THE IMPLEMENTATION OF ENCODING TECHNIQUE IN TEACHING GRAMMAR TO IMPROVE STUDENTS’ ABILITY IN MEMORIZING 16 TENSES IN SECOND GRADE OF SMPN 4 SURABAYA.

THE IMPLEMENTATION OF ENCODING

TECHNIQUE IN TEACHING GRAMMAR TO

IMPROVE STUDENTS ABILITY IN

MEMORIZING 16 TENSES IN SECOND GRADE

OF SMPN 4 SURABAYA

THESIS

Submitted in partial fulfillment of the requirement for the degree

of Sarjana Pendidikan (S.Pd.) in Teaching English

By:

Lailatul Rochmah

NIM D05212018

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

iv

APPROVAL SHEET

This thesis by Lailatul Rochmah entitled

The Implementation of Encoding

Technique in Teaching Grammar to Improve Students Ability in Memorizing 16

Tenses in Second Grade of SMP Negeri 4 Surabaya

has been approved by the

thesis advisor. For further approval by the Board of Examiners.

Surabaya, October 14

th

2016

Advisor

v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI

KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai aktifitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah

ini, saya:

Nama

: Lailatul Rochmah

NIM

: D05212018

Fakultas/Jurusan

: FTK/PBI

E-mail address

: lailatul.rochmah@ymail.com

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada

Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya

ilmiah :

Skripsi

Tesis

Desertasi

Lain-lain

Yang berjudul :

THE IMPLEMENTATION OF ENCODING TECHNIQUE IN TEACHING RAMMAR

TO IMPROVE STUDENTS ABILITY IN MEMORIZIG 16 TENSES IN SECOND

GRADE OF SMPN 4 SURABAYA

Beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini

Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media /

format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan

menampilkan / mempublikasikannya di Internet atau media lain secara

full text

untuk

kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama

saya sebagai penulis / pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN

Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak

Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 4 November 2016

Penulis

(Lailatul Rochmah)

KEMENTERIAN AGAMA

UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA

PERPUSTAKAAN

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ìë ò òëì óëôêï í òõöìóë èó ëï õê ÷ó

.

Without it, the

arrangement of some words become meaningless. In other words, it can be

defined as the way that words can be put together in order to make meaningful

and understable utterances either spoken or written. As stated by Thornbury as

follows:

Grammar is partly the study of what forms (or structure) are

possible in a language. Traditionally, grammar has been

concerned almost exclusively with analysis at the level of the

sentence. Thus a grammar is a description of the rules that

govern how language s sentences are formed. Grammar attempts

to explain why the following sentences are acceptable:

We are not at home right now

àÞ ã

we at right home now are.

1

Therefore, grammar takes significant role in learning English. From this

fact, it can be concluded, that understanding of grammar needs the rules that

govern how language s sentences are formed must be mastered by language

learners besides mastering the four skills in English language. As Penny Ur

said, There is no doubt that knowledge implicit or explicit of grammatical

rules is essential for the master of language; you cannot use word unless you

know how they put together.

2

Thus, it should be taught for English language

learners, so they are able to comprehend the grammatical rule of English.

1

Scott Thornbury,

øù

w

úù ûüý þ

h Gr

ý ÿÿý

r

, (London: Pearson ESL, 2000), 1.

2

Penny Ur,

Gr

ýÿÿý

r r

ý þú✁þü✂þú✁✄ ✁ú✁ü

s:

✂

pr

ýþú✁þý☎✆

u

✁✝ü

f

ù

r

ú üý þ

h

ü

rs

✞

(Cambridge: Cambridge

University Press, 2006), 4.

However, in fact, teaching grammar is still having problems. Most of

students consider grammar is one of most difficult aspect of a foreign language

to be learnt. The variety in forms and usages confuses English as second or

foreign language learners. They learn new grammar rules every day, but they

have difficulties in applying them. Those difficulties make students less active

in the learning process, causing boredom because it was filled with a lot of

formulas and rules that must be understood. In addition the problem of the

grammar rules, other difficulty most commonly experienced by students who

are learning the English grammar at all levels of education, from primary,

secondary and higher, is how to memorize and apply the rules when speaking

or writing, especially in the use of tenses which became the main grammar

rules.

3

Either good or bad quality of the use of English in the context of spoken

and written communication reflected in how well a learner is able to use

tenses.

4

The problems never should have happened if students already have

enough knowledge about what it tenses, when to use it, and mark the time what

needs to be known and necessary.

5

As we know that, there are 16 tenses in

English grammar. The students should memorize the grammar, especially

tenses knowledge easily.

Nowdays, many strategies have been implemented in teaching grammar.

Implementation of those strategies aimed at improving students ability to

3

Tommy Hanafi,

✟ ✠✡ ☛

s

C

☞

p

✠

t B

☛ ✌✠

: 16

✍☞✎☞

s

s

, (Jakarta: Javalitera, 2011), 2.

4

Pardiyono,

Sur

☞✏✑ ✒

u . . . C

✠✎✓

8

✔☛ ✎

u

✡☞

s

✡✒✔✠

s

✡ ☞

r th

☞✍☞ ✎☞

s

s

, (Yogyakarta: Andi Offset, 2013),

ii.

5

Slamet Riyanto,

✍

h

☞

1st Stu

✕☞ ✎

t s

✖

h

✒☛ ✖☞

: Ch

✠✎ ✗☛ ✎ ✗✍☛ ✘☞

s

✏

Ch

✠✎✗☛ ✎✗✍☞✎

s

☞

s

✏

(Yogyakarta: Andi

understand and memorize the rules of tenses. Hence, the researcher intends to

implement encoding as a technique to improve students ability in memorizing

the rules of 16 tenses in verbal form. Encoding means a change of information

be a code transfered to the memory.

6

In this context, teaching 16 tenses by

making code for the rules of tenses to make students easier in memorizing 16

tenses and the use in creating sentences.

The technique is implemented in second grades of SMPN 4 Surabaya.

Why choose a second grades? Because at this level, students are

well-acquainted with the English language and can understand English language

structure. By considering the English subject matter, tenses are needed for the

next level, ninth grade. The researcher chooses memorizing because in this

grade, the syllaby is refer simply to types of text, such as descriptive, recount,

and narrative text which only need simple present and simple past, so the

technique implementation only for the pattern and simple sentence as example

of each tenses which is easier to remember and considering limited time for

doing research, it is impossible to make students in mastering all 16 tenses at

once. For mastering all 16 tenses along with other rules like time signal needs

more times because it needs many practices and automatically it needs more

meetings. Based on preliminary observation, the students of second grades in

SMPN 4 Surabaya also have a good ability in memorizing. It makes students

6

Wayne Weiten,

✙✚✛

sy

o

✜ ✢✣

y

:

✤

h

✥✦✥

& V

✧★ ✧✩ ★ ✢✪

r

, (USA: Wadsworth Publishing Company,

2000), 195.

can memorize patterns of tenses easily. So this technique is suitable to be

implemented in teaching grammar, especially for learning 16 tenses

✫ ✬✭✮✯ ✮✰ ✱✲✳✴ ✵✮✯ ✶ ✷✸✹✯

To make easy the study to understand, the problems are formulated as

follow:

1. How is the implementation of encoding technique in teaching grammar to

improve students ability in memorizing 16 tenses in second grade of SMPN

4 Surabaya?

2. Is there any improvement after implementing encoding technique to

student s ability in memorizing 16 tenses in second grade of SMPN 4

Surabaya?

✺✬✻ ✼✽✮ ✲✶ ✷

ve of the Study

The objectives of this study are:

1. To implement encoding technique in teaching grammar especially for 16

tenses which is difficult for almost all students in second grade of SMPN 4

Surabaya. They assume difficult because most of junior high school students

are in low ability while learning tenses. They can not memorize the pattern

of many tenses.

D. Hypothesis

The hypothesis of this study is: there is improvement of students score

in memorizing 16 tenses after implementing encoding technique in teaching

grammar.

E. Significance of the Study

The finding of the study was expected to give contribution for:

1. Students; to improve their abilities in memorizing 16 basic tenses which

considered as difficult materi to learn in English subject matter. Thus,

students would be able to memorize those tenses without difficulties.

2. English teachers; this study give them input or new information about

alternative technique in teaching grammatical rules especially in

memorizing 16 tenses.

F. Scope and Limtitation

This study focuses on implementing encoding in teaching grammar to

improve student s ability in memorizing 16 tenses, particularly verbal form in

second grade of SMPN 4 Surabaya and the effect which is appeared by the

technique. The author restricts to factors which affect on student s ability in

memorizing the tenses and nominal form.

G. Definition of Key Terms

1. Encoding

With

✾✿ ❀❁

as the root word, has meaning to express or put some

informations into a code or other different form that makes easier for

understanding the information.

7

Encoding in this study has function to teach

grammar by giving key part of 16 tenses into simple form, like table with

simple explanation which is perceivable for students to write patterns of 16

tenses by their own selves. Thereby, the researcher hopes this technique can

improve students ability in memorizing those tenses.

2. Teaching Grammar

Teaching Grammar is defined as the work that teacher does in helping

students to learn English grammatical rules. Grammatical itself can be

defined as the rules to regulate the words are combined together to make

meaningful understandble utterances either spoken or written.

8

In other

word, teaching grammar intents on help students to learn English both in

spoken and written form. In this context, part of grammar rules is tenses by

implementing encoding technique in explaning the tenses pattern and giving

examples.

3. Memorizing

In matter of Improve Students Ability in Memorizing, it can be

explained as making students ability to be better as before in term of

7

Wayne Weiten,

❂❃❄

sy

❅ ❆ ❇

o

y

:

❈

h

❉❊❉

& V

❋●❋ ❍ ●❆ ■

r

, (USA: Wadsworth Publishing Company,

2000), 196.

8

memorization. According to Rubin in research of Rouhollah and Novid,

memorization point to set of operations involved by the learners to encode

the target language and to save it in their long-term memory for future

retrieval.

9

By doing so, in this study, students are able to remember what

they have learnt for long time, that is the tenses patterns.

4. 16 Tenses

Talking about English grammatical rules in written, 16 tenses is

inseparable. The tenses here is only about verbal sentence, that is a sentence

which needs subject and verb. Those tenses are arranged as follow:

[image:15.595.122.518.240.663.2]

Table 1.1.

Names of 16 tenses

10

Present

Past

Future

Past Future

Simple

Simple

Present

Simple Past

Simple

Future

Simple Past

Future

Continuous

Present

Continuous

Past

Continuous

Future

Continuous

Past Future

Continuous

Perfect

Present

Perfect

Past Perfect

Future

Perfect

Past Future

Perfect

Perfect

Continuous

Present

Perfect

Continuous

Past Perfect

Continuous

Future

Perfect

Continuous

Past Future

Perfect

Continuous

9

Rouhollah Rahmatian; Novid Armiun, Cognitive of Encoding, Storage, and Retrieval of

Lexicon Popular Techniques Applied by Iranian French Language Learners .

❑▲ ▼ ◆▲ ❖ ▼P ◗▲ ❖❘

r

❙ ❚

u

❖▼ P ◗▲❯

tu

❚P ◆

s

. Vol. 6 No. 8, Canadian Center of Science and Education 2013, 47. Retrieved on

July 24, 2016 07:15

http://dx.doi.org/10.5539/ies.v6n8p47

10

Hani Sutrino,

❱ ◆

to

❚◆❲ ◆

r

❳ ❖

ru

❚❖❘ ❖❨

B

◆❘ ❖

j

❖

r B

❖

h

❖❖

s

❑▲ ❩❩

r

P❬

:

❭ P▲ ▼ ❖

r J

❖

r

P❲◆▲

s

◆❪

s

(Yogyakarta:

❫❴ ❵❛❜❝ ❞

II

❞❝ ❡

I

❝ ❢❣❤❞❝ ✐ ❵❜❝ ❥✐

I

❜❝ ❞ ❵❜❦❞❝

❵❧❜♠♥♦ ♣q

t

qrst❤♣s✉♥♦♣✈

w

✇①②③ ④ ①⑤⑥⑦⑧⑨⑧ ⑩ ⑥❶⑤② ❷③③ ⑧ ❸⑧⑨ ⑤❶⑦ ①⑧ ❹⑨②⑧③⑦ ①⑨❹❺❻ ①⑨⑧ ❸②⑧❼② ❷❻③ ❹❽⑧ ❶②⑦⑧⑨⑤⑦ ❺⑨ ⑧③

⑨⑧ ❶⑤⑦⑧❾⑦ ❹⑦ ①②③③ ⑦ ❺❾❿➀✇ ①⑧⑦ ①⑧ ❹⑨②⑦②④ ⑤❶➁❺② ❶❾❺⑥⑤③➂❹ ❶❶❹❼③➃

➄❧ ❜♥ s r♠ q➅➆➇

r

s✉ ✉ s

r

✇ ①⑧❼ ⑤❿⑦ ❹⑦⑧ ⑤④ ①❻⑨⑤❽❽ ⑤⑨ ①⑤③ ❼②❾⑧ ❸⑤⑨②⑧⑦❿➁⑤③ ⑧❾❹ ❷❺③ ⑧⑤❷❾❷⑧ ⑧❾③ ❹➂

⑧ ❸⑧⑨❿③ ⑦ ❺❾⑧ ❷⑦③❶⑧ ❸⑧ ❶➀➈⑧❷❷❿➉⑨③ ❺❻ ❻ ⑧③ ⑦③ ➂❹❺⑨③⑦ ⑤❻⑧③② ❷⑦⑧ ⑤④ ①② ❷❻❻⑨⑤❽❽ ⑤⑨➃⑤➊

Presentation

➋➁➊

Isolation and explanation

➋④ ➊

Practice

➋⑤❷❾❾➊

Test

➀ ➌

a. Presentation

➍⑧ ❷⑧⑨ ⑤❶❶❿ ➎ ② ❷ ⑦⑧ ⑤④ ①② ❷❻ ❻ ⑨ ⑤❽❽ ⑤⑨➎ ⑦ ①⑧ ➂②⑨③ ⑦ ③⑦ ⑤❻ ⑧ ②③ ⑥⑨⑧③ ⑧ ❷⑦② ❷❻ ⑦ ①⑧

④ ❶⑤③ ③ ❼②⑦ ① ⑦⑧ ⑩⑦ ② ❷ ❼ ①②④ ① ⑦ ①⑧ ❻⑨ ⑤❽ ❽⑤⑦②④ ⑤❶ ⑤⑥⑥⑧ ⑤⑨③➀ ✇①⑧ ⑥❺⑨ ⑥ ❹③ ⑧ ❹➂ ⑦ ①②③

③ ⑦ ⑤❻⑧ ②③ ⑦ ❹ ❻⑧⑦ ⑦ ①⑧ ❶⑧ ⑤⑨ ❷⑧⑨③ ⑦ ❹ ⑥⑧⑨④⑧② ❸⑧ ⑦ ①⑧ ③⑦⑨❺④⑦ ❺⑨⑧ ②⑦③ ➂❹⑨ ❽ ⑤❷❾

❽⑧ ⑤❷② ❷❻② ❷ ➁❹⑦ ① ③ ⑥ ❹➏⑧ ❷ ⑤❷❾ ❼⑨②⑦⑦⑧ ❷ ⑦⑧ ⑩⑦ ⑤❷❾ ⑦ ❹⑦ ⑤➏⑧ ②⑦ ② ❷⑦ ❹ ③ ① ❹⑨⑦ ➐⑦⑧⑨ ❽

❽⑧ ❽❹⑨❿

.

2

By showing several texts and short dialogues as the example,

the learners are able to get the meaning and the use of the structure

within text. It can involve their comprehension and allow learners to have

chance to personalize the rule.

b. Isolation and explanation

This stage focuses on grammatical items: what it means, how it

functions, and what rules govern it. The objective of this stage is that the

1

Penny Ur,

Grammar Practice Activities: A practical guide for teachers,

(Cambridge: Cambridge

University Press, 2006), 7.

2

Ibid.

➑➒➓➔→ ➒➔➣ ➣ ↔↕ ➙ ➑➛ ➜↕ ➝ ➞ ➔➒↔ ➒→➛ ➟↔ ➒➣➒ ➠ ➓➔➡↕ ➙ ➣ ➔➙➑➒➣ ↕ ➢ ➟↔➒ ➣ ➟➔➙ ➜➟➙➔ ➒➤ ➥ → ➟↔➡ ➣

➜➓➣ ➒➦ ➧➡ ➜↔ ➓➒➑ ➨➩➓→➦ ➓➙➟↔↕ ➔↕➢ ➟➒➓➜↔ ➒➔➣➫ ➓→➛ ➣ ➟➙➛➒→➟➣➫ ➭➔ ➓➝ ➝ ➓➔➦ ↕ ➢ ➢➒➔➣

➟↔ ➒➢↕➑➑↕➩➡ →➭➭➙➡➛➒➑➡ →➒➣➢↕ ➔➞➔➒➣ ➒→ ➟➡ →➭➟↔➒➔➙➑➒➣➤➯ ↔ ➒➲➓➔ ➒➳

➵➸ ➺

r

u

t

➻ ➳ ➟↔➒➔ ➙➑➒➣➣ ↔↕➙➑➛➼➒➟➔➙ ➒➽

➾➸ ➚ ➪➶ ➪

t

➹ ➘➪➴➷➬➮➱➹ ✃ ➪

ty

➳ ➒❐ ➞➑➓➡ →➡ →➭➟↔ ➒➔ ➙➑➒➣ ➣ ↔↕➙➑➛➼➒➜➑➒➓➔➑➲ ➩↔ ➓➟➟↔➒

➑➡➝ ➡ ➟➣➓➔➒↕→➟↔➒➙ ➣➒↕ ➢➭➡➠➒→➢↕ ➔➝➽

❒➸ ❮➪➶❰ ➱➪Ï ➪

ty

➳➞ ➔➒➣ ➒→➟➡ →➭➟↔ ➒➔ ➙➑➒➣ ➣↔↕ ➙ ➑➛ ➼➒➣➡➝ ➞ ➑➒➦ ➣↕ ➟↔ ➓➟➟↔ ➒ ➑➒➓➔ →➒➔ ➣

➜➓→➙ →➛➒➔➣ ➟➓→➛➡ ➟➒➓➣➡ ➑➲➽

Ð➸ Ñ➹➶ ➪➱➹✃ ➪

ty

➳ ➓→ ➒❐ ➞➑➓→ ➓➟➡↕→ ➣ ↔↕➙➑➛ ➟➔➲ ➟↕ ➙➣ ➒ ➓ ➜↕ → ➜➒➞➟ ➩↔➡ ➣ ➡ ➣

➢ ➓➝➡ ➑➡ ➓➔ ➢↕➔ ➟↔ ➒ ➑➒➓➔ →➒➔ ➣➤ ➧↕ ➣ ➟ ➑➒➓➔→➒ ➔➣ ↔ ➓➠➒ ➓ ➢ ➓➝➡ ➑➡ ➓➔ ➜↕ → ➜➒➞ ➟ ↕➢

➟➒→ ➣ ➒Ò ➞ ➔➒➣ ➒→➟➦ ➞➓➣ ➟➦ ➢➙➟➙ ➔➒➸➽

Ó➸ ÔÕ➱ÕÖ➹➷ÏÕ➳ ➓ ➔ ➙➑➒ ➣ ↔↕➙ ➑➛ ➓→➣➩➒➔ ↕→➑➲ ➢↕➔ ➟↔➒ ×➙ ➒➣➟➡↕→➣ ➟↔➓➟ ➟↔ ➒

➣ ➟➙➛ ➒→ ➟➣→➒➒➛➓→➣➩➒➔ ➒➛➤ Ø

➥ →➡➝ ➞ ➑➒➝ ➒→ ➟➡ →➭➟↔↕ ➣ ➒ ➭➙➡➛ ➒➑➡ → ➒➣➦ ➣↕ ➝ ➒➟➡➝➒➣➦ ➟↔➒➑➒➓➔→ ➒➔➣➙➣ ➒➟↔ ➒➡ ➔

➝ ↕ ➟↔ ➒➔ ➟↕ →➭➙ ➒ ➟↕ ➒❐ ➞➑➓➡ →➦ ➟➔➓→ ➣➑➓➟➒➦ ➝ ➓Ù ➒ ➭➒→ ➒➔➓➑➡Ú ➓➟➡↕→➣ ➓→➛

➜↕ ➝ ➞ ➔➒↔➒→➛ ➟↔➒ ➝➓➟➒➔➡ ↕ ➢ ➣➟➔ ➙➜➟➙ ➔➒➤ Û↕→➒➟↔ ➒➑➒➣ ➣➦ ➙➣➡ →➭ ➟↔ ➒ ➝↕➟↔➒➔

➟↕→➭➙ ➒ ➣ ➟➡ ➑➑ ↔➓➣➼➓➛ ➒➢➢ ➒➜➟ ➼➒➜ ➓➙➣ ➒

➟↔➒➔ ➒ ➩➓➣ ➑➡➟➟ ➑➒↕ ➞ ➞↕➔➟➙→➡ ➟➲ ➢↕ ➔ ➟↔ ➒➝ ➟↕ ➞➔ ➓➜➟➡ ➜➒➟↔➒➟➓➔➭➒➟➑➓→➭➙ ➓➭➒➦ ➟↔ ➓➟➡ ➣Ü→➭➑➡ ➣ ↔➤

Û↕➩➓➛ ➓➲ ➣➦ ➟↔ ➒➔➒ ➓➔➒ ➝ ➓→➲ ➝ ➒➟↔↕➛➣ ➟↕ ➟➒➓➜↔ ➭➔➓➝ ➝ ➓➔ ➡ →

➒❐ ➞➑➓→ ➓➟➡↕ → ➣ ➟➓➭➒➤ Ý➒➟➦ ➑➒➓➔ →➡ →➭ ➭➔➓➝ ➝ ➓➔ ➓➔➒ ➣➟➡ ➑➑ ➝➓❐➡➝➡Ú ➒➤ ➥ ➟ ➜➓→ ➼➒

➣ ➒➒→ ➢➔↕➝ ➢ ➓➜➟ ➟↔➓➟ ➝➓→➲ ➣ ➟➙➛➒→ ➟➣ ➡ → Þ ➙→➡↕ ➔ ↔➡➭↔ ➣ ➜↔↕ ↕ ➑ ➑➒➠ ➒➑ ➓➔➒ ➣➟➡ ➑➑

ß

þÿ ✁✂✄ ☎✆ ✝☎ ✞✟ ✆ ✠✡ ✟ÿ þ☎✄ ✄ ☛☞✌☎ ✍✞✟☎þÿ ✁ ✂✄ ☎✎✏ ✍✑ ✞ ✍✠ ✟✞✑ ✑ ✞✟✡✞✒✒☎ ✟

✝✆✓☎✒☎ ✄ ☎✄✔✌✆þ✌✆✄ ☎☎✎☎✎ ✆ ☎✕☎ ✟✍ ✞✄✡ ☎ þ✒ÿ ✁✄✓✆✝✝☛

c. Practice

✖✒ ✒✌ ✆✄ ✄ ✒ ✞✠☎✗ ✞✄ ☎ ✟✆☎✄ÿ ✁ ☎✘☎ ✟ þ✆✄☎✄ ✠ ✆✕☎ ✏ ÿ✒✌ ✆ ✒✌☎ þ✝✞✄ ✄ ✟ÿÿ✑ ✞ ✎

✁ÿ ✟ ✌ ÿ✑☎ ✞✄ ✄ ✆✠ ✑☎ ✒✄✗ ✔✌ ÿ✄☎ ✡✂✟✡ÿ✄ ☎ ✆✄ ✒ ÿ ✑ ✞✓☎ ✒✌☎ ✝☎ ✞✟ ☎ ✟✄ ✠✟✞✄ ✡ ✒✌ ☎

✄ ✒ ✟✂ þ✒ ✂✟☎ ✒✌ ÿ ✟ÿ ✂✠ ✌ ✝✍ ✞ ✎ ✒ ÿ✒ ✟✞ ✄ ✁☎ ✟ ✔✌✞✒✒✌☎ ✍ ✠ ☎✒ ✞✁✒☎ ✟ ✝☎ ✞✟ ✆ ✠ ✡ ✟ÿ þ☎✄ ✄

✁✟ ÿ✑ ✄ ✌ÿ✟✒ ✙✒☎ ✟✑ ✒ ÿ ✝ÿ ✠ ✙✒☎ ✟✑ ✑☎✑ÿ✟✍☛ ✚

☞✍✡ ☎✄ ÿ✁ ☎✘☎ ✟þ✆✄ ☎✄ ✑✂✄ ✒ ✏☎

þÿ ✄ ✆✎☎ ✟☎✎✏✞✄ ☎✎ÿ ✔✌✞✒✓✆ ✎ ÿ✁✑ ✞✒☎ ✟✆✒✌ ✞✒✌✞✕☎✒☎ ✞þ✌☎✎ ☛

d. Test

☞☎ ✞þ✌ ☎ ✟ ✌ÿ✝✎ ✄ ✒☎✄ ✒ ✁ÿ ✟ ✝☎ ✞✟ ☎✟✄ ✒ ÿ ✎ ☎✑ ÿ ✄ ✒ ✟✞✒☎ ✞ ✎ ☎✕✞✝✂ ✞✒☎ ✌ ÿ✔

✔☎ ✝✝✒✌☎✍✑ ✞✄ ✒☎ ✟☎✎✒✌ ☎✑✞✒☎ ✟✆✞✝✒✌ ☎✍ ✌ ✞✕☎✏ ☎☎ ✝☎ ✞✟ ✆ ✠ ☛ ✛ ÿ ✝✍ ✁ÿ ✟✒✌ ☎

✝☎ ✞✟ ☎ ✟✄✗ ✒✌ ✆✄ ✄✒ ✞✠☎ ✞✝✄ ÿ ✡ ✂ ✟✡ ÿ✄ ☎✎ ✒ ÿ ✡ ✟ ÿ✕✆✎☎ ✁☎☎✎ ✏ ✞þ✓ ✞ ✎ ✒ ÿ ✓ ÿ✔✒✌ ☎

✑✞✒☎ ✟✆✞✝ ✔✌ ✆þ✌ ✌ ✞✕☎ ✞ ✎ ✌ ✞✕☎ ÿ✒ ✝☎ ✞✟ ✒ ✁ÿ✟ ✏ ÿ✒✌ ✒☎ ✞þ✌ ☎ ✟ ✞ ✎ ✝☎ ✞✟ ☎ ✟✄ ☛

Doing test for the learners also to measure their comprehension in

learning grammar. According to Arthur, the grammatical test can be

applied in form of gap filling, writing items, paraphrase, completion,

multiple choice, etc.

5

It depends on students need and their skill level.

Meanwhile, Graham Lock also have a notion about methodological

options in teaching grammar. He stated that the methods of teaching

4

Penny Ur,

Grammar Practice Activities: A practical guide for teachers,

(Cambridge: Cambridge

University Press, 2006), 7.

5

✜✢ ✣✤ ✤✣✢ ✥✦✧ ★ ✩★✪ ★ ✦✫ ✪✬ ✦ ★✪ ✣✜✭★ ✮ ✪✯ ✦ ★ ✭ ✣✢ ✭

input

✣✧ ✰

practice

✱ ✲

Input

✥✦✳✴ ✰

✵✭ ✩✧ ✪ ✭✢✶✢ ✭✪ ✭✰ ✣★ ✪✯✭ ✪ ✩✤✭ ✫ ✦✢ ★✪ ✳✰ ✭✧✪ ★ ✪ ✦ ✣✵★ ✦✢✵ ✣✴✴ ✦✫ ✷✧✦✬✴ ✭✰ ✜ ✭ ✣✧ ✰

✤ ✣✪ ✭✢ ✩✣✴ ✜✳ ✩✰✭✰ ✵✸ ✪✯✭ ✩✧ ★✪✢ ✳ ✥✪ ✩✦✧★ ✦✫ ✪✯✭ ✪ ✭✣✥✯ ✭✢ ✱ ✹✪ ✥✦✤✶✢ ✩★ ✭★ ✦✫ ★ ✭✺ ✭✢ ✣✴

★✪ ✭✶★✣✢ ✭

mode, noticing

✣✧✰

level.

✻✦ ✰✭★✪ ✭✶✩★✳★ ✭✰✫ ✦✢✬ ✣✢✤✩✧✜✳✶✩✧✪✯✭

✵✭✜✩✧ ✧ ✩✧✜ ✦✫ ✪ ✭✣✥✯ ✩✧✜ ✣✧ ✰ ✴ ✭✣✢ ✧ ✩✧✜ ✣✥✪ ✩✺✩✪✸ ✱ ✼✫✪ ✭✢ ✬ ✣✢ ✤ ✩✧ ✜ ✳✶✮ ✴✭ ✣✢✧ ✭✢ ★

✧✦✪ ✩✥✭✬✯ ✣✪✪✯✭✸✜✭✪ ✩✧ ✤✦ ✰✭★✪ ✭✶✽✢ ✭✣✰ ✩✧ ✜ ✮✴ ✦ ✳✰✴✸✧✦✢ ★ ✩✴ ✭✧✪✴✸ ✣✧ ✰✴ ✩★✪ ✭✧ ✩✧✜

✫ ✢ ✦✤✪ ✭✣✥✯✭✢ ✦✢✢✭✥✦✢✰✭✰ ✰ ✩✣✴ ✦✜✳ ✭✱✾✯✭✪ ✭✣✥✯✭✢ ✜ ✩✺✭★ ✤ ✣✪ ✭✢ ✩✣✴ ★ ✳ ✥✯ ✣★✪ ✭✿✪ ✮

★✯✦✢✪ ✰✩✣✴ ✦ ✜✳ ✭★✮ ★✭✧ ✪ ✭✧✥✭★ ✩✧ ✪✯ ✭★ ✭ ★✪ ✣✜✭★ ✱ ❀✭★ ✩✰ ✭★✮ ✪✯ ✭ ✭✿✶✴ ✣✧ ✣✪ ✩✦✧ ✢ ✳✴ ✭★

✣✵✦✳✪ ✜✢ ✣✤ ✤✣✢ ✣✴ ★ ✦ ✰ ✭✴ ✩✺✭✢✭✰ ✵✸ ✪✯✭ ✪ ✭✣✥✯ ✭✢ ✩✧ ✪✯ ✭★ ✭ ★✪ ✭✶★✱ ✼✫✪ ✭✢ ✪✯✦★ ✭

★✪ ✭✶★✮✪✯✭✴ ✣★✪ ★✪ ✭✶✩★✴ ✭✺ ✭✴ ✱✹✧✪✯ ✩★ ★✪ ✭✶✮✪✯ ✭✴ ✭✣✢✧✭✢ ★ ✶✢ ✣✥✪ ✩✥✭✪✯ ✭✩✢✷✧ ✦✬✴ ✭✰ ✜✭

✩✧ ✪ ✭✢ ✤ ✦✫ ✥✢ ✭✣✪ ✩✧✜ ★ ✭✧✪ ✭✧ ✥✭✦✢ ✪ ✭✿✪ ✱✾ ✯ ✭ ★✪ ✭✶★❁ ✭✿✶✴ ✣✧ ✣✪ ✩✦✧ ✣✵✦✺ ✭ ✩★ ✰✢ ✣✬✧

✩✧✪✯✭✥✯ ✣✢ ✪✵✭✴ ✦✬ ✱

❂

❴❵❛❜

t

❝❞❡❞❢❣ ❤ ✐❤✐❵❣ ❥❣ ❦❣ ❧ ♠♥❛ ❦

t

❣ ♦

t

♠❣ ♣

s

♠♣

t

✐❛♥❵♠♣❧❧ ❜ ❛❤ ❤❛

r

q

y

r❛ ❵❛❤

r

s❣♥t ✉

✈ ✇①②①③④ ⑤

practice

⑥ ⑦⑧⑨⑩③ ❶❶⑦⑨ ❷❸ ❹ ❶❸①④ ③ ❺② ①③⑥ ❻ ①③ ❶ ❹❼② ① ⑧①⑥⑨⑥⑨ ❹ ❷ ❹ ❼ ⑥ ✇①

❺②③❽ ❽③⑥⑨⑩③ ❶ ❼①③⑥❾② ① ⑩ ❹❽❿⑨ ❷①❻ ➀⑨⑥ ✇ ❼①①❻❿③⑩➁ ❹❷ ⑧①② ❼❹②❽③ ❷⑩①➂ ➃

➄❷ ⑧②③⑩⑥⑨⑩①

④ ⑥③ ❺①⑤ ⑥ ✇①② ① ➀①②① ④ ❹❽① ④ ⑥① ⑧④ ⑩③ ❶❶①❻

channel, interaction¸

③ ❷❻

students

production.

➅⑦ ⑥①③⑩ ✇①②④ ❺❾⑨❻ ③ ❷⑩①⑤ ④ ⑥❾❻ ① ❷⑥④ ⑧②③⑩⑥⑨⑩① ⑥ ❹ ❽①③④❾② ① ⑥ ✇①⑨②

⑩③ ⑧③❿⑨ ❶⑨⑥⑨①④ ⑨ ❷ ⑩ ❹❽⑧②① ✇① ❷❻ ⑨ ❷❺ ❽③⑥① ②⑨③ ❶ ❹ ❼ ❺②③❽ ❽③② ⑤ ①⑨⑥ ✇①② ⑨❷ ④ ⑧ ❹➁① ❷ ❹②

➀② ⑨⑥⑥① ❷ ❼❹②❽⑤ ⑨ ❷ ❺② ❹❾⑧ ❹② ⑨ ❷❻⑨❸ ⑨❻❾③ ❶➂ ➄❷ ④⑥❾❻① ❷⑥④➆ ⑧② ❹❻❾⑩⑥⑨ ❹❷ ④⑥① ⑧⑤ ④ ⑥❾❻① ❷⑥④

➇

➈➉➊ ➋ ➌➍➎ ➏➐ ➑

➓➔→ ➣↔↕ ➓➙➛➜➙➝➜➞ ➟➣↕ ➠➣ ➟ ➛➝→ ➛➡

Kind of the test has some similarities in the test

stage from Penny Ur.

9

➢ ➤ ➥➦ ➧ ➧➦ ➨

r

Basically, the mastery of the English language does not escape from

the rules of grammar. According to Harmer, the grammar of language is the

description of the ways in which words can change their forms and can be

combined into sentences in the language.

10

A sentence has good meaning

when it is compiled in accordance with the rules of grammar. The rules for

creating sentences called tense. Tenses is plural form of tense can be

explained as a set of grammatical markings which are used to relate the

time of events described in a sentence to the time of the utterance itself.

11

It

can be defined as the relationship between the form of the verb and the time

of the action.

12

It means, tenses change type of verb based on the time which

someone does the activity. According to time signal, tenses are divided into

present, past, future,

and

past future

.

9

For more complete about kind of grammatical practice activities, see C. Frank and Rinvolueri M.,

Grammar in Action Again: Awareness Activities for Language Learning

. London: Prentice Hall,

1987.

10

Jeremy Harmer,

The Practice of English Language Teaching

, (England: Pearson Education

Limited, 2001), 12.

11

Adopted from Bahagia Tarigan. Research Thesis:

Teaching English Grammar

Communicatively in an Indonesian University

(Melbourne: Victoria University, 2001), 21.

12

➩ ➫➭➯➭➲➳ ➵ ➸➲➳ ➭➺ ➻➼ ➳ ➭➼ ➽➭➼ ➾➭ ➚➲ ➽➽➭➯➼➵ ➽➭➼➳ ➭➳ ➲ ➯➭ ➾ ➪➲➳ ➳ ➶➹➶➭➺ ➶➼ ➽➻

simple,

continuous, perfect,

➲➼➺

perfect continuous

➘

➴ ➷

➬➹➽➭➯➮➲➯➺ ➳ ➵ ➽➫➻➳➭

➾ ➪➲➳ ➳ ➶➹➶➾➲ ➽➶ ➻➼➳➺➭ ➱➭ ➪➻➚➭➺➶➼ ➽➻✃ ❐ ➽➭➼ ➳ ➭➳➮➫➶➾ ➫➲➯ ➭➮➭ ➪➪❒➼➻➮➼➘➬➳➮➭❒➼➻➮

➽➫➲ ➽➵ ➾ ➻❮❮➻➼➪❰➵ Ï➼Ð➪➶➳ ➫➽➭➼ ➳ ➭ ➾➲➼ ➸➭ Ð➯ ➻Ñ➚➭➺ ➶➼ ➽➻ ➽➫➯➭➭❮➲➶➼ ➽➭➼ ➳➭➳Ò

past,

present,

➲➼ ➺

future.

Ó➫➭ ➱➭➯ ➸

study , for example, in I study English

subject in the calssroom refers to present time and the verb study in I

studied English subject in the classroom refers to past time of tenses and I

will study English subject in the classroom refers to future. These three

sentences can be said to differ in term of tense.

Ô Õ Ö ×ØÙÚÛ ×ÜÛ ×ÝÞ ×Þßà

r

In education, teaching and learning of foreign languages need

variation memorization ways. Memorization ways refer to a set of

operations employed by the learners to encode the target language and to

store it in their long-term memory for future retrieval. According to Wayne

Weiten, encoding is explained by a concept of three key processes:

encoding, storage, and retrieval. It draws an analogy between these

processes and elements of information processing by computers.

13

áâãä

t

åæçæèâ

r

ééêé

y

ë

r

ìíéîî é

s

ïðñé ñ ì

r

y

òó

ô

r

ìíé

ss

õðí ìöïð÷ ø

t

ìä ã÷é ùé

tr

ïéúãû

üéýïðï

t

ïìð þÿ ✁✂ ✄☎

✆ ✁✝✞✟ ÿ✠✡ ✞ ✄✞✁ ✝☛☞ ✁✌ ✄ þÿ ✁✂ ✄☎ ✞ ✡✟ ÿ✍✡✟ ÿ✟ ÿ✠ ✄ÿ☞ ✁✌ ✄✌ ✟ ÿ ✆✁ ✝✞✡✍✟ ✁ ÿ✟ ÿ ✞ ✄✞✁ ✝☛✁ ✄✝ ✍✟ ✞ ✄ þÿ ✁✂ ✄☎ ✝✄☞ ✁ ✄✝✟ ÿ✠ ✟ ÿ✆ ✁✝✞ ✡✍✟ ✁ÿ ✆✝✁ ✞✞✄✞ ✁✝ ☛ ☎ ✍✁✝✄☎ ✎ðãûì÷✏✑ ì

I

ðýìäñ ã✑ ïì ð

ë

r

ìíéî î ïð÷ ✒

y

ãí ìñ ëé

u

t

r

✓ÿ✍✄✝✟ ÿ ✠✌ ✡✍✡

✍✔✝✁✕✠✔

Keyboard

Saving data

In file on

hard disk

Calling up the

file and

displaying

data on monitor

From the chart, it elaborates encoding, is a change of information

be a code transfered to the memory. For example, when the people form

a memory code for a word, they might sign over to how it looks, how it

sounds, or what it means. To change the information be a code, people

usually requires attention. They would not recall something which they

had not noticed.

15

ãæ õðí ìöïð÷ ïðè é ãí âïð÷✖

r

ãññ ãä

In this context, encoding technique used to improve students

ability in the term of memorising 16 tenses. These techniques give

priority to the active role of students in listening, noticing, imitating, and

pronounce, along use the hands and fingers as the media to memorize 16

14

Wayne Weiten,

Psychology: Theme & Variation

, (USA: Wadsworth Publishing Company,

2000), 195.

15

✗✘✙✚ ✘✚ ✛ ✜✢

✣✚ ✤ ✘✙✗✥✦ ✙✘✧ ✥✙ ✗★ ✘ ✤✘✤ ✦✩ ✥✪✫ ✗✥✦✙ ✬ ✩✦✭ ✘✚✚ ✗★ ✫ ✗ ✗✦ ✮ ✘ ✫ ✮✯ ✘ ✗✦

✩✘✤ ✘✤✮ ✘✩ ✥✙✰✦ ✩✤✫ ✗✥✦✙ ✘✫✚ ✥✯✱✲ ✧ ✘✯ ✥✳✘✩✱ ✦✰ ✥✙✰✦ ✩✤✫ ✗✥✦✙ ✚ ★ ✦✴✯ ✧ ✮ ✘ ✥✙

✥✙ ✗✘✩✘✚ ✗✥✙✵✶✫✱✚ ✛

✷★✘ ✮✘✵ ✥✙✙ ✥✙✵ ✚ ✗✘✬ ✥✙ ✗★✘ ✗✘✭★✙✥✸✴✘ ✶★✥✭★ ✥✚ ✭ ✩✴✚ ✥✫✯ ✥✚ ✙✫ ✤ ✥✙✵

✗✘✙✚ ✘✚✮✱✴✚ ✥✙✵✰✥✙ ✵✘✩✚ ✛

✹✺✻

tu

r

✼✽✾ ✿✾❀✺ ❁❂ ✼

r

t

✼❁❃ ✼

s

❄❅

❆❇❈ ✼

:

❉✘✰✗★✫ ✙ ✧❊

❋ ● ❍✦✩ ✘✰✥✙ ✵✘✩✰✦ ✩■✥✤ ✬✯ ✘

❏● ❑✥✧ ✧✯ ✘✰✥✙✵ ✘✩✰✦✩▲✦ ✙✗✥✙✴✦✴✚

▼ ● ◆ ✥✙✵✰✥✙ ✵✘✩✰✦ ✩❖✘✩✰✘✭ ✗

P● ❉✥✗✗✯ ✘✰✥✙✵ ✘✩✰✦✩❖✘✩✰✘✭ ✗

▲✦✙ ✗✥✙✴✦✴✚

◆ ✥✵★✗★✫ ✙ ✧❊

✫ ● ❍✦✩ ✘✰✥✙ ✵✘✩✰✦ ✩❖✩✘✚ ✘✙ ✗

✮● ❑✥✧ ✧✯ ✘✰✥✙✵ ✘✩✰✦✩❖✫✚ ✗

✭ ● ◆ ✥✙✵✰✥✙ ✵✘✩✰✦ ✩❍✴✗✴✩✘

✧● ❉✥✗✗✯ ✘✰✥✙✵ ✘✩✰✦✩❖✫✚ ✗❍✴✗✴✩ ✘

◗ ❘

❙❚❯❱❲ ❳❨ ❩❱ ❯❬❭

Metode Terbaru dalam Belajar Bahasa Inggris: Pintar Jari Tenses,

❪❫❬❴ ❵❚❛ ❚❩❨ ❚❜ ❝❯❞ ❬ ❯❡ ❢❱ ❚❣❡❩❚❭❤✐ ❥❦ ❧❭❥♠

♣qq rrs ts✉✈r ✇t ①✉ ②③r④ts✉✈ tq q ✉r✇ ②q ts ⑤⑥s ⑦ ⑧⑨⑥ ②③ ⑨ts ⑤r③ q ⑦r ⑨✉ ⑩s ❶③t⑤✈✉

❷⑩s ❶q❸ ❹✈ tq ✉r ①✈ st❺②r ❻⑩❼t❻t❽rq ✉✈ r ⑨ts ⑤r③q ✉⑥ ⑨⑩ ①t⑦t✉⑩✉r ⑨⑥ ③

⑩③③⑩s⑤r❻rs ✉ ⑥ ⑨ ❾❿✉rs q rqs ⑩❻rq❸ ➀⑧ ①⑥❻➁ts ts ⑤ ✉✈rs②❻➁r③➂⑦r ⑨✉ ✈ ⑩s ❶➃

⑩s ❶✉✈ r⑦r✉✉r③➂③t ⑤✈ ✉✈ ⑩s ❶➃④✉✈r✉rs q rqs⑩❻rq①⑩s➁r❻rs✉t⑥ s⑩q⑨⑥⑦⑦⑥➄➅

❹✈r③ r⑩ ⑨✉r③④ ➁⑧ ①✈⑩s⑤ts⑤ ✉✈ r ③ ②⑦rq ⑥⑨ ❾❿ ✉rs qrq ts ✉⑥ ①⑥❶r④ t✉

➄⑥ ②⑦ ❶➁rr⑩q tr③⑨⑥ ③✉✈ r❻✉⑥❻r❻⑥ ③t❽r✉✈⑥ qr③ ②⑦rq❸

➆ ➇ ➈➉➊➋➌ ➍➌➎

u

➏➐ ➉➐➇ ➑➐ ➊

s t

➇➈➉➊

♣ ②❼t⑦t⑩③ trq ❹⑥➁ r ➒r③➁

➓③rq rs✉ ❶⑥➔❶⑥ rq ⑩❻➔tq➔⑩③r ❾

➓⑩q✉

Did

was / were

2

Future

will / shall

Be

1

Past

Future

would / should

Be

1

Perfect

have / has

Been

3

Past

→➣↔↕

:

➙➛➜ ➝➞➝➙➟ ➝↕

s

➠↕➡

r

➝➢

t

➤↕

t

➙➡ ➞↕➣➢ ➞

y

➥ ➣➟➢↕➦ ➙↔ ➝➠↕ ➙➢ ➧ ➝➢

t

↕

r

➣➦➙↔ ➝➠↕

➨↕➢↕➢ ➩↕ ➨➫

t

➭➯➯➲➳ ➵➸➺ ➻➼ ➲➼ ➽➾ ➼➚➪ ➶➾ ➚➪ ➲➹➾ ➘➼ ➽➾➳➾➚➳ ➾ ➴ ➾➹➾➳ ➚ ➶➴ ➼➾ ➷➴➸➺ ➸➬ ➷ ➶➾➬➾➺ ➼➸➺ ➻

➾➺➯➲➵➸➺➻➘➼ ➽ ➲➴ ➾➚➳ ➾➮

➱✃ ❐❒ ➷ ➶➚➸➺➸➺➻➚ ❮ ❒➸ ➶➸➚➳ ➸➾➴➼➚➪➶➾

❐❒ ➷ ➶➚➸➺➸➺➻➼ ➽➾➼➚➪➶➾❰➚➴➪ ➾ ➻➚➺➪Ï➯➶➚➳➸Ð Ï➸➺ ➻➚ ❮ ❒➸ ➶➸➚➳ ➸➾➴➚➺ ➵

to b

➾➼ ➽➚➼➚➳➾

❮➴➾ ➵➸➺➬➚ Ñ➸➺ ➻➱Ò➼➾➺ ➴ ➾➴ ➷➚➼➼➾➳➺ ✃

Ó✃

Dividing 6 rows became two parts

a. The beginning part is for present and past do not need auxiliries,

unless in continuous form;

b. The next part is for the third till sixth row use auxiliries, so in pattern

arrangement is subject plus auxiliaries. For further explanation, see

the table below:

Ô➙➡ ➞↕Õ➫Õ➫➟

u

➞↕

s

➣➥➩➣➢

t

➝➢

u

➣➛

s

➥➣➟Ö

Not In Continuous

Form

In Continuous

Form

Present

Past

S + V

S + To Be + Ving

Future

Past Future

Perfect

Past

Perfect

S + Auxiliary + V

S + Aux + To Be +

×ØÙ ÚÛÜÝ ÞßÜÝ àáÜÝ âß ÝàÜÝ ãß ãá äß å ÚÚãáà æÙç ãÛèÜäÜÙ é ÛåÙ

to

be

ÛÝéêÙå æÜÝëì

To be

íØÜ âØÜá ãá Ù éÚ ãá à æÙÛ Þ ÞåßÞåÜÛàÙ íÜà ØîÙï

íß å éßä àÙÝá Ùá ÝÛ ÚÙì ðÝ ÞåÙá ÙÝà âßÝ àÜÝ ãß ãá àÙÝá Ùñà ØÙ

to be

ÛåÙ

is,

am, are

ìòßñ à ØÙ ÞÛààÙå Ý ßäà ØÜáàÙÝ áÙÜá á ã æóÙ âà

+ to be (is, am, are)

+ verb ing. Whereas, in past continuous tense, the

to be

are

was

or

were

.

3. Determining the verb that is used in forming the tenses pattern is

the last key word in tenses name. For instance, Future Perfect



using V3.

After explaining encoding, students are instructed to arrange 16

tenses name along with the pattern by their own way like in the chart

above.

ô õ ö÷øùúûúüõ ýø

t

þ

r

ÿ ✁ ✂ý øþ✄ ø

s

ü

r

ø✄ øþ

t

☎õ✆

üõ✄ý

☎ö✆

✝

u

tu

r

ø

☎ ✞✆

üõ ✄ý✝

u

tu

r

ø

☎ ✟ ✆ ✠✡☛☞÷ø ☎✁✆

Simple Present

✌✍✎ ✏

✑

s

✒✓

s

✔ ✏✕

Simple Past

✌✍✎ ✖

Simple Future

✌✍

s

✗✘ ✙ ✙ ✒✚✛ ✙✙✍✎ ✏ ✜

r

✌✍

t

✜✢✓✣✜ ✛ ✤✣

t

✜✍

✎ ✏

Simple Past Future

✌✍

s

✗✜✙ ✥ ✒✚✜

u

u

✙ ✥✍

✎ ✏

✦ÿþ

t

✡þ

u

ÿ ✧

s

☎ù✆

Present Continuous

✌✍

✛★✒✘✩✒✘

r

✓✍

✎ ✪ ✫✬

Past Continuous

✌✍

w

✘

s

✒✚✓✓

r

✍✎ ✪ ✫✬

Future Continuous

✌✍

s

✗✘✙✙ ✒✚✛ ✙ ✙✍✢✓✍

✎ ✪ ✫✬

Past Future

Continuous

✌✍

s

✗✜✙ ✥ ✒✚✜

u

u

✙ ✥✍

✢✓✍✎ ✪ ✫✬

üø

r

ø✞

t

☎û✆

Present Perfect

✌✍✗✘

v

✓✒✗✘

s

✍✎ ✭

Past Perfect

✌✍✗✘ ✥✍✎ ✭

Future Perfect

✌✍

w

✛ ✙ ✙✍✗✘✓

v

✍ ✎ ✭

Past Future Perfect

✌✍

w

✜

u

✙✥✍✗✘✓

v

✍

✎ ✭

üø

r

ø✞

t

Present Perfect

Past Perfect

Future Perfect

Past Future Perfect

18

✰✱✲

t

✳✲

u

✱✴

s

✵✶ ✷

✸✹ ✺✻ ✼ ✺✽✹ ✽✾

✿❀❁ ❂

v

❃❄❁❂

s

❀

❅ ❃❃❆❀❇ ❈ ❉❊ ✸✹ ✺✻ ✼ ✺✽✹ ✽✾ ✿❀❁ ❂❋❀❅ ❃❃❆❀ ❇ ❈❉❊ ✸✹✺✻ ✼ ✺✽ ✹✽✾

✿❀

w

●❍ ❍❀❁ ❂

v

❃❀

❅❃❃❆❀❇ ❈ ❉❊

✸✹✺✻ ✼ ✺✽ ✹✽✾

✿❀

w

■❍❋

u

❀❁❂

v

❃❀

❅❃❃❆❀❇ ❈ ❉❊

✶ ❏ ❑▲ ▼ ✱◆✳❖P✳ ✱✲

z

◗❘✳❙✳

ty

❚❯❱ ❲❳❨❩ ❬❭❨ ❲❪ ❭❬❫❯❴ ❴ ❨❵❪ ❨❛❨ ❜❬❪❭ ❳ ❲❝❯ ❨❪ ❨❪ ❞❡❱❬❪ ❝❨❛❯ ❢❯ ❜❬❡ ❴❯ ❨ ❭ ❨❴ ❬

❫❯❣ ❲❛ ❜❲❵❪❨ ❭❨❤❯ ✐❳❲❜❯ ❴❴ ❲❛ ❢❳ ❬❨❪ ❨❪ ❬❝❝ ❬❴✐❯ ❜❭ ❲❛ ❨❪❭❯ ❝❝❨❵❯❪❜❯ ❭❞ ❬❭ ❨❴

❛ ❡❪❜❭❨ ❲❪ ❨❪❵ ❢❬❴ ❯ ❥❲❪❨ ❭❦ ❧❜❜❲❳ ❥❨❪ ❵ ❭❲♠❨❪❵ ♥❡ ♦ ❬❪❵❨❪ ❞❨❴ ❳❯❴ ❯ ❬❳ ❜❞♣ ❞❯❴ ❬❨ ❥

❭❞ ❬❭q

❱ ❯❱ ❲❳❨❩ ❬❭❨ ❲❪ ❨❴ ❜❲❵ ❪❨ ❭❨❤❯ ✐❳❲❜❯❴ ❴ ❲❛ ❭❞❯ ❢❳ ❬❨❪ ❬❭ ❭❞❯ ❱ ❯ ❭❬r ❜❲❵❪ ❨ ❭❨❤❯ ❝❬❣❯❳ ❭❞❬❭ ❯❴ ❭❬❢ ❝❨❴ ❞❯❴ s❯❪❜❲ ❥❯❴ ❬❪ ❥ ❳❯ ❭❬❨❪ ❴t ❬❪❥ ❳ ❯ ❜❲❪ ❴ ❭❳ ❡ ❜❭ s❳ ❯ ❭❳❨❯❤❯❴ ❬❪❥ ❥❯ ❜❲ ❥❯❴t ❨❪ ❛ ❲❳ ❱ ❬❭❨ ❲❪ ❨❪ ❝❲❪ ❵r ❭❯❳ ❱ ❱ ❯❱ ❲❳❣❦

✉ ✈

✰✇❖ ◆

t

①❏①❏②✇▲③

r

✱④▲

ss

✱⑤▼▲▼✱✳

r

z

❖P✳ ✱✲

⑥⑦

⑧❯ ❬❝❴ ❲ ❴ ❬❨ ❥ ❭❞ ❬❭ ❭❞❯ ❱ ❯❱ ❲❳❨❩ ❬❭❨ ❲❪ ✐❳ ❲ ❜❯❴ ❴ ❯❪❤❯ ❝❲✐❯❴ ❯❪❜❲❥❨❪❵ ❬❴

❫❪ ❲⑨ ❝❯ ❥❵ ❯ ❳❯✐❳❯❴ ❯❪ ❭❬❭❨ ❲❪ ❴ ❭❯✐♣ ❳❯ ❭❯❪❭❨ ❲❪ ❬❴ ❨❪ ❛ ❲❳❱ ❬❭❨ ❲❪ ❴ ❭❲❳ ❨❪❵ ✐❳ ❲❜❯❴ ❴ ❨❪

⑩❲❪ ❵r❶❯❳❱❚❯❱❲❳❣s ⑩❶❚t♣ ❳❯ ❭❳❨❯❤❯❬❴❳ ❯ ❜❬❝❝❴ ❭❯✐❨❪ ⑩❶❚♣❬❪ ❥❥❯ ❜❲❥❨❪❵❬❴

❷ ❸

❹✼ ✺❺❻✽❼ ❽ ✺❺❾

Formal Description of the Cognitive Process of Memorization

❾❿➀ ➁➂➃ ✼ ✺➄➅➁➂➃ ❽ ❺ ➀ ➁➂➃ ✼ ✺➆ ➁✼➇ ➁➃ ➈ ➁➂ ❺❾➉➊➊ ➋ ➌❾➍ ➉➎

➏ ➐

➒➓ ➔→➣↔↕ ➙↔ ➛↔➜ ➔➛➝ ➞➟➠➔➓ ➡ ➟↔ ➢➤ ➥➦

➧➛➔➝ ➟➨↔ ➡ ➟➞➟↔➝ ↔➓ ➟ ➞➩ ➔➫↔ ➭ ➠➟➯➞➓ ➩ ↔ ↕↔ ➜ ➠➓↔↕

➟➨➞➟➝↔➝➔➛ ➠➲➞➟➠➔➓ ➞➩ ➠➣ ➠➟➳ ➠➡ ➨➵➝ ➞➓ ➞➩ ➠➣ ➠➟➳ ➟➔➝↔ ➝ ➔ ➛➠➲↔ ➞➓➳➟➨ ➠➓➙→➨➞➟ ➟➨↔➳

➡ ↔↔ ➭→➨ ➞➟➟➨ ↔➳➣ ➠➡ ➟↔➓➭➞➓ ↕→➨ ➞➟➟➨ ↔➳➣↔ ➞➛➓➠➓➟➨ ↔➛↔ ➞➣➣ ➠➜↔➤

➸↔ ➛↔ ➭↔➓➯➔↕➠➓ ➙ ➞➡ ➟➨ ↔ → ➞➳ ➔➜ ➒➓➔→➣↔↕➙↔ ➛↔ ➢➛↔➡↔ ➓ ➟➞➟➠➔➓ ➤ ➺➟➠➡ ➟➨↔➜ ➠➛➡ ➟

→ ➞➳ ➨➔→ ➟➔ ➟➛➞➓➡ ➜ ➔ ➛➝ ➠➓ ➜ ➔ ➛➝ ➞➟➠➔➓ →➨➠➯➨ ➠➡ ➛↔➣ ➞ ➟↔↕ ➟➔ ➨➵➝➞➓ ➩ ➞➯➒ ➙➛➔➵➓ ↕

➒➓ ➔→➣↔↕ ➙↔ ➠➓ ➟➔ ➨➵➝ ➞➓ ➝↔➝➔➛➳ ➢➛➔ ➯↔➡ ➡ ➠➓ ➟➨ ↔ ➠➛ ➩ ➛ ➞➠➓➤

Delivery of

information is illustrated by interesting ways that are easy to remember or

can be linked to their background knowledge and the things around them.

Their background knowledge make easier in transforming and also

remembering the information.

Therefore, this study uses the fingers to teach 16 tenses which is

named as encoding technique. This technique is used to facilitate students to

absorb information about the 16 tenses easily. Each finger has each function

to arrange tenses name and tenses pattern. By using their fingers in encoding

stage, the memorization skill of learners will be increase to memorize the 16

tenses because it uses something they had.

In memorization ability itself, more brain is trained, memorization

skill is also strong. As stated by Y. Wang in his research that memorization

may need to be repeated, the longer the time spent on memorization and

learning, the better the effect of memorization.

22

In implementing encoding

21

Ibid, 89.

22

➻➼➽➾➚ ➪➶➹ ➼ ➻➘ ➻➼➴ ➽➾➷ ➬ ➻➼➚ ➮ ➼➮➱ ✃ ➘❐ ➼➻➪✃ ➼➴➚ ❒ ❮ ➼➴❐➚➪➚ ❰ Ï❐ ➘ ➽➼➮➮➴❐➼➚ ➼➼❒➼❒ ➪➚

✃ ➴Ð➪➚❰➮ ➻➹ ❒ ➼➚➻➮Ñ➴Ò➪❮ ➪➻Ó➻➘✃ ➼✃➘❐➪Ô➼➮ ➾➴❐ Ï ➼❐Õ

Ö×ØÙÚ ÛÙ

w

Ü ÝÞ

r

ÙÚÛÜ ß

s

à

tu

á

y

â➾ ➪➮ Ï➴❐ ➻ ❐➼ã ➪➼ä➮ ➴Ò➘➹ ➻ ➮ ➼ã ➼❐ ➴❮ Ï❐ ➼ã➪➘➹➮ ➮➻➹ ❒ ➪➼➮ ➽➘➚ ❒➹➽➻➼❒ Ò Ó ➘ ➻➾➼❐

❐ ➼➮ ➼➴❐ ➽➾ ➼❐ ➮ ➻➾➴ ➻ ➾➴ã➼ ➮ ➪✃➪❮➴❐ å➘➽➹➮ ä➪➻➾ ➻➾➪➮ ➮ ➻➹ ❒Ó Õ â➾ ➼ å➪❐ ➮ ➻ Ï❐ ➼ã➪➘➹➮ ➮ ➻➹❒Ó

å❐ ➘✃ ❐ ➼➮ ➼➴❐ ➽➾æ ➘➹ ❐➚ ➴❮ ➼➚➻➪➻❮ ➼❒ ç➹ ✃ ➼❐ ➪➽➴❮ èé➪➮➹ ➴❮ ê❮➴Ò➘❐➴ ➻➪➘➚ ➘å➻➾ ➼ â➼✃Ï ➘❐➴❮

Distance in Teaching Tense-Aspect Distinctions in English which have

conducted by Bugra Zengin. The reasearch explains that the model uses both

visuals and numbers fo memory aid in novel ways. Use of numbers as visual

model to represent time lines, where present and past tense are encoded with

numbers, followed by the encoding of the grammar forms used in the tenses.

23

The second previous study have conducted by Tong Siu Yin Annie with

title Learning English Tenses Through the Theory of Variation . The

researcher studied about some teachers in Hongkong who designed the lessons

in ways that allowed the students to discern, through variation, the critical

features of the appropriate use of past tense and present perfect tense in

descriptive texts by creating communities to discuss and share information

23

Bugra Zengin, Numerical/Visual Elaboration of the Temporal Distance in Teaching

Tense-Aspect Distinctions in English ,

World Journal of English Language

. Vol. 3 No. 3, Sciedu Press

2013, 8, retrieved on July 24, 2016 07:09.

ë ìíîïìð ïñ òëìó ìô ïòìë õìö ïïìô ó ì÷ øù

ú û ìë ìîó ü ïûýó ó ïþ ðÿ ýó ñë ì öñ ò íìïì ñ ô ✁✂

ïìôó ìó üô ñ ïñôíÿòîó ïïìôó ìîôðò ë ìó ìôïò ìëõìö ïïìô ó ì÷

✄û ìïûýë ðòëì☎ýñþóó ïþðÿöñ ìóõëñ ✆✝ î✞ þëþí✟ îÿ îïìôïý ïíìð

Teaching

the Present Perfect Tense by Using the Game (find someone who) . The

finding of the research showed that there was improvement on the students

comprehension of the present perfect tense after implementing the game in

teaching grammar.

25

It is with this study because of using a technique to

improve students comprehension, but only focused on present perfect tense

through the game (Find Someone Who). Meanwhile, this study focuses on

implementing encoding technique to improve students ability in memorizing

16 tenses.

The fourth previous study is about innovative techniques to teach English

grammar for rural engineering colleges students. The study entitled

Techniques of Teaching English Grammar for Technical Students in Rural

Engineering Colleges presented by M. Papinaidu and K. Prakash, explains

about two innovative techniques for teaching grammar.

26

Those are story of

narration with the names of electronic gadget by using a particular tense and

short film making by using different sentences. So, the particular grammar that

24

Tong Siu Yin Annie., Learning English Tenses Through the Theory of Variation,

The Journal

of Asia TEFL.

Vol. 8 No. 2, Summer 2011, 146.

25

Eka Nurul Hayat. Undergraduate Thesis:

Teaching the Present Perfect Tense by Using the

Game (Find Someone Who) at Eight Grade Students of MTs Soebono Mantofani Jombang

Ciputat

. (Jakarta: UIN Syarif Hidayatullah Jakarta, 2011), 43.

26

✠✡☛ ☞✌✠✌✍✎✍✏ ✍✑ ✍✒✒ ✡ ✎✓✔✏✠ ✍✎✕✖✗✍✏☞✔✏✍✍✎✔✏☞✖✏ ✘✓✙

Different with this study that

centre on encoding technique in teaching grammar, especially in memorizing

16 tenses.

The author of fifth previous study is Ade Sudirman entitled The

Implementation of Smart Fingers Technique in Improving Students Tenses

Mastery at 1

st

Semester Students of English Department of Mathla ul Anwar

University Banten . Sudirman

27

has done his research related to teach grammar

specifically for tenses by using fingers named Smart Fingers Technique which

is divided into five steps. Those are smart fingers for memorizing tenses,

naming tenses, for explaining auxiliary verbs, verbs and to be usage, and the

last step is called smart short tenses.

28

The finding of this study reveale that the

implementation of the technique is helpful and easy to conduct. Not only that,

but the technique can also improve students tenses mastery, so it takes

positively respond from students. In the same way, encoding technique also use

fingers in composing 16 tenses names especially for verbal sentences.

The next previous study have conducted by Alfrida Arnel with title The

Use of ICT in Teaching of English Grammar . The research compared how to

teach grammar without and use of ICT Information Communications

Technology. Seeing the findings of the research, ICT has advantages in

27

He is a lecturer at English Education Department Teacher Training and Education Faculty

Mathla ul Anwar University Banten. His e-mail is

adesudirman03@gmail.com

.

28

✚✛✜✢✣ ✤✥ ✦ ✧✥ ✦★✤✩✣ ✦✪✜✫✫ ✜ ✪✬ ✭ ✮

✯✣✛ ✩✚✰ ✱✛ ✥✚ ✩ ✲✛ ✫ ✳ ✪✛ ✢✳✫ ✴✳✪✚✜✲ ★✛ ✤✥ ★✛✜ ✪ ✥✤✥ ✦

✵✪✳✢✛ ✩ ✩ ✩ ✤✥✢✛ ✚✣ ✛ ✰ ✩✛ ✳✴ ★✜✵✚✳✵✩ ✜ ✥✱ ✳ ✚✣✛ ✪ ✛ ★✛✢✚ ✪✳✥✤✢ ✫ ✛ ✱✤✜✶ ✩✳ ✚✣✛ ✤✪

✢✳✫✵✪✛✣✛ ✥ ✩✤✳✥ ✤✥ ★✛✜ ✪ ✥✤✥ ✦ ✧✥ ✦★✤✩✣ ✦✪✜✫✫ ✜ ✪ ✷✜ ✩✚✛ ✥ ✱✛ ✱✚✳ ✤✥✢ ✪✛✜ ✩✛ ✬ ✸✜✫ ✛ ✜ ✩

✚✣ ✤✩ ✩✚✰✱✹ ✣ ✜ ✩ ✚✣✛ ✳ ✲✺✛✢✚ ✤✻✛ ✚✳ ✤✫✵✪✳✻✛ ✩✚✰ ✱✛ ✥✚ ✩✼ ✜✲ ✤★✤✚✹ ✤✥ ★✛✜ ✪✥ ✤✥ ✦ ✧ ✥ ✦ ★✤✩✣

✦✪✜✫✫ ✜ ✪✬ ✽✳ ✥✛✚✣✛ ★✛ ✩ ✩✶ ✚✣✛ ✩✛ ✩✚✰✱✤✛ ✩ ✣ ✜✻✛ ✚✛ ✥✱✛ ✱ ✚✳ ✩✚✰✱✛ ✥✚ ✩✾ ✜✲✤★✤✚✹ ✚✳

✫✛✫ ✳ ✪ ✤✿✛❀❁✚✛ ✥ ✩✛ ✩✬

❂✥ ✚✛ ✪✫ ✳✴ ✚✛✜✢✣✤✥✦ ✚✛ ✥✩✛ ✩ ✫✛✚✣ ✳ ✱✶ ✚✣✛ ✪✛ ✤✩ ✜✥✳ ✚✣✛ ✪ ✩✚✰✱✹ ✴✪✳✫

✰ ✥ ✱✛ ✪ ✦✪✜ ✱✰ ✜✚✛ ✚✣ ✛ ✩✤✩ ✳ ✴ ❃✻✜ ★✤✥✜✶ ✛ ✥✚ ✤✚★✛ ✱ ❂✫✵✪✳✻✤✥✦ ✸✚✰ ✱✛ ✥✚ ✩✼ ❄✲ ✤★✤✚✹ ✤✥

❅ ✩ ✤✥✦✯✣ ✛✸✤✫✵★✛❆✜ ✩✚✯✛ ✥ ✩✛✯✣✪✳ ✰ ✦✣❇ ✳ ✥✚✛❈✚✰ ✜ ★✯✛✜✢✣✤✥✦❉✛✜ ✪✥ ✤✥✦❊❇ ✯❉ ❋✜✚

● ❍ ■

❏✪✜ ✱✛ ✸✚✰✱✛ ✥✚ ✩ ✳ ✴ ✸❑❆✽ ❀▲ ✯✜ ✥ ✦✛ ✪✜ ✥✦ ✸✛ ★✜✚✜ ✥ ✬ ✯✣ ✤✩ ✩✚✰✱✹ ✤✫✵★✛✫✛ ✥✚✛ ✱

✚✛✜✢✣ ✤✥ ✦✩ ✤✫✵★✛✵✜ ✩✚✚✛ ✥ ✩✛✲✹✢✳✥✥✛✢✚✤✥ ✦✜✢✜ ✱✛✫ ✤✢ ✩✰ ✲✺✛✢✚ ✷ ✤✚✣✚✣✛✢✳✥✚✛❈ ✚ ✳ ✴

✩✚✰ ✱✛ ✥✚ ✩✼ ✱✜ ✤★✹ ★✤✻✛ ✩✶ ✚✣✜✚ ✤✩✶ ✷ ✤✚✣ ✢✳✥✚✛❈ ✚✳ ✴✚✣ ✛ ✤✪ ✵✛ ✪✩✳✥✜ ★✶ ✩✳✢ ✤✜ ★✶ ✜ ✥ ✱✢✰ ★✚✰✪✜ ★

✢ ✤✪✢✰ ✫ ✩✚✜ ✥✢ ✛ ✬ ▼◆

❂✥✳ ✚✣✛ ✪✷ ✳ ✪✱✶ ✚✣✛ ❇ ✳ ✥✚✛❈✚✰ ✜ ★✯✛✜✢✣✤✥✦❉✛✜ ✪ ✥✤✥ ✦✫✛✚✣ ✳ ✱ ✳ ✥ ★✹

✴✳ ✢✰ ✩✛ ✱ ✳✥ ✩ ✤✫✵★✛ ✵✜ ✩✚ ✚✛ ✥✩✛✶ ✥✳ ✚ ✴✳ ✪ ✳ ✚✣✛✪ ✚✛ ✥✩✛ ✩ ✬ ✸✤✫ ✤★✜ ✪ ✷ ✤✚✣ ✚✣✤✩ ✩✚✰ ✱✹

✷✣ ✤✢✣ ✤✫✵★✛✫ ✛ ✥✚ ✚✣ ✛ ✚✛✢✣✥✤❖✰✛ ✤✥ ✚✛✜✢✣✤✥ ✦ ✚✛ ✥✩✛ ✩ ✥✳✚ ✳✥★✹ ✴✳✪ ✩ ✤✫✵★✛ ✵✜ ✩✚

✚✛ ✥✩✛✶✲✰ ✚✜ ★★❀❁✚✛ ✥ ✩✛ ✩✤✥P✤✥✱✳✴✻✛ ✪✲✜ ★✩✛ ✥✚✛ ✥✢✛ ✩ ✬

◗✤✥✜ ★★✹✶ ✚✣ ✛ ✪✛ ✩✛✜ ✪✢✣✛ ✪ ✩✰✫ ✫✜ ✪✤✿✛ ✩ ✚✣ ✜✚ ✚✣ ✳ ✩✛ ✜ ★★ ✵✪✛✻✤✳ ✰ ✩ ✩✚✰ ✱ ✤✛ ✩

✩ ✤✦✥✤✴✤✢✜ ✥✚ ★✹✣ ✜✻✛✚✣✛ ✩ ✤✫ ✤★✜ ✪ ✤✚ ✤✛ ✩✜ ✥✱ ✱ ✤✴✴✛ ✪✛ ✥✢✛ ✩✷ ✤✚✣ ✚✣ ✤✩✪✛ ✩✛✜ ✪✢✣ ✬ ❘✳ ✷✛✻✛ ✪✶

✚✣✳✩✛★✤✚✛ ✪✜✚✰✪✛ ✩✤✥✴★✰✛ ✥✢✛✚✣✤✩✪✛ ✩✛✜ ✪✢✣✜ ✩✚✣ ✛ ✴✳✰✥ ✱✜✚ ✤✳✥✬✯✣ ✤✩✪✛ ✩✛✜ ✪✢✣✴✳ ✢✰ ✩✛ ✩

✳ ✥ ✤✫✵★✛✫✛ ✥✚ ✤✥✦✛ ✥✢✳✱✤✥ ✦✤✥✚✛✜✢✣✤✥✦✦✪✜✫ ✫✜ ✪✚✳✤✫✵✪✳✻✛ ✩✚✰✱✛ ✥✚ ✩✜✲ ✤★✤✚✹✤✥

❙ ❚

❯❱ ❲❳ ❨❩❯❬❭❪❱ ❫

The Use of ICT in the Teaching of English Grammar

❫❴❵❛❪❨❪ ❭❜❝❳ ❭ ❭

æus

University, 2012), 3.

30

❞ ❡❞ ❢ ❣❤✐❤❥ ❦ ❧♠ ♥ ❡❥ ♦ ❡♦♣ q r❣♥❤ st✉ r❣✉ ✈✇ ❡ ❣① r✉ ②❢❣❞ ③ ④❥ ✉❤ ❦⑤♥❢ ② ⑥❤②②❡❣❡❥♥❤ r♥❤❥❦ ♥ ⑤❤♦

❣❡♦ ❡r❣s⑤ ⑦❤♥ ⑤ ♥ ⑤❢♦ ❡ q❣❡✇❤❢t♦ ♦♥ t⑥ ❤ ❡♦♣ ♥ ⑤❡ ❣❡♦ ❡r❣s⑤ ❡❣ ♦♥ r♥ ❡♦ ♥ ⑤r♥ ♥ ⑤ ❡ ⑥❤② ② ❡❣❡❥ ♥

②❢st♦ ❢ ② ♥ ⑤❤ ♦ ❣❡♦ ❡r❣s⑤ ❤ ♦ ❤❥ ♥ ⑤❡ ♦ t① ⑧ ❡s♥♣ ♥ ⑤r♥ ❤ ♦ ❤❥ ♦ ❡s❢ ❥⑥ ❦❣r⑥❡ ❢ ② ⑨⑩❶❷ ❸

C

❺ ❻❼❽ ❾❿➀ ➀ ➀

❿ ❾➁ ❾ ❻❿

C

❺➂ ❾ ❽❺ ➃➄

T

➅➆➇➈ ➉➊➋➌ ➍➋ ➅➎➇➋ ➏➐ ➑➐➎➉➒➇➓➆➋ ➅➊ ➎➇ ➎➉➊➔ ➅→ ➎➋ ➅➌ ➐➌ ➒➌ ➣➑➓ ➅➆➔ ➅➆➇➐ ➎➇ ➆➣ ↔ ➎➐

➉➇➍➌ ➒➒➌➓➇↕

❻

.

❻➙➙➛➜➝ ➞➟➝ ➠➡❿➢➤ ➢➝➛➞➟➄➢➤➥➦ ➠

T

➅➎ ➧➉➇ ➆➔ ➌➍ ➉➇ ➋ ➏➐➑ ➓ ➉➇ ➅➎➒➐ ➋➌ ➍➆↔ ➐ ➌ ➏➋➋ ➅ ➎ ➉↔ ➇ ➓ ➎➊ ➍ ➊➌→ ➊ ➎→ ➉↔ ➐ ➎➐

➨ ➏➎➇ ➋➆➌ ↔➋➌ ➎➧➇ ➎➊➩ ➎➐ ➇ ➏➧➫ ➎➔➋

. T

➅ ➎➊➎➍➌ ➊➎

,

➆➋ ➓ ➉➇ ➆→ ➈➌➊➋ ➉↔➋ ➍➌ ➊ ➊➎➇ ➎➉➊➔ ➅ ➎➊➋➌ ➐➎➋ ➎➊→ ➆↔ ➎ ➉➈➊➌ ➈ ➎➊➇ ➋ ➊➉➋ ➎➣ ➑ ➋➌ ➉↔➇ ➓ ➎➊ ➉↔➐ ➊ ➎➉➔ ➅➋ ➅ ➎➊➎➇ ➎➉➊➔ ➅ ➈ ➏ ➊➈➌ ➇ ➎

. T

➅➎ → ➌➇ ➋ ➈➌ ➈ ➏➒ ➉➊ ➉➈➈➊➌➉➔ ➅➎➇ ➓ ➎➊➎ ➨➏ ➉➒➆➋ ➉➋➆➩ ➎ ➉➈ ➈ ➊➌ ➉➔ ➅ ➉↔ ➐ ➨➏ ➉↔➋➆➋ ➉➋➆➩➎

➉➈ ➈ ➊➌ ➉➔ ➅➭ ➯➔➔➌ ➊➐➆↔ ➣ ➋➌ ➲➉→ ➎➇ ➳➎➉↔ ➵➊➌ ➓↔ ➉↔ ➐ ➸➅ ➎➌➐ ➌ ➊ ➎ ➺➭ ➻➌ ➐➣➎➊➇➼ ➧➌ ➋➅

➇ ➋ ➉➋ ➎➐ ➋ ➅➉➋ ➨ ➏➉➒➆➋ ➉➋➆➩➎ ➊➎➇ ➎➉➊➔ ➅ ➉➈➈➊➌➉➔ ➅ ➓ ➉➇ ➋➑ ➈➆➔ ➉➒➒➑ ➋ ➅ ➎ ➒ ➉➧➎➒ ➍➌➊ ↔➌ ↔ ➽

↔➏→➎➊➆➔ ➉➒ ➊➎➇ ➎➉➊➔ ➅ ➉↔ ➐ ➨ ➏➉↔ ➋➆➋ ➉➋➆➩ ➎ ➊ ➎➇ ➎➉ ➊➔ ➅ ➉➈ ➈ ➊➌ ➉➔ ➅ ➆➇ ➉ ↔ ➏→➎➊➆➔ ➉➒

➊ ➎➇ ➎➉ ➊➔ ➅➌ ➊➋ ➅ ➎➊➎➓ ➉➇➔➌↔ ➩➎➊➇ ➆➌↔➐➉➋ ➉➆↔➋ ➅➎ ➊➎➇ ➎➉➊➔ ➅➭ ➾↔➌➋ ➅ ➎➊➇ ➆➐➎➼➧➉➇ ➎➐➌↔

➚➊➌➋➫ ➉➅↔➪➇ ➉↔➉➒➑➇ ➆➇ ➋ ➅ ➉➋ ➎➶➈ ➎➊➆→ ➎↔ ➋ ➉➒ ➌ ➊ ↔➌ ↔➽➎➶➈➎➊➆→➎↔➋ ➉➒ ➓ ➉➇ ➐➉➋ ➉

➔➌ ➒➒ ➎➔➋➆➌↔ → ➎➋ ➅➌➐➼ ➨➏ ➉➒➆➋➉➋➆➩➎➌ ➊ ➨ ➏➉↔ ➋➆➋ ➉➋➆➩➎➓ ➉➇➋ ➑➈➎➌ ➍➐➉➋ ➉➋➅ ➉➋ ➊➎➇ ➏➒➋ ➎➐➼

➇ ➋ ➉➋➆➇ ➋➆➔ ➉➒ ➌➊➆↔➋ ➎➊➈ ➊➎➋➆➩➎ ➓ ➉➇ ➋ ➑➈ ➎➌ ➍ ➉↔➉➒➑➇ ➆➇ ➔➌ ↔ ➐ ➏➔➋ ➎➐ ➌↔ ➋ ➅➎ ➐ ➉➋ ➉➭ ➹

➸➅➆➇

➇ ➋ ➏➐➑ ➉↔➉➒➑ ➘ ➎➐ ➅➌➓ ➎➶➋ ➎↔ ➐ ➆➇ ➎↔➔➌ ➐➆↔ ➣➋ ➎➔ ➅↔➆ ➨ ➏➎➆→ ➈ ➊➌➩➎➇➋ ➏➐ ➎↔ ➋➇➪ ➉➧➆➒➆➋➑

➆↔ → ➎→ ➌ ➊➆ ➘➆↔➣ ➴ ➷ ➋ ➎↔ ➇ ➎➇ ➆↔ ➍➌ ➊→ ➌➍ ➇➔➌➊➎➼ ➇ ➌ ➋ ➅ ➉➋ ➋ ➅ ➎ ➊➎➇ ➎➉➊➔ ➅ ➎➊ ➏➇ ➎➐

➨ ➏➉↔ ➋➆➋ ➉➋➆➩ ➎ → ➎➋ ➅➌➐ ➋ ➅ ➉➋ ➔➌ ↔➔ ➎➊↔ ➌↔ ➎➶➈ ➎➊➆→ ➎↔➋➉➒ ➉➈ ➈ ➊➌➉➔ ➅➭ ➳➌ ↔➉➒➐ ➯➊➑

➇ ➋ ➉➋ ➎➐ ➋ ➅ ➉➋ ➬➎➶➈ ➎➊➆→ ➎↔ ➋ ➉➒ ➊ ➎➇ ➎ ➉➊➔ ➅ ➆↔➩ ➌➒ ➩ ➎➐ ➉ ➇ ➋ ➏➐ ➑ ➌➍ ➋ ➅➎ ➎➍➍➎➔➋ ➌➍

➇ ➑➇ ➋ ➎→➉➋➆➔→ ➉↔ ➆➈ ➏➒ ➉➋➆➌↔➌➍➌ ↔ ➎➩➉➊➆ ➉➧➒ ➎➮➇ ➱➌ ↔➉↔➌ ➋ ➅➎➊➩ ➉➊➆ ➉➧➒ ➎

.

2

1

James Dean Brown -Theodore.S Rodgers,

✃❐❒ ❮ ❰ Ï ÐÑ

o

n

d L

Ò

n

❰Ò ❰ Ð

u

Ó Ð

s

ÐÒ

r

ÑÔ

(New York:

Oxford University Press, 2003), 15.

2

Donald Ary, et al.,

Õ

n

tro

du

ÑÖ❒ ❐

n

to

Ó Ð

s

ÐÒÑÔ

r

❒ ❮

Edu

ÑÒÖ❒ ❐

n

,

×Ò

rt

Ø❒ÙÐÚÓ Ð

s

ÐÒÑÔ

r

ÛÐÖÔ

o

d

Ú

E

❒ ❰Ô

t

Ed

❒Ü❒ ❐

n

,

(Canada: Wadsworth, Cengage Learning, 2010), 316.

The research design used in this study was experimental design. Using

experimental design caused when it was possible to randomize individuals

or groups to treatment and control groups.

3

Because this study collected data

in students ability in memorizing 16 tenses in form of scores, the data of

the test was numeric. At the end of treatment, both experimental and control

group received a post-test and the results of two tests were compared to find

the significant differences between the experimental group and the control

group. The following was the design of the true experimental research.

Ý Þßàáâ ãäåá æá Þçèéêá æëì í

Group

Pre-test

Independent

Variable

Post-test

D class

Z

1

E

Z

2

F class

Z

1

-

Z

2

Note:

D class : experimental group

F class : control group

Z

1

: pre-test

Z

2

: post-test

E

: encoding technique implementation

Seeing the title of the study was The Implementation of Encoding

Technique in Teaching Grammar to Improve Student s Ability in

Memorizing 16 Tenses in Second Grade of SMPN 4 Surabaya, and

3

Howard White, Shagun Sabarwal,

îï ðñ

s

ò

Exp

óñ ôó

r

n

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ds,

(New York:

concerning the research aims, the questions and the hypotheses in this study,

the variables were:

a. Variable X (Independent variable) is the use of encoding as a technique

in teaching grammar.

b. Variable Y (Dependent variable) is student s ability in memorizing 16

tenses.

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The setting of this study was in second grade 2015-2016 of SMPN 4

Surabaya around May. In second grade, there were seven classes; 8A

8G.

The researcher took two classes as the sample, three classes; 8A

8C were

not taken because there were some inclusy students in those classes. Among

8D, 8E, 8F, 8G, researcher took two classes that have equal ability

according to teacher s judgement in form of English final exam score. Score

data from English teacher showed that 8D and 8F have equal ability in

English subject. The two equal classes became a control group and an