richard and rheodore

s.

Rodgers,

situational

Language

Teaching

is a

process aimed

at

_encouraging

student about grammar. And in

the

Design

of

SLT accuracy in both prnounciation and granrmar is regarded as crucial, and errors are to be avoided

all

cost.e

The

writer

and

the

teacher

will

use Classroom

Action

Research

(CAR)

which

needs collaborative tearn. For that reasons the

writer

work

collaboratively

with

the

teacher

in

solving the problems through

_Classroom

Action

_Research

(CAR).Theru

the

title of

this research is

Improving

Student,s Understanding

of

Past

Perfect

Tense

By using situational

Language Teaching

Method

(sLT),

(A classroom

action Research at

class

X-l

of

sMK

perwira Jakarta).

B.

Formulation

of the

Problem

To

make the study easy

to

understand, the

writer

formulates the problern

as

follows:

\asrun Mahmud _{,Englishfro Muslim University Students 4'h Edition, (Jakarta: UIN Syarif} Hiday-atullah Jakart4 2009,p. 7 6.

eJack

l.

can

situational Language Teaching

(

sLT

)

improve students' mastery of Past Perfect Tense

?'

2.

can

the

teacher

who

use

sLT

method improve

their

students' achievemenUscore in past perfect tense?'

C.

Aim

of

the Research

The aim of the research is to know whether Situational Language Teching can

improve their

understanding

of

the

Past Perfect Tense subject

in

class.

In

addition" the aim

of

the research

is to

desqibe the implementation

of

the

SLT

in

improving

students'understanding

of

the Past Perfect Tense and

to

describe the development of student's interest

in

learning Past Perfect Tense

D.

Significance of the Research

The contributions

of

this technique are conveyed

to:

Fin!

for

the teacher.

It

gives the alternative solution in teaching grarnmar

skill.

Second,

it

is intended

to

help

students

to

know and understand better fundamentat analysis

which

will

be useful

in

preparation

for their

skipsi

writing.

Thir{

is for

the National Education

Departnent.

It

is

supported

that

teaching

past perfect

tense

will

be

more considered in teaching learning process.

E. Organization

of the

Writing

This

uniting

is

divided

into five

chapters.

First

chapter

explains Introduction consist

of

Backro'.rnd study, Formulation

of

the problem,

Aim

of

the Research, Significance of the Research and

organizationof

the

writing.

The

second

chapter

is

defined Theoretical Framework consist

of;

Definition of

the Past Perfect Tense, The

fomr of

the Past Perfect Tense, The use of the Past Perfect Tense,

Definition of

SLT, The objective

of

SLT, The Strategies

of

SLT, The Principles

of

SLT, The Procedures

of

SLT.

The

third

chapter

is

Research

Methodology, consist

of

The Method

of

Research, Subject and

object of

the Study, The

writer's

Role on the

study, Time

Acting

Phase, Observing Phase and

Reflecting

Phase. Techinique

of

Collecting

Ma5

Technique

of Doa

Analysis, The

Validity of

Data, The Trustworttriness

of

Study and The Criteda of the

Astion

Success.

The fourh chaper is Research Finding corsist

of:

Before Implernenting the

Action;

Rcsult

of

Pre

Interview,

Result

of

Pre

obsenation,

Result

of

Pre

Test

The imple,mentationof

CAR; CYCLE

1: Plamning,

Asting,

Observing, R€flecting,

CYCI"E

II:

Plannin&

Acting

Observing

Reflwting.

The Discussion

of

the Data aftsr

CAR

CHAPTER

II

THEORETICAL TRAMEWORK

In

this

chapter,

the

writer

focuses

on

theories related

to

the

research.It discusses focuses on the Past Perfect Tense and SLT.

A.

The Past

Pedect

Tense

1.

Definition

of the Past Perfect Tense

The past perfect tense

is

used

to talk

about actions

that

happened

at

or

before

a

certain

time

in

the past.

And

_{many opinions among linguists about the}

definition of

the past perfect tense. Here the

writer

got

four

definitions about the past perfect tense from some authors.

Marcella

Frank

said

that the

Past Perfect Tense expresses one past

time

before another past time.

It

is the sarne

with

definition by Betty

Schrampfer said

the

past perfect tense expresses

an

activity that

was completed before another

activity

or time in the past.r

Beside that,

Polly

Davis pointed out the past perfect tense means

that

an action was completed before a moment of focus in the past.2

In

additionverbs

are

divides

it

into

two

kinds

of

verbs;

durative

and puncfual verbs.

For

dtrative

verb, the past perfect tense mearu that an action

or

activity

continued up

to

a certain

point

of

time

in

the past

or

up to the

time

when another action

or activity

happened. Whereas

for

punctual verbs, the Past perfect Tense means that an action

or activity

_{happened before a certain}

point of time

in

the past or before the time when another action or activity happened.3

George E Wishon said that the past perfect tense is a construction made

of

had + the past _{participle form of the verb.a}

From several definitions above we can see that the past perfect tense

is

an action or activity that complete at or before certain time

in

the past. There are

two

tAzar,op. cit.,p.39.

'Polly

Davis, English Stntcture

in

Foctts, (New

York

_{Newbury House} publishers, 1987),p.167.

3Mahmud. _loc. cit.

periods of time which describe

inthe definition

of the past perfect tense. They are; an action before

a

certain

time

in

the past and an action at a certain

time

in

the past.

2.

The

fom

of Past Perfect Tense

Mark

Foley and Dianne

Hall

sai{

form of past perfect

with

had and a past participle which is the same

for

all person.s

In

addition the

past perfect tense

is

a

constnrction made

of

lwd

+

past pasticiple form

ofthe

verb

From

the

statement above,

the writer

made

the

conclusion

that

of

the

pattern past perfect

tense

is

HAD

+

PAST PARTICIPLE. And there

is

no

exception

for

every

person

(she,he,they,I,etc...)

must

use had. These are

ttre affinnaative, negative, and interrogative pattern:

a.

Afiirmative

s+Had*Past

Example:

They

hail

tahen

offbefore

you

arrived

The patient had died when the doctor came

The

Abbreviation:

I

had

tl'd

Shehadl

She'd

You

had

tYofiL)He

had

)

He'd

Negative

Example:

They had not

takcn ofbeforc

you arrived.

Limited,2004)B.56-9

The patient had

not

diedwhenthe _{doctor came.}

c.

fntenogative

1.

Yes

-No

question

fonn

Had

+

S + Past

participte

+...:J

Example:

Had they taken

offbefore

you arrived? Hadthe patient died ufren the doctorcame?

2.

Negative interrogative

form

IIad

+ S +

Not

*

Past

participie

+J

OR

Hadn't

+

S + Past

participle

+J

Example:

Had they not taken

offbefore

you arrived ?

Had the patient not died when the doctor came?

OR

Hadn't they taken

offbefore

you arrived? Hadn't the _{patient died when the doctor came?}

When the past perfect tense is used

with

the question word

(WH

question),

it

gets

different

form.

For

example,

from the

sentence ..Susan

had gone to

England" we can make a question

like:

o

Who had gone to

England?

_(Subject)

r

What had Susan

done?

(Verb) Where had Susan

gone?

(Advere6

The past perfect _{tense can also be used}

with

_{adverbial clauses.}

It

_used the

conjunction

like;

_when,

just,

before, after,

until, etc. Geoffiey

Leech and

_Jan

Svartvik explained that when describing one event

following

another

in

the past,

10

we can show their relation

by

using the past perfect

for

the earlier

even!

or

else we can use the past tense

for

both,

relying in

a conjunction (e.g. after, when, etc.) to show which event took place earlier:

-

When the guests had departed, Sheila

lingered

alittle

while.

-

After

the

French police

had

xrccessfully used

dogs,

the

Gerrran authorities too thought of using them.7

3.

The Use of the Past Perfect Tense

As the

writer

explains before, the past perfect tense is used

for

an action

or

activity that complete at or before certain time in the past

The

past

perfect

tense

often occurs

in

sentences

containing

dependent clauses.

The

verb

in

the

main clause

is

usually

in

the

pasq and

the verb

of

the dependent clause is in the past perfect tense. In a few cases the reverse is

hre.

e.g.

The teacher took my paper before

I hadfintshedthe

test.

I

had scorcely

onivedwhen I

was put

right

to

works

The

past

perfect

tense

is

used

in

the main

clause

with

verbs

like

hope, expect, intend,

plan,

and

think.

This

tense indicates

that the

hop",

expectation, etc., was not realized. E.g.

I

had hoped (or

intended,

expected) to take a vacation this summer. But

I

was forced to change my plans.e

There are 3 usages of the Past Perfect tense taken

fiom

George E. Wishon and Julia

M.

Burks, they are:

To replace ttre present perfect e1 simple past tense when a direct quotation is changed into reported speech.

e.g.

The lecturer said,

*I

have studiedthe problem for years.,, The lecturer said that he had studiedthe problem for years.

In

certain sentences

to

express an unrealized

wish that

something

in

the past had been

diffeient.

Expression such as

donly,

wish, would

rather

are

TGeoftey

Leech and Jan Svartvik A Communicative Grammar of English,@ngland: Pearson Education, 2002),p.7 2.

lt

used

in

such sentences.

This

use

of

the

past

perfect

will

be

studid

in greater

deAil

in the section on the conditional.

e.g.

If

only

youhadtoldme!

I

wish

youlwd

come

with

us.

c.

In

certain contrary

-

to fact conditional sentences.

e.g.

If

Cleon

hd

hov,nthe

facts, he would have told you.lo

Marcella Fraok also said that the past perfest tense used as a subjrmctive

in

if

clause and

in

that

clause after

the verb

wish

represents past

tirne.ll

It

is

the

same as the description stated by Wistronand Burks.

Durative Verbs: I had

lived

in Jakarta for

five

years in 2000

Punctual Verbs: I had met him before 2000

Now

'oWishon and Burks. loc. cit. "Frank, loc. cit,

Now

I started living in Jal€rta.

1995

2000

t2

Moreover, Geoffrey Leech and Jan

Svanik

said that

the past perfect

is

a neuEal as regards the differences expressed

by

the past tense and present perfect. This means that

if

we put the events described

in t2]

and

t3l firther

into

the

pas!

they both end up in the past perfect

lzU3a}

They

tell

me that

...

the parcel

arrived onApril

15fr. the parcel

lws

abeady

qrrived

They told me that

...

the parcel hod

arrivedon April l5s.

the parcel

lwd

aheady

orived

t2t

t3l

lzal

[3aI"

B.

Situational

Language Teaching

GLf)

l.

The

Nature

of

Situational

Language

Teaching

Here, the

writer

gives several definitions of the SLT. According to Jack C. Richards and Theodore S. Rodgers, the theory

of

language underlying SLT can be characterized as

a

tlpe of

British

"structuralism."

Speech

was

regarded as the basis

of

language, and structure was

viewed

as

being

at

the

heart

of

speaking ability.13

The British

theoreticians

had

a

different focus

to

their

version

of

stnrcturalism

-

the

notion

of

"situation."

Pittnan

had a

notion

that

the principal

classroom

activity in

the teaching

of

English stnrcture

will

be the oral practice

of

structures.

This oral

practice

of contolled

sentence pattems should

be given

in

situations designed to give the greatest amount of practice in English speech to the pupil.

The different thinking

about

o'stnrcturalism"

from

American made

a difference technique

for

the language teaching

in

British.

From there,

we

can get the situational approach based on structural view.

'2Geoftey Leech and Jan svartvih

A

communicative Grammar

of

English,@ngland: Peanol Educatioq 2002),p.7 l .

13

By

situation Pitfrnan

meaos

the

use

of

concrete objects,

pictures,

and realia,

which

together

with

actions and gestures cao be used

to

demonsfrate the meaning of new language items.la

As a technique, SLT has the main characteristics. The main characteristics of the approach were as

follows:

1.

Language teaching begrns

with

the

spoken language.

Material

is

taught orally before

it

is presented in unitten form.

2.

The target language is the language of the classroom.

3.

New language points are inhoduced andpracticed situationally.

4.

Vocabulary _{selection procedures are}

followed

to

_{ensure that an essential} general service vocabulary is covered.

5.

Items

of

grammar are graded

following

the

principle that simple

forms should be taught before complex ones.

6-

Reading

and

writing

are

intoduced once

a

sufficient

lexical

and grammatrcal basis is established.l5

From the

characteristics above,

we

can

see

that this

technique

more emphasize

to

the oral

approach. Students have

to

know

about the pronunciation

first

before they turn to the written text.

2.

The

Objectives of

SLT

The objectives

of the

SLT technique are

to

teach a practical command

of

the four

basic

skills

of

language, goals

it

is

shared

with

most

techniques

of

language teaching.

But the skills

_{are approached through stnrcture.}

Accuracy

in

both

pronunciation and

grarnmar

is

regarded

as crucial, and errors are

to

_be avoided at

all

costs. Automatic

eontol

of basic structures and sentence patterns is fundamental

to

reading and

writing

skills,

and

this is

achieved

through

speech

work.ls

The more

important materials

to

be

taught

which we get from

the explanation above are

"Pronunciation"

and

"Grammar".

when we

have

known

t4

about

the

pronunciation

and the

structure

of

the word

or

_sentence,

we

_can

automatically do both reading and

writing

skills.

3.

The

Strategies of

SLT

Basic to the teaching

of

English

in

SLT is a stnrctural syllabus and a

word

list.

A

stnrctural syllabus

is

a

list

of

the basic structures and sentence pattems

of

English, arranged according

to their

order

of

presentation.

In

SLT,

structures are always taught

within

sentences, and vocabulary is chosen according to how

well

it

enables sentence pattems to be

taught

a*

Type

of Learring

and Teaching activities

SLT

employs

a

situational

approach

to

presenting

new

sentence patterns and a drill-based manner of practicing them.

The

practice

techniques

employed generally consist

of

_guided

repetition

and

substitution

activities, including

chorus

repetition,

dictatioru

drills, and contolled

_oral-based

reading

and

writing

_tasks.

Other oral-practice techniques are sometimes used, inctuding pair practice and group work.

b.

Learner roles

In

the

initial

stages

of

leaming, the

leamer

is

required

simply

to listen and repeat what

the

teacher says and

to

respond

to

questions and commands- The leamer has

to conhol

over the content

of

learning and is

often

regarded

as

likely

to

succumb

to

_{rmdesirable behaviors unless}

skillfully

manipulated by the teacher.

c.

Teacherroles

The teacher's function is threefold.

In

the presentation stage

of

the lesson,

the

_{teacher serves as a}

model,

_setting

up

_situations

in

which

_the

need

for

the target

structure

is

created

and then

modeling

the

new structure

for

student

to

repeat. Then

the

teacher becomes

more

like

the

15

l)

Timing;

2)

Oral practice, to support the textbook structures;

3)

Revision (i.e., review);

4)

Adjustnent

to special needs of individuals;

5)

Testing;

6)

Developing

language

activities

other than

those

arising from

the textbook.lT

d.

The role

of

instnrctional materials

SLT

is

dependent

upon both

a

textbook and visual aids.

_The

textbook

contains

tightly

organized

lessons

planned around different

grammatical _stnrctures.

Visual

_aids

may be

_produced

by

the

teacher

or

may be commercially

produced;

they

consist

of

wall

charts, flashcards, pictures, stick figures, and so on.l8

4.

The

Principles of

SLT

The origins

of

this

approach began

with

the work

of

British

_applied

linguists

in

the

1920s

and

1930s.

Two

of

the

leaders

in

this

movement were

Palmer and

HornbY,

two

of

the

most prominent figures

in

British

_(twentieth century) language teaching. _{What they attempted was to develop a more}

scientific

foundation

for

an

oral

approach

to

teaching

English

than

was

evidenced

in

the

Direct

Technique-

The result was

a

systematic

study

of

the

principles

and procedures that

could

be applied

to

the _{selection and organization}

of

_{the content}

ofa

langu4ge course.

5. TheProceduresofSLT

Classroom procedures

in

_{SLT vary according to the}

level of

_{the class, but}

-

procedures at any

level

aim _{to move from controlled to freer practice}

of

_structures and

from

oral use

of

sentence patterns

to their

automatic use

in

speech, reading,. and

uriting.

"Ibid,,p.37

lsRichard.

16

Richards and Rogers give detailed

information

about teaching procedtnes to be used

with

SLT. The sequences of activities they propose consist of:

a-

Listening practice

in

which

the teacher obtains

his

student's attention and repeats an example

of

the pattems

or

a

world

in

isolation

clemly,

several

times,

probably

saying

it

slowly

at

least

once (where. . ..is. . ..the.. ..pen?), separating the words.

b.

Choral

imitation

in

which

students

all

together

or

in

large

groups repeat what the teacher has said. This works best

if

the teacher gives a

clear instnrction

like

'tq)ea!"

or

"everybod/'

and hand signals to

mark time and strress.

c.

Individual imitation

in

which the

teacher

asks

several individual

students

to

repeat

the

model

he

has

given

in

order

to

check their

pronrmciation.

d.

Isolation,

in

which

the

teacher isolates sounds,

words

or

groups

of

words

which

causie trouble and goes through techniques

l-3 with

them before replacing them

in

context.

e.

Building

up

to

a new model,

in

which the teacher gets students

to

ask and answer the questions using pattems they already

know

in

order

to

bring about the information necessary to introduce the new model.

f.

Elicitation,

in

which the teacher, using mime, prompt words, gestures,

etc., gets

students

to

ask

questions,

make

statements,

or

give

new examples of the pattern.

g.

Substitution

drilling

in

which the

teacher

use

cue words

(words, pictures, numbers, names, etc.)

to

get individual

students

to mix

the examples of new patterns.

h.

Question-answer

drilling,

in which the teacher gets one student to ask e question and another

to

answer

until

most

students

in

the class have practiced asking'and answering the new question form.

t7

simply correct

the

mistake himself.

He

gets

students

to

_correct

themselves

so

they

will

be

enco,raged

to

listen

to

each

other

carefully.le

It

was

just

_{one example}

of

_procedures

which

is

SLT used.

In

addition,

to

help the

teacher

applied

this

_{technique, he/she}

has had

the

teacher,s

kit,

_a collection

of

_{items and realia that can}

be used

in

situational langrrage practice,

is

hence an essential part

of

_{the teacher,s equipment.2o}

Procedures associated

with sLT in

_the

fifties

_{and sixties}

are an extension and

fi[ther

development

of

_{well-established techniques advocated}

by

proponents

ofthe

earlier

oral

Approach in the

British

schoor of language teaching.

C.

The previous researrch

some

previous

_research

studies

on

error

_analysis

relating

to

English

grammar

have

_{been conducted}

by

sorne researchers.

First,

obi

studied

about

ulmproving

students' understanding

of

the

past

perfect

Tense

_Through

situotionat

Longuage _Teaching:

a

_{classroom Acion}

Research

ot

the

til

_{Grade o7}

M4

Islamiyah

ciputat".

_The

findings

of

this

study show

thafl

(t)

based

on

the result

of

the

test;

there

was 20.2gyo improvement

of

_{students, mean after using} Situational _{Language Teaching}

"Ibid.,p.4l

CHAPTER

Itr

RESEARCH

METHODOLOGY

This chapter discusses the place and time of the research, the method of the research,

the

subject

the

research,

the

research instrume,nts,

the

technique

of

collecting data, the technique

of

the data analysis, and ttre criteria

of

the action

success.

A.

The Timc and Place of the Study

The place

of

the research was

at

sMK

pem'ira Jakarta,

in

the first

year students

of

X-l

class, academic year

z|Dnu3.

This research _{had been carried}

out for 3 (three) months started from Januari up to Maret 2013.

B. The Method of the Research

The

method

that the writer

used

in

this

research was Clasroom Action

Reasearch (CAR) from Kurt Lewin. The design is as following: 3.1

in's Action Research Design'

Refbc

€e

il

Phn

/-l

,\7

::

Phnfl

\]

:

BeIletr

q

Arl

r=

-tt---/ )

w

20

[image:32.612.83.562.60.791.2]

Based on Kemmis' action research _{design above, the writer adapted from} the research _{design from cycle}

I

_{to cycre 2 desigued by Kemmis, as follows:}

Figure 3.2

The

Writer's

_{Rilsearch Procedure Adapted}

from

_Kemmis

CTCLE

1

Observing

r

The researcher and the real teacher

observes teaching learning aaivity in

the

classroom, such as

teaching-learning activities, students, behavior or response

r

Identifies the students' achievement in leaming past perfect tense by giving the enercise before CAR in cycte l.

The

writer

calculate students'

improvement scores from the exercise during CAR

in

cylce

I

whetrer improvins or not.

Reflecting

r

After observation process is dong the

researcher and the teacher make a

reflection to waluate teaching leaming process and

the

improverrent of students' past p€rfect tense.

o

The teacher and the writer prepare the

lesson plan

fa

the noct _rycle and for test after CAR in cycle Z in order to know improvernent of students' scoe and to solve the problem unfinished

Acting

o

In this CAR, the writer acts as

the teacher and the real teacher is monitoring and observing ttre

class condition. The teacher

conducts

the

lesson plan, teaches past perfect tensg

explains

the

schernatic strucfures.

.

_{After interviewing, observing}

and conducting test before CAR. The researcher and the

real teacher make instruments, such as: lessonplan, teacher's

joumal, _{and test during CAR.}

Revised Plan

r

This revised cycle

phases is repeatedly

conducted until the problem is

21

Observing

.

The

researchcr observes teaching leaming activity

in

thc classroom, zuch as teaching-leaming activitics, students' behavior or their responsc,

and students' ability

in

past perfcc

tcnse.

r

Students

are

given

the

exercises during CAR in cycle 2. [image:33.612.87.557.39.810.2]

r

The

writer

calculates sfudents' improvement scores from

all

the exercises during CAR.

Figure 3.3

Research Procedure _{Adapted from Kemmis} CYCLE 2

Acting

o The

teacher (researcher) teaches past perfect tense according

to a

_ncw lesson plan.

Reflecting

.

The writer and the teacher discuss about the result of the implementation

CAR by modifuing a new shategy, about improvement students, score in past _{perfect tense and analyzing the} result from post-test in cycle 2.

r

The writer and the real teacher make

an

agreement,

if

the

_{target is} achieved, the action will be stopped.

Planning

r

The teacher and the writer

revise the lesson plan and giving _{the second exercise.}

o

The teacher and the writer

prepare teacher's journal _and test after CAR in cycle 2.

,

Revised Plan

.

_{This revised cycle}

phases is repeatedly conducted until the problem is

22

The

classroom action research design

in

this

study

is

a

collaborative classroom action research. In conducting the research, the researcher collaborated with the real English teacher of SMK Perwira Jakarta as a collaborator. The writer played a role as an English teacher who teaches past perfect tense through SLT to the students. The researcher was not only as an observer but she also took actions

by

making lesson

plan

and

glving

assessment.

Then,

she also collected and analyzed.data to know the result of students, past perfect tense.

C.

Research Procedure

This study is classroom action research; it means that there must be cycles

in

this study. There

will

be 2 cycles and each cycle is ended by final test. There

are 4 steps in action research. They are planning, acting, obsenring, and reflecting. Before entering the cycle, the reseacher found an institution as an object

of

research

to

conduct preliminary interview

to

the

English

teacher.

First,

the

researcher met the English teacher and

alked

about his method when he teaches

his

students.

In

this

activity the

teacher taught students

using

conventional method. He used ZK,S and English handbook to teach his students. The teacher

also said that he felt difficult to teach writing in the class and the students have the

problems in writing. After the researcher got the data from interview and the test,

the

researcher decided

to

analyze the problems faced

by

the

students.

After

analyzrng the problems faced

by

students, the next step

which

is

done

by

the researcher

is

designing a plan

to

continue into the next cycle

to

overcome the problem in the _{previous cycle. After conducting pre cycle research, the researcher}

moves to the next phase, _{involving: plaruring, acting, observing and reflecting}

1.

Planning Phase

In planning phase, the writer and the teacher shared the information. The writer identifies and diagnoses _{students'problem in} past perfect tense occurred in

the

classroom proven

by

interviewing

the

teacher.

It

covers determining the technique, designing lesson plans, and setting the criteria of success.

23

lesson plan based on the recent used syllabus. The writer described the project or activity that she designed for her students by preparing lesson plan and appMng

lesson plan

in

first grade class _{at SMK Perwira Jalorta. The lesson plan included}

the

following

items: specific instuctional _{objectives, the instructionai materials}

and media, procedure of presentation, and procedure of assessment. In setting the criteria of success, _{the researcher determined the criteria of the action success.}

It

_is

useful for measuring whether the action of this study is zuccessful or not.

2.

Acting Phase

In

this phase, the researcher carried out the planned action. In this phase

the lesson plan that has been discussed, would be implemented by the researcher.

In implementing the action, the writer acts as the English teacher who taught past

perfect

tense

through

situational languange teaching

and

she

observes the students'

activities

after using

situational language teaching

in

the

ciass.

Meanwhile, the real English teacher acts as _{the collaborator who monitoring that}

happened

in

the teaching and leaming process. This phase

is

hoped could solve

the students'problem.

3.

Observing Phase

In this phase, the researcher observes

cAR

process of leaming past perfect

tense

by

using situational

language teaching.

The

important

aspects

in

observation are sources of data, the instrument used in collecting the data, and the technique for data collection.

4.

Reflecting Phase

The

writer

and

the

English teacher

who

play a role

as observer and

24

there

will

not be the next cycle. Meanwhile,

if

the result

of

the aotion does not

reach the criteria of success, so the next cycle needs to be done.

It

should move to

the next cycle regarding re-planning, re-acting, and re-observing.

C. The Participants

1. The Participants

The participants were students at grade

l0th,

the class

X-l

of SMK Perwira Jakarta, academic year 2012t2013. Most

of

the students at

class

X-l

have the lowest achievement

of

the

grammar subject.

For that

reason,

they

need an appropriate technique

to

help them improve their scores. test among the other

10th grade classes.

D. The Instruments of the Research

The writer

used

some instruments

to

collect

data

and

here

are

the instruments that he uses:

a. Test

The test meant of this research was multiple choice items. The test items or

the number of the questions items were 20.

b.

Observation sheets

In gathering data the writer and the teacher took field notes. The writer and

the teacher should note down any information about the activities of the leamers,

the

affitudes

of

the

students,

the

teacher

way

of

tssshing,

and the

class atnoospheres during

fts

implementation of CAR.

E.

The Technique of Collecting Data

25

interview to be presented for the teacher, and quantitative data which uses pre-test and post-test.2 It would be explain as follows:

a.

Observation

In this oase, the writer uses check list for observation.

It

would be about the teacher's performance during Classroom Action Research (CAR), class situation

as learning activity

of

the Past Perfect Tense, and students' response concerning the use

of

the

SLT technique.

And

the

writer

also has

to

make sure that the lmshing learning process is in line with the lessonplans..

b.

Test

In this study, the test used here is multiple choices form. The tests used are

pre-test and post-test for this study. The pre-test is done before implementing SLT technique. And the post-test is implemented afterusing SLT technique.

F.

The Technique of Data Analysis

The technique

in

analyzing non numerical data

the writer

used

in

this study was the observation of students' aetivities during teaching learning process

in conducting classroom action research (CAR). The writer used field notes sheet.

The example of the field notes sheet is as following:

There were 4 columns in the field notes sheet, and each of the columns has

its

own criterion to be noted by the observer.

It

may be students' activites, the teacher's performance, and class situation as grammar activity during Classroom Action Research (CAR), and comments from the observer.

[n

general,

all

of the

need aspects that should be noticed are to make sure whether the teaching learning

process in line with the lesson plans or not.

The technique

in

analyzing numerical data, first the

wriler

tries

to

get the

average of students' score per action in pretest, posstestl, and posttest2.

It

is used

to know how

well

students' score as a whole on the past perfect tense.

It

uses the formula:3

' Ibid.,p. 127

-

l3z.

3Ating _{Somantri and Sambas Ali Muhidin, Aplikasi}

26

X

: mean

x

: individual score

n

: number of students

Theq

the

writer tries

to

get

the

class percentage

which

pass

the

KKM

considering English subject gains score

70

(seventy)

which

is

taken

from

the school agree,ment at Senior High school

of

SMK

Perwira Jal€rta. The formula

used herc is:a

F

P

=-](l00yo

N

P

: the class percentage

F

: totalpercentage score

N

: number of students

After

getting mean

of

students' score

per

actions,

the

writer

identifies whether there

is

improvement

of

students' score

on the

past

perfect tense

comprehension or not from pre-test up to posttest score in cycle

I

and cycle 2.

In

analyzingthat, the writer uses the formula:s

vl

'v

P

=-X

100%

v

P

: percentage of students' improvement

y

: pre-test result

yl

: post test

I

aAnas

Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada,2007), p.43.

tDauid

E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains

in

Physics: A Possible Hidden Yariable in Diagnostic Pretest ,Scores, (Iowa: Department of Physics and Astronomy, 2008), p. 3,

II

)(

27

y2

-y

P

=

-

xluoo/o

v

P

: percentage of students'improvement

y

: pre-testresult

y2 : post-test 2

G.

Criteria

of the Action Success

Classroom Action Research is success

if

it can attain the criterion which has

been determined.

In this

study, the research

will

succeed when there

is

75% ntrmbers

of

students could _{achieve some improvement scores from the pre-test}

until

the second post-test

in

cycle two and/or they could pass the target score

of

the _{minimal mastery level criterion (KKM).6 The}

KKM

_{that must be attained is 70}

(seventy)

which

is

adapted from the school agreement (Srvu< perwira Jakarta)

would

be

stopped

if

the

criterion

of

the

action success achieved,

but

if

this condition has not _{been reached yeg the alternative action would be done}

in

_the next cycle until the criterion of the action can be achieved.

CHAPTER

TV

RESEARCH FINDINGS AND

DISCUSSION

This chapter presents the findings

of

the research.

In

this case,

it

discusses

the

way

to

improve and

the

extension

of

students' understanding

of

the past Perfect Tense through situational Language Teachiirg

in

class

X-l

of

SMK Perwira Jakarta academic year 201212013 and the discussion about the finding.

A.

The Findings

1.

Pre Cycle

Activity

Before implementing the action research, the writer gave test on Past Perfect Tense

to

the

students.

The

test was

held

in

order

to

know the

students,

comprehension before the action. The result of the test is as follows

Table 4.1

The students'

Grammar

scores of Past perfect Tense pre cycles

Activity

Test

[image:40.612.92.581.30.840.2]

29

t2

50

l3

30

t4

25

l5

20

t6

60

t7

65

18 30

l9

25

20 60

2l

30

22 70*

23 45

24 60

25 ₃₀

26 3C

27 35

28 35

IJ

x=-n

41.60

*

_{I'he students passed the}

KKM

From the table above and the result

of

the calculated score,

it

can be seen

that most

of

the students could not pass the

KKM,

and only two

of

the students

could pass the

KKM. It

was only7.l4% of students passing the

KKM.

Therefore,

from

the data, the

writer

decided to begin his research

in

improving students' understanding of Past Perfect Tense tkough SLT.

30

In this phase, the writer and the teacher made a planning for the action based

upon the problems faced

by

shrdents of the Past Perfect Tense.

ln

this case, the writer determined the selected material and activity for the teacher based on SLT

technique into a lesson plan. And also he made the exercise which is appropriate

to

SLT

techniques. Beside

of

making lesson

plan,

the writer

also prepared unsbuctured observation sheet to observe the students' and the teacher' activities i11 f@shing learning process yhether it was

in

line with the lesson plan had made before or not. And the writer also prepared the post test 1

to

collect the data; to

know

whether there are some students' improvement scores

from

pretest to

posttest.

b.

Acting

The teacher implemented the teaching learning process based on the lesson plan hacl been made. Here, after the teacher started to extend what materials to be

leamed by students, the teacher began to explain the

definitio&

the form and the

use

of

the Past Perfect Tense.

After

that, the teacher gave some examples and asked them

to

change the sentence into negative and question

fonns'

Then,

in

order

to

make

it

sure

that

students understand about

what

the

teacher had explained, the teacher asked them to make a sentence using the words given

by

her. Later, to know how

well

shrdents' understanding

of

the Past Perfect Tense' the teacher explained

ffstly

what the Past Perfect Tense is and how to use

it

then

the

teacher asked students

to do

some exercises.

This

task was done

by

the

students individuallY.

c.

Observing

31

sentence that many students

still

getting

difficult to

_do

it.

_{Meanwhile, the class} siiuation was

still

under

contol.

It

means that some

of

students

still

did not pay attention to the teacher's explanatioo, and they also cheated each other when they were asked to make a sentence and the teacher even ignored theirbehavior.

d. Reflecting

The

writer

and the teacher discussed

the

conclusion

of

implementing the

action.

Theq they tried

to

modiff the

a