DEVELOPING STUDENTS’ ABILITY IN USING
PRESENT CONTINUOUS TENSE THROUGH
CONTEXTUAL TEACHING LEARNING
(A Classroom Action Research in the Seventh Grade of SMP Al MubarakPondok Aren)
By:
ULFIANTI ULFA
106014000443
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Present Continuous Tense, Contextual Teaching Learning
This research is conducted in order to develop students’ ability in using present continuous tense through contextual teaching learning at VII grade students of SMP Al Mubarak Pondok Aren and also to help the English teacher of VII grade of SMP Al Mubarak Pondok Aren in managing classroom activities in learning grammar. As the subject of the study, were 32 students; 16 boys and 16 girls.
In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. The researcher taught present continuous tense by using contextual teaching learning approach at VII grade of SMP Al Mubarak Pondok Aren. This research consisted of two cycles and each cycle consisted of four elements, they are: planning, acting, observing, and reflecting. Each cycle conducted in three meetings for one and a half months. To collect and analyze the data, the researcher used the students’ score in pre-test and post-test and information from interview, observation, questionnaire in order to support the data collected.
The result of this research shows that using contextual teaching learning in teaching grammar at VII grade of SMP Al Mubarak Pondok Aren motivate the students to study English and develop their grammar ability in using present continuous tense. The students’ responses showed that they are interesting in learning English grammar based on the result of interview and questionnaire they thought that the activities are interesting. Moreover, the analysis of the data showed that there was a significant difference of students’ achievement in the pre-test and post-test. The students’ average in pre-test was 55.6, the average score in post-test 1 was 64.2 and the average score in post-test II was 72.06. The students’ percentage who passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was 18.75%, in post-test 1 was 50%, and in post-test II was 81.25%.
ii ABSTRAK
Ulfah, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense Through Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP Al Mubarak Pondok Aren)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Present Continuous Tense, Contextual Teaching Learning
Penelitian ini dilaksanakan untuk mengembangkan kemampuan siswa pada present continuous tense dengan menggunakan contextual teaching learning di kelas VII SMP Al Mubarak Pondok Aren dan juga untuk membantu guru bahasa Inggris kelas VII SMP Al Mubarak Pondok Aren mengelola kegiatan kelas dalam mempelajari grammar. Sebagai subjek penelitian ini, ada 32 siswa; 16 laki-laki dan 16 perempuan.
Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajarkan present continuous tense dengan menggunakan pendekatan contextual teaching learning di kelas VII SMP Al Mubarak Pondok Aren. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga pertemuan selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti menggunakan hasil pre-test dan post-test dan informasi dari wawancara, observasi, dan angket untuk mendukung pengumpulan data.
Hasil penelitian ini menunjukkan bahwa penggunaan contextual teaching learning dalam mengajar grammar di kelas VII SMP Al Mubarak Pondok Aren dapat memotivasi siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka. Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan post-test. Nilai rata-rata siswa pada pre-test mencapai 55.6, pada post-test 1 mencapai 64.2 dan post-test II mencapai nilai 72.06. Persentase siswa yang lulus Kriteria Ketuntasan Minimal (KKM) pada pre-test sebesar 18.75%, pada test 1 sebesar 50% dan pada post-test II sebesar 81.25%.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
Praise and gratitude be to Allah for giving strength and guidance for the writer, so that this paper can be finished thoroughly. Peace and blessing be upon Prophet Muhammad SAW, his families, his relatives and all followers.
This “skripsi” is presented to the faculty of Tarbiyah and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment
of the requirement for the degree of Strata 1 (S1) at English Education Department.
In this process of finishing this “skripsi”, the writer got many guidance and motivation from people around her. Therefore, the writer would like to express her deepest gratitude to her parents and her sibling who give support, love and pray for her.
The writer would like to express her special gratitude to her honorable advisor; Dr. Ratna Sari Dewi, M.Pd who always gives advices, motivation and her time to finish this paper, hopefully Allah always blessher with her family, she is always healthy and May Allah grant all of her wishes. Besides, the writer would
also deliver special thanks to:
1. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and Teacher’s Training.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih, S. Pd. as Head and Secretary of the English Department.
3. Drs. Nasrun Mahmud M.Pd. who accept my paper title.
4. All lecturers in the English Department, for teaching precious knowledge and for giving wonderful study experience.
5. The Head of SMP Al Mubarak, Pondok Aren, H. Nahrawi Mughni, S.Ag. 6. The English Teacher of SMP Al Mubarak, Pondok Aren, Dra. Romlah. 7. The writer’s great mother, Mrs. Nur Aini.
8. The writer’s great father, Mr. Mudori
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and Grandpa who motivated her in doing “skripsi” and thanks on your pray, motivation and love.
10.Ms. Reni Septiati, S.Pd thank you so much for your advice and support. 11.The students of seventh grade of SMP Al Mubarak who have contributed her
in collecting data during the research.
12.The writer’s best friends, Mumut, Nina, Puji, Vivi, Ary, Zaki, Uvi, Riri, Yuning, Nia thanks for their help, support and motivation.
13.The writer friend, Deden, thanks for his support and pray for her.
14.She would also thank to all her friends at “C” class of English Education Department academic year 2006, thank you for being a good friend during her study at UIN.
15.All the writer’s wonderful friends the English Department whom the writer cannot write all their names, who have continuously given aid, great support and suggestion to the writer in finishing this paper.
16. To any other person who cannot be mentioned one by one for their any contribution to the writer during finishing her “Skripsi”.
17.Atma Jaya Library, PKBB.
18.Last, but not least thank to all the writer’s friends and teachers.
v APPROVAL
ENDORSEMENT SHEET OF EXAMINATION COMMITTEE
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
LIST OF APPENDICES ... x
CHAPTER I INTRODUCTION A. The Background of the Problem ... 1
B. The Identification of the Problem ... 4
C. The Limitation of the Problem ... 4
D. The Formulation of the Problem ... 5
E. The Aim of the Research ... 5
F. The Significance of the Research ... 5
CHAPTER II THEORETICAL FRAMEWORK A. Present Continuous Tense ... 6
1. The Understanding of Present Continuous Tense ... 6
2. The Usage of Present Continuous Tense ... 11
3. The Form of Present Continuous Tense ... 12
B. Contextual Teaching Learning ……… ... 15
1. The Understanding of Contextual Teaching Learning . 15 2. The Characteristics of Contextual Teaching Learning . 17 3. The Strategies of Contextual Teaching Learning ... 19
4. The Components of Contextual Teaching Learning ... 21
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D. Relevant of the Study ... 24
CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research ... 25
B. The Time and the Place of the Research ... 25
C. The Method of the Research ... 26
D. The Subject and the Object of the Research ... 26
1. The Subject of the Research ... 27
2. The Object of the Research ... 27
E. The Researcher’s Role on the Research ... 27
F. Research Design ... 27
G. The Classroom Action Research Procedure ... 30
1. Planning Phase ... 30
2. Acting Phase ... 30
3. Observing Phase ... 30
4. Reflecting Phase ... 31
H. The Result of Expected Action Intervention ... 31
I. The Data and Sources of Data ... 31
J. The Instrument of Data Collection ... 32
K. The Technique of Collecting Data ... 32
L. The Technique of Data Analysis ... 33
M. The Trustworthiness of Study ... 35
1. Validity of Data ... 35
2. Discriminating Power ... 37
3. Difficulty Item ... 38
N. Criteria of the Action Success ... 39
CHAPTER IV RESULT AND DISCUSSION A. The Descriptions of the Data ... 40
1 The Result of Observation ... 40
vii
1. Planning ... 47
2. Acting ... 48
3. Observing ... 49
4. Reflecting ... 51
C.The Implementation of Cycle II ... 51
1. Planning ... 51
2. Acting ... 51
3. Observing ... 53
4. Reflecting ... 54
D. The Data Analysis ... 54
1. The Result of Post Interview………. ... 54
2. The Result of Post Questionnaire ………... . 55
3. The Result of Post Test……….. ... 59
a. The Result of Post Test in the First Cycle……. ... 59
b. The Result of Post Test in the Second Cycle…. ... 62
E. The Interpretation of Test Result... 65
F. Discussion……… . 68
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 69
B. Suggestion ... 70
BIBLIOGRAPHY ... 73
viii
LIST OF TABLES
Table 2.1 Example of Present Continuous Tense…. ... 7
Table 2.2 Affirmative Form of Present Continuous Tense…. ... 11
Table 2.3 Negative Form of Present Continuous Tense…... 11
Table 2.4 Interrogative Form of Present Continuous Tense…. ... 12
Table 2.5 Use of Contraction in Present Continuous Tense…. ... 12
Table 2.6 Spelling of – ing in Present continuous Tense…. ... 13
Table 4.1 Result of Pre-Questionnaire…. ... 42
Table 4.2 Students’ Scores of Pre Test…. ... 45
Table 4.3 Result of Post Questionnaire…. ... 56
Table 4.4 Result of Questionnaire…. ... 58
Table 4.5 Students’ scores of post-test 1…. ... 59
Table 4.6 Students’ scores post-test 2…. ... 62
Table 4.4 Percentage of students’ grade improvement…. ... 66
Table 4.5 Data of Research Result…. ... 66
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Figure 3.1 Kurt Lewin’s Action Research Design…. ... 28
Figure 3.2 The researcher design modified from Kurt Lewin…. ... 29
Figure 4.1 Students’ grade chart in pre-test…... 46
Figure 4.2 Students’ grade chart in post-test 1…. ... 60
Figure 4.3 Students’ grade chart in post-test 2…. ... 63
x
LIST OF APPENDICES
Appendix 1a Interview before CAR ...74
Appendix 1b Result of interview before CAR ...75
Appendix 2a Interview after CAR ...77
Appendix 2b Result of Interview after CAR...78
Appendix 3a Questionnaire for students before CAR ...81
Appendix 3b Result of Questionnaire for students before CAR ...82
Appendix 4a Questionnaire for students after CAR ...84
Appendix 4b Result of Questionnaire for students after CAR ...85
Appendix 5a Instrument of Pre Test and Answer Key in Pre-test ...87
Appendix 5b Instrument of Post Test 1 and Answer Key in Post-test 1 ...90
Appendix 5c Instrument of Post Test and Answer Key in Post-test 2...93
Appendix 6a List of Students’ Score ...96
Appendix 6b Students’ Score Progression Chart ...97
Appendix 7a Result of Pre-test ...98
Appendix 7b Result of Post-test 1 ... 100
Appendix 7c Result of Test of Post-test 2 ... 102
Appendix 8a Item Analysis of Validity Test... 104
Appendix 8b Item Analysis of Pre-test ... 108
Appendix 8c Item Analysis of Post-test 2 ... 111
Appendix 9a Guideline Observer of Cycle 1 ... 113
Appendix 9b Guideline Observer of Cycle 2 ... 115
Appendix 10a Field Notes before CAR ... 117
Appendix 10b Field Notes of Cycle 1 ... 118
Appendix 10c Field Notes of Cycle 2 ... 119
Appendix 11a Lesson Plan Cycle 1………120
Appendix 11b Lesson Plan Cycle 2 ... 129
Appendix 12a Blueprint Pre-test ... 138
Appendix 12b Blueprint Post-test 1... 139
1
CHAPTER 1
INTRODUCTION
A. The Background of the Problem
Language helps people understand themselves and the world around them. Whenever people think about language, they will think that languge is very important in their life, people use languange everywhere and
everytime they do their activity. By language they can express their opinion, ideas, comments, suggestion, advice, and they can share their experiences and etc. People have to master English language, because English is global language in connecting people from various cultural background of countries in the world. They can communicate each other by using English to get some information and knowledge through written, electronic and spoken media.
2
for Junior High School is students have to master four skills. They are Listening, Speaking, Reading, and Writing. To master these four skills of the language, student can’t avoid studying grammar. With grammar people can express their ideas precisely in communication.
One of important aspects of language that should be mastered by grade of Junior High School. Present continuous tense is used to talk about actions and situations that are all ready going on at the moment of
speaking.2 People actually use it when there are some points, some values in commenting people’s actions. Based on Competency Standard- Standar Kompetensi (SK) and Basic Competency- (KD), the objective of teaching present continuous tense for the student of seventh grade Junior High School are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of descriptive and procedure to interact with people in their nearest environment3
The purpose of this research is to solve students problem in learning grammar. Based on the writer experience during observation in the seventh year at SMP Al Mubarak Pondok Aren, the writer found the students’ error in making good sentences, after the students learn about present continuous tense, mostly they didn’t understand how to make a
1
Oxford Dictionary (New York: Oxford University Press.2000), p. 445 2
Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1980), p. 496
3
good sentences by using present continuous tense, and they confused in add-ing form to verb, it is caused of many factors: First, the students’ understanding of grammar is low. Second, the students didn’t really pay their attention to the teacher explanation about the lesson. Third, the students felt bored in following teaching learning activities. It is hard to
develop students’ ability in learning grammar. Therefore, to solve the problems, teachers have to use a new method or approach to develop the students’ ability in using present continuous tense.
In the reality, not all of the students have good ability in using present continuous tense, but teachers can develop students’s ability in using present continuous tense through appropriate method or approach. In teaching tenses, there are many methods or approaches, contextual teaching learning (CTL) is one of approach that can be used to teach present continuous tense.
Nowadays, contextual teaching and learning is one of new approach which socialized in Indonesia. Contextual Teaching Learning (CTL) is a
learning concept, which helps teachers to chain between the teaching material and the real situation faced by the student. In addition it can help student to apply the knowledge in the real world. According to this concept the learning process goes naturally. It is not only students learn and do it, but also teacher transfer the knowledge to students. The teaching learning strategies are more important than the outcomes. Contextual Teaching and Learning (CTL) helps us to relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their life as family members, citizens,
4
Many of these strategies are used in classrooms today. Activities such as team teaching, cooperative learning, integrated learning, work-based learning, service learning, problem-work-based learning, and others support CTL and are already occurring in many classrooms and schools. Many educators routinely use these activities to encourage inquiry,
creative problem solving, and use of higher order thinking skills. These educators see these teaching and learning processes as methods to help all students meet state and local standards. To make CTL to be effective, all these strategies must be present in the teaching and learning experience. And the writer regards that the strategies in CTL method can help students to develop students understanding of present continous tense.
In this research paper the writer will discuss about contextual
teaching and learning as a method in developing students’ ability in using
present continuous tense. Based on the problem above. The writer regards that CTL can help students develop their ability in using present continuous tense, then the writer entitle this research paper: Developing
Students’’’’ Ability In Using Present Continuous Tense Through
Contextual Teaching Learning (A Classroom Action Research at the
seventh grade of SMP Al Mubarak Pondok Aren).
B. The Identification of the Problem
Based on the background of the problem above, it can be identified some problems:
1. The students’ difficulties in making good sentences by using present continuous tense.
2. The students’ difficulties in add- ing form.
C. The Limitation of the Problem
The writer limits the study to the implementation of contextual teaching
learning to develop the students’ ability in using present continuous tense
at VII grade students of SMP Al Mubarak Pondok Aren.
D. The Formulation of the Problem
Through this paper, the writer would like to focus on ‘Contextual Teaching and Learning’ as an approach in teaching ‘present continuous tense’ in SMP Al Mubarak Pondok Aren Tangerang Selatan. To make the study easy to understand, the writer formulates the problem as follows: “Can Contextual Teaching Learning develop students’ ability in learning present continuous tense?”
E. The Aim of the Research
The aim of the research are to know wether Contextual Teaching and
Learning (CTL) can develop students’ ability in using present continuous tense for the first year students of SMP Al Mubarak Pondok Aren Tangerang Selatan.
F. The Significance of the Research
After finishing her study, the writer hopes that, this research paper will be useful for other people. The contribution of this research are conveyed to:
1. For the teacher, especially to English teachers, the result of this research is expected to be able to give contribute about how to teach present continuous tense based on the contextual teaching and learning and give more variation of approaches or methods in teaching English grammar.
6
CHAPTER II
THEORETICAL FRAMEWORK
A.
Present Continuous Tense
1. The Understanding of Present Continuous Tense
Present Continuous Tense consists of three words; present, continuous and tense which each word has its own meaning ethymologically. Present is period of time which is happening now not the past or the future. Continuous is without a pause or interruption. Tense is any of the form of a verb that which show the time at which an action happened.1 From the information above the writer conclude that present continuous tense is any of the form that which show the time that used to express an action on period of time which is happening now.
1
Cambridge Advanced Learner 6th
The present continous tense also called present progressive tense is one of the important elements of English language. Some grammarian defines present continous tense using their own theory. Therefore, there are some theories of it. The first theory according to Betty Schrampfer Azar who stated that present continous tense has two functions: (1)
Present progressive expresses an activity that is in progress at the moment of speaking. It began in the recent past, it is continuing at the present, and will probably end at some point in the future. For example: (a) John is sleeping right now, (b) I need an umbrella because it is raining, (c) John and Mary are talking on the phone. (2) Present progressive often express the activity of general nature: something generally in progress this week, this month, this year. For example: (d) I am taking five courses this semester. (e) John is trying to improve his work habits, (f) she is writing another book this year.2
Present continuous tens not only expresses the activity of general nature and the activity that is in progress at the moment of speaking, but present continuous tense also expresses future time. Present continuous may be used to express future time when the idea of the sentence concerns a planned event or definite intention. A future meaning for present continuous tense is indicated either by future time words in the sentence or by the context. For examples:
(a) My wife has appoinment with a doctor. She is seeing Dr. North next Tuesday.
(b) Sam has already made his plans. He is leaving at noon tomorrow.
(c) A: what are you going to do this afternoon?
2
8
B: After lunch I am meeting a friend of mine. We are going shopping. Would you like to come along?3
In addition, Betty Schrampfer Azar explains in her book that the word always is used not only in simple present but also used in present continuous. But the usage of always in simple present tense is different with the usage of always in present continuous. In simple present always is used to describe habitual or everyday activites. But, in present continuous always is used to complain, such as to express annoyance or anger. For example:4
Table 2.1
From the explanation above, present continuous tense also called
present progressive tense. Present continuous tense have mutual function to expresses the activity of general nature, the activity that is in progress at the moment of speaking, and expresses future time when the idea of the
3
Betty Schrampfer Azar, Understanding and Using English Grammar,..., p. 50
4
Betty Schrampfer Azar, Understanding and..., p. 16 · Mary always leaves for school at
7:45.
Simple present
“always” is used to describe habitual
· Mary is always leaving her dirty socks on the floor for me to pick up! Who does she think I am? Her maid?
· I am always/forever/constantly picking up Mary’s dirty socks!
Present continuous
sentence concerns a planned. Present continuous also used to express annoyance or complain when add by “always/forever/constantly”.
The second definition is derived from Michael Swan in his book Practical English usage which explains some function of present continuous tense.5 They are:
§ Present progressive tense is made with am/are/is+ing. The commonest
use of present progressive tense is to talk about actions and situations that are already going on at the moment of speaking.
Example: Hurry up we’re all waiting for you
Why are you crying? Is something wrong?
§ Present progressive tense is often used to talk about developing or changing situations.
Example : The weather’s getting better and better
§ Present progressive is used to talk about temporary situations. It is not
used to talk about permanent situations, or about regular happenings or habit.
Example : My sister living at home for the moment.
§ We sometime use present progressive in a more general way, to talk
about something that may be going on at any time. Example : I dont like to be disturbed if I’m working.
Referring to the definitions above, the writer may conclude that present continuous tense is giving expression to talk about developing or changing situations, to talk about something that may be going on at any time, and also used to talk about temporary situation. It means that present continuous tense is not used to talk about regular happenings or habit.
The writer takes the third definition from Raymond Murphy who explains some functions of present continuous tense.6
5
10
The first function is used to talk something that is happening at the time of speaking.
§ Let’s go out now. It isn’t raining anymore. § I’m tired. I’m going to bed now. Goodnight!
The second is to talk about something that happening around the time of speaking, but not necessarily exactly at the time of speaking.
§ Catherine want to works in Italy, so she is learning Italian.
It means that perhaps Catherine is not learning Italian exactly at the time of speaking.
The third function is use to talk about something that is happening in a period around now such as today, this evening, etc.
§ You’re working hard today. ‘Yes, I have a lot to do’.
§ Ann is not watching her favorite program on TV this evening. She wants to studies for the exam.
The fourth function is to talk about something that is happening to changing situations.
§ The population of the world is raising very fast. § Is your condition getting better?
Similar with simple present tense, we can use present continuous tense to talk about habitual action. We normally use simple present to refer to things we do on regular basis. However with certain time expression
6
such as all the time, always, constantly, continually, forever, etc. We can use present continuous tense.7
§ They’re forever asking me to visit them.
We use present continuous tense in this way to stress the repetitiveness of an action and sometimes (but not necessarily) to express our irritation with this.
From the definition above we know that between Michael Swan and Raymond Murphy they have same opinion about present continuous tense which is one of the functions of present continuous tense is to talk about something that is happening or developing to changing situations. Another definition showed that similar with simple present, present continuous tense used to express habitual action with certain time expression such as all the time, always, constantly, continually, forever. Present continuous
tense used in this way to stress the repetitiveness of an action and sometimes to express irritation or anger.
2. The Usage of Present Continous Tense
Considering of the explanation above, present continuous has a function that can be use to express many expression, the writer conclude the use of present continous tense they are:
a) The present continuous tense express an activity that is in progress at the moment of speaking.
· Be quiet! The baby is sleeping.
b) To express the activity of general nature: something generally in progress this week, this month, this year,etc.
· I am taking English course this month.
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c) The present continuous tense is use to talk about planned event in the future.
· We are probably spending next weekend at home.
d) To express complain by using always, such as to express annoyance, irritating or anger.
· I am always forgetting people’s names.
e) Present continuous tense is use to talk about something that is happening in developing or changing situations.
· My father’s condition is getting better right now.
f) Present progressive is used to talk about something that is happening in
temporary situations.
· She is living at flat for the moment.
g) We sometime use the present progressive in a more general way, to talk about something that may be going on at any time.
· You look lovely when you’re smiling.
h) To talk about something that is happening around the time of speaking, but not necessarily exactly at the time of speaking.
· Some friends of mine are building their own house. They hope it will be finished before next summer.
3. The Form of Present Continuous Tense
According to A.J Thomson and A.V Martinet, the present
continous tense is formed with the present tense of auxiliary verb to be + the present participle (infinitive + ing).8
8
14
In addition, there is also an explanation about the use of contraction, which is explained by Betty Azhar in her book Fundamentals of English Grammar:9
In Betty azar’s book Understanding and Using English Grammar there is also an explanation about spelling of –ing. The explanation as follow:10
Table 2.6
Betty Schrampfer Azar, Fundamentals of English Grammar, (New York: Longman, 1985), 3th Ed., p.4
10
consonant rob-robbing
4) Verbs that end in -y g. enjoy-enjoying pray-praying
16
Based on the explanation above if the verb end in –e, drop the –e and add – ing, for example: date-dating, if the verbs end in two consonants, just add – ing, example: starting. And if verbs that end in –y, y is preceded by a vowel, keep the –y and add –ing, for example: pray-praying or y is preceded by a consonant and keep the –y and add –ing, for example: replay-replaying. Furthermore, if verbs that end in –ie, change – ie to –y and add –ing, for example: lie-lying
B.
Contextual Teaching Learning (CTL)
1. The Understanding of Contextual Teaching Learning
According to Johnson, contextual teaching and learning is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects with the context of their daily lives, that is with context of their personal, social, and cultural circumstance. To achieve this aim, the system encompasses the following eight component: making meaningful connection, doing significant work, self-regulated learning, collaborating, critical and
creative thinking, nurturing the individual, reaching high standard, using authentic assesment.11
More spesific explanation Johnson said that the heart of contextual teaching and learning is the connection that leads to meaning. When young people can connect the context of an academic subject with their own experiences, they discover meaning, and meaning give them a reason for learning.12
Nurhadi stated in Pembelajaran Kontekstual (CTL) dan
Penerapannya dalam KBK, a definition of CTL based on the Washington
11
Elaine B. Johnson, Contextual Teaching & Learning, (Bandung: MLC, 2006), p. 19 12
State Consortium for CTL, as follow: “contextual teaching is teaching that enables students top reinforce, expand and apply their academic knowledge and skills in a variety of in school and out-of-school settings in order to solve simulated or real world problems.”13
According to contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own
inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context—that is, in relation to the person’s current environment—and that it does so by searching for relationships that make sense and appear useful.14
Moreover in a CTL learning environment, students discover meaningful relationships between abstract ideas and practical applications in a real world context. Students internalize concepts through discovery, reinforcement, and interrelationships. Contextual Teaching and Learning creates a team, whether in the classroom, lab, worksite, or on the banks of a river. CTL encourages educators to design learning environments that
incorporate many forms of experience to achieve the desired outcomes.15
Based on the explanation above. There are various definition of CTL from one source to another, but the meaning of CTL leads to the same perspectives. Based on the preceding definition of CTL, the writer concludes that Contextual Teaching and Learning (CTL) is a concept of teaching and learning that helps teachers relate subject matter content to
13
Nurhadi, et al. Pembelajaran Kontekstual dan Penerapannya dalam KBK, (Malang: Universitas Negeri Malang,2004), p.12
14
http://www.texascollaborative.org/WhatIsCTL.htm, November 23th, 2010 15
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real world situation, and helps students to get a better understanding about the knowledge as they relate to the context of real life.
2. The Characteristics of Contextual Teaching Learning
According to Johnson, characterizes CTL into eight important elements as follows:16
1. Making Meaningful Connections
Students can organize themselves as learners, who learn actively in improving their interest individually, person who can work individually or collectively in a group, and a person who can do learning by doing.
2. Doing Significant Work
Student can make relationship among schools and the various existing contexts in the real world as business maker and as a citizen
3. Self-Regulated Learning
Students do the significant work; it has purpose, it has connection with others, it has connection with decision making and it has the concrete results or products
4. Collaborating
Students are able to work together. The teacher helps students in
order to work effectively in a group and teacher helps them to understand the way how to persuade and communicate each others.
5. Critical and Creative Thinking
16
Students are able to apply higher level thinking critically and effectively. They are able to analyze, to synthesize, to tackle the problem, to make a decision and to think logically.
6. Nurturing the Individual
Students carry on themselves to understand, give attention, posses high wishes, motivate and empower themselves. Students can’t get the success without the support from adult people. Students should respect their companion and adult person.
7. Reaching High Standards
Students know and reach the high standard. It identifies their purposes and motivates them to reach it. Teacher shows to students how to reach what called excellent.
8. Using Authentic Assessments
Students use academic knowledge in the real world context to the meaningful purposes. For example, students may describe the academic information that have learnt in subject of science, health, education, math, and English subject by designing a car, planning the school menu, or making the serving of human emotion or telling their experience.
These eight components make CTL different from other methods. These Characteristics became the main components in applying CTL method. It is also clearly seen that these eight characteristics asks the
20
help both students and teacher in creating a good atmosphere where the learners have a great responsibility in achieving their success in leaning.
3. The Strategies of Contextual Teaching Learning
There are many strategies are used in classrooms to support CTL and are already occurring in many classrooms and schools. They are:17
· Problem-based. CTL can begin with a simulated or real problem.
Students use critical thinking skills and a systemic approach to inquiry to address the problem or issue. Students may also draw upon multiple content areas to solve these problems. Worthwhile problems that are relevant to students’ families, school experiences, workplaces, and communities hold greater personal meaning for students.
· Using Multiple Contexts. Theories of situated cognition suggest that
knowledge can not be separated from the physical and social context in which it develops. how and where a person acquires and creates knowledge is therefore very important. CTL experiences are enriched when students learn skills in multiple contexts (i.e. school, community, workplace, family).
· Drawing upon student diversity. On the whole, our student population
is becoming more diverse, and with increased diversity comes differences in values, social mores, and perspectives. These differences can be the impetus for learning and can add complexity to the CTL experience. Team collaboration and group learning activities respect
students’ diverse histories, broaden perspectives, and build
inter-personal skills.
· Supporting Self-regulated Learning. Ultimately, students must
17
become lifelong learners. lifelong learners are able to seek out, analyze, and use information with little to no supervision. to do so, students must become more aware how they process information, employ problem-solving strategies, and use background knowledge. CTL experiences should allow for trial and error; provide time and structure for
reflection; and provide adequate support to assist students to move from dependent to independent learning.
· Using interdependent learning groups. Students will be influenced by
and will contribute to the knowledge and beliefs of others. Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors.
· Employing Authentic Assessment. CTL is intended to build knowledge and skills in meaningful ways by engaging students in real life, or "authentic" contexts. assessment of learning should align with the methods and purposes of instruction. authentic assessments show (among other things) that learning has occurred; are blended into the teaching/learning process; and provide students with opportunities and
direction for improvement. Authentic assessment is used to monitor student progress and inform teaching practices.
· Reaching High Standard. High standard has a perception to be guarantee to make students confidently to choose their future. Teachers have to apply high standard to make their sudents become a competitive people.
22
4. The Components of Contextual Teaching Learning
Contextual teaching learning have seven main components. A classroom which apply CTL approach used this aim component in their teaching learning activity. The seven aim components of CTL, they are:18
1. Constructivism
Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it is an interaction between their experiences and their reflexes or behavior-patterns.
Constructivism is a based philosophy of contextual teaching learning approach. It means that knowledge is not a set of fact, concept, or norm that already to take and to memorize.
People have to construct their knowledge and give them meaning through real experience.
2. Inquiry
Inquiry is a main part in contextual teaching learning activity in classroom. Students’ knowledge is should not from memorize a set of fact. But, teachers should have plan activity that concern to inquiry activity. The cycle of inquiry are observation, questioning, hypothesis, data gathering, and conclusion.
3. Questioning
Questioning is strategy in teaching learning activity based on CTL.
Questioning as a learning tool. it is useful for improving student’s curiosity. The teachers allow the students to ask something related to
18
Departemen Pendidikan Nasional, Direktorat Jenderal Pendidikan Dasar dan
the material to get information. Questioning is also useful to inspect students’ understanding about the material.
4. Learning Community
In learning community students get the result of learning activity by sharing with other people. Through learning community, students are
able to share knowledge, focus on goals, and allow all to teach and learn from each other.
Teachers can make various kind of learning community. Jeremy Harmer stated in his book that there are various students grouping that can be made by teacher in classroom, they are lockstep, pairwork, groupwork, and ect.19
5. Modelling
Modelling is needed to give the students an example in teaching learning activity, teachers can use modelling to operate something, modelling can applied in teaching any skill.
In CTL approach, teacher is not the only one role model for students. It
can involve students as a model or an outsider. For example, we can use native speaker as a model in teaching English language.
6. Reflection
Reflection is also an important element in contextual teaching learning. Reflection is a way of thinking on what have students done in learning activity. reflection is a respond toward case, activity, or knowledge what have students accepted. Do the reflection in the end of learning to make student feel that they have learned something.
Provide enough time to reflect, analyze, and respect all ideas that are
expressed by all students. Teacher need to engage the students in
19
24
searching the information that can be applied in solving the problem in their own life. So, the learning process will give them many benefits in their real life.
7. Authentic Assessment
Authentic assessment refers to the procedures for evaluating learner progress using activities and tasks that integrate classroom goals, curricula and instruction and real-life performance. It emphasizes the communicative meaningfulness of evaluation and the commitment to measure that which we value in education.20
Authentic assessment is one kind of assessments that can be made by teacher, evaluates a students’ application of knowledge and complex thinking, rather than rote recall of factual information.
The writer apply these seventh component of contextual teaching learning in teaching present continuous tense to the students in order to get the best result in developing student’s ability in learning grammar.
C. Action Hypothesis
Action hyphothesis is purpose in this research take this formula as follows:
through contextual teaching learning in teaching present continous tense can develop students’ ability in using present continuous tense at VII grade students of SMP Al-Mubarak Pondok Aren.
20
Viljo Kohonen, AuthenticAssessment in Affective Foreign Language Education,
D. Relevant of the Study
The research about contextual teaching learning has been done by Iim Imaroh that was “Teaching Present Perfect Tense By Using CTL”. This research explains about the application of CTL in teaching Present Perfect Tense. She conducted the observation started on April 29th, 2009 to
26 CHAPTER III
RESEARCH METHODOLOGY
A. The Purpose of the Research
The purpose of this research is to know wheter to develop students’ ability in using present continuous tense through contextual teaching learning at VII grade of SMP Al Mubarak Pondok Aren, Tangerang Selatan. The writer hopes it will give a pleasant activity for students, so it will motivate them to develop their ability in studying English.
B. The Time and the Place of Study
This research take place at SMP Al Mubarak that is located in Jl. Jombang Raya, Pondok Aren, South Tangerang, Banten Province. It is established by the late KH. Abdullah Bin H. Syarmili and the late KH. Abdurrahman Bin H. Muasyim (both of them were passed away) and it is
legitimated on Sunday, 11th of April 1993 by opening the first academic year 1993/1994.
room, 1 counseling room, 1 mosque, 8 restrooms, 2 canteens, 2 libraries, 1 computer room, 1 science laboratory, 8 teachers’ official house, and 1 wide field for sport activity.
In addition, this school has 2 English teachers graduated from Bachelor Academy program. This school is chosen as the field of the study
for a reason that the researcher is a trainee-teacher during Praktek Profesi Keguruan Terpadu (PPKT) for 4 months, so the researcher knows the condition of this school, it’s make easier for her to identify the problems faced by students in learning tenses of grammar.
C. The Method of the Research
The writer used Classroom Action Research (CAR) in this study. CAR is a research activity that occurs in classroom. According to Wallace, Classroom Action Research is a type of classroom research used by teacher to solve problem faced in the classroom.1
Furthermore, Mills explains that “action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or
other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving student outcomes and the lives of those involved”.2 It’s mean CAR aims to overcome problems in teaching learning process in order to improve the quality of educational practice.
1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press,2006), pp. 4-5
2
28
CAR helps the teacher through any new methods and skills and helps to build self-awareness especially through pair-teaching regarding as collaborative study between the researcher and the teacher.3
Based on statements stated above, it can be concluded that CAR is conducted to overcome problems faced by teacher and students in teaching
and learning activity in order to improve students’ achievement. In addition, CAR helps teacher to solve the problem by applying a new method or strategy as an alternative way leading to innovation.
D. The Subject and the Object of the Research
1. The Subject of the Research
The subject of this research is VII grade students of SMP Al Mubarak in 2010/2011 Academic Year. There are 32 students in VII grade.
2. The Object of the Research
The object of this study is Contextual Teaching Learning Approach to develop students’ ability in using present continuous tense.
E. The Researcher’s Role on the Research
The role of researcher in classroom action research is observer and collabolator of English teacher at seventh grade of SMP Al Mubarak, the researcher also makes lesson plan, and watch out the process of teaching and learning activities and researches process of students’ activities in the classroom.
F. The Research Design
In this Classroom Action Research the writer used the CAR procedure
of Kurt Lewins’ design. It consist of four phase within one cylcle they are,
3
planning, acting, observing, reflecting.4 If the first cycle finished and still found any problem and there was no improvement. It is necessary to continue to the second cycle with same phases which consist of four phases; planning, acting, observing, reflecting.
Figure 3.1
Kurt Lewin’s Action Research Design
4
Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas , (Jakarta: PT Indeks, 2009), p. 20
Acting
Planning
Acting
Observing
Observing
Reflecting
Planning
Reflecting
C Y C L E 1
30
In detailing the design of action research, the writer modifies the Action Research that according to Kurt Lewin Model:
Figures 3.2
The Researcher Design Modified from Kurt Lewin
Planning
* The teacher makes the lesson plan
* The teacher choices the appropriate material * Preparing handout and students’ worksheet * Teacher prepares observation sheet
* The teacher prepares form evaluation and post-test I
Acting
* The teacher conducts the lesson plan
* The teacher teaches present continuous tense and applies contextual teaching learning in teaching learning process
* The teacher and the observer discuss and analyzes collaboratively students’ achievement
* Revises the lesson plan and the implementation if needed
* Modifies the lesson plan for the next cycle and prepares for post-test 2 in order to know the improvement of students’ score
Observing
* The observer observes the classroom situation * The observer observes the students’ behaviour
* Prepares hand out, media, and students’ worksheet * Prepares the form observation
Acting
* The teacher teaches the material according to the lesson plan
* The teacher gives other task and activity in order to make the students’ more enthusiasm and interresting in teaching learning activity
* The teacher reviewes the material and students’
task
* The teacher uses moving class to get new atmosphere
Observing
* The observer identifies the theacher’s activity in classroom
* The observer observes the students’ behaviour during teaching learning process
* The observer observes students’ responses * Does the post-test 2 in ending of cycle 2 Reflecting
* Discuss about students’ responses and behaviour in classroom
* Discuss with the observer about students’
achievement in classroom
* Discuss with the observer the improvement of students’ score and also analyzes the result from post-test I to post-test II
G. The CAR Procedures
In this Classroom Action Research (CAR), the writer used Kurt
Lewin’s design. This research consists of two cycles and each cycle consists of four elements. Those are planning, acting, observing, and reflecting. After finished the first cycle, it will be probably found real problem in classroom. Therefore, it is necessary to continue to the next cycle. in line with the same concept of the first cycle. Here the explanation of each cycle:
1. Planning
In this phase, the writer identified the problem and try to analize the cause of the problem. The writer makes the lesson plan, make an interview with the English teacher and uses observation list to get solution to solve the problem in the classroom. The writer also makes the instrument of pre-test and post pre-test to know about students’ achievements at the end of this cycle.
2. Acting
Acting phase is the implementation of lesson plan prepared in planning phase. In this phase the writer and the teacher collaborates to carried out planned action. In the first meeting the writer give pre-test to know student’s understanding about present continuous tense. Then the writer analize student’s problem and try to solve the problem by using contextual teaching learning approach in teaching present continuous tense to the students in the next meeting. The writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two meetings in action.
3. Observing
32
collect the data derived from evaluation or post-test.When observing, the writer should notice and note all of activities in the classroom.
4. Reflecting
In reflecting phase, the writer reflects and reviews the implemented actions. In this phase, the writer evaluates students’ progresses in their ability in using present continuous tense after taught using contextual teaching learning approach. The writer will also ask the English teacher’s opinion about students’ ability in using present continuous tense. Further more, data reduction will be used to decide a better plan for the next cycle.
H. The Result of Expected Action Intervention
The writer’s expected from the result of action research are:
·The result of action research expected to be useful for students to make them easier to improve their ability in using present continuous tense, and motivated them to participate in learning grammar activity.
·The result of action intervention also expected to be useful for English teacher to use the appropriate method in teaching grammar to their students. The appropriate method can make students fun and motivated them to learn English well.
I. The Data and Source of Data
The data of this research is the procedure and the result of teaching present continuous tense by using contextual teaching learning in developing students’ ability in using present continuous tense. The result is in the form of the comparison between pretest, post-test I and post test II score. The sources of data in this study are:
1. Event
2. Informant
The informants are the English teacher and the seventh grade students in SMP Al Mubarak.
J. The Instrument of Data Collection
The research instruments used in order to complete the data needed include pre test and post-test in order to know wether the students’ scores better after they are taught by using CTL approach. In order to support the data of teaching and learning process, the writer uses observation, questionnaire, and interview.
K. The Technique of Collecting Data
In this research, the writer used quantitative and qualitative data. the quantitative data used is pre-test and post-test.5 The qualitative data consist of observation, interview, and questionnaire. On other side, The writer used these technique in order to support the data of teaching and learning process.The explanation as follows:
a. Observation
In this phase, the writer observes directly toward English teaching and learning process in the classroom. The writer observed students’ ability in using present continuous tense in the sentences, and the writer observes students’ participation in learning grammar in the classroom.
b. Interview
In this phase, the writer asks the teacher before implementing
CAR. It is to get more information about the teaching learning activities in the classroom. The writer asks about students’ difficulties in learning present continuous tense, students’ condition, and the method or any strategies usually adopted by the teacher in teaching present continous
5
34
tense. The interview also is carried out after CAR to know the teacher’s response and progress of students’ ability in using present continuous tense after implementing contextual teaching learning in teaching present continuous tense.
c. Test
The test used in this study is pre-test and post-test. The pre-test is done before implementing contextual teaching learning approach. It is to measure students’ ability in using present continuous tense at first. Meanwhile, the post-test is implemented after using contextual teaching learning approach in teaching present continuous tense. In this study, the test is done in form of multiple choices and fill in the blanks. The test is held on after the third action of each cycle. The test is used to compare students’ achievements before conducting the research and after conducting the research.
d. Questioner
The questioner was given to the students of VII grade of SMP Al Mubarak Pondok Aren in order to know their respond toward the process of teaching and learning present continuous tense by using CTL approach and also about their motivations and problems in learning grammar before and after they were taught using CTL.
L. The Technique of Data Analysis
The analysis qualitative data used in this study is the observation of
It is used to measure how well students’ understanding of present continuous tense. It uses the formula:6
X : mean
X : mean
x : individual score
n : number of students
Next, to know the class percentage which pass The Minimum mastery Criterion (KKM) 68 , the writer uses the formula:7
P : the class percentage
F : total percentage score
N : number of students
After getting mean of students’ score per actions, the writer identifies whether or not there might have any improvement of students’ understanding in learning present continous tense by using CTL from
6
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
7
Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43
n x X =S
%
100
´
=
36
test up to students’ average score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:8
P : percentage of students’ improvement y : pre-test result
y1 : post-test 1
P : percentage of students’ improvement y : pre-test result
y2 : post-test 2
M. The Trustworthiness of the Research
To analyze the examined test items, the writer implements the trustworthiness of the test. There are some phases including:
1. Validity of Data
Validity is one of the essential requirements of good educational testing which can represent an acceptable of an action research. The other words
8
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores,(Iowa: Departmentof Physic and Astronomy, 2008), p.3
y - y1
P = ──────────── X 100%
y
y2 - y
P = ──────────── X 100%
validity is the most requirements for instrument of evaluation. Arthur Hughes stated that “a test is said to be valid if it accurately what it is intended to measure”.9 It means that a test can be said valid if the test measures what it will be measured. Terminologically, in Indonesia “valid” is “shahih”. Validity is not an absolute feature from technique evaluation. It is a relative
feature for a purpose which will be reached by the test maker. Validity should be determined by the purpose will be reached by using test. Therefore validity refers to extent to which the results of an evaluation procedure serve the particular uses for which they are intended.
In this research the researcher adopts Anderson, Herr, and Nihlen’s criteria that mention that validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic
validity.
10
In this research she uses three kinds of validity are outcome, process, and dialogic validity. First, outcome validity requires that the action emerging from a particular research leads to the successful resolution of the problem that was being studied, that is, your research can be considered valid of you learn something that can be applied to the subsequent research
cycle.11 Second, process validity is “the validity that requires a research has been conducted in a “dependable” and competent“manner”.12 The last, dialogic validity; “it involves having a critical conversation with peers about research finding and practices.”13
It could be concluded from the explanation above that we could be seen the outcome validity from the students’ result of the test. Moreover, in process validity the researcher notes all events happening during the CAR. Therefore, in these validities the research is said successful if the result of
cycle II is better than cycle 1. Besides, if there might have some mistakes in the method of teaching, so the researcher should discuss this problem with
9
Arthur Hughes, Testing for Language Teachers second edition, (Cambridge: Cambridge University Press, 1989), p.26
10
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84. 11
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84 12
Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, ..., p. 84 13
38
the teacher to modify the further strategies. Then, for dialogic validity, to avoid invalid data the researcher and the teacher discuss and assess the students’ test result of two cycles.
1. Discriminating Power
The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high achievement and low achievement. Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and lower scores performed on each item.14 The computing of discriminating power uses the formula as following:15
U – L D = ─ ───
N
In which, D : The index of discriminating power
U : The number of pupils in the upper group who answered the item correctly
L : The number of pupils in the lower group who answered the item correctly
N : Number of pupils in each of the groups
Next, the discriminating scale uses:16
1 4
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p. 135.
1
Wilmar Tambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p. 139.
1 6
DP REMARK
≤ 0.40 Used
0.20 – 0.39 Revised
≤ 0.10 Discarded
2. Difficulty Item
The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. The formula as following:17
R
P = ─ ─ T
In which, P : Index of difficulty
R : The total number of students who selected the correct answer
T : The total number of students including upper and lower group
The criterion that is used is as:
ID REMARK
0 – 0.14 Difficult 0.15 – 0.85 Moderate 0.86 – 1.00 Easy
40
N. The Criteria of Action Success
The criteria of action success are emphasized on the process and the
41
CHAPTER IV
RESULT AND DISCUSSION
A. The Description of the Data
There are three parts related to description of the data. Those are pre observation, pre interview, and pre test. Those explanations as following:
1. The Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning in grammar activity before implementing the action. It was held at VII grade of SMP Al Mubarak Pondok Aren, Tangerang Selatan academic year 2010/2011. There consisted of 32 students in the class. The pre-observation was conducted on the 4th and 6th April 2011. It was started at
