A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC AND GRAMMAR TRANSLATION METHODS
TO ENGLISH ACHIEVEMENT
OF THE SECOND YEAR STUDENTS OF MTs AHMAD YANI WONOTUNGGAL, BATANG IN THE ACADEMIC YEAR OF 2005/2006
THESIS
Submitted to the board of examiners in partial fulfillment of the requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I)
in English and Education Department
113 01 064
ENGLISH DEPARTMENT AND EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN)
DEKLARASI
Bismillahirrahmanirrahim.
Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi
ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan.
Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi
yang terdapat dalam referensi yang dijadikan bahan rujukan.
Apabila dikemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di
luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggungjawabkan
kembali keaslian skripsi ini di hadapan sidang munaqosyah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, 6 Januari 2006
Peneliti
ATTENTIVE COUNSELOR NOTES
Case : SITI BAROKAH’S THESIS
Dear
The Head of State Islamic
Studies Institute
( STAIN ) Salatiga
A ssa la m u ’a la ik u m Wr. W b.
After reading and correcting SITI BAROKAH’S thesis entitled “A
COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC
AND GRAMMAR-TRANSLATION METHODS TO ENGLISH ACHIEVEMENT
OF THE SECOND YEAR STUDENTS OF MTs AHMAD YANI
WONOTUNGGAL, BATANG IN THE ACADEMIC YEAR OF 2005/2006” We
have decided and would like to propose that if it could be accepted by educational
faculty we hope it would be examined as soon as possible.
W a ssa la m u ’a la ik u n t Wr. Wb.
STATEMENT OF CERTIFICATION
A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING ECLECTIC AND GRAMMAR TRANSLATION METHODS TO ENGLISH ACHIEVEMENT
OF THE SECOND YEAR STUDENTS OF MTs AHMAD YANI WONOTUNGQAL, BATANG IN THE ACADEMIC YEAR OF 2005/2006
SITI BAROKAH 113 01 064
Heis been brought to the board of examiners in February, 28th 2006/Muharram, 29th 1427, and hereby considered to completely fullfill the requirement of Saijana Degree in the English Department of Educational Faculty.
Salatiga, Muharram, 29th 1427 February, 28th 2006
NIP. 150 262 646 NIP. 150 301 298
“ Science without religion is blind and religion without science is lame” (Albert Einstein)
My beloved Dad, Mom and Grand-ma
Mr. Ramin, Mrs. Siti Khuzaimah and Mrs. Mutinah Who teach me to love Allah and knowledge,
Thank for your sacrificies.
My wonderful Brothers and Sisters
Ka’ Alis and Mba’ Anie, Ka’ Thofa and Mba’ Yah, D e’ Nafis and D e’ Ifah
Who always give me support and
thank full o f your motivation, kindness and love.
My lovely Niece and Nephew
Oelya and Izoel
Special Best Friends
Vie-ta, Zul-ie, Nel-ly, You-la, Lie-na, Sie-tie, Poe-jie and Pop-pie Thank for your help, kindness and togetherness.
prophet Muhammad. Alhamdulillah, everlasting thanks to Allah, the writer must be deeply
grateful to Allah for his blessing, whose without help the writer would have not been able
to finish this thesis. Those who ask help to Allah will never feel disappointment.
This thesis is presented to English Department of State Islamic Studies Institute
(STAIN) Salatiga in partial fulfillment of the requirement for the Saijana degree. The
writer is aware that she would not have been able to finish her thesis without the help of
the following, in particular, to whom the writer is deeply indebted to:
1. Drs. Badwan, M. Ag, the head of State Islamic Studies Institute of Salatiga, for
allowing her to conduct a research.
2. Drs. Sa’adi, M. Ag, the dean of English Department of Islamic Studies Institute of
Salatiga, for his guidance and encouragement.
3. DR. Rahmat Hariyadi, M. Pd as the first consultant and Ruwandi, S.Pd, the second
one who is always ready to give help in solving her problem concerning the writing
for the finishing of the thesis. Thanks you very much for you patience and guidance.
4. H. M. Amirin Aftaiss, B.A, the headmaster of MTs. Ahmad Yani Wonotunggal,
Batang, for allowing the writer to have a research at his school.
5. All of the lectures of English Department, the writer deeply thanks you all for not only
giving knowledge, but also insight.
6. My beloved family; father, mother, grand ma, brothers, sisters, my niece and my
nephew too, which has facilitated, giving pray and encouraged the writer to finish her
study. I could have never thanked you enough and never been able to repay what you
8. My friends in Pengilon (Rahma, Nung, Jannah, Ema, Zizzah, Wiwiek, and Noeroel), “
Don’t forget our togetherness
9. Special person in my live, who always patiently for giving support, guidance and
suggestion although we far. f
10. My friends of KKN Dayugo ( Papa Habieb, Mama Riecha, Mami Istiq, Mba’ Sietie,
Mba’ Tarie, Mas Rofiq, Mas Daman, Mas Achyar and Mas Saliem ), “ I have always
been very grateful with your nice favour
11. All my friends, especially the students of TBI ’01 (Mba’ leny, Ana, Mba’ Iskay, Anik,
Heny and the oterswho cannot mention one by one).
Finally, the writer realizes that this thesis is imperfect The writer gladly accept
constructive criticisms and evaluation to make this thesis better.
Salatiga, 6 January 2006
ATTENTIVE COUNSELOR NOTES... iii
STATEMENT OF CERTIFICATION... iv
MOTTO...v
DEDICATION...vi
ACKNOWLEDGEMENTS... *...vii
TABLE OF CONTENTS... ix
CHAPTER I INTRODUCTION...1
A. Background of the Problem... 1
B. Identification of the Problem...3
C. Statements of the Problem... 3
D. Objective of the Problem... 4
E. The Benefit of the Research...4
F. Outline of the Thesis... 5
CHAPTER II REVIEW OF RELATED LITERATURE...7
A. Teaching... 7
B. Learning...8
C. Teaching Learning Process...9
D. Method in Teaching Learning Process... 11
E. Divisions of Methods...12
F. Use of Methods in Teaching Learning Process...13
1. Eclectic Method... 14
Achievement...19
I. Theoretical Hypothesis... 20
CHAPTER III RESEARCH METHODOLOGY... 21
A. Research Approach... 21
B. Type of the Research... 21
C. Brief History of MTs Ahmad Yani...22
D. Sample... 27
E. Technique of Sampling... 29
F. Data Collection Method... 29
G. Research Design...31
H. Method of Data Analysis... 32
I. Statistical Hypothesis... 34
CHAPTER IV DISCUSSION AND PRESENTATION... 35
A. Data Analysis...35
B. Reseach Result...42
CHAPTER V CLOSURE... 44
A. Conclusions... 44
B. Suggestions... 45
BIBLIOGRAPHY
APPENDICES
This chapter presents about the background of the problem, the
identification of the problem, the statements of the problem, the objectives of the
research, the benefit of the research and outline of the thesis.
A. Background of the Problem
Education is a way to realize the ideals of a nation including Indonesia.
The education occupies an important role in developing Indonesian people.
Therefore, the Indonesian government always tries to increase the quality of
education by improving several aspects that contributes to determine the quality of
education in teaching learning process including teaching learning of English. For
the reason the result of education cannot be separated from a few elements dealing
with English teaching learning because education in general and English teaching
in particular is a combined effort of several forces to achieve a common goal.
Factors like the students, the teachers, time allotment, the use of visual aids,
methodology, teaching material and other facilities work together to bring about
the final result of teaching.1 2 One of the elements that influences language teaching
learning is method. The success or the failure of teaching program is usually
measured by the method used, because the method will establish the content and
the way to teach language.
1 Ramelan, Introduction to Linguistics fo r Students o f English in Indonesia,Fakultas Pendidikan Bahasa dan Seni IKIP Semarang, 1984, P. 7 8
2 Muljanto Sumardi, Pengajaran Bahasa Asing, Sebuah Tinjauan Dari Segi Metodologi,Bulan Bintang, Jakarta, 1974, p. 7
In English teaching, there are many methods that can be used by English
teachers. Every method has its strengths and weaknesses. Thus teachers should try
to choose and select the best method that is appropriate for teaching certain
language skills or language elements.
In Madrasah Tsanawiyah, the use of teaching method is adjusted with the
national curriculum recommended that can be found in GBPP of MTs. To
increase the quality of language teaching, Education Department of Indonesia
efforts to establish and to create one of language teaching method which is more
effective and efficient, although there is no best method/
Because there is no best or worst method, teachers have to choose the
most suitable method in order to reach the purpose of language teaching. Abu
Tauchid says that:
The relation between method and purpose of education can be described as the cause and effect linkage. Its means that if the method used is the best and appropriate, the formulated purposes can be reached satisfactorily.3 4
In fact, the curriculum changes from time to time. Consequently the
methods used in teaching learning process may change too. Unfortunately, there
are still many teachers who use a method for teaching all language skills or
language elements.
All the methods usually concern to all language skill as speaking,
reading, writing and listening although they have different emphasis. In this case
eclectic and grammar translation methods concern those aspects, while the eclectic
3 Umar Assasuddin Sokah, Problematika Pengajaran Bahasa Arab dan Bahasa Inggris, Nur Cahaya, 1982, p. 12
method itself is the combination between direct method and grammar translation
method.
Based on the explanation above, the writer wants to conduct a research
entitled: A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING
ECLECTIC AND GRAMMAR TRANSLATION METHODS TO ENGLISH
ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF MTS. AHMAD
YANI WONOTUNGGAL BATANG IN THE ACADEMIC YEAR OF
2005/2006.
B. Identification of the Problem
Based on the background above, there are many problems relating with
teaching learning process and the methods used. The problems identified can be
proposed as follows:
1. Teachers still consider that method is the level of theory while teaching is
practical
2. There are many teachers who do not understand the variations of methods
3. The teacher stands still to use one method
4. One teaching method is used for all English skills and English elements.
C. Statements of the Problem
Based on the discussion above, the writer proposes the problems as
follows:
Wonotunggal, Batang taught by eclectic method?
2. How far is the students’ English achievement of MTs Ahmad Yani
Wonotunggal, Batang taught by grammar-translation method?
3. Is there any significant difference of the effectiveness in the use of eclectic
method and grammar-translation method to English achievement of the second
grade students of MTs Ahmad Yani Wonotunggal, Batang?
D. Objectives of the Research
The objectives of this research are as follows:
1. To find out the students’ English achievement of MTs Ahmad Yani
Wonotunggal, Batang taught by eclectic method.
2. To find out the students’ English achievement of MTs Ahmad Yani
Wonotunggal, Batang taught by grammar-translation method.
3. To find out the significant difference of the effectiveness between the use of
eclectic method and grammar-translation method to English achievement of
the second grade students of MTs Ahmad Yani Wonotunggal, Batang.
E. Benefit of the Research
1. For the researcher
a. To more understand about eclectic method and grammar translation
method used.
b. To improve the ability in the use of eclectic method and grammar
2. For the teachers
a. The teachers know the importance of using different methods; those are
eclectic method and grammar translation methods in English teaching
learning process.
b. To recommend teachers to choose and select the best method.
3. For the students
a. The students are expected to have more attention and interest in English
teaching learning process because it has an interesting role in their
following career.
b. To motivate students, especially the students of MTs Ahmad Yani in order
that they can manage the learning time so they can reach the best
achievement.
F. Outline of the Thesis
This research consists of five chapters as the following:
Chapter one is introduction; that consists of background of the problem,
identification of the problem, statements of the problem, objectives of the
research, benefits of the research, and outline of the thesis.
Chapter two is review of related literature that consists of teaching,
learning, teaching learning process, methods, divisions of methods, use of
methods in teaching learning process, students’ achievement and theoretical
hypothesis.
approach, type of research, population, sample, technique of sampling, data
collection method, data analysis and statistical hypothesis.
Chapter four is discussion and presentation, consists of data analysis
and research summary.
This chapter discuss everything relating with the teaching, learning, teaching
learning process, the methods in teaching learning process, the divisions of methods,
the use of methods in teaching learning process, students’ achievement and
their head ‘ so as to yield theories of teaching”. Teaching is guiding and facilitating
learning, enabling the learner to learn, setting condition for learning.1 A.S Horn by
says that teaching is to give the instruction to somebody that causes somebody to
know or be able to do something.2
According to Ronald T. Hyman in his book Ways o f Teaching, there are two
definitions of teaching:
1. Teaching is a system of action intended to induce learning.
2. Teaching occurs when teachers by virtue of their instructional activities succeed
wholly or in part in enabling pupils to learn.3
Teaching ideally involves the systematic arrangement of a learning
environment using relevant principles of human learning matched with the learner’s
1 Douglas Brown, Principles o f Language and teaching, prentice Hall, New Jersey, 1980, p. 8. 2 A. S. Hornby, Oxford Advanced Learner’s Dictionary o f Current English, Oxford University Pers,
P.318.
3 Ronald T. Hyman, Ways o f Teaching ( 2nd Edition ), J. B. Lippincott Company, New York, 1974 P.
8.
The kinds of the “ Learning “ terms above automatically result the kinds of
definitions. All of them, however, have same meaning and aim. Basically, learning is
an activity or a process which is signed by understanding, attitude, behavior, skill
and the receiving and reaction power. It can be said “ Learning “ if there are subject
and object. The subject is the human, while the object is the thing or the material.
C. Teaching Learning Process
/
Teaching can mean as a process in organizing a potential source correctly, so
that the process of learning happens.7 The implication is that the roles of teachers are
not only distributing the knowledge to the students, but they are the directors of
learning among the students. Directors mean that teachers are not the most dominant
learning sources. Based on the cognitive, effective and psychomotoric method, they
have to be able to take the students into the awareness and then make them
understand how much important studying is.
In the process of teaching and learning there are four factors which are
relevant. They are teacher, students, the material and environment.8 These four
elements interact and set up the teaching learning process. Dealing with the teaching
learning English, there are several factors that should be kept in mind.
l.The Factor of Teacher
In the teaching learning process, teachers hold the major role to reach the aim
of learning. Therefore, they should posses the skill of teaching, the skill of
managing the step of learning, the skill of mastering the approach, method and
technique,the skill of using medium, and the skill of dividing the time.9 These five
skills are the approaches as used by teacher in communicating the teaching activity
in order to reach the aim of learning.
2. The Factor of Student
In teaching learning process, students are subjects that will deal the learning
purpose in real study product. Gollnick says that in students there are
characteristics which can influence teaching learning process. They are age, social
class, ethnic and race.10 Gollnick divides age in four categories: childhood,
adolescence, adulthood and the aged.11
3. The Factor of Material and Curriculum
The writer use these terms, because both of which is interrelated. Material
consists of curriculum. It consists of the grade that will be widened in material
developments that suit whit the students’ ability to reach the purpose of study. The
material in curriculum must be organized to make the students easy understand.
The material arrangement is required in teaching learning process. The
arrangement aids to give instruction of materials more effective, for the students
are unbored and tired with the material conveyed.12
9 D. N. Robinson, A s a s -A a s Praktek Mengajar ( Saduran : Suparno, Sulaiman Sahlan, Ruslan
Efendi), Bhrata, Jakarta, 1998, p. 21.
10 Donna M. Gollnick and Phillips C. chin, Multicultural Education in a Pluralistic Society, Prentice - Hill, Inc, New Jersey, 1998, p. 306.
11 Ibid, p. 260.
12 Sudrajad Miko, Kurikulum Berbasis Kompetensi Dalam Menunjang Kecakapan Hidup Siswa,
4.The Factor of Environment
Environment is the context as the study experience takes place. Environment
around the students as well as in and out of the classroom needs to be used
optimally in order to make the interaction in teaching learning process more
effective and efficient. In other word, environment is useful to help teaching.
D. Method in Teaching Learning Process.
Teacher is responsible for guiding students, and thus it is he who determines
the appropriate method for doing. In order to dedicate with appropriate method, the
teacher needs criteria to teach. Teacher should consider the students, the situation
and himself while drawing on his understanding of the various methods.
In language teaching, there are many methods. A method is a comprehensive
planning relating with the materials that are directly given and are based on an
approach.13
According to Richards, method is an overall plan for the orderly presentation
of language material, no part of which contradicts, and all of which is based upon
approach.14 Approach is Axiomatic a method is procedural. Within one approach,
there can be many methods. Learning English as a foreign language is more difficult
from that of English as a second or national language, because the success of
learning purpose depends on method and presentation in teaching and learning.
13 Muljanto Sumardi, Pengajaran Bahasa A sing Sebuah Tinjauan D ari Segi M etodologi, Bulan Bintang, Jakarta, 1974, p. 12.
Several factors in orderly presentation will be influenced by the nature of the
students’ language as compared to English. Teaching English to Javanese speakers
differs methodologically to that to Chinese speakers. The age of the students, his
cultural background, and his previous experience with English modify the method
employed. The experience of the teacher and his level o f English mastery are
significant. The goal of course must be considered, whether it is aimed at reading,
fluency in speech and inculcating translation skill.
An appropriate way to encounter theories in practice is to examine major
language teaching approaches and methods of the twentieth century. Eveiy language
teaching method has its certain theoretical underpinnings. Since these foundations
almost always combine more than one discipline, we have seen language teaching is
not just linguistics or just psychology but involves both, along with pedagogical,
sociological and other interdisciplinary considerations.
E. Divisions of Method
When we have an interaction in class in order to reach the purpose of
teaching learning process, we need some approaches or methods to support the
success of teaching learning process itself. The varieties of methods are:
7. Translation Method
8. Grammar - Translation Method
9. Eclectic Method
10. Unit Method
11. Language - Control Method
12. Min - Mem Method
13. Practice -Theory Method
14. Cognate Method
15. Dual Language Method.13
Each of the methods has specific characteristics. It depends on teacher to
apply. Thus the teacher has to know and to be more selective in choosing the most
suitable method in order to reach the purpose of teaching learning process.
F. Use of Method in Teaching Learning Process
To present instructional materials well, teachers need select the most
appropriate method to be applied. The methodological selection process commented
when they propose lesson plan. Since there are sorts of methods they must be
conscientious to identify before considering what kind of domains they want to teach
and what kind of skill they emphasize and would like to achieve.
Exactly the method used has always attached when teaching learning process
is being prepared, so the choice of the appropriate method is a crucial step. It starts
from the very beginning when teachers construct their lesson plan. They have to 15
consider what sort of method they want to make use. It cannot be designed
coincidently and directly when the class is going on, so they should choose
accurately.
In the consideration, they should realize that there is no best or worst
method. It has its superiority as well as inferiority. One method may be perfect for a
certain material but it is counter productive for the others.
There are some methods that can be implemented in classroom. However, in
this thesis the writer only compares two methods. First is eclectic method. In this
method the aspect of speaking, writing, reading and listening skill is more
emphasized. The second one is grammar - translation method. In this case only
aspect of writing and reading skill is emphasized.
1. Eclectic Method
Eclectic method is a mixed method consisting of element of direct method
and grammar - translation method.16 Eclectic method is the way to teach foreign
language through several combinations of several methods.
Based on the definition above, the writer will describe the elements of
eclectic method as following:
a). Direct method
Direct method is conducted orally and directly in the foreign language
without translation. The attempt is to be as “natural “ as possible in the
classroom, with grammar and deductive thinking, and with a concentration on
communicative practice.
L. Sauver in book of Approaches and Methods in Language Teaching a
foreign language says that it could be taught without translation or the use of the
learner’s native tongue if meaning is conveyed directly through demonstration and
action.17
According to Franke, a language could best be taught by using it actively
in the classroom, rather than analytical procedures that focus on explanation of
grammar - rules in classroom teaching. Teacher must encourage direct and
spontaneous use of the foreign language in the classroom.18 Direct method is a
teaching method where no translation is allowed. In fact, the direct method
receives its names from the fact that meaning is to be connected directly with the
target language, without going through the process of translating into the student’s
native language. Learners would then be able to induce rules of grammar. The
teacher replaces the textbook in the early stage of learning. Speaking begins with
systematic attention to pronunciation. Known words could be used to teach new
vocabulary, by using mime, demonstration and pictures.
The principles of direct method, are as follows :
1) . Classroom interaction is conducted exclusively in the target language.
2) . Only everyday vocabulary and sentence are taught.
3) . Oral communication skills will be built up in a carefully graded
progression organized around questions and answer exchanges between
teachers and students in small, intensive classes.
17 Jack C. Richard, op. cit, p. 9.
4) . Grammar is taught inductively.
5) . New teaching point is introduced orally.
6) . Concrete vocabulary is taught through demonstration, object and
pictures, abstracts vocabulary is taught by association of ideas.
7) . Both speech and listening comprehension are taught.
8) . Correct pronunciation and grammar are emphasized,
b). Grammar - Translation Method
This method stresses on reading ability, the study of the grammar as an
aid to reading comprehension, and a great deal of both written and oral
translation.
Through eclectic method students will be given many exercises, for
example oral practice, reading aloud, discussion, translation and sometimes the
use audio visual aids.
2. Grammar - Translation Method
Grammar - translation method is combination between grammar method
and translation method.19 Grammar - translation method is a way of studying
language that approaches the language first through detailed analysis of its
grammar rules, followed by application of this knowledge to the task of
translating sentences and text into and out of target language.20
Robert Lado says that the grammar - translation method begins with
definitions of the part of speech, declensions, conjugations, rule to be memorized,
example illustrating the rules and exception.21 In this method the aspect of writing
and reading skill are more emphasized so this method stresses reading ability. The
study of the grammar is an aid to reading comprehension, and a great deal of both
written and oral translation. Spontaneous oral work is de-emphasized;
pronunciation is important only for classroom intelligibility.
Although the grammar — translation method often creates frustration for
students, it makes few demands on teachers. It is still used in situation where
understanding literary texts is the primary focus of foreign language study and
there is little need for a speaking knowledge of the language. Contemporary texts
for the teaching of foreign language at college level often reflect grammar-
translation principles. The principle characteristics of grammar - translation
method are:
a) . The goal of foreign language study is to learn a language in order to read its
literature or in order to benefit from the mental discipline and intellectual
development that result from foreign language study.
b) . Reading and writing are the major focus.
c) . Vocabulary selection is based solely on reading texts used, and words are
taught through bilingual word lists, dictionary study and memorization.
d) . The sentence is the basic unit of teaching and language practice.
e) . Accuracy is emphasized
f) . Grammar is taught deductively.
g) . The student’s native language is the medium of instruction.
Consequently, though it may be true to say that grammar - translation
method is still widely practiced, it has no advocates. It is a method for which there
is no theory. There is no literature that offers a rationale or justification for it or
that attempts to relate it to issues in linguistics, psychology, or educational theory.
G. Students’ Achievement
In general, achievement is personal accomplishment, attainment of goals f
set by individual or society in educational psychology. The terms are applied to
specified level of proficiency in academic purposes. The definition of achievement is
measurement of students change in term of test result.
The achievement measurement can be interpreted in six ways, they are:
1. Main level of achievement.
The main level of achievement is normally represented by the test score or to be
designed by grade.
2. Average or distribution of achievement.
It provides more information that main level can be used to interpret individual
achievement level related to a group average.
3. Group Achievement.
It is related to larger group average or distribution.
4. “ Mastery” level achievement.
5. Achievement.
6. Effect size.22
H. Use of Method in Teaching Learning Process and the Students’ Achievement
In teaching learning process one of case which often floodlighted by a
people is method. Successful and failure of teaching learning process often valued
from used method, because method is determining the target and the way of study.
In reality each method is used in teaching learning process got change. This
matter is happened because new ideas are which represent the development, repair
and completion from old ideas, oftentimes represent the rejection for what have been
reached before.
For example, the method used in language study. The teachers’ opinion
about language is article of course will using long time to teach with the learning
activities in the form of charcoal rock, made resume, and less pay attention to the
practice of utterance and practice structure drill. Different with the natural method,
which emphasizing the importance of memorizing and analogy because this method
is based by a principle that in learning foreign language, a student must stay in the
same situation and condition like he learn mother language in small time.
The explanations above indicate that the difference between one method
and the other method can be caused by the difference base of language theory,
difference of portraying language and also because different opinion about how
somebody get language ability.
The differences of that methods causing the difference in teaching learning
process too, and its impact is students’ achievement. Sometime, in teaching learning
is clever, but the method used by his cannot acceptable, so, the student will difficulty
in accepting lesson that moment.
Based on the explanation above, it clear that the use of methods in teaching
learning process will influence students’ achievement. Because, within reached an
achievement is a result of teaching learning process. I. 2
I. Theoretical Hypothesis
f
The writer tries to propose the theoretical hypothesis as follows:
1. There is difference between the use of eclectic method and grammar-translation
method in English achievement.
2. There is a significant difference of the English achievement of the second year
students of MTs Ahmad Yani Wonotunggal, Batang taught by eclectic method
This chapter presents the research approach, the type of the research,
population, sample, technique of sampling, data collection method, method of data
analysis and statistical hypothesis.
A. Research Approach
The research uses quantitative approach. A quantitative study consistent with
the quantitative paradigm, is an inquiry of a social or human problem, based on
testing of a theory composed of variables, measured with numbers, and analyzed
with statistical procedures, in order to determine whether the predictive
generalizations of the theory hold true.1
Quantitative approach recommends that the researcher should make distance
and be independent to object being researched. Quantitative approach is divided into
two kinds: surveys and experiments. In these extremes, a researcher attempts to
control and select a systematic sample and be objective in assessing a situation.2
B. Type of the Research
This is an experimental research. Sutrisno Hadi says1 2 3, the aim of the
experimental study in educational field is to know the value of the influence of a
treatment toward students’ behaviour or to examine the hypothesis whether there is
1 John W. Creswel, Research Design Qualitative and Quantitative Approaches,Sage Publication, New Delhi, 1994, p. 2.
2 Ibid,p. 6.
3 Sutrisno Hadi, Metodologi Research 4,Andi Offeset, Yogyakarta, 1991, p. 428.
or there is no influence of the treatment. The purpose of this research is to know the
effectiveness of the use of eclectic method and grammar - translation method to
English achievement of MTs Ahmad Yani Wonotunggal, Batang in the academic
year of 2005 / 2006. In this research, the researcher would compare two groups that
are given different treatments in teaching learning process. The first group is the
experiment group, which was taught by using eclectic method in their teaching
learning process. The second group is the control group that was taught by using
grammar - translation method in their teaching learning process.
The use different treatments is to prove that there is a significant different of
the English achievement between the students who are taught by eclectic method and
the students who are taught with grammar - translation method in their teaching
learning process.
The procedures of this research are first, all groups, the experiment and the
control groups were given the same test, namely pre - test. Through this test the
writer knows their basic competence before getting different treatments. And to
know the result of the different treatments, they were given a post - test. Then, the
data were analyzed to get the conclusion of this research.
C. Brief History of MTs Ahmad Yani.
Based on the document gotten, this school was built in July 14, 1986 on Jl.
Wonotungal 108 Batang, 51253. This location is very strategic because it is in the
central of village.
This institution is under Islamic Centre Foundation (YIC) Batang. This
The background of building this school is based on the assumption that
religious and non religious educations must be matched. The aim of this education is
to prepare the students to be skillfull in applying religion and science compatibly to
encounter competition in globalization era.
MTs. Ahmad Yani Wonotunggal, Batang has been built since 1986 on Jl.
Wonotunggal 108, Wonotunggal village, Wonotunggal district and includes Batang
regency. Although it has been built since 1986, but it statue was decreed on 5
December 1987 with certificate No. wk/ 5.c/ 5/ Pgm/Ts/1987 and its statistsical
number 212332501016 and school status: accredited.
8 Headmaster office 1
2. The profile of teachers and staffs
Education in general is combined efforts of several forces to achieve
common goals. One of those forces is teacher. In formal education, it needs
qualified people as teachers and staffs as administrators to run the teaching
learning process well.
The teachers and staffs of MTs. Ahmad Yani are as follows:
TABLE II
THE PROFILE OF TEACHERS AND STAFFS OF MTs. AHMAD YANI
NO NAME PROFESSION Discipline
1 HM. Amirin Aftaiss,BA Headmaster Arabic
2 Musbihin Counseling Affairs
and teacher
Biology and Chernies
3 Untung Joko Atmadi Teacher Mathematics
4 Ali Subhi Teacher Islamic historical
5 Dra. Masruroh Curriculum Affairs and Teacher
Fiqh, Ke NU-an and Civics
6 Amin Purwaningsih,S.Pd Teacher English and Civics
7 Naili Hilmiyatie,S.Ag Teacher Physics, Arabic and
Fiqh
8 Arumsari,S.Sn Teacher Geography, javanese
and art
10 Masykur,S.Ag Teacher Indonesian, Ke NU-
an
11 Teguh Budiono Student Affairs and
Teacher
Sport and Physic
12 Susanti,S.Pd Teacher Civics and art
13 Uma Faizah,S.Pd Teacher Geography and
Computer
14 Agusno Dwi Purwo,SE Teacher Mathematics and
Economy
15 Aida Sofmti,S.Pd Teacher Indonesian
16 Nurul Wahidah,SE Teacher Mathematics and
Economy
17 Uswatun Hasanah,S.Pdi Teacher Qur’an Hadist and
Islamic historical culture
18 Nur Kholimin,SH Teacher Sport, Mathematics
TABLE III
THE STUDENTS OF MTs. AHMAD YANI
NO CLASS SEX NUMBER
MALE FEMALE
1 VII A 22 25 47
2 VII B 24 24 48
3 VIII A 20 15 35
4 VIII B 19 16 35
5 III A 12 20 32
6 III B 14 20 34
7 m e 17 15 32
Total 128 135 263
4. The school’s organization structure
The writer would like to present the organization structure as in scheme as
follows:
TABLE IV
recommended in order to improve their achievements.
Those extracurricular activities are as the following:
a. Scout
It is held on Friday. It has also its own organization structure but This is
included into the intra- school Students Association.
b. Drumband
c. Computer
d. Sport (volley ball and foot ball)
e. Red cross
f. Qiro’ah (the art of reading the holy qur’an)
g. Schools security
Each of those extra activities is held once a week. Besides improving
students’ achievement the activities also aim at training the students’ discipline,
growing up their talent and ability and strengthening and confirming and
developing positive attitude and behavior.
D. Sample
A chosen sample must really represent the population, because the result of
the research will be generalized toward the whole population. Representative sample
In MTs. Ahmad Yani Wonotunggal, Batang there are 70 second year
students. Because the total number of subjects is less from 100, the research took all
the subjects as sample. They are divided into two groups. Each group consists of 35
students.
TABLE V
THE SAMPLE’S NAMES
EXPERIMENT GROUP
f CONTROL GROUP
No Student Name No Student Name
1
.
A. Abdillah 1.
Abdul Mujid2. A. Ghozali 2. Afin Murtadlo
3. A. Tapsirudin 3. Agus Syahidin
4. Agus Supriyanto 4. Ahmad Salim
5. Ahmad Khafid 5. Ahmad Zulfikar
6. Aji Kusworo 6. A. Shofi
7. Alwafak 7. Ariswati Widiastuti
8. Cassandi 8. Dewi Kumiasih
9. Een Wiranti 9. Casuni
10. Ifa Iklassiyah 10. Eko Casudi
11. Jinta Nur Pricahyo 11. Fatchur
12. Khoirul Umam 12. Happy Ratna Sari
13. Kholilah 13. Joni
14. Latifatul Mila Sari 14. Khotimah
15. Lina Pujiyanti 15. Lailatul Badriyah
16. Lutfil Hakim 16. Lisa Pratiwi
17. M. Dwi Hanata 17. M. Anwar Fatoni
19. Marwiyah 19. M. Zuhdi
20. Miskiyatul Barorah 20. Moh. Hadidinana
21. Muhsinin 21. Moh. Romadhon
22. Muslichin 22. Mudrikah
23. Ning Hidayatur. R 23. Muhatadin
24. Riyah Indayani 24. Muslimah
25. Riza Riskiana 25. Nurul Huda
26. Rohana 26. Nias Ayu
27. Saeri Murtadlo 27. Risma Yunaidah
28. Siti Choeriyah 28. Sapuan
29. Siti Rojaonah 29. Siti Aliyah
30. Sukro Yahya 30. Siti Khoiriyah
31. Sunaryo 31. Sriatun
32. Tajudin 32. Syafiq Maulana
33. Tatik Rohayati 33. Ulfah Zulfiana
34. Triwayat Abdul. M 34. Wiwik Widiyanti
35. Wahyuni 35. Yulecha
E. Technique of Sampling
This research uses sample random sampling. All the subjects in this
population will be considered as sample.4 The writer chooses VIII A as the
experiment group and VIIIB as the control group.
F. Data Collection Method
There are a few data collection methods used in this research, namely test
and documentation.
To get accurate data, the researcher needs a qualified instrument. The
instrument that is used by the researcher is the same test given to the different
groups. The questions consist of some items distributed to the students. There are
10 multiple choice (That are 5 items for reading tests and 5 items for grammar
test), 10 items for vocabulary tests and the other items are essay types consisting of
reading, writing, vocabulary and grammar.
In this research, the researcher gave twice tests, they are:
Pre-test is used to find out how far is the students’ abilities of the two groups
before being given the different treatments in teaching learning process.
1). Calculation of means of the two groups.6
2). Calculation of t-test:7
5 Suharmi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek ( Edisi Revisi II), Rineka cipta, Jakarta, 1998, P. 123
6 Sutrisno Hadi, op.cit, P. 445. 7 Ibid, P. 443.
a. Pre - Test
To = M a - Mb
b. Post - Test
It is done after the students got different treatments (group A was taught by
using eclectic method and group B was taught by using grammar - translation
method). The aim of the post-test is to find out how far is the students’
achievement after they were given different treatments.
1). Calculation of means of two groups:
T X N
2). Calculation of t-test
To = M a —M b
~ Z X a 2 + Z X b 2 ~ ' 1 1 '
n a + n b - 2 na nb
2. Documentation
The documentation used are in the form of notes, book transcript, and the
book history of MTs. Ahmad Yani Wonotunggal, Batang. This method is used to
know the condition of teachers, staffs, students, the structure of organization and
location of the school.
G. Research Design
To make the data in this research complete and clear, the researcher
TABLE VI
THE STEPS OF RESEARCH
No. Experiment Group Control Group
1. Teacher gave the students pre-test Teacher gave the students pre-test
2. Teacher gave the topics of the lesson,
they were: kinds of clothes, making
clothes and cloth.
Teacher gave the topics of lesson, they
were: kinds of clothes, making clothes
and cloth.
3. The teacher read the text, then taught
the grammatical rules inductively, it
means that the researcher gave the
example, and the students concluded
by them self.
The teacher read the text, then taught
the grammatical rules deductively, it
means that the researcher gave the
exercise to the students with
translation.
4. The teacher gave the subject matter
for the students in the form of oral
practice, reading aloud and
The teacher gave the subject matter for
the students in the form of
understanding o f grammatical rules.
.. _ discussion. translation and interpretation.
5. The teacher gave task for the students
to retell the subject matter orally.
The teacher gave task for the students
H. Method of Data Analysis.
The data analysis used in this research is comparative analysis. It means
that both experiment group and the control group are compared. The result of the
comparison is used to measure whether there is significant difference between the
use of eclectic method and grammar - translation method in teaching learning
achievement of the control group and experiment group before and after getting
treatments.
The-test randomized designed formula used is as follows:
M a -M b
Xa : Deviation of the individual score of Ma
Xb : Deviation of the individual score of Mb
na : Number of students in Class A
nb : Number of students in class B
To find out the significant difference between the two groups, the writer
compared the result of t-test with the t-table. Through pre-test, it is expected there is
no significant difference between two groups, so, the first theoretical hypothesis is
accepted or if the result of the t-test is less than or equal with t-table. In short, when
the score of the calculation indicates that t-test is less than or the same with t-table
that there is no difference between the experiment group and control group before
being given different treatments.
The acceptance or refusal of the hypothesis is based on the comparison of
the coefficient score by calculating t-table and t-test. The coefficient of the t-table got
the number of group. In the research na = 35 and nb = 35, and the level of
significance of 5%, that is 2,00.
If the calculation is less than t-table; the statistical hypothesis that says
there is no significant difference between two groups (eclectic method and grammar
- translation method) to English achievement is refused. But if the calculation is
more than or same with t-table, the statistical hypothesis that says there is significant
difference between two methods (eclectic method and grammar translation method)
is accepted.
I. Statistical Hypothesis
Statistical hypothesis is justified based on statistical data analysis. Based
on the research methodology explained above, the writer formulates the statistical
hypothesis as follows:
1. There is no difference between the use of eclectic method and grammar-translation
method in English achievement.
2. There is no significant difference of the English achievement of the second year
students of MTs Ahmad Yani Wonotunggal, Batang taught by eclectic method
This chapter consists of data analysis and research summary. In this chapter,
the writer explains the calculation of means and the result of the t-test.
A. Data Analysis
f
There are two kinds of test that are needed in this research. They are pre-test
and post-test.
1. Pre-test
Pre test is used to find out students’ achievement before they are given different
treatments. The steps of the calculation is divided into two kinds:
a. The calculation of mean
The calculation of mean is used to find out that there is difference of the two
groups or not. The formula used is as follows:
b. t-test
t-test is used to find out that there is significant difference or not. The formula
used is as follows:
To = M a - M b
Z X a 2 + Z X b 2 ' i r na + n b - 2
'T
na nb
2. Post-test
Post-test is used to find out the students’ achievement after they are given
different treatments. The steps of the calculation are as follows:
a. The calculation of mean
The calculation of mean is used to find out that there is difference of the two
groups or not. The formula used is as follows:
b. t-test
t-test is used to find out that there is significant difference or not. The formula
used is as follows:
Xa Xa-Ma=Xa Xa2 Xb Xb-Mb=Xb Xb2
7 55 -6,26 39,19 7 65 3,26 10,62
15 56 -5,26 27,67 15 50 -11,74 137,82
16 63 1,74 3,03 16 62 0,26 0,06
17 65 3,74 13,99 17 71 9,26 85,74
18 64 2,74 7,51 18 78 16,26 264,38
19 60 -1,26 1,59 19 . 58 -3,74 13,98
20 55 -6,26 39,19 20 46 -15,74 247,74
21 65 3,74 13,99 21 63 1,26 1,58
22 62 0,74 0,55 22 57 -4,74 22,46
23 61 -0,26 0,07 23 70 8,26 68,22
24 65 3,74 13,99 24 72 10,26 105,26
25 61 -0,26 0,07 25 65 3,26 10,62
26 65 3,74 13,99 26 71 9,26 85,74
27 58 -3,26 10,63 27 54 -7,74 59,90
28 61 -0,26 0,07 28 55 -6,74 45,42
29 63 1,74 3,03 29 62 0,26 0,06
7 55 -6,26 39,19 7 65 3,26 10,62
15 56 -5,26 27,67 15 50 -11,74 137,82
16 63 1,74 3,03 16 62 0,26 0,06
17 65 3,74 13,99 17 71 9,26 85,74
18 64 2,74 7,51 18 78 16,26 264,38
19 60 -1,26 1,59 19 58 -3,74 13,98
20 55 -6,26 39,19 20 46 -15,74 247,74
21 65 3,74 13,99 21 63 1,26 1,58
22 62 0,74 0,55 22 57 -4,74 22,46
23 61 -0,26 0,07 23 70 8,26 68,22
24 65 3,74 13,99 24 72 10,26 105,26
25 61 -0,26 0,07 25 65 3,26 10,62
26 65 3,74 13,99 26 71 9,26 85,74
27 58 -3,26 10,63 27 54 -7,74 59,90
28 61 -0,26 0,07 28 55 -6,74 45,42
29 63 1,74 3,03 29 62 0,26 0,06
31 67 5,74 32,95 31 61 -0,74 0,54
32 60 -1,26 1,59 32 58 -3,74 13,98
33 60 -1,26 1,59 33 58 -3,74 13,98
34 58 -3,26 10,63 34 69 7,26 52,70
35 75 13,74 118,78 35 77 15,26 232,86
I 2144 -0,1 542,76 I 2161 0,1 2550.42
f
No EXPERIMENT GROUP No CONTROL GROUP
Xa Xa-Ma = Xa Xa2 Xb Xb-Mb=Xb Xb
1 63 -4,68 21,90 1 65 2,69 7,23
2 61 -6,68 44,62 2 65 2,69 7,23
3 65 -2,68 7,18 3 55 -7,31 53,54
4 80 12,32 151,78 4 77 14,69 215,79
5 64 -3,68 13,54 5 52 -10,31 106,29
12 75 7,32 53,58 12 65 2,69 7,23
13 70 2,32 5,38 13 56 -6,31 39,81
14 80 12,32 151,78 14 75 12,69 161,03
15 55 -12,68 160,78 15 63 0,69 0,47
23 64 -3,68 13,54 23 76 13,69 187,41
24 80 12,32 151,78 24 71 8,69 75,51
25 60 -7,68 58,98 25 68 5,69 32,37
26 57 -10,68 114,06 26 57 -5,31 28,19
27 64 -3,68 13,54 27 69 6,69 44,75
28 60 -7,68 58,98 28 66 3,69 13,61
29 65 -2,68 7,18 29 58 -4,31 18,57
30 71 3,32 11,02 30 53 -9,31 86,57
31 80 12,32 151,58 31 75 12,69 161,03
32 75 7,32 53,58 32 65 2,69 7,23
33 69 1,32 1,74 33 64 1,69 2,85
34 70 2,32 5,38 34 62 -0,31 0,09
35 75 7,32 53,58 35 56 -6,31 39,81
I
2369 0,2 2207,46I
2181 0,77 1901,83Ma 2369
35 Mb
2181 35
1. The Pre - Test Data Analysis.
The writer began the experiment by giving a pre-test to find the ability of the
students before getting the different treatment. The result of the pre-test was
calculated as follows:
The result of the pre-test was calculated as follows:
a. The score of experiment group ( A )
Na : 35
c. The difference of rate between two groups:
-0.48
-0.48 1.65
= -0.29
This formula is used to know whether the difference of both groups are
significant or not. From the calculation above, the result is -0,29 it is consulted to the f
1. The post - test data analysis
After getting different treatments, both of the groups got the post - test it is used
to find the result of the experiment. The post - test was calculated with t - test
formula. The steps are as follows :
a. The score of experiment group ( A )
c. The difference of rate between two groups are:
B. Result of the Research.
Based on the calculation above the writer is able to report as follows:
1. Pre-test
Based on the calculation of pre-test it can be concluded that there is no
difference between experiment and control groups because Ma is lower than Mb.
In addition, there is no significant difference between experiment and control
2. Post-test
Based on the calculation of post-test it can be concluded that there is
difference between experiment and control groups because Ma is higher than Mb.
Besides that, there is also significant difference because t-test is higher than t-
table by the level of significance of 5%.
This is the last chapter. This chapter consists of conclusions and
suggestions.
A. Conclusions.
Based on the finding in this research, the writer can draw conclusions as
follows:
1. The students’ English achievement of MTs Ahmad Yani Wonotunggal, Batang
who are taught by eclectic method more better than the students’ English
achievement who are taught by grammar-translation method. The mean of
eclectic method (experiment group) is 67,68.
2. The students’ English achievement of MTs Ahmad Yani Wonotunggal, Batang
who taught by grammar-translation method are lower than the students’
English achievement who taught by eclectic method. The mean of grammar-
translation method (control group) is 62,31.
3. There is a significant difference of the English achievement of the second year
students of MTs Ahmad Yani Wonptunggal, Batang taught by eclectic method
and grammar-translation method because the result of t-test is 2,82 higher than
t-table (2,00), so, the hypothesis is accepted.
B. Suggestions.
To improve English teaching learning process, the writer suggests as
follows:
1. To the institution
a. The number of references available in the library should be gradually
increased.
b. To give the opportunity to the teacher in training and applying the
appropriate methods.
2. To the teacher
a. The English teacher should use difference method in teaching learning
process that will influence the students’ ability to learn.
Teachers should pay attention to the fact. Students’ motivation should be
increased. The use of various methods are suggested to make the students
more interesting.
b. The English teachers should give motivation opportunity them, and
explaining them that English is such an easy way to study.
c. The teacher should be more creative in teaching learning process of
Brown, H. Douglas. 1980. P rin c ip le o f L a n g u a g e L e a rn in g a n d T each in g. Prentice Hall. New Jersey.
Creswel, John W. 1994. Research Design, Qualitative and Quantitative Approach.
Sage Publication. New Delhi
Danim, Sudarman. 1995. Media Komunikasi Pendidikan. Bumi Aksara. Jakarta.
Golnick, Donna M. and Philips C. Chin. 1998. M u ltic u ltu ra l E d u ca tio n in a
Fakultas Pendidikan Bahasa dan Seni IKIP Semarang
Richards, Jack. C. and Rodgers, Theodores. 1998. A p p ro a c h e s a n d M eth o d s in L a n g u a g e T ea ch in g A D escrip tio n a n d A n a ly sis. Library of Congress
Cataloging. Cambridge.
Suprayekti. 2003. I n te ra k s i B e la ja r M en g a ja r. Depdiknas. Jakarta..
I. Choose the best answer in the following test items by crossing a, b, c or d!
Read the text below to answer questions 1 - 4!
Most people want to wear clothes that make them attractive, even if its
chief purpose is protection or communication. Such protective clothes as
raincoats, jackets and sweaters come in bright colours and bold patterns. Many
women wear expensive furs to look more beautiful. Even military uniforms are
designed to improve the appearance of servicemen and servicewomen.
1. Based on the text, the function of clothes is for .... ■4
a. protection c. decoration
b. communication d. protection and decoration
2. The main purpose women wearing expensive furs is for ....
a. beauty c. protection
b. warmth d. communication
3. Here are the protective clothes, except....
a. Raincoats c. Sweaters
b. Ties d. Jackets
4. The words from the text that have antonym is ....
a. wear ; make c. beauty ; warm
b. servicemen ; d. colour ; pattern
b. she takes her shawl and coat d. I took my shawl and coat
6. Fahmi : Have you ironed father’s shirt?
Fauzi : No, I haven’t
Fahm i: ...?
Fauzi : Right away!
a. Will you do it c. When will you do it
b. Do you want to do it d. What are going to do
7. Aning doesn’t like to wear a jacket. If it is cold, she usually wears a ....
a. sweater c. coat
b. t-shirt d. raincoat
8. Desi : Where’s Linda?
Ika : ... to bed.
a. She is c. She has gone
b. She is gone d. She goes
Doni : How long ... married?
Niko : Since 1992.
a. you are
b. have you been
c. you have been
II. Match the Englsih words with the Indonesian synonyms!
1. To include = ... a. Alasan
2. Uniform b. Hangat
3. Probably = ... c. Melindungi
4. Warm = ... d. Menutupi
5. History = ... e. Mungkin
6. To protect = ... f. Sejarah
7. Reason = ... g. Termasuk
8. Shelter = ... h. Seragam
9. To cover = ... i. Berat
10. Heavy = ... j. Tempat tinggal
III. Read the text below to answer the following questions!
At Pasar Baru
Some boys and girls are at “Pasar Baru”. Didi is looking for a T-Shirt. He
wants a brown one. Hasan is going to buy a white shirt, and Ali is looking for
trousers. Titi, Ani and Nia are looking at some dresses. Ani is going to buy a blue
2. What is Didi looking for?
3. What colour is he going to choose?
4. Who wants jeans?
5. Who is Nia waiting for?
IV. A. Arrange the words into a good sentence!
1. Buy - make - cloth - they - uniforms - to - will - some.
2. Want - 1 - buy - new — a - to - dress.
B. Translate these sentences into Indonesia!
3. Person wear clothes differently one another.
4. People wear clothes based on conditions.
C. Translate this sentence into English
Student’s Number : ...
I. Choose the best answer in the following test items by crossing a, b, c ord!
1. Susi :...?
Oki : Nothing.
Susi : Would you like to join me to “Toko Kain Merapi?”
Oki : Sure!
a. What are you going to do this weekend
b. Are you okay
c. Are you doing something
d. How are you today
2. Father : ...?
Mother: They’ll go to Mrs. Delti’s house.
Father : What for?
Mother: I asked them to take my dress there.
a. Will they go somewhere
b. When will they go
c. How will they do it
d. Where will they go to
3. My father wears a tie and a ....
b. since six month d. in six month
We ... a holiday last year.
a. don’t have c. haven’t had
f
b. didn’t had d. didn’t have
Read and complete the text below to answer questions 6 - 8 !
Colour (6) ... one of the first things you notice about a garment. You
should always choose colours that look right on you. A girl who (7) ... not look
pretty in bright new purple shade could not buy a dress in that colour, however
fashionable it may be. Skin colour is the most important guide. To find her most
attractive clothing colours, a girl should hold samples do to her face and (8) ...
the most suitable ones.
6. a. is c. was
b. are d. were
7. a. is c. does
b. was d. do
8. a. should choose c. to choose
b. choose d. chosen
9. A tailor needs ... to make clothes.
10. Father : What is she doing in the living room?
Rina : ....
Father : Well, let me see her myself.
a. She’s cooking the dinner.
b. She’s washing her sweater
c. She’s making the bed
d. She’s reading a newspaper
II. Match the sentences in column A with in column B!
A B
1. That jumper is nice. a. I’ll get a bottle of milk
2. I’m thirsty b. I’ll get the pasta
3. The cat wants to go in c. I’ll answer it
4. The water is boiling d. I’ll buy it
5. I haven’t got anymore stamps e. I’ll get a towel
6. The baby is hungry f. I’ll clean it up
7. The phone is ringing g. I’ll go to the post office
8. It’s hot h. I’ll open the window
9. Somebody splits the coffee i. I’ll open the door
metres of cotton and 30 feet of black leather. They want to make some clothes
for a school fashion show.
Answer the questions!
1. Who have bought some clothes?
2. Did Sofia buy the same material as Andrie?
3. How many metres of wool has Sofia bought?
4. How many feet of leather has Andrie bought?
5. What do they want to make some clothes for?
IV. A. Arrange the words into a good sentence!
1. You — made - of - have — cotton — pyjamas — ?
2. Now - wearing - they - leather - are - gloves - their.
B. Translate these sentences into Indonesia!
3. India is one of the country which has been highly industrialized in
making clothes.
4. Songket cloth is increasingly popular in Indonesia.
C. Translate this sentence into English!
2. A 2. D
3. B 3. E
4. B 4.G
5. C 5. F
6. C 6. C
7. A 7. A
8. C 8. J
9. C 9. D
10. D 10.1
HI.1. at Pasar Baru
2. a T - shirt
3. a Grown one
4. Nina
5. Tini and Ani
IV. A. l.They will buy some cloth to make uniforms.
2 .1 want to buy a new dress.
B. 3. Setiap orang memakai baju berbeda dengan yang lain.
4. Orang -orang memakai pakaian sesuai dengan kondisinya.
2. D
3. She has bought two metres of wool
4. He has bought thirty feet of leather
5. They wants to make some clothes for a school fashion show
IV. A. 1. Have you pyjamas made of cotton ?
2. They are wearing their gloves leather now.
B. 3. India adalah satu Negara penghasil tertinggi dalam pembuatan kain
4. Kain songket meningkatkan kapopuleran Indanesia.
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SURAT
KETERANGAN
Nomor : 173 / MTs.AY / 1 / 2006
Assalamu’alaikum W r. Wb.
Yang bertanda tangan di bawah ini kepala MTs. Ahmad Yani Wonotunggai Batang, dengan ini
menerangkan bahwa :
Nama : SITIBAROKAH
NIM : 11301064
Jurusan : Tarbiyah
Program Studi: Pendidikan Bahasa Inggris- PB I)
Benar-benar telah melakukan tugas penelitian di MTs. Ahmad Yani Wonotunggai - Batang, pada
tanggal 22 Agustus s. d 22 September 2005.
Demikian surat keterangan ini di berikan untuk dapat dipergunakan seperlunya.
Wassaiamu’alaiktim Wr. Wb.
