(An Experimental Study at the First Y car of Al-Nur Senior High School Cibinong)
"A Slrripsi"
Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of the Requirement for Degree of S.Pd.
in English Language Education
- d:iri . . .,., ... ,,
.... .,"' .. ···'"•• t- l ' g1. ,
l.1:L .
.12
,s; :·
&.\ ... _
ny: No. Imlui.: , ..o..L0.
ＢＧＶＮｩＮＺＺｾｩＺＺＱｦＮｲｮ＠
• . kla:1ifikasj. · .. .. Tn Wahyum Marnawan · ... .
104014000385
DEPARTMENT OF ENGLISH EDUCATION
FA CUL TY OF TARBIYAH AND TEACHEJRS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
THE EFFECTIVENESS OJ? LEARNING SIMPLE PAST TENSE
IN STUDENT TEAMS ACHIEVEMENT DIVIS:ION (STAD)
An Experimental Study at the First Year of Al-Nur Senior High School Cibinong
"A Skripsi"
Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of
the Requirement for Degree of S.Pd. in English Language Education
By:
Tri Wahyuni lv!artiawati
NJ.Iv!.: 104014000385
Approved by the Advisor
4 , .
ｾｾＭ
Mas'ud Mada, M.A.
N.LP.: 150 012 951
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
Learning the Simple Past Tense through Student Teams Achievement
Division (STAD) (An Experimental Study at the First Year of Al-Nur Senior
High School Cibinong)", written by Tri Wahyuni Martiawati, student's
registration number: 104014000385 was examined by the Committee on Tuesday,
3 February 2009 , and was declared to have passed and therefore, fulfilled one of
the requirements for the academic title of S.Pd (Bachelor of Arts) in English
Language Education at the Department of English Language Education.
Jakarta, 12 February 2009
EXAMINATION COMMITTEE
Chairman : Ors. Syauki, M.Pd. (
1l._:_
)'"
NIP. 150 246 289
.--ＬｾＱ＠
Secretary : Neneng Sunengsih, S.Pd. ( )
NIP. 150 293 236
Examiner I : Ors. Nasrun Mahmud, M.Pd. ( )
NIP. 150 041 070
Examiner II : Ors. Nasifudin Djalil, M.Ag. (
ｾｲ｢＠
)NIP. 150 244 682
Acknowledgement By:
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini,
Nam a
: ..
J"f..\ ..
ｾＰｾ｜ｬＮＧＺＧＮｾＱ＠
....
ｾｾＧＮｾＢＮＺｾＮＧＺＺｾＡ＠
..
_
.
ＺＺｦｯＮｾ＠r-t.o. ,
3 1tv\e;ret
10SG1 empat/Tgl.Lalm : ... .
NIM
J urusan I Procli
J udul Skri psi
. 104014C002>9t;;
: ..
ｾＮ､ｩｾＺ］ＺＺＺ＠
..
ｾｾ＠
...
ｾＮｾＮｾｾ＠
..
. THt tf"fStTiVE' ｾｾ＾＠ 0\" L&Mt-<lt-'C: Tt\€ $l"i'-1PL.e f'4(;f
...
ｔｅｾｅＧ＠ \1-1120\::bH ｾＱ｜ＮＩｬＩｴｴＧ＼ｬＢ＠ Ｍｲ｡ｳＮｍｾ＠ 4Ct11G\/E\'<IENT ｃｦｩ｜ｦ｜ｾ［ｔｏＡＢＧ＠
...
.,... .
(Ar' ｾｾ｜ＲＭｬｴＧｉｂＢｔａｌ＠ ｾ＠ Al Tt\€ ａｾ＠ Ｍｦｾ［Ｚ［｟｜ｚ＠ O\'" ａｌｍｉＩｾ＠
e;€('.ii0.Z:
··\.it'
ｾｬｩ＠· ·
s1::1-1e:oc · ·
｣Ｈ＼｡ＨｾｴｬｦＮｉ＠ ﾷｾ＠J ·· · ·
Dasen
Pembimbing
: I. ..｜ＺＱＰｾＺＮｾｾ＠
....
ｾＱＺＺＧＺＱＮＧＮ＠
..
ｾ＠
...
ｾ＠
... .
2. ···
clengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akaclemis atas apa yang saya tulis.
Pernyataan ini clibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta,
.
\bfebrtx:..n
.
d009
...
.... ,. ＭｾＮ＠ v.-;=v---.
ｾＭＭｾｾＭｬＺｍＺＺ｜＠
..
ｾｦＮ｜ｬＧＺＭｘｾｾａＭＭｲｬ＠In the name of Allah, the Beneficent, the Merciful.
All praised be to Allah, the Lord of the worlds, who has given the health
and strength to the writer in completing this research. May peace, blessing and
mercy of Allah be upon His Final Prophet and Messenger, Muhammad Peace Be
Upon Him, his family, and his companions.
This research is presented to the English Education of Tarbiyah and
Teachers' Training Faculty State Islamic University SyarifHidayatullah Jakarta as
a partial fulfillment of the requirement for degree of S.Pd.
It is the great honor for the writer to make acknowledgement of
indebtedness to convey her sincere gratitude to Mr. Mas'ud Mada, M.A., who has
patiently given valuable advice and guidance during writing skripsi, and to her
beloved parents, Suatmadi and Zulmaini, her big sisters and brothers, Ike Sari
Noviarini, Tb. Nizomi, Diah Noviru1ti,and A Budi Ibrahim, ru1d Ahmad Zulfachri
who always support her.
Alhamdulillah, the writer has finished this research. Absolutely it is not an
effort by herself alone, there are many "hands" helping her. In this occasion, she
presents great honors to:
I. All lecturers for giving new lmowledge, gorgeous study experiences,
and advice in facing life.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih, S.Pd. as the head and the
secretmy of English Education and all staff.
3. DR. Dede Rosyada, as the Dean of Tarbiyah and Teachers' Training
Faculty.
4. Dra. Hj. Ida Farida Darwi, M.A. as the principal of Al-Nur Senior
5. All teachers at Al-Nur Senior and Jtmior High School Cibinong for
giving pennission and supports and helping the writer in getting new
teaching experiences.
6. The students of X.l and X.2 of Al-Nur Senior High School Cibinong
for the cooperation.
7. Her friends in C-Class who have always been the writer side in facing
all laughers and tears during her study. And her classmates in 2004
Class A and B.
Finally, yet importantly, the w1iter resizes that this research still has some
weakuesses and mistakes. Thus, she would be grateful to accept any suggestions
and con-ections from anyone for the better writing.
Depok, 3rd February 2009
The Legalization of Committee
Acknowledgement ... .
Table of Content . . . m
List of Tables... VJ
CHAPTER I INTRODUCTION
A Background of the Study... 1
B. Limitation of the Study... 3
C. Statement of Problem . .. .... .. .. . . .. .. .. .. . . . .. . . 4
D. Purpose of the Study . . .. . . . .. . . ... . . .. .. . . .. . .. .. .. . .. . . .. 4
E. Research of Method . . . .. . . .. .. . . .. . . 4
F. Hypothesis ... : . . . . .. .. .. .. .. .. . . .. . . 4
G. Organization of Writing .. .. . . .. .. . .. . .. . . . .. . . . .. . . 5
CHAPTER II THEORETICAL FRAMEWORK A. Grammar and Its Elements ... . . ... 6
B. The Simple Past Tense I. TI1e Meaning of the Simple Past Tense ... 7
2. The Fonn of the Simple Past Tense ... 9
C. Student Teams Achievement Division (STAD)
I. Definition of ST AD ... 15
2. Histoiy of ST AD .. ... . . . .. . . .. . . 18
3. Aim of ST AD ... 20
4. Advantages and Disadvantages ofSTAD ... 21
D. Teaching Simple Past Tense in STAD ... 22
CHAPTER III RESEARCH METHODOLOGY AND FIN'DING A. Research Methodology 1. Place and Time of Stndy ... 25
2. Population and Sample ... 25
3. lnstmmentation of Research ... 26
4. Technique and Data Analysis ... 26
B. Research Finding 1. Data Description ... 27
2. Data Analysis . . . .. . .. . . .. . . .. . . .. .. . .. ... 32
3. Interpretation of Data Analysis . .. . . .. . . . .. ... 34
CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusion ... 35
B. Suggestion ... 36
APPENDIXES 1 . . . 40
APPENDIXES 2 . . . 46
APPENDIXES 3 ... .... .. ... ... ... ... .... .. .... .. ... ... . .. ... .. .... .... .. ... 52
APPENDIXES 4 . . . 55
APPENDIXES 5 . . . 60
Table 1
Table 2
Table 3
Table 4
Table 5
Table 6
Diagram
Table 7
Table 8
Table 9
Table 10
Table 11
Table 12
LIST OF TABLES
Regular Verbs . . . 10
Irregular Verbs . . . 10
Improvement points for individual . . . ... . . 23
Improvement Points for Team . . . .. . . 23
The Score of the Individual Students of the Experimental Class . . . .. . . .. . . .. 28
The Score of the Individual Students of the Control Class... 29
Stick Dia1,rram of the Post-Test of Experimental Class (X1) and Control Class (X2) ... ... ... ... ... 31
The Deviation Score . . . 32
Validity Test... 62
Reliability Test... 66
Calculation of Difficulty Power .. . . .. .. . .. . . .. . . . .. . .. 70
Calculation ofDiscliminative Power... 72
A. Background of the Study
Living in the globalization era makes us to have a must to communicate in English, as an international language, in our life. In Indonesia, English is as a foreign language that is why English is a compulsory subject from junior high school to senior high school which functions as a mean for students to develop their skills in science, technology, culture, and art. Even in university level, English is also learnt.
Every language has its peculiar problems of meanings for foreign learner. To be able to communicate in English, students have to master the basic language skills. They are listening, speaking, reading, and writing. Students also have to master grammar, one of the language sub skills. Grammar is simply a study of the rules that govern a language. The study of grammar can greatly enhance understanding and fluency. As Penny Ur said, "There is no doubt that knowledge of grammatical rules is essential for the mastery of a language, the learners cannot use words imless you know how they should be put together.''1
1
Penny Ur, Grammar Practice Activities: A practical guide for teachers, (Cambridge:
Many people would agree that in the English language some of the most troublesome yet fascinating problems are concentrated in the area of the finite verb phrase, including, in particular, tense, aspect, mood and modality. Tense is a grammatical category referring to the location of a situation in time. While Simple Past Tense is one of the English language rules that students should understand.
Simple Past Tense is used to talk about finished past actions; commonly for past actions which are done at a particular time (time when the action took place is clear).2 It can be found in fiction or fact novels, articles about someone's experience, biography books, newspapers, and so on. Jn mastering Grammars, especially Simple Past Tense, it would help the foreign language learners to perform better in using English.
Living in the modern life nowadays makes people live individually. Some of them just think about their needs and they cannot work in a team. So, it makes lessen interactive activities, knowledge and experience that can be: shared among them. It could happen in any various fields of activities. Especially in education, if students are not able to work cooperatively, they will find many difficulties in teaching learning process. For examples the students do not brave to a.sk something, speak up, and be a good leader for their future. So they feel that they fail and they will be low-achieving students.
As we know that one of the purpose of learning English is how the students can communicate in real context. Learning grammar is a bit like learning chess. One can learn the moves in a few hours, but it takes months or years to master the game. In like fashion, a teacher can explain the rules of grammar in an hour or two, and students can memorize them in a few weeks, but it will probably take a year or more before they can apply most of them automatically. In order to solve learning English grammar which makes the students bored are by using method that can make students
2
Le1nbaga Bahasa dan Pendidikan Profesional LIA, Grammar Reinforcement Conversation in
interested in learning English grammar. A method can make students master English and work cooperatively.
Student Teams Achievement Division (STAD), one of the techniques of Cooperative Learning Method, was developed by Robert Slavin and his colleagues at the John Hopkins University. It shares the ideas that students work together to learn and is responsible for their teammates' learning as well as their own. In Student Teams Achievement Division (STAD), a teacher might present a lesson on map reading, then give students time to work with maps and to answer questions about them in their teams.
Student Teams Achievement Division (STAD) emphasizes the use of team goals and team success, which can only be achieved if all members of the team learn the objective being taught. That is, in Student Teams Achievement Division (ST AD), students' tasks are not doing something as a team, but learning something as a team, where the teams' work is not done until all team members have mastered the material being studied. 3
From the background above, the writer is interested in searching about the effectiveness of learning Simple Past Tense through Student Teams Achievement Division (SIAD).
B. Limitation of the
Study
To make this study easier to understand, the writer tries to limit the problems as Student Teams Achievement Division (STAD) is the technique that ihe writer analyses in this research. She limits the subject matter to the Simple Past Tense. The Simple Past Tense was taught to the first year students of Al-Nur Senior High School Cibinong and the effectiveness of learning Simple Past Tense through Student Teams Achievement Division (SIAD).
3
C. Statement of
Problem
Based on the statement above, the writer formulates her problem as follow:
"How effective is learning simple past tense through Student Teams Aci1ievement
Division (STAD) for the first year students of Al-Nur Senior High School
Cibi11011g?"
D. Purpose of the Study
The writer intends to find out the scores in learning simple past tense through Student Teams Achievement Division (STAD) in ･ｸｰ･ｲｩｬｔｩｬｾｮｴ｡ｬ＠ class and through traditional one in control class.
E. Research of Method
This research used comparative analysis method. In the process of writing research report, the writer did a field research by taking the students' grammar test of pre-test and post-test directly and teaching two classes using two techniques and giving them the tests. In addition, a libnuy study has been done by collecting the data and by studying materials that is needed from the library, like from English Education library, library of Tarbiyah and Teachers Training Faculty, library of Syarif Hidayatullah State Islamic University, American Corner, library of Atmajaya University, British Council, library of LIA, etc.
F. Hypothesis
The writer formulated that the teaching learning activity was succeed if there was a significant difference between learning Simple Past Tense using Student Teams Achievement Division (STAD). Then, she formulate the hypothesis to prove the effectiveness of learning Simple Past Tense through Student Teams Achievement Division (STAD), the data obtains from the experiment class and control class was calculated by using t-test formula with assumption as follows:
the alternative hypothesis (Ha) is acc<,pted. It means there is significa11t difference betwe•m learning Simple Past Tense using Student Teams Achievement Division (STAD).
the null hypothesis (H0 ) is rejected. It means there 1s no
significant ､ｩｦｦ･ｲ･ｮｾＮＬＮ＠ between teaching Simple Past Tense using Student Tean" Achievement Division (STAD).
G. Organization of Writing
This paper consists of four chapters. The first chapter is introduction which describes the background of study, the limitation of the study, the statement of problem, purpose of the study, research of method, hypothesis and also the organization of writing.
The second chapter is the theoretical framework which explains three matters. First: explains Simple Past Tense, started from definition of tense, the form of Simple Past Tense and the use of Simple Past Tense.
Second: explains Student Teams Achievement Division (STAD), started from definition of Student Teams Achievement Division (STAD), history of Student Teams Achievement Division (STAD) and aim of Student Teams Achievement Division (STAD) advantages and disadvantages of Student Teams Achievement Division (ST AD) and the third explains about learning Simple Past Tense in Student Teams Achievement Division (ST AD).
The discussion about research methodology and finding which explain two matters is written in the third chapter.
First: explain research methodology which consists of place and time of study, population and sample, instrumentation of research, and Technique of Data Analysis.
Second: explains research finding which consists of data description, data analysis and interpretation of data analysis.
A. Grammar and Its Elements
Grammar is the study of the rnles governing the use of a given
natural language, and, as such, is a field of linguistics. Each language has its
own distinct grammar. English grammar is the set of rules of the English
language itself. 1
A.S. Homby, in his book "Oxford Advanced Learner's
Dictionm;1", said "Grammar is the rules in language for changing the form of
words and joining into sentences. "2
Grammar is the study of how words and their component parts
combine to fonn sentences and structural relationships in language or in a
1
http://en. wikipediaorg./wiki. Morphology
2
language, sometimes including pronunciation, meamng, and linguistic
history. 3
Grammar is the science which treats of the p1inciples of language;
the study of forms of speech, and their relations to one another; the art
concerned with the right use and application of the ml.es of a language, in
speaking or writing. 4
A grammar is a description of the rules of the structure of a
language, the way words combine, the order they come in, the way they
change according to their relationship to other words, how they build up into
units like a sentence, etc.5
Tiie elements of granunar are:6
1. Nouns (examples: the judge, Judge Thompson, air, cups, etc.)
2. Verbs (examples: built, smiled, seems, spoke, write, etc.)
3. Adjectives (examples: favorite, inherent, beautiful, honest, etc.)
4. Adverbs (examples: unwittingly, fast, carefully, etc.)
5. Pronouns (examples: their, his, everybody, which, themselves, etc.)
6. Prepositions (examples: because of, except, during, while, etc.)
7. Conjunctions (examples: but, consequently, if, since, etc.)
B. The Simple Past Tense
1. The Meaning of the Simple Past tense
Betty Schamfer Azar, in her book "Understanding and Using
English Grammar", said "TI1e Past Tense indicates that an activity or
situation began and ended at a particular time in tl1e past."7
3
http:/ /\v\V\V. thefreedictionary .com/grammar
4
http://www.brainyquote.com/words/gr/grnmmarl 70191.html
5
http:/ /\V\ V\V. usi ngengl i sh. co ml glossary I gran1n1ar. html
6
The Simple Past is used to express the idea that an action started
and finished at a specific time in the past. Sometimes, the speaker may not
actually mention the specific time, but they do have one specific time in
mind.8
Past Present Future
Geoffrey Leech in his book "Meaning and the English Verb (Third
Edition)" said:
"The Simple Past Tense shows the happening takes place before the present moment. This means that the present moment is excluded ... With the Past Tense, the difference between 'state' and 'event' is less important than it is with the Present Tense. In fact, as the Past Tense normally applies only to completed happenings, everything it refers to is in a sense an 'event', an episode seen as a complete
entity"9
According to Michael Swan in his book "Practical English
Usage", he said "The Simple Past Tense is the one most often used to talk
about past. It can refer to short, quickly finished actions and events, to
longer actions and situations, and to repeated happenings."10
The Simple Past Tense is also called the Preterite. Based on Knud
Schibsbye in his book "A Modern English Grammar with an Appendix on
Semantically Related Preposition (Second Edition)", said "The Preterite is
used of existence or action which is regarded as completed in the past; the
distance between this completion and the present may be long or
short-7
Betty Schramfer Azar, Understanding and Using English Granunar, (Ne\v Jersey:
Prentice Hall Inc., 1989), p.24
8
http;//w\V\V.englishpage.com/vervpage/sin1plepast.html
9
Geo1Trey Leech, Meaning and the l!.)1glish Verb (111ird !Wition), (Great Britain: Pearson
Education Ltd., 2004), p. 13 10
even ve1y short-, expressedor implicit. .... The Preterite is used in novels
to describe an imaginary reality ... "11
The simple past is a tense used to describe complete actions or
events that took place in some time before now. The time can be specified
by using some adverbs, for example: yesterday, last night, last week, last
month, last year, and so on. It is important to ke:ep in mind that the
fonnation of this tense is different if yon are working with the verb to be
or if you are working with the rest of the verbs. 12
According to Sidney Greenbamn in her book "English Grammar",
she said that "The Simple Past Tense is generally used to refer to past
time, i.e. before the time of speaking and writing ... The Simple Past is
primarily used when the situation was completed before the time of
speaking or writing."13
From the several statements above we can take conclusion that
simple past tense used to express a definite event in the past. Simple past
tense also nsed if the event ｨｾｮｮ･ｮ･､＠ completely in the past even the time
is not mentioned.
2. The Form of the Simple Past Tense
The type of verb that simple past tense used is verb type 2 (V2).
There are two types of verb, Regular Verb and Irregular Verb.
According to John Eastwood in his book "Oxford Practice
Grammars with Amwers (Second Edition), he said "In the Simple Past
Tense, a regular past fonn ends in ed, some verbs have an irregular past
11
I<nud Schibsbye, A Modern English Gra1n1nar with an Appendix on Se11iantically ｽｾ･ｬ｡ｴ･､＠
Preposition (.\'econd Edition), (Oxford: Oxford University Press, 1969), p 71
12
http: I /\V\V\V. geo cities. co nil gob 72/ gramma rv erbt ens es. htn1l#three
13
fmm. . .. . We use did and also were and was m negatives and
questions."14
For examples:
Want
[image:20.595.79.439.101.662.2]Copy
Table 1 Regular Verb
Wanted
Copied
Watch watched
Play Played
Otto Jespersen said "TI1e Preterite is formed in various ways; as its
form is in most verbs either identical with, or closely similar to the second
participle, it will be convenient here to treat the two together. "15
In irregular verb, it is better to know all forms of it very well. For
examples:
Write
Bring
Take
Table 2 Irregular Verb
V2
Went
Wrote
Brought
Took
i.i John Eashvood, Oxford Practice Granunars with Answers (Second Edition), (Oxford:
Oxford University Press, 1999), p.18
15
The fonnula in simple past tense contains three parts: affinnative,
negative, and interrogative. Based on the statement above she can
fonnulate it as follows:
a. Affinnative
1 ). The verb other than be;
S
+
Verb 2
+
0 +Adverb of time
Examples:
• My tmcle went to Palembang two days ago.
• It happened very quickly. • I posted the letter yesterday.
• The van crashed into the car last night.
2). The verb be;
S
+
Was/Were+ Substantive (Adverbial of Phrase)
+ ...
Examples:
• Those cakes were nice last week.
• My father was a manager last year.
• I was very sad last night.
• My father and my little sister were ill five days ago.
b. Negative
I). The verb other than be;
S +Did+ Not+ Ver· ··+Adverb of time
Examples:
• The car didn't stop.
• I didn't buy many books in Gramedia last month.
• They didn't speak well.
• The fanners didn't go to the field rice yesterday morning.
2 ). The verb be;
S
+
Was/Were
+
Not
+
Substantive (Adverbial of
Phrase)+ ...
• The doctor and the nurses were not in the operation room.
• Hany was not in cmnpus yesterday.
• The waiter was not healthy last night.
• I was not glad this morning.
c. Interrogative
1 ). The positive form of from of verb other than be:
Did+ S
+
Verb 1
+ ...
?
Examples:
• Did you spend your vocation in Europe?
• Did she study hm·d last semester?
• Did my brother come to Airin' s party last night?
• Did they climb the Pangrango mom1t last year?
2). The negative form of verb other than be:
Didn't+ S +Verb 1
+ ...
?
Examples:
• Didn't you spend your vocation in Europe?
• Didn't you study hard last semester?
• Didn't my brother come to Airin's party last night?
• Didn't they climb the Pangrango mount last year?
3). The positive fonn ofverl
Was/Were
+
S
+
Not
+
Substantive (Adverbial of
Phrase)
+ ...
?
Examples:
• Were they at the pet shop?
• Was she in the farewell party last night?
•
Were you absent yesterday?• Were they the janitors?
• I finished work, walked to the beach, and found a nice place to
swim.
• He arrived from the airport at 8:00, checked into the hotel at
9:00, and met the others at 10:00.
• Did you add flour, pour in the milk, and then add the eggs?
• James Bond entered the room, took off his coat and ordered a
drink at the bar."
c. Duration in Past
ｾｉ＠
?FlliPast
Present
FutureThe Simple Past can be used with a duration which starts and stops in
the past. Duratiou is a longer action often indicated by expressions such as:
for two years, for five minutes, all day, all year, etc. Examples:
• Shauna studied Japanese for five years.
• They sat at the beach all day.
• They did not stay at the party the entire time.
• A: How long did you wait for them?
B: We waited for one hour.
d. Habits in the Past
xxxxx
I
Past
Present
FutureThe Simple Past can also be used to describe a habit which stopped
in the past. It can have the salJ'P •neaning as "used to." To make it clear
that we are taiking about a ha01t, we often add expressions such as:
always, often, usually, never, when I was a child, when I was younger, etc.
Examples:
• I studied French when I was a child.
• He didn't play the piano.
• They never went to school, they always skipped class.
e. Past Facts or Clenerallzations
I
•Past
Present
Future
The Simple Past can also be used to describe past facts or
generalizations which are no longer true. As in USE 4 above, this use of
the Simple Past is quite similar to tl1e expression "used to." Examples:
• She was shy as a child, but now she is very outgoing.
• He dido
't
like tomatoes before.• Did you live in Texas when you were a kid?
• People paid much more to make cell phone calls in the past.16
The Simple Past Tense uses time expressions. According to Geoffrey
Leech, he said "Adverbial of time associated with tl1e Past Tenses include a
week ago, earlier this year, last Monday, the other day, yesterday morning,
yesterday, at four o'clock, in tl1e morning, tl1en, soon, after breakfast, today,
this month, this year, this morning, minute ago, a moment, in 1986, always,
ever never ", . 17
C. Student Teams Achievement Divisions (STAD)
1. Definition of STAD
Student Teams Achievement Division (STAD) is one of a set of
instructional techniques developed and researched by Robe1t E. Slavin at
Johns Hopkins University.
Slavin said in his book "Cooperative Learning: The01y, Research,
and Practice", "Two of the oldest and most extensively researched forms
16
http:/ I \V\ V\V. engl i shpag e. con/verv pag el si 111p I epast. h trnl
of cooperative learning are Student Teams-Achievement Divisions and
Teams-Oames-Tomnaments. "18
Student Teams Achievement Division (STAD) is used in grades
2-12. Students with varying academic abilities are assigned to 4 or 5 member
teams in order to study what has been initially taught by the teacher and to
help each student reach his or her highest level of achievement. Students
are then tested individually. Teams earn certificates or other recognition
based on the degree to which all team members have progressed over their
past records. 19
Student Teams Achievement Division (ST AD) is very useful to
motivate the students in mastering the materials. When the students want
to get the reward, every member of the group should help to each other.
Every member should present his/her best, because the group score is
based on the individual success, the best group will be given the reward.
In Student Teams Achievement Division (ST AD), students are
assit,>ned to four-member learning teams that are mixed in performance
level, gender, and ethnicity. The teacher presents a lesson and then
students work within their teams to make sme that all teams have mastered
the lesson. Finally, all students take individual quizzes on the material, at
which time they may not help one another. . . . . The whole cycle of
activities, from teacher presentation to team practice to quiz, usually takes
three to five class periods.20
Student Teams Achievement Division (ST AD) shares the idea that
students work together to learn and is responsible :for their teammates'
learning as well as their own. There are three concepts that are central to
Student Teams Achievement Division (STAD):
18
Robert E. Slavin, Cooperative Learni1 ｾ＠ "heo1:v, Research, and Practice Second Edition, (Massachusct1s: Allyn and Bacon, 1990), p. 7L
19
http://courses.coe.asu.edu/dbclark/CoopLearn/CL%20strategies.htm 20
Shlon10 Sharan, Handbook of Cooperative learning Methods, (London: Praeger
• Team rewards
Teams may earn certificates or rewards if they achieve above a
designated criterion. But there is no competition among the students.
• Individual accountability
It means that in Student Teams Achievement Division (STAD), the
teams' success depends on the individual learning of all team
members.
• Equal opportunity for success
It means that what students contribute to their teams is based on
their improvement over their own past performance.21
Slavin said in his book "Cooperative Learning: Theory, Research,
and Practice" that "Student Teams-Achievement Division (STAD)
consists of five major components, they are:
l. Class Presentation
Mate1ial in Student Teams Achievement Division (STAD) is
initially introduced in a class presentation. This is most often direct
instrnction or a lecture-discussion conducted by the teacher.
2. Teams
Teams are composed of four or five students who represent a
cross-section of the class in terms of academic perfonnance, sex, and
race or ethnicity.
3. Quizzes
After teacher presentation and team practice, the students who take
individual quizzes are not ... -... mitted to help one another during the
qmzzes.
4. Individual Improvement Sec
21
Each student is given a "base" score, deiived from the student's
average past perfonnance on similar quizzes ....
5. Team recognition
Teams may earn certificates or other rewards if their average
scores exceed a certain ciiterion.22
From the several statements above she can take conclusion that
Students Teams-Achievement Division (ST AD) is one of the cooperative
learning techniques that students are assigned to four-member learning
teams that are mixed in perforn1ance level, gender, and ethnicity. And if
students are rewarded for doing better than they have in the past, they will
be more motivated. Student Teams Achievement Division (STAD) is a
good model to begin with for teachers who are new to the cooperative
approach.
2. History of Student Teams-Achievement Divisions (STAD)
Student Teams-Achievement Division (ST.AD) was developed
from cooperative learning. Cooperative learning focuses on the team work
to reach the success for each student in that tea111 or group.
In the early 1970s, four independent !,>Toups of researchers began to
develop and research cooperative learning methods in classroom settings.
At present, researchers all over the world are studying practical
applications of cooperative learning piinciples, and many cooperative
learning methods are available.
Based on David W. Johnson, Roger T. Johnson, and Maiy Beth
Stanne in their site http://www.co-operation.org/pages/cl-methods.hhnl,
Cooperative learning is one of the most widespread :md fruitful areas of
theoiy, research, and practice in education.23
22
Robert E. Slavin,. .. , p. 71-73.
23
Cooperative learning was developed from the concept that students
will find and understand the material or subject learned easily if they
discuss with their classmates. Students work in teams continuously for
helping each other to solve the harder problems.24
Cooperative learning is a successful teaching strategy in which
small teams, each with students of different levels of ability, use a variety
of learning activities to improve their understanding of a subject. Each
member of a team is responsible not only for learning what is taught but
also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the ｡ｳｳｩｧｮＱＱＱＱｾｮｴ＠ until all group
members successfully understand and complete it. 25
Johnson, Johnson, and Smith said that "Cooperative learning (CL)
is an instructional paradigm in which teams of students work on structured
tasks (e.g., homework assignments, laboratrny experiments, or design
projects) under conditions that meet five criteria: positive interdependence,
individual accountability, face-to-face interaction, appropriate use of
collaborative skills, and regular self-assessment of team fi.mctioning. Many
studies have shown that when con-ectly implemented, cooperative learning
improves information acquisition and retention, higher-level thinking
skills, interpersonal and commllllication skills, and self-confidence
(1998)."26
There are 5 elements of Cooperative learning efforts that may be
expected to be more productive. They are:
a. Positive Interdependence (sink or swim together)
b. Face-to-Face Interaction(promote each other's success)
c. Individual & Group Acc01mtability
24
Trianto, S.Pd., M.Pd., Model-1nodel Pembelajaran Jnovatif Berorientasi Konstrul+.1ivistik: Konsep, Landasan Teoritis -Praktis dan lmp/enientasinya, (Jakarta: Prestasi Pustaka Publisher,
2007), p.41.
"http://edtech.kennesaw.edu/intech/cooperativelearning.htm
26
d. Interpersonal & Small-Group Skills
e. Group Processing27
3. Aim of Student Teams-Achievement Division (STAD)
Student Teams-Achievement Division (STAD) was developed in
an effort to raise students' participation academically, facilitate to develop
their leadership and making decision in a group, and give them an
oppmtunity to interact and study together in heterogonous condition and
people. 28
Student Teams Achievement Division (STAD) emphasizes the use
of team goals and team success, which can only be achieved if all
members of the team learn the objective being taught. That is, in Student
Teams Achievement Division (STAD) and students' tasks are not to do
something as a team, but to learn something as a team, where the teams'
work is not done until all team members have mastered the mateiial being
studied.29
The idea behind this fonn of cooperative learning is that if students
want to succeed as a team, they will encourage their teammates to excel
and will help them to do so. 30
Cooperative learning tends to promote greater interpersonal liking,
group cohesion, and espiit-de-corps; valuing of heterogeneity; and
task-oriented and personal support. It is difficult to overemphasize the
importance of these research results. Cooperative learning ensures that all
students are socially integrated into networks of peer relationships. The
three types of cooperative learning all contiibute:
27
http:// ed tech. kennesa\v. edu/in tech/ cooperati velearning.htm
"Trianlo, S.Pd., M.Pd., .. , p.42. 29
Shlo1no Sharan, ... , p.3.
10
• Formal cooperative learning groups ensure all students get to know
each other when membership is rotated and every student in time
works with every other student in the class.
• Cooperative base groups ensure that long-tem1 relationships exist,
especially when procedures such as the base group grid are used to
ensure students get to know each other on a personal as well as a task
level.
• lnfonnal cooperative learning ensures that every student will interact
with every other student during class time when students are frequently
asked to find a new partner. 31
Based on same statement above, the aims of Student
Teams-Achievement Division (ST AD) is to motivate students to encourage and
help each other master skills presented by the teacher.
4. Advantages and Disadvantages of Student Teams Achievement
Division (STAD)
Every technique used in teaching learning activity has some
advantages and disadvantages. The advantages of using Student
Tearns-Achievement Division (STAD) are:
a. It increases Physical health, like reducing mortality rates, speeding
recove1y from illnesses, improving the function of immune systems,
and helping in coping with stress.
b. It increases Psychological health, like increasing well-being,
happiness, satisfaction with life, self-esteem, effective functioning,
successful coping with negative events, adaptation during life
transitions, career success, and prosocial behavior- actions that benefit
other people by helping, supporting, encouraging their goal
'1 David W. Johnson, Roger T. Jolmson and Edythe Holubec, The Newsletter of The
accomplishment or well being- while reducing mental distress and
anti-social behaviors such as bullying.
c. It increases Academic achievement like increasing academic
involvement, academic interest, grades, standardized test scores, IQ,
school competence, utilization of abilities, and participation in class. 32
While the disadvantages of Student Teams Achievement Division
(STAD) are:
a. Condition in the classroom will be a little bit noise. Because students
work in group, it means that they have to interact 'vith their teannnates
to discuss the tasks given.
b. It needs more time for teacher to implement Student Teams
Achievement Division (ST AD) well in class. Because for the first
time, students need to adapt with their teammates.
D. Teaching Simple Past Tense in Student Teams-Achievement Division (STAD)
Like any other methods or teaching learning techniques, using
Student Teams-Achievement Division (STAD) need preparation that teacher
should do. They are:
1. Materials
The materials are specifically designed for Student Teams
Achievement Division (ST AD) and adopted from textbooks or other
published sources or with teacher-made materials.
2. Assigning Students to Teams
Temns in Student Temns Achievement Division (ST AD) should
be heterogeneous. Do not let students choose their own temns, because
they will tens to choose others like themselves.
3. Detennining Initial Base Scores
32
Base scores represent students' average scorns on past quizzes. If
you are startiug Student Teams Achievement Division (ST AD) after
you have given three or moi·e quizzes, use students' nve1·11ge qui!!:
scores as base scores.
4. Team Building.
Before starting any cooperative learning program, it is a good
idea to start off with one or --ＭＭｾ＠ team-building exercises just to give
team members a chance to do something fun and get to know one
another. For example, teams might be given a chance to create a team
[image:32.595.80.505.164.650.2]logo, banner, song, or rap.33
Table3
Improvement points for individual
Quiz Score Improvement
Points
More than
10
points below base score 5
-I 0
points below toI
point below base score10
Base score to
I 0
points above base score20
More than 10 points above base score
30
Perfect paper (regardless of base score)
30
Table4
Improvement Points for Team34
Criterion (Team Average) Award
15
Good Team20
Great Team25
Super Team
-.u Robert E. Slavin, L'ooperative Learning: 111e<Hy, ｊｾ･ｳ･｡ｲ｣ｨＬ＠ and J>raclice L<.,'econd l!.'dition,
(Massachusetts: Allyn and Bacon, !990), p.73-75.
From the details given above, the writer concludes that before
implementing Student Teams Achievement Division (ST AD) in class, it is
a must for teacher to prepare the material, assign students to teams,
detennine initial base score, and make the teaching learning activities ftm
A. Research Methodology
1. Place and Time of the Stndy
The writer took place of the research at Al-Nur Senior High School
located in Cibinong, Bogar, and West Java. It is located on Jalan Al-Nur
Pabuaran, Cibinong-Bogor.
She conducted this research from October up to December 2008 which
was divided into two periods; the first period, she held the library research,
and then she held field research as the second period.
2. Population and Sample
Actually, there are 4 classes at the first year of Al-Nur Senior High
School, namely X.l, X.2, X.3 and X.4 with more than 40 students in each
class.
In taking the samples of this research, the writer took only two classes,
X.2 as the control class.
In
each class, she took only 38 students for thesample.
3. Instrumentation of Research
The technique of data collecting was done by giving a test. The test
was done for getting the objective data of students' achievement in
learning Simple Past Tense through Student Teams Achievement Division
(STAD) based on the text book. The writer applied two kinds of test
namely pre-test and post-test.
To make sure whether the test was valid or invalid, the writer held the
validity test before it was given to the expe1imental and control class.
Because a test is said to be valid if it measures accurately what it is
intended to measure. All of the various evaluation procedures should have
certain common characteristics. The most essential of these characteristics
is held in three steps. The first was validity which refers to the extent to
which the results of an evaluation procedure serve the particular uses for
which they are intended. The second step was reliability which refers to
the consistency of evaluation results, which is to how consistent test scores
or other evaluation results are form, one measurement to another. And the
last one was usability which refers only to the practicality of the procedure
and implies nothing about the other qualities present. 1 The data of validity
text are in appendixes.
4. Technique of Data Analysis
In analyzing of the data, the writer used the c_omparative technique.
The comparative technique is an analysis technique to evaluate hypothesis
concerning with the differences between two variables that examined
statistically.
In the comparative technique, the variables are compared to know
whether differences are very significance or they are only happened by
1
Norn1an E. Gronlund, Measurement and Evaluation in Teaching, (USA: Macmillan
chance. She used T-test to find out the differences score of student's
achievement in teaching-learning Simple Past Tense through Student
Teams Achievement Divisions (ST AD) and traditional technique based on
book text. The fonnula ofT-test is:
X1 :X-Mx
X2: X-Mx
dj
Nx, +Nx, -2M, : Mean of post-test of experiment class
M1 : Mean of post-test of control class
zx?
:
Stun of square deviation score in expe,riJUent class2: X2 2 : Sum of square deviation score in control class
N1 : NUJUber of students of experiment class
Nz : NUJUber of students of control class
df : Degree offreedom2
B. Research Finding
l. Data Description
As mentioned m chapter one, the writer conducted both libraiy
research and field research. She held field research by teaching-learning.
2
The teaching-learning was done at two classes; they were X. l as an
experimental class and X.2 as control class. And then she got the data from
pre-test and post-test. The pre-test was given to the students iu both classes
before she gave the material and post-test was given after giving the
material or the lesson finished
There were
25
items in the test. For the correct answers would bemultiplied by 4. And for the wrong answer, the score is 0.
To know the result of the test, the writer made the table of students'
score for each group. The writer did not explain the students' names; she
only explained their scores as follows:
Table 1
The Score of the Individual Students of the
Experimental Class
·-PRE- POST- GAIN
NO. TEST
TEST
＼ｘＱｾ＠ SCORE
-
--1
32
7240
·
-2
40
68
28
3
36
64
28
4
40
64
24
5
48
72
246
48
76
28
7
36
60
24
8
40
56
16
9
36
64
28
10
36
68
32
·
-11
24
52
28
12
40
7232
13
44
76
32
14
40
64
24
15
52
80
28
16
48
80
32
·-17
40
76
36
18
36
64
28
19
32
76
44
20
48
80
32
21
40
64
24
[image:37.595.92.436.210.685.2]-23
52
68
16
·
-24
44
7228
·-25
44
80
36
·
-26
28
60
32
27
36
7236
28
32
80
48
29
48
64
16
30
40
7232
31
40
64
24·-32
44
68
24
·
-33
36
7236
34
28
76
40
35
48
7244
36
44
7224··
-37
36
76
32
38
32
64
28
:E X1
1504
2660
1152
·-Table 2
The Score of the Individual Students of the Control Class
·-PRE- POST- GAIN
NO. TEST
TEST
<X2)
SCORE·-1
40
56
16
·-2
40
56
163
36
64
28
·-4
36
60
24
5
32
56
24
6
32
60
28
·-7
44
64
20
8
40
56
16
--9
48
568
·-10
44
56
1211
32
64
32
·-12
32
60
28
13
40
56
16
14
44
60
16
15
48
60
12
[image:38.595.89.494.91.676.2]
17
32
18
36
19
36
20
36
21
32
22
40
23
40
24
36
25
44
26
36
27
32
28
32
29
36
30
32
31
36
32
40
33
40
34
36
35
40
36
44
37
32
38
32
:EX2
1436
Mean of the experiment class:
M1:
Ix,
N,
M . 2660
l .
38
M1:
70
Mean of the control class:
-68
36
--56
20
--60
24
--64
28
--60
28
64
24
56
16·-
--56
20
60
16
64
28
--56
24
60
28
-64
28
64
32
--64
28
56
16
60
20
60
24--56
16
64
20
56
24
56
24
-M .
22802 . 38 M1: 60
Based on the calculation above, the writer got the result of post-test in
the experiment class using Student Teams Achievement Division (STAD)
that gained with mean score was 70 while the meim score of post-test in
the control class was 60.
Stick
Diagram of the Post-Test of Experimental Class (X1)
and Control Class (X2)
70
-1
68
ﾷﾷＭＭｾ＠
66
.. 64 /
I
62 /
111 Post-Test of
X1
11111 Post-Test of X2 6058
56
54
Post-Test of Post-Test of
2. Data Analysis
The Deviation Score
STUDENTS X1 X2 M1 Mz Xt X2
x/
x/
l 72
56
70
60
2-4
4
16
2
68
56
70
60
-2
-4.
4
16
3
64
64
70
60
-6
4
36
16
4
64
60
70
60
-6
0
36
0
5
7256
70
60
2
-4 .4
16
6
76
60
70
60
6
0
36
0
7
60
6470
60
-10
4
100
16
8
56
56
70
60
-14
-4196
16
9
64
56
70
60
-6
-4
36
16
10
68
56
70
60
-2.. 4
4
16
11
52
64
70
60
-18
4
-324
16
12
7260
70
60
2
0
40
13
76
56
70
60
6
-4
36
16
14
64
60
70
60
-6
0
36
0
15
80
60
70
60
100
100
0
16
80
7270
60
10
12
100
144
17
76
68
70
60
68
36
6418
64
56
70
60
-6 -436
16
-19
76
60
70
60
6
0
36
0
20
80
64
70
60
10
4
100
16
21
64
60
70
60
-6
0
36
0
22
80
64
70
60
10
4
100
16
23
68
56
70
60
-2 -44
16
24
7256
70
60
2
-44
16
25
80
60
70
60
100
-100
0
26
60
64
70
60
-IO4
100
16
27
7256
70
60
2
-44
16
28
80
60
70
60
10
0
100
0
29
64
64
70
60
-6
4
36
16
30
7264
70
60
2
4
4
16
31
64
64
70
60
-64
36
16
32
68
56
70
60
-2.. 4
4
16
33
72
60
70
60
2
0
4
0
34
76
60
70
60
6
0
36
0
35
7256
70
60
2
-44
16
37
38
2:
lo
lo
df
76
56
70
60
64
56
70
60
2660 2280
70-60
[1912 + 608][38 +381 38+38-2 38.38
JO
[
2520
74
][_J£]
1444
IO
· -/(34.osxo.os)
10 . )1.87275
10
1.37
: 7.299
:N1+N2-2
: 38+38-2
:74
6
-436
16
-6
-
-436
16
3. Interpretation of Data Analysis
In interpreting the data the writer had counted, she used the t table
to get the value. From the result of calculation, she was obtained the value
of the 10 is 7.299 and the de1,'fee of freedom (df) is 74. In this research, she
used the degree of significance of 5% and 1 %. Because the value of 74 is
not mentioned in the table, the writer used the more close to 7 4 that it is
120 as degree of freedom (df). On the degree of significance of 5% and
I%, the values are 1.980 and 2.617. Compaiing the two with each value of
the degree significance, the resul1s of 11 significance are 1.980 and 2.617.
So, 11 :t0 : 11 = I.980< 7.299 > 2.617. So, it means that h0 (alternative
hypothesis) of the research is accepted and h0 (null hypothesis) is rejected.
There is significance difference between learning Simple Past Tense by
using Student Teams Achievement Division (ST AD) and learning Simple
A. Conclusion
It can be concluded that the the data analysis which was done by using
t-test formula that is according to d/120, the points are 1.980 on t table for the
5% significant degree, and 2.617 for the 1 % significant degree. So, it can be
concluded that 10 is higher than 11 (1.980<7.299>2.617). From the result the
writer can conclude that alternative hypothesis is accepted. It means there is
significant difference.
So, learning Simple Past tense through Students Teams Achievement
Division (ST AD) has significance effectiveness to the sl11dents.
The math achievement of students who used Student Teams
Achievement Division (STAD) method was significantly higher after the
experimental instruction than before. As for the improvement at post-test from
pre-test in math achievement, students in Student Teams Achievement
Division (STAD) group perfonned better than students in traditional pedagogy
B. Suggestion
In this case the w1iter would like to give suggestion that it is better for
a teacher to use Student Teams Achievement Division (ST AD) in teaching
Simple Past Tense or any other matelial. TI1ere are many advantages in nsing
Student Teams Achievement Division (ST AD), for examples: their physical
health, happiness, satisfaction with life, self-esteem, effective fimctioning,
adaptation during life transitions, career success, academic interest, grades,
standardized test scores, IQ, school competence, utilization of abilities, and
Arikunto, Prof. Dr. Suharsimi, Dasar-dasar Eva/uasi Pendidikan (Edisi Revisi),
Jakatia: P.T. Bumi Aksara, 2008.
Azar, Betty Schramfer, Understanding and Using English Grammar, New Jersey:
Prentice Hall Inc., I 989.
Badalamenti, Victoria and Carolyn Henner-Stanchina, Grammar Dimension:
Form, Meaning, and Use, USA: A Division ofWadworth Inc., 1993.
Eastwood, John, Oxford Practice Grammars with Answers (Second Edition),
Oxford: Oxford University Press, 1999.
Greenbaum, Sidney, English Grammar, Oxford: Oxford University Press, 1996.
Gronlund, Nonnan E., Measurement and Evaluation in Teaching, USA:
Macmillan Publishing Co., Inc., 1976.
Gunawan, J. B., The Teaching of Grammar in a CLT-Oriented Environment,
TEFLIN Journal, Volume VI.
Hornby, A.S., Oxford Advanced Learner's Dictionary (.Sixth Edition), United
Kingdom: Oxford University Press, 2000
Jespersen, Otto, Essential of English Grammar, London: George Allen & Unwin,
1979.
Johnson, David W., Roger T. Johnson and Edythe Holubec, The Newsletter of The
Cooperative Learning Institute Volume 23, 1 March, 2008.
Johnson, David W., Roger T. Johnson, and Maty Beth Stanne, Cooperative
Learning Methods: A Meta-Analysis http://www.co-operation.org/pages/cl-methods.html
Langacker, Ronald W., Language and its Structure, New York: Harcourt Brace
Jovanovich Inc., 1973.
Leech, Geoffrey, Meaning and the English Verb (Third Edition), Great Britain:
Lembaga Bahasa dan Pendidikan LIA, Grammar Reinforcement Conversation in English, Jakarta: P.T. Siwibakti Daima, 2005.
McKay, Sandra Lee, Teaching English as an International Language: Rethinking
Goals and Applications'', Oxford: Oxford University Press, 2002.
Mohan, Bernard A., Language and its Structure, New York: Harcourt Brace
Jovanovich Inc., 1993.
Pierson, Ruth and Susan Vik, Making Sense in English Grammar in Context,
Boston: Addison-Wesley Publishing Company Inc., 1987.
Schibsbye, Knud, A Modern English Grammar with an Appendix on Semantically
Related Preposition (Second Edition), Oxford: Oxford University Press, 1969.
Sharai1, Shlomo, Handbook of Cooperative Learning Methods, London: Praeger.
Publisher, 1999.
Slavin, Robe1t E., Cooperative Learning: Theory, Research, and Practice (Second
Edition), Massachusetts: Allyn and Bacon Inc., 1995.
Sudijono, Drs., Pengantar Statistik Pendidikan, Jakaita: Rajawali Grafindo
Persada, 1994.
Swan, Michael, Practical English Usage, Oxford: Oxford University Press, 1980.
Thomson, A. .I. and A. V. Maitinet, A Practical English Grammar (Fourth
Edition), Oxford: Oxford University Press, 1986.
Trianto, S.Pd., M.Pd., Model-model Pembelajaran Inovatif Berorientasi
Konstruktivistik: Konsep, Landasan Teoritis - Praktis dan Jmplementasinya, Jakarta: Prestasi Pustaka Publisher, 2007.
Ur, Penny, Grammar Practice Activities, UK: Cambridge University Press, 1999.
Werner, Patricia K., Jvfosaic I: A Content-Based Grammar, USA: McGraw-Hill.
Inc., 1990.
http://courses.coe.asu.edu/dbclark/CoopLeam/CL%20strategies.htm
http://edtech.kennesaw.edu/intech/cooperativeleaming.htm
http://en.wikipedia.org/wiki/Cooperative learning
ｨｴｴｵＺＯｊｷｷｷＮ･ｯｧｬｩｳ｢ｰ｡ｧ･Ｎ｣ｯＡｊＨｹ･ｲｶｰ｡ｧ･Ｏｳｩｭｰｬ･ｰﾧｾＬｨｵｮｬ＠
http://www. geocities. com/ go b72/ grammarverbtenses.html#three
http://www.leamenglish.de/grammar
http://www.thefreedictionaiy.com/grammar
http://www.brainyquote.com/words/gr/granm1arl 70191.html
http://www.usingenglish.com/glossaiy/grammar.html
'PEMBELAJA'RAN
CR:P'Pl
Sekolah : SMU Al-Nur Cibinong
Kelas/Semester : X I 1
Mata Pelajaran : Bahasa Inggris
Alokasi Waktu : 4 x Pertemuan (2 x 40 Menit)
Tahun Pelajaran : 2008/2009
STANDAR KOMPETENSI
a. Writing
Mengimgkapkan makna teks tulis fu.ngsional dan esai pendek sangat
sederhana berbentuk descriptive dan narrative untuk berinteraksi dengan
lingkunagn terdekat.
b. Grammar
Memahami linguistics aspect dalam teks lisan fungsional pendek sangat
sederhana untuk berinteraksi dengan lingkungan terdekat.
KOMPETENSI DASAR
a. Writing
Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
dan berterima untuk berinteraksi dengan lingktmgan terdekat dalam teks
berbentuk descriptive dan narrative.
b' !J.l:ll!ll!lllil:
Mampu menggtmakan makua gagasan linguistics aspect (Simple Past
Tense) yang menggunakan ragam bahasa teks lisan fimgsional pendek
sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi
dengan lingkungan terdekat.
INDIKATOR
a. Siswa dapat menganalisa pengg1maan Simple Past Tense.
b. Siswa dapat menyebutkan bebrnpa bentuk kata kerja ke dua dengan
benar.
c. Siswa mampu menjawab pertanyaan-pertanyaan yang diajukan atau
yang berada di lembar soal dengan benar.
Terna Jenis Teks Aspek/skill
: I Love the Story
: Monolog
: Grammar and Writing
I. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran, siswa dapat:
a. Menganalisa penggunaan Simple Past Tense.
b. Menyebutkan beberapa bentuk kata ke1ja ke dua dengan benar.
c. Met\jawab pe1tanyaan-pertanyaan yang diajukan atau yang berada di
lembar soal.
II. MA TERI PO KOK DAN URAIAN MA TERI
Simple Past Tense-7 Tense yang digunakan untuk menunjukan aktivitas
atau situasi yang terjadi pada masa lampau atau
Pattern:
a. Verb
(+) S + V2 + 0 +Adverb oftime.
Examples:
I . I ate fried rice this morning.
2. She went to Gramedia yesterday.
3. The policeman caught the robber last night.
(-) S +Didn't+ VI+ 0 +Adverb of time.
Examples:
I. He didn't attend the meeting last week.
2. My father didn't buy me a new bike.
3. Two years ago, I didn't visit my grandmother.
(?) Did+ S +VI + 0 +Adverb of time?
Examples:
I. Did you take an exam?
2. Did your sister cook a cheese cake yesterday?
3. Did they speak English well?
b.Be
(+) S +Was/Were+ Substantive+ ...
(-) S +Wasn't/Weren't+ Su
