The Effectiveness of using pictures in teaching present continuous tense : an experimental study at the yaer students of SMP Perwira Ulujami Jakarta Selatan

THE EFFECTIVENESS OF USING PICTURES

IN TEACHING PRESENT CONTINUOUS TENSE

(An Experimental Study at the Seeond Year Students of SMP Perwira Ulujami Jakarta Selatau)

A PAPER

Presented to the Faculty of Tarbiyah and Teachers' Training in Partial Fulfillment of One of the Requirements

for the Degree of Strata 1 (81)

by

DewiMulia

102014023788

ENGLISH DEPARTMENT

TARBIYAH AND TEACHERS' TRAINING FACULTY

STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH

JAKARTA

(An Experimental Stndy at the Second Year Students of SMP Perwira Ulnjami Jakarta Selatan)

A "Paper"

Presented to the Faculty of Tarbiyah and Ieacher's Training in Partial Fulfillment of the Requirements

for the Degree of Strata-l (S.Pd) in English Language Education

By:

DewiMnlia

102014023788

Approved by Advisor

NIP. 150249910

ENGLISH DEPARTMENT

TARBIYAH AND TEACHER'S TRAINING FACULTY

STATE ISLAMIC UNIVERSITY JAKARTA

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers'

Training certifies that the Paper entitled "The Effectiveness ofUsing Pictures iu

Teachiug Present Continuous Tense" (An Experimental Study at the Second Year of SMP Perwira Jakarta Selatan), written by Dewi Mulia, student's registration number: 102014023788, was examined by the Committee on 6th June

2008, and was declared to have passed and, therefore, fulfilled one of the

requirements for the academic title of S.Pd. (Bachelor of Alis) in English

Language Education at The Department of English Education.

Jakarta, 6th June, 2008

CHAIRMAN

EXAMINATION COMMITTEE

n

I

Drs. Syauki M.Pd.

ｾＧｬＧＭｾＰ

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ｾ

NIP. 150246289

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ＨｾＬ

Jz4l--:-I. Drs. Baluul Hasibuan, M.Ed

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ｾｾ

-Neneng Sunengsih, S.Pd.

NIP. 150293232

EXAMINERS SECRETARY

2. Dr. Atig Susilo, MA )

NIP. 150 182900

Acknowledged by:

Dean of Tarbiyah and Teachers' Training Faculty

ALL l'mlses be toａｌｌｾｨ Loyd of the "-",,,veyse, theｾｌＢＢＭＧＰｨｴＡＺＺｊ "1od foy ttls bLessl""0,

ＰＢＭｬ､ｾＢＬＬ｣･Ｌ hell'ｾＢＢ､ Love whoｨｾｳ bestowed "-1'0"" the wYlteyl""cO""-l'Letl""0thls SRxll'sL

pwceｾＢＢ､ bLessl""0ls;"-1'0"" O"-Yl'Y0l'hetＯｶ｜ＢＭｨｾＢＬＬＭＬＬＬＬＭｾ､ SAWｾｳ［ O"-Yl'Y0l'het, hls

､･ｳ｣･ＢＢ､ｾＢＢｴｳＬ hls ｣ｏＢＢＭｬＧｾＢＢｬｯＢＢＤ ｾＢＢＢ hls foLLoweys;.

In this occasion, the writer would like to express her gratitude and her

honor to the. foUowing persons:

I. Prof. Dr. Dede Rosyada, M.A, The Dean of Faculty of Tm-biyah and

Teacher Training,UINSyarifHidayatuUah Jakarta. 2. Drs. Syauki, M.Pd, the chief of English Department.

3. Dra. Hj. Farida Hmnid, M.Pd as her advisor, thanks for her sincere and

generous help and professional advices.

4. Her beloved father (Mussholli H.S), mother (Mimin Rukmini almh.) and

also for her brother mld sister Ntmnala and Abd. Qadir Zailani who always

pray and suppOli me to finish this paper.

5. All lecturers of English Department who have taught and educated the

writer during her study atUINSyarif HidayatuUah Jakarta.

6. Mrs. Sulikah, B.A, the headmaster of SMP Perwira and stuff, who has

7. Drs. H. Mahyudin, M.M. who help, motivate and encourage me to finish this skripsi. Thank you!

8. Her beloved friends, Yova, Sofie, Nasriah and her husband, Ade Irma, Afrie and Latif. Thanks for your motivation, care and support! Also Mahdi Abdul Aziz, her beloved one. Thank you for your suppOli, spirit 'Ind affection.

May Allah guide them and give them all happiness throughout their lives. Amin.

May, 8 2008

TABLE OF CONTENTS... iii

LIST OF TABLES... v

CHAPTER I INTRODUCTION

A. Background of Study 1

B. Limitation of Problem... 3

C. Question of Research 3

C. Objective of Study. 3

D. Method of Study... 3

E. Organization of the Study... 4

CHAPTER II THEORETICAL FRAMEWORK

A. Picture... 5

B. Present Continuous Tense 8

1. Form of Present Continuous Tense 8

2. Usage of Present Continuous Tense 11

3. Verb Usually not used in Present Continuous Tense 12

C. Teaching Present Continuous Tense by Using Pictures .. 13

CHAPTER III THE IMPLEMENTATION OF THE RESEARCH

A. Methodology of Research 15

1. Place and Time of Research ;.. 15

2. Objective of Research ; 15

3. Population and Sample ; 15

4. Data Collecting 16

5. Data Analysis /...16

6. General Procedure of' Teaching Present Continuous

.'

7. General Procedure of Teaching Present Continuous

Tense without Using Pictures 17

B. Research Findings 18

1. Data Description , 18

2. Data Interpretation 23

CHAPTER IV CONCLUSION AND SUGGESTION

A. Conclusion 24

B. Suggestion 24

CHAPTER I

INTRODUCTON

A. Background of Study

Language is a way of expressing ideas, feelings, by using movements, symbols, and sounds.! As an international language, English has an important role in the world. Related to that case, Julian Edge in her book stated, "English as the International language serves to many people as a bridge into the worlds of higher education, science, international trade, politics, tourism or any other venture which interest them. 2

It is not enough for students to have proficient ability if students cannot develop and master the skill in understanding and expressing the language in both oral and written. In this sense, language teacher has a role as communication teachers and, indeed, as a teachers in broadest sense.

Teaching of English is stressed on mastering the four basic skills: listening, speaking, reading and writing. Besides, the knowledge of grammar is one of the impOltant factors that the students should master because grammar enables the students to make statements about how to use the language. Mastering grammar should be integrated with the language skills and the language factors in order to make the students easier to understand the language during the communication. Grammar is needed even in the communicative ways, as J. B. Gunawan said, " ... Even in real communicative activities, in which learners usually do not concentrate on language forms, grammar cannot be put aside.,,3

Some of the problems that bring out an obstacle for the learner to comprehend English are the influences of the structure and pattern from their

I A. S Hornby, Oxford Advanced Learner's DictionmyofCul'l'ent English, (Oxford:

Oxford University Press, 2000). p. 721

2Julian Edge,Essentialsof EnglishLanguage TeacMng:3rd Edmon"(London: Longnial1.

2003),p.25

3J. B. Gunawan, "The Teaching of Grammar inCLT. Oriented Ell\iirol1mcnt,"Tejlin

own language. Some students think of grammar as rather boring subject. When they learn English they try to avoid the grammar that for them is confusing and hard to be understood.

Present continuous tense as a part of grammar rules sometimes also makes students confused. The effect is that they cannot use and understand properly the present continuous tense.

Asking the children to memorize formula of grammar with their usage is usually ineffective methods, sometimes children remember their meaning for a short period of time, and more over they forget the meaning.

To solve the problems in teaching present continuous tense the teachers can use suitable and interesting methods or techniques that are suitable to the students. Techniques depend on the teacher, the imagination, his creativity and the condition of class, a certain problem can be solved with the various techniques.4

Teacher can use various visual sources in teaching language, for instance: teaching language by using tape-recorders, pictures-flashcard and television, by using a suitable method, because the method determines what and how much is taught (gradation), how the meaning and form are conveyed (presentation) and what is done to make the use of the language unconscious (repetition).5

The writer will give another alternative technique to enrich student's comprehension by using pictures. Pictures are 110t just an aspect of ihethod but through their representation of place, object and people essential parts of the overall experiences.6Because pictures can direct the students to speak, another reason is that using picture in teaching present continuous tense is effective and helpful in teaching learning process, so the students feel easy in understanding and studying English.

4Mulyanto Socmurdi,Pengajal'Gn Bahasa AsingSebuahTilljaucJ11dari Seglldet(]dologi,

(Jakarta: Bulan Bintang, (975), p. 14.

5William Frances Mackey,Language Teaching Analysis,(London: Longman GrollpLtcl,

(965),p.xi

6Anclrc\v Wright, Pictures/or Language Learning:>.(Cambridge: Carnbridge University

3

In teaching present continuous tense the students are taught pattem of

verb to be, structure etc. In this paper the writer tries to use pictures in

developing their knowledge of present continuous tense. Visual aids are

important in teaching. Pictures can be used as teaching aids that can help the

students communicate in English. The aids are needed to develop their

language skill included grammar skill especially in present continuous tense.

B. Limitationof Problem

The limitation of the problem which will be discussed in this paper is

the teaching of present continuous tense using pictures at the second year of

SMP Perwira Jakarta Selatan.

C. Question of Research

The question of the research is: "Is there any significant difference in

the achievement of the students' English grammar especially in present

continuous tense taught by using pictures and without using pictures?".

D. Objective of Study

The objective of the study is find out whether there is a significant

difference in the achievement of the students' English grammar especially in

present continuous tense taught by using pictures and without pictures and

hopefully, this study will contribute many advantages to the English teacher in

implementing the teacher grammar teaching especially present continuous

tense. The result of the study hopefully can also assist students learning

grammar in an interesting way. Subsequently, it will assist the students in

upgrading their ability to communicate in English.

E. Method of Study

This research is done by usmg Experimental Method. The writer

conducted an experiment by teaching two different classes and then giving

them the test. In addition, the library study is also carried out by reading a

number of materials from books and other sources like magazine and journal

F. Organization of the Stndy

This sub chapter is intended to give a brief overview about the organization of the study from every chapter.

The first chapter is introduction. In this chapter there are seven sub chapters: (A) background of study, (B) limitation of the problem, (C) question of research , (D) objective of the study, (E) method of the study, (F)

organization of the study.

The second chapter is theoretical framework. In this chapter there are three sub chapters: (A) pictures, (B) present continuous tense, (C) teaching present continuous tense by using pictures.

The third chapter is the implementation of research. In this chapter there are two sub chapters: (A) research methodology and (B) research finding.

CHAPTER II

THEORETICAL FRAMEWORK

A. Picture

According to Marianne Celce Murcia and Sharon Hills the meaning of

picture is that pictures are kind of visual instruction materials that might be

used more effectively to develop and sustain motivation in producing positive

attitudes toward English and to teach or reinforce language slalls. Picture can

also be used in various configurations to enhance leaming and practice. 1

Based on Webster New World Dictionary of American Englif.h

pictures are imagines or likeliness of an object, person or scenes on a flat

surface, especially by painting, drawing or photography.2

According to Andrew Wright picture is: Picture is the non-verbal

source of information. The non-verbal infonnation helps us to predict what the

next might be about, and this ability to predict helps us to recognize meaning

more quickly than if we had to sort it out solely from what we hear or read.

Picture can represent these non verbal sources of infonnation. Indeed, they

and what they represent are centrally bound up with the nature ()f

communication itself. What we see affects how we interpret what we hear and

vise versa.

From descriptions above, it can be said that picture has a lot of

meanings. Picture is defined as a drawing, a painting or photograph, an image

of someone or something. The meaning of picture can motivate presenting a

sequent of even, story and thing like the real life.

Picture plays an important role as an altemative teaching aid in

teaching English. The teacher gives a picture, then he/she asks the students

I Marianne Celce and Sharon Hills, Technique and Resources in Teaching Grammar,

(New York; Oxford University Press, 1998), p. 73

,

about them. By using pictures in teaching present continuous tense, the

students are expected to use it to communicate.

Picture is easy to be found by all people. Through picture the student

can practice to develop their ideas. We can make picture on the whiteboard,

cartoon etc.

There are many types of pictures can be used as visual aids and heip

the teacher bring the material easier for the student to understand. One of them

is pictures of situational pictures that show or suggest relationship between

object and or people can be perfect teaching aid, for introducing, practicing or

reviewing grammatical stmcture.

According to Betty Morgan, there are some types of pictures, as theirs:

Wall charts, wall pictures for whole class teaching, work card and flash card

word. Flash card with printed word or picture Call help in demonstrating what

the teacher wishes such as an object or action.3

Meanwhile, Noor Azlina Yunus writes inher book composite picture

is one of pictures type which is appropriate for class teaching because it enable

the students to see places, people and events that they would otheryvise not see

because of factor like distance, time alld cost.4

Some advantages of using pictures in teaching:

a. "Pictures can motivate the student and malce him or her want to pay

attention and want to take part.

b. Pictures contribute to the context in which the language is being used.

They bring the world into the classroom.

c. Pictures can cue responses to questions Orclle substitutions through

controll ed practiced

d. Pictures can stimulate and provide information to be referred to in

conversation, discussion and story telling.5

3Betty Morgan Bowen, Look Herel, Visual Aids in Language Teaching, (Lohdoll:

Essential Language Teaching Series, 1973), p. 13-31

7

In an article Edmundo1. Mora stated that "The pictures could be ustd to give students of English as a foreign language an opportunity to practice the

language in the real coutext or in situations which they can use it to

communicate their ideas.,,6

According to A.I.Romiszowski the uses of pictures are: I) Itis conveuieut to use the real thing

2) A model or chart can better explain the principle being taught

3) The real thing can be seen any way.?

A good picture can be the stimulus that generates the confidence '0

speak and a flow conversation. If this is its purpose, the picture can be

abandoned as soon as this warming-up has been achieved.8

Beside the advantages, pictures as teaching aids have disadvantages or

limitation, the writer assumed that it is difficult to make picture that explained

an abstract condition and the teacher has to prepare herself to make a picture

or to find a good picture. Because the students do not always know how to

read pictmes and the pictures often limits students' interpretation.9

From the theories above the writer synthesizes that the teacher should

make gradation in choosing the right pictures to convey the material in the

classroom because besides there are many advantages of teaching through

pictures, cmmot be avoided a case which the students sometimes find them

difficult to read the picture so they cau miss the point and have a little to say.

6Edmundo J.Mora, "Using Pictures Creatively". English Teaching Forum, Vol XXVI,

(Washington DC: Forum, October ,1988): p. 55

7 A. J. Romis2owski, The Selection and Use ｾｲ Instructional Media: for Improved Classroom Teaching and IntCl'!Jctive, Individualized Instruction, (London: Kogen Page, 1988), p.

103 /

8Nick Underhill, Testing Spoken Language, (Cambridge: Cambridge University Press,

B. Present Continuous Tense

1. Form of Present Continuous Tense

The Present Continuous Tense is formed with the presents tense of be,

verb be+ the present paliiciple.10

a. Affirmative Statements

To make an affirmative statement, we use the following formula:

BE (aIl1+are+is)+ PRESENT PARTICIPLE (ing-form)+(...)ll

EXaIl1ple:

Subject Form of be Base form of the verb+ing

I ... anl writing now

You are staying home today

He/she/it is sleeping

Yau/we/they al'e speaking English

Example of affirmative contraction with the form of Be

SubjectlBe Base form of the verb+ing contraction

I'm taking the day of today

You're staying home today

He's/she's/it's writing now

We're/you're/they're staying home today

b. Negative Statements

To make a negative statement, we put

not

aftel' [orIn of

be+verb+ing+(....)

Formula:

Subject+Be+Not+verb+ing+ ( ...)

10 A.J. Thomson, A.V. Martinet, A Practical English Grammar, (Oxford: Oxford

University Press, 1986),p. 153

9

Example:

Subject Be not verb+illg Be contarction+not verb_ing

I am not waiting my I'm not waiting my girl

girl

You are not working You're not working

He/She/it is not speaking He's/She's/it's not speaking

You/we/They are not smiling We 'relYau' re/They' Ie not

smiling

c. Introgative Statements

To make an interrogative affirmative, we put the fOlm of Be before the

subject.

Formula: be+Subject+verb+ing+ (...)?

Example:

Be Subject Base form of the verb+ing

am I listening?

are You waiting?

is He/she/it playing?

are You/we/they watching television?

d. Interrogative Negative

To make an intel1'Ogative negative, we put contractive form of Be before

the subject.

Formula:

(Be+n't1contractive form ofbe)+subject+verb+ing+ (...)?

Example:

Be Subject Base form of the verb+ing

Isn't He/she/it listening?

Aren't You playing?

Aren't You/we/they watching television ?

vie, vying13 tie, tying

Something must be noticed concerning with form of the Present

Continuous Tense that is the process of forming the infinitive form into

ing-fOlID because each verb has different forms. So process adding to

infinitive will undergo different.

There are some ways to spelling the present participle, like in a

practical English grammar book, written by A.J. Thomson and A.V.

Martinet explained as follow:12

a) When a verb ends in a single e, this e is dropped before ing: Argue,

arguing, hate, hating, love, loving. Except after age, dye and singe:

ageing, dyeing, singeing and verb ending ee: agree, agreeing, see,

seeing

b) When a verb one syllable has one vowel and ends in a single

consonant, this consonant is doubled before ing: hit, hitting, run,

running, stop, stopping

c) Verb of two or more syllables whose last syllable contains only

one vowel and ends in a single consonant double this consonant if

the stress falls on the last syllable: admit, admitting; Begin,

beginning prefer,prefelTing

d) lng can be added to a verb ending ywithout affecting the spelling

of the verb

Cany, carrying enjoy, enjoying huny, hUITying

e) The infinitive ends vowele preceded by vowelI,ie substituted

with y, then added ing

Die, dying lie, lying

12AJ. Thomson,A Practical English Grammar,p. 154

11

2. Usage of Present Continuous Teuse

Based on Raymond Murphy said, there are some usages of present continuous tense, as follow: 14

a. We use the present continuous tense when we talk about something that is happening at the time of speaking:

I) Please don't make so much noise. I'm studying (not study) 2) "Where is Peggy?" "She is taking a bath" (not she takes)

b. We also use present continuous tense when we talk about something that is happening around the time of speaking, but not necessarily exactly at tlle time of speaking, study this example situation:

Tom and Ann are talking and having coffee in Cafe. Tom says, "I'm reading an interesting book at the moment. I'll lend it to you whenI've finished it.

Tom is not reading the book at the time of speaking. He means that he has begun the book and hasn't finished it yet. He is in the middle of reading it

c. We often use the present continuous tense when we talk about a period around the present. For example today, this week, this season, etc: "You are working hard today," "Yes I have a lot to do"

d. We use the present continuous tense when we talk about changing situations:

I) The population of the world is rising very fast

'2) Is your English getting better?

e. We use the present continuous tense when we talk about a future

1-plan: )

I) Mike is coming here on Thursday 2) They are having a party next week

'4Raymond Murphy, Grammar in Use, (New York: Cambridge University Press, 1989),

p. 2

f. With always to criticize or complain about someone does:

I) You are always interrupting me!

2) My father is always losing his car keys

3. Verb Usually not used in Present Continuous Tense

Certain verbs are usually not usedincontinuous tense. Some of these

are verbs of preference, verb of knowing, linking verb, and verb that refer to a

mental state or to a permanent condition.16

The following verbs of preference are usually not used in present

continuous tense:

Agree Distrust Like

Appreciate Doubt Love

Care Fell Need

Detest Hate Prefer

Disagree Hope Want

Dislike Imagine Wish

The following verbs of knowing are usually not used in the present

continuous tense:

Believe Know Remember

Forget Recognize Suppose

Imagine Recollect Think

The following example with linking verbs:

He is (not is being) tall

His wife seems (not is seeming) happy

They look (not are looking) nice

And also, following verbs describe relatively permanent states rather

than events or actions. They are not usually used in the present continuous

13

Appear Deserve Own

Be Equal Posses

Belong to Fit Require

Concern Have Resemble

Consist of Involve Seem

Contain Look Sound

Cost Matter Sound

Depend on Owe Tend

C. Teaching Present Continuous Tense by Using Pictures

Pictures are versatile and useful resources for teaching aspects of grammar that require a structure meaning match. Pictutes can motivate students to respond in ways that more routine aid, such as textbook or a sentence on the board. Pictures can also be used in various configurations to enhance leaming and practice.I?

Teaching pictures at SMP is an impOitant role as alternative teaching aids in teaching English because most students like reading magazine or comic. By picture students are practiced to use their imagination and able to describe a picture is easy to be found anywhere. So that teaching using picture

is attractive for students.

The teacher points to the man and attempts to elicit the phrase He is

sWimming by saying can anybody tell me ... He is.... ? Or asking to the

questions if/hat's he doing? The teacher then models the sentence (He's

swimming) before isolating the grammar she wants to focus on (he's),

distorting, putting it back together again and then giving the model in a natural way once more (Listen ... He's swimming). She may accompany this demonstration of form rules by using some physical means such as bringing two hands (he and is)Jogether to show how the contraction works.18

CHAPTER

ill

THE IMPLEMENTATION

OF THE RESEARCH

A. Methodology of Research 1. Place and Time of Research

The field research the writer took at SMP Perwira Ulujami South Jakarta that is located on JI.H. Dilun No.4, Ulujami Jakarta Selatan. The research was held from January 7thto March 11th2008.

2. Objective of Research

As mentioned in the chapter one that the objective is to fmd out whether there is a significant difference in the achievement of the students' English grammar, especially in present continuous tense taught by using picture and without using picture

3. Population and Sample

The writer took an experiment in the second grade of SMP Perwira. The population of the second grade was 340 students and divided into eight classes, which consisted of VIII-l class until VIII-8. Each class consisted of 40 students. The writer took purposive cluster sampling technique, she chose VIIl-l as an experiment class and VIII-4 as control class. The writer chose those classes because she had more chance to conduct an experiment for more than two meetings before the students had school final test.

4. Data Collecting

The writer got the data by collecting the students' scores from both of

experiment class and control class. The scores were the result of learning present

continuous tense using pictures and without pictures.

5. Data Analysis

After getting the data from observation and evaluation using statistic

calculation of the t-test with

ｳｩｧｮｩｦｩ｣｡ｮｴＨｏｾＰＵＩ｡ｳ

follows:

ｾＮＬＬＭｾｾＬｾＮＬＮ

MI-M2 =

ｸｾ Ｋｌ＾ｾ

N

I

+N

2 )

(N

I

+N

2

-2XN

I·N2 )

M = The average of score the result of learning from each group

XI = Class with the picture test (experiment class)

X2 = Class without pictures test (control class)

N

=

Total students

X = The value deviation of TIandT2

df = Degree of freedom

=N+N-2

6. General Procedure of Teaching Present Continuous Tense Using Pictures

The general procedure of teaching present continuous tense using pictures

as follows:

a. Teacher prepared some pictures to the students

b. Teacher sought some pictures to the students

c. Teacher explained function and form of present continuous tense based

on action picture provided

17

d. Teacher ordered students to look at and pay attention to the pictures

e. Teacher ordered students to say the name or an activity of the pictures

that seen, for example:

Teacher :"Look at the picture!, what is he doing?"

Students :"She is holding a cat"

f. The teacher asked the students in pair work to discuss about the

activity of the picture given and write some sentences in present

continuous tense form.

g. In the final step the teacher concluded what she had taught and asked

the students about their difficulties in learning present continuous tense

and found problem solving in the next meeting.

7. General Procedure of Teaching Present Continuous Tense without Using Pictures

In this activity the teacher did not used pictures as teaching aids in presenting present continuous tense, but she chose scrambled words exercise, the teacher followed the procedures:

b. Teacher prepared ten sentences on index cards (one word per index card). For example:

Ｓｇｬｷ｡ｩｴｩｮｧｬｾｂｌｊ

The teacher wrote a number on each card, either on the face of the card, or on the back. It is useful to keep various sentences from becoming mixed up.

c. Teacher shuffled the cards of each sentence and put them in about nine envelopes, which contained the same index cards.

d. Teacher divided the class into groups of 5 students, teacher gave each group an envelope

e. Teacher told each group to use all the cards to form a sentence by sticking the cards on a sheet of paper and do not forget to write the number of each sentence in front of it.

f. The teacher monitored the students' work and decided the group that reordering most of the sentences correctly is the winner.

g. The teacher concluded the material and asked the students about their difficulties in unscrambling words.

B. Research Findings

1. Data Description

Table I

Individual Seore for e1ass VIII-lUsing Pietures

(Experiment Class)

19

Student Correct answer Incorrect answer Scorc

1 20 10 66

2 30 0 100

3 14 16 46

4 25 5 83

5 30 0 100

6 24 6 80

7 20 10 66

8 30 0 100

9 21 9 70

10 30 0 100

11 27 3 90

12 26 4 86

13 30 0 100

14 28 2 93

15 29 1 96

16 23 7 76

17 30 0 100

18 30 0 100

19 29 1 96

20 18 12 60

Table II

Individual Score for Class VIII-4 without Using Pictures

(Control Class)

Stndent Correct answer Incorrect answer Score

I 18 12 60

2 21 9 70

3 22 8 73

4 20 10 66

5 24 6 80

6 26 4 86

7 22 8 73

8 9 21 30

9 II 19 36

10 25 5 83

11 9 21 30

12 28 2 93

13 21 9 70

14 IS IS 50

IS 11 19 36

16 26 4 86

17 29 I 96

18 28 2 93

19 23 7 76

20 19 11 63

21

TableID

Comparison of the Score of Each Student of Class VIII-l (Experiment Class)

and VIII-4(Control Class)

-No XI X2 XI X2 x/

xl

I 66 60 -19.4 -7.5 376.36 56.25

2 100 70 14.6 2.5 213.16 6.25

3 46 73 -39.4 5.5 1552.36 30.25

4 83 66 -2.4 -1.5 5.76 2.25

5 100 80 14.6 12.5 213.16 156.25

6 80 86 -5.4 18.5 29.16 342.25

7 66 73 -19.4 5.5 376.36 30.25

8 100 30 14.6 -37.5 213.16 1406.25

9 70 36 -15.4 -31.5 237.16 992.25

10 100 83 14.6 15.5 213.16 240.25

I I 90 30 4.6 -37.5 21.16 1406.25

12 86 93 0.6 25.5 0.36 650.25

13 100 70 14.6 2.5 213.16 6.25

14 93 50 7.6 -17.5 57.76 306.25

15 96 36 10.6 -31.5 112.36 992.25

16 76 86 -9.4 18.5 88.36 342.25

I

l7 100 96 14.6 28.5 213.16 8l2.25

I

18 100 93 14.6 25.5 213.16 650.25 I

I

19 96 76 10.6 8.5 112.36 72.25

20 60 63 -25.4 -4.5 645.16 20.25

N=20 _{IXI= 1708} IX2-1350 IXt-O IxrO ｉｘＱＲｾＵｬＰＶＮＸ Ix/=8521

After comparing between the score of the experiment and control class, the analysis of data from the result both of classVIII-I and VllI-4 and the result of calculation as follow;

MI

M2

1708 20 = 1350

20

= 85.4

=67.5

= _{---ri'========i7====e=2}MI-M2

= ＭＭｮ］］］］］ｮ］］ｾ

to 17.9

-J358.62xO.1

17.9 to

-J35.862

17.9 to

-5.988 to = 2.98

tt =5% = 2.02 1% = 2.71 df = (N1+N2)-2 = (20+20)-2 = 40-2 = 38

23

Thus, the score of class using picture is better than class without pictures. The result of the class using picture ｃｾＺＺＺｘｬ］ＱＷＰＸＩ and the result of the score without sing pictures O':X2=1350)

The obtained statistical result to is 2.98 and the degree of freedom (df)=38.

The result oft, significant 0.05=2.02, so to>t, or 2.98>2.02.It means that experiment hypothesis (Ha) is accepted.

2. Data Interpretation

A. Conclusion

From the statistic result above, it is obtained the value of to is 2.423 and the degree of freedom (dt)= 38. The result oft, on significant 0.05 is 2.02, so to>t, or 2.423>2.02. Itmeans that hypothesis is accepted, or there is significant difference between teaching present continuous tense using picture than without pictures

B. Suggestions

The teacher should give motivation for students in learning English by visual aids such as picture, because the result of study shows that teaching present continuous tense using pictures is better than teaching without picture. The writer would like to suggest English teachers in junior high school to use

BIBLIOGRAPHY

IXBadalamenti, Victoria Carolyn Henner-Stachina. Grammar Dimension. Boston:

Heinle-Heinle Piblisher, 1993: p. 191

",Bing, Janet Mueller. Grammar Guide; English Grammar in Context. New Jersey: Prentice Hall Engliwood Cliff, 1989: p. 75

Bowen, Betty Morgan. Look Here!, Visual Aids in Language Teaching. London:

v Essential language teaching series, 1973: p. 13-31

\.- Celce, Murcia and Sharon I-Hils. Technique and Resources in Teaching Grammar.New York: Oxford University Press, 1998.

... Edge, Julian. Essentials of English Language teaching: 3rd Edition, London: Longman, 2003: p. 25

ｾ Gerlach, Vemon S. and Donald P .Elly. Teaching and Media Systematic Approach.New Jersey: Prentice Hall, 1980 p. 273

Gunawan, J. B. "The teaching of Grammar in CLT. Oriented Environment,"

Teflin Journal. volume Vll. (September 1993) p. 34

I-Im'tanto, Jhon S., S. Koentjoro, Manaf Asmoro Saputro. Accurate, Brief and Clear, English Grammar. Surabaya: Indah Publisher, 1996: p.255

Hanner, Jeremy. The Practice of English Language Teaching. Kuala Lumpur: Second Impression, 2002

vHeinch, Robert, Michael Molendan and James D. Russel. Media. Singapore: Mc Millan Publishing Company, 1990: p. 76

Hornby, A. S.Oxford Advanced Learner's Dictionary ofCurrent English.Oxford: Oxford university Press, 2000: p. 721

Mackey, William Frances. Language Teaching Analysis. USA: Indiana University Press, 1965: p. xi

Mora, Edmundo J. "Using Pictures Creatively". English Teaching Forum. Vol XXVI. Washington DC: Forum,October,1988: ]J.S5

Romiszowski, A. J. The Selection and Use of Intructional Media: for Improved Classroom Teaching and Interactive, Individualized Instruction. London: Kogen Page, 1988: p. 103

Schutcher and Simon. Webster's New twentieth Centwy dictionwy: Second Edition.London: William Collin's Publisher inc, 1979: p. 1352

Soemardi, Mulyanto. Pengajaran Bahasa Asing Sebuah Tinjauan dari Segi Metodologi. Jakarta: Bulan Bintang, 1975: p. 14.

Sudjiono, Anas.Statistik Pendidikan. Jakarta: Raja Grafindo Persada, 2006

Szyke, Grazna. "Using Pictures as Teaching Aids",English Teaching FOrUlll. Vol. XIX No.4. October, 1981: p. 45

Thomson, AJ., A.V. Martinet. A Practical English Grammar. Oxford: Oxford University Press, 1986

Underhill, Nick. Testing Spoken Language. Cambridge: Cambridge University Press, 1993, p. 76

Willes, Dave and John Wreight. Basic Grammar: Classroom Edition. Cambridge: Harper Collins Publisher Ltd, 1995: p. 6

Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge University Press, 1989

APPENDIX 1

PRESENT CONTINUOUS TENSEｔｬｾｓｔ USING PICTURES

FOR EXPERIMENT CLASS

Multiple choices : 30 questions

Choose the best answer and put(X) on your answer sheet!

I, Look at the pictures carefully and answer questions no 1-4!

What is the boy doing?

a, He is playing football

b, He is sitting on a bench

c. He is sweeping the ground

d. He is holding a book

2.

What is the teacher doing?

a, He is playing football

b. He is sitting on a bench

c. He is sweeping the ground

c. Yes, she is

d. No, she is

4. Where does the situation in the picture take place?

I

a. In the supermarket

b. In the school

c. In the library

d. In the laboratory

5.

He is ... the plants

a. cutting

b. putting

c. watering

d. flowering

6. Look at this picture! This boy is ...

a. planting

-'-"---"---""-------.._."..,..

b.. sweeping the courtyard

.c. watering the plants

d. No, they are c. No, they aren't 7. Look at the pictures carefitlly and answer questions110 7-10f

',... ,

ｾｩ

What is the boy doing?

a. He is swimming

b. He is singing

c. He is climbing the coconut tree

d. He is eating the coconut

8.. Are the boys playing ball?

a. Yes, they are .

b. Yes, they aren't

9. What is the girl doing?

a. She is climbing the coconut tree

b. She is playing ball

c. She is playing sand

d. She is swimming

10. Where does the situationinthe picture take place?

a.

In

the garden c.

In

the zoo

c, they are diving

d. he is diving

12. Look at this picture! What are they doing? ...

a. they are cooking

b. they are playing

c. they are planting

d. they are eating

13. Look at this ｰｩｾｴｵｲ･Ａ What is she doing? She is .,.

a. mopping the floor

b. doing the pattern

c. washing the clothes

d. cleaning the door

14. Anton: Is the boy flying the kite?

Rudy

a. No, he isn't

b. Yes,heis

c. 'Yes, she is

d. No, she isn't

ｾｬ

0,: .

:

',,'

,

, ' ,

ＱＬＺｾＺ .; _ .

ｾＺＧ

.-l/A,

",",",

=:,

.• 'J" ＬＬｾＷ［ＮＮＩＧＺﾷ "','

ｾＤＬＬＭＬｾＭＢＨ

_

Ｇ［ｪｙＬＭＬＧｾｾＬＭＭＢ

",', ]

•

>11 , , , ,

ＺｾＺＡ . , , \'.;

15. Look at the picture carefidly and ans,I'er questions no 15-191

Where does the situation in the picture take place?

a. In the library

b. In the supermarket

c. In the canteen

d. In the classroom

16. What is the girl no.1 doing?

a. She is typing

b. She is going up stair

]}. Are the girls no. 3, 5, 6 reading books?

a. Yes, they are

b. No, they aren't

18. What is the boy no. 2 doing?'

a. He is reading a book

b.. He is expressing a speech

19. Who is going up stair?

a. Student no. 5

b. Student no. 3

c. She is reading a book

d. She is writing

c. Yes, they aren't

d. No, they are

c. He is going

up

stair

d. He is typing

c. Student no.2

c. Reading

d. cutting

21. She is ... because herｭｯｴｨ･ｾ leave her

a. laughing

b. crying

c. playing

d. shouting

22. Look at the picture carefully and answer questions no 22-241

What is grandmother holding?

a. She is holding a stick

b. She is holding a fish

c. She is holding a ruler

23. What is the girl doing?

a. She is feeding a chicken

b. She is feeding a cat

24. Is the fish jumping?

a. Yes,itis

b. Yes, it isn't

25. The boy scouts are ....

a. camping and sightseeing

b. camping and cooking

c. camping and singing

d. camping and smoking

26. Itso hot in her room. She is ...

a. turning on the fan

b. turning off the fan

c.

burning the fan

d. throwing the fan

c. She is feeding a frog

d. She is feeding afish

c.No, it isn't

d. No, it is

c. In the school canteen

d. In the library

28. What is she selling?

a. She is selling a book

b. She is seIling cakes

c. She is selling souvenirs

d. She is seIling toys

29. Are the students going to buy some books?

a. No, they aren't

b. Yes, they are

30. Look at the picture!

c. Yes, they aren't

d. No, they are

What are they doing?

a. They are having a birthday party

.

_.

b. They are eflting cakes

c. They are blowing the balloons

1. A 2. D 3. C 4. B 5. C 6. B 7. C 8. A 9. C 10. B

11.B 12. A

l3.A

14.B 15.A 16.A 17.A 18. B 19. D 20.B

21. B 22. A 23.D 24.A 25. C 26.A 27.C 28. B 29.A 30.A

Mata Pelajaran

Kelas/Semester

Pertemuan

: Bahasa 1nggris

: VIII (delapan)/ II

:1

Standar Kompetensi :

8. memahami makna dalam teks lisan fungsional dan monolog pendek sederhana

berbentuk

narrative

dan unfuk berinteraksi dengan lingkungan sekitar.

10. Mengungkapkan makna dalam teks lisan fungsionaldan monolog pendek

sederhana untuk berinteraksi dengan lingkungan sekitar.

11. Mengungkapkan malma dalam teks twis fungsional dan esei pendek sederhana

berbentuk

narrative

untuk nerinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

8.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara

aknrat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

dalam teks berbentuk narrative.

IO.l.Mengungkapkan makna dalam teks lisan fungsional pendek sederhal1a

dengan menggunakan ragam bahasa lisan secara akurat, Iancar dan berterima

untuk berinteraksi denganlingkungan sekitar.

11.1. Mengungkapkan makna dalam bentuk teks tulis fungsionalpendek

sederhana dengan menggunakan ragam bahasa tulis secara aknrat, Ian car dan

berterima yang berkaitan dengan lingkungan sekitar.

Indikator

Siswa dapat menjawab pertanyaan secara lisan

Siswa dapat merespon monolog pendek

Siswa dapat melafalkan kalimat-kalimat

Present Continuous Tense

berdasarkan gambar yang diberikan oleh guru

Alokasi Waktu : 2 x 40 menit

Tujuan Pembelajaran:

Pada alchir pembelaj aran

Siswa dapat menjawab pertanyaan secara lisan

Siswa dapat merespon mono log pendek

Siswa dapat melafalkan kalimat-kalimatFnsenl Continuous Tense

berdasarkan gambar yang diberikan oleh guru

Materi Pembelajaran

Vocabulary For Language Master:

READING

WAITING

I

CAL.L.ING

SHAKING

HANDS

L.EAVING

SHOWING

ARRIVING

TALKING

a. Script untuk writing

Gambm' apartmen dengan aktivitas yang berbeda

PART A

Apt. I C : The family is watching TV

Apt. IB : The woman is eating ice cream and watching TV Apt IA : The man is sleeping

Apt. 2C : The teenage is ironing his pants

Apt 2B : The mother is holding her baby

Apt 2A : The couple are leaving the apartment

c. Kosakata terkait tema : leaving, arriving, exercising, holding, shaking,

waiting, calling, reading, etc,

d. Action verbs : leaying, arriving, exercising, holding, shaking,

waiting, calling, reading, etc,

Media pembelajaran

Metode : Individual, group and whole class

SKENARIO PEMBELAJARAN

NO KEGIATAN WAKTU

I PENDAHULUAN 5

1.1. Guru mengncapkan salam 1

1.2. Guru mengabsen siswa 2

1.3.

Tanyaiawab mengenai hal terkait kondisi siswa 2

II KEGIATAN POKOK , 65

2.1.Guru memberikan pertanyaan kepada murid mengenai 20 kegiatan dengan jawaban present continuous tense dan siswa ". menulis jawaban tersebut di papan tulis serta membahasnya. 2.2.Guru membagikan kelas menjadi 9 kelompok yang terdiri . 5

dari $5 siswa, sertaｭｾｭ｢｡ｧｩｫ｡ｮ hand out mengenai gambar apartment.

2.3.Siswa berdiskusi di kelompoknya masing-masing untuk. )5 menemukan perbedaan antara gambar Pm:t A dml Part B serta menuliskan alctivitas tersebut dalam Present Continuous Tense.

2.4.Guru memberikml satu gambar kamm' apartmen berbeda 20 pada setiap kelompok dan kelompok lain menebalc no kamar apartmen tersebut secara bergantian

III PENUTUP

10

3.1. Guru memberikan kesimpulml dml menanyakan hmubatan 5 yang dialanli siswa selama proses pembelaj aran

3.2.guru memberikan kegiatan tindak lanjut berupa pekerjaan 5 rurnal1

3.3.Guru menutup pelajaran dmlleave taking

Sumber pembela)aran

1. Sumber bahan syllabus

Skyline resource pack I, published by Macmillan Publisher limited

Whiteboard

Marker

Hand out

Gambar

'"

!

i

Aspek penilaian A. penilaian proses

Penilaian proses dilakukan selama proses beajar mengajar berlangsung

Sekolah

Mata Pelaj aran

Kelas/Semester

Pertemuan

: SMP Perwira Jakarta

: Bahasa Inggris

: VIII (delapan)/ II

:II

StandarKompetensi :

11. Memahami makna dalam esei pendek sederhana berbentuk narrative untuk

berinteraksi dengan lingkungan sekitar.

12. Mengungkapakan malma dalam teks tulis fungsional dan esei pendek sederhana

,

berbentnknarrativeuntuk berinteraksi dengan IiIngkungan sekitar

Kompetensi dasar

11.1. Membaca nyaring bennakna teks fungsional dan esei pendek sederhana dengan

ucapan, tekanan dan intonasi yang benerima yang berkaitan dengan Iingkungan

sekitar

12.l.Mengungkapkan malma dalam bentnk teks tnlis fungsianal pendek sederhana

dengan menggullakan ragam ballasa tnlis secara akmat, lancar dan berterima

untuk berillteralcsi dengan Iingkungan sekitar.

Indikator

Siswa dapat menj elaskan isi bacaan sederhana dengan menj awab pertanyaan

berdasarkan teks yang diberikan gmu

Siswa dapat menemukan kalimat dengan paJaPresent Continuous Tense

Siswa dapat membaca nyaring dengan intanasi yang benar dan lancar

Jenis teks :Teks fungsional /esei pendeknarrative

Tema :Teenage Life

Aspek : reading and writing

Tujuan Pembelajaran Pada akhir pembelajaran

Siswa dapa! menjelaskan isi bacaan seclerhana c1engan menjawab pertanyaan berdasarkan teks yang diberikan guru

Siswa dapat menemllkan kalimat dcngan polaPrese!1f Continuuus Tense

Siswa dapat membaca nyaring dengan intonasi yang benar clan lancar

Materi Pembelajaran

a. Seript untuk Readiug

Rearrange the/allowing pictures according10the st()!:}'!

How frogs are coming into the world? Here is a story about frogs. Two beautiful sisters, lippi and Indra are taking a bath I a pool in the forest. Suddenly, a crocodile called Wilar comes to the pool to clrink. When he sees the girls, he is going to catch onc of thcm for his wifc. Suddcnly he is jumping and catching Indra. lippi is very afraid and runs away for help. Wilar, the crocodile is bringing Indra home. His house is a cave. lnclra becomes his wife. When Wilar is going out for food, he shuts the cave with the big stones. lndra moves the Slones with her long hair and goes out. She meets her siSler again, but when she is going out her stomach is big and many eggs come out of her stomach. The people strike the eggs, when the people are striking the eggs many frogs come out of the eggs.

a,

ｾ

//l!:J),

j

. d.

c.

The Present Continuous Tense is used for actions which are happening at the

time of speaking, or for a limited period of time.

The present Continuous Tense is constructed as follows, example:

Notes that:

a. There are certain verbs which drop the 'e' before adding the 'ing' at the

end

b. Sometimes the last letter has to be doubled before adding the 'ing'

Examples:

a. dance - dancing

b. swim - swimming

Negative Form : The negative is formed by adding the word 'not' between the

verb to be and the verb ending in 'ing.'

Example: He is not swimming

Interrogative Form: The interrogative is formed by inverting the positions

of the pronoun and the verb to be.

Do Ihe lasks bellow!

1. Is the man running?Answer: No, he isn'l, he's swimming

2. Make questions based on the pictures!

Answer:

Is she wearing sung!asses? Is he swimmingjclsl?

I. Is he reading a newspaper?

2.' Make question based on the pictures!

I, Is he riding a motorcycle?

2. Makc qucstions based on thc pictures!

I. Is she holding a dog?

2. Make questions based on the pictures!

I. Are they dancing?

Hand out, pictures, OHP, whiteboard, marker, etc.

Strategi, Model, Pendekatan dan Metode Pembelajaran

Strategi : two ways communication

Model

Pendekatan

Metode

: face to face

: Communicative

: Individual, group and whole class

SKENARIO PEMBELAJARAN

NO KEGIATAN WAKTU

I PENDAHULUAN

5

1.1. Guru mengucapkan salam I

1.2. Tanya jawab mengenai hal terkait kondisi siswa dan topik 2

yang sedang in. 2

II KEGIATAN POKOK

65

2.I.Siswa membaca nyaring teks 10

2.2.Siswa memahami makna teks dan mencari kalimat yang 10

mengandung polaPresent Continuous Tense:

...

2.3.Siswa menyusun gambar sesuai dengan cerita tel'sebut 110 2A.Guru memberikan pelianyaan kepada siswa dan siswa 20

menjawabnya dengan yes/no answer serta menulisnya di papan tulis. Guru membahas sedikit tentang pola (,,7) present continuous tense.

2.5.Siswa menjawab pertanyaan yang ada pada hand out gambar

15

III PENUTUP

10

Sumber pembelajaran 1. Sumber bahan

Syllabus

Effective English 2, Soegeng B.S., PT Tiga Serangkai pustaka l\1andiri, Solo

2. Media OHP Whiteboard Marker I-land out Gambar

a. ,

ｾ

//J:JJ,

j

d.

'1

ＧﾷﾷﾷｾﾷＢＧﾷＧＧＧﾷＧＭＧＧＧＧＧＧＧＧＧＧＧｾｎｴＮｬｬｉＺｉｬｾＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧＧ __'''_"'''_

Aspek penilaian C. penilaian proses

Penilaian proses dilakukan selama proses beajar mengajar berlangsung D. penilaian hasil

Penilaian hasil diambil dari hasil jawaban siswa atas pertanyaan yang diberibm

Sekolah

Mata Pelajaran

FCelas/semester

Pertemuan

: SMP Perwira Jakarta

: Bahasa Inggris

: VIII (delapan)!II

: III

Standar Kompetensi :

7. Memaharni makna dalam percakapan transaksional dan interpersonal pendek

sederhana untuk berinteraksi dengan lingkungan sekitar.

12. Mengungkapkan malma dalam bentuk teks tulis fungsional pendek sederhana

dengan menggunakan ragarn bahasa tulis seCal'a akurat, lancal' dan berterima

untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

7.2. Merespon makna yang terdapat dalarn percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar,

dan berterima untuk berinteraksi dengan lingkungan terdeka.t yang melibatkan

tindak tutU!'; meminta, memberi persetujuan, merespon pemyataan, memberi perhatian terhadap pembicara, mengawali, memperpa.njang, dan menutup

percakapan, dan mengawali, memperpanjang, dan menutup percakapall telepon.

12.I.Mengungkapkan makna dalam bentuk teks tulis flmgsional pendek sederhana

dengan menggunakan ragarn bahasa tulis secara akurat, lancar dan berterima

untuk berinteraksi dengan lingkungan sekitar.

Indikator

Siswa dapat melengkapi leks dialog yang rumpang

Siswa dapal merespon malma dalarn leks dialog dengan menjawab pertanyaan

Siswa dapat membaca leks esei pendek dengan intonasi yang benar danlancar.

Siswa dapat mencocokan gambar sesuai dengan leks

JenisteI{S

Tema Aspek

Alokasi Waktu

: Dialog dan esei pendek

: Teenage Life

: Listening/reading

: 2 x 40 menit

Tujuan pembelajaran

Siswa dapat melenglcapi teks dialog yang runlpallg

Siswa dapat merespon makna dalam teks dialog clenganluenjawab pertanyaan

Siswa dapat membaca teks esei penclek del1gan intonasiyang benar clan lancar.

Siswa dapat mencocokan gambar sesuai clengan teks

Siswa clapat merespon makna teks esei pendek denganmenjawab pertanyaan

Materi Pembelajaran a. Script untuk listening

Listen to the teacher carefully and complete the missing words!

John : Excuse me, (1) for Albert

Andrew : He isn't in the classroom now

John Anclrew John Anclrew John Anclrew

: Where (2) ?

: Hmm.. I think (3) in the school yard

: Oh, I see. Okay.. would you please send my regard to Albert?

: Sure, Hey Look! That Albeli! He is outside the teacher's

room. (4) with Mr. Brown

: (5) approach him. Thank you

: You are welcome.

Answer Key

1. I'm looking for

2. Is he going

3. He is playing basketball

4. He is talking

5. I'm going to

b. Scriptuntuk reading

Thios is the picture of Mr. Hasan family, write a story based on the picture in

pair and

Mr Htl\;Vllhiｰｬ｡ｬ｜ｴｨｬＡｾ It

pllpayaｉｌＺｃｾＮ

h.

·\di \, \,,)c>I.nIrC) \\'r

How'T

c. Kosakata terkait terna : working, looking for, planting, helping

d. Action verbs : working, looking for, planting, helping

Media Pembelajaran:

Hand out, pictures, whiteboard, marker etc.

Strategi, Model, Pendekatan dan Metode Pembelajarlln

Strategi

Model

Pendekatan

. Metode

: two ways communication

: face to face

: Communicative

SKENARIO PEMBELAJARAN

NO KEGIATAN WAKTU

I PENDAHULUAN 10

1.1. Guru mengucapkan salam 1

1.2. Guru memotivasi siswa dengan membuat games BINGO, 2 siswa menuliskan sembilan Verb-ing (kata kerja yang biasa 2 dilakukan murid di kelas)

II KEGIATAN POKOK 60

"

2.1. Guru memberikan hand out dan membacakan teks dialog 10 dengan lengkap, siswa melengkapi teks yang rumpang

2.2. Siswa membaca nyaring dialog dan mempl'aktekannya di 10 depall kelas

2.3. Siswa memahami teks dialog dan menjawab pertanyaan 10 berdasal'kan teks.

2.4. Guru memberikan pertanyaan beI'dasaI'kan gambar yang 10 diberikan guru

2.5. Siswa dapat menyusun gambaI'-gambaI' tel'sebut menjadi 20 sebuah cerita

III PENUTUP 10

1.1. Guru memberikan kesimpulan dan menanyakan hambatan 9 yang dialami siswa selama proses pembelaj aran

1.2. Guru mellutup pelajaran dan leave taking I

Sumber pembelajaran

1. Sumber bahan

Syllabus

Effective English 2, Soegeng H.S., PT Tiga Sel'angkai pustaka Malldiri, Solo

2. Media

OHP

Whiteboard

Marker

Hand out

ｾｾ

(D·.··

Plll'ht""

Aspek penilaian E. penila.ian proses

Penilaian proses dilakukan selama proses beajar mengajar berlangsung" ,

F. penilaian hasil

Peni/aian hasil diambl! dari hasi/'jawaban siswa atas pertanyaan yang diberikan

Sekolah

Mata Pelajaran Kelas/semester Pertemuan

RENCANAPELAKSANAANPEMBELAJARAN

(RPP) UNTUK EXPERIMENT CLASS

: SMP Perwira : Bahasa Inggris : VIII (delapan)/II : IV

Standar Kompetensi :

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana untuk berinteraksi dengan lingknngan seldtar.

12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentukdescriptiveuntuk berinteraksi denganlingknngan sekitar.

Kompetensi Dasar :

10.1. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

12.1. Mengungkapakan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam ballasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.

Indikator

Siswa dapat mengungkapkan kalinlat present continuous tense yang diperagakan secara akurat dengan lancar

Siswa dapat menuliskan berbagai aktivitas yang ada pada gambar dalarn bentuk present continuons tense.

Tujuan pemhelajaran

Siswa dapat mengungkapkan kalimat present continuous tense yang diperagakan

secara akurat dengan lancar

Siswa dapat menuliskan berbagai aktivitas yang ada pada gambar dalarn bentuk

present continuous tense.

Siswa dapat mendeskripsikan aktivitas pada gambar di depan kelas

Materi Pembelajaran

ING HAIR

PLAYING FOOTBALL

.-..ｾＬ ...""".,..•...

lG THE <>(""uND

NGING

SLEEPING

OPENING THE WINDOW

COOKING IN THE KITCHEN

WRITING A BOOK

READING NOVEL

. S'ervPI

",c.-

A LGTHJL

I. A boyis sitting on the ground 2. A girl is sitting ona bench

3. A girl is sweeping the ground

4. etc.

Look at the pictures carefully and then write at lest5sentences about the situations in the pictures!

!Ｌｾ｟ＮＬＭＭＢＭＢ｟ＮＭ •••.｟Ｎ｟Ｎ｟ＬＮ｟Ｎｾ ...ｾＭＭＭｾＮｾ •._.•"..- ...｟ＭＮＬＬＢＭＭｾＧＢＭＧＧＧＭＧＧＧｾＧ｜ｬ

i

I

I

i

"I

c. Kosakata terkait tema

d. Action Verb

: cutting, catching, typing, blowing

: cutting, catching, typing, blowing

Media Pcmbelajaran

Plash card, hand out, OHP, whiteboard, marker

Strategi, model, pendelcatandanmetode pembelajaran

I

Strategi : Two ways communication

NO KEGIATAN WAKTU

I PENDAHULUAN

10

1.1. Guru mengucapkan salam I

1.2.Tanya jawab menegenai topik yang sedang berkembang, 2 contohnya banjir, jika mereka berada di lingkungall tersebut 2 apa yang sedang mereka lakukan saat itu.

II KEGIATAN POKOK

60

2.1. Guru memberikan amplop yang berisi flashcard pada setiap 20 kelompok yang telah dibentuk sebelumnya dan menugaskan ketua kelompok untuk memperagakan kalimat yang ada pada gambar tersebut menggunakan present continuous tense sementara peserta yang lain menebaknya.

2.2. Siswa menuliskan kalimat present continuous tense 10 berdasarkan hal yang sedang diamati di kelas

2.3. Guru menampilkan sebuah gambar dengan berbagai kegiatan 10 dan menunjuk beberapa siswa untuk menyebutkan salah satu aktivitas tersebut dalam bentuk present continuous tense

2.4. Siswa menuliskan berbagai kegiaatn yang ada pada gambar 20 dalam bentuk present continuous tense

III PENUTUP

10

3.l.Guru memberikan kesimpulan dan menanyakan hambatan 9 yang dialarni siswa selama proses pembelajaran

3.2.Guru menutup pelajaran dan leave taking 1

Sumber pembelajaran 1. Snmber bahan

Syllabus

Effective English 2, Soegeng H.S., PT Tiga Serangkai pustaka Mandiri, Solo 2. Media

OHP

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

UNTUK CONTROL CLASS

Sekolah

Mata Pelajaran Kelas/Semester

: SMP Perwira Jakarta : Bahasa Inggris

: VIII (delapan)/ II

Standar Kompetensi :

8. memahami malcna dalam teks lisan fungsional dan monolog pendek sederhana berbentuknarrativedan untuk berinteraksi dengan lingkungan sekitar.

11. Mengungkapkan makna dalam teks tulis fllngsional dan essei pendek sederhana berbentuk narrativeuntuk berinteraksi dengan lingkungan sekitar. 12. Mengungkapakan malGla dalam teks tulis fungsional dan essei pendek

sederhana berbentllknarrativeuntuk berinteraksi dengan lingkungan sekitar

Kompetellsi Dasar:

8.2. Merespon makna yang terdapat dalam monolog pendek seclerhana seCaI'a akurat, lancar, dan berterima untuk berinteraksi dengan lingkllngan sekitar dalam teks berbentuknarrative.

I1.1.Membaca nyaring bermakna teks fUlIgsional danessei pendek sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar

12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulissecara akurat, lancar dan berterima llntllk berinteraksi dengan lingkungan sekitar.

Illdikator

Memahami makna clalam essei penclek seclerhana Mengllngkapkan makna dalam teks tulis fungsional

SkimmingkalimatPresent Continuous Tense

Tujuan Pembelajaran

Pada akbir Pembelajaran siswa dapat:

- Memahami makna dalam essei pendek sederhana - Mengungkapkan makna dalam teks tutis fungsional

- Menyusun kalimatPresent Continuous Tense dengan bentuk yang baik - Membaca nyaring

7. Those patients _ for the dentist 8. Students _ _ a very sad story 9. Rina _ _ a baby's diapers 10. You _ _ to catch a mosquito Materi Pembelajaran

a. Script untuk Listening

I. She _ _ ajar 2. Vou _ a busy road 3. Mother _ a cup of tea 4. Ade _ very spicy food

5. That boy _ a race car 6. We for a bus

( is opening) (are crossing) (is making) (is eating) (is driving) (are waiting) (are waiting) (are reading) (is changing) (are trying) b. Script untuk Speaking

1. Sally is selling sea shells by the sea shore.

2. So if she is selling shells on the seashore,

3. I'm sure she's selling seashore shells.

4. The shells she's selling are surely seashells

1. who fished for a fish in a fissure.

2. Pulled the fisherman in;

3. Now they're fishing the fissure for Fischer

4. The fish with a grin,

Task

I. Unscramble those sentence to make agood poem II.Answer these questions based on the text above!

2.Find the present continuous form in the text! 3.What are we watching?

4.What is Sally selling? 5.Where is she selling it?

6.What is the young man fisher's name?

c. Kosakata terkait tema/jenis teks selling, crossing, fishing, crossing changing, trying

d. Action verbs selling, crossing, fishing, crossing

changing, trying

Media Pembelajaran

Hand out, pictures, OHP, whiteboard, marker etc.

Strategi, model, pendekatan dan metode pembelajaran Strategi : Two ways communication

Model Pendekatan

Metode

: Face to face : Communicative

: Individual and whole class

SKENARIO PEMBELAJARAN

NO KEGIATAN WAKTU

I PENDAHULUAN 5

1.1 Guru mengucapkan salam I

1.2.Guru mengabsen siswa 2

dengan menyimpulkanjawaban tersebut

2.3.Siswa menuliskan beberapa eontoh Present Continuous

Tense di whiteboard 5

2A.Guru menampilkan reading script pada OHP dan l11emandu anak untuk mel11baca nyaring 10 2.5.Siswa menyusun kalil11at yang aeak l11enjadi puisi yang

baik dan menjawab pertanyaan yang ada pada teks. 15

10 dan l11enanyakan 5

selama proses 5 kesimpulan

dialami siswa PENUTUP

3.1. Guru mel11berikan hal11batan yang pembelajaran

3.2. Guru memberi kegiatan tindak lanjut berupa pekerjaan rumah

III

Sumbel' Pembelajaran I. SUl11ber Bahan

- Syllabus

- Article; Teaching Grammar in your Class: Activities & Strategies, presented by Dr. BradleyC. Gilpin University of California Irvine, Extension. 2. Media

- OHP - Wh iteboard - Marker

Aspek pellilaiall a. pellilaiall proses

Penilaian proses dilakukan selama proses beajar n1eng:Jjar berlangsung b. pellilaian hasil

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

UNTUK CONTROL CLASS

Sekolah

Mata Pelajaran Kelas/Semester

: SMP Perwira Jakmta : Bahasa Inggris : VIII (delapan)/II

Standar Kompetensi

12. Mengungkapkan makna dalam teks tulis fungsional dan essei pendek sederhana berbentuknarrativeuntuk berinteraksi dengan lingkungan sekitar

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuknarrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

10.2. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan seem'a akurat, lanear dan belterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuknarrative.

12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

Indikator

Mengungkapkan makna dalam monolog pendek Mengungkapkan makna dalam teks tulis fungsional Mengungkapkan secm'a lisan teks monolog pendek Melakukan monolog pendek sederhana

Bertanya dan menjawab seem'a lisan info dalam teks Jenis teks : monolog pendek

Tema : Teenage Life

Mengungkapkan seCaI'a Iisan teks monolog pendek Melakukan monolog pendek sederhana

Bertanya dan menjawab secm'a Iisan info dalam teks

Materi Pembelajarall

a. Script untuk speaking

Amplop yang berisi kalimat-kalimat dengan polaPresent Continuous form, setiap kelompok secara bergiliran memperagakan kalimat tersebut dan kelompok lain menebaknya.

GUES!! WHAT ARE THEY DOING???

I. buying fruit 2, reading newspaper 3. catching the mosquitoes 4. listening to music 5. sweeping the floor 6. teaching the students 7. running fast

8. swimming slowly 9. laughing loudly 10. calling on the phonc 11. flying in the sky 12. walking

b. Script untuk writing

The Present Continuous Tense is used for actions which are happening at the time of speaking, or for a limited period oftime.

The present Continuous Tense is constmcted as follows, example:

Notes that:

a. There are certain verbs which drop the 'e' before adding the 'ing' at the end

b. Sometimes the last letter has to be doubled before adding the 'ing' Examples:

a. dance - dancing b. swim - swimming

Negative Form : The negative is formed by adding the word 'not' between the verb to be and the verb ending in 'ing.'

Example: He is not swimming

Interrogative Form: The interrogative is formed by inverting the positions of the pronoun and the verb to be.

Example: Is he swimming?

Amplop berisi potongan-potongan kata dan siswa menyusunnya

IS SHE THROWING THE PAPER?

I AM NOT EATING HAMBURGER

ARE YOU GOING TO

ｔｈｅｓｕｐｅｒｾａｒｫｅｔ＿

THE POLICE ARE STANDING IN THE MIDDLE OF

THE ROAD

SHE IS WEARING A BLUE DRESS

c. Kosakata terkait tema/jenis teks d. Action verb

: learning, wearing, going, taking : learning, wearing, going, taking

Media Pembelajarall:

Hand out, OHP, whiteboard, marker, etc.

Strategi, Model, Pendekatan dan Metode Pembelajaran: Strategi : TPR, Games

Model : face to face Pendekatan : Communicative Metode : Group and whole class

SKENARIO PEMBELAJARAN

NO KEGIATAN WAKTU

I PENDAHULUAN 5

1.l.Guru mengucapkan salam 1

1.2. Guru mengabsen siswa 2

1.3.Tanyajawab mengenai hal terkait kondisi siswa 2

II KEGIATANPOKOK 65

2.1.Guru membagi kelas menjadi 9 kelompok dan 5 memberikan amplop yang berisi . kalimat Present Continuous Tenseberbeda pada setiap kelompok

2.2.Setiap kelompok memeperagakan kalimat yang teliera