ABSTRACT
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’ Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir Junior High School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The research focused on how to improve the eighth grade students’ grammar proficiency of simple past tense in writing. This research was aimed at finding out the students’ grammar proficiency of simple past tense in writing and at proposing the appropriate teaching strategy to improve the students’ grammar proficiency of simple past tense in writing. There were two problems in this research. The first was what the eighth grade students’ grammar proficiency of simple past tense in writing of Budi Mulia Minggir Junior High School was. The second was how the eighth grade students’ grammar proficiency of simple past tense in writing ofBudi Mulia MinggirJunior High School can be improved.
The researcher discovered some problems occurring in the class which were related to the students’ grammar proficiency of simple past tense in writing. First, most of the students had difficulties in writing their past experience in at least four sentences. Second, the students could not write a good narrative accurately in writing because they had no sufficient knowledge of simple past tense. The students had not yet mastered the simple past tense. They did not know the past verb form in the simple past tense. In fact, writing should be grammatically correct. Third, most of the students already had ideas in their minds but they could not put the ideas into good writing. The researcher conducted Classroom Action research with the eighth grade students of Budi Mulia Minggir as the subjects to solve the research problems. The number of participants was five out of twenty-four students of the eighth grade students of Budi Mulia Minggir Junior High School. Two cycles were conducted in this Classroom Action Research. The researcher was as the research instrument in order to gain the data. Besides, the observation sheet was employed also to obtain the data.
At the initial of the research, the researcher discovered that the majority of the students were intermediate low level students in writing. The five students were intermediate low level student in writing and they were selected as the subjects of the research. The researcher employed the model of narrative text with the picture story which enabled the teacher to use both inductive and deductive method in the first and second cycle. After reflecting on the fact-findings, five students improved their grammar proficiency of simple past tense in writing. Five students made progress. They were in intermediate mid level. They could already write with a few frequent errors of simple past tense in writing. So, the researcher concluded that the inductive and deductive method were effective to improve the eighth grade students’ grammar proficiency of simple past tense in writing ofBudi Mulia MinggirJunior High School.
ABSTRAK
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’ Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir Junior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis berbahasa Inggris di SMP Budi Mulia Minggir. Penelitian ini bertujuan untuk mengetahui tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis bahasa Inggris dan untuk mengusulkan strategi mengajar yang tepat untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir. Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yang pertama yaitu apa tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir. Permasalahan yang kedua yaitu bagaimana tingkat kecakapan siswa kelas VIII dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir dapat diperbaiki.
Peneliti menemukan beberapa masalah yang muncul di kelas yang berkaitan dengan kecakapan siswa dalam tata bahasa simple past tense dalam menulis bahasa Inggris. Pertama, kebanyakan siswa mepunyai kesulitan dalam menulis pengalaman mereka sekurang- kurangnya empat kalimat. Mereka mempunyai kesulitan dalam mengungkapkan pengalaman yang mereka lakukan pada hari kemarin dalam bentuk tulisan. Kedua, siswa tidak dapat menulis sebuah cerita narrative secara akurat dalam menulis bahasa Inggris karena mereka tidak mempunyai pengetahuan cukup tentang simple past tense. Siswa belum menguasai simple past tense. Mereka tidak mengetahui bentuk kata kerja lampau dalam simple past tense. Padahal, menulis bahasa Inggris seharusnya tata bahasanya benar. Ketiga, kebanyakan siswa sudah mempunyai ide- ide dalam pikirannya masing- masing tetapi mereka tidak dapat meletakkan ide- ide tersebut ke dalam tulisan yang baik. Peneliti mengadakan sebuah penelitian yang disebut Classroom Action Research, dengan siswa kelas VIII di SMP Budi Mulia Minggir sebagai subyek atau partisipan dalam penelitian in untuk menjawab permasalahan tersebut. Jumplah partisipan dalam penelitian ini adalah 5 dari 24 siswa yang diambil dari satu kelas, yaitu kelas VIII. Dalam penelitian ini terdapat dua siklus. Peneliti sebagai alat untuk mendapatkan data. Selain itu, observation sheet juga digunakan untuk mendapatkan data yang di butuhkan.
Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa berada pada tingkat menengah. Mereka dipilih menjadi subjek atau partisipan dalam penelitian ini. Peneliti menggunakan model dari narrative teks dengan cerita bergambar yang memungkinkan penggunaan baik metode induktive dan deductive pada siklus pertama dan kedua. Setelah merefleksikan penemuan dari data-data yang diperoleh, kelima murid dapat meningkatkan tingkat kecakapan tata bahasa siswa dalam simple past tense dalam menulis Inggris. Kelima murid
tersebut membuat kemajuan. Mereka berada dalam tingkat menengah sedang dengan kesalahan- kesalahan tata bahasa simple past tense yang sedikit dalam menulis Inggris. Peneliti menyimpulkan bahwa metode induktif dan deduktif efektif untuk meningkatkan tingkat kecakapan tata bahasa siswa kelas VIII dalam simple past tense dalam menulis Inggris di SMP Budi Mulia Minggir.
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY OF SIMPLE PAST TENSE IN WRITING
OFBUDI MULIA MINGGIRJUNIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Bernadeta Ajeng Setia Pratami Student Number: 031214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY OF SIMPLE PAST TENSE IN WRITING
OFBUDI MULIA MINGGIRJUNIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Bernadeta Ajeng Setia Pratami Student Number: 031214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
God will make a way
Where there seems to be no way
He works in ways we cannot see
He will make a way for me
He will be my guide
Hold me closely to His side
With love and strength for each new day
He will make a way
He will make a way
By a roadway in the wilderness
He’ll lead me
And rivers in the desert will I see
Heaven and earth will fade
But His love will still remain
He will do something new today
(Don Moen)
ACKNOWLEDGMENTS
First of all, I would like to praise and thank my belovedJesus Christand Mother Mary for the wonderful grace, blessings, and guidance during this difficult time in completing this thesis.
I would like to express my deepest gratitude to my major sponsor, F.X. Ouda Teda Ena, S.Pd., M.Pd.,who supported me with his beneficial suggestions for my thesis during the thesis writing. My sincere gratitude goes to Christina Kristiyani, S.Pd., M.Pd., my co-sponsor. Her support through many revisions and corrections kept me positive to go to the next level. I also give thank toMbak TariandMbak Danifor helping me with the administrative matters.
I am truly indebted to Drs. Indarto, the principle of SMP Budi Mulia Minggir who had permitted me to conduct this research. My special gratitude also go to Gunawan, S.Pd., the English teacher for his willingness to spend his precious time for every discussion, input, and suggestion. I also thank all of the eighth grade students of Budi Mulia Minggir Junior High School as my research participants.
My sincere gratitude goes to my beloved parents,Ignatius Harto Bscand Sri Hartiniwho always gave me support, encouragement and prayer. I also thank my lovely sister,Brigitta Ayu Dwi Susanti.
I truthfully want to thank my best friends, Deonisia Tyas Yuniawati S. Pd, Cipox, Joni, Margareta Anggari, Vika, Protz and Defri to be my best friends who have given me their care and support. They have been part of my life
and I hope that our friendship will never end. I also like to thank my friend at Sanata Dharma, Anastasia Kiki Widiantari S.Pd, Reta ndut, Maria Melani S.Pd, Ema, Maria Dyah Lintang S.Pd, Oliph, Lisa, Dudunk, Ana ‘04, Fajar ’04, YesyandIndri ’04.
I also would like to thank to all Altar Tematik Crews, Bagong, Mardiz, Cecep, Bakir, Ermi, The Gu2k man, Bin2, Ning2 and Krete for making me smile when I was down.
Finally, I thank those whose names cannot be mentioned one by one, who helped and support me. May God bless them all.
TABLE OF CONTENTS
Page
TITLE PAGE ...i
APPROVAL PAGES ...ii
DEDICATION PAGE ...iv
STATEMENT OF WORK’S ORIGINALITY ...v
ACKNOWLEDGMENTS ...vi
TABLE OF CONTENTS...viii
LIST OF TABLES ...xii
LIST OF FIGURES ...xiii
LIST OF APPENDICES ...xiv
ABSTRACT ...xv
ABSTRAK...……….xvi
CHAPTER I. INTRODUCTION A. Background of the Study...1
B. Problem Formulation ...3
C. Limitation of the Problem ...3
D. Objectives of the Study ...4
E. Benefits of the Study ...4
F. Definition of Terms ...5
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ...8
1. The Teaching of English ...9
a. The Role of Language Teachers...9
1) An Organizer in the Classroom ...9
2) A Counsellor...10
3) A Monitor ...10
4) An Observer...10
5) A Model ...11
6) A Resource of Knowledge and Direction... 11
b. The Steps in Teaching Language ... 11
1) Selection ... 12
2) Gradation ... 12
3) Presentation ... 12
4) Repetition ... 12
c. The factor in Second Language Acquisition ... 13
1) Motivation ... 13
2) Self- confidence ... 13
3) Anxiety ... 14
d. Some Points in the Teaching of English ... 14
1) Competition versus Co-operation ... 14
2) Pleasure ... 15
3) Taking Pupils into One’s Confidence ... 15
2. The Teaching of Writing ... 15
a. Writing ... 16
b. The Six Basic Understanding about the Writing Process ... 16
1) Students Learn to Write by Writing ... 17
2) Writing Expresses Thoughts by Writing ... 17
3) Students Learn to Write by Reading... 17
4) Writing is Difficult ... 18
5) Writing can be Taught ... 18
6) Writing is a Way of Learning in All Classrooms ... 18
c. Teaching Writing for the Second Year Students of Junior High School... 19
3. The Teaching of Grammar ... 19
a. Grammar ... 19
b. The Principle in Teaching Grammar ... 21
1) Integrating both Inductive and Deductive Methods ... 21 2) Using Tasks to Make Relate between Grammatical Form
and Communicative Function ... 21
3) Focusing on the Development of Procedural rather than Declarative Knowledge ... 22
c. The Nature of Grammar ... 22
1) Grammar is an Area of Knowledge... 22
2) When We Say something is Grammatical, We Mean that it is Accurate ... 23
3) Grammar is Arbitrary ... 23
d. The Learning of Grammar ... 23
1) Grammar is Acquired Naturally ... 23
2) Grammar Structures are Acquired in a Set Order ……… 24
e. Common Mistakes of Teaching Grammar ... 24
4. Picture Stories as an Aid to Teaching Writing ... 25
5. Classroom Action Research ... 26
B. Theoretical Framework... 30
CHAPTER III. METHODOLOGY A. Research Method ... 32
B. Research Participants... 33
C. Research Instruments... 34
1. The Researcher as the Instrument ... 34
2. The ACTFL Proficiency Guidelines ... 35
3. Observation Sheet ... 36
D. Data Gathering Technique ... 37
E. Data Analysis Techniques ... 38
1. Analysis on the students’ grammar proficiency... 38
a. The Usage of Simple Past Tense ... 38
b. The Pattern of Simple Past Tense ... 38
c. The Type of Verbs Used in Simple Past Tense ... 39
2. Analysis on the cycles ... 40
1. Observation ... 41
2. Reflection ... 41
3. Planning ... 42
4. Action ... 42
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Research Findings and Discussions ... 43
1. The First Cycle ... 43
a. Observation ... 44
b. Reflection ... 45
c. Planning... 49
d. Action ... 51
2. The Second Cycle ... 54
a. Observation ... 55
b. Reflection ... 55
c. Planning... 56
d. Action. ... 56
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 60
B. Suggestions... 62
REFERENCES... 64
APPENDICES... 65
LIST OF TABLES
Table 3.1 Sentence Pattern that Used Full Verb ...………. 39 Table 3.2 Sentence Pattern that Used Past to be .……….. 39 Table 4.1 The Errors of Students’ Writing Product before and after Imple
mentation of the First Cycle ………. 54 Table 4.2 The Errors of Students’ Writing Product after the Implementation
in the First Cycle and the Implementation in the Second
Cycle ……….. 58
LIST OF FIGURES
Figure Page
2.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………... 28 2.2 Harmer’s Action Research Cycle (Harmer, 2002: 40) ………. 30 3.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………... 41
LIST OF APPENDICES
Page
Appendix 1. Letter of Inquiry to Conduct a Research ……….. 66
Appendix 2. Letter of Recommendation that the Research has been Con ducted ………. 68
Appendix 3. The Example of Students’ Errors in Writing ……… 69
Appendix 4. The Percentage Errors of Students’ Writing Product before the Implementation ……...………... 72
Appendix 5. The Percentage Errors of Students’ Writing Product after the Implementation in the First Cycle ………. 73
Appendix 6. The Percentage Errors of Students’ Writing Product after the Implementation in the Second cycle ………….….… 74
Appendix 7 The Students’ Writing Product ...……… 75
Appendix 8. Syllabus ………. 91
Appendix 9. Lesson Plans ………. 93
Appendix 10. Teaching Materials ……… 104
Appendix 11. The ACTFL Proficiency Guidelines of Writing……….. 118
Appendix 12. Observation Sheet ……… 120
ABSTRACT
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’ Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir Junior High School. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
The research focused on how to improve the eighth grade students’ grammar proficiency of simple past tense in writing. This research was aimed at finding out the students’ grammar proficiency of simple past tense in writing and at proposing the appropriate teaching strategy to improve the students’ grammar proficiency of simple past tense in writing. There were two problems in this research. The first was what the eighth grade students’ grammar proficiency of simple past tense in writing of Budi Mulia Minggir Junior High School was. The second was how the eighth grade students’ grammar proficiency of simple past tense in writing ofBudi Mulia MinggirJunior High School can be improved.
The researcher discovered some problems occurring in the class which were related to the students’ grammar proficiency of simple past tense in writing. First, most of the students had difficulties in writing their past experience in at least four sentences. Second, the students could not write a good narrative accurately in writing because they had no sufficient knowledge of simple past tense. The students had not yet mastered the simple past tense. They did not know the past verb form in the simple past tense. In fact, writing should be grammatically correct. Third, most of the students already had ideas in their minds but they could not put the ideas into good writing. The researcher conducted Classroom Action research with the eighth grade students of Budi Mulia Minggir as the subjects to solve the research problems. The number of participants was five out of twenty-four students of the eighth grade students of Budi Mulia Minggir Junior High School. Two cycles were conducted in this Classroom Action Research. The researcher was as the research instrument in order to gain the data. Besides, the observation sheet was employed also to obtain the data.
At the initial of the research, the researcher discovered that the majority of the students were intermediate low level students in writing. The five students were intermediate low level student in writing and they were selected as the subjects of the research. The researcher employed the model of narrative text with the picture story which enabled the teacher to use both inductive and deductive method in the first and second cycle. After reflecting on the fact-findings, five students improved their grammar proficiency of simple past tense in writing. Five students made progress. They were in intermediate mid level. They could already write with a few frequent errors of simple past tense in writing. So, the researcher concluded that the inductive and deductive method were effective to improve the eighth grade students’ grammar proficiency of simple past tense in writing ofBudi Mulia MinggirJunior High School.
ABSTRAK
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’ Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir Junior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis berbahasa Inggris di SMP Budi Mulia Minggir. Penelitian ini bertujuan untuk mengetahui tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis bahasa Inggris dan untuk mengusulkan strategi mengajar yang tepat untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir. Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yang pertama yaitu apa tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir. Permasalahan yang kedua yaitu bagaimana tingkat kecakapan siswa kelas VIII dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir dapat diperbaiki.
Peneliti menemukan beberapa masalah yang muncul di kelas yang berkaitan dengan kecakapan siswa dalam tata bahasa simple past tense dalam menulis bahasa Inggris. Pertama, kebanyakan siswa mepunyai kesulitan dalam menulis pengalaman mereka sekurang- kurangnya empat kalimat. Mereka mempunyai kesulitan dalam mengungkapkan pengalaman yang mereka lakukan pada hari kemarin dalam bentuk tulisan. Kedua, siswa tidak dapat menulis sebuah cerita narrative secara akurat dalam menulis bahasa Inggris karena mereka tidak mempunyai pengetahuan cukup tentang simple past tense. Siswa belum menguasai simple past tense. Mereka tidak mengetahui bentuk kata kerja lampau dalam simple past tense. Padahal, menulis bahasa Inggris seharusnya tata bahasanya benar. Ketiga, kebanyakan siswa sudah mempunyai ide- ide dalam pikirannya masing- masing tetapi mereka tidak dapat meletakkan ide- ide tersebut ke dalam tulisan yang baik. Peneliti mengadakan sebuah penelitian yang disebut Classroom Action Research, dengan siswa kelas VIII di SMP Budi Mulia Minggir sebagai subyek atau partisipan dalam penelitian in untuk menjawab permasalahan tersebut. Jumplah partisipan dalam penelitian ini adalah 5 dari 24 siswa yang diambil dari satu kelas, yaitu kelas VIII. Dalam penelitian ini terdapat dua siklus. Peneliti sebagai alat untuk mendapatkan data. Selain itu, observation sheet juga digunakan untuk mendapatkan data yang di butuhkan.
Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa berada pada tingkat menengah. Mereka dipilih menjadi subjek atau partisipan dalam penelitian ini. Peneliti menggunakan model dari narrative teks dengan cerita bergambar yang memungkinkan penggunaan baik metode induktive dan deductive pada siklus pertama dan kedua. Setelah merefleksikan penemuan dari data-data yang diperoleh, kelima murid dapat meningkatkan tingkat kecakapan tata bahasa siswa dalam simple past tense dalam menulis Inggris. Kelima murid
tersebut membuat kemajuan. Mereka berada dalam tingkat menengah sedang dengan kesalahan- kesalahan tata bahasa simple past tense yang sedikit dalam menulis Inggris. Peneliti menyimpulkan bahwa metode induktif dan deduktif efektif untuk meningkatkan tingkat kecakapan tata bahasa siswa kelas VIII dalam simple past tense dalam menulis Inggris di SMP Budi Mulia Minggir.
CHAPTER I INTRODUCTION
In this chapter, the researcher presents the background of the study, the problem formulation, limitation of the problem, the research objectives, the benefits of this research, and definition of terms used in the thesis.
A. Background of the Study
English is one of the compulsory subjects that has to be learned at school in Indonesia. There are four skills to be focused in teaching English. Those are reading, listening, speaking, and writing. Nevertheless, teachers cannot put aside grammar inasmuch as it plays an essential role in the language. By mastering the grammar of the language, the students are able to write well by producing correct sentences. As stated by Nunan (2003: 154), sentences should be made by using and applying the rules of grammar to make those sentences receivable and understandable. Hence, it is clear that the place of grammar becomes essential for students in order to produce correct sentences. Grammar is also important to support communication. Littlewood (1983: 77) argues that the mastery of grammar is important to support communication. The knowledge of grammar is a basic requirement for using a language since this knowledge provides language users with the frames, rules, and patterns for constructing sentences as well as understanding others. Comprehending the knowledge of how to construct words together and identifying the types of words and word groups in good sentences enable students to communicate with each other clearly and effectively.
Grammar has a big influence on the four English skills such as writing, speaking, reading, and listening. As stated by Walter (2004: 35), grammatical competence is important to be assigned in English skills especially in accurate writing and fluent speaking. While, Paulston and Bratt (1976: 1) also point out that grammar is related to all language English skills since grammar can be found in writing, listening comprehension, speaking and reading. Meanwhile, Hill (1960: 2) states that the grammatical structures that have to be acquired for writing a composition on given picture stories must be considered. Hence, the students must practice the structures needed with the class beforehand. In short, grammar is integrated with writing as one of English skills.
This thesis discusses the importance of grammar in writing for Junior High School. The researcher has been teaching English Extracurricular for several years inBudi Mulia MinggirJunior High School and discovered a problem related with the students’ grammar mastery in writing. There were some difficulties the students encountered in learning English. They had difficulty in expressing the ideas in the form of writing. In addition, the students could not write a good narrative accurately because they had no sufficient knowledge of simple past tense. Based on informal questions given to the students, grammar was difficult to learn and understand. The researcher also found a fact that the students often made errors when they did grammar exercises, such as getting confused whether they should use simple present or simple past in filling in writing a composition.
Senior High School or Vocational High School. When the students have mastered sufficient proficiency of English from the previous level, they will find it easier to learn English at the next level. Second, the students can prepare themselves to face the exam better. Apparently, the government has stipulated the minimum requirements that must be satisfied by the students so as to pass the final examination. According to theletter of the government, Keputusan Kepala Dinas Pendidikan Propinsi DIY (2008: 16), the standard of minimum scores for certain subjects taught at school is 5,25. In response to this, the researcher’s concern is to help the students improve the students’ grammar proficiency of simple past tense in writing.
B. Problem Formulation
In relation to the background mentioned before, the problems are formulated as follows:
1. What is the eighth grade students’ grammar proficiency of simple past tense in writing ofBudi Mulia MinggirJunior High School?
2. How can the eighth grade students’ grammar proficiency of simple past tense in writing ofBudi Mulia MinggirJunior High School be improved?
C. Limitation of the Problem
eighth grade students of Budi Mulia Minggir Junior High School. Thus, this research discusses teachers’ way to teach grammar in writing for the students in Budi Mulia MinggirJunior High School. This study is to make the students write accurately by using the appropriate past verb forms and past to be (was and were) in simple past tense. The researcher tries to look for what teaching strategy and teaching methods are appropriate for them. It is hoped the teaching strategy could improve their grammar proficiency of simple past tense in writing. This research is limited for the eighth grade students ofBudi Mulia MinggirJunior High School of academic year of 2007/2008.
D. Objectives of the Study
Considering the formulation of the problems, the objectives of this research are:
1. To observe the eighth grade students’ grammar proficiency of simple past tense in writing ofBudi Mulia MinggirJunior High School.
2. To propose the teaching strategy to improve the eighth grade students’ grammar proficiency of simple past tense in writing of Budi Mulia Minggir Junior High School.
E. Benefits of the Study
After the researcher conducts this research, it is expected to give valuable contribution for the some people as follows:
1. The researcher
2. The teachers
It is expected that the eighth grade English teachers of Budi Mulia Minggir Junior High School will be able to look for and apply certain strategies used to improve, motivate, and help the students learn grammar in writing. Hopefully, the teachers will teach better in order to solve the students’ problem.
3. The students
For the eighth grade, hopefully the students are able to improve their grammar mastery of simple past tense in writing. The students will also comprehend and understand this language focus, grammar, which is learnt in the learning process easier. Afterwards, they are able to write well by applying grammar appropriately.
F. Definition of Terms
In this part, the researcher would like to present the definition of terms in this research in order to avoid misunderstanding.
1. Grammar
Richard, Platt and Weber (1985) as cited in Nunan (1999: 7) said that “Grammar is a description of structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.”
since this knowledge provides language users with the frames, rules, and patterns for constructing sentences as well as understanding others.
In this study, grammar refers to the way how to construct sentences by using words and phrases correctly. It has an important role for the learner in mastering English. Grammar makes the learner know how to make the right sentences by using its rule and its pattern. By having sufficient knowledge of grammar, the students can write well since grammar influences the students’ writing product.
2. Writing
As Nunan (2003: 88) writes in her book, writing is finding ideas and then expressing those ideas by organizing into statements and paragraphs in order. Nunan (2003: 88) also adds that the purpose of writing is to express and impress. In this case, writing is as a way to express and impress what ideas, thought, and feelings the writer has in the written form of English. Meanwhile, writing is “a productive skill” (Harmer, 1991: 16) which requires the students to produce a written form of English. In this study, writing refers to students’ ideas, thought and feeling that are expressed in the written form.
3. Proficiency
“Proficiency is level of competence in English” (Davies and Pearse, 2008: 208). Based on the definition above, proficiency refers to the level of students’ ability in English.
4. Picture Story
5. Eighth Grade
Junior High School is generally called as SMP (Sekolah Menengah Pertama). The students entering Junior High School are those who have passed
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on related literature which underlies the topic of the research. This chapter is divided into two major parts. In the first major part, the researcher would like to present the theoretical description. It includes some theories which underlie the study. The theories are The Teaching of English, The Teaching of Writing, The Teaching of Grammar, The Classroom Action Research. The second major part is the theoretical framework. In this part, the researcher draws a framework based on her review of the related theories.
A. Theoretical Description
This section consists of some related theories which are used to support and conduct the accomplishment of this research. As stated in the introduction paragraph, there are five related theories in this study. The first one is about the teaching of English. It includes the principles and techniques in teaching English as second language. The second main part is about the teaching of writing. Then, the third main part is about the teaching of grammar. It covers the definition of grammar, the nature of teaching grammar, the principle in teaching grammar, and common mistakes of teaching grammar. The forth is picture stories as an aid to teach writing. The last one is about the Classroom Action Research (CAR). It discusses the definition of classroom research and the phases of Classroom Action Research.
1. The Teaching of English
English is one of the compulsory subjects at schools in Indonesia nowadays. For students, English is one of the difficult subjects. In teaching English for Junior High School, there are four skills that should be focused. Those skills are listening, speaking, reading, and writing. Besides, there are many elements to be learned in mastering English such as vocabulary, pronunciation and grammar. Therefore, English is not easy to be learnt by the students.
a. The Role of Language Teachers
The teachers hold important role of the success of teaching English. Setiyadi (2006: 18-19) points out the roles of language teachers into six roles, the teacher as an organizer in the classroom, the teacher as a counselor, the teacher as a monitor, the teacher as an observer, the teacher as a model, and language teacher functions as a resource of knowledge and direction. The roles are described as follows.
1) An Organizer of the Classroom
the classroom. The teachers engineer the amount of classroom talk, control the way used to give instructions, make group and pair work, keep learners on talk and make language comprehensible to students.
2) A Counselor
As stated by Setiyadi (2006: 18), the teacher functions as a counselor. The teacher must help the students, when they have difficulties. He or she has to solve and answer problems which the learners have. Moreover, the teachers’ role is also to help the learners to master what they learn. Thus, the teacher is as a counselor.
3) A Monitor
Setiyadi (2006: 18) says that the teacher functions as a motivator. The teacher should motivate their students. The teacher can give the encouragement to the students by giving compliments. By doing so, the students will motivate. For instance, the teacher can give positive feedback by saying “good”, “very good”, “great job”, or something else when the students can answer questions given with correctly answer. Another example is by giving positive feedback after they do assignments.
4) An Observer
5) A Model
The teacher’s role is as a model for producing correct expressions as stated by Setiyadi (2006: 18). The teacher points out what the errors have been made by the learners. Then, the teacher asks them to correct those errors.
6) Language Teacher Functions as a Resource of Knowledge and Direction The teacher’s role becomes more dominant than the learners as stated by
Setiyadi (2006: 19). Moreover, the teacher can choose the materials to be used which are related to the teaching. Gebhard (1996: 58) states that the teacher has the role of “text adapter”. It means the teacher decides the textbooks which are relevant to the lesson.
Further, Finocchiro (1969: 20) also adds about the role of the teacher. He states that the teacher is not only to transmit his or her knowledge of English but also to give his or her interest in their students as human being, desire for them to learn, and also enthusiasm.
The roles of the learners are varied. It depends on the role of the teachers. As pointed out by Setiyadi (2006: 19), when the position of a teacher is more active, the learner will be less silent in the classroom and vice versa.
b. The Steps in Teaching Language
1) Selection
In teaching English, there are many aspects of a language. Setiyadi (2006: 13) says that the teacher should select which parts that is relevant to the topic. The teacher will find difficulties if he or she teaches the whole parts of a language. Besides, it will be effective for the learners to focus on topic given in the learning process. Then, it is hoped they can learn better.
2) Gradation
The teacher cannot teach the whole parts as pointed out by Setiyadi (2006: 13). Furthermore, the teacher should choose the part and make it in the good order. The learning process which is in a good order will also help students and the teacher.
3) Presentation
The teacher needs to communicate in transmitting the materials that the teachers wish to teach with their students. It is impossible for the teacher to teach materials chosen without having communication to somebody as stated by Setiyadi (2006: 13). Thus, the teacher uses the part of presentation as a way to communicate.
4) Repetition
teacher should teach language skills with practice. According to Setiyadi (2006: 13) “all skills depend on practice.” Therefore, practice must be included in teaching language. Bright (1970: 4) also has the same opinion with Setiyadi that by doing practice, the students can acquire the skills. The students must practice since it is very important for them.
c. The Factors in Second Language Acquisition
There are some factors related to success in second language acquisition. Krashen (1982: 31) states the factors in second language acquisition into three. They are factors, motivation, self-confidence, and anxiety. Those factors are described as follows.
1) Motivation
The learners who have high motivation usually will do the second language acquisition better as said by Krashen (1982: 31). So, if the learners do not have the motivation, they will perform badly. The learners do not pay attention to the teacher. Besides, they might make noise in the class.
2) Self- confidence
Krashen (1982: 31) states that the learners who have high self-confidence
3) Anxiety
It cannot be denied that a learner sometimes feels anxious. Krashen (1982: 31) says that the learner feels anxious in mastering some topic while studying in class. Basically, the learner feels anxious because they do not understand the lesson that is being studied. Having low anxiety can disturb the second language acquisition process, personal involvement or classroom anxiety.
d. Some Points in the Teaching of English
The success of transferring knowledge in teaching English as second language does not only depend on how far the teacher masters the lesson. He or she must know some language teaching techniques. In accordance with this, as pointed out by Bright (1970: 4-7) the teacher ought to concern some points in the teaching of English. Those points are competition versus co-operation, pleasure, and taking pupils into one’s confidence. Those points are described in the following sections.
1) Competition versus Co-operation
2) Pleasure
Enjoyment is one factor that influences the learning as stated by Bright (1970: 5). So, if the learners feel enjoyable, they will perform well. Therefore, the teacher should make the language activities enjoyable. It is expected that the teaching process is not exhausting but the teaching process is enjoyable.
3) Taking Pupils into One’s Confidence
The teacher has to teach and explain to the pupils as clearly as the teacher can do as pointed out by Bright (1970: 5). This attempt is to make the pupils learn well and better in class. It also makes the pupils enjoy their language learning activities. Besides, it can maintain their confidence.
2. The Teaching of Writing
a. Writing
There are some definitions of writing. As stated by Nunan (2003: 88), writing is finding ideas and then expressing those ideas by organizing into statements and paragraph in order. Nunan (2003: 88) also adds that the purpose of writing is to express and impress. It means that writing is to express and impress the ideas, thought and feelings the writer has in the written form of English.
According to Tiedt (1989: 1), writing is a method in which the ideas are expressed. Furthermore, writing may appear in classrooms and everywhere. He also adds (1989:2) that writing is said as a way to express what is being thought, thus writing can be developed through learning and thinking in classrooms.
Writing is “a productive skill” (Harmer, 1991: 16) which requires the students to produce a written form of English. In addition, writing is “a slower process” (Bismoko, 1976: 96). The students need more time to think, find ideas about what they will write. They also must consider the element to be written in writing.
Based on definitions above, writing is considered as a tool to express the ideas, thought, feelings we have in our mind and produce them in the written form. Nevertheless, it is essential to notice grammar. By doing so, the students can make accurate and good writing product.
b. The Six Basic Understanding about the Writing Process
In teaching writing, there are six basic understanding about writing process as pointed out by Tiedt (1989:3-7). The six basic understanding about the writing
writing, students learn to write by reading, writing is difficult, writing can be taught, and writing is a way of learning in all classrooms. The basic
understandings about the writing process are described as follows.
1) Students Learn to Write by Writing
Tiedt (1989:3-4) states that the teacher must ask the students to write in
teaching writing. By doing so, the students can learn to write. It cannot be denied,
if someone wants to be able to sing, he or she must sing. Hence, the students
practice writing in different forms in order that they are able to write.
2) Students Express Thoughts by Writing
Tiedt (1989:4) points out that the students should see the relationship
between thinking and writing processes. The students need to recognize what they
have in their own mind and also what ideas they posses. It is important to
encourage them to express those ideas in writing.
3) Students Learn to Write by Reading
Tiedt (1989: 4-5) says that when students observe reading, they learn to
write. They will analyze the writing is and the forms are. Besides, the students
also observe the ways used by the writer to present ideas, the language and the
structure of sentences. Moreover, they notice the use of punctuation and
capitalization or the spelling by reading. In addition, sometimes the students also
4) Writing is Difficult
Tiedt (1989: 6) states that it needs hard work to write since the students
have to think first and then express what they are thinking. Furthermore, they have to notice the spelling and the mechanism in writing. The teachers are
expected to recognize the difficulty of writing that the students have. Encouraging the students to talk ideas they have is a way to help them. Besides, asking them to
organize their thoughts is another way in helping students, for instance, clustering their ideas on paper.
5) Writing can be Taught
Tiedt (1989: 6) says that writing can be taught to students. The students are engaged to identify the qualities of good writing. They also establish criteria for
judging the success of their own writing. The students are motivated to invent and write in their composition by doing it.
6) Writing is a Way of Learning in All Classrooms
Tiedt (1989: 7) points out that the students employ writing to express their thoughts. Teacher has to make criteria for each writing activity with the students.
Writing is also as a way of communicating thought in any subject area. Therefore, the teacher can use writing in the history or biology class rather that teaching writing in an English class. Therefore, it is said that writing is a way of learning in
c. Teaching Writing for the Second Year Students of Junior High School Based on School Based Curriculum (2006: 287- 290) there are two basic competences in writing skill for the second of junior high school in teaching writing. As a consequence, the students are required to do those two things. The students are asked to express the meaning in functional written text and simple short essay in the form of recount and narrative to interact with the around environment. Those statements are clearly stated as the standard competency in the syllabus development.
Related to the syllabus development, the students are asked to write simple short essays in the form of narration. The reason is that the students can learn how to write short essays in the form of narration correctly and appropriately. Besides, the students are assigned to write it by using the correct grammar. The students are expected to use simple past tense in writing simple short essay. Finally, the students are able to write the simple short essay by using simple past appropriately.
3. The Teaching of Grammar
Grammar cannot be separated in teaching and learning English since it influences the students’ ability in order to understand English especially in writing as stated by Paulston and Bratt (1971: 1). Hence, some experts in language, called linguists, concern about grammar.
a. Grammar
Therefore, grammar has multiple meanings. Richard et al. (1985), as cited in Nunan (2003: 154) said that “Grammar is a description of structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.” It means grammar is the structure of a language used by the learners or students to make sentences. It includes the way how to construct sentences by using words and phrases correctly.
According to Nunan (1999: 97) there are three definitions of grammar. (1) An analysis of the structure of a language, either as encountered in a corpus of speech or writing (a performance grammar) or as predictive of a speaker’s knowledge (a competence grammar). (2) An analysis of the structural properties which define human language (a universal grammar). (3) A level of structural organization, which can be studied independently of phonology and semantics.
Based on the definition above, Nunan wants to say that grammar is considered as
an analysis of the structure of a language which can be found in writing, called as
a performance grammar and if it is found in speaking called as a competence
grammar. Furthermore, he defines that grammar is a universal grammar in which
human language included as the analysis of the “structural properties”. Nunan
also gives explanation that in grammar there is organization of structural in which
phonology and semantics are included here.
From the definition of grammar which is written above, there are different
opinions about grammar from many linguists. Nevertheless, basically grammar is
such a set of rule of a language. Those rules are used to produce a sentence
b. The Principles for Teaching Grammar
Nunan (2003: 158-160) divides the principle in teaching grammar into
three principles, integrating both inductive and deductive methods, using tasks
that make the relationship between grammatical form and communicative
function are clear, and focusing on the development of procedural rather that
declarative knowledge. The principles are described as follows.
1) Integrating both Inductive and Deductive Methods
Nunan (2003: 158) says that the teacher uses both inductive and deductive
methods in teaching grammar. Deductive method allows the teacher to explain
grammatical point which is being studied and give rules with exercises to help the
students in mastering grammar. While in inductive methods, the teacher gives
chance to the students to discover or find out the grammar rules by themselves.
The teacher also gives some examples of language structure. By doing so, the
students are easy in mastering grammar.
2) Using Tasks to Make Relate between Grammatical Form and Communicative Function
3) Focusing on the Development of Procedural rather than Declarative Knowledge
Nunan (2003: 160) states that procedural knowledge is expected to make the students are able to apply the grammar knowledge in daily communication. Therefore, the students not only memorize the grammar rules but also use them for communication.
Three principles of teaching grammar above are used as guidelines by the researcher herself in doing this research. Those principles are beneficial so those they have to be considered. These principles can also help the researcher in conducting this study.
c. The Nature of Grammar
According to Larsen-Freeman (2003: 13-19), there are three statements about the nature of grammar. The four statements about the nature of grammar are described as follows.
1) Grammar is an Area of Knowledge
2) When We Say Something is Grammatical, We Mean that It is Accurate As pointed out by Larsen-Freeman (2003: 13-14) a sentence is said to be
grammatical if it has accuracy, for instance if a student said It’s a pencil on the table. The sentence has accuracy therefore it is said to be grammatical. However,
grammar is seen not only from their accuracy for but also from the meaningfulness and the appropriateness.
3) Grammar is Arbitrary
English language employs a particular form to convey a particular meaning
of sentence as stated by Larsen-Freeman (2003: 16). It makes English grammar is
arbitrary. In making past tense sentence, for example, it needs to add –ed/ d/ ied
for regular verbs. Therefore, grammar is arbitrary.
d. The Learning of Grammar
Larsen-Freeman (2003: 19-21) points out that there are one statement
about the learning of grammar. The two statements are described as follows.
1) Grammar is Acquired Naturally
Grammar can be acquired naturally if the learners live in the environment
where the language is spoken as pointed out by Larsen-Freeman (2003: 19-20).
The learners automatically learn grammar in their daily life. In other words, it can
be said that grammar is acquired naturally without being taught. Nevertheless, the
be taught grammar. The teachers must teach grammar in the language classroom.
In teaching, the teachers accelerate the actual rate of acquisition in order to the
students could achieve on their own.
2.) Grammar Structures are Acquired in a Set Order
In learning grammar, the grammar structures must be taught in a set order
for the learners in Second Language Acquisition (SLA) as stated by Larsen-Freeman (2003: 20). For instance, English in as a Second Language (ESL) starts
learning yes- no questions with rising intonation, but without inversion. After that, the learners learn to invert the question. The fact shows that learning grammar structure does not work out when the learning of grammar structure is not done in
order. The learners cannot tackle some grammar structures at the same time. It must be done in order.
e. Common Mistakes of Teaching Grammar
According to Marton (1988: 121), there are common mistakes of teaching grammar in the classroom. The first mistake, the teachers do not make any plans
in introducing “a new grammatical phenomenon” so that the learners do not pay attention and understand fully. The second mistake, the teachers do not use
examples that make the students more understand about grammar. The third mistake, the teachers do not help and transfer knowledge that they have when
classroom for the researcher. The researcher can avoid the same common mistakes by knowing the common mistakes of teaching grammar.
4. Picture Stories as an Aid to Teaching Writing
Littlewood (1983: 33) states that a picture story is a series of pictures. The pictures are cut up into its separate. This research offers picture stories as an aid to teaching writing in order to help students learn English in the class.
Picture stories are assigned to give stimulus for narrative writing. Hence, the researcher strongly believes that picture stories are a good way to support the writing composition process, in this case writing narrative story. Kreidles (1966: 41) also points out that a series of pictures can be assigned as cues to retell a story. Afterwards, the teacher would begin to tell the story simply and slowly related to the pictures and explain everything in the pictures which might be new to the students. Then, the students would re- create the story based on the sequence of the action and then write it in the form of composition.
Pictures are widely assigned as visual aids in education, thus English
teacher can employ picture stories for the teaching of writing. Meras (1962: 250)
also states that many teachers have found that using a series of pictures is an
interesting device for stimulating students’ imagination in writing compositions.
Hamalik (1989: 67-68) explains the benefits of using pictures in teaching or
learning activities, as follows:
1) Pictures are concrete: Through pictures, students can see clearly and
2) Pictures overcome the time and space: Picture can give explanation about
things, which are impossible to see since they are far away from the students
or because they existed in the past.
3) Pictures overcome the limitations of human senses: The eyes are limited.
Hence, pictures make things visible to the eyes.
4) Pictures explain problems: Problems can be explained easily through pictures.
That is why pictures are important in every subject.
5) Pictures are inexpensive and widely available: Pictures do not cost much
money to prepare and make as the instructional media. However, the teacher
can find pictures in newspaper or magazines.
6) Picture can be used easily for both individuals and group. The teacher can
manipulate the pictures in accordance to the activities that he or she will carry
out, even though the activities involve individuals or groups of learners.
5. Classroom Action Research
In this research, the researcher uses classroom action research (CAR) as a way to improve students’ grammar accuracy in writing. According to Cohen,
Manion and Marrison (2000: 226), action research is defined as a tool to change and improve what is being intended by the researcher or practitioner. They also
add that action research is used where problems arise and then it needs some solutions. Furthermore, some new efforts are done in this action research to give
teacher find out what is happening in his or her classroom. Afterwards, the teacher will use that information to make wise decisions for the future.
Niff and Whitehead (2002: 15) define action research as a way which is used by the researcher to do his or her own learning and also used to examine whether the result of the practice in that research looks like what is intended to be found by the researcher. Harmer (2002:344-345) also states that action research is a sequence of procedures used by the teacher since they want to improve their teaching and to evaluate the success of the certain activities and procedures. It means the teacher might want to know more about their own teaching and also about their students. It includes how effective their teaching, is for the students.
There are many versions on the models of action research cycles. In this research, the researcher employs the action-reflection cycle which is proposed by Riding, Fowell, and Phil (1995), as cited in http://www3.telus.net/linguisticsissues/actionresearch. There are four steps in classroom action research. The steps are observation, reflection, planning, and action.
Step 1: In this step, the researcher observes the students. While the teaching
learning is conducted, the researcher observes the students. The observation is
conducted to know what is happened in class deeper. When the researcher does
the observation, the researcher finds some of problems which occur in class.
Step 2: After the researcher does the observation, she tries to analyze one of the
problems which has found. The reflection enables the researcher to analyze the
work in this step. The researcher attempts to reflect some findings based on data
which are gained from the students.
Step 3: In this step, the researcher makes a plan based on the problems related to
the teaching in the classroom. Furthermore, the researcher looks for a strategy. The strategy can be techniques and approaches to solve those problems.
Step 4: The researcher applies a strategy to make some changes from what is
being intended to improve in the classroom. The researcher does action by
teaching the students in the classroom. It is conducted to make some
improvements from what is being intended to be improved in classroom. In this
step, the researcher will know whether the strategy works well or not. Did the
teaching solve the problems found before? Did the teaching strategy result better?
Furthermore, the practitioner reflects whether his or her strategy results as like
what is being intended or needs some improvements. If it needs some
improvement, the practitioner should revise the plan and do the action in the
second step.
According to Harmer (2002: 345), there are five phases in action research. They are identify a problem or issue, think of questions to ask/ information to be
gained, collect data, analyze data, and decide on future action.
a. Phase I- Identify a Problem or Issue
In this phase, the teacher practices teaching. While the teacher teaches the students, he or she looks for a problem or issue that the students face in the
classroom. The teacher identifies the problem or issues that occurred in the classroom. The problem or issue related to the teaching learning activity.
b. Phase II- Think of Questions to Ask/ Information to be Gained
The teacher begins thinking the ways to solve the problems or issue found in
phase I. The teacher thinks of questions to ask or information to be gained related to the problem found in the first phase. The teacher starts making
plans to solve the problems or issue in the first phase. c. Phase III – Collect Data
The teacher does action in order to collect data by teaching the students. Some strategies or approaches are employed by the teacher. The data are
gathered from the students during research to answer the questions that the teacher has. It is conducted to answer the questions arise based on the
problems in phase I. d. Phase IV - Analyze Data
In this phase, the teacher has received the data. The data are obtained from the
e. Phase V – Decide on Future Action
After analyzing data, the teacher moves to this phase. In this phase, the teacher makes plans after analyzing the data. Based on the results, the teacher decides on future action. If the results look like what is intended, the teacher will stop the research. However, if the results do not look like what is intended, the teacher will start the new cycle in the research.
identify a problem/issue
think of questions to ask/ information to be gained collect data
analyse data decide on future action
Figure 2.2 Harmer’s Action Research Cycle (Harmer, 2002: 40)
B. Theoretical Framework
grammar in writing. Hence, the researcher would like to improve students’ grammar proficiency of simple past tense in writing for the eighth grade students ofBudi Mulia MinggirJunior High School.
CHAPTER III METHODOLOGY
In this chapter, the researcher would like to present a description of the research method. There are six sub-chapters to be discussed. They are research method, research setting and participants, research instruments, data gathering techniques, data analysis techniques, and research procedure.
A. Research Method
The one method employed in this study is Classroom Action Research (CAR). This method was used in order to answer the research problem that is how the grammar proficiency of simple past tense in writing of the eighth grade of Budi Mulia Minggir Junior High School can be improved. Classroom Action Research as stated by Niff and Whitehead (2003: 15) is a method or way which is used by a researcher to do his or her own learning and also to examine whether the result of the practice in that research looks like what is intended to be found by the researcher. In an action research, the researcher has a role as the teacher. Niff and Whitehead (2003: 15) also stated that in action research, the researcher conducted research by herself or himself. Therefore, the research was called as practitioner-led or practitioner-based research. This method was held through learning in action and reflection. Henceforth, Classroom Action Research was used in this research by the researcher to improve the students’ grammar proficiency of simple past tense in writing. The treatment was given by the researcher to improve the students’ grammar proficiency of simple past tense in writing.
B. Research Setting and Participants 1. Research Setting
The research was conducted in Budi Mulia Minggir in Minggir Yogyakarta. It was conducted from January 2008 to March 2008. When conducting the research, the researcher applied the teaching strategy and taught the students twice a week. The researcher herself employed the picture story and the model of a narrative text to teach narrative writing. Besides, the inductive and deductive methods are assigned to teach simple past tense in writing.
2. Participants
The subjects were the eighth grade students of Budi Mulia Minggir Junior High School Sleman Yogyakarta in this research. There were twenty four students in the class. However, the researcher only selected five students of twenty four students in the class. There were five students chosen with the consideration that those students had the greatest difficulty in grammar and writing among the other students since those students had percentage errors of 100%. They had similar characteristics. As mentioned in the research objective, the research was intended to improve the grammar proficiency of simple past in writing for the eighth grade students ofBudi Mulia MinggirJunior High School.
There were three reasons why this sample was chosen. First, the researcher found out that almost all of the five students had difficulty in writing. They had
difficulty to find and express the ideas into the piece of writing. In addition, they did not have enough understanding in grammar. In fact, grammar was important
wanted to improve their understanding about grammar because they have difficulties in learning grammar. Third, they still had enough time to improve their
grammar proficiency of simple past in writing and also as the preparation for National Final Examination. The study was conducted for the eighth grade
students inSMP Budi Mulia Minggirof academic year of 2007/ 2008.
C. Research Instruments
There were three kinds of instruments used in this research. Those
instruments were the researcher as the instrument, the ACTFL proficiency
guidelines, and observation sheet. The instruments were employed to investigate
the students’ grammar proficiency of simple past tense in writing achievement.
Besides, the instruments were assigned to answer the first problem formulation
that is the grammar proficiency of simple past tense of the eighth grade of junior
high school students at SMP Budi Mulia Minggir and how the grammar
proficiency in writing of the eighth grade of Junior High School students atSMP
Budi Mulia Minggircan be improved.
1. The Researcher as the Instrument
sentences from the students writing product that was right and wrong. Furthermore, the researcher employed the document analysis as the primary means of collecting data. The document analysis provided information from the participants which were very important to the research since this study investigated the achievement of the students’ grammar proficiency of simple past tense in writing. As stated by Elliot (1991: 78), assignment sheet was one of the relevant documents in Classroom Action Research. The researcher preferred to use assignment sheets as one kind of instrument in document analyses in this research. It was based on consideration that assignment sheets could give valid information about how far the students’ grammar proficiency improvement in writing. By using this kind of document analyses, the researcher could observe deep whether the students had achieved the standard improvements, or not.
2. The ACTFL Proficiency Guidelines of Writing from California University of Pennsylvania
regarded as intermediate low level students if they can produce writing that consists of learned vocabulary and structures into simple sentences. The students make also continual errors in spelling, grammar, and punctuation, but writing can be read and understood. The students are regarded as intermediate mid level students if the students can express past time and use time expressions with sporadically accurate verbs. The students use also a dictionary, but they are unable to identify appropriate vocabulary. The students are regarded as intermediate high level students if the students can produce some past verb forms, but not always accurate or with correct usage.
3. Observation Sheet
Observation sheet in this study was assigned in order to gather some data during the researcher’s conducting the research. As stated by Cohen et al. (2000: 305), the observation data was used by the researcher to look the situation directly
and give the researcher the opportunity to see what happened in the classroom. The researcher entered and understood the phenomena and situation that happened deep. It was due to the fact that by employing observation sheet the researcher could identify the participants’ behavior when they followed the lesson. Besides,
the researcher would obtain some inputs related to the teaching strategy that would be used through the students’ behavior in the class. The researcher used the semi-structure observation in this study. The semi – structured observation made
and systematically. In this observation, the researcher became the teacher herself and had a friend of hers to be the observer.
D. Data Gathering Technique
In this part, this research was divided into two activities in gathering the data. The first one was that the researcher went to the library in order to find and
acquire some information that was related to the references from the books. The researcher had reference books copied to support the topic. Afterwards, the researcher paraphrased the data information in order to strengthen her ideas. By
doing it, the researcher conducted the research easier. The second was that the researcher herself conducted the Classroom Action Research to obtain the data. It was conducted as a way in order to improve the students’ grammar proficiency of simple past tense in writing. There were two cycles conducted by the researcher.
Each cycle consisted of four steps. The steps were observation, reflection, planning, and action.
After the researcher did the steps in Classroom Action Resarch, the
researcher knew whether the students made progress in writing or not. At the end of class, the researcher asked the students to write. Their writing products were evaluated. Then, it was assigned to determine the success of the strategy which
E. Data Analysis Techniques
In this section, the researcher provided two analyses. They were analysis on the students’ grammar proficiency of simple past tense and analysis on the cycles of Classroom Action Research. The detailed discussion of each would be described in the following sections.
1. Analysis on the Students’ Grammar Proficiency
The researcher analyzed the students’ grammar proficiency of simple past tense. It was presented in the form of narrative description. The researcher analyzed the students’ writing product. The researcher focused on the simple past tense in their compositions since students learnt to write narrative story. Besides, the researcher also employed the standard grammar proficiency of simple past by Azar (1989: 24) and Gumpol (1995: 27) in this research. There were standard of simple past tense.
The standards of simple past tense were: a. The Usage of Simple Past Tense
As cited in Azar (1989: 24) that simple past tense was employed to indicate an activity or situation began and ended at a particular time in the past. For example:
Ayu bought a new car last week. Reta was sick yesterday.
b. The Pattern of Simple Past Tense
Table 3.1 the Sentence Pattern that Used Full Verb
Sentence Pattern Examples
(+) S + V2 She ate
(-) S + did not + V1 She did not eat (?) Did + S + V1 Did she eat (-?) Didn’t + S + V1 Didn’t she eat?
Table 3.2 the Sentence Pattern that Used Past to be
Sentence Pattern Examples
(+) S + was/ were + adj/ adv/ n I was hungry He was a teacher They were in the garden (-) S + was not/ were not adj/ adv/ n I was not hungry
He was not a teacher They were not in the garden (?) Was/ were + S + adj/ adv/ n? Was I hungry?
Was he a teacher? Were they in the garden? (-?) Wasn’t/ weren’t + S + adj/ adv/ n? Wasn’t I hungry?
Wasn’t he a teacher? Weren’t they in the garden?
c. The Type of Verbs Used in Simple Past Tense.
Azar (1989: 24) stated that there were two ways to form past verbs. They were regular and irregular verbs. Regular past verbs were formed by adding –(e)d. While, irregular past verbs did not add –(e)d ending but changed the vowel dictionary form.
For example:
Regular verb = wait => waited Irregular verb = see => saw
Furthermore, the researcher employed those standard grammar proficiency of simple past tense by Azar (1989: 24) and Gumpol (1995: 27) as the
grammar checklist in this research. The researcher described their grammar ability
in the form description. In order to be able to observe the progress of the students,
