A "skripsi"
(Presented to the faculty of Tarbiya and Teachers training in a partial fulfillment of the requirements for the degree of S.Pd (first strata degree)
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By:
NETY ARIYANI
104014000334
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ENGLISH EDUCATION DEPARTMENT
FAKULTY OF TARBIYA AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
Nama
Tempat I Tanggal Lahir NIM
J urusan I Prodi Judul Skripsi
Dosen Pembimbing
: Nety Ariyani
: Gunungkidul, 05 September 1985 : 104014000334
: Pendidikan Bahasa Inggris
: The Effectiveness oflnteractive Leaming in Teaching The Present Continuous Tense (An Experimental Study at the First
Students of SMK Islam Al - Fajar, Kedaung, Pamulang)
: Drs. Nasrun Mahmud, M.Pd.
dengan ini menyatakan bahwa skripsi yang saya buat benar - benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Skripsi ini merupakan hasil asli saya yang diajukan untuk memenuhi salah satu persyaratan memperoleh gelar strata 1 di UIN Syarif Hidayatullah Jakaita.
Semua sumber yang saya gunakan dalam penulisan ini telah saya cantumkan sesuai dengan ketentuan yang berlaku di UIN Syarif Hidayatullah Jakarta.
SMK Islam Al - Fajar, Kedaung, Pamulang)
By:
NAME
: NETY ARIY AN!
NIM
: l 04014000334
Approved by;
Advisor
(Ors. Nasrun Mahmud, M.Pd.) NIP: 150040070
ENGLISH EDUCATION DEPARTMENT
FAKULTY OF TARBIYA AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY
SY ARIF HIDAY ATULLAH
JAKARTA
experimental stu,(r at the first grade students of SJlfK Islam Al - Fajar ,
Keda1111g.Pa11111a11g'\Hitten by Nety Ariyani. student's registration number I 0-101-100033-1 "as legalized in faculty of Tarbiya and Teachers Training Syarif I-Iida: stullah State Islamic UniYersity Jakarta on ... December 2008. This paper has been accepted and declared to have fulfilled of the requirements of "Sarjana" degree in English Language Education- in the department of English Education.
Chairman
Secretary
Examiner I
Examiner !I
Jakarta,
EXAMINATION COMMITTEE:
: Drs. Syauki. M .Pd NIP: I50246289
December 2008
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: Neneng Sunengsih, S.Pd ( '
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: Drs.A.M Zaenury. M.Pd ｾ＠
NIP: 150I88518
Acknowledged by:
Dean ofTarbiya an ｾ｣ｳｳ＠ Training Faculty
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Prof .Dr. De I Ros' ada. M .A
translation method.
The techniques are intended for the English teachers to create a new strategy in teaching the present continuous. tense to be more conducive and interesting in order to enable the students learn in a positive environment and make the English teaching and learning flow smoothly and effectively.
The subjects that are described in this paper are: the definition of the present continuous tense, the usage of the present continuous tense, and the form of the present continuous tense. The writer a.lso would like to explain the definition, basic concept, principles, patterns, characteristics, strength and weaknesses of both interactive learning and grammar translation method.
The writer wants to limit the study in the term of whether teaching the present continuous tense can be conducted more effectively by using interactive learning or the grammar translation method.
In doing the "skripsi", the writer would like to use an experimental method with the paradigm of quantitative. The writer chose the sample of the first grade students of SMK Islam Al - Fajar because according to the syllabus used by the teachers of that school, the present continuous tense was taught in the first grade of senior high school, so the writer could do her experiment in that school.
This paper is presented to the English Department Faculty of Tarbiya and Teacher's training, State Islamic University as a partial fulfillment of the requirement of'' Sarj ana'' degree.
In this wonderful occasion, the writer would like to express her honor and deepest gratitude to:
1. Prof Dr. Dede Rosyada as the dean of faculty of Tarbiya and Teacher's training.
2. Drs. Syauki M.Pd as chairman of English Education Department 3. Mrs. Neneng Sunengsih, S.Pd as the secretary for the kindness, 4. Drs. Nasrun Mahmud, M.Pd. as her advisor in writing this "skripsi"
who always gives some constructive suggestions to this paper.
5. Drs. Marjono as the principal of SMK Islam Al-Fajar and Miss Erna Fatmawati as the English teacher at the first grade of Senior High School for giving her time and place to do the research.
6. Her beloved family, father "Fandi Haryono", mother "Sumiyati", and her brother "Ari Madiyanto", she thanks a lot for their support,, advice and pure love.
7. To her most influential boy friend who will accompany her in the rest of her life, "Syukron Mahmud".
8. The members of "B" class of English Department, especially Nuning, Mila, Erna, Nina, Ucup, she will never forget this wonderful friendship.
Finally, she realized that this paper is far from being perfect. It is a pleasure for her to receive constructive criticisms for improving this paper.
Ciputat, December 2008
ENDORSEMENT ... (i)
ABSTRACT ... (ii)
ACKNOWLEDGMENT ... (111)
TAJ?LE OF CONTENTS ... (iv)
LIST OF DIAGRAM ... (vm) LIST OF TABLE ... (ix)
CHAPTER I: INTRODUCTION ... (1)
A Background ofthe Study ... (1)
B. Limitation of the Study ... (4)
C. Statement of the Problems ... (4)
D. Objective of the Study ... . E. Methodology ofResearch ... (4)
F. Significance of the Study ... (5)
G. Organization of Writing ... (5)
CHAPTER II: THEORETICAL FRAMEWORK ... (7)
A INTERACTIVE LEARNING... . . . .. . . . ... (7)
1. Concept of interactive learning . . . . ... (7)
2. Definition oflnteractive Learning ... . ... ··· (10)
3. Interactive Principles ... (11)
7. Hypothesis of the research ... (22)
B. GRAMMAR TRANSLATION METHOD ... (23)
1. Background of the Grammar Translation Method ... (23)
2. Understanding the Grammar Translation Method .. . ... (24)
3. Characteristics of the Grammar Translation Method ... (25)
4. Design of the Grammar Translation Method ... (26)
5. Teaching the present continuous tense through the Grammar Translation Method ... (27)
C. THE PRESENT CONTINUOUS TENSE ... . .. ··· (28)
I. Definition of the Present Continuous Tense... . . . (28)
2. Understanding the Present Continuous Tense ... (29)
3. Form of the Present Continuous Tense ... (29)
4. Spelling of the Present Continuous Tense ... (32)
5. Usage of the Present Continuous Tense ... (33)
CHAPTER III: THE PROFILE OF AL - FAJAR ISLAMIC SENIOR HIGH SCHOOL ... (35)
A. Al - Fajar Islamic Senior High School ... (35)
1. History of Al - Fajar Islamic Senior High School.. ... (35)
5. Income Sources ... (38)
B. Teachers' Data ... (38)
I. Teachers educational background ... (39)
2. Organization of the school committee ... (39)
3. Job description of the teachers ... (40)
C. Students' Data ... (41)
I. Student's Identity ... (41)
2. The result of the national examination achieved by the students in last four years ... (41)
CHAPTER IV RESEARCH FINDINGS ... (43)
A. Operational Definition of the variables ... (43)
B. Place and Time of the study ... (44)
C. Population and Sample ... (44)
D. Technique of Data Collecting ... (45)
E. Technique of Data Analysis ... (48)
F. Data Description ... .. ··· (49)
G. The test ofHypothesis... .. ... (55)
BIBLIOGRAPHY ... (58)
Table 3.2 ... (38)
Table 3.3 ... (38)
Table 3.4 ... (39)
Table 3.5 ... (39)
Table 3.6 ... (40)
Table 3.7 ... (41)
Table 3.8 ... ( 42)
Table 4.1 ... (46)
Table 4.2 ... ( 4 7) Table 4.3 ... (50)
Table 4.4 ... (51)
[image:12.595.49.434.135.641.2]This chapter presents and discusses the background of the study, the scope
and limitation of the study, the statement of the problems, the objectives of study,
research methodology, significance of the study, and organization of writing.
A. Background of The Study
Language is a system of arbitrary, vocal symbols which permit all people
in a given culture, or other people who have learned the system of that culture, to
communicate or to interact.'
Learning is showing or helping someone to learn how to do something,
providing with knowledge, causing to know and understand. While teaching is
guiding and facilitating learning, enabling the learner to learn, setting the
conditions for learning. 2
Teaching English means that we teach not only the four basic skills i.e.
listening, speaking, reading and writing, but we also learn it's components in
order to speak and write English correctly. One of the language components is
grammar. The students who study English need to learn grammar so that they can
Grammar, after all, is the natural, inherent, meaning - making system of
the language, a system that governs the way words come together to form
meanings; grammar is also the study of that system, the various theories or
perspectives that attempt to understand it.'
Meanwhile, students who learn English meet a number of problems,
es'.1ecially with the grammar as the language that can be and appear confusing.
Some students think of grammar as rather boring subject. When they learn
English, they try to avoid the grammar of that language that for them it is
confusing and hard to be understood. At the beginning, the students find
something hard when they have to study about tense. The example of tenses is the
present continuous tense. They find that the form of the present continuous tense
that we use to express an activity that is in progress at the moment of speaking is
quite complex. They make mistakes because of the lack knowledge of adding the
- ing after the infinitive verb.
In English language teaching, method plays an important role. Method is a
planned and systematic effort of the teacher for establishing sequence in the
various parts of the teaching.
The grammar translation method is a foreign language teaching method
derived from the classical (sometimes called traditional) method of teaching
Greek and Latin. This method requires students to translate whole texts word for
word and memorize numerous grammatical rules and exceptions as well as
enormous vocabulary lists. The goal of this method is to be able to read and
translate literary masterpieces and classics. 4
Many people have learnt new language in this way. It also has been used
by most teachers of English at the secondary level in the Pacific until right now.5
And as far as the writer knows, Indonesia is one of the users. It stayed in schools
3 Craig, Hancock. Grammar in Use, (New York: Longman Group Ltd, 200 I).
until the 1960s, when a complete foreign language pedagogy evaluation was taking place. The trusty of this out of fashion method set the pace for many classrooms until right now although we know that now, learning in order to communicate is commonplace. Recent trends in teaching English programs show the growing concern among educators for the importance of communicative approach as applied in teaching English.
Through communicative approach, students are supposed to have ccmmunicative competence in using English. Only few teachers of English in Indonesia who have already used this method although some experts interested in this method and they believed that it could reinforce concepts that the students were studying at school.
To modify positively the situation of the classroom and to make the teaching learning process lively, the writer would like to propose an alternative approach rather than teacher - centered approach like in the grammar translation method, that is the one which common known under the term "interactive learning".
Interactive learning describes a method of acquiring information through hands on. This approach will give the students opportunity to play an active role throughout the whole teaching learning process.
Based on the background above, the writer is interested in doing a research with a title " The Effectiveness of Interactive Learning in Teaching the
Present Continnons Tense" because it is necessary to look for a new way in
B. Limitation of The Problem
To avoid misunderstanding and to clarify the problem, it is necessary to
make the limitation of the problem. In this stydy, the writer will limit the problem
in the teaching the present continuous tense through interactive learning at the
first year atudents of SMK Islam Al - Fajar Kedaung, Pamulang.
C. Statement of The Problems
The formulation of the problem:' is interactive learning effective m
teaching the present continuous tense?"
D. Objective of the study
In discussing this paper, the writer would like to know:
1. The result of using interactive learning in teaching the present continuous
tense.
2. The result of teaching the present continuous tense using the grammar
translation method.
3. Which is more effective using the interactive learning or the grammar
translation method?
4. To contribute about how to teach the present continuous tense based on
interactive learning.
E. Research Methodology
In this study, the writer uses two ways, the library research and field
research. In the library research, the writer tried to observe some theories related
to the topic and to conduct the library research through reading books as
reference, also as the report of this paper.
In the field research, the writer did it at the first year students of SMK
Islam Al - F ajar, Kedaung , Pamulang. In conducting the research, the writer
gives the pre- test before the teaching learning process and gives post - test after it
F. Significance of the study
These findings of this study are expected to broaden up the writer's
knowledge concerning the using of interactive learning in teaching the present
continuous tense, and to provide useful information about the kinds of
methodology of teaching English as a foreign language at SMK Islam Al - Fajar,
Kedaung, Pamulang especially in teaching the present continuous tense.
It is expected that this findings can contribute to two groups of people,
they are: the teachers and further researcher.
From the information given, the teachers of SMK Islam Al - Fajar can
evaluate whether the English teaching methodology is well impiemented or not.
The English teachers can maintain the effort such as change the teaching
methodology.
Particularly, the findings of this study will provide information about how
to make the teaching - learning activity running smoothly and effectively. In
addition, the results of this study can be used as a reference to the future
researchers who are interested in conducting the similar studies.
G. Organization of the study
This paper consists of five chapters. The first chapter is introduction. It
covers background of the study, limitation of the problem, statement of the
problems, the objectives of the study, the research methodology, the significance
of the study and organization of the study.
The second chapter discusses the theoretical framework and consists of
three parts. They are interactive learning, traditional method and the present
continuous tense.
The third chapter deals with the profile of institution where the writer did
the research. It describes the data about the school, it includes the history, the visions and missions, school identity, and the infrastructures supported the
teaching and learning process. It also talks about the teachers' data like teachers'
student's identity and the result of the national examination achieved by the
students of this school in last four years.
The fourth chapter deals with research methodology and findings. It covers
the research methodology which consists of the purpose of study, the operational
definition of variables, place and time ofresearch, the method of study, population
and sample, technique of data analysis, and technique of data collecting. It also covers the research findings which cover the description of data, the test of
hypothesis, and the interpretation.
The last chapter presents conclusions and suggestions. It is a core review of previous discussion in this paper. And there are some suggestions that might be
This chapter contains theoretical framework of relevant theories
concerning: the interactive learning, the grammar translation method and the
present continuous tense.
A. Interactive Learning
1. The concept of interactive learning
The first step toward developing a principled approach to language
teaching will be turned back to the clock about a century in order to learn from
the historical cycles and trends that have brought us to the present day.
Before we turn to "interactive" language teaching, first we should try
to understand what we mean by method because without backdrop of history,
it is difficult for us to completely analyze the session we just observed.
In describing a method, the difference between a philosophy of
language teaching at the level of the theory and principles and a set of derived
procedures for teaching a language, is central.
In an attempt to clarify this difference, Edward Anthony (1963) said in
''Approach and Methods in Language Teaching'' written by Richards and
Anthony gave us a definition that has admirably withstood the rest of
the time. Anthony's concept of "method" was the second of three
hierarchical elements, namely approach, method, and technique. '
" ... An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught."
" ... Method is as an overall plan for systematic presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural.''
" ... A technique is implementational - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.''
Continue discussing about the term of approach, metho.d, and
technique of language teaching, Richards and Rodgers asserted that at least
there are three different theoretical views of language and the nature of
language proficiency explicitly or implicitly inform current approaches in
language teaching.
The first is the structural view, the view that the language is a system
of structurally related elements for the coding of meaning. The target of
language learning is to see and to master the elements of this system which are
defined in terms of phonological units, morphology, and vocabulary. ; 'Audio
lingual Method" embodies this particular view of language.
The second view of language is the functional view, the view that
language is a vehicle for the expression of functional meaning. This theory
emphasized the semantic and communicative dimension rather than merely the
grammatical characteristics of language. "Functional - Notional Approach"
embodies this particular view of language.
1
Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language
The third view of language can be called the interactional view.
Interactional theories focus on the patterns of moves, acts, negotiation, and
interaction found in conversational exchange. Language teaching content,
according to this view, may be specified and organized by patterns of
exchange and interaction of learners as interactors. "Community Language
Learning" embodies this particular view of language. 2
One of the most comprehensive lists of Communicative Language
Teaching features came some times ago as Finocchiaro and Brumfit (1983: 91
-93) said in "Teaching by Principles, an interactive approach to language pedagogy'' written by H. Douglas Brown. Finocchiaro and Brumfit described
that interactive learning, cooperative learning, learner center classes, content
-centered education, whole language, etc, included into what called with
principles of Communicative Language Teaching (CLT).3
From the statement above, the writer concludes that interactive
learning is an approach. Interactive language teaching, however, is a theory of
language teaching that starts from a communicative approach. It is an approach to the teaching of languages that emphasizes interaction as both the
means and the ultimate goal of learning a language. Despite a number of
criticisms, it continues to be popular, particularly in Europe, where views on
language learning and education in general dominate academic discourse.
Communicative language instructions and its measurements - are
focused in twin, proficiency - oriented instruction and language learning
based on idea of learner self direction, are beginning to command attention
around the world. The primary function of language is for interaction and
communication. Communication seen as dynamic, depend on the negotiation
of meaning between two or more persons who share some knowledge of the
language being used. Interactive language teaching provides such exercises
2
Jack C. Richard and TI1eodore S. Rodgers, Approaches ... , p. 17 - 18
3 H. Douglas Brown. Teaching by Principles, an interactive approach to language
that enable learners to attain the communicative approach objectives such as
engage learners in communication, require the use of communicative
processes as information sharing, negotiation of meaning, and interaction.
2. Definition of Interactive Leaming
Some linguists gave their arguments m the term of definition of
interactive learning, they are as follows:
According to Wilga M. Rivers, the word interactive is derived from the
Latin verb agree, which means to do, and the Latin preposition inter, which
means among. 4
Interaction is an important word for language teachers. In the era of
communicative language teaching, interaction is, in fact, the heart of
communication as all about. We send messages, we receive them, and we
interpret them in a context. We negotiate meaning, and we collaborate to
accomplish certain purposes.
According to Robert Di Pietro, interactive proficiency is expressed in
three dimensions of language; they are information exchange (with its
grammatical orientation), transaction (with its focus on negotiation and the
expression of speaker intentions) and interaction (with an emphasis on how
language works to portray roles and speakers identities. All natural discourse
contains these three dimensions and therefore should be simulated in the
classroom. A study of interaction leads us to analyze the ways in which the
speakers use language to enact roles. Those roles include the overt ones of
"information seeker" and "information giver".'
While H. Douglas Brown stated that interaction is the collaborative
exchange of thoughts, feelings, or ideas between two or more people, resulting
in a reciprocal effect on each other. Theories of communicative competence
emphasize the importance of interaction as human beings use language in
4
various contexts to "negotiate" meaning, or simply stated, to get an idea out
of one person's head and into the head of another person and vice versa. 6
Wilga M. Rivers puts it in this way: ''Students achieve facility in using
a language when their attention is focused on conveying and receiving
authentic messages (that is, messages that contain information of interest to
speaker and listener in a situation of importance to both). This is interaction".
Interaction is also an affective, temperamental matter, not merely a question of
someone saying something to someone because interactive language teaching
means elicitation of willing students' participation and initiative; it requires a
high degree of indirect leadership, along with emotional maturity,
perceptiveness, and sensitivity to the feelings of others. 7
Jack C. Richards describes interaction as the use of utterances that take
appropriate account of the speaker's and the hearer's roles implies that
conversation is often just as much a form of social encounter as it is a way of
communicating meanings or ideas. Communication as interaction is aimed at
the need of speaker and hearer to feel valued and approved of '
3. Principles of Interactive Leaming
According to H. Brown Douglas, there are some principles of
interactive learning, they are as follow:
a. Automaticity
True human interaction is best accomplished when focal attention
1s on meanings and messages and not on grammar and other linguistic
forms. Learners are thus freed from keeping language in a controlled mode
and can more easily proceed to automatic modes of processing.
6
H. Douglas Brown. Teaching By Principles .... p. 85
7
Wilga M. Rivers, Interactive Language Teaching, .... , p. 57
8
h. Intrinsic Motivation
As students become engaged with each other in speech acts of
fulfillment and self actualization, their deepest drives are satisfied. And as
they more fully appreciate their own competence to use language, they can
develop a system of self reward.
c. Strategic Investment
Interaction requires the use of strategic language competence both
to make certain decisions on how to say or write or interpret language, and
to make repair when communication pathways are blocked. The
spontaneity of interactive discourse requires judicious use of numerous
strategies for production and comprehension.
d. Risk Taking
Interaction reqmres the risk of failing to produce intended
meaning, of failing to interpret intended meaning (on the part of someone
else), of being laughed at, of being shimmed or rejected. The rewards, of
course, are great and worth the risks.
e. Interlanguage
The complexity of interaction entails a long developmental process
of acquisition. Numerous errors of production and comprehension will be
a part of this development. The role of teachers' feedback is crucial to the
developmental process.
f
Communicative CompetenceAll of the elements of communicative competence (grammatical,
discourse, sociolinguistic, pragmatic, and strategic) are involved in human
interaction. All aspects must work together for successful communication
4. Characteristics of Interactive Learning
Characteristics of Interactive Learning according to Wilga M. Rivers
are as follows:
a. The classroom turns into a providing ground where such challenges are
faced and are overcome with the aid of the teacher and the cooperation
with the other learners.
b. Interaction involves not only the expression of one's own ideas but
also the comprehension of those of others.
c. Interaction always be understood in context, physical or experimental,
with non verbal cues adding aspects of meaning beyond the verbal. 10
5. Patterns of Classroom Interaction
Related to the term of the patterns of classroom interaction, Sinclair
and Coulthrad( 1975) stated in "A course in Language Teaching: Teaching
and The01y ''written by Penny Ur, that is as follows:
"Observation has shown that the most common type of classroom
interaction is that known as 'IRF' - "Initiation" - "Response"
-''Feedback''. It is kinds of classroom interaction where the teacher initiates an
exchange, usually in the form of a question, one of the students answer, the
teacher gives feedback (assessment, correction, comment), initiates the next
question - and so on." 11
Wilga M. Rivers said that there are two major types of classroom
interaction, they are: students to students' interaction and instructor to
-students' interaction. Each of them will be explained as follow:"
10
Wilga M. Rivers, Interactive Language Teaching, ... , p. 4 - 11
11 Pem1y Ur, A course in Language Teaching: Teaching and Theo1y, (Cambridge
a. Instructor - to - Students Interaction
The instructor to student relationship, unlike the student to
-student one, is based on superior knowledge and authority. The instructor,
as the language expert, knows more than the student and is thus in a
superior position. Superiority, however, does not prohibit effective
classroom. Instructors who wish to interact naturally with students must
demonstrate clearly that despite their position of authority, they are willing
to mingle freely, adopt an open and playful attitude towards the students,
and accept all kinds of opinion. They must also all ow room for students to
interact with them. The following is a way in which instructors can interact
with their students:
1) Initiating Interaction through Questioning
The most important key to create an - interactive classroom is
initiation of interaction by the teacher. Kam Yin Wu states that one of
the basic ways by which the teacher stimulates student to think and to
learn through questioning. Questions have tended to be examined as a
means of eliciting more or less linguistic output and involving student
interaction.13Questioning is a universally used activation technique in
teaching, mainly within Initiation - Response - Feedback pattern
described before.
2) Reasons for Questioning
There are some reasons of using questioning as a technique of
teaching language, they are as follows:
• To provide a model for language or thinking.
• To find out something from the learners (facts, ideas, opinions).
• To check or to test understanding, knowledge or skill.
• To get learners to be active in their learning, etc.14
13
Christenbury and Kelly 1983 and 1991 in "Teaching by
Principles an interactive approach to language pedagogy", written by
H. Douglas Brown said that an appropriate questioning in an interactive
classroom can fulfill a number of different:15
a) Teacher's questions give students opportunity to produce language comfortably without having to risk initiating language themselves. It's very scary for students to have to initiate conversation or topics for discussion.
b) Teacher's questions can serve to initiate a chain reaction of student interaction among them. One questions maybe all that is needed to start a discussion; without the initial question, however, students will be reluctant to initiate the process.
c) Teacher's questions give the instructor immediate feedback about the student comprehension. After posing a question, a teacher can use the student response to diagnose linguistics or content difficulties. Grammatical or phonological problem areas, for example, maybe exposed through the students response and it also gives the teacher· some specific information about what to treat.
d) Teacher's questions provide students with opportunities to find out what they think by hearing what they say. As they are nudged into responding to questions about a given topic, reading or watching a film, they can discover what their own opinions and reactions are. This self - discovery can be especially useful for prewriting activity.
b. Student - to - Student Interaction
Student - to - student interaction is based on peer relationships,
which allow the maximum degree of communication. Any instructor
who has witnessed the lively personal interchange between students
working together in small groups and experienced the excellent result
The following is a way in which instructors can interact with their
students. 16
I) Sustaining Interaction through Group Work
Group work is a team covering a multiplicity of techniques
in which two or more students are assigned a task that involves
collaboration and self initiated language. Note that what we
commonly call pair work is simply group work in groups of two. It
is also important to note that group work usually implies
"small"-group work, that is, students in "small"-groups of perhaps six or fewer.
Large groupings defeat one of the major purposes for doing group
work, that is giving students more opportunities to speak. 17
2) Advantages of Group Work
Using group work as a technique in promoting interactive
learning has many advantages, they are as follows:
• Group work generates interactive language
In so - called traditional language classes, teacher talk is
dominant. Teachers lecture, explain grammar points, conduct drills,
and at best lead whole class discussions in which each student
might get a few seconds of a class period to talk.
Group work helps to solve the problem of classes that are
too large to offer many opportunities to speak. Small groups
provide opportunities for student initiation, for face - to- face, give
and take, for practice in negotiation of meaning, and for extended
conversational exchanges.
• Group work offers an embracing affective climate.
The second important advantage offered by group work is
the security of a smaller group of students where each individual is
not so starkly in public display. In small group, students become
16
vocal participants in the process. A further affective benefit of small
group is an increase in student motivation.
• Group work is a step toward individualizing instruction.
Each student in a classroom has needs and abilities that are
unique. Small groups can help students with varying abilities to
accomplish separate goals. The teacher can recognize and capitalize
upon other individual difference (age, cultural, field of study,
cognitive style) by careful selection of small groups and by
administering different tasks to different groups.
• Group work promotes learners responsibility and autonomy.
An extreme case, students can "relax" too much in whole
-class work places responsibility for action and progress upon each
of the members of the group somewhat equally. It is difficult to "hide" in a small group.
There are so many possible ways of stimulating communicative
interaction. To move from one type of classroom (as boring for the
teacher as the students) to the other, all that is needed is a decision
to try - to overcome a certain timidity, even nervousness, for at
least one segment of one lesson and try something new. The
interaction may be quiet; it may be noisy; it may be alert and
dynamic; it may take place in large groups, small groups, or pairs;
but it will be there, with students deeply involved in tasks and
activities that draw on their creativity and stimulate that of the
teacher.
3) Disadvantages of Group Work
Despite of many advantages, there are also some
disadvantages of using group work as a technique in teaching a foreign
• Students will use their native language
In English as a Foreign Language classroom, here all the
students have a common native language, and it is possible that
students in small group will use their native language.
• The teacher is no longer to control the class.
It is sure that group work requires some control spacing to
the students. In many classes, the students are indeed the
controlling of the teacher during learning.
• Some learners prefer to work alone.
Learning style variations among students are magnified in
small group. In the process, individual differences become more
silent then they are in whole class work.
• Teacher can not monitor all group at once
Related to the issue of control is sometimes misguided
belief that a teacher should be "in on" everything students say or
do during the class hour. In the work group class teacher could not
be like that.
• Students' errors will be reinforced in small groups.
Errors are a "necessary" manifestation of inter - language
development and we do well not to become observed with their
constant correction.
• The noise level may rise (though seldom more than in choral
repetition).
• The learners may be confused about the task and not do it
6. Teaching the Present Continuous Tense through Interactive Learning
In this teaching and learning process, the techniques are carried out through questioning, game (mime) and remembering pairs.
a. Through Questioning
This activity provides instructor - to - student interaction, in this activity, teacher can use WH- questions with reference to the present continuous tense. The following are the steps:
1) The teacher begins the class hour with some small talk with the students, commenting on the weather, one student's previous evening's activities, etc.
2) The teacher then asks the students to keep their textbook closed and directs them to the chalkboard.
3) Teachers calls on individual students and asks them some questions about their lives.
4) Students respond with a few prompts and selected corrections from the teacher. In two or three cases, students make errors, then teacher chooses not to correct.
5) After a few minute of this conversation, teacher directs them to the kinds of question sentences listed on the board, and then she I he explains one or two of them further.
6) Students are then directed to work in pairs and make up their own questions using the question models on the board, and to respond appropriately in complete sentences, using one of the new vocabularies. Before splitting students into pairs, teacher models some of the questions and responses that they have just gone over. During the pair work, teacher circulates and listens in, offering occasional comments.
8) Teacher directs the students to the picture and asks questions about the picture. After some silence, two students venture to ask questions: "what is this? what is she doing? Teacher then quickly moves on.
9) Teacher reads the passage aloud twice while the students listen. 10) Teacher makes statements, some right and some wrong about the
text and asks students individuals to volunteer their response by saying either "that is right" or "that is wrong". If the information is wrong, students are told to give the correct information.
11) Teacher models the correct pronunciation and has the students make several attempts at a correct pronunciation.
12) Individual students are called on to read their answers aloud. Other students are asked to make any corrections or to ask questions. 13) Teacher explains the grammatical form of the sentences m the
passages and she also writes examples on the board.
14) Teacher skips the exercises in the textbook, which offer practice in the use of the present continuous tense in various contexts.
15) Teacher explains that it is common to ask question like" what are you doing? and that the respond usually using the present continuous tense.
16) Teacher then models several questions and asks the students to repeat chorally.
17) Teacher next has all the students leave their seats with a pad of paper and pencil in hand and interview at least five other people in the class to find out three things about what persons doing in the classroom.
b. Through Games (Guessing Mimes)
Guessing mime is kinds of games m teaching grammar which the
purpose is to describe action in progress; reading and oral guessing.
Materials:
Simple sentences for guessing, using the present continuous tense :
You are opening a tin.
You are making a cup of tea.
You are watching a comedy on television.
Alternatively, similar situations depicted in drawings.
Procedure:
One student is given a cue card, and mimes its content for the rest
of the class to guess:
Are you holding something?
Are you opening something?
Comment:
It is important in such activities to make sure that not too much time
is spent only on silent mime. The students should be encouraged to keep
guessing during the mime. 20
c. Through Remembering Pairs
Materials:
Sets of small cards made up of matched pairs of identical pictures.
Each pair depicts a person or animal doing some easily identified action: a
man I woman/ dog running, for example, or a girl/boy/cat eating. There
should be at least 20 pairs. The teacher will need to copy twice to get the
pairs; or make cards from published materials.
20 Penny Ur, Grammar Practice Activities, a practical guide .for teachers. (New York:
Procedure:
Students work in small groups of no more than four participants.
Each group has a set of cards, which are randomly distributed before them
face down. The first participant turns over any two cards and describes the
pictures revealed in brief present continuous sentences:
Example:
He is running.
She is eating.
They are fighting.
Then replace them face down. This process is repeated, in turn, by the
participants, the aim was to remember where the different cards were
located and to turn up a matching pair - which then becomes the property
of the one who found them. The winner is the one who has the most pairs
at the end. 21
7. Hypothesis of the research
Based on the question of the research, the writer formulates two
hypotheses that will be tested by using the "t" test. The two hypotheses are
null hypothesis (Ho) and the alternative hypothesis (Ha).
Ho = There is no significance differences between the result of teaching the
present continuous tense using the interactive learning approach and the
grammar translation method.
Ha = There is significance differences between the result of teaching the
present continuous tense using the interactive learning approach and the
B. THE GRAMMAR TRANSLATION METHOD
1. The Background of Grammar Translation Method
A historical sketch of the last hundred years of language - teaching must be set in the context of a prevailing, customary language teaching "tradition". For centuries, there were few if any theoretical foundations of language learning upon which to base teaching methodology. In the western world, "foreign" language learning in schools was synonymous with the learning of Latin or Greek. Latin, thought to promote intellectuality through "mental gymnastics," was until relatively recently held to be indispensable to an adequate higher education. Latin was taught by mean of what has been called the Classical Method.22
As other languages began to be taught in educational institutions in the eighteenth and nineteenth centuries, the Classical Method was adopted as the chief means for teaching foreign language.
In the nineteenth century the Classical Method came to known as the Grammar Translation Method. This method withstood attempts at the turn of the twentieth century to "reform" language teaching methodology. And this day, it is practiced in too many educational contexts.
The grammar translation method stayed in schools until the 1960s, when a complete foreign language pedagogy evaluation was taking place. In
the meantime, teachers experimented with approaches like the direct method in post-war and depression era classrooms, but without much structure to follow. The trusty grammar translation method set the pace for many classrooms for many decades.
version of the Grammar Translation Method also became popular in the late
1960's and early 1970's.
This way mainly a results of the influence of the cognitive language
learning theory which emphasized that language used is based on knowledge
'rules. The knowledge is needed, however, be conscious, and the language
user may not be aware of the rules she I he using.
The last twenty years (1965 - 1985), there were many other important
developments in ways of helping people to learn language.
By the nineteenth century, the approach based on the study of Latin
had become the standard way of studying foreign language in schools. A
typical textbook consisted around grammar points. This approach was known
as the Grammar Translation Method. 23
2. The Understanding of the Grammar Translation Method
The grammar translation method is a foreign language teaching
method derived from the classical (sometimes called traditional) method of
teaching Greek and Latin. The method requires students to translate whole
texts word for word and memorize numerous grammatical rules and
exceptions as well as enormous vocabulary lists. The goal of this method is to
be able to read and translate literary masterpieces and classics. 24
Classes were conducted in the native language. A chapter in a typical
· textbook of this method would begin with a massive bilingual vocabulary
lists. Grammar points would come directly from the texts and be presented
contextually in the textbook, and also explained elaborately by the instructor.
Grammar provided the rules for assembling words into sentences. Tedious
translation and grammar drills would be used to exercise and strengthen the
knowledge without much attention to content. Sentences would be
from the target language into the native language and tests would often ask
students to replicate classical texts in the target language. Very little attention
was placed on pronunciation or any communicative aspects of the language.
The skill exercised was reading, and only in the context oftranslation.25
Grammar Translation Method is not new because teachers have been
used it for many years. It was used for the pt1rpose of helping students read
and appreciate foreign language literature. It "as also hoped that, through the
study of the grammar of the target language, students would become more
familiar with the grammar of their native language, and this familiarity would
help them speak and write their native language better.
There was a certain amount of vocabulary and a lot of grammar
teaching. As a lot of teachers were at first not native speakers of pupils'
mother tongue, however, there was certain amount of direct teaching of
English too.
This method involves the learner to spend a lot of time m
understanding the language structure. Though both listening as well as
speaking suffer because of it. However, grammar and vocabulary are being
stressed throughout the teaching method.
3. The Characteristics of Grammar Translation Method
Grammar Translation Method has many characteristics but the
principal characteristics were as follow these:
a. The goal of foreign language study is to learn a language in order to
read its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign language study.
b. Reading and writing are the major focus; little or no systematic
c. Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
d. The sentence is the basic unit of teaching and language practice. e. Accuracy is emphasized. Students are expected to attain high
standards in translation, because of the high priority attached to meticulous standards of accuracy which, as well as having an intrinsic moral value, was a prerequisite for passing the interesting number of formal written examinations that grew up during the century.26
4. The Design of Grammar Translation Method
The important goal of GTM is to make the students to be able to translate each language into the others because the fundamental purpose of learning a foreign language is to be able to read its literature. The primary skills to be developed are reading and writing.
The teacher has a big role. He or she is the authority in the classroom. Meanwhile the students do as he or she says so they can learn what he or she knows.27
In most GTM, a syllabus was followed for the sequencing of grammar points throughout texts, and there was an attempt to teach grammar in an organized and systematic way. "in a typical GTM text, the grammar rnles are presented and illustrated, a list of vocabulary items are presented with their translation equivalents, and translation exercises are prescribed. 28 Vocabulary and grammar are emphasized. Reading and writing are the primary skills.
26 Jack C. Richards and Theodore S. Rodgers, Approaches and Method"·· p. 3 - 4.
27 Diana Larsen and Free1nan, Technique and Principles in Language Learning(Ne\v
There is much less attention given to speaking and listening. Pronunciation
receives little.
5. Teaching the Present Continuous Tense through Grammar
Translation Method
Typically, a grammar translation method started with an explanation
(usually in the learner's mother tongue) ofa grammar point. The procedure of
teaching the Present continuous tense using the grammar translation method is
as follow:
First, the teacher greets the students and tells them that today they are
going to study about the present continuous tense and she explains it to them.
In this "skripsi", the teacher is written with the letter (T), while the students
are written with the letter (S).
T : The present continuous tense is formed with the auxiliaries verb be
(is, am, are) plus the present participial. She then writes the formula
on the white board and explains about the use of to be according to
each subject.
T : For example, "I am studying", "she is singing".
T : So, what is the continuous tense of" she walks to the school?
S She is walking to the school.
T : Good.
T : It is used to express an action that is happening right now, to
express the beginning, progression or end of an action, etc.
T : For example, "you are sitting now" and "it is beginning to snow".
T : After the teacher explains the rnles, she then draws the illustration
ｾ＠
---/ r .
Start now finish
T : The Present Continuous Tense expresses an activity that in progress
at the moment of speaking. We are at this point in time (now), but
the activity began in the recent past, and will probably end at
some point in the futurew
After reading over the rule and the example, the students are asked to
put the correct to be and to make the present participle from the words given
in order to make a good sentence in continuous form. They do the first two
together.
1.
2.
We _ _ _ _ _ _ _ English right now. (study)
She__ read a book. (read).
When the students finished this exercise, they read their answer aloud.
After that the teacher gives some exercises to the students related to the
present continuous tense. At the end of the lesson, the teacher asks the
students to do the remaining exercises in the lesson that include practice with
to be and the form of present participle for the next lesson. 30
C. THE PRESENT CONTINUOUS TENSE
1. Definition of Tense
According to Michael Swan, tense is the verbs forms which show
differences in time. Tenses are formed either by changing the verb (e. g know,
29 Betty S. Azar. Understanding and Using English Grammar. (New Jersey: Prentice Hall
knew; work, worked), or by adding auxiliary verbs ( e. g. will know; had
worked). "31
There are many kinds of tenses in Grammar of English; one of them is
the present continuous tense that will be discussed in this chapter.
2. Understanding the Present Continuous Tense
According to Patricia K. Werner, the present continuous tense is kind
of tenses of English which describe activities that are happening at the
moment of speaking, activities that are currently in progress, or plans for the
future.32
While Robert Krohn said that the present continuous tense is tense
made with a form of be and the -ing form of the main verb, indicates an action
or event which is actually in progress at this moment, but may terminate at
any time.33
3. Form of Present Continuous Tense
According to A.J Thomson and AV Martinet, the present continuous tense is formed with the present tense of auxiliary verb to be + the present participle (the infinitive
+
ing):34 The present continuous tense consists of fourforms, they area:
31 Michael Swan,
Practical English Usage, (Oxford: ELBS/Oxford University Press, 1980), p.500
32 Patricia K. Werner,
Interactions II A Communicative Grammar. (United States: McGraw- Hill, Inc. l 990)p. 12
33 Robert Krolm,
a. Affirmative
We form the affirmative statement by using this formula:35
Subject+ TO BE (am, are, is)+ PRESENT PARTICIPLE
(ing-form)+ Object
For example:36
Subject To Be Present Object
Participle
I Am watching a movie
You Are watching a movie
He/ She/It Is eating The cake
We/They Are watching a movie
b. Negative
To make negative statement, put not after the auxiliary be:37
Subject+ TO BE (am, are, is)+ not+ PRESENT PARTICIPLE (ing - form) + Object
For example:
Subject Tobe Not Present participle Object
I Am not Watching a movie
You Are not Watching a movie
He/ She/It Is not Eating the cake
We/They Are not Watching a movie
35
A.J Thomson and A. V Marline!. A Practical English ... p. 139
36
c. Interrogative
To make an interrogative statement, we put the form of be before the
subject.3H
TO BE (am, are, is)+ SUBJECT+ PRESENT PARTICIPLE ing- form) + Object +?
For example:
To Subject Present Participle Object
be
Am I Watching a movie?
Are You Watching a movie?
Is He/ She/It Eating the cake?
Are We/ They Watching A movie?
d. Negative Interrogative
To make interrogative statement, put contractive form of be+ not
before the subject.
Contractive form of BE ( am, are, is) Not + SUBJECT + PRESENT PARTICIPLE (- ing- form)+ Object+?
For example:
Contractive form Subject Present Participle Object
ofBE +Not
aren't I watching a movie?
aren't You watching a movie ?
isn't He/ She/It eating the cake?
4. The spelling of the present participle:
The followings are the way of spelling the present continuous tense
according A.J Thomson and A. V Martinet:
a. When a verb ends in a single e, this e is dropped before -ing:39
Example: argue arguing
Hate hating
Love loving
Except:
Age agemg
Dye dyeing
Singe singeing
a verb ending in -ee is also dropped before -ing:
Example:
Agee agreemg
See seemg
b. When a verb of one syllable has one vowel and ends m a single
consonant, this consonant is doubled before -ing :
Example:
Hit hitting
Run running
Stop stopping
c. Verbs of two or more syllables whose last syllable contains only one
vowel and ends in a single consonant double this consonant if the
stress falls on the last syllable.
Example:
Admit
Begin
Prefer
admitting
beginning
But:
Budget
Enter
(Stress not on the last syllable)
budgeting
entering
A final 1 after a single vowel is, however, always doubled:
Signal
Travel
Except: in American English.
signaling
traveling
d. -ing can be added to a verb ending in y without affecting the spelling
of the verb:
Example:
carry carrymg
en Joy enJoymg
hurry hurrying
5. The Usage of Present Continuous Tense
According to A.J Thomson and A V Martinet, there are some usages
of Present Continuous Tense as follows:4°
a. For an action happening now.
Example: it is raining right now.
b. For ar1 action happening about this time but not necessarily at the
moment of speaking.
Example:
She is teaching English and Arabic. (She may not be doing both of
them at the moment of speaking).
c. For a definite arrangement in the near future.
Example:
B.D Graver said that the present continuous tense is used for :
a. For a temporary activity over a more extended period of time.
Example:
Do you think I look any thinner? I am slimming.
b. For a habitual activity over a limited period of time.
Example:
We are eating in the kitchen during this cold weather.
c. We use the present progressive when we use to stress the idea that
something is happening by degrees or gradually.
Example:
Now that my eyes are getting used to the dark, I am seeing things a bit
A. Al - Fajar Islamic Senior High School
1. The history of Al - Fajar Islamic High School
Al - Fajar Islamic Senior High School located at Aria Putra Street number
102, Kedaung District, Pamulang sub district, Tangerang Regency, Banten
Province. This school had the registration number NSS/NSM/NDS,
202020400061/2002040102 and was established in 1996. At first, this school had
only about eight rooms.
Al - Fajar Islamic Senior High School was built on 1. 130, 5 meters the
land with the building legalization number 642.2/183-DB/l 996.
Today, Al - Fajar Islamic Education Foundation has changed from year by
year. In 2007, this school has created output that joined and worked in
government institution or private companies.
The leadership of Al - Fajar Islamic Education Foundation was held by
those experienced in education persons like Mr. Djafar and Mr. Kamto Trisusilo. Al - Fajar Islamic Education Foundation also provide the educational
program begin in kindergarten, elementary, junior high school and senior high
school level. This indication showed that this foundation grew well. More over,
this foundation always did the best and concern in quality of education. It started
and professionalism of the teachers to be the educational system which was
occurred.
2. The Vision and Mission of Al - Fajar Islamic Junior High School
In order to be exist in the era of globalization and in order to develop some
aspects which included in the educational scope, the Al - Fajar Islamic Education
Foundation has the vision and mission:
2.1 Vision:
"make Al - Fajar Islamic Education Foundation as the agent of education with
the concern in competitive and prospectus"
2.2 Missions:
I. Do the teaching and learning program based on the government's educational law and the program of Al - Fajar Islamic Education Foundation itself
2. Do the educational program with the low fee and give the educational services
competitively.
3. Correct the management which refers to the principle of improving the quality
in order to make the Al - Fajar Islamic Education Foundation became
retarded.
4. Take care of all of the development and the progress of the technology to be
implicated in the process of education appropriate with the ability of Al
-Fajar Islamic Education Foundation.
3. School's Identity
The followings are the identity of SMK Islam Al - Fajar:
School Name : SMK Islam Al- Fajar
Registration Number : 20603273
Number of decree founding : 3049/102-1/Kep. OT /1999
Address
Telephone
r-.._ ... __ £': ____ : ___ ... t._ ..J ____ _
Jl. Aria Putra No. 102, Kedaung, Pamulang,
Tangerang.
: (021) 7442956
4. The Infrastructures supported the teaching and learning process:
Infrastructures are needed in a teaching and learning process. They will
create significance changes for the students. If there were no infrastructures, the
process of teaching and learning activities may be unsuccessful.
Based on the observation done by the writer, there were some facilities of
education which complete the infrastructure in Al - Fajar Islamic Education
Foundation, they are:
[image:49.595.87.445.183.652.2]No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Table3.l
The infrastructures supported the teaching and learning process
at SMK Islam Al - Fajar
Names of infrastructures Total
Headmaster Room 1
Administrative Stuff Room 2
Teachers Room 1
Intra Organization of Students Room I
Medical Room 1
Toilet for Teachers 2
Toilet for Students 2
Computer Laboratory 1
Wardrobe Room 1
Warehouse Room 1
Students Room 6
Canteen 1
Productive Unit Room 1
Prayer Room 1
Administrative Room 1
5. Income Sources
SMK Islam Al - Fajar is a private school. So, in doing their
educational program, its get some income which is come from same
institution like:
Table 3.2
Income Sources ofSMK Islam Al - Fajar
No. Names of aid Year Amount of aid Source of aid
1 School Grant 2006 17.500.000 Center
2 School Grant 2007 17.500.000 Center
3 BOMM 2007 7.400.000 Center
4 BKM 2007 27.300.000 Center
5 BOM 2008 12.900.000 Center
6 BKM 2008 23.400.000 Center
B. Teachers' Data
Teacher takes a main part in a school. Without teachers, the teaching and
learning process will never run well. There are some teachers who join and
support the education process in Al - Fajar Islamic Senior High School. They are
as follow:
[image:50.595.51.448.197.629.2]Table 3.3
The teacher's data ofSMK Islam Al- Fajar
Description Position
Civil Servant
-Non Civil Servant 23 persons
Honorary Teachers 18 persons
1. Teachers Educational Background
Because of the significance of the teachers in doing the education, Al
-Fajar Islamic Education Foundation has classified the teachers' educational
background in order to identify the qualification of the teachers as follow:
[image:51.595.57.446.192.672.2]Table 3.4
The teacher's educational background of SMK Islam Al - F ajar
Number Description Male Female Total
I. Sarjana Degree 9 11 20
2 Diploma 3 3
-
33 Senior High School
-
-
-Total 12 II 23
2. Organization of the school committee:
Al - Fajar Islamic foundation is an organization focused on education. It
was lead by:
Table 3.5
The organization of the school committee of SMK Islam Al - Fajar
No. Name Position
I Drs.Marjono Chairman
2 Dra. Nurhasni Secretary
3 Wilawati Treasurer
4 Sanwani, A Ma. Member
5 Abdul Haris Member
6 H
