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A I b Pu awiyatan Yogyakatra .
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r yang menggunakan simple pas ttense .Namun ,siswa berifki r bahwa n a a n u g g n e
p simplepastt ensemasihs anga tmembingungka n. n a k r a s a d r e
B ha is lobservasi ,siswa kela sVIIIA SMP Taman Dewasa I bu Pawiyatan I(P)Yogyakartamengalam ikesultiandalammembedakant atabahasa
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y dalam mempelajar i mata pelajaran Bahasa Inggri s sehingga n a r a d a s e
k isswa terhadap penggunaan simple pas t tense yang benar akan t a k g n i n e
m .Rumusan masalah dar ipeneilitan i n iadalah bagaimana penggunaan s
e m a
g meningkatkan kesadaran isswa kela s VIIIA SMP Taman Dewasa I P n a a n u g g n e p p a d a h r e t a t r a k a y g o
Y simplepastt ense .
n a it il e n e P e d o t e m n a k p a r e n e m i n i n a it il e n e
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t adalah 20 orang siswa kela sVIIIA SMP a s a w e D n a m a
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y angket , wawancara , lemba r
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p simplepastt ensedant e .s l
i s a
H dar i lemba r pengukura n itngka t kesadaran siswa terhadap n a k k u j n u n e m a c a b m e m s e t d n a e s n e t t s a p e l p m i s n a a n u g g n e
p ≥50%dari j umlah
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S memperkua thasi l
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k simplepastt ensedalam ilngkup yang pertama, s k e t a w h a b i u h a t e g n e
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a u d e
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x i
S T N E M E G D E L W O N K C A
o t s ri
F fall , Isend my deepes tgrattiude to Lord Jesu sChrist fo rHis ,
g n i s s e l b s u o m r o n
e love ,grace ,and guidance my whole l fie ,especially t he itme n
e h w e m it e h t y
b Ihadt oaccomp ilsht hist hesis.
d e v o l e b y m t u o h g u o r h t e fi l y m d e d n u o r r u s e v a h e r a c d n a n o it c e f f a , e v o L
, r e h t a f y m : y li m a
f Willy Siswanto , my mother , Elly Susan it , my brother , a
i c it s u J o e D i n n a v o i
G ,andmysister ,AngelaGraceAdvenita.I t hank t hemf o r r
e v e n r i e h
t -ending love ,prayer ,suppor tand advice .They wli lalway sbe in my .t
r a e h
m s s e r d d a
I y deepestgrattiudeand honort o mymajo rsponsor ,Chrisitna .
d P . M , . d P . S , i n a y it s i r
K ,fo rhe radvice ,guidance ,suggesiton and paitence rfo e
m du irng the compleiton o fthi sthesis. Ialso thank my academic counselor , .
m u H . M , . d P . S , i r a d n a b a r P h i S a l r a
C dan Drs .Barl iBram ,M .Ed. ,Ph.D.,f o r ri
e h
t guidance,f irendshipandmoitvaitondu irngmystudy.
I also thank the headmaste r o f SMP Taman Dewasa Ibu Pawiyatan ,
a tr a k a y g o
Y KiD sr .Bud iSantoso ,whoha spermitted met oconduc tar esearch . a
m a
I lso grealty i ndebted t o Fen iAstu it ,S.Pd. ,theEngilsh t eacher ,fo rgiving .
s s a l c r e h n i h c r a e s e r e h t t c u d n o c o t e c n a h c e h t e
m My appreciaitonalso goes t o
I I I V f o s t n e d u t s e h
t Ao fSMPTamanDewasaI buPawiyatanYogyaka traint he r
a e Y c i m e d a c A 3 1 0 2 / 2 1 0
2 ,who became the paritcipant so fmy research fo r .
e v it a r e p o o c d n a y l d n e ir f y r e v g n i e b
f
I ee lso badi f Idono thavebestf irend swhohave iflledmy l fiewtihj oy . n w o d m a I r e v e r e h w d n a r e v e n e h w e m d e tr o p p u s e v a h d n a s s e n i p p a h d n
x s
d n e ir f t s e b t s e r a e
d “Ngeroh Aek” ,thank fo r having Lo t o f Laugh (LOL ) .s
t n e m o
m Ialso thank my classmate sin PB I2009 B . Ishould be gratefu lfo r y
l e v o l y m o t e d u ti t a r g t s e p e e d y m s s e r d d a I . e fi l y m n i m e h t g n i v a
h Angela
i r a t s A a y n e
K ,fo rhaving grea texpeirence sand shairng moment sin the mid h
c i h w , t h g i
n becomegian tmoitvaitonfo r ifnishingt hist hesis . Ialsot hankHaifan .
” e lt t a b e h t “ n i e v i v r u s o t w o h e m g n i h c a e t r o f , d a u F
d e v o l e b y m r o f l u f e t a r g y ll a e r m a
I YonathanAb iPutraAriyanto,f o ral l r
o f m i h k n a h t I . r e h t e g o t d e r a h s e v a h e w s t n e m o m y p p a h d n a d a s e h
t hi slove ,
p s e t r o p p u s d n a e c n e it a
p eciallyi n ifnishingmyt hesi .s
e h t m o r f l e g n a e h t s a e m o c e v a h o h w e l p o e p f o l l a k n a h t o t t n a w I , y ll a n i F
e r a c d n a e v o l s y a w l a y e h T . e fi l y m o t n i n e v a e
h aboutme .May God bless t hem
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l c y C t s ri F e h t n i s g n i d n i F h c r a e s e R .
B ... 5 5 e
l c y C t s ri F e h t n i s s e n e r a w A e s n e T t s a P ’ s t n e d u t S .
1 .... .. 5 5
.
2 Students ’Scoresi nt heFris tCycle ... 5 7 e
l c y C d n o c e S e h T .
C ... 5 9 g
n i n n a l P .
1 ... .... 5 9 n
o it a v r e s b O & n o it c A .
2 ... 6 3 n
o it c e lf e R .
3 ... .. 6 5 e
l c y C d n o c e S e h t n i s g n i d n i F h c r a e s e R .
D ... 6 8 e
l c y C d n o c e S e h t n i s s e n e r a w A e s n e T t s a P ’ s t n e d u t S .
1 .. 6 8
e l c y C d n o c e S e h t n i s e r o c S ’ s t n e d u t S .
2 ... 6 9 h
T .
E eI mprovemen to fStudents ’Pas tTenseAwarenes s. .... 7 0
R E T P A H
C V .CONCLUSIONSANDRECOMMENDATIONS 8 2 s
n o i s u l c n o C .
A ... .. 8 2 s
n o it a d n e m m o c e R .
B ... 8 4
S E C N E R E F E
R ... 8 7 S
E C I D N E P P
v i x S E L B A T F O T S I L e l b a
T Page
m u l u c ir r u C 1 .
2 ... 1 7 s t n e d u t S e h t r o f e ri a n n o it s e u Q 1 .
3 ... 3 2 s t n e d u t S r o f s t s il k c e h C n o it a v r e s b O 2 .
3 ... 3 5 r e h c a e T r o f s t s il k c e h C n o it a v r e s b O 3 .
3 ... 3 5 s t s il k c e h C s s e n e r a w A e s n e T t s a P ’ s t n e d u t S 4 .
3 ... .... 3 7 s e ir o g e t a C s s e n e r a w A f o s e i m o n o x a T o w T e h T 5 .
3 ... 4 0 t s a P ’ s t n e d u t S 1 .
4 TenseAwarenes sCheckilstsi nt heFris tCycle ... 5 6 e l c y C t s ri F e h t n i e r o c S ’ s t n e d u t S 2 .
4 ... 5 8 e l c y C d n o c e S e h t n i t s il k c e h C s s e n e r a w A e s n e T t s a P ’ s t n e d u t S 3 .
4 ... 6 8
e l c y C d n o c e S e h t n i e r o c S ’ s t n e d u t S 4 .
4 ... 7 0 ’ s t n e d u t S f o t n e m e v o r p m I e h T 5 .
4 Pas tTenseAwarenes sCheckilst s .... 7 1 s s e n e r a w A n o y r o g e t a C ’ w o e L d n a s ’t r o p ll A f o t l u s e R e h T 6 .
4 ... 7 3
o w T e l c y C d n a e n O e l c y C , y d u t S y r a n i m il e r P n i e r o c S ’ s t n e d u t S 7 .
4 .... 7 8
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t n u o c e R f o e r u t c u rt S e h T 1 .
2 ... 1 6 1
.
3 Kemmi sandMcTaggar’t sMode lo fClassroomAcitonResearch
(Kemmis ,S. ,&McTaggatr ,R,.1988) ... 2 8
t s il k c e h C s s e n e r a w A e s n e T t s a P ’ s t n e d u t S f o t n e m e v o r p m I e h T 1 .
4 ... 7 5
s e r o c S ’ s t n e d u t S f o t n e m e v o r p m I e h T 2 .
i v x
S E C I D N E P P A F O T S I L
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A Page
1 Letter so fPermission ... .... 9 1 2 LessonPlanandTeachingI nsrtument so fCycleOne... 9 4 3 LessonPlanandTeachingI nsrtument so fCycleTwo ... 1 05 4 GameProcedures... 1 16 5 Sampleo fStudents ’Worksheeti nCycleOne... 1 19 6 Sampleo fStudents ’Worksheeti nCycleTwo ... 1 21 7 Sampleo fStudents ’Fina lReadingTesti nCycleOne... 1 23 8 Sampleo fStudents ’Fina lReadingTesti nCycleTwo... 1 27 19 Insrtumen to fMatchingCard sGamei nCycleOne ... 1 31
0
1 Insrtumen tofJ umbledParagraph sGamei nCycleOne... 1 33 1
1 Insrtumen to fMatchingCard sGamei nCycleTwo... 1 53 2
1 Insrtumen tofJ umbledWord sGamei nCycleTwo ... 1 37 3
1 Insrtumen tofJ umbledParagraph sGamei nCycleTwo... 1 40 4
1 Students ’Pas tTenseAwarenes sCheckilsti nCycleOne... 1 42 5
1 Students ’Pas tTenseAwarenes sCheckilstinCycleTwo... 1 47 6
1 ObservaitonCheckils to fCycleOne ... 1 52 7
1 ObservaitonCheckils to fCycleTwo ... 1 57 8
1 FieldNote so fCycleOne... 1 61 9
1 FieldNote so fCycleTwo ... 1 66 0
2 Sampleo fStudents ’Testi nPreilminaryStudy ... 1 71 1
2 QuesitonnarieRawData ... 1 73 2
2 Sampleo fQuesitonnarie... 1 76 3
2 InterviewGuide... 1 79 4
2 InterviewTransc irpt ... 1 82 5
1 I R E T P A H C N O I T C U D O R T N I f o n o it c u d o rt n i e h t s e d i v o r p r e t p a h c s i h
T thi sstudy .In thi schapter , ifve : y l e m a n , d e s s u c s i d e r a s t n i o p t n a tr o p m
i the research background , problem , n o it a l u m r o
f problem ilmtiaiton , research objecitve , research beneftis and .s m r e t f o n o it i n if e d .
A ResearchBackground s i h s il g n
E na internaitonall anguage ,inwhich thestudent sareexpected t o w e r B y b d e tr o p p u s s i t n e m e t a t s s i h T . e g a y lr a e e h t m o r f r e t s a m d n a n r a e
l ster ,Elil s
d r a ri G d n
a (2004) ,whot ell tt ha “pressuret o i nrtoduceealry Engilsh l earningha s b y l g n o rt s m o r f e m o c n e tf
o eileftha thavingEngilsha sat ooltocommunicatewli l , c i m o n o c e n i a g o t s e it i n u tr o p p o e r o m m e h t g n i v i g y b y lt a e r g n e r d li h c r i e h t ti f e n e b s e g a t n a v d a l a n o it a c u d e d n a l a r u tl u
c ” .In ilnewtihthei mpo tranceo fusingEngilsh n o it a c i n u m m o c l a b o l g e h t n
i , Peraturan Menter iPendidikan Na isona lRepubilk 6 0 0 2 n u h a T 2 2 r o m o N a i s e n o d n
I (2006) states tha t Engilsh i s one o f the n i t n r a e l e b o t s a h h c i h w s t c e j b u s y r o s l u p m o
c junio rhigh school .A sa resutl, l o o h c s h g i h r o i n u
j student sare expected to have bette rablitiy to communicate g
n i s
u spoken and w irtten Engilsh in thei r daliy acitviites .Thi s statemen ti s d e l a e v e
r ni thestandardo fcontentint hecurirculum2006(2006) ,whichcties tt ha “Pembelajaran bahasa I nggri sd iSMP/MT sdtiargetkan aga rpeserta didikdapa t
t a k g n it i a p a c n e
i r a h e s h a l a s a m n a k i a s e l e y n e
m -hari” (Peraturan Menter iPendidikan Nasiona l o
N a i s e n o d n I k il b u p e
R . 22Tahun2006 ,2006 .) h
ti w e n il n
I thestandard o fcontent in t hecurirculum 2006, t he t eaching s
s e c o r p g n i n r a e
l in Indonesia requ rie sthestudents t o maste rfou rskills ,namely a
e r , g n i k a e p s , g n i n e t s
il ding and w iritng. Even though the Eng ilsh learner shave n
e e
b taugh tthe knowledgemen tfo rmasteirng those ablitiies ,they also need to s
s e n e r a w a e v a
h o fhaving t heknowledgeso t hat t hey can performt hoseskillsi n .
h s il g n E g n i s
u Elil s(1997 in Nurhasanah ,2009 ,) srtengthen sthe impo tran to f g
n i y a s y b s s e n e r a w
a t hat wtihou tawareness l earner swli lno tbe able t o use the .l
li k s e h t m r o f r e p o t e g d e l w o n
k Therefore ,the student sneed to improve thei r .
e g a u g n a l g n i n r a e l n o s s e n e r a w a
n i s s e n e r a w a g n i v a h f o y ti s s e c e n e h
T the learning language also ha san e
h t h ti w p i h s n o it a l e r t n a tr o p m
i students ’mastery in communicaitng wtih spoken T
. h s il g n E n e tt ir w d n
a he student sneedt oknowabou tthebenefti so fusingsimple e
s n e t t s a
p to t el labout theri pas tevents .Swan (1995 )notes t ha tthe simple pas t y
r o t s n i n o m m o c s i e s n e
t -telilngandwhenwearet elilngpeopleabou tpas tevent s .
p
( 417) .Thus ,whenpeoplewantt ot ellt hei rexpe irence sint hepast, theyneedt o .
e t a c i n u m m o c o t e s n e t t s a p e l p m i s e s
u Therefore ,the student sshould improve e
s n e t t s a p e l p m i s g n i s u n o s s e n e r a w a r i e h
t in orde rto be able to tel lthe pas t s
t n e v e .
b , t c a f n
I ased on the researcher’ sobservaiton in the clas sV A III SMP a
tr a k a y g o Y P I a s a w e D n a m a
T , ti wa s found tha t the student s could no t
h ti w e t a c i n u m m o
e c it c a r p g n i h c a e t r e h d i
d in thi sclass ,she observed tha tthe student sdid not d
n a t s r e d n
u simplepastt ense. Whent her esearche rplannedt ot eacharecountt ext d
n
a er views implepastt enseb irefly,s hef oundt hat t she tudent swereno taware fo g
n i s
u simplepastt enseespecially i nusingV1 i(n ifniitve )and V2 (past )andalso e
c n e r e f fi d e h
t s between regula rverb and riregula rverb in simple pas ttense .
e c n e t n e
s Wherea ,st heEngilsh t eache ro ftheclas sVIIIAt old t her esearche rtha t e
h
t studentsi n et h clas sVIIIA had been t augh ttherecount t ex tand simple pas t e
s n e
t int hepreviou smeeitngs , yetthey werestli lno tawareo fusing simplepas t n
i e s n e
t therecountt ext. Thisf ac twa salsosuppo tred b y ther esu tls oft esti n t he y
d u t s y r a n i m il e r
p , whichhad been donebeforethei mplementaiton (seeappendix )
0
2 .Even t hough thepassing gradeo fEngilsh subjecti n theclas sVIIIAwa s67, ther esutls showedt hatt herewa snos tudentwhopassedt hepassinggrade .
g n it c e lf e
R no thiss tiuaiton,t her esearche rintende dtos olvetheconsidered m
e l b o r
p in which the student slacke d the simple pas ttense awareness .Catre r )
3 0 0 2 , l a t e o h ti l a B n i 4 6 . p , 3 0 0 2
( revealst hatl anguageawarenes sreferst o t he ’
s r e n r a e
l developmen to fan enhanced consciousnes sand sensiitvtiy t o t heform s .
e g a u g n a l f o s n o it c n u f d n
a Therefore, t he researche rconcluded t ha tthestudent s k
c a
l e d simple pas ttense awarenes sbecause they did no tunderstand the form s t
s a p e l p m i s f o e s u e h t d n
a tense .In thi sresearch, the researcher wanted to e
v o r p m
i et h students’ pas ttense awarenes swhich w as appropriate fo rthe clas s I
I I
V A .Based on t hestandard competenceo freading skli lpoin t8 i n et h school -m
u l u c ir r u c d e s a
b (2006 )fo rjunio rhigh school ,the student smus tbe able to d
n e h e r p m o
e v it a r r a
n textst oi nterac twtihsociety .Sincethisr esearchr eferred t o t hesyllabu s d
n
a et h mateirals which had been arranged by the school ,so thi sresearch used a i d e m e h t s a t x e t t n u o c e
r fo rlearning simple pas ttense and measu irng the f o t n e m e v o r p m
i the students ’past t enseawarenes .s Focusi nng o theaim oft hi s h c r a e s e
r and t heoutcomeo fthesitpulatedsyllabus ’goals,t her esearche rreferred n a l p n o s s e l e h
t s ot thebasiccompetence4.1 .Thi sbasiccompetencerequries the d n o p s e r o t e l b a e b o t s t n e d u t
s tothemeaningandthegenera lsrtucturei nas imple a t p e c c a d n a , y lt n e u lf , y l e t a r u c c a t x e t t r o h
s ble to interac t wtih the closes t n i t n e m n o ri v n
e theformofr ecountt exts (PeraturanMenter iPendidikanNasiona l o N a i s e n o d n I k il b u p e
R . 22Tahun2006 ,2006). m e l b o r p e h t n o d e s a
B ,the researcher dh a considered a soluiton for the f o s t n e d u t
s the clas sVIIIA SMP Taman Dewasa IP Yogyakarta .Whlie the g n i h c a e t e h t d i d r e h c r a e s e
r -learningprocessi nt hi sclass ,shef etlt hatt hestudent s e
m a c e
b bored easliy .They did no t ilke learning Engilsh by ilstening to the ,t x e t a g n i d a e r , n o it a n a l p x e s ’ r e h c a e
t ro doing some worksheets , etc . The t a h t d e d u l c n o c r e h c r a e s e
r thestudent sdid no t il keamonotonou sstiuaiton which e b m e h t e d a
m come passive ,such a s ilstening to the teacher’ sexplanaiton and s s e c o r p g n i n r a e l e l o h w e h t r o f k s a t g n i o
d .They ilked t o beacitveand did some s e it i v it c a g n it c a rt t
a so tha tthey would paritcipate the teaching-learning proces s y ll a c it s a i s u h t n
e .Beside ,si twa sassumedt hatt hestudent scould no tpay atteniton e r e w y e h t e s u a c e b r e h c a e t e h t o t d n a n o s s e l e h t o
t no tmoitvatedandi nterested i n g n i n r a e l g n i h c a e t e h t d i d r e h c r a e s e r e h t n e h w d e r u t p a c s a w t c a f s i h T . t c e j b u s s i h t o r
s i e l p i c n ir p n i a m e h t t a h t s e n if e d h c i h w t n e m e t a t s ) 3 0 0
2 t tha most l earnersl earn d n a y g r e n e t s e v n i y l g n il li w y e h t n e h w d n a , d e g a g n e y l e v it c e f f a t s li h w t s e b
n o d e s a B . s s e c o r p g n i n r a e l e h t n i n o it n e tt
a h isstatemen,tt her esearche rchosethe e
u q i n h c e t e m a
g expectedt oatrtac tthestudents’attenitoni nt hel earningprocess . g
A amei s‘ anyf un acitv tiy whichgive syoungl earnerst heoppo trun tiy t o d
n a d e x a l e r a n i e g a u g n a l n g i e r o f e h t e c it c a r
p anenjoybleaway’( Maritn ,1995 ,p . t
e d r a ri G n i
1 a.l ,2004 .) From t hestatement ,theresearche rconsidere d thatt hi s e
u q i n h c e
t i sappropr ai te fo rthe paritcipant sin t hi sresearch .Lie r(1996 )claim s t
a h
t learners( o fal lages )arenaturallycu irous ,seekopitma lchallenge sandenjoy r
i e h t e r u t p a c t a h t s e it i v it c a e h
t atten iton . eTh refore, t he researche rconsiderst ha t b
a r g l li w e u q i n h c e t s i h
t et h students ’atteniton to be more acitve in joining the g
n i h c a e
t -learningacitvtiyi n et h clas .sBeside ,st her esutls oft hequesitonnarief o r e
h
t student sandthei nterviewf ort heEngilsht eache rshowedt ha tusinggame sa s o
t n o it u l o s n e s o h c e h
t tot hisproblem f aced. Therefore,t her esearche rconducte d e
h
t classroomaciton r esearcht ohelp t hestudent so ftheclas sVIIIASMP Taman a
t r a k a y g o Y n a t a y i w a P u b I a s a w e
D academic yea r2012/2013 to improve thei r t
s a
p tenseawarenes sbyusinggame .s
.
B ResearchProblem e h t , h c r a e s e r s i h t n
I formulatedproblemi showdoe susinggamesi mprove e
h
t students ’pas ttense awarenes so fClas sVIIIA SMP Taman Dewasa Ibu a
t r a k a y g o Y n a t a y i w a
.
C ProblemLimtia iton s
i h
T classroom aciton research i s ilmtied to the twenty student so fclas s A
I I I
V in SMP Taman Dewasa IP Yogyaka tra academic yea r2012/2013. The f
o e s o p r u
p thi sresearchi stoovercomet heproblemf acedbyt hestudent so fclas s A
I I I
V SMPTamanDewasaI PYogyaka tra ont hei rpastt enseawareness. s
s e n e r a w a e s n e t t s a p ’ s t n e d u t s e h
T i s ilmtied to the observers ’poin to f t
i ,s u h T . w e i
v i sno tmeasured from t he students ’feeilng o rpercepiton bu tfrom tl
u s e r e h
t s o fthe observaiton by the outside observers .The outside observer s g
n i v r e s b o y b s s e n e r a w a e s n e t t s a p ’ s t n e d u t s e h t d e r u s a e
m the students ’
f o s t n e n o p m o c e h t n o d e s a b s e c n a m r o f r e
p the students’ pas ttense awarenes s
. r e h c r a e s e r e h t y b d e r a p e r p n e e b d a h h c i h w , t s il k c e h c
f o e s u e h
T game sis implemented to overcome the problem .The game s t
s i s n o c e u q i n h c e
t s fo threecombinaiton so fgames ,namely‘ matchingcardgame’ , ‘jumbled words game ’and ‘jumbled paragraphs game’ .Those kind so fgame s
e v a
h eachf uncitonandgoal .Frist ,t mhe atchingcardgameaims fori mproving the d
n a r a l u g e r e h t d n a 2 V d n a 1 V n o y r e t s a m y r a l u b a c o v ’ s t n e d u t
s the riregula rverb .
, d n o c e
S t jhe umbled word sgame aims to easethestudentsi n understanding and g
n i s
u thepattern o fsimplepastt ense .Moreover ,thejumbled paragraphs gameis r
o f d e n g i s e
d et h student s to learn recoun ttext by arranging some jumbled .s
h p a r g a r a
p B irefly ,the researche r ilmtis thi sresearch to the use of game sto e
h t e v o r p m
.
D ResearchObjecitve e
h
T researche rconducted thi sclassroom aciton research to propose how e
v o r p m i s e m a g g n i s
u s the students ’pas ttense awarenes so fthe class VIIIA o f I
a s a w e D n a m a T P M
S b Pu awiyatanYogyakarta..
.
E ResearchBeneftis
e v i g o t d e t c e p x e s i h c r a e s e r s i h
T somebenefti stotheEngilsht eachers ,the f
o s t n e d u t
s SMP Taman Dewasa I P Yogyakarta ,and t hefutureresearchers .Frist , thi sclassroom aciton research i sexpected to give some benefti sf orthe Engilsh
r e h c a e
t s in SMP Taman Dewasa IP Yogyakarta in orde r t o improve thei r .
h s il g n E g n i h c a e t n i e u q i n h c e
t By doing so ,the Engilsh teachers can help thei r s
t n e d u t
s ot improve thepastt enseawarenessin ordert o masterthef ou rskill so f e
h
t learning Engilsh .Second ,by implemenitng game sin the Engilsh teaching -e
b l li w t i t a h t s t c e p x e r e h c r a e s e r e h t ,s s e c o r p g n i n r a e
l beneifcialfort hes tudentst o r
i e h t e v o r p m
i pas ttense awarenes swhich eventually increase thei racademic t
n e m e v e i h c
a ont hefours kill sablitiy .Th rid ,thi sresearchi sexpectedtoen irchthe e
r u t u
f researchers ’knowledgeo fusing t hegames ot invesitgatethist opicfu trher. e
p o h r e h c r a e s e r e h
T s t hat they can design the mateiral sfor et h eighth grade f
o s t n e d u t
s junio rhighschoo lwhichcontainsomei nteresitnggamesi ni mproving e
h
.
F Deifni itono fTerms
s i h t g n i s s u c s i d n i g n i d n a t s r e d n u s i m d n a n o it p e c n o c s i m d i o v a o t r e d r o n I
h c r a e s e r e h t , h c r a e s e
r e rwli lde ifnet hef ollowingt erm .s .
1 Games
H d n a s i w e L , n w o r
B arcleroad (1977 , p . 292 )deifne tha t game i sa t c a r e t n i s t n e d u t s e r o m r o o w t h c i h w n i y a l p r o f s e l u r f o t e s h ti w y ti v it c a d e r u t c u rt s
f o m r e t e h t , y d u t s s i h t n I . s e v it c e j b o l a n o it c u rt s n i d e t a n g i s e d y lr a e l c h c a e r o t
s i s e m a
g deifned sa an acitvtiy which si no tonly askingthestudentst o havef un , t
u
b a lso atrtacti ng the student sto have atteniton to the lesson wtihou tmaking .
d e r o b l e e f m e h t
.
2 RecountTexts
e h t n i d e n e p p a h t a h t t n e v e n a f o g n it a l e r n e tt ir w d n a n e k o p s a s i t n u o c e r A ( t s a
p Doyle ,P.G. ,C .C .M .Goh ,& L .J .Zhang ,2004). A swehavearleadyseen , y
ll a c i s a b s t n u o c e
r are sequence sevent stemporally.” (Knapp ,P & Watkins ,M . .)
5 0 0
2 Int hisr esearch ,arecountt exti susedast hemediat omeasurethestudents ’ .s
s e n e r a w a e s n e t t s a
p Basedont hestandard o fcontenti nt hecur irculum2006f o r ,
ll i k s g n i d a e
r the student sare asked to comprehend a shor ttex tin the form o f .t
n u o c e r
.
3 SimplePastt ense
, ) 3 9 9 1 ( r a z A o t g n i d r o c c
A thesimplepastt ensei ndicatestha tan acitvtiy a
d e d n e d n a n a g e b n o it a u ti s r
g n i h t e m o s w o h s o t d e s u s i e s n e t t s a p e l p m i
s happened in t hepast .In t hi sstudy , e
s n e t t s a p e l p m i s o t s r e f e r e s n e t t s a p e l p m i
s , whichi susedi nt herecountt ext.
.
4 Awareness m r e t e h
T “awareness” can be related to the term “consciousness” .I ti s t
s o m e s u a c e
b o ftheexpetr sespecially t he psychologist sregard consciousnes sa s 0
0 0 2 ( e k s t e r D . s s e n e r a w
a in Lier ,1996)r egardst ha t“conscious”and “aware” sa .
m y n o n y s
a In thi s research , the researche r adapt s Schmid’t s theory o f s
s e n e r a w a s a s s e n s u o i c s n o
c and then measure s the students ’ awarenes s y
l e v it i n g o
c (1994 a sctied i n Lier ,1996 .) Therefore,r egarding thoset heo ires,t he r
a e s e
r che r consider s awarenes s a s the students ’ consciousnes s in having w
o n
k ledgecogniitvely which i sshown from t hei rperformance i n responding t o s
n o it s e u q s ’ r e h c a e t e h
t . Thus , the student s were observed and measured n
o d e s a b y l e v it i n g o
c the crtieira o fthe students ’pas ttense awarenes scheckils t d
n
a the ifnalr eadingtest .
.
5 Student so fClas sVIIIA fo SMPTamanDewasaI PYogyakarta f
o s t n e d u t s e h
T t che las sVIIIA fo SMP Taman Dewasa I PYogyakarta in e
r a 3 1 0 2 / 2 1 0 2 r a e y c i m e d a c
a catego irzed a sthe adolescen tlearner .s There are y
t n e w
t students i n t hi sclass .They are l es smoitvated i n l earning Engilsh .They s
t l u c if fi d t s o m e h t s a h s il g n E r e d i s n o
c ubject i n t he school. In t hi sresearch, t he f
r e h c r a e s e
0 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s i h t n
I chapter ,the researche rpresent sa discussion on some theo ires , h
c i h
w become t hebase sof t hi sresearch .The purpose of t hi schapter i st o g ain e
h t r e w s n a o t g n i d n a t s r e d n
u formulatedquesitonoft hisr esearch. I talso provide s a theoreitca lframework which summairze sal lrelated t heo ires t o solveresearch
m e l b o r
p .
.
A Theoreitca lDescrip iton
d e t a l e r s e ir o e h t e h t s e s s u c s i d r e h c r a e s e r e h t , n o it p ir c s e d l a c it e r o e h t s i h t n I
f o s t n e d u t s e d a r g h t h g i e e h t r o f d e t c u d n o c h c r a e s e r e h t o
t SMP Taman Dewasa
a t r a k a y g o Y n a t a y i w a P u b
I .They are adolescent ,curirculum, reading ,recount , e
s n e t t s a p e l p m i
s ,awareness ,andgame .s
.
1 Adolescents s e h
T tudent so fthe clas sVIIIA SMP Taman Dewasa Ibu Pawiyatan a
t r a k a y g o
Y ast heparitcipants int hisr esearchbelongt oadolescentl earners .Thus , e
b ir c s e d l li w e g a t s s i h
t thecharacters o fadolescen tandt eachingadolescent. t
n e c s e l o d A f o r e t c a r a h C e h T . a
) 2 1 0 2 ( r
U sayst ha,tt hel earningpotenita lo fadolescenti sgreatert hant ha t t i c il p x e , s s e n s u o i c s n o c e r o m e s u o t g n i n n i g e b e r a y e h t d n a , n e r d li h c g n u o y f o
. g n i n r a e l e g a u g n a l r o f s e i g e t a rt
. p , 3 9 9 1
( 1 )conside rthe teenager sby asking, “why were they so much les s (
” m e l b o r p e n il p i c s i d t h g ir t u o t n e s e r p y e h t d i d y h w d n a d e t a v it o
m a sctied in
,r e m r a
H 2001 .) Harme r(2001 )addst hat ,even t hough adolescent sare related t o t
n e h w r e i p p a h e b l li w y e h t t e y , s m e l b o r p e n il p i c s i d e h
t heydono thaveproblem s
. ) 9 3 . p
( Then, rU (2012) ha sfound the facto rwhich make sadolescen tcan no t g
n i h c a e t e h t n e h w s u c o
f -learningprocessi sr unning .
,t a h t s e t a t s r U s A
“There i sadded facto ro fadolescent-speciifc problem o fidenttiy , ,s
p i h s n o it a l e
r physica lchangeandsoon ,whichmakei tmoredfi ifcul t h
t r o
f emt oconcenrtate .Soadolescen tclasse smaybemored fiifcutlt o u rt p u d li u b o t r e g n o l s e k a t t i d n a , e g a n a m d n a e t a v it o
m sitng
p , 2 1 0 2 ( ” s p i h s n o it a l e
r p. 42 -6 265 .)
.
b TeachingAdolescent
Teaching adolescenti st hemos t“enthusiasm” thing when wecan i nvolve m
e h
t to achieve a learning goa l (Harmer ,2001 ,p .39) .The main poin t o f r
e m r a
H ’ sopinionabou thowt het eache rshouldteachadolescenti sby“provoking h
ti w t n e m e g a g n e t n e d u t
s the mateiral swhich arerelevan tand i nvolving” ,beside t
a h
t the t eache rshould do something t hat“can bolstert hestudents ’sefl-esteem” 1
0 0 2 , r e m r a H
( ,p .39 .) In ordert o t each i na bes tway f o radolescen,t t het eache r w
o n k d l u o h
s how t o design t heexciitng mateirals which wli latrtactt hestudents n
o s u c o f o
t theteaching-learningproces .s a
H s
A rme rstates abou thowt osolve thediscipilneproblemo fjunio rhigh l
o o h c
s students , the teacher mus t no t focu s on et h students ’ behavio r a s t
e y , r e k a m e l b u o
d n
a how t o achieve t he goal (2001 ,p .84) .Besides ,theteache rshould conside r g
n i v i
g thet ask swhich areablet o do ,so t hatt heyfee lcon ifdence( Harmer ,2001 , .)
4 8 . p
.
2 Curriculum a p s i h t n
I tr ,the researche relaborates the curirculum 2006 used fo rthi s h
c r a e s e
r . Besides ,the researche ralso explains the basic competence and the e
b d l u o h s h c i h w e c n e t e p m o c d r a d n a t
s achievedi nt hisi mplementaiton. .
a Curriculum2006 ,
w o
N The Minisrty o fEducaiton and Cutlure i susing Cur ircullum 2006 , s
r e d i s n o c h c i h
w Engilsh i sat oolt ocommunicatea saspokeno rw irttenl anguge . e
h t n i n e tt ir w s i t
I Peraturan Menter iPendidikan Nasiona lRepubilk Indonesia 6
0 0 2 n u h a t 2 2 . o
N (2006), which states that “Bahasa Inggri smerupakan ala t si
l u t n a d n a s il a r a c e s i s a k i n u m o k r e b k u t n
u ”. Moreover , junio r high schoo l p
e r p e r a s t n e d u t
s ared t o gain “funcitonal l evel” .T hisstatementi sw irtten in the 6
0 0 2 m u ll u c ir r u c e h t n i t n e t n o c f o d r a d n a t
s fo rjunio rhigh school, which state s “
t a h
t the proces sof l earning Engilsh in Junio rHigh Schoo /lMT sare driected t o y b e t a c i n u m m o c o t m e h t s e ri u q e r h c i h w l e v e l l a n o it c n u f e v e i h c a o t s t n e d u t s e h t
.s e it i v it c a y li a d n i h s il g n E n e tt ir w d n a n e k o p
s ” (rtanslated by the researche r f
l e s r e
h from Peraturan Menter iPendidikan Na isona lRepubilk Indonesia No .22 6
0 0 2 n u h a
.
b StandardCompetenceandBasicCompetence
t u o b a d n a t s r e d n u o t d e k s a e r a s t n e d u t s e h t ,r e t s e m e s d n o c e s e h t n
I a shor t
s r e h t o h ti w e t a c i n u m m o c o t t x e t l a n o it c n u
f based on t hestandard competence in m
u l u c ir r u
c 2006 for j unio rhigh school ,which state s“Memaham imakna dalam k
u t n e b r e b a n a h r e d e s k e d n e p i e s
e recount , d an narraitve untuk berinteraks i i
k e s n a g n u k g n il n a g n e
d tar” .Since the researche rwanted to help the students e
v o r p m
i theripas tawarenes ,st her esearcherf ocusedontherecountt ex.t o
c d r a d n a t s e h t f o e c n e t e p m o c c i s a b e h t o t g n i d r o c c
A mpetencewhichha s
d e t a t s n e e
b , t he student sareasked t o achievet he goal, which si how t o respond e
h
t comprehensionquesitons andt hegeneircs rtucturei nar ecountt ext .Thi spoin t e
s o h c s
i n based on the basic competence which state s“Merespon makna dan r
a c e s a n a h r e d e s k e d n e p i e s e m a l a d a k i r o t e r h a k g n a
l a akurat , lanca r dan
a m i r e t r e
b yang berkatian dengan ilngkungan sektia r dalam tek s berbentuk t
n u o c e
r ” (PeraturanMenter iPendidikan Nasiona lRepub ilkI ndonesiaNomo r22 ,
6 0 0 2 n u h a
T 2006 .)
3 .Reading
In t hi sstage, t he researche rdesc irbes three point so freading skli lwhich e
r
a used a sthe media in thi sresearch .There are the nature o freading ,reading .
g n i d a e r g n i h c a e t d n a n o i s n e h e r p m o c
g n i d a e R f o e r u t a N e h T . a
a tr o p m i s i g n i d a e
R ntt ogainsomei nformaiton . s A Harmer( 2001 ,p .215 ) s
e t a t
f g n i d a e r r o , n o it a m r o f n i c if i c e p
s o rgenera lunderstanding” .Healso reveals tha t s
i g n i d a e
r done frislty to do speaking o r w iritng acitvtiy (2001 , p . 215) . e
li h w n a e
M ,Nunan (2003 ,p .68 )sayst hat reading i sa lfuen tproces so freader s d li u b o t e g d e l w o n k d n u o r g k c a b n w o r i e h t d n a t x e t a m o r f n o it a m r o f n i g n i n i b m o c
. g n i n a e
m Besides ,areadingt ex talsomaybecomeamodelf o raw iritng acitvtiy , s
t n e d u t s g n i g a r u o c n e y b e n o d e b n a c h c i h
w to focu son vocabulary ,gramma ro r n
o it a u t c n u
p (Harmer ,2007 ,p .99) .I ti sclea rtha treading sk li li sneeded to be n
i d e c it c a r
p orde rto have a lo to finformaiton from the text sand i tmay oa ls k
a e p s d n a g n it ir w . e .i , s e it i v it c a r e h t o r o f l e d o m a e m o c e
b ingacitvtiy.
n o i s n e h e r p m o C g n i d a e R . b
h c r a e s e r s i h t e c n i
S w as done based on the cur irculum 2006 and the l
a ir e t a m d e t a l u p it
s s used i n the school ,reading comprehension ha sbeen decided s
u c o f e h t e b o
t o n achieving the goal so fthe curirculum 2006 in the research . p
, 0 0 0 2 ( s e i v a
D p 0 . -9 91 )revealst ha ta reading comprehension acitvtiy i s t otally t
n e r e f fi
d from reading aloud acitvtiy because i t i s done by doing driec t .
g n i d a e r t n e li s n i n o i s n e h e r p m o c
g n i d a e R g n i h c a e T . c
g n i d a e r g n i h c a e t n
I skill , et h Engilsht eachers arealsor esponsiblet ocreate a good reading proces sby atrtacitng t he reader sto interac twtih the text sthey
8 0 0 2 ( e g d e H . d a e
r ,p .205 )hast iredt odrawas e to fgenerall earninggoalsf ort he e
g a u g n a l h s il g n E d n a f o t n e n o p m o c g n i d a e
. s e it i v it c a g n i d a e r e h t n g i s e d o t s e c n e r e f e
r Ase to fgenerall earning goalsf ort he s il g n E d n a f o t n e n o p m o c g n i d a e
r hl anguagecoursecouldi ncludeasf ollow .s
x Tobeablet or eadar angeoft extsi nEngilsh
x To adap treading style according t o range t hepurpose sand apply e t a ir p o r p p a s a ) g n i n n a c s , g n i m m i k s . g . e ( s e i g e t a rt s t n e r e f fi d
x To bulid a knowledge o flanguage (e.g .vocabulary ,srtucture) , y ti li b a g n i d a e r r e t a e r g f o t n e m p o l e v e d e t a ti li c a f ll i w h c i h w
x To bulid schemaitc knowledge in orde r to interpre t text s y ll u f g n i n a e m
x To develop awarenes so fthe srtucture o fw irtten tex tin Engilsh s e c i v e d e v i s e h o c d n a , s e r u t a e f e s r u o c s i d , e r u t c u rt s l a c ir o t e h r , . g . e s t x e t g n i d n e h e r p m o c n i
x Tot akeaciritcals tancetot heconten toft exts.
d e t c e l e s g n i v a h y b e n o d e b d l u o c s l a o g g n i n r a e l e s o h t t a h t s d d a e g d e H 0 0 2 ( y ti v it c a g n i d a e r e v it c e f f e d n a k s a t g n i d a e r d o o g , t x e
t 8 ,p .205 .)I tmeanst ha t
h s il g n E e h
<