i
THE USE OF
FLASHCARD TO IMPROVE STUDENTS’
UNDERSTANDING ON PRESENT CONTINUOUS TENSE
FORTHE SECOND GRADE STUDENTS AT SMA
MUHAMMADIYAH PLUSSALATIGA THE ACADEMIC
YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan ( S.Pd )
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies ( IAIN) Salatiga
BY :
Hartono
113 13 155
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )
v
MOTTO:
Self confidence is the result of proper preparation
( John Wooden )
Success is about learning and life skill
( De-porter )
The more we are grateful, the more
happiness we get
: ميهربإ ةروس( ٌديِدَشَل ىِباَذَع َّنِا ْمُتْرَفَك ْنِئَل َو ْمُكَّنَديِزَ َلَ ْمُتْرَكَش ْنِئَل
٧
)
“If you are grateful, I will surely increase you [in favor] ;
but if you deny, indeed, My punishment is served
.”
vi
DEDICATION This graduating paper is whole intended dedicated for:
My beloved mom Jamilah and my father Santodi (Mulyadi), thanks for
your prayer, guidance, love and kindness. You are the best parents, Your
smiles and your spirit give me power to always stand up and fight to reach
success. You are my everything.
My beloved sister Sri Hastuti thanks for your kindness.
My beloved brother Munfarid, and Handika Galuh Hartadi thanks for your
caring.
My beloved nephew Farradani Annaf your action influence me to do the
best.
My big family that supported for my education and finishing
vii
ACKNOWLEDGEMENT
Alhamdulillahirobbilalamiin,
In the name of Allah, The Most Gracious and The Most Merciful, The
Lord of Universe. Because of Him, the researcher could finish this graduating
paper as one of the requirement for Sarjana Pendidikan in English Education
Department of Teacher Training and Education Faculty of State Institute for
Islamic Studies (IAIN) Salatiga.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness. However, this success
would not be achieved without supports, guidance, advices, helps, and
encouragements from individual and institution, and the researcher somehow
realize that an appropriate moment for him to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies
(IAIN) Salatiga
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph.D. as the Head of English Education Department and also as
a counselor who has educated, supported, directed and given the researcher
advices, suggestions, and recommendations for this graduating paper from
beginning until the end
4. All of the lectures in English Education Department
5. All of the staffs who have helped the researcher in processing the graduating
ix ABSTRACT
Hartono. 2018. The use of Flashcard to Improve Students‟ Understanding on Present Continuous TenseForthe Second Grade Students at SMA Muhammadiyah Plus Salatiga the Academic Year of 2017/2018.A Graduating Paper. English EducationDepartment. Teacher Training and Education Faculty. StateInstitute for Islamic Studies Salatiga. Conselor: Noor Malihah,Ph.D.
Keywords : Flashcard, Present Continuous Tense, Classroom Action Research.
The research is about the use of flashcard to improve students‟ understanding on
present continuous tense for the second grade students at SMA Muhammadiyah Plus Salatiga the academic year of 2017/2018. The objectives of this research are
(1) to describe the implementation of flashcard to improve students‟ understanding on the use of Present Continuous Tense, (2) to find out students‟
understanding on the use of Present Continuous Tense before flashcard is implemented, (3) to find out students‟ understanding on the use of Present Continuous Tense after the flashcard is implemented (4) To identify the
improvement of students‟ understanding on the use of Present Continuous Tense.
This research is Classroom Action Research (CAR). It was conducted in two cycles. Each cycle consisted of four steps, they were planning, action, observation, and reflection. The researcher took role as an observer who observed everything that happened in the class while the teacher performed CAR for the students. The number of the students in this research was 25 students. The researcher used test and observation checklist to collect the data.
The result shows that the implementation of flashcard to improve students‟
x
TABLE OF CONTENTS
TITLE... i
DECLARATION ... ii
ATTENTIVE COUNSELOR’S NOTE ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v A. Background of the Research ... 1
B. Research Question ... 4
C. Objectives of the Research ... 5
D. Significance of the Research ... 6
E. Hypothesis and Success Indicator ... 7
F. Research Methodology 1. Research Design ... 7
2. Subject of the Research ... 9
3. Steps of the Research ... 11
4. Data Collection Method and Research Instrument ... 11
5. Data Analysis ... 15
G. Graduating Paper Outline ... 17
CHAPTER II THEORETICAL REVIEW A. Grammar 1. Definition of Grammar ... 19
2. The Important of Grammar... 20
xi B. Present Continuous Tense
1. General Concept of Present Continuous Tense... 22
2. The Pattern of Present Continuous Tense ... 24
3. The Verbs are not Used in Present Continuous Tense ... 27
4. Time Signal of Present Continuous Tense ... 29
C. Medium of Language Teaching 1. Definition of Medium of Language Teaching ... 29
2. Kinds of Medium of Language Teaching ... 30
3. Function of Media of Language Teaching ... 31
4. Roles of Media in Language Teaching ... 32
D. Flashcards 1. Definitions of Flashcards ... 33
2. The Advantages and Disadvantages of Flashcards ... 33
3. Criteria a Good Flashcard ... 35
4. Flashcards for Teaching English as a Foreign Language (EFL) ... 35
5. Implementation of Flashcard in Teaching English Foreign Language (EFL) ... 36
E. Previous Research... 39
CHAPTER III IMPLEMENTATION OF RESEARCH A. Procedures of The Research 1. Cycle I ... 41
2. Cycle II ... 43
3. The Minimal Standard of Successful ... 45
CHAPTER IV RESEARCH FINDINGS AND DATA ANALYSIS A. The Result of the Research 1. Research Finding ... 46
xii CHAPTER V CLOSURE
A. Conclusions ... 84 B. Suggestions ... 87
BIBLIOGRAPHY
xiii
LIST OF TABLES
Table 1. 1: Steps of Action Research ... 8
Table 1. 2: List of XI IPA ... 10
Table 1. 3: Research Schedule ... 11
Tabel 1. 4: Form of Observation Check List for students ... 13
Table 1. 5: Form of Observation Check List for Teacher ... 13
Table 2. 1: Period of Time ... 23
Table 2. 2: Temporary Action ... 23
Table 2. 3: Temporary Course of Action ... 24
Table 2. 4: Temporary Habit.... ... ...24
Table 2.5: Pattern Affirmative Statement and negative statement... .. ...25
Table 2. 6: Pattern Yes/ No Question and Short Answers ... 25
Table 2. 7: Pattern WH- Question ... 26
Table 2.8: Verbs Ending In –ing...26
Table 2. 9: Verbs are not Used in Present Continuous Tense ...27
Table 2. 10. Verb of Emotion……...27
Table 2. 11. The Verb of Thought or Opinion...28
Table 2. 12. Verb of Possesion...28
Table 4.1: Form of Result Observation Check List for Students...51
xiv
Table 4. 3: Students‟ Score in the Pre-test of the Cycle I……...56
Table 4. 4: Count of Passing Grade of the Pre-test in the Cycle I...57
Table 4. 5: Students‟ Score in the Post-test of the Cycle I………...57
Table 4. 6: Count of Passing Grade of the Post-test in the Cycle I ...59
Table 4. 7: Difference Square of Pre and Post-test Score in Cycle I...59
Table 4. 8: Form of Result Observation Check List for Students…...69
Table 4. 9: Form of Result Observation Check List for Teacher...70
Table 4. 10: Students‟ Score in the Pre-test of the Cycle II……...73
Table 4. 11: Count of Passing Grade of the Pre-test in the Cycle II...74
Table 4. 12: Students‟ Score in the Post-test of the Cycle II……...75
Table 4. 13: Count of Passing Grade of the Post-test in the Cycle II……...76
Table 4. 14: Difference Square of Pre and Post-test Score in Cycle II…...77
1 CHAPTER 1
INTRODUCTION
In this chapter the researcher presents background of the research, research
question, objective of the research, limitation of the research, significance of the
research, definition of key terms, research of methodology and graduating paper
outlines.
A.Background of the Research
Language is a system of symbols through which people communicate. The
symbols may be spoken, written, or signed with the hands (Kreidler, 1998: 19).
Whenever people think about language, they will think that language is very
important in their life. Language plays a great part in our life, perhaps because
of its familiarity, we rarely observe it. Taking it rather for granted as we do
breathing or walking (Bloomfield, 1933: 3). By language people can express
their opinion, feelings, ideas, comment, suggestion, advice, thoughts and they
can share their experience and etc.
As far as we know, many countries have various languages that not every
person recognizes and understands it. Therefore, communication means tool is
needed. English is an international language that every country should know
and learn to support their communication in the global world.
In the era of globalization people in every country are expected to learn
2
some information and knowledge. In Indonesia, English is one of the foreign
languages to be taught in schools from Elementary School (English as a local
content), Junior High School, Senior High School and University (English is
obligatory). In order to make English teaching successfully, some factors such
as, quality of the teacher, students‟ interest and motivation, school buildings,
the teaching method, book, etcetera have to be considered.
Learning a foreign language is an integrated process that the learners
should study. There are four basic language skills which are divided into two
kinds, namely receptive and productive skills. Reading and listening are the
receptive skill while writing and speaking are the productive skill. By
mastering all language skills learners have much better chance of
understanding and being understood. To support the language skills, it is also
necessary for the students to learn some language aspects, such as vocabulary,
grammar, pronunciation, preposition, modals, etc.
Grammar is a theory of language, of how language is put together and
how it works (Gerot and Wignell, 1995: 2). Grammar covers noun, pronoun,
adjectives, verb, modals, preposition, tenses and other structure items.
According to Cowan (2008: 350), use of verb forms is one of the two or three
most difficult areas for English language learners to master. Grammar is
probably one problem for the student to learn English. Grammar is very
important, because grammar is a basic knowledge to understand English
perfectly. By mastering grammar correctly, it can be ascertained that one can
3
one important aspect in it. In English there are 16 tensesthat students should
learn. On the other hand, not all language in the world have tenses. Thus, tense
is one aspect which make students are confused and frustrated.
Based on my pre-observation in SMA Muhammadiyah Plus Salatiga the
researcher found that students get difficulty in learning English especially on
Grammar. They have problem about how to use Present Continuous Tense.
The researcher observed that the problem might be caused by several factors:
1. The students' understanding of grammar is low. 2. The student did not pay
attention to the teacher explanation about the lesson. 3. The student feel bored
in following teaching learning activities.
Based on the pre-observation above then it is necessary to find out a way
to overcome the problem. The researcher assume that the problems is probably
about the way the teacher delivers the material. One solution to this problem is
the use of appropriate media in teaching grammar. There are many media that
can be used. One example is by implementation a particular media which is
suitable for the students. There are many media that can be used to teach
English such as song, flashcard, newspaper, picture and others. Hamalik (1994:
42) states that using media in the process of teaching and learning can increase
willingness and new interest, increase students motivation in the process
teaching and learning and even bring psychology effects for the students, such
as visual media is one of teaching media that can help to improve
studentsunderstanding on grammar. In this research the researcher considers to
4
continuous tense. Based of problems above, the writer tries to propose an
optional effective media for teaching present continuous tense it is Flashcard.
Komachali & Khodareza (2012: 137) explain that Flashcard is a cardboard
consisting of a word, a sentence, or a simple picture on it. Flash card is very
simple and suitable media for an individual to study a topic. It is two
dimensional card which contain element daily life like activity a human,
animals, events, places, etc. Usually the students are able to remember of
English occurrence easily if many teachers show cards that consist of words or
pictures.
Thus, in this research paper, the researcher investigates the implementation
of Flashcard to improve the students‟ understanding on the use of Present
Continuous Tense in SMA Muhammadiyah Plus Salatiga the academic year of
2017-2018.
B. Research Questions
Based on the discussion above, in order to learn more obvious and more
directed research problems can be summarized as follows:
1. How is the implementation of flashcard to improve the students‟
understanding on the use of Present Continuous Tense in SMA
Muhammadiyah Plus Salatiga in the Academic year of 2017/2018?
2. How is students‟ understanding on the use of Present Continuous Tense
before flashcard is implemented in SMA Muhammadiyah Plus Salatiga in
5
3. How is students‟ understanding on the use of Present Continuous Tense
after the flashcard is implemented inSMA Muhammadiyah Plus Salatiga in
the Academic year of 2017/2018?
4. Can flashcard improve students‟ understanding on the use of Present
Continuous Tense in SMA Muhammadiyah Plus Salatiga in the Academic
year of 2017/2018?
C. Objectives of the Research
To answer the questions above the writer has the objective as follow:
1. To describe the implementation of flashcard to improve students‟
understanding on the use of Present Continuous Tense in SMA
Muhammadiyah Plus Salatigain the Academic year of 2017/2018.
2. To find out students‟ understanding on the use of Present Continuous
Tense before flashcard is implemented in SMA Muhammadiyah Plus
Salatiga in the Academic year of 2017/2018.
3. To find out students‟ understanding on the use of Present Continuous
Tense after the flashcard is implemented in SMA Muhammadiyah Plus
Salatiga In The Academic year of 2017/2018.
4. To identify the improvement of students‟ understanding on the use of
Present Continuous Tense in SMA Muhammadiyah Plus Salatiga in the
6 D. Significance of the Research
This research gives several significant values for the students, teachers,
researcher and teaching process. This research provides new innovation for
English language teaching.The results of this research can be applied in the
English teaching learning process, especially in the teaching Present
continuous tense.The researcher hopes that this research is useful for:
1. Students
Student will get new effective way in learning English grammar, especially
about present continuous tense.
2. Teacher
By using this research, a teacher is able to use it as reflection tool for
knowing an effective media in teaching present continuous.
3. Researcher
The researcher can identify the actual problem in the classroom and give
suggestion in solving the problem. This is very helpful to improve the
researcher‟s ability in doing a research. The other benefit for the researcher
would be a teacher in the future is hopefully this research will be able to
help the researcher in his future teaching process. An experience in doing a
research in the classroom is one of many ways for everyone to acquire
7 E. Hypothesis and Success Indicator
Based on the students observation result in present continuous tense mastery
as illustrated in chapter 1, the researcher tries to overcome those problems by
implementing flashcard. By conducting this research, the researcher proposes a
hypothesis: The implementation of flashcard can improve the student‟
understanding on present continuous tense.
The success indicator of this research is taken from the students‟ Basic
Competence/ ability shown in Lesson Plan (RPP)(see appendix 2). The
students‟ success and failure in doing the activities in cycle I and II will be
assess by referring to the criterion of passing grade (KKM). The passing grade
of English lesson in SMA Muhammadiyah Plus Salatiga is 75. The teacher and
the researcher expectthat there are at least 75 % of the students who pass the
passing grade.
F. Research Methodology
1. Research Design
This Research is Classroom Action Research. Wiriaatmadja (2005:
13) explains that Classroom Action Research is a method how a group of
teachers can organize their teaching learning condition and learn from
their own experience. They can try an idea as reparation in their teaching
8
Table 1. 1: Steps of Action Research
Taken from LP3 UNNES (2007: 63)
According to Arikunto (2008: 75), there are four steps in each cycle
for doing classroom action research, which can be explained as follow:
1. Planning
In this step, the researcher focuses on who, what, when, where,
and how the action is conducted.
2. Action
In this step conducted to implement the strategies prepared in the
9 3. Observation
Observation is the next step to monitor and watch closely
teaching learning process and collects the data from the result of action.
The researcher prepares the observation paper to know class condition
when the action done, then the researcher (as the observer and
collaborator) and the English teacher (is the teacher in the research)
discuss about the result of observation, what the problem faced when
teaching learning process and look for good solution to solve the
problem. In this phase, the researcher observes and takes notes during
teaching learning process.
4. Reflection
Reflection means to analyze the result based on the data that have
been collected to determine the next action in the next cycle. In this
phase, the researcher could observe the activity that results any process,
the progress happened, and also about the positives and negatives sides.
From several definition above, the researcher conclude that
classroom action research is an action research classroom, which can do
by teacher and researcher with involves students to improve teaching and
learning process. This research use data observation toward teaching
Present Continuous Tense using Flashcards. This data analyze through
10 2. Subject of the Research
11
20 RF Female
21 RF Female
22 SF Female
23 SA Female
24 SAAS Female
25 SC Female
3. Steps of the Research
In conducting the research, the researcher carry out the steps
which summarized in the following research schedule. The research
schedule is shown in the table 1. 2.
Table 1. 3: Research Schedule
No Activities Time Allocation
1 Preparing the research proposal December
2 Doing cycle February
3 Doing observation February
4 Analysis data February
5 Writing research result February
6 Continuing writing the graduating paper March
4. Data Collection Method and Research Instrument
Collecting data is important to conduct a research. Arikunto (2010:
265) explains that there are some methods of collecting data. There are
12
collect data, the researcher uses three of them by using documentation,
observation and test as an instrument. Furthermore, Arikunto (2010: 192)
states an instrument is the tool or facilities that is used by the researcher to
collect data.
1. Observation
Classroom observation is an observation that focusses on the
understanding of how social event of the language classroom are
enacted (Nunan 1993: 93). In this classroom observation, the
researcher observe students and teacher activities in Present
Continuous Tense teaching learning. The observation consist of two
cycles. That are cycle I, and cycle II. The researcher use the checklist
observation to make it more systematic. Consist of student checklist
whose contents are about indicators consisting of paying attention,
asking question, responding to question, accomplishing task and being
enthusiastic of english game (see table 1. 4). Consist of prepare list of
items. The presence or absence of the item may be indicated by
checking “Yes or No” or the type or number of items may be indicated
by interesting the appropriate word or number.
The next checklist is a checklist that is used to observe the
teacher is about teacher activity in the learning process that consist of
how to open the lesson, giving assignment, delivery of learning
objectives, use of media in accordance with the material, creating an
13
help student‟s difficulties during learning, be fair to all students,
answer student questions, and how to end the lesson (see table 1. 4). In
filling this observation teacher checklis will use mark “√”.
Tabel 1. 4: Form of Observation Check List for students No Indicator Yes No Descriptions Obstacles Solutions
1 Paying attention
2 Asking Question
3 Responding to Question
4 Accomplishing task
5 Being enthusiastic of
English Game
The form observational field note for teacher is shown on the table 1.5 Table 1. 5: Form of Observation Check List for Teacher No Aspect Yes No Descriptions Obstacles Solutions
1 Greeting students before the lesson begins
2 Praying before the lesson begins
3 Checking student attendant
4 Giving motivation
5 Reminding previous
material
14
9 Help student‟s difficulties during learning
10 Answer student questions
11 Giving feedback after the lesson
2. Test
A test is a method for collecting data by using questions.
According to Heaton (1975: 1), Test is important part of every teaching
and learning experience. Both testing and teaching are so closely
interrelated that it is virtually impossible to work in either field without
being constantly concerned with the other. Tests may be construct
primarily as devices to reinforce learning and to motivate the students‟
performance in the language
In this research, the researcher use written test. Henson and Janke (2006: 86) explain that the varieties of written test there are subjective
and objective. A subjective test evaluated by giving an opinion whereas
an objective test is written test which has right or wrong answer include
multiple choice and matching items. The researcher use an objective
test in this research by using multiple choice items. In pre-test and
post-test the researcher use 10 questions of 10 multiple choices (See
15 3. Documentation
In this research, the researcher use photos as the documentation of the
research.
5. Data Analysis
In this research, the researcher mixes methods to analyze the
data.According to Fraenkel and Wallen (2009: 557), mixe-methods are
collect and analyze by using qualitative and quantitative method in a single
research.When the teacher do the action, the researcher observe and
analyze the process by using qualitative method. After the scores are given
to the students, the researcher analyze it by using quantitative method.
a. Qualitative Data
Qualitative research is very important to discover and analyze the
motives of behavioral science of human(Kothari, 2004: 3). In this
research, the data of check list is analyzzing by qualitative.
b. Quantitative Data
This research uses quantitative analysis to process the data. The
quantitative data is processes after the teacher and the researcher get the
score of the students. The score of the exercise in each correct answer
is 10 and 0 to each wrong answer. The maximum score is
100.According (Kothari,2004: 3), Quantitative research is process based
on the measurement of quantity. To measure the data quantitatively, the
16
a. To find out the mean score of the pre test and the post test, the
researcher used this formula :
∑X
N= The total number of the students.
b. To calculate the mean of difference, the reseacher used this fourmula:
∑ D MD =
N
Note :
MD =Mean of difference.
∑ D =The total difference between the pre test and the post test.
N =The total number of the students.
c. To calculate standard deviation, the reseacher used this fourmula:
∑D2 ∑D2 SDD =
N N
Note:
SDD =Standard Deviation.
D =The Difference between the pre test and the post test.
17
d. To calculate the standard error for the mean difference, the researcher
used this formula :
e. To calculate the t-test, the researcher used this formula :
MD
SEMD = The standard error for the mean difference.
H. Graduating Paper Outlines
In order to make a systematic research, the researcher organizes this
research into five chapters, they are as follows :
Chapter I is introduction. It contains the background of the research,
research question, objectives of the research, significance of the research,
18
outlines. Chapter II is theoretical review. It contains grammar, present
continuous tense, medium of language teaching, flashcards, and previous
research.Chapter III is implementation of research. It contains procedures of
the research.Chapter IV is research findings and data analysis. It contains the
result of the research the use of flashcard to improve students‟ understanding
on present continuous tense (a classroom action research of the second grade
students at SMA Muhammadiyah Plus Salatiga the academic year of
2017/2018).Chapter V is closure. It contains conclusions and suggestions.
19 CHAPTER II
THEORETICAL REVIEW
A.Grammar
In this section, the researcher discusses about the Definition of grammar, The
implementation of grammar, and English grammar
1. Definition of Grammar
Grammar is a set of rules of a language which are used to put the
words together into meaningful larger units (Gerot and Wignell, 1995: 2,
Lech, 1999: 3, Lynch and Anderson, 2013: 4)
Similar to the above ideas, Thronbury (1999: 13) adds that grammar,
adds the meanings that are not easily inferable from the immediate context.
Hammer (1999: 2) also emphasizes that with grammar, words can change
the language.
In more detailed information, Scriverner (2010: 4) defines grammar
in several points as below:
a. Rules about sentence formation, tenses, verb patterns, etc in reference
book.
b. The moment by moment structuring of what we say s it being spoken.
c. Exercises (fill in the gap, multiple choices, etc) about tenses, etc.
20 2. The Importance of Grammar
From several definitions about grammar above, we know that
grammar has significant roles in learning and teaching a certain language,
also understand how text works.Grammar is important, because grammar
is a basic knowledge of language tounderstand English perfectly. English
teacher need to know how a text works so they can explicitly help learners
learn how to understand and produce text spoken and written in various
contexts for various purposes (Gerot & Wignel, 1995: 3). Beside that there
are several experts explain about the importance of grammar as below:
a. Grammar is important to be thought because it affects student‟
performance in all four skill reading, listening, speaking and writing
(Murcia & Freeman 1983: 2).
b. Students are expected in comprehending English either writer and
spoken, for that reason, they must know the system rule of grammar of
a target language fluently and acceptably since grammar as a tool for
making meaning (Thronburry, 1999: 4).
However grammar is needed to study English language. Different
definition about grammar which have already been discussed above, Swan
and Walter (2002: 2), argue that grammar is not the most important thing
in the world. But if a student makes a lot of mistakes, he/she may get
difficulty to understand. Also hardly any people speaks or writers a foreign
21
student can make students‟ English reasonably correct. So grammar is very
important and very useful.
3. English Grammar
In English grammar there are several points that students should
understand. They are: tenses, clause, modals, preposition, adjective and
etc. Especially in tenses there are sixteen tenses in English which in it have
four important basic to learn.As we know so far, each tense has rules of its
own. It makes thestudents confuse and difficult to use tenses correctly
because thereare no tenses in Indonesian language. It is one of the difficult
problems instudying English.
There are four basic forms of tenses that include the certain time
ofaction. They are present, past, future and perfect.
a. Present Tense
Present tense describes habitual action, routine or thing that
are generally or always true. Using time expression as follow:
always, often, sometimes, seldom, every day, every year, etc.
b. Future Tense
Future tense describes the action that happened in the
futuretime. Using time expression as follow: tomorrow, next
22 c. Past Tense
Past tense is used to express actions that happened in thepast.
The time signals which used in the past tense are; yesterday, ago,
last week, last month, for three years ago, etc.
d. Perfect Tense
Perfect tense is used to express actions that happenedbefore
another time or even.
As we know there are sixteen tenses in English. But in thisresearch,
the researcher only investigate further about Present Continuous Tense
B.Present Continuous Tense
In this section, the researcher discusses about General Concept of
Present Continuous Tense, The Pattern of Present Continuous tense, The Verbs
are not Used in Present Continuous Tense and Time signal of Present
Continuous Tense.
1. General Concept of Present Continuous Tense a. Definition of Present Continuous Tense
Present Continuous Tense is also called Present Progressive
Tense. Azar & Schramfer (1989: 3) explains that Present Continuous
Tenses is one of tenses which give the idea that an action is in progress
during particular time. The Present Continuous Tense indicates that an
activity or situation when we talk about things happening in period
around now or talk about changes happening around now. The period of
23 Table 2. 1: Period of Time
b. The Use of Present Continuous Tense for a Temporary Situation. 1). Temporary Action
Temporary action which began before the time of speaking, is
continuing across it, and is not yet complete : I am walking at this moment. The temporary action of Present Continuous Tense is
shows in the table 2. 2.
Table 2. 2: Temporary Action
2). Temporary course of action
Temporary course of action fairly recently begun. Currently
engaged in, but not expected to be permanent : I am living in London. The temporary course of action of Present Continuous
Tense is shows in the table 2. 3. I am doing
24
Table 2. 3: Temporary Course of Action
3). Temporary Habit
Temporary habit not necessary engaged in at the moment of
speech, but temporarily constracted for : I am watering his plants while he is away. The temporary habit of Present Continuous Tense
is shows in the table 2. 4.
Table 2. 4: Temporary Habit
2. The Pattern of Present Continuous Tense: a. Affirmative Statement and Negative Statement
The pattern of present continuous tense for affirmative statement
25
Table 2. 5: Pattern Affirmative Statement and negative statement
b. Yes/ No Question and Short Answer
The pattern of present continuous tense for yes/ no question and
short answer is shows in the table 2. 6.
Table 2. 6: Pattern Yes/ No Question and Short Answers
YES/NO QUESTIONS SHORT ANSWER
Is/Am/Are Subject Verb1+ing Yes No
Affirmative Statements Negative Statements
Subject Am/Is/Are V1+ing Subject Am Not/Is Not/Are Not
You/We/They are You/We/They Are not
26
Table 2. 7: Pattern WH- Question
Wh-word be Subject V1+ing
There are several verb which have suffix that can be changed in
–ing. According Braukal (2005: 232) the spelling verbs ending in –ing
is shows in the table 2. 8.
Table 2.8: Verbs Ending In –ing
Verb Ending Rule Examples
1. Consonant +e. Drop the e, Add -ing Dance = dancing
27
help you know how to spell the present continuous tense (Parrot
2007: 154)
3. The Verbs are not Used in Present Continuous Tense
There are several verbs are not normally used in present
continuous tense (Mas‟ud 2005: 19). It is shown in the table 2. 9.
Table 2. 9: Verbs are not Used in Present Continuous Tense
hate smell understand know believe
prefer have recognize consider remember
wish agree expect forget realize
feel like
Explanation
a. Verb of emotion
The verb of emotion shown in the table 2. 10. Table 2. 10. Verb of Emotion
Verbs meaning example
like senang
28
The verb of thought or opinion shown in the table 2. 11. Table 2. 11. The Verb of Thought or Opinion
Verbs Meaning Example
forget lupa 1. I forget (correct). 2. I am forgetting (false).
understand mengerti 1. Yes sir, I understand (correct). 2. Yes sir, I am understanding (false).
prefer lebih suka
1. I prefer oranges to apple (correct). 2. I am prefering oranges to apple (false)
agree setuju 1. They agree with you (correct). 2. They are agreeing with you (false).
c. Verb of possesion
The verb of possession is shown in the table 2. 12.
Table 2. 12. Verb of Possesion Verb Meaning Example
have mempunyai It can not use in present continuous tense if the meaning” mempunyai”.
1. I have a new car (correct).
2. 1) I am having a new car (false).
29
meaning is” menikmati”.
I am having dinner (correct).
(Mas‟ud 2005: 21)
4. Time Signal of Present Continuous Tense
The time signal of present continuous tense is shown in the table 2. 13.
Table 2. 13: Time Signal of Present Continuous Tense
Media of Language Teaching, Roles of Media in Language Teaching.
1. Definition of Medium of Language Teaching
According Hamer (2003: 134) media can be use to explain language
meaning and contraction, engage students in a topic or as a basis of whole
activity. In additions Brown (2007: 18) also defines Media as the tool or
30
By media a teacher can stimulate the student to acquire knowledge,
comprehension and engage the learners in learning process.
2. Kinds of Medium of Language Teaching
According to Kasihani (2007: 102), in general there are three kinds
of media as below:
1. Visual aid
Visual aid is media which can be seen and be touched by
students. There are picture, photo, real object, map, miniatur, and
realia. Visual aid is often used by the teacher are picture,
flashcard, and realia.
2. Audio aid
Audio aid is text and material recorded which used for listening
skill and understanding oral discourse. It can be heard. Such as
radio and cassette recorder.
3. Audio visual aid
The last is Audio visual Aid. It is media which can be heard and
seen. Such as television and film. Usually it shows story, event, or
condition in another place. The picture is showed together with
information in English and it should selected is based on language
development students range.
In this research, the researcher discuss more specific about one of
visual aid that is Flashcard. The working through explicit about flashcard
31
3. Function of Media of Language Teaching
The function of media in language teaching is explained by Sadiman
(1990: 7) those are:
a. Aids to Instruction
Media gives serve to help teacher and instructors to manage the
instruction more efficiently especially in learning process. It means,
media helps teachers to communicate more effectively and take over the
operating role of instruction from teacher and instructors.
b. Aids to Learning
Media gives serve to help students learn more efficiently. Media
promote understanding, assist in the transfer of training and assist in
assignments.
Afterwards the function of media is developed by Suyanto (2007: 10)
function of media in language teaching are:
a. Media can save our time as a teacher
b. Media can stimulate interest to learn
c. Media can encourage students participation
d. Media can provide a review
e. Media can help the students learn communicate ideas visually
f. Media can provide medium for individual or group report
32 4. Roles of Media in Language Teaching
In a study about language, media have important roles. There are
several roles media in teaching and learning process. According to
Hasanah (2015: 108), she give a brief explanation about roles of media or
instructional media as follows:
a. To entertain
Media can be used as recreation and enjoyment. It includes fictional
stories and poem published in books and magazines; records; tapes and
radio broadcast of music, music typically shown in motion pictures
theaters; and comedies ,dramas, and sporting events in television.
b. To Inform
The use of media can increase awareness or present facts. It includes
newspapers, documentaries on radio and television, and advertisements
in all media.
c. To instruct
Media are used to take the viewer and listener from state of not
knowing to one of knowing. From a state of poor performance to a state
of competence. It includes motion pictures/ flashcard, slides, and film
strips records and audiotapes.
In this research, the researcher use roles of media “c” (to instruct) that
33 D. Flashcards
In this part the researcher discusses about Definitions of Flashcards,
Advantages and Disadvantages of Flashcards, Criteria a Good Flashcard,
Flashcard for English Foreign Language (EFL) and Implementationof
Flashcard in English Foreign Language (EFL) Teaching
1. Definition of Flashcards
To get more understand about flashcards, the researcher would like
to utter the definition of flashcards. Flashcards are cards consistof number,
picture, word and sometimes it can stand alone of each. The size depends
on the maker.
According to Harmer (2002), Komachali&Khodareza (2012) &
Phillips (2001), flashcards are Cards that used to drill toward simple
sentence or function of simple language if this cards consist about simple
picture that also can to help defined vocabulary and structure .
Flashcards are used in the classrooms as teaching media and can be
found to give practice in most skills and components and in most stages of
teaching activity. Flashcards can motivate students and nowadays,
motivation is found to be an important factor in learning everything.
2. The Advantages and Disadvantages of Flashcards
There are several advantages and disadvantages of flashcards
a). Advantages of flashcards
According Inayah (2010: 24) there are some advantages of
34
1). Flashcards are effective method to help students to study
vocabulary.
2). Flashcards are easy to carry anywhere, so we do not need to carry
heavy books so much because it is really convenient.
3). Flashcards help in summarizing and memorizing, so by using
flashcard the students will not need to study from the book with
long pages and a lot of information which it makes the students
confused because students will be able to study from the flashcards
that contains very simple points
4). Students became motivated and interested in learning English,
understood the words easily and memorized the words faster
(Yusrika 2013: 56).
b). Disadvantage of flashcard
According Asnawir & Usman (2002: 51), there are several
disadvantages of flashcard as follow:
1) If the picture of flashcards are not clear and big enough, the students
will misunderstanding about the teacher‟s explanation when they see
flashcards, so the goal that is planned cannot be achieved
2) Need long time to make it and very expensive
3) Usually the student who sit in behind can not see because the size of
35
4) The price of flash cards are too expensive, if the teacher want make
flashcards itself, she or he need much time.
Http://www. Ehow.com/
about_5371920_objectives-teaching-aids.html
3. Criteria a Good Flashcard
According to Kasihani (2007:106), there are several criteria a good
flashcards as below:
a. Flashcard should be visible and is big and clear enough so that all
ofstudents can see detail.
b. The picture on flashcard has to convey the message clearly, notconfuse
or describe something that confuse.
c. Flashcards must be strong, not too bend and flop (Jannah, 2013: 192).
d. Flashcards contain the element of daily life example humans, object,
animals, events, places and so on (Humaidah, 2000: 2).
e. It can moved quickly from back sideto front side
In addition, in using flashcard has to appropriated with material that
will be given to students and the teachers should check the exact before
they give to their student.
4. Flashcards for Teaching English as a Foreign Language (EFL)
Flashcards forEnglish as a Foreign Language (EFL) or self-study
have been used for years and are a useful tool for teachers and learners.
Flash cards are useful for drilling new letters, syllables, words, and other
36
more informally. A flashcard or flash card is a set of cards bearing
information, as words or numbers, on either or both sides, used in
classroom drills or in private study. Flash cards can bear vocabulary,
historical dates, formulas or any subject matter that can be learned via a
question and answer format. Flash cards are widely used as a learning drill
to aid memorization by way of spaced repetition (Komachali &
Khodareza, 2012: 137).
According to Gelfgren (2012: 1), flashcards can be used for any subject, for example elementary or more advanced language training (vocabulary and grammar), mathematics, biology and geography. Flashcards are easy-to-use and handy resources for teachers and they can be used on any class level. They are excellent for presenting vocabulary, drilling and repetition. For many students, using flashcards is a fun way to learn new vocabulary and grammar
5. Implementationof Flashcard in Teaching English Foreign Language (EFL)
Flashcards are visual aids that can give motivation and stimulation in
teaching learning process especially grammar. Through flashcards students
can improve their‟s understanding on Present Continuous Tense.
According to Inayah (2010: 25), there are many several implementation of
Flashcard as teaching media to teach Present Continuous Tense:
1) Drills : Drills of this type can be used with all the flashcard on this
site. Be creative the flashcards for one grammatical area of English
37
flashcard section. Show your class the flashcards,” Drinking a cup
coffee”. Ask the students for example “what is Tono doing in this
flashcard?” .The class respond, “He is drinking a cup of coffee”. Now
ask something like with show another flashcards,” Is She eating
dinner, Carlos?” .The students respond, “No, She is having breakfast.
The students should remember routine verb and they respond the
question‟s teacher based on the flashcard.
2) Guess the Card: Use the flashcard. Don not show the whole picture.
Students try to guess what the people are doing the card and after they
guess the card, show them the whole picture.
3) The Mime Trick Game: Give flashcard to students and ask them to
mime the action. The rest of the class try to guess” what she /he is
doing?”
4). Present Continuous Pictionary: This game is good for reviewing
vocabulary, especially action verb. Choose a student and show him or
her flashcard picture or whisper a word into his or her ear. The student
draws the picture on the board and first student to guess the picture
gets to draw the next picture. This can also be played in teams with a
point system .
5) Act it out: Ask a student to come to the front of the class and show a
flash card. The student then acts out that word, and the first student
38
with action verbs, but it can also use to teach concrete nouns words
(Inayah, 2010: 27).
6) Describing the action: Present the learners with a set of flash cards with
different actions. Ask them to tell you what they see on the card, after
getting their opinions. Make a sentence using the present continuous
and explain that the action is happening at that exact moment. Call
their attention to the structure of the verb phrase. The auxiliary to be
in the present and main verb -ing, then use the cards again and give
them the chance to describe the actions on them, using the correct
verb tense."
(http://edition.tefl.net/ideas/grammar/fun-games-for-present
continuous/ Functions and examples).
7) Flashcard Sentences: Divide the class into groups of four or five. Give
each group the same pictures, or put it on overhead. Instruct the
groups to describe the flashcard in as many sentences as possible the
time allowed using Present Continuous Tense. The sentences must be
grammatically correct and accurately depict what is happening in the
picture. Each group read sentences or writer them on the board. The
group with the most correct sentences wins (Woodward 1997: 12).
Flashcard can used by the teacher with some games above
depending creativity of the teacher. But in this research, the researcher
use Drills, and Flashcard Sentence as a game to implement the
39 E. Previous research
In this section the researcher takes review of previous researches as
comparison to this research.
The first previous research is from Nadziroh (2010). Her research about
the use of flashcard to improve vocabulary mastery. She use classroom action
research approach. Her research is at fourth years students of MI Duren
Bandungan in the academic years of 2009/2010. The results of her research
show that flashcards of teaching vocabulary is able to help the students to
improve their vocabulary mastery the students are more interested and involve
actively in teaching learning process. The score between pretest and posttest is
very different, where posttest is greater than pretest
The different with this research is she use flashcard to teach vocabulary
for fourth year students MI Duren Bandungan and I use flashcard to teach
present continuous tense for second grade of SMA Muhammadiyah Salatiga.
With the same topic with Nadziroh is the use of flashcards. Widyarini
(2008) studied about the effectiveness of using flashcard as teaching media on
the student‟ mastering of vocabulary in experiment research. Her research is on
third graders of SD Masehi Mlaten Semarang in the academic years of
2008/2009. She chose two classes to be result research, one class as control
class and the other class as experimental class. For the experimental class, she
used flashcard for students when she was teaching vocabulary and the other
class she did not used flashcard. She used non-randomized pre-test and
40
used quantitative analysis. And the result was significant, flashcard can more
effective in teaching vocabulary.
This research is different from the two previous research. This research
focuses on flashcards to improve student‟s understanding on present
continuous tense. The approach used is classroom action research and here the
author as a researcher and observer and class teacher is the teacher in the
research itself. so as researcher, I just need one class. The participants are
students on second grade at SMA Muhammadiyah Salatiga. The researcher use
41 CHAPTER III
IMPLEMENTATION OF RESEARCH
A.Procedures of The Research
There are four steps in one cycle for doing actions research those are
planning, acting, observing and evaluating. In this research, the researcher
conducted the research into two cycle: cycle I, and cycle II. The researcher
collaboration with the english teacher who teaches in class of second grade.
The activities in each cycle is as follows:
1. Cycle I
The researcher use flashcards to introduce new vocabulary of action verb,
which it can improve student understanding on Present Continuous Tense.
The topic is daily activity, the procedure as below:
a. Planning
In this step, the researcher plans the following below:
1) Preparing flash card that planned appropriate with the material
2) Preparing the teaching material of cycle I
3) Make lesson plan of cycle I
4) Preparing field note servation of cycle I
5) Preparing students attendance list
42
The preparation design in order to gain the purpose of teaching
learning process. Students are suppose to improve their understanding by
the materials give.
b. Action
In this section the learning process is led by the teacher.
1) The teacher explain about rules of present continuous tense in positive,
negative, Yes/ No question and short answers, interrogative form and
verbs are not used in present continuous tense.
2) Giving some examples of present continuous tense that are represented
with flashcards.
3) Asking the students to make sentences in positive, negative and
interrogative form based on flashcard is showed by the teacher.
4) Play the flash cards by ”Drill” (see chapter II) as follows:
a) Showing the flashcard to students for example: flashcard of
painting the wall.
b) Asking the students for example” What is Tono doing in this
flashcard?”
c) Then asking again by showing another flashcard,” Is he painting
the wall?”
d) The students respond,” Yes, he is painting the wall.”
e) Next asking again by showing another flashcards and the students
43
5) Made some sentences related with their friend.
6) Giving correction and feedback to the student‟s answer.
7) In the end of lesson, giving post test.
c. Observation
1) The researcher observed students and teacher activity by using field
note
d. Reflection
1) The researcher evaluated the activities that have been done.
2) The classroom teacher and the researcher discussed to make a
reflection what should they do to repair the problems.
3) Analyzing the data from the observation check list and test of cycle I.
2. Cycle II
The second cycle do based on the result of reflection from the first
cycle. If the result from observation shows that the quality of the students
was still low, it is needed another action in order to make improvement of
the quality for the next cycle. The topic is same with cycle I. The procedures
are as follow:
a. Planning
1) The researcher identifies the problem and make the solution for the
problems
2) Preparing flash cards of cycle II
3) Preparing material.
44
5) Preparing field note observation of cycle II
6) Preparing students' attendance list
7) Preparing pos-test of cycle II.
b. Action
In this section the learning process is led by the teacher.
1) The teacher asked students about rules of Present Continuous Tense
that have already discuss at the previous meeting.
2) Explain again about rules of present continuous tense in positive,
yes/ no question and short answers, negative, and interrogative form.
3) Give some examples of present continuous tense that are represented
with flashcard.
4) Ask the students to make sentences in positive, negative and
interrogative form based on flashcard is showed by the teacher.
5) Playing the flash cards by “Flashcard Sentence” as follows :
a) Divide the class into group of four or five.
b) Give each group the same pictures, or put it on over head.
c) Instruct the groups to describe the flashcard in as many sentences
as possible the time allowed using Present Continuous Tense. The
sentence must be grammatically correct and accurately depict
what is happening in the picture.
d) Each group read sentences or writer them on the board.
e) The group with the most correct sentence wins.
45 c. Observation
1) The researcher observe students and teacher activity by using field
note
d. Reflection
1) The researcher evaluate the activities that have been done.
2) The classroom teacher and the researcher discuss to make a
reflection what will they do to repair the problems.
3) Analyzing the data from the observation check list and test of cycle
II.
Next cycle III will happen when the cycle II is fall.
3. The Minimal Standard of Successful
The students‟ success and failure in doing the activities plan above will
be assess by referring to the criterion of passing grade (KKM). The passing
grade of English lesson in SMA Muhammadiyah Plus Salatiga is 75. The
teacher and the researcher expectthat there are at least 75 % of the students
46 CHAPTER IV
RESEARCH FINDINGS AND DATA ANALYSIS
A. The Result of the Research
This chapter focuses on analyzing the collected data. The researcher
gives the details of the findings. This chapter is likely the main discussion of
the research conducted. It displays the finding of the collecting data since in the
beginning until the end of the research. The findings consist of result of the
cycle I and cycle II. The two cycles are treatment of the implementation
flashcard to improve student‟s understanding on present continuous tense.
1. Research Finding
The research consists of two cycles, each cycle consists of planning,
action, observation, and reflection. The whole steps of this research would
be explained in the description below:
a. Cycle I 1) Planning
In the planning stage of cycle I the researcher analyzed the syllabus
and the researcher discussed with the teacher about the topic and
source of the material which want to used in teaching and learning
process beside that the researcher also prepared several instruments,
they are as follows:
a) Flascard
Here the researcher made 4 of flashcards action verb which
47 b) Material
Present Continuous Tense (definition, pattern, yes/no
question and short answer, WH-Questions, and additions material
like: verbs are not use in present continuous tense, time signal and
verb ending in-ing).
c) Lesson Plan
Lesson plan was used to control the teaching and learning
process in this research. The researcher used it as a guidance to
manage time and activities during teaching and learning process in
the class.
d) Observation cheklist
Checklist observation was prepared in order to know the
teacher and students‟ activities during the teaching and learning
process.
e) Student attendance list
To know total of student who enter in the class and follow the
lesson.
f) Pre-test and Post-test
The researcher used pre-test and post-test in his action.
Pre-test was done before flashcards was implemented to know the
understanding of students in present continuous tense. Then, the
48
flashcard in teaching present continuous tense to see the result of
the study before and after using flashcard.
2) Action
The cycle I was done on Wednesday, February 14, 2017 in
SMA Muhammadiyah (Plus) Salatiga. The teacher is Ms. Farrah
Zakiyah Anwar and the researchers role is as an observer.
The teacher started the lesson by greeted “Assalamualaikum
warahmatullahi wabarakaatuh” and said hello to the students. The
teachers open the lesson, introduces researcher self, conveyed the
purpose of coming in the class, and checked the students‟ attendance
list. After checked the attendance list, the teacher gave yel-yel “do the
best, don’t feel the best, always be the best, yes..we can”. Then the
teacher review about the previous material. She asked to the students
“did you remember what we have learned in the last meeting?”. The
students answered that they learned about recount. There are many
students answered teacher questions and she said that for today and
next several day they would learn English especially about present
continuous tense. Before, began the lesson, the teacher asked to the
students about what is present continuous tense. One of the students
“Ammar” answered that present continuous tense is “suatu akivitas
yang sedang terjadi”. After giving a little explanation about present
continuous tense, the teacher told that they will do a pre-test. The
49
Then, the teacher gave 10 minutes to do a pre-test about present
continuous tense. After that, the teacher gave a handout to the
students. The teacher asked to some students to read about the
definition of present continuous tense, then the teacher explained more
detail about definition, pattern, yes/no question and short answer,
WH-Questions and addition material in bahasa in order to make the
students understood about the material. After explained it, the teacher
used flashcard which showed one by one in front of class. There are
four flashcards showed by the teacher. The first showed flashcard
meanwhile the teacher asked question to the students” What is Conan
doing in this flascard?” there aresome students answered teacher
question “He is running” There are also some students answered “
Conan is running Mom”, The teacher asked more “ Is Conan
running?”Almost one class answered the teacher question“ Yes, he
is” the teacher continue gave question to the student “Where is Conan
Running?” the are some students answered together “Conan is
running at the street.” The situations at that class was very good
because almost all student pay the teacher attention.
Then the teacher show the second flashcard and asking
question to the class ”what is Sisuka doing in this flascard?, some
students answered” She is singing a song Mom” there is one people
asked questions to the teacher “ why the name of the picture used did
50
gunakan dalam gambar tidak di ambil dari nama siswa yang ada di
kelas ini?) teacher answered “ because we are talking about famous
figure, so I use these name to teach you are”. The teacher continue
asking question to the students “ Is Sisuka singing a song” some
students answered” Yes, she is”.
Then the teacher showed the third flashcard and asking
question to the students “ look at the flashcard class, this is Dora.
Dora is doing something in this picture. What is Dora doing?” there
are ten of students answered “Dora is reading book” the teacher
continue to asked question “Is Dora reading book?” some students
answered ” Yes, she is”, the teacher gave questions “Is Dora bringing
a bag?” almost one class answered together” No, she is not”. the last
questions from the teacher “Is Dora wearing hat?” a lot of students
answered ” No, she is not”.
After that the teacher asked student to made some sentences
using present continuous tense. Every student in that have to made
three sentences related with the topic. The topic was the activity or
situation friend in the class. Then some of student came in front the
class to read the result. The teacher gave feedback and conclude the
material. After that the teacher giving pos-test. The post-test consist
10 questions of 10 multiple choices same with pre-test but different in
