A COMPARATIVE STUDY CONCERNING STUDENTS’ PAST TENSE MASTERY BETWEEN THOSE TAUGHT THROUGH INDUCTIVE AND DEDUCTIVE METHODS AT THE FIRST YEAR CLASS OF SMPN 3 BANDAR LAMPUNG

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This research is about finding out which method is more effective in learning Past Tense between inductive and deductive methods. Felder (1993) says some students learn best through inductive, some learn best through deductive. Mastropieri, Scruggs, and Butcher (1997) concur and suggest that inductive-based activities for students with learning disabilities, without the supporting structure, will result in less effective concept development. The theories above tempted the writer to conduct this research in order to find out the fact himself.

The objective of this research is to find out whether or not there is a significant difference in students’ Past Tense mastery between those taught through inductive

and deductive methods. To achieve the objective, the writer conducted a quantitative research by applying true experimental pre-test and post-test control group design. Two classes were selected from the first year classes of SMPN 3 Bandar Lampung, one was a control class and the other was an experimental class. The data were collected by using a pre-test and a post-test. Then, they were analyzed by using Statistical Package for Social Sciences (SPSS) version 12.0. To know whether there was a difference in the students’ Past Tense mastery, the data

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The result of this research shows that the first year students of SMPN 3 taught through inductive had higher scores in Past Tense than those taught through deductive method. The average score of the experimental class is 53.04 in the pre-test and 90.71 in the post-pre-test, which made a 41.52% increase while the average score of the control class is 61.54 in the pre-test and 78.21 in the post-test, which made 21.37% increase. To sum up, there was 20.15% difference in the increase between the control class and the experimental class test results in which the experimental class had higher average score than the control class.

Considering the data obtained from the research, the writer would like to suggest that teachers of junior high schools should use inductive method more often than deductive method in teaching tenses, especially past tense as inductive method has been proven more effective.

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Thanks to Allah SWT, without whom the writer will never be able to finish this script as He is the only God who decides what will and won’t happen in this world. The writer would also like to express his deepest gratitude to the people who have helped him in completing this script. Special thanks are expressed to:

1. The writer’s parents who have supported the writer so much that he is feeling obliged to finish this script as soon as possible.

2. Prof. Dr. Cucu Sutarsyah, M. A. as the writer’s first script advisor. Thanks for his patience and kindness in guiding the writer to complete his script. He also gives the writer a great amount of advice which then helps the writer finish his script.

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4. Dra. Hartati Hasan, M. Hum. as the examiner of this script who has given lots of inputs that help the writer make a compact script and finish it.

5. Dra. Flora Nainggolan, M. Pd. as the writer’s academic advisor who has been doing more than enough to assist the writer. Despite her being out of town, she is still willing to take the trouble to e-mail the writer in order to support him.

6. Muhammad Ayyub as the principal of Standard Gandhi English Course as the man who encourages the writer the most to finish his script and gives him the freedom to take a leave to finish his script.

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I. Examination Committee

Chairperson : Prof. Dr. Cucu Sutarsyah, M. Pd. ………

Examiner : Dra. Hartati Hasan, M. Hum. ………

Secretary : Drs. Sudirman, M. Pd. ………

The Dean of Teachers Training and Education Faculty

Dr. H. Bujang Rahman, M. Si. NIP 19600315 198503 1 003

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Appendix 4

A POST-TEST

Subject : English

Level/ Class : Junior High School/ VII Time Allocation : 30 minutes

Read the texts carefully and then put the verbs in brackets into their correct forms!

SNOW WHITE

Long long time ago, there lived a little girl named Snow White. She was very pretty and white. That was why her parents named her so. She lived with her uncle and aunt because her parents had already been dead. But, Snow White didn’t live happily as her uncle and aunt treated her badly.

Until one day, she decided to run away from home because she couldn’t stand her uncle and aunt’s bad treatment anymore. When they (1. be) having breakfast the next morning, Snow White (2. run) away. She ran into the wood which was located very far from her uncle’s house. Then she saw a little cottage. She knocked but no one answered so she went inside. Because of feeling tired, she fell asleep in the cottage. Apparently, it was the seven dwarfs’ cottage. Not long after Snow White (3. fall) asleep, the seven dwarfs came home and found Snow White sleeping. When she (4. wake) up, the dwarfs asked, “What’s your name?” Snow White answered, “My name is Snow White.” Then, Snow White told the dwarfs about what had happened to her. After listening to her story, one of the dwarfs said, “If you wish, you may live here with us because we also need somebody to take care of our cottage while we are away for work.”, “Really? I love to. Thank you very much.”, answered Snow White cheerfully.

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friend. They went home and gave the apple to Snow White. She ate it up and soon, fell asleep. The seven dwarfs tried to wake her up, but of course, it was useless.

Feeling guilty, the dwarfs tried hard to find the way to wake Snow White up. Finally, they (8. learn) that a true love kiss was the only way to break the evil spell. Three weeks later, the land where Snow White’s uncle and aunt were living was attacked by another kingdom. This attack was led by a brave handsome prince. Snow White’s uncle and aunt were killed in the attack. The soldiers along with the prince went into the wood and found the cottage where Snow White and the seven dwarfs were living. When the prince entered the cottage, he saw Snow White sleeping. Soon, he fell in love with her. The dwarfs told him the bad events that had befallen Snow White and told him how to wake her up again.

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MOMOTARO

Once upon a time, there lived in Japan a peasant and his wife. They were a pitiful couple because they had no children. They kept praying to their god pleading to give them a child. To make matters worse, they lived in an unsecured village. Their village was often attacked by cruel pirates who liked to take their belongings away.

While cutting wood by a stream one day, the man saw a large peach floating on the water. He (10. take) it up and brought it home. His wife was excited because she had never seen such a large peach before. They were about to cut the peach when they (11. hear) a voice from inside. The couples were so surprised that they stood still in amazement. The peach then cracked open, and there was a beautiful baby inside. The couple (12. feel) very happy, of course. They named the baby Momotaro,which (13. mean)„peach boy’.Momotaro(14. grow) up to be a clever courageous young man. His parents loved him very much.

At the age of 25, Momotaro (15. tell) his parents that he was going to fight the pirates who always attacked their village. These pirates lived on an island a few kilometers away from Momotaro’s village. After considering this very carefully, his parents agreed to let him go. Momotaro’s mother packed his food, and his father gave him a sword. Having blessed Momotaro, they (16. send) him off on his journey. Sailing on his boat, Momotaro met an eagle going in the same direction. They became good friends. Soon, both of them (17. arrive) at the island of the pirates. Momotaro (18. draw) out the sword his father had given him and (19. begin) to (20. fight) the pirates. The eagle flew over the pirates’ heads, pecking at their eyes.

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Answer key of the Post-test 1. Were

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Appendix 3

A PRE-TEST

Subject : English

Read the texts carefully and then put the verbs in brackets into their correct forms!

HUNTING

Once upon a time, there (1. be) a man who liked hunting very much. He often (2. go) to a forest to hunt animals there. He (3. use) the bodies and skins of the dead animals he (4. has) shot for food and sometimes only for decorations of his house and things.

It was in summer when the hunter had this unforgettable experience. That day, he (5. bring) his rifle with him and (6. intend) to (7. shoot) every animal he met. After a few minutes of search, he saw a bird chirping on a branch of a tree. It was a dove. When he was aiming his rifle at the dove, suddenly an ant came and bit his foot. He was so startled that he missed. The bird was safe and flew away.

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GOLD EGGS

Many years ago in a remote area of Central China, there lived many people who were mainly farmers. They all had lived happily until one day, a big flood swept the entire area and (13. leave) very little food for the people living there. All their livestock was also taken away by this terrible flood. One of the residents was a very poor farmer. He and his family had nothing to eat.

In despair, he (14. keep) praying to God in order to ask for help. Otherwise, his family (15. will) die of hunger. A few days after, an old man who had concern for the farmer gave him a goose and said “I have nothing else to give you except this goose. I hope this goose will help you to get through your hardship”. Gladly, the farmer accepted the old man’s gift.

To his surprise, the farmer found an egg in his yard in the following week. It was no ordinary egg. It was a gold egg. Realizing his good luck, the farmer was filled with joy. Then, his life was getting better from day to day. He became rich and (16. forget) the hardship which he had experienced before. He also became lazy, arrogant and extravagant.

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Answer key of the Pre-test 1. Was

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Appendix 5

Try Out Result Analysis of VII E

No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 RH 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1

2 FB 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

3 RA 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

4 AS 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

5 NM 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

6 TH 1 1 1 0 1 1 0 1 1 1 1 1 1 0 0 0 0 1 1 1 1 0 1 1 1

7 MS 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 1 1 0 0 1 1

8 FR 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 0 0

9 IH 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 0 1

10 AO 1 1 1 1 0 0 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

11 HT 0 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

12 SM 1 1 1 1 0 0 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

13 DA 1 0 1 1 0 1 0 1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1

14 G 0 1 1 1 0 1 0 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 1 1 1

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No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

15 TC 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0

16 TO 1 0 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 0 1

17 MA 1 1 1 1 0 1 0 1 1 1 0 1 0 1 0 1 0 1 0 1 1 0 1 1 1

18 AS 1 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 0 1 1 1 0 0 1 0 1

19 RA 1 0 1 1 0 1 0 1 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1

20 SV 1 1 1 1 0 0 0 1 1 1 1 1 1 1 0 0 0 1 0 1 1 0 1 1 1

21 EA 1 1 1 0 0 1 0 1 1 1 1 1 1 1 0 0 0 1 0 0 1 0 0 1 0

22 RS 1 0 1 1 0 1 0 1 1 1 1 1 0 1 0 0 0 1 1 1 0 0 1 1 1

23 AF 0 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 1 1 0 0 1 1 0

24 SM 1 1 1 1 0 0 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1

25 IR 0 1 1 0 0 1 0 1 1 1 1 0 0 0 0 1 0 1 1 0 1 0 1 1 1

26 RR 1 1 0 1 0 0 0 1 1 1 1 0 0 1 0 0 0 1 1 1 1 0 1 1 1

27 AM 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 1

28 AW 1 1 0 1 0 0 0 1 1 1 1 0 0 1 0 0 0 1 1 1 0 0 1 0 1

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No Names 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Total (Y)

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No Names 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Total (Y)

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Appendix 6 Discrimination Power and Difficulty Level of the Try Out Test

Item Upper (U) Lower (L) Level of Difficulty Criterion Discrimination Power Criterion

1 12 12 0.85 Easy 0 Poor

2 13 11 0.85 Easy 0.14 Satisfactory

4 13 12 0.89 Easy 0.07 Poor

5 8 0 0.28 Difficult 0.57 Good

6 11 7 0.64 Average 0.28 Good

7 1 0 0.03 Difficult 0.07 Poor

8 14 14 1.00 Easy 0 Poor

9 13 14 0.96 Easy -0.07 Poor

10 14 14 1.00 Easy 0 Poor

12 14 11 0.89 Easy 0.21 Good

13 13 6 0.67 Average 0.5 Good

14 13 13 0.92 Easy 0 Poor

15 0 0 0 Difficult 0 Poor

16 11 8 0.67 Average 0.21 Good

18 14 14 1.00 Easy 0 Poor

19 13 9 0.78 Easy 0.28 Good

21 13 9 0.78 Easy 0.28 Good

23 13 13 0.92 Easy 0 Poor

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Item Upper (U) Lower (L) Level of Difficulty Criterion Discrimination Power Criterion

26 14 11 0.89 Easy 0.21 Good

29 14 11 0.89 Easy 0.21 Good

30 13 14 0.96 Easy -0.07 Poor

31 13 13 0.92 Easy 0 Poor

32 12 12 0.85 Easy 0 Poor

33 12 11 0.82 Easy 0.07 Poor

34 13 12 0.89 Easy 0.07 Poor

35 9 7 0.57 Average 0.14 Satisfactory

36 14 11 0.89 Easy 0.21 Good

37 14 9 0.82 Easy 0.35 Good

38 11 4 0.53 Average 0.5 Good

39 13 8 0.75 Easy 0.35 Good

40 9 5 0.5 Average 0.28 Good

41 13 9 0.78 Easy 0.28 Good

42 13 9 0.78 Easy 0.28 Good

43 14 10 0.85 Easy 0.28 Good

44 14 9 0.82 Easy 0.35 Good

45 14 8 0.78 Easy 0.42 Good

46 13 7 0.71 Easy 0.42 Good

47 14 8 0.78 Easy 0.42 Good

48 1 0 0.03 Difficult 0.07 Good

49 14 8 0.78 Easy 0.42 Good

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Appendix 7 Pre-Test Result Analysis of VII C (Experimental Class)

No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

1 CM 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

2 FN 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

3 HD 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

4 MI 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

5 RP 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

6 R 1 1 0 1 1 0 0 1 1 1 1 0 1 0 0 1 1 1 1 0 13

7 RA 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

8 EP 0 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 12

9 HN 1 1 1 1 1 0 0 1 1 1 1 0 1 0 0 0 0 1 1 0 12

10 JU 1 1 1 1 1 1 0 1 1 1 0 0 1 0 0 0 0 1 1 0 12

11 RF 1 1 1 1 1 1 0 1 1 1 0 0 1 0 0 0 0 1 1 0 12

12 DF 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 1 1 0 11

13 EP 1 1 1 0 1 1 0 1 0 1 1 0 1 0 0 1 0 0 1 0 11

14 EA 1 1 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 1 1 0 11

15 MF 1 1 1 1 1 1 0 0 1 0 1 0 1 0 0 0 0 1 1 0 11

16 S 1 1 1 1 0 1 0 1 1 1 1 0 0 0 0 0 0 1 1 0 11

17 DM 1 1 1 1 1 0 0 1 1 1 0 0 1 0 0 0 0 1 0 0 10

18 RK 1 1 1 1 0 0 0 1 0 1 1 0 1 0 0 0 0 1 1 0 10

19 SY 0 1 1 1 0 1 0 1 1 1 1 0 1 0 0 0 0 1 0 0 10

20 MK 0 1 1 1 0 1 0 1 0 1 1 0 1 0 0 0 0 1 0 0 9

21 MR 1 1 1 1 0 1 0 0 1 1 1 0 1 0 0 0 0 0 0 0 9

22 MS 0 1 1 1 0 1 0 0 1 1 1 0 1 0 0 0 0 1 0 0 9

23 NW 1 1 1 1 0 0 0 1 1 0 1 0 1 0 0 0 0 1 0 0 9

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No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

25 YI 0 1 1 1 1 1 0 1 1 0 1 0 0 0 0 0 0 1 0 0 9

26 RM 0 1 1 1 0 1 0 0 0 0 1 0 1 0 0 0 0 1 0 0 7

27 WK 0 1 0 1 1 0 0 1 0 1 0 0 1 0 0 0 0 1 0 0 7

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Appendix 8 Pre-Test Result Analysis of VII D (Control Class)

No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

1 BP 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 18

2 RK 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 17

3 WA 1 1 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 1 1 1 16

4 MI 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 0 1 1 1 15

5 AR 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 0 0 1 1 0 14

6 JA 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

7 NA 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

8 NE 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 13

9 DM 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 12

10 KA 1 1 1 1 1 1 0 1 1 1 0 0 1 0 0 0 0 1 1 0 12

11 MS 1 1 1 1 1 1 0 1 1 0 1 0 1 0 0 0 0 1 1 0 12

12 NP 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 12

13 RW 1 1 1 1 1 1 0 1 1 0 1 0 1 0 0 0 0 1 1 0 12

14 RS 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 12

15 SM 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 12

16 AM 0 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 0 0 11

17 AS 1 1 1 1 0 1 0 1 1 1 1 0 0 0 0 0 0 1 1 0 11

18 DD 1 1 1 1 1 0 0 1 1 1 0 0 1 0 0 0 0 1 1 0 11

19 KA 1 1 1 1 0 0 0 1 1 1 1 0 1 0 0 0 0 1 1 0 11

20 NE 1 1 1 1 0 1 0 1 1 0 1 0 1 0 0 0 0 1 1 0 11

21 PN 1 1 1 1 0 1 0 1 1 0 1 0 1 0 0 0 0 1 1 0 11

22 R 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 0 0 0 1 0 11

23 FM 1 1 1 1 0 1 0 1 1 1 0 0 0 0 0 0 0 1 1 0 10

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No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

25 IS 1 1 1 1 0 1 0 1 1 0 1 0 1 0 0 0 0 1 0 0 10

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Appendix 9 Post-Test Result Analysis of VII C (Experimental Class)

No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

1 EA 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

2 FN 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

3 HN 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

4 MI 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

5 NW 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

6 RA 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

7 S 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

8 S 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

9 CM 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 19

10 DM 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 19

11 EP 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19

12 EP 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 19

13 RP 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 19

14 RF 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 19

15 SY 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 19

16 HD 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 18

17 JU 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 18

18 MF 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 18

19 MS 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 18

20 YI 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 18

21 RP 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 17

22 RM 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 1 17

23 RK 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 17

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No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

25 MR 1 1 1 1 1 1 1 0 1 1 0 0 1 1 0 1 1 1 1 1 16

26 R 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 16

27 DF 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 0 1 0 1 0 16

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Appendix 10 Post-Test Result Analysis of VII D (Control Class)

No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

1 AM 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 18

2 AS 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 18

3 DD 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 18

4 NA 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 18

5 RS 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 18

6 BP 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 17

7 IK 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 17

8 NE 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 17

9 WA 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 17

10 FM 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 16

11 IA 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 16

12 KA 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 16

13 KA 1 1 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 0 16

14 MS 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 16

15 SM 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 16

16 AR 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 15

17 JA 0 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 15

18 MI 0 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 15

19 R 0 1 0 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 15

20 RK 0 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 15

21 DM 0 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 0 14

22 IS 1 0 1 0 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 14

23 NE 0 0 1 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 0 14

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No Names 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total

25 RW 0 0 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 0 12

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Appendix 11 Try-Out Result Conclusion

Item Level of Difficulty Discrimination Power Conclusions

1 Easy Poor Revised

2 Easy Satisfactory Administer

4 Easy Poor Revised

5 Difficult Good Administer

6 Average Good Administer

7 Difficult Poor Administer

8 Easy Poor Omitted

9 Easy Poor Omitted

10 Easy Poor Omitted

12 Easy Good Administer

15 Difficult Poor Omitted

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Item Level of Difficulty Discrimination Power Conclusions

31 Easy Poor Revised

35 Average Satisfactory Administer

48 Difficult Good Administer

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Appendix 12 The Reliability of Try-Out Test

No Students’ Code Odd Number (X) Even Number (Y) X2 Y2 XY

1 RH 21 24 441 576 504

2 FB 22 21 484 441 462

3 RA 21 22 441 484 462

4 AS 21 21 441 441 441

5 NM 19 22 361 484 418

6 TH 21 19 441 361 399

7 MS 19 21 361 441 399

8 FR 19 20 361 400 380

9 IH 20 19 400 361 380

10 AO 19 19 361 361 361

11 HT 18 20 324 400 360

12 SM 18 19 324 361 342

13 DA 18 18 324 324 324

14 G 16 20 256 400 320

15 TC 17 19 289 361 323

16 TO 18 18 324 324 324

17 MA 15 20 225 400 300

18 AS 16 18 256 324 288

19 RA 16 18 256 324 288

20 SV 17 16 289 256 272

21 EA 15 17 225 289 255

22 RS 13 18 169 324 234

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24 SM 15 15 225 225 225

25 IR 15 13 225 169 195

26 RR 13 13 169 169 169

27 AM 10 15 100 225 150

28 AW 9 8 81 64 72

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Appendix 13 Students’ Pretest Scores in VII C (Experimental Class)

No Students’ Codes Scores No Students’ Codes Scores

1 CM 65 15 MF 55

2 FN 65 16 S 55

3 HD 65 17 DM 50

4 MI 65 18 RK 50

5 RP 65 19 SY 50

6 R 65 20 MK 45

7 RA 65 21 MR 45

8 EP 60 22 MS 45

9 HN 60 23 NW 45

10 JU 60 24 RP 45

11 RF 60 25 YI 45

12 DF 55 26 RM 35

13 EP 55 27 WK 35

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Appendix 14 Students’ Pretest Scores in VII D (Control Class)

1 BP 90 14 RS 60

2 RK 85 15 SM 60

3 WA 80 16 AM 55

4 MI 75 17 AS 55

5 AR 70 18 DD 55

6 JA 65 19 KA 55

7 NA 65 20 NE 55

8 NE 65 21 PN 55

9 DM 60 22 R 55

10 KA 60 23 FM 50

11 MS 60 24 IK 50

12 NP 60 25 IS 50

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Appendix 15 Students’ Post-test Scores in VII C (Experimental Class)

1 EA 100 15 SY 95

2 FN 100 16 HD 90

3 HN 100 17 JU 90

4 MI 100 18 MF 90

5 NW 100 19 MS 90

6 RA 100 20 YI 90

7 S 100 21 RP 85

8 S 100 22 RM 85

9 CM 95 23 RK 85

10 DM 95 24 MK 80

11 EP 95 25 MR 80

12 EP 95 26 R 80

13 RP 95 27 DF 80

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Appendix 16 Students’ Post-test Scores in VII D (Control Class)

No Students’ Codes Scores No Students’ Codes Scores

1 AM 90 14 MS 80

2 AS 90 15 SM 80

3 DD 90 16 AR 75

4 NA 90 17 JA 75

5 RS 90 18 MI 75

6 BP 85 19 R 75

7 IK 85 20 RK 75

8 NE 85 21 DM 70

9 WA 85 22 IS 70

10 FM 80 23 NE 70

11 IA 80 24 PN 65

12 KA 80 25 RW 60

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Appendix 1

A TRY-OUT TEST

Subject : English

Read the texts carefully and then put the verbs in brackets into their correct forms!

HUNTING

Once upon a time, there (1. be) a man who liked hunting very much. He often (2. go) to a forest to hunt animals there. He (3. use) the bodies and skins of the dead animals he (4. has) shot for food and sometimes only for decorations of his house and things.

It was in summer when the hunter had this unforgettable experience. That day, he (5. bring) his rifle with him and (6. intend) to (7. shoot) every animal he (8. meet). After a few minutes of search, he saw a bird chirping on a branch of a tree. It was a dove. When he was aiming his rifle at the dove, suddenly an ant (9. come) and bit his foot. He was so startled that he missed. The bird was safe and (10. fly) away.

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GOLD EGGS

Many years ago in a remote area of Central China, there lived many people who were mainly farmers. They all had lived happily until one day, a big flood (18. sweep) the entire area and (19. leave) very little food for the people living there. All their livestock was also taken away by this terrible flood. One of the residents was a very poor farmer. He and his family had nothing to eat.

In despair, he (20. keep) praying to God in order to ask for help. Otherwise, his family (21. will) die of hunger. A few days after, an old man who had concern for the farmer gave him a goose and said “I have nothing else to give you except this goose. I (22. hope) this goose will help you to get through your hardship”. Gladly, the farmer accepted the old man’s gift.

To his surprise, the farmer (23. find) an egg in his yard in the following week. It was no ordinary egg. It was a gold egg. Realizing his good luck, the farmer was filled with joy. Then, his life was getting better from day to day. He became rich and (24. forget) the hardship which he had experienced before. He also became lazy, arrogant and extravagant.

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SNOW WHITE

Long long time ago, there lived a little girl named Snow White. She was very pretty and white. That was why her parents named her so. She lived with her uncle and aunt because her parents had already been dead. But, Snow White didn’t live happily as her uncle and aunt treated her badly.

Until one day, she decided to run away from home because she couldn’t (27. stand) her uncle and aunt’s bad treatment anymore. When they (28. be) having breakfast the next morning, Snow White (29. run) away. She ran into the wood which was located very far from her uncle’s house. Then she (30. see) a little cottage. She knocked but no one answered so she went inside. Because of feeling tired, she fell asleep in the cottage. Apparently, it was the seven dwarfs’ cottage. Not long after Snow White (31. fall) asleep, the seven dwarfs came home and found Snow White sleeping. When she (32. wake) up, the dwarfs asked, “What’s your name?” Snow White answered, “My name is Snow White.” Then, Snow White told the dwarfs about what had happened to her. After listening to her story, one of the dwarfs said, “If you wish, you may live here with us because we also need somebody to take care of our cottage while we are away for work.”, “Really? I love to. Thank you very much.”, answered Snow White cheerfully. But Snow White’s cruel uncle and aunt didn’t just (33. let) her go easily. They tracked her down. Finally, they knew that Snow White was living in a forest with seven dwarfs. So, they decided to give Snow White an enchanted apple. The person who (34. eat) the apple, would go to sleep at once and couldn’t be woken up. So, the aunt came to the seven dwarfs, saying that she was Snow White’s friend. She asked them to give the apple to Snow White as a present. Because the dwarfs had never met Snow White’s aunt before, they (35. think) she was really her friend. They went home and gave the apple to Snow White. She ate it up and soon, fell asleep. The seven dwarfs tried to wake her up, but of course, it was useless.

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seven dwarfs were living. When the prince entered the cottage, he saw Snow White sleeping. Soon, he fell in love with her. The dwarfs told him the bad events that had befallen Snow White and told him how to wake her up again.

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MOMOTARO

Once upon a time, there lived in Japan a peasant and his wife. They were a pitiful couple because they had no children. They kept praying to their god pleading to give them a child. To make matters worse, they lived in an unsecured village. Their village was often attacked by cruel pirates who liked to take their belongings away.

While cutting wood by a stream one day, the man saw a large peach floating on the water. He (38. take) it up and brought it home. His wife was excited because she had never seen such a large peach before. They were about to cut the peach when they (39. hear) a voice from inside. The couples were so surprised that they stood still in amazement. The peach then cracked open, and there was a beautiful baby inside. The couple (40. feel) very happy, of course. They named the baby Momotaro, which (41. mean) „peach boy’. Momotaro (42. grow) up to be a clever courageous young man. His parents loved him very much.

At the age of 25, Momotaro (43. tell) his parents that he was going to fight the pirates who always attacked their village. These pirates lived on an island a few kilometers away from Momotaro’s village. After considering this very carefully, his parents agreed to let him go. Momotaro’s mother packed his food, and his father gave him a sword. Having blessed Momotaro, they (44. send) him off on his journey. Sailing on his boat, Momotaro met an eagle going in the same direction. They became good friends. Soon, both of them (45. arrive) at the island of the pirates. Momotaro (46. draw) out the sword his father had given him and (47. begin) to (48. fight) the pirates. The eagle flew over the pirates’ heads, pecking at their eyes.

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Answer key of the try-out test

1. Was 26. Killed

2. Went 27. Stand

3. Used 28. Were

4. Had 29. Ran

5. Brought 30. Saw

6. Intended 31. Fell

7. Shoot 32. Woke

8. Met 33. Let

9. Came 34. Ate

10. Flew 35. Thought

11. Saw 36. Learnt

12. Picked 37. Worked

13. Could 38. Took

14. Made 39. Heard

15. Regretted 40. Felt

16. Decided 41. Meant

17. Go 42. Grew

18. Swept 43. Told

19. Left 44. Sent

20. Kept 45. Arrived

21. Would 46. Drew

22. Hope 47. Began

23. Found 48. Fight

24. Forgot 49. Managed

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Appendix 2

LESSON PLAN 1 (Experimental Class)

Subject : English

Class : VII / Seven

Semester : 1

Time Allocation : 2 X 45’

Standard Competency 5. Reading

Understanding the meaning of very simple short functional texts.

Basic Competency 5.2 Reading

Responding to the meaning of very simple short functional texts accurately, fluently and correctly.

A) Indicators

- Identify the Past Tense sentences in the texts. - Answer the questions in good Past Tense sentences. - Make correct Past Tense sentences.

B) Learning Purpose

- Students are able to identify the Past Tense sentences in the texts. - Students are able to answer the questions in good Past Tense sentences.

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C) Teaching Material

An Indian and Tommy the Fish

Once there was an Indian who had a pet fish named Tommy, which he kept in a barrel. But the fish got pretty big and the Indian had to change the water a good deal to keep him alive. He was too lazy to do that, so he thought he would teach the fish to live out of water.

He began by taking Tommy out of the barrel for a few minutes at a time, pretty often, and then he took him out more often and kept him out longer. After sometime, Tommy could stay out a good while if he was in some wet grass.

Then the Indian found he could leave him in the wet grass all night and pretty soon that fish could live in the shade whether the grass was wet or not. By that time he had got pretty tame, too and he used to follow the Indian around a good deal. When the Indian went out to dig worms to eat, Tommy went along too and got some for himself. The Indian thought of everything for that fish, until Tommy didn’t need any water at all. He could go anywhere down a dusty road and stay all day out in the hot sun.

So, people wanted to buy Tommy, but the Indian said he wouldn’t sell a fish like that for any amount of money. You’d see him coming to town with Tommy following along the road behind, just like a dog, only of course he traveled a good deal like a snake, and almost as fast.

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behind, as usual. There was a bridge in the road and the Indian came to it. He saw there was a hole in it, but he went over it without thinking. A little later he looked around for Tommy but he couldn’t find him. He went back away and called, but he still couldn’t see any signs of his pet.

Finally, he came to the bridge and saw the hole, and he thought right away that maybe his fish had fallen in there. So, he went to the hole and looked down, and sure enough, there was Tommy, floating on the water, bottom-side up. He had fallen through that hole into the river and drowned.

Answer these questions!

1. Where did the Indian keep his fish at first? 2. What was the Indian problem?

3. How did the Indian handle his problem? 4. Why did people want to buy Tommy?

5. Tommy was a fish, why was he drowned, then?

D) Activities * Pre-activities:

- The teacher says “assalamualaikum” to the students. - The teacher says “good morning” to the students. - The teacher takes a roll call.

- The teacher tells the students what his research objective is.

* Whilst-activities:

- The teacher explains Narrative text to the students. - The teacher asks the students to do a test.

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* Post-activities:

- The teacher tells the students to make past tense sentences orally.

- The teacher says “assalamualaikum” to the students. - The teacher says “goodbye” to the students.

E) Evaluation

An Indian and Tommy the Fish

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coming to town with Tommy following along the road behind, just like a dog, only of course he traveled a good deal like a snake, and almost as fast.

Well, it was really sad the way that Indian lost his fish and it was unusual, too. He went to town one day with Tommy coming along behind, as usual. There was a bridge in the road and the Indian came to it. He saw there was a hole in it, but he went over it without thinking. A little later he looked around for Tommy but he couldn’t find him. He went back away and called, but he still couldn’t see any signs of his pet.

Answer these questions!

F) Scoring System

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LESSON PLAN 1 (Control Class)

Subject : English

Class : VII / Seven

Semester : 1

A) Indicators

B) Learning Purpose

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An Indian and Tommy the Fish

So, people wanted to buy Tommy, but the Indian said he wouldn’t sell a fish like that for any amount of money. You’d see him coming to town with Tommy following along the road behind, just like a dog, only of course he traveled a good deal like a snake, and almost as fast.

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behind, as usual. There was a bridge in the road and the Indian came to it. He saw there was a hole in it, but he went over it without thinking. A little later he looked around for Tommy but he couldn’t find him. He went back away and called, but he still couldn’t see any signs of his pet.

Answer these questions!

- The teacher tells the students what his research objective is.

- The teacher explains Narrative text to the students. - The teacher explains past tense in the narrative text to the students.

- The teacher asks the students to do a test.

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* Post-activities:

E) Evaluation

An Indian and Tommy the Fish

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coming to town with Tommy following along the road behind, just like a dog, only of course he traveled a good deal like a snake, and almost as fast.

Well, it was really sad the way that Indian lost his fish and it was unusual, too. He went to town one day with Tommy coming along behind, as usual. There was a bridge in the road and the Indian came to it. He saw there was a hole in it, but he went over it without thinking. A little later he looked around for Tommy but he couldn’t find him. He went back away and called, but he still couldn’t see any signs of his pet.

Answer these questions!

F) Scoring System

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LESSON PLAN 2 (Experimental Class)

Subject : English

Class : VII / Seven

Semester : 1

A) Indicators

B) Learning Purpose

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Thumbelina

There was once a woman who wanted a small child but didn’t know where to get one. So she went to a witch for help.

“A little child?” said the witch, “that’s easy. Here’s a magic seed! Plant it in a flower pot and see what happen!” The woman thanked the witch, paid her a piece of silver, and went home to plant the magic seed. As soon as it touched the soil, the seed grew into a tulip, the flower of which opened with a pop. In the middle of the flower, sat a tiny girl.

“Why is the pretty little thing as big as my thumb?” cried the woman. “I am going to call her Thumbelina”. The woman made Thumbelina a bed from a walnut shell. Instead of going out, Thumbelina played on the kitchen table. Her favorite game was sailing across a bowl of water in a boat made from a tulip leaf. As she sailed, she sang in a high, sweet voice.

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can clear out the best room for the wedding.”

In the morning, when she woke up, Thumbelina was startled to find herself on a big green leaf in the middle of a stream. Soon, the old toad and her son came. “We’ve come to move your bed into the room, my dear”, said the old toad. “Meet your husband. I’m sure you’ll live happily ever after”, she continued.

As the toads swam back to the bank, Thumbelina cried so loudly that the fish in the stream poked their heads out of the water to ask what the matter was. When Thumbelina had told them, they all agreed that it was a shame for a pretty girl like her to marry an ugly toad. They bit through the stalk of Thumbelina’s leaf and it floated away down the stream. After a few minutes, the stream brought Thumbelina back to her house. Her mistress was very happy to find her back. After that incidence, Thumbelina slept together with her mistress in order to keep the toad from kidnapping her.

Answer these questions based on the story above! 1. How was Thumbelina born?

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- The teacher reviews the previous lesson explained to the students.

- The teacher discusses the test the students have done. - The teacher explains past tense in the narrative text to the students.

* Post-activities:

E) Evaluation

Thumbelina

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flower, sat a tiny girl.

One night, an old toad got in through an open window and hopped down onto the kitchen table. “Just the wife for my son!” the toad said when it saw Thumbelina sleeping in her tiny bed. The toad picked up the walnut shell and hopped out through the window into the garden. At the bottom of the garden, there was a stream with muddy banks, and that was where the old toad lived with her son. He was even damper and uglier than his mother. When he saw the pretty little girl asleep in the walnut shell, all he could say was, “Ribbik! Ribbik!”. “Not so loud!” whispered the old toad. “If you wake her up, she’ll run away. We’ll put her on a water lily leaf in the middle of the stream so she won’t be able to escape. Then, we can clear out the best room for the wedding.”

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what the matter was. When Thumbelina had told them, they all agreed that it was a shame for a pretty girl like her to marry an ugly toad. They bit through the stalk of Thumbelina’s leaf and it floated away down the stream. After a few minutes, the stream brought Thumbelina back to her house. Her mistress was very happy to find her back. After that incidence, Thumbelina slept together with her mistress in order to keep the toad from kidnapping her.

2. Why did the woman name her Thumbelina? 3. What was Thumbelina’s favorite game? 4. Why did the old toad kidnap Thumbelina? 5. How did the fish save Thumbelina?

F) Scoring System

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LESSON PLAN 2 (Control Class)

Subject : English

Class : VII / Seven

Semester : 1

A) Indicators

B) Learning Purpose

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Thumbelina

“A little child?” said the witch, “that’s easy. Here’s a magic seed! Plant it in a flower pot and see what happen!” The woman thanked the witch, paid her a piece of silver, and went home to plant the magic seed. As soon as it touched the soil, the seed grew into a tulip, the flower of which opened with a pop. In the middle of the flower, sat a tiny girl.

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can clear out the best room for the wedding.”

As the toads swam back to the bank, Thumbelina cried so loudly that the fish in the stream poked their heads out of the water to ask what the matter was. When Thumbelina had told them, they all agreed that it was a shame for a pretty girl like her to marry an ugly toad. They bit through the stalk of Thumbelina’s leaf and it floated away down the stream. After a few minutes, the stream brought Thumbelina back to her house. Her mistress was very happy to find her back. After that incidence, Thumbelina slept together with her mistress in order to keep the toad from kidnapping her.

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- The teacher discusses the test the students have done.

* Post-activities:

E) Evaluation

Thumbelina

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flower, sat a tiny girl.

One night, an old toad got in through an open window and hopped down onto the kitchen table. “Just the wife for my son!” the toad said when it saw Thumbelina sleeping in her tiny bed. The toad picked up the walnut shell and hopped out through the window into the garden. At the bottom of the garden, there was a stream with muddy banks, and that was where the old toad lived with her son. He was even damper and uglier than his mother. When he saw the pretty little girl asleep in the walnut shell, all he could say was, “Ribbik! Ribbik!”. “Not so loud!” whispered the old toad. “If you wake her up, she’ll run away. We’ll put her on a water lily leaf in the middle of the stream so she won’t be able to escape. Then, we can clear out the best room for the wedding.”

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what the matter was. When Thumbelina had told them, they all agreed that it was a shame for a pretty girl like her to marry an ugly toad. They bit through the stalk of Thumbelina’s leaf and it floated away down the stream. After a few minutes, the stream brought Thumbelina back to her house. Her mistress was very happy to find her back. After that incidence, Thumbelina slept together with her mistress in order to keep the toad from kidnapping her.

2. Why did the woman name her Thumbelina? 3. What was Thumbelina’s favorite game? 4. Why did the old toad kidnap Thumbelina? 5. How did the fish save Thumbelina?

F) Scoring System

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LESSON PLAN 3 (Experimental Class)

Subject : English

Class : VII / Seven

Semester : 1

A) Indicators

B) Learning Purpose

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The Fly and the Bull

There was once a little fly who thought he was very important. He felt proud of himself. One sunny morning, he flew around looking for someone to talk to. He saw a bull grazing in a field. He decided to fly down to talk to him.

The little fly flew down and buzzed around the bull’s head. The bull did not bother him. He went on chewing grass. The fly then buzzed right inside the bull’s ear. The bull continued chewing grass. The fly thought, “What a stupid animal!”

Now, the fly decided to land on one of the bull’s horns to make the bull notice him. He waited for the bull to say something, but the bull kept quiet. The fly then shouted angrily, “Oh Bull, if you find that I am too heavy for you, let me know and I’ll fly away!”

The bull laughed and said, “Little fly, I don’t care if you stay or leave. You are so tiny that your weight does not make any difference to me, so please be quiet and leave me alone.” The fly then realized how unimportant he was and flew away.

Answer these questions correctly! 1. Who felt proud of himself?

2. What was the bull doing when the fly saw it? 3. What did the fly do to attract the bull’s attention? 4. Why did the bull not care about the fly?

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- The teacher discusses the test the students have done. - The teacher explains past tense in the narrative text to the students.

* Post-activities:

E) Evaluation

The Fly and the Bull

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grass. The fly thought, “What a stupid animal!”

5. Did the fly realize the truth about himself at the end?

F) Scoring System

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LESSON PLAN 3 (Control Class)

Subject : English

Class : VII / Seven

Semester : 1

A) Indicators

B) Learning Purpose

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The Fly and the Bull

The little fly flew down and buzzed around the bull’s head. The bull did not bother him. He went on chewing grass. The fly then buzzed right inside the bull’s ear. The bull continued chewing grass. The fly thought, “What a stupid animal!”

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- The teacher discusses the test the students have done