THE USE OF DRILLS OF TENSES
AS SUPPLEMENTARY ACTIVITIES TO IMPROVE
STUDENTS’ GRAMMAR FLUENCY
IN THE CLASS X
/KA
SMKN 2 DEPOK YOGYAKARTA
A THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Bernadeta Fitri Anita Student Number: 061214128
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE USE OF DRILLS OF TENSES
AS SUPPLEMENTARY ACTIVITIES TO IMPROVE
STUDENTS’ GRAMMAR FLUENCY
IN THE CLASS X
/KA
SMKN 2 DEPOK YOGYAKARTA
A THESIS
Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Bernadeta Fitri Anita Student Number: 061214128
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE USE OF DRILLS OF TENSES
AS SUPPLEMENTARY ACTIVITIES TO IMPROVE
STUDENTS’ GRAMMAR FLUENCY
IN THE CLASS X
/KA
SMKN 2 DEPOK YOGYAKARTA
By
Bernadeta Fitri Anita Student Number: 061214128
Approved by
Sponsor
STATE OF MIND
If you think you are beaten, you are If you think you dare not, you don’t If you like to win, but think you can’t It’s almost like a cinch you won’t
If you think you’ll lose, you’re lost For out in the world we find
Success begins with a fellow’s will, it’s all in state of mind
If you think you’re outclassed, you are, You’ve got to think high to rise
You’ve got to be sure of yourself Before you can win the prize
Life’s battles don’t always go To the stronger or fasten man,
But sooner or later the man who wins is the man who think he can
Author Unknown
Submitted by Wrar Duncan
• No matter what people say just do the best and be consistent to finish.
This thesis I dedicated for :
♥ My beloved parents ♥ My brothers and sisters ♥ My dearest love
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.
Yogyakarta, 25 October 2010 The Writer
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Bernadeta Fitri Anita
Nomor Mahasiswa : 061214128
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE USE OF DRILLS OF TENSES AS SUPPLEMENTARY ACTIVITIES TO IMPROVE STUDENTS’ GRAMMAR FLUENCY IN THE CLASS X/KA SMKN 2 DEPOK YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sederhana. Dibuat di Yogyakarta
Pada tanggal: 1 November 2010
Yang menyatakan
Anita, Bernadeta Fitri. 2010. The Use of Drills of Tenses as Supplementary Activities to Improve Students’ Grammar Fluency in the Class X/KA SMKN 2 Depok Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This Classroom Action Research (CAR) was conducted in SMKN 2 Depok Sleman Yogyakarta. The purpose of this CAR is to improve the learning performance of tenth grade students of Chemical Analysis in understanding the use of tenses more intensively with the learning model drills of tenses. The subjects of the research were thirty two students of Chemical Analysis class grade tenth of SMKN 2 Depok Sleman Yogyakarta. The research focused on students’ grammar fluency, interest and achievement in learning English.
The reason of conducting this CAR is about the lack of the students’ grammar fluency when learning tenses. From thirty two students being asked, all had same problem about understanding grammar and tenses. This CAR also motivated the students to be more interested in learning English, and improved the students’ achievement more than the standard score that has been set based on the Kriteria Ketuntasan Minimum (≥ 76).
To overcome the existing problems, the researcher implemented two cycles of CAR, cycle I and cycle II. There were 4 steps which are conducted for each cycle which are planning, action, observation and reflection. In the planning the researcher made materials of drills of tenses, prepared observation and assignment sheets, assessments, tests, questionnaires and interviews. In the action the researcher implemented the drills of tenses materials. In the observation the researcher made form of checklist for checking the students’ activities, applied students’ grammar fluency record and gave additional points, and also observed the documents and files of the students. In the reflection the researcher analyzed all the data and the assessment results. For the assessment result the researcher used the data of the students’ learning mastery to know students’ achievement. To reach goal there was achievement target for the students with the average score ± 76 for the cycle I and ± 80 for the cycle II.
Anita, Bernadeta Fitri. 2010. The Use of Drills of Tenses as Supplementary Activities to improve Students’ Grammar Fluency in the Class X/KA SMKN 2 Depok Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian Tindakan Kelas (PTK) ini dilaksanakan di SMKN 2 Depok Sleman Yogyakarta. Tujuan dari PTK ini untuk meningkatkan aktivitas belajar siswa kelas sepuluh Kimia Analisis dalam memahami penggunaan tenses secara intensif dengan model pembelajaran drills of tenses. Subjek penelitian yang terlibat adalah tiga puluh dua siswa Kimia Analisis kelas sepuluh SMKN 2 Depok Sleman Yogyakarta. Fokus penelitian ini adalah tentang kelancaran tata bahasa, minat dan prestasi siswa dalam belajar bahasa Inggris.
Alasan melaksanakan PTK ini adalah tentang kurang lancarnya tata bahasa siswa saat belajar tenses. Dari tiga puluh dua siswa yang ditanyai, semua memiliki permasalahan yang sama tentang memahami tata bahasa dan tenses. PTK ini juga memotivasi siswa untuk lebih tertarik belajar bahasa Inggris, dan meningkatkan prestasi siswa lebih dari nilai standar yang telah ditetapkan didasarkan pada Kriteria Ketuntasan Minimum (≥ 76).
Untuk mengatasi permasalah yang ada, peneliti menerapkan dua siklus PTK, siklus I dan siklus II. Ada 4 langkah yang dilakukan untuk setiap siklus yakni perencanaan, tindakan, observasi dan refleksi. Dalam perencanaan peneliti membuat materi drills of tenses, mempersiapkan lembar observasi dan tugas, penilaian, tes, kuesioner dan wawancara. Dalam tindakan peneliti menerapkan materi drills of tenses. Dalam melakukan observasi peneliti membuat daftar pengecekan aktivitas siswa, menerapkan penilaian kelancaran tata bahasa bagi siswa, memberikan poin tambahan dan juga observasi dokumen dan file siswa. Di dalam merefleksi peneliti menganalisis semua data dan hasil penilaian. Untuk hasil penilaian peneliti menggunakan data penguasaan belajar untuk mengetahui prestasi siswa. Untuk mencapai tujuan ada pencapaian target untuk siswa dengan skor rata-rata ± 76 dalam siklus I dan ± 80 dalam siklus II.
I would like to thank to my Lord Jesus Christ for guiding me in every single step to finish this thesis. He gives me strength when I am weak and gives me ways when I get stuck to face many problems. Although I often forget Him and put Him away, He never leaves me alone until this time. His grace is really precious. I want to dedicate this thesis as my special gratitude for Him.
I would like also to express my sincere gratitude for those who have helped and supported me to complete this thesis. They have great contribution for me. They are:
1. Ms. Carla Sih Prabandari, my sponsor, who always gives me many corrections and suggestions from the beginning of making this thesis. Her valuable criticisms, encouragements and comments motivate me to fix many revisions for improving my thesis better.
2. Mr. Aragani Mizan Zakaria, Mr. Sriyana, Ms. Yuliana Sri Wahyundari and other teachers of SMKN 2 Depok Sleman Yogyakarta. I would like to address my deep gratitude for them for permitting and supporting me to conduct classroom action research in that school.
3. My beloved students of Chemical Analysis grade X period 2009/2010 in SMKN 2 Depok Sleman Yogyakarta, especially for Adnan, Herlina, Nita,
Putri, Annisa, Febrian, Aji, Alfrida, Asih, Ino, Dana, Anindya, Asti,
Anies, Euis, Anisa, Fatikha, Yoga, Mujiyanto, Ranita, Wahyu, Eni,
Saputri, for their guidance, support, caring, prayers and sincere love.
5. My beloved brothers and sisters, Mas Moko, Mbak Heni, Mas Unggul, Mbak Ayuk, for their support also to finish my study. Special thank fly to Mbak Heni for helping me to give me some notes and advices to improve my thesis. 6. My dearest love, Denny, for his supports, jokes, suggestions, personal
sharings and cares.
7. My dearest friends, especially for Adria, Zita, Ika, Yuli, Puput, Mbak Chika, Mbak Jojo, Mas Yebe, Mas Andre and others PBI students.
8. My friends, especially for Mie-mie,Cie-Cie, Oneng and others.
Page
TITLE PAGE ... ... i
APPROVAL PAGES ... ... ii
DEDICATION PAGE . ... ... iv
STATEMENT OF WORK’S ORIGINALITY ... ... v
PAGE OF PUBLICITY ... vi
ABSTRACT . ... vii
ABSTRAK ... ... viii
ACKNOWLEDGEMENTS ... ... x
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES .. ... xv
CHAPTER I. INTRODUCTION ... 1
A. Research Background ... ... 1
B. Problem Formulation .... ... 4
C. Problem Limitation ... ... 5
D. Research Objectives .. ... 5
E. Research Benefits .... ... 5
F. Definition of Terms .. ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE ... 11
2. Drills ... ... 14
3. Basic Tenses ... 17
4. Supplementary Material and Activity in English Learning ... 21
5. Curriculum of SMKN 2 Depok ... 21
B. Theoretical Framework ... 22
CHAPTER III. METHODOLOGY ... 25
A. Research Method ... 25
1. Classroom Action Research (CAR) ... 25
2. Carr and Kemmis Model ... 26
3. The researcher’s Descriptive Model ... 28
B. Research Participants ... 29
C. Research Instruments ... 29
1. Checklist ... 30
2. Questionnaire ... 30
3. Interview ... 31
4. Test ... 32
D. Data Gathering Techniques ... 32
1. Planning ... 32
2. Action ... 34
3. Observation ... 34
4. Reflection ... 36
CHAPTER IV.RESEARCH FINDINGS AND DISCUSSION ... 44
A. The result of the Research ... 44
1. Cycle I ... 44
2. Cycle II ... 50
B. Discussion ... 55
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 60
A. Conclusions ... ... 61
B. Suggestions ... 62
REFERENCES ... 63
APPENDICES ... 66
Appendix A CAR Permits ... 67
Appendix B Questionnaires and Interviews ... 71
Appendix C Syllabus ... 85
Appendix D Lesson Plan ... 103
Appendix E Cycle I ... 124
Table Page
Table 2.1. The Pattern of Simple Present Tense ... 18
Table 2.2. The Pattern of Simple Past Tense ... 19
Table 2.3. The Pattern of Present Continuous Tense ... 19
Table 2.4. The Pattern of Present Perfect Tense ... 20
Table 2.5. The Pattern of Present Future Tense ... 21
Table 3.1. Questionnaire Lattice Students’ Learning Interest ... 37
Table 4.1. The Goals Achievement in Cycle I ... 48
INTRODUCTION
This chapter provides information regarding to the activity of the students
of SMKN 2 Depok Sleman Yogyakarta in the novice level specifically for the
students of Kimia Analisis (Chemical Analysis) in grade X. It is also included the
background of the problems for the action research in class activity, the
identification of the problems, problem limitations, problem formulations,
research objectives, and research benefits and also definition of the terms based on
the subjects being focused.
A. Research Background
SMKN 2 Depok Sleman has been set as one of the schools that have
“International Based Standard from International Organization for
Standardization” (ISO) 9001: 2008. This standard is in accordance with the
mission of the school which is based on the Curriculum of SMKN 2 Depok to
improve the quality and credibility of the school, every teacher is obligated to
develop the students’ potential and abilities under the consideration of educational
purposes.
The goals of National Education are to develop and build the character and culture of dignity in the framework of the intellectual life of the nation, which aims to develop learners’ potential to become a man of faith and duty to God Almighty, noble, good, knowledgeable, skilled, creative, independent, and become citizens of a democratic and responsible. (National Education Ministry, 2010)
Those are the school quality guidelines that must be obeyed and adhered by the
The school implements curriculum of 2008 as usually known as
‘Kurikulum Tingkat Satuan Pendidikan (KTSP) which is called KTSP Spektrum
edisi 2008’. This curriculum is combination of ‘Kurikulum edisi 2004 and
Kurikulum SMKN 2 Depok Sleman’. Related to this Curriculum of SMKN 2
Depok Sleman, in particularly about English Adaptive Syllabus for novice,
intermediate and advance levels are adapted from the English materials New
Interchange Book 1,2,3,4,5 and 6 for class X, XI and XII. This book is the main
reference for the teacher when doing teaching-learning activity in class.
The researcher chooses to conduct the research for the sudents of chemical
analysis class X. Because the students learn more intensively about analysis of
numerical, forms of chemical and arithmetical, their skills are about how to
stimulate and sharp their mind. That is why the students are less-motivated to be
able to practice their speaking skills.
The tenth grade students in the second semester, in particularly, class of
Chemical Analysis (X/KA) also implemented the material which used New
Interchange Book 2. When students study the subject of the book materials, they
are more focused on the activities of each subtopic from the book. The students
are directed to have communicative speaking and active reading from dialogue or
passage rather than to learn the grammar and tenses. Whereas, tenses fluency is
important for the students to:
1. improve and balance four basic skills ( not only writing and reading but also
speaking and listening);
Based on observations that had been carried out on Wednesday, February
3, 2010, during the activities in the class of KA the teacher trained the students
using the media textbooks, New Interchange 2: English for International
Communication and Work Book II. Those books are as the main source of
learning. All learning activities have been determined in accordance with the
textbook. Variations of learning as additional materials or even authentic material
is rarely used because considering the time allocation for learning the new
material will not reach the target on time.
The time allocation of teaching in Chemical Analysis class is just 2x45
minutes or 90 minutes. When the observation of the class was done, the students
learnt the material lesson from the book focuses on each activity of each unit. The
students worked each exercise of each unit on the students’ work book. To short
the time and to handle the loosing materials from each meeting, one unit of each
chapter was divided into two meetings per week. This is an example of the case
that is faced in the classroom. The basic tenses were learned in scanty
explanation. The causes were the less time allocation of teaching and the material
presented insufficient to make the students do not understand or do not know
about what tenses were in general formula.
A few students said that some of the materials presented were difficult and
some were confusing. Because teaching models were monotonous and less
variety, the students were less-motivated and lower enthusiasm for learning.
These problems need to solve because this would affect the decrease in scoring of
remedial test based on Kriteria Ketuntasan Minimum (KKM) with the standard
score approximately 76 points as the lower one. This scoring standard (± 76
points) is made related to the curriculum being set.
To overcome the problems, the researcher does a “Classroom Action
Research (CAR) to have the learning management through a new approach to the
learning methods”. A form of manifestation of this CAR is necessary to hold the
implementation of new learning methods for the students in the Chemical
Analysis class.
Using method of drills when learning tenses is called drills of tenses. This
is as an additional activity conducted after finishing learning a subject per unit.
The students will be able to be better on grammar usage and tenses fluency. Drills
of tenses is able to encourage students to become more active in the class. It is
also to increase students’ learning interest for self-learning and to be as a
supplementary material other than the book package. The drills of tenses can
improve the students’ vocabulary and grammar and train the students to be
fluently in speaking and listening (major skills) and also writing and reading
(subskills).
B. Problem Formulation
From the explanation above, so that the formulation of the problem is as
follows:
1. How does the researcher conduct the method drills of tenses in the teaching
2. How effective are these drills of tenses to improve grammar fluency of the
students of chemical analysis class?
C. Problem Limitation
Based on the research background and the identification of the problem
above, the limitiation of this CAR is about the difficulties of the students to
understand the basic tenses such as Simple Present Tense, Simple Past Tense,
Simple Future Tense, Present Continuous Tense and Present Perfect Tense, and
combined with their uses, especially about the formula or form, the verb that is
combined whether it is present or past participles form ( VI, VII, and VIII ) the
sentences that are arranged, and specific of the time reference that are suggested
for each tenses. This research is implemented only in Chemical Analysis class
grade X SMKN 2 Depok and held in the periode of March to May 2009/2010.
D. Research Objective
The purpose of this CAR is to improve tenses and grammar fluency,
interest and learning achievement of tenth grade students of Chemical Analysis
when learning the use of tenses more intensively with the learning model drills of
tenses.
E. Research Benefits
The results of this study will be useful especially for the teachers who have
difficulty for teaching English tenses and grammar, for the students who need to
improve grammar fluency, and for the future researcher who wants to conduct the
research on grammar and tenses. The specific benefits of this research for them
1. For the English Teachers
The research helps the English teachers to identify existing problems in
the classroom, as well as to find solutions of problems. This research
also can be used as a supplementary learning method for the following semester.
The teacher can also train new innovative of teaching learning method by using
drills of tenses.
2. For the Students
By conducting this research the students get more additional learning
activities. It can increase the interest of learning English, improve self-learning of
the material, raise the participation in the class and improve grammar fluency on
basic tenses. This research helps the students to add the reference of the English
material other than the main source of learning, New Interchange Book.
3. For the Future Researcher
The future researcher plays a part when training self-experience of teaching
learning activity in the class by implementing this research as a reference.
Besides, by using this thesis as the reference the researcher can also fulfil the
requirement of Thesis to obtain the Sarjana Pendidikan Degree in English
Language Study Program, Sanata Dharma University.
F. Definition of Terms
1. Drills
Drill is one of the English learning methods that train agility and high skills
pronunciation and memorization of words or sentences or even a specific formula
time after time.
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice ( BBC for English Teacher, 2004).
The period of drill can be done in the long term or short term depending on
students’ skills in understanding the basic notions when the drill took place. The
principle underlying these drills is that provided a students repeats correct
language forms often enough he will tend to drop his faulty linguistic habits
(Palmer & Mendelssohn, 1973: v).
2. Tenses
Tense is a grammatical structure in English in the form of time differences
for the base of the pronunciation and writing in daily life. According to the Oxford
Advanced Learner’s Dictionary (2000: 1393), tense is any of the form of a verb
that may be used to show the time of the action or state expressed by the verb: the
past/present/future tense. Tenses are divided into three parts: past, present (now),
and the future. Each section has a formula and time references differently. Each
section also requires intensive memorization to distinguish events related to the
time.
The priority of the research is about five basic tenses: simple past tense,
present: simple present tense, present perfect tense and present continuous tense,
and future: present future tense.
3. Drills of Tenses
Tenses Drill is a combination method of teaching using drill as the training
and the tenses as the sources of learning. ‘All drills are so drawn up that the
students must repeat sentences in their entirety. This insistence on the repetition of
a sentences as a whole is designed to train the students to use correct sentences
form’ (Palmer & Mendelssohn 1973: v). The main target of agility and skill to
train students in understanding both the formula of tenses, verbs, sentences, and
even its use in specific time.
It will also be noticed that different drills aim to practice different aspect of a tense. For some of the tenses there are initial drills consisting of questions and answers relating to actions performed in the classroom; the purpose of these is to demonstrate more clearly the fundamental use and meaning of particular tense.Other drills aim to practice the forms of a tense (e.g. Question and Negative forms) or the pronunciation of particular forms (e.g. the 3rd Person singular –s, -es, or the –d, -ed of the Past Tense) (Shoebridge & Giggins 1979: xiv).
Drills of tenses focus on training students’ skills in accurately, accuracy and
fluency to construct words and grammar used correctly. The teacher should insist
on accuracy in the students’ responses, but at the same time these must be as
fluent and natural as possible (Shoebridge & Giggins 1979: xiv).
4. Supplementary Activities
Supplementary activities refer to the additional learning activities provided
to students in a certain time as when one unit subject completed, one additional
Dictionary (2000: 1359 & 13) , supplementary means ‘ provided in addition to
something else in order to improve or complete it’ and activity means ‘ a thing
that you do for interest or pleasure, or in order to achieve a particular aim’. This
activity is intended to increase students’ enthusiasm and interest in learning,
especially about the elusive material for students. This additional activity is as a
complement to enhance and improve students’ skills and ability to gain more
detailed information and direction.
5. Grammar Fluency
Grammar is the basic form of the acquisition and compilation of English.
Grammar is the starting point of formation and meaning of language which is
intended to train memorization and language fluency. Based on the article An
English Grammar (Baskervill & Sewell: 1896), grammar is eminently a means of
mental training; and while it will train the student in subtle and acute reasoning, it
will at the same time, if rightly presented, lay the foundation of a keen observation
and a correct literary taste. The continued contact with the highest thoughts of the
best minds will create a thirst for the "well of English undefiled".
Based on book Fluent English, fluent English is the ideal course for
developing native-like fluency in English. It focuses on the essentials—idiomatic
expressions, phrasal verbs, practical vocabulary expansion, and grammar usage in
context—and builds listening comprehension as well as pronunciation and
intonation skills. The conclusion of grammar fluency is about the developing of
grammar usage to build the skills of listening comprehension and voluble
6. SMKN 2 Depok Sleman
SMKN 2 Depok Sleman is a vocational high school that has been built in
June 29, 1972. The location of this school is in Jl. Pembangunan, Mrican,
Caturtunggal, Kecamatan Depok, Kabupaten Sleman, Yogyakarta. The school has
8 major techniques and skills, such as building, electronic, electricity, engine,
automotive, chemical, geological mine, and IT (Informatics Technology). This
school has divided into two sub skills classes, theoretical and practical. The
theoretical class is class for learning theories to improve basic skills meanwhile
the practical class is the class for having practical work in lab. The school also has
cooperated with some local and national industries and being pioneered by
international industry to support International Standardized School. This school is
the object of the research because the school has requirement of implementing the
REVIEW OF RELATED LITERATURE
This chapter discusses about the specific theories related to the research
about the Classroom Action Research (CAR). Assumptions, ideas and opinions
from some experts support the compilation theories of the action research in the
form of theoretical description and theoretical framework.
A. Theoretical Description
In this section describes the specific theories which are relevant with the
research. The research study is not only about the theories of grammar fluency
and material designed but also about the theories of the research model.
1. Drills of Tenses
a. Definition of Drills of Tenses
Drills of tenses is a combination method of teaching using drills as the
training and the tenses as the sources which is the major focus of the material and
skill to train students in understanding both the formula of tenses, verbs, sentences
and even its usage in specific time references. This drills of tenses is as additional
learning in which the students practice tenses grammar spontaneously with the
teacher.
Drill is a method of teaching technique used for practicing sound or sentence partners concerned with the fixation of specific association for automatic recall. The final goal is a more or less effortless exchange of ideas in real – life conversation. The “Drill” is here refers to the “Response drill” in teaching grammar. ( Silampari, 2009)
b. The roles of Drills of Tenses
definitions, and time references. It also classifies the tenses into certain major
points and categorizes the patterns into each table of tenses. The drills of tenses
are used when the students have already learned the general forms of basic tenses
based on the material syllabus.
The teacher is also as an instructor of these drills of tenses when the
students need the instruction for the drills, the teacher gives some examples and
practices the grammar tenses.
We should like to emphasise that our purpose in preparing these drills is not primarily to teach English to foreign students, but rather to correct the mistakes that are apt to be made irrespective of the particular method of
teaching used (Mendelssohn & Palmer 1973: vii).
1) Drills of tenses as additional activities
This drill of tenses is also as additional activities for the students to review
all the basic tenses that they have studied. According to the Oxford Advanced
Learner’s Dictionary (2000: 14 & 12), additional means added or extra and
activity means a specific thing or things done; an action or occupation. It means
that additional activities support the main learning activities by giving authentic
material lesson.
The drills of tenses are as an additional activity related to the tenses and
usually conducted after one subject or topic of the lesson per unit. This drills of
tenses is appropriate fixed with the time allocation of the class.
According to Julie Tice on BBC British Council for Teaching English
2004, the drills of tenses can be useful for the students. The drills can:
a) Provide for a focus on accuracy. The increase in accuracy (along with the
increase in fluency and complexity) is one of the ways in which a learner's
language improves so there is a need to focus on accuracy at certain stages of
the lesson or during certain task types.
b) Provide the students with intensive practice in hearing and saying particular
words or phrases. The drills can help the students to make tongues around
difficult sounds or help them imitate intonation that may be rather different
from that of their first language.
c) Provide a safe environment for the students to experiment with producing the
language. This will help build confidence particularly among learners who are
not risk-takers. Besides, it helps students notice the correct form or
pronunciation of a word or phrase. Noticing or consciousness rising of
language is an important stage in developing language competence.
d) Provide an opportunity for learners to get immediate feedback on their
accuracy in terms of teacher or pair correction. Many learners want to be
corrected.
e) Meet student expectations i.e. they may think drilling is an essential feature of
language classrooms.
For the teacher these drills of tenses can help ‘in terms of classroom
of form or pronunciation’ (Julie BBC, 2004).
2. Drills
a. Drilling in Teaching
Drilling is a technique that was introduced based on Audio-lingual Method
This drill emphasizes on repetition practices of certain language. This drill is kind
of technique that is used for getting closer to the students responses. ‘It is a key
feature of audio-lingual approaches to language teaching which placed emphasis
on repeating structural patterns through oral practice’ (TE Editor BBC, 2004). It is
employed especially in learning grammar fluency in class performance and
activities.
Drill is a method of teaching technique used for practicing sound or sentence partners concerned with the fixation of specific association for automatic recall. The final goal is a more or less effortless exchange of ideas in real life conversation. Drill here refers to Response Drill in teaching grammar. (Cendrawasih Silampari, 2009)
The main purpose of this drilling is about memorization. The students are
tried to be focused into certain subject lesson repeated regularly to give stimulus
to the brain power and adding capacity. It will change the drilling result from
short-term memory into long-term memory.
foreign language in the class. Drilling has relation with the models, such as
teacher, video tape or recorder, and audio visual or pictures. The model is also as
the main component for helping the students to practice frequently and regularly
through the lesson. This drill helps the students to learn new vocabulary by
repeating phrases, words, sentences, or even tenses forms.
b. Types of Drills
There are many kinds of drills that the teacher usually conducts for the
class activity, such as ‘repetition drill, substitution drill, chain drill, choral drill,
question and answer drill, transformation drill and translation drill’ (T.C. Baruah,
1991). In the classroom activity there are three common drills that is usually
conducted .i.e. repetition drill, substitution drill and transformation drill. Each
drill has different approaches and has different objects being focused. The explicit
information is made clear in several points below.
a) Repetition Drill
‘Repetition drill is simplest drill used in learning language patterns. It is
used as the beginning of the class. This may be used for the presentation of new
vocabulary and will be useful for pronunciation class’ (Silampari, 2009).
Repetition drill is common-used by the teacher for introducing new vocabulary
and meaning. It can be in phrases, words and sentences for example:
Teacher : I study in the morning.
Students : I study in the morning.
Teacher : I study in the afternoon.
Students : I study in the afternoon.
three times. The point of this drilling is about spelling the word correctly.
b) Substitution Drill
This drill has same role as repetition drill, but it can be used to practice
different structures or vocabularies and substitute or change some words. This
drill is called substitution drill. This drill trains the students to recognize new
structure from the sentences that is given by the teacher.
A substitution drill is a classroom technique used to practice new language. It involves the teacher first modelling a word or a sentence and the learners repeating it. The teacher then substitutes one or more key words, or changes the prompt, and the learners say the new structure. (Julie BBC, 2010).
The drill focuses on the students self-learning by identifying and adding
appropriate words into correct structure. The following sequences are example
sentences of substitution drill by T.C. Baruah :
T : (showing picture of cat.) This is a cat.
P : That is a cat.
T : (showing picture of dog. )
P : That is a dog, etc.
T : His father is a doctor.
P : His father is a doctor.
T : uncle, teacher
P : His uncle is a teacher.
T : sister, doctor
P : His sister is a doctor,etc.
c) Transformation Drill
Transformation drill is a drill that usually used by the teacher to
single substitution
sentences from negative to positive, from positive to interrogative, or from simple
present tense to simple past tense depending on the instruction from the teacher’
(Silampari,2009). The example of this drill is:
Teacher : The book is new. (Positive sentence)
Students : Is the book new? (Interrogative sentence)
Teacher : We are in the class.
Students : Are we in the class ?
Each drill can be conducted chorally or in whole of the class, in groups, or
even individuals. The role of the teacher is selecting the appropriate drilling for
teaching the grammar and improving the students’ grammar. By combining the
strategy of teaching the teacher applies the appropriate type of drilling to hit the
target of the subject material. The use of this drills depend on the learning
materials that is implemented.
3. Basic Tenses
Tenses are grammatical structures in English in the form of time
differences for the base of the pronunciation and writing in daily life. These tenses
are as the base term for learning English for students in the school as second
language. The timing references that should be known are about three specific
timing such as present tense ( now), past tense( last event), and future tense ( next
event).
they can still talk about time, using different methods. (English Club,1997)
a. Simple Present Tense
The first basic tense is simple present tense. This tense is a basic
grammatical pattern that usually and always happens now or in the present
situation. It can be an event or action. Based on the book Understanding and
Using English Grammar, time references that are often used are such as usually,
always, everyday, and seldom . This tense has special formation for affirmative
(positive), negative and interrogative statements and also uses basic form of the
verbs. The specific pattern is as following:
Table 2.1 The Pattern of Simple Present Tense
Formation
Simple past tense focuses on event that happened in the past or action
table for irregular verbs. Past tense also has specific time reference to recognize
likes in..., yesterday, last..., and ...ago. The pattern usually used is:
Table 2.2. The Pattern of Simple Past Tense
Formation
c. Present Continuous Tense
This tense is also part of present tense, but it indicates an action doing now
and continuously still in progress. Continuous tense also has several time
references to mark the formation, such as now, right now, at present, at the
moment, etc. The special form of this tense is about the use of Ving in every
sentence. The complete form of this tense is:
Table 2.3. The Pattern of Present Continuous Tense
right now ?
d. Present Perfect Tense
This tense also happens in the present situation, but the time more
specifically indicates the action that begins in the past and continues into the
present. The patter of this tense is helped by word have or has + past participle
form of the verbs. The time references that usually used are for, since, once,
before, after, etc. There is the form of the sentences of this tense as following:
Table 2.4. The Pattern of Present Perfect Tense
Formation
e. Present Future Tense
Future tense is about prediction or planning that focuses on the activity or
action will happen in the future event. This tense combines word will and basic
form of the verbs. The time references that usually indicate this tense are
tomorrow, next..., and ...later. For the complete information of combining the
Formation
Positive (+) Negative (-) Interrogative (?)
She, He, It ,They, We, I , You + Will + V1 ...
e.g. We will spend our vacation in Bali next semester.[regular]
The boy will be here next Monday .[irregular]
She, He, It ,They, We, I ,You + Will + V1 ...
e.g. We will not spend our vacation in Bali next semester. vacation in Bali next semester ?
Will the boy be here next Monday?
4. Supplementary Material and Activity in English Learning
When conducting teory of English learning in the class, the teacher should
add many references,such as dictionaries, books, articles and newspapers. This is
the core of the teacher’s strategy when conducting the English materials to the
students. It is also when the teacher makes a supplementary activity for supporting
supplementary material, the teacher must be:
- Managing the time allocation for learning the additional activity (when);
- Creating appropriate activity to explain clearly about the specific materials
(how) and
- Knowing the purposes,the uses and the functions of the additional activities
for showing the students’ progression (why).
5. Curriculum of SMKN 2 Depok
‘Curriculum is the number of subjects at school or in collage course that
must be taken to become a diploma’ (Nasution, 2003). Curriculum can also be
viewed as things that are expected to learn by the students, in the forms of
curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan) Spektrum for
vocational high school. It has been enacted since 2008. SMKN 2 Depok
programmed this standard based curriculum as reference and guidance for the
implementation of education system to develop the various aspects of education.
Related to the quality of the educational school, SMKN 2 Depok has been using
this system until now.
This standard based curriculum is different from the other of the high
school level, because the learning materials and the lessons are more focused on
skills for working. The implementation of KTSP Spektrum of SMKN 2 Depok is
combined with Curriculum edition 2004 and Curriculum of SMKN 2 Depok
Sleman,with model approaches:
1. BBC (Broad-Based Curriculum)
2. CBT (Competency Based Training)
3. Mastery Learning
4. Life Skills ( Doc. ISO 9001:2008, SMKN 2 Depok Sleman)
B. Theoretical Framework
English subject is theoretical learning that most of the materials are related
to the tenses and its forms. In the study that conducted by the teacher in class
X/KA SMKN 2 Depok, the teacher puts a summary of material from New
Interchange Book as a medium of learning and not using other media.
Because of the lack of grammar use makes the students low interest and
quiz and test in the second semester.
Therefore, the teacher is required to consider how to find a way of solving
problems related to the students’ problems. One of the solution is that the teacher
needs to add additional activities which concern about difficult material such as
tenses. It means that the teacher also makes supplementary materials that are more
easily to learn. If the teacher in the class learning activities increase the additional
of relevant materials in accordance with the students’ problems, the students will
not get bored and the materials presented will help to improve their academic
achievement.
One way to overcome the problems the researcher makes the method drills
of tenses. This drills of tenses compile five tenses as the materials and three drills.
The benefit of this method is that the form of table and list can be easily to
memorize. In addition, the use of drills of tenses can stimulate students’ fluency in
English grammar, students’ interest, and students’ achievement in the classroom
performance.
In this research there are two cycles of action research will be conducted
which are cycle I and cycle II. The reason of implementing this cycles is to see the
development of research weather it is helpful or not. It can be seen from the
progression of the students whether they are more understanding or not. It is also
to complete the validity of the data whether it is successful or not.
The indicators for improving the grammar fluency of the students in this
quesstionnaire sheets and interviewing the students. The expection of the everage
score of the class is more than the standard KKM 76 points in the cycle I and
more than 80 points in the cycle II.
Based on the explanation above, the purpose of doing classroom action
research in the class X/ Chemical Analysis students of SMKN 2 Depok is about
improving grammar fluency of the students by using drills of tenses as a new
method of learning.
RESEARCH METHODOLOGY
This chapter presents the method and the analysis of the research. The
method uses classroom action research (CAR) and the analysis of CAR compiles
with the response of the students in the instruments. All the components of the
research comprises into research method, research participants, research
instruments, data gathering technique, data analysis technique and research
procedure.
A. Research Method
1. Classroom Action Research ( CAR)
The researcher which is also as the teacher involves in the teaching
learning activity in the class. The researcher chooses this classroom action
reserach (CAR) based on the teaching-learning experience in that class for almost
one semester. The researcher also as the teacher conducts this CAR for solving
students’ problems related to the material of learning. The researcher researches
all of the students in the class to make a better treatment.
CAR is a kind of research that is done by the teacher for improving the
quality of learning process in the class. This action research helps the teachers to
solve some problems related to the scope in area of the class. This research
focuses on the activity, performance, methodology, media and improvement.
The purpose of CAR is to fix and to upgrade the quality of profession
outcome. Beside, CAR is also to develop and train the teacher competent, to raise
the relevancy, to improve instructional management efficiency and to grow the
research practice for the teacher communities. ‘Classroom Action Research is a
study that is done for self-improvement, self-experience, that is conduced
systematically, planned, and self-correction through introspection’ (Kemmis and
Mc. Taggart,1988).
Classroom action research is about how to make a treatment for the
respondents or the students and feel the result of that treatment. This treatment
should be useful for the focused subjects and really brings to the change
continuously to be better. ‘Action research is the way groups of people can
organize the conditions under which they can learn from their own experiences
and make their experience accessible to others’ (Kemmis and Mc. Taggart, 1982).
Noffke and Zeichner (1987) make several claims for action research with a
teacher, which are: bring about changes in their definitions of their professional
skills and roles; increases their feelings of self-worth and confidence; increases
their awareness of classroom issues; improves their dispositions toward reflection;
changes their values and beliefs; improves the congruence between practical
theories and practices; broadens their views on teaching, schooling and society.
2. Carr and Kemmis Model
The model being used in this classroom action research is Carr and
Kemmis model. Carr and Kemmis (1986:162), regard ‘it as a form of
‘self-reflective inquiry’ by participants undertaken in order to improve understanding
model is actually appropriate to be used because the model provides simple cycle.
The teacher will be easier to follow the steps of each cycle. In other word, this
research has specific cycles as below:
Figure 3.1. Cycle of research, Kolb (1984) adapted Carr & Kemmis (1986), Fig1
The preferred model of this research is expected to help students develop their
ability to be better in the process of teaching learning activities in class.
Classroom Action Research (CAR) draws as a dynamical process which includes 4 basic aspects: planning, action, observation, and reflection. These aspects are serially steps in one cycle or the next cycle. The root of the CAR implementation is described into spiral action (Hopkins,1993).
This model describes the same aspects and steps as following:
A. Step 1 : Planning, drafting an outline of action that explain about what, why,
when, who and how the action research can be implemented.
B. Step 2 : Acting, is about applying the plan into the target using action research.
D. Step 4 : Reflecting, or reflection that is an activity to restate the research action
that has been done.
3. The Researcher’s Descriptive Model
There are some steps that are usually being conducted for classroom action
research such as planning, action, observation and reflection. These steps are also
under the head of Carr and Kemmis model. In order to make the explanation
clearer, the researcher also made a descriptive model of CAR based on Carr and
Kemmis model. The researcher created description of each step simpler by
making clear arrows from first step to the next one. The major difference of this
descriptive model rather than the other is about every new revised plan will
become the next cycle.
Figure 3.2. Cycle of Researcher’s Descriptive Model
Cycle I :
Cycle II :
B. Research Participants
There are some participants that participate in this action research, they
were:
1st PLAN
REFLECT I ON OBSERV AT I ON
ACT I ON
1. The main participants of this action research were the 10th grade students of
Chemical Analysis SMKN 2 Depok Sleman Yogyakarta. The members of the
Chemical Analysis class were 32 students, 28 students were girls and 4
students were boys. The general topic was English. The subtopics were about
tenses and grammar focused on drills of tenses for students of Semester II in
the year 2009/2010.
2. The second was English teacher of class X/KA of SMKN 2 Depok Sleman
Yogyakarta. By interviewing the teacher, the researcher wanted to collect
some information related to the activities of the students in the class, the
situation of the class performance, the materials and the students’
achievement.
C. Research Instruments
The research instruments being used were checklists, questionnaires,
interviews and tests. For checklist, the researcher checked the students’ activities
in the class when classroom action research conducted. For the questionnaire, the
researcher distributed the questionnaires for thirty two students. The researcher
conducted interview for the English teacher related the characteristics of the
students of X/KA. The researcher also interviewed eight students about the
conducting materials. For the tests of drills of tenses they conducted after the
material being learned to see the progress and achievement of all of the students.
1. Checklists
These checklists are the researcher’s data instrument that was made for
research. These checklists contained about lists of goals and also the specific
activities that had been done by the students in the class. The researcher
developed the checklist into table form based on the observation result. The table
contained of list of goals, the list of goals weather conducted or not by the
students and the specific explanation of each goal.
The aims of the checklist are about checking the activities of the students
when learning the drills of tenses and the supplementary materials and reporting
the implementation. The expectations from these checklists were to see the
improvement of the implemented research along the process from beginning till
the end.
2. Questionnaire
A questionnaire is one kind of ‘data instruments in the form of written
questions used to obtain information from respondents in terms of personal
reports, or the other things’ view’ (Arikunto, 2002:131). The questionnaire being
used is model of likert scale. Because the respondents are the students, more than
once the questionnaires were copied and distributed.
The researcher developed the questionnaires into semi-structured one. The
types of the questionnaires used were combination of rating scales as model of
likert scale which is close-ended questions and open-ended questions. There were
25 questions of rating scales and 2 open-ended questions. Questionnaire
techniques carried out with a list of written questions. The reasons of distributed
respondents, the benefits of learning drills of tenses for the students, and to find
out the students’ interest in learning drills of tenses.
3. Interviews
An interview is “a model of gathering information in the form of written
or recorded to know the specific situation in the classroom from the perspective of
others” (Wiriatmojo 2005: 117). Interviews were conducted to supplement the
data that were not accessible by observation and questionnaire. The first
interviewer was the teacher and the second interviewers were the students. The
teacher was asked 8 questions related to the students. Besides, the students were
asked 5 questions related to the research being conducted .
a. The teacher
The first purpose is for completing the supporting data e.g. the teacher’s
documents about the specific class, the teacher’s strategies and methods, the class
management, the materials, the facilities, the media, the teacher’s opinions about
the students’ characteristics, the students’ achievements, the students’
participation, the students’ needs and interests. The second purpose is for digging
the information concerning about the facing problem in the class.
b. The students
The interview gathered the information about students’ opinions, interests,
and wants related to English learning. It is also to find out how students’
4. Tests
There were two kind of tests conducted related to the classroom research,
that were written and oral test. The written test focused on the students’ grammar
fluency in reading and writing skills. The oral test focused on oral activity, such as
pronunciation and spelling the words which means for improving the students’
grammar fluency in speaking and listening skills. The form of the test is supported
in the appendix E, page 116-120 and the appendix F, page 126-132. The uses of
these tests are to:
- know level of understanding about drills of tenses
- measure the students’ progressions and level of achievements
D. Data Gathering Technique
Based on the research that has been done, the specific data classified into
four steps of the classroom action research as follow:
1. Planning
This step the researcher prepared all the supporting data, such as the
material of drills of tenses for the meetings, lesson plan for the material and
activities, contents of the observation checklist, interviews’ questions and forms,
the statements of questionnaire and its forms and also the forms and the type of
the tests. All of this data had been planned on February 23, 2010. There were
some specific data being completed which are:
a. Primary data
Primary data were data obtained directly from the participants, which
direct observation in the classrooms, the classroom management, the interview
with the students, the questionnaires and observation documents (student book).
a) Questionnaires
These questionnaires conducted when the first and second cycles of CAR
implemented. It was held on Tuesday, 6 April 2010 and the second cycle was on
Tuesday, 27 April 2010. The questionnaires distributed to the students in the form
of Indonesian language, because many of the students could not understand the
whole statement in English. The questionnaires made in the form of Indonesian
version because it was to gain more understanding for important points and to
save the time allocation. The forms of the questionnaires are attached in the
appendix B, page 68-72.
b) Interviews
The other instrument being used was interview with the teacher. The type of
this instrument was informal conversation interview. The first interview was done
in the first day when coming to the school held on February 3, 2010. The
researcher asked the teacher about characteristic of the students and class
management to the teacher. The researcher collected some information about the
students’ attendance, the students’ achievement, the materials, the syllabus and all
related to the teacher’s task and duty.
The purpose of this interview was to compile the report of the students, to
identify the major problem of the class and to evaluate of teachers’ strategy. Some
questions being prepared in direct situation still noted in the document of the
the progress of the students, the researcher also interviewed 8 students after
conducting the first and the second cycle on Tuesday, 4May 2010. The specific
questions of the interview were attached in the appendix B, page 77- 79.
b. Secondary data
Secondary data is data that can be collected from the other side. The data
obtained by copying the data from the teacher such as numbers of the students,
curriculum, daily students’ results, participation or attendance lists, and the
students’ completion of tasks or achievement.
2. Action
The action of this research was the implementation of the planning about the
technique of drills of tenses. The action also conducted the materials about five
basic tenses. The teacher implemented the materials by using the technique to
deliver the focusing activities. The specific explanation of the action expained in
the data analysis technique in cycle I and cycle II.
3. Observation
The first step was to collect data about the students and the teacher in the
situation of the class. The first observation was held on Wednesday, February 3,
2010.This observation was conducted to know the major characteristic of the
students and their problems. The researcher used some checklist for the
observation form made in table.
The second and the third observation conducted when the first and the
second cycle implemented on Tuesday, 30 March 2010 and 20 April 2010. There
the class. The researcher compiled some elements of statements for the teacher,
such as the preparation, strategy, method, approach, task, and last performance.
Meanwhile, the observed statements for the students were the readiness,
cooperation, response, note-taking, and students’ assignment. The specific
elements are explained in the table of the appendix E, page 114-115 and appendix
F, page 124-125.
a. Test
These tests conducted twice when the first and the second of CAR
implemented. For written test, the type of the test used was multiple choice
questions and dichotomous questions. The first written test held on Tuesday, 6
April 2010. There were 25 questions multiple choices and 10 questions were
dichotomous questions.
The result of the test was compared to see the improving result with the
second written test which held on Tuesday, 27 April 2010. The second written test
was consisted of 30 questions with 10 filling the blank in the sentences, 5
questions multiple choices, 10 questions filling the blank dialogue, and 5
questions random sentences.
The oral test also conducted twice when the implementation of two cycles
on Tuesday, 30 March 2010 and 20 April 2010. The second oral test was
conducted by giving additional points to the students to reach the target of
achievement. The questions for the first and second oral test related with speaking
the regular/irregular verbs, tenses sentences and structures spontaneously with 15
4. Reflection
In this step, the researcher reflected all the data supported to see the
effectiveness of drills of tenses for students of Chemical Analysis Class X. This
was the last step of the cycle as reflection of the result. The result of the research
would be completed with supporting data being compiled.
E. Data Analysis Technique
The data of student grammar fluency in the use of drills of tenses was
measured by using grammar fluency record. In this record the students would be
asked 15 oral questions. It was to see their progress or development for the use of
drills of tenses in the class activities. There were two records would be conducted
after the cycle I and cycle II.
The learning interest of the students was measured by collecting the
perception of the 32 respondents using questionnaires with 25 questions and with
5 responses. The questionnaire used to use open-ended questions, where the
respondents chose from the available answers and the last wrote down the
personal statements. The answers that were obtained from the questionnaire were
numerical. This was the model of Likert scale using close-ended questions.
While to know the effectiveness of the method was measured by using 2
written questions for the open questions. It is added in the last part. The
questionnaire is given twice after first and second cycle conducted.
Another way to know the students’ interest was by doing interview
personally. There were 8 students being interviewed. They were interviewed after
response during the use of drills using the tenses and suggestion for the next
future.
Variable of the students’ interest for learning drills of tenses in the
questionnaire was measured using a 5 categories to questions where a positive
(supportive) response score to the category of strongly agree = 5, agree = 4,
neither agree or disagree= 3, disagree = 2, and strongly disagree = 1. Otherwise,
for a negative question (not supported) had some answers to the categories scores
strongly agree = 1, disagree = 2, neither agree or disagree=3, disagree=4, and
strongly disagree = 5.
Regarding to the indicators and item number of questions on the
questionnaire could be seen in the table below:
Table 3.1. Questionnaire Lattice of the Students’ Learning Activities
No.
Activity of students in the class
/ student participation 5, 9,11 16
4. Students’ motivation 3, 19,24,25 22
5. Self-potential development 2, 6, 23 12
6.
Improved students’
The students also had written tests related to the tenses to measure the
achievement of the class. The written test was conducted twice. In cycle I the
students were tested 25 questions, 15 questions multiple choices and 10 questions
filling the blank spaces. Meanwhile, in the cycle II the students were tested 30
questions with 10 questions filling the blank spaces, 5 questions multiple choices,
10 questions completing the dialogue and 5 questions arranging jumbled words
into sentences.
F. Research Procedure
Based on the hypothesis above, can be planned series of actions taken by
teachers in the teaching learning process in the class, in particularly on English
subjects by using methods drills of tenses. Therefore the Class Action Research
(CAR), the design of the research is a cycle that includes an outline of the
following 4 activities:
1. Planning, this is drafting a plan of action to be taken.
2. Action, namely the implementation of action plans to improve the quality of
learning.
3. Observations, i.e. observations made during the implementation of action.
4. Reflection, i.e. the analysis, interpretation, and conclusion.
Associated with the problems in this research, it was designed two cycles of
action:
Cycle I :
Activities in the cycle I discussed the subject of the subtopic on the use of
future tense and past tense. To understand the learning methods of drills of tenses,
students were given regular and irregular verbs and table of tenses as material
resources for the additional activities in the class. The activities in this cycle
included:
1. Planning stage
The action plan of this stage was based on the observation of the researcher
when facing the main problems that are emerging in the class. The researcher
made Drills of Tenses by using regular and irregular verbs. The table of tenses
was based on the learning materials which was difficult for the students. It was
also taken from the kind of tasks that are given by the teacher. The researcher
compiled the data collection and the instruments. It included the grammar fluency
record, the instrument observations checklist of the teacher’s and the students’
activities in the classroom, daily assessments and tests and the last questionnaire.
2. Implementation stage of action
At this stage carried out the planned actions to address such issues as
expressed in the formulation of the problem. At this stage the research acted as
teacher and also observer. The activities on the stage of action were the teacher
explained the supplementary materials by using the method drills of tenses. Then,
the teacher distributed the paper of the verb and tenses table for the students. The
teacher asked students to discuss with friends in pair to understand the concept of
verb and tenses table that had been distributed. Teacher monitored these activities.
The teacher provided an explanation of the first subject as an example
