The Effectiveness of Comic Strip for Teaching
Simple Past Tense
( an experimental study at the second grade students of MTs
Muhammadiyah Kalibening in Academic Year 2016 )
By :
ALIEF ANANG SYAFEI NIM : 0901050013
ENGLISH DEPARTMENT
DEDICATION
From the deepest and purest of my heart, I would like to
present this little creation to:
All Praise To Allah SWT, the only God of the universe
and the prophet, Muhammad SAW, the true enlighter.
My beloved Father and Mother, thanks for everything
you give to me, never tired you always praying for me,
give me support every time.
My beloved wife ‘Ani Rahayu’. Thanks for your support
and prayers, always gave me spirit when I was down
and never forget for always remind me for praying.
My beloved son ‘Abimara Asyafi’, your smile, your
crying, are my special spirit which always in my mind.
My beloved brother ‘Bagas’, thank you for your support
to me.
MOTTO
PREFACE
First of all, the researcher would like to thank to God who has guidance,
merciful and his permission, so that he can finish writing his thesis as partial
fulfillment to get S. Pd degree.
In this occasion, the researcher would like to thank deeply to:
1. Drs. Pudiyono, M.Hum, the Dean of Teacher Training and Education Faculty
of Muhammadiyah University of Purwokerto.
2. Aulia Nisa Khusnia, M.A as the Head of English Education Department in
Teaching Training and Education Faculty who has facilitated and permitted
this research.
3. Drs. Bambang Suroso, M.Hum, as the supervisor who gave guidance, advice,
support and suggestion.
4. My parents, all family and all of my friends who gave me help and support to
finish my thesis.
The researcher believes that there are many weaknesses in this thesis, so the
researcher welcomes critics and suggestions to improve her further writing. I hope
my thesis will be useful for anyone, especially the students of Muhammadiyah
University of Purwokerto.
Purwokerto, January 16th, 2017
TABLE OF CONTENT
Page
TITLE ... i
APPROVAL ... ii
DEDICATION ... v
MOTTO ... vii
PREFACE ... viii
TABLE OF CONTENT ... ix
APPENDICES………... ... xi
ABSTRACT ……… xii
CHAPTER I: INTRODUCTION ... 1
A. Background of the Research ... 1
B. Reasons for Choosing Topic ... 4
C. Problem of the Research ... 5
D. Purpose of the Research ... 5
E. Definition of Key Terms ... 5
CHAPTER II THEORETICAL REVIEW ... 7
A. Teaching ... 7
1. The Definition of Teaching ... 7
2. The Components of Teaching Process ... 8
B. Simple Past tense ... 9
1. The Definition of Simple Past Tense ... 9
2. The Features of Simple Past Tense ... 10
C. Media... 15
1. Definition of Media ... 15
2. Kinds of Media... 16
D. Comics Media ... 17
1. Definition of Comic Strips... 17
2. Kinds of Comics ... 18
E. Basic Assumption ... 18
F. Hypothesis ………. 19
CHAPTER III RESEARCH METHODOLOGY ... 20
A. Method of the Research ... 20
C. Subject of Research ... 21
1. Population ………. 21
2. Sample ... 22
D. Method of Collecting Data ... 22
1. Pre-test ……….... . 22
2. Post-test ……….. .. 22
E. Method of Analyzing Data ... 23
1. Students Individual Achievement………... .. 23
2. Classical Achievement ……….. 23
3. Hypothesis Testing ... 25
CHAPTER IV RESULT AND DISCUSSION ... 29
A. The Result of Research ... 29
1. The Result of Experimental Class ……….. .. 29
2. The Result of Control Class ……… . 31
3. Te Result of T-test ……….. .. 32
B. Interpretation the Result ………. 34
C. Discussion ... 35
CHAPTER V CONCLUSION AND SUGGESTION ... 36
A. Conclusion ... 36
B. Suggestion ... 37
BIBLIOGRAPHY ……….. 38
ABSTRACT
THE EFFECTIVENESS OF COMIC STRIPS FOR TEACHING SIMPLE PAST TENSE
(An Experimental Study At The Second Grade Students of MTs Muhammadiyah Kalibening In Academic Year 2016)
By
Alief Anang Syafei 0901050013
The aim of the research was to find out the effectiveness of Comic Strips as media in teaching simple past tense. This research used quasi experimental method in which the sample was based on the school policy. Two classes were chosen VIII A as the experimental class and VIII B as the control class. Pre-test and post-test were used to find the data. The test was in multiple-choice forms consisting of 30 items for each test, essay forms consisting of 10 items for each test. T-test formula was used to analyze the data. The result of the research
showed that there was a significant difference of the students‟ achievement
CHAPTER I INTRODUCTION A. Background of Research
Language is an important tool of communication. People can share
their feelings, their experiences and their needs to each other by spoken or
written form. We know that without language, people can not interact each
other. To avoid ambiguity or misunderstanding about the information, people
need the language to make it clear and can be understood.
In general, the mastery of English covers language skills such as;
listening, speaking, reading, and writing, and language components like;
grammar, vocabulary, pronunciation and spelling. Both skills and components
should be taught and it is impossible to teach one without the other.
Therefore, the language skills and language components should be taught in
integration.
Grammar is a crucial element of language which should be mastered
as it is usually used in writing, speaking, listening, and reading. Grammar
consists of rules of making sentences that becomes basic knowledge in
mastering language.
In school, grammar plays a very important role in mastering language,
others well. Afterwards, grammar becomes the main concern for students in
learning language as it becomes part of assessment.
Sometimes, we find some students who are good at vocabulary, but
they are not able to communicate, since they do not know how to construct
good sentences grammatically. In expressing ideas students need vocabulary,
but without correct grammar it will be hard to say or write the correct
sentences.
In fact, learning grammar is not fun thing since students have to
memorize the complicated structures or formulas of sentences. This condition
makes students not interested in learning grammar. The monotonous way in
teaching grammar also makes students low-motivated in following the
teaching learning process. Teachers usually do not use media in teaching
grammar. Generally, teachers only use textbook in teaching grammar without
any media. As a result, it is difficult for students to understand grammar well.
From the fact explained previously, teachers need some various media
to build a fun atmosphere in teaching grammar. Teachers are also required to
be creative in making learning media. One of various and creative media
which can be used by the teachers in teaching grammar, particularly past
tense is comic strips.
Comic strips tell a story in form of pictures and text structures or
dialogue. The use of comic strips for teaching tenses is not complex since a
Then, a teacher asks students to identify the tenses used in the dialogue of
comic strips. Moreover, for exercise, a teacher serves comic strips without
texts. Students make texts or sentences based on the pictures and tenses chich
have been decided before.
Comic strips have become one of several interesting ways in teaching
tenses since a verb is illustrated and pictured in there and visual examples that
are served in comic strips help students in comprehending the most grammar
which are taught (McVicker, 2007:87). The study of comic strip was also
indicated by Damaiyanti (2014). The study was indicated that using comic
strips for teaching past continuous and past perfect tense was effective and
gave positive effect for students.
There are several advantages of using comic strips in teaching
grammar. First, bored generation of students because of grammar can be
interestingly taught through comic (Mc Vicker, 2007:87). The new
atmosphere can be increased by comic strips. Second, comic strips help
students to understand well about the context of tenses because it consists of
pictures and text structures that can make it easy for students to understand
the context of the tenses. Finally, comic strips are visual media which can
steal the students‟ attention in class.
As media, comic strips also have some disadvantages. The weakness
of teaching using comic strips is students may only focus on the pictures
students may only be interested in the pictures and story, but not on the
grammar (Fischer in Laras, 2014: 4).
Based on the explanation before, comic strips can build a fun
atmosphere in teaching learning process since in learning grammar students
can be low-motivated easily. In this case, comic strips can be very effective to
create students‟ high-motivation in learning tenses. At last, comic strips
become a recommended media for teachers so that they leave their traditional
bored media in delivering materials. For this reason, the writer would like to
know the effectiveness of comic strips for teaching simple past tense in an
experimental research entitled “The Effectiveness of Comic Strips for
Teaching Simple Past Tense at Second Grade of MTs Muhammadiyah
Kalibening in Academic Year 2016 ”
B. Reason for Choosing Topic
The writer has some reasons for choosing the topic
1. Students are usually bored in learning grammar, so the teaching learning
process does not run well.
2. Students‟ low motivation is caused by monotonous way in teaching such
teachers usually teach tenses without creative media.
3. Comic strips is needed for the teachers to give the variation in teaching
C. Problem of Research
The problem of the research is “Is comic strips effective for teaching
simple past tense at second grade students of MTs Muhammadiyah
Kalibening? “
D. Aim of Research
The aim of the research is to examine the effectiveness of comic strips
for teaching simple past tense for second grade students at MTs
Muhammadiyah Kalibening.
E. Definition of Key Terms
The following definitions are given to make readers have the same
understanding or perception for some terms used in this study. They are as
follows:
1. Effectiveness
Effectiveness is a noun form of effect which means having effect; able to
bring about the result intended (Hornby, 1994 :386)
2. Comic Strip
A comic strip is a sequence of cartoons that tells a story which is
completed by pictures and text structures or dialogues. This comic utilize
panels, having minimum of one and usually a maximum of three or four
3. Teaching Grammar
A matter of providing the learners with practice in mastering common
grammatical patterns through a process of analogy rather than explanation
(Nunan, 1991:154)
4. Simple Past Tense
The simple past indicates that an activity or situation began and ended at a
CHAPTER II
THEORETICAL REVIEW
A. Teaching
1. The Definition of Teaching
According to Brown, (2000: 7) teaching is “showing or helping
someone to learn how to do something, giving instructions, guiding in
the study of something, providing with knowledge, causing to know or
understand.”
Moreover Darwis A. Soelaiman in Erna (2006:7) said that
teaching is a system that produces learning activity. In this theory,
teaching should be systematic and produces students‟ learning activity.
Harmer in Kurnia (2014, 7) teaching means to give (someone)
knowledge or to instruct or to train (someone). In addition, the
Longman Dictionary Contemporary English suggests that it means to
„show somebody how to do something‟ or to‟ change somebody‟s
ideas‟.
According to Darwis A. Soelaiman in Erna (2006) the
characteristic of teaching activity are rational and special to human.
They said that teaching is the activity that contains 4 phases process,
those are: making curriculum phase, teaching phase, measuring phase,
From the definition of teaching above, there are some essential
things that appear in teaching, that are:
1) Teaching is an activity or teachers‟ activity;
2) Teaching is a process;
3) Teaching is a teachers‟ activity that related with the students‟
learning, that happen in interaction process;
4) Teaching has goal and not only related in the students‟
changing.
(Darwis A. Soelaiman in Erna, 2006:8)
2. The Components of Teaching Process
The components of teaching should get extra attention because
each component gives effect for success of teaching process. They are
an inseparable sequence must be done in teaching process. In other
words the process of teaching contains some components that related
each other. According to Darwis in Erna(2006: 8), these components
are:
1) Goal
Teaching goal is the students‟ changing of behavior as the
result from learning activity.
2) Material
Material is the component of teaching that contains of
purposes, so the materials should useful or relevant with the
students‟ need and their surround need.
3) Teaching Method
How the teacher teaches the material to reach the goal is
the ability that the teacher should have. The material and the
goal are the orientation for teacher to state the teaching method
besides the students‟ situation and facilities.
4) Media
Media is all the tools that help teacher in using teaching
method. The kinds of media are visual media, audio media, and
audio-visual media.
5) Evaluation
The evaluation is an effort to evaluate the output of
teaching process. The evaluation includes teacher‟s teaching
evaluation and students‟ evaluation. In the students‟ evaluation,
teacher evaluates how far the goals of teaching have been
reached by students in the form of the changing behavior.
B. Simple Past Tense
1. The Definition of Simple Past Tense
As one of language components that is important to be mastered
by students, grammar has many rules that should be learnt, one of
The simple past is a tense that shows an activity or situation
began and ended at a particular time in the past (Betty Schrampfer
Azar, 1993: 24). Simple past tense indicates that terminating in the
past, whether a time is given or not (Marcella Frank, 1991: 49).
From those statements above, it can be seen that simple past
tense is a sentence which is used to talk about events, actions that
happened at a specific time in the past.
2. The Features of Simple Past Tense
a. The Uses of Simple Past Tense
The uses of simple past tense are :
1) to express the completed action in the past
X
Past Present
future
The simple past is used to express the idea that an action
started and finished at a specific time in the past. Sometimes
the speaker may not actually mention the specific time, but
they do have one specific time in mind.
Examples :
I didn’t see a movie yesterday. Last year, I traveled to Japan.
Last year, I didn’t travel to Japan. 2) To express a series of completed actions
X1 X2 X3
Past Present
future
We used the Simple Past to list a series of completed
actions in the past. These actions happen 1st, 2nd, 3rd, 4th…
Examples :
I finished work, walked to the beach, and found a nice place to swim. He arrived the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00.
3) To express single duration in the past
Past Present
The simple past can be used with a duration, which
start and stop in the past. A duration is a long action often used
with expressions like”for two years,” “for five minutes,” “all
day,” or “all year”
Examples :
I lived in Brazil for two years.
Shauna studied Japanese for five years.
They sat at the beach all day.
We talked on the phone for thirty minutes.
4) To express the habit in the past
The simple past can also be used to describe a habit,
which stopped in the past. It has the same meaning as “used
to”. To make it clear that we are talking about a habit we often
use expressions such as “always,” often,” “usually,” “never,”
“…when I was a child” or “…when I was younger” in the
sentence.
Examples:
I studied French when I was a child.
b. The Pattern of Simple Past Tense
Verbal Sentence :
Positive : S + V2
Negative : S + did not + V1
Interrogative : Did + S + V1
Positive Negative Interrogative
I We You The y He She It played started watche d had saw did went I We You The y He She It Did not (didn‟t ) play start watc h have see do go di d I We You The y He She It play? start? watch ? have? see? do? go?
(Raymond Murphy, 1998:32)
Nominal sentence
Positive : She/He/It/I + was
Negative : She/He/It/I + was + not
They/We/You + were + not
Interrogative : Was + she/he/it/I
Were + they/we/you
Positive Negative Interrogative
I
He
She
It
Was
I
He
She
It
was not
was I
He
She
It
They
We
You
were
They
We
You
were not
were
They
We
You
WH-Question
WH + Did + subject + infinitive
What
How
Where
Did
did
did
you
the accident
your parents
do
happen?
go
yesterday?
for their
holiday?
(Raymond Murphy, 1998: 32)
Short answer of yes/no question of simple past tense
Yes, I/we/you/they
He/she/it
Did No, I/we/you/they
He/she/it
didn‟t
Example :
Questions: Short answers:
- Did you see Joe yesterday?
- Did it rain on Sunday?
- Did Helen come to party?
- Did your parent have good holiday?
- No, I didn‟t.
- Yes, It did.
- No, she didn‟t.
c. The Adverb of Simple Past Tense
There are some adverb of time that common use in past tense,
those are yesterday, last…, and …ago. We also can identify the past tense with the other adverb or phrase which shows us that it
happened in the past.
d. Regular and Irregular Verb
There are two kinds of past verb (V2) that are regular past
verb and irregular past verb. In forming regular past verb is just add
–ed after verb. There are some acceptations of spelling in changing
regular past verb :
1) The verb ending with –y after consonant, adding with –ied
(e.g. to carry – carried)
2) The verb ending with –y after vowel (a,i,u,e,o), adding with – ed (e.g. to obey – obeyed)
3) The verb that has one syllable and ending with consonant, the
last consonant is double (e.g. to stop – stopped)
In the other hand, irregular verb do not have the rule to
change the verb into past verb. We are able to know the irregular
C. Media
1. Definition of Media
According to Arikunto (1987:13) states that media are all of
things, which are used by a teacher to explain the instructional
material. Medias are the tools, methods and techniques that are used to
make the communication and interaction between the teacher and
learner in teaching and learning of English in the classroom more
effective (Hamalik, 1982:23). For example the teacher can use music,
picture or comics to explain something, so the material easy to be
understood.
2. Kinds of Media
According to Sudjana (1990: 12), there are some kinds of media :
a. draft / blue print
A combination of graphic media and picture that is used to
visualize the connection between main facts or main ideas in order
and logic.
b. Diagram
Description that is simplified to show the relationship on both sides
especially in the meaning of lines and symbol.
c. Poster
Poster is simplified illustration picture in big size, planned to
d. Cartoon
Cartoon is the picture description of human being, idea, or situation
that is planned to persuade the civil opinion.
e. Comics
A story line which has picture in every part or picture story and
usually have a colors to make student more interested in reading.
D. Comics Media
1. Definition of Comic Strips
Comic strips are picture with stories as tools or means
(Brown :1994). Comic strips media are means or tools, which
facilitate teachers in designing communicative activity task in
teaching learning process. Shortly, a comic strips is a kind of
stories which is used by the teacher to teach speaking, reading,
translation, vocabulary and structure by creating in which the
activity includes serving as a model in interpersonal, transaction, or
otherwise fastening educative interaction among students and
teacher of other age group. Comic strips are necessary for the
teachers as a strategy to make the students interested in following
the English lesson and understand the material.
Based on the definition above, it can be concluded that
cartoon papers as work of art which the writer uses as a means or
tools to make it easier to receive the information, or message that
the teacher gives in a teaching – learning process.
2. Kinds of Comics
a. Comics Books
Comic books is a story line which has picture in every part or
picture story and usually have a colors which has several
different title.
b. Comic Strip
A comic strip is a sequence of drawings arranged in interrelated
panels to display brief humor or form a narrative, often
serialized, with text in balloons and captions.
c. Comic Cartoon
Comic Cartoon is usually a series of pictures that illustrate the
story. The series drawings are arranged in horizontal lines, or
rectangles called panels, and like text from left to right.
E. Basic Assumption
From the definition above, the writer basic assumption is the use of
comic strips as a media in teaching past tense is one of good technique to
the students, because most of students have been quite familiar with
comics. Comic strips are a combination of picture and word so the
comic strips are very choosable. It means that not only for students who
may use it as an interesting media but also everyone who wants to use this.
However, the effectiveness does not merely on the media, but also the role
of teacher in transferring the media comic strips to the students.
F. Hypothesis
Based on the basic assumption above, the writer propose the
hypothesis “Teaching past tense using comic strips is effective to eight
grade students of MTs Muhammadiyah Kalibening in academic year
CHAPTER III
RESEARCH METHODOLOGY
A. Method of the Research
In this research the writer used the experimental method. The
experimental research was aimed to know if there were effect or not for
the population or subject of the research (Arikunto, 1990:272). There were
two groups; the first group was called experimental class, which was given
treatment by using Comic strips as media in teaching past tense and the
other one was called control class, which was not given by that media. The
writer used the quasi experimental design since there were two classes
given different treatment. The design of research is as follows:
E : Q1 x Q2
C : Q3 x Q4
Where :
E : Experimental group
C : Control group
X : Treatment
Q2 : Post-test experimental group
Q3 : Pre-test control group
Q4 : post-test control group
B. Place and Time of Research
The research was carried out in MTs Muhammadiyah Kalibening. It
focused on the second year students as experimental class and control class. The
experimental class was the 8 A class consists of 30 students and the control class
was the 8 B class consists of 30 students. They were given pre-test to find out the
students ability before the experiment. The post-test was given after the
experiment.
Schedule of research is as follow :
Time of Research
Num Activities
Months of 2016
Sept Oct Nov Dec Jan
1 Making Proposal 2 Join Counseling 3 Collecting Data 4 Analyzing
5 Making Report
C. Subject of Research 1. Population
Population is the whole of the research (Arikunto, 1997:115). The writer
chose population in the second year students of MTs Muhammadiyah Kalibening,
Banjarnegara in academic year 2016.
According to Arikunto (1998: 7) sample is a part of population. If the
number of the subject of the research more than a hundred, the sample taken
10-15% or 20-25% or more of the population.
The writer took cluster sampling as a method in sampling. The writer used 8 A and
8 B class.
D. Method of Collecting Data
The writer used test as instrument for collecting data. Test is a sequence of
questions exercise or other tools which were used to measure skills, knowledge,
intelligent or talent of individual or group (Arikunto, 1993:173). In this study the
writer used two kinds of test. They were pre-test and post-test.
1. Pre-Test
Pre-test was given to measure the beginning condition of every group
experimental and control. This test was given before the classes were given
treatment. There were two forms of test, they were multiple choice and essay
tests.
2. Post-Test
It was used to measure the effect of certain treatment. In this case was
teaching past tense using comic strips. The instruments of test were multiple
choice and essay test. The reason why the writer chose this type of test is
because the multiple choice test could be corrected objectively in correcting. It
is easier and can be corrected fast because it used key answer of the test
E. Method of Analyzing Data
After the data was collected by giving pre-test and post-test to the control
group and experimental group, the data was analyzed by the statistical test as
below :
1. Students Individual Achievement
To know the result of individual achievement, the writer used formula as
follow:
P = X100%
N F
Where :
P = percentage
F = frequency
N = the maximum score
2. Classical Achievement
To measure the classical achievement of the students‟ mastery of past
tense both control and experimental group, the writer used the following
formula :
- Experimental group
M =
n x
2M = mean of experiment group
x2 = the sum of score post-test of experiment groupn = the total number of respondents
- Control group
M =
n y
2Where :
M = mean of control group
y2 = the sum of score post-test of control groupn = the total number of respondents
From classical achievement, we found the level of student‟s competence
in past tense. In term of percentage achievement, Arikunto (1998:57) suggest
five categories of the students.
There were :
81% to 100% = Very good
61% to 80% = Good
41% to 65% = Fair
21% to 40% = Bad
By consulting to the criteria above, the writer knew the criteria of
classical competence.
3. Hypothesis Testing
To know the result from the treatment, the writer used t-test formula. The
writer used t-formula and was carried out some steps:
a. The writer made a table as follow :
Number of
Respondents
Experiment Class Control Class
X1 X2 X X2 Y1 Y2 Y
Y2
Sum
Where :
X1 = Pre-test of experiment class
Y1 = Pre-test of control class
X2 = Post-test of experiment class
Y2 = Post-test of control class
1) To find out the mean of deviation of control class ( My )
- The pre-test score decreases the post-test score of each student
- Then, the writer counted the total of deviation (residual) (
y )- Finally, the writer counted the total of the students in control class is
divided into the number of students in that class
My =
n y
Where :
My = mean of control class
y = total deviationn = number of student of control class
2) To find out the mean of deviation of experiment class ( Mx )
1. The pre-test score decreases the post-test score of each student
2. Then, the writer counted the total of deviation (residual) (
x)3. Finally, the writer counted the total of the students in experiment
class that was divided into the number of students in that class.
Mx =
n x
Where :
Mx = mean of deviation of experimental class
x = total of deviationc. The sum of squared deviation of each class must be calculated
- The sum of squared deviation
n x x
x
2
2
2
Where :
2x = square deviation of experiment class
x = total deviation of experiment classn = number of students of experiment class
n y y
y
2
2
2
Where :
2y = square deviation of control class
y = total deviation of control classn = number of students of control class
d. The writer applied all of them into t-test formula
` To find out whether there are any effectiveness of comic strips as the
media in teaching past tense, the writer compared the means of control
Ny Nx Ny Nx y x My Mx t 1 1 2 2 2 test Where :Mx = mean of students gain in experimental group
My = mean of students gain in control group
2x = the total square of experimental group
2y = the total square of control group
Nx = the total number of experimental group
Ny = the total group of control group
e. The last, the writer calculated degree of freedom (d.f.) by using formula:
d.f = (Nx + Ny) – 2
Where :
d.f = degree of freedom
Nx = the total number of experimental group
After using the t-counted, then the writer compared it to t-table of a
certain significant level. If the t-counted was higher than t-table, it means that
there was positive effect of comic strips as a media in teaching past tense. So,
the writer hypothesis was accepted. On the other hand, if the t-counted was
CHAPTER IV
RESULT AND DISCUSSION
A. The Result of Research
1. The Result of Experimental Class
Before the students got treatments, they were given a test namely pre test.
From pre-test, the writer got the students‟s score. Below is the table of pre test
result in experimental class:
The Percentage of Students’ Score in Pre-test (Experiment class)
No Category Percentage Number of Students in pre test
1 Very bad 0% - 20% 0
2 Bad 21% - 40% 1
3 Fair 41% - 60% 13
4 Good 61% - 80% 16
5 Very good 81% - 100% 0
Based on the table, it can be concluded that from 30 students, they got
different score in pre-test. From the table, it could be seen that the pre-test result of
experimental class was still under the standard. The result showed that there was 1
student who belong to bad category, 13 students to fair category, and 16 students to
good category in pre-test. After the researcher got the score from pre-test, the
students were taught simple past tense using comic strips media. It was done in two
It was aimed to measure their achievement after getting treatment with using comic
strips media. Below is the table of post test result in experimental class:
The Percentage of Students’ Score in Post-test (Experimental Class)
No Category Percentage Number of Students in post test
1 Very bad 0% - 20% 0
2 Bad 21% - 40% 0
3 Fair 41% - 60% 5
4 Good 61% - 80% 22
5 Very good 81% - 100% 3
From the table above, it can be concluded that the post test result of
experimental class showed better result than the pre test result. The result showed
that there were 5 students who got fair category, 22 students with good category
and 3 students with very good category.
2. The Result of Control Class
Control class had same activity with experimental class. This class was
given pre-test before they got treatment by another media. The researcher got the
score from students‟ pre-test. Below is the table of pre test result in control class.
(Control Class)
No Category Percentage Number of Students in pre test
1 Very bad 0% - 20% 0
2 Bad 21% - 40% 1
3 Fair 41% - 60% 20
4 Good 61% - 80% 9
5 Very good 81% - 100% 0
Based on the table above, it can be concluded that the pre test result of
control class was still bad. From 30 students, there were 1 students who belong to
bad category, 20 students to fair category, and 9 students to good category. It can be
seen that there was not student who belong to very bad category.
The Percentage of Students’ Score in Post-test (Control Class)
No Category Percentage Number of Students in post test
1 Very bad 0% - 20% 0
2 Bad 21% - 40% 0
3 Fair 41% - 60% 14
4 Good 61% - 80% 16
From the table above, it can be concluded that control class had got better
result in post test. There were 14 students who belong to fair category, and 16
students to good category.
3. The Result of T-test
After getting the data from experimental and control class, the researcher
analyzed the data to find out the effectiveness of comic strips in teaching simple
past tense. The steps are as follows:
a. The mean of deviation of experimental class (Mx)
After getting the data from experimental and control class, the researcher
analyzed the data to find out the result of t-test. The first procedure in finding
the t-test result was finding Mx. Mx was gained from the division of ∑x and N.
In this term, ∑x was 287.5 and N was 30. So, the result of Mx was 9.58333.
b. The mean of deviation of control class (My)
The second procedure in finding the t-test result was finding My. My was
gained from the division of ∑y was 145 and N was 30. So, the result of My
was 4.83333.
c. The sum of square deviation of Experimental Class (x2)
After the researcher got the result from Mx and My, ∑x2 and ∑y2 should
be calculated. For experimental class was found that ∑x2
was 3493.75 then it
was subtracted with the result of division between (∑x2
) and N namely
2755.208. Then the result of ∑x2
was 738.55.
After the researcher got the result from ∑x2, then ∑y2
should be
calculated. It was found that ∑y2
was 1050 then it was subtracted by the result
of the division between (∑y2) and N namely 700.833. So, the result of ∑y2
was
349.167.
e. Calculating the t-table
After the researcher got all of the result of Mx = 9.58333, My =
4.83333, ∑x2 = 738.55, ∑y2
= 349.16, Nx = 30, and Ny = 30 were applied in
the t-test formula. Finally, the t-test obtained was 4.238, then it was compared
to t-table. Before it was compared, the degree of freedom (d.f) had to be found.
It was found from Nx that was 30 was added by Ny was 30. Then, the result
was be subtracted by 2. Finally the d.f was found 58 and the level significance
would be 0.05. The level significance of 0.05 for d.f 58 was 1.671. So, the t-test
result was higher than t-table. At last, comic strips is effective for teaching
simple past tense and the hypothesis of this research is accepted.
N t-test t-table d.f significance
60 4.238 1.671 58 0.05
B. Interpretation the result
After the students were given the treatment, the result was compared to
t-test using one tail table. The degree of freedom (d.f) based on the previous
computation was 58 with the t-test result 4.238, and the value of t-table = 1.671 on the
level significant 0.05. It was showed that 4.238 > 1.671, it means that the t-test result
result. The hypothesis of this study was acceptable. It means that comic strips is
effective in teaching simple past tense at MTs Muhammadiah Kalibening.
C. Discussion
According to the explanation above after doing the research and giving
treatment for experimental group in teaching simple past tense using comic strips, the
result showed that the media was effective for teaching simple past tense. Comic strips
made the student more enthusiastic in joining the class. When, the teacher gives some
questions, the students‟ answered all of the questions. It could be seen from the result
of experimental group who got better result than the students in control group. It could
be seen from the post-test score of the experimental class which was 70 and the
average score of post-test of control class was 61.
The mean of experimental class is higher than control class. It means that
there was difference in the increase of competence between them. The result showed
that t-test result was 4.238. The value in the level of significance 0.05 and df 58 was
1.671. So the t-result was higher than t-table (4.238 > 1.671). Therefore, hypothesis is
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After teaching simple past tense using comic strips as media to the students and
analyzing the data, the researcher found that:
1. The result of T-test computation was 4.238 and it was higher than t-table 1.671.
Since the t-test was higher than t-table, it could be concluded that teaching
simple past tense using comic strips gave a good effect for students.
2. The mean score of each class based on the data analysis are the pre-test mean in
control class was 56.25 and the mean of post test was 61.08. On the other hand,
the mean of pre-test in experimental class was 60.58 and the mean of post-test
was 70.01. It can be said that the mean score of post-test in experimental class
was higher than control class.
Therefore it can be concluded thet comic strip was effective for teaching simple
B. Suggestion
By considering the result of the research, the writer can give some
suggestions. Those suggestions are as follow:
1. The teacher can use comic strips as an alternative media for teaching simple past
tense.
2. The comic strips as a media can be used not only for teaching simple past tense,
REFERENCES
Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Azar, B. S. 1993. Understanding and Using English Grammar Second Edition. Jakarta: Bina Rupa Aksara.
Brown, D. 1994. Principles Of Language Learning and Teaching. United States of America: Prentice Hall.
_______ 2000. Teaching By Principles: An Interactive Approach to Language
Pedagogy. New York: Longman.
Damaiyanti, L. 2014. The Effectiveness of comic strips for teaching past continous
and past perfect tense. Unpublished Bachelor Thesis. Purwokerto:
Muhammadiyah University of Purwokerto.
Erna. 2006. The Effectiveness of photo Hp in Teaching Simple Past Tense. Unpublished Bachelor Thesis. Purwokerto: Muhammadiyah University of Purwokerto.
Frank, Marcella. 1992. Modern English: Exercise For Non-Native Speakers, Part 1: Part of Speech. New Jersey: Prentice Hall
Hornby. 1995. Oxford Advanced Learner’s Dictionary. New York: Oxford University Press.
Mas‟ud, Fuad. 1998. Essentials Of English Grammar: A Practical Guide.
Yogyakarta: BPFE.
Murphy, Raymond. 1998. English Grammar in Use Second Edition. UK: Cambridge University Press.
Nunan, David. 1991. Language Teaching Methodology. Sidney: Macquarie University.
Sadiman. 1991. Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatannya. Jakarta: Raja Grafindo Persada.
Sudjana, Nana. 1990. Pembinaan dan Pengembangan Kurikulum di Sekolah. Bandung: Sinar Baru Algesindo Offset.
Utami, Kurnia. 2015. Improving Students Grammar Mastery In Using Simple Past
Tense Through Songs. Unpublished Bachelor Thesis. Purwokerto:
Appendix A
1. Pre-test and post-test score table of experimental class
2. Pre-test and post-test score table of control class
3. The deviation of experimental class
Appendix A.1
Pre-test and Post-test Score Table of Experimental Class
No Name
Right answer Pre-test
Pre-test Category
Right answer Post-test
Post-test Category
1 9778 26 65 Good 30 75 Good
2 9794 30 75 Good 32 80 Good
3 9799 26 65 Good 28 70 Good
4 9800 28 70 Good 28 70 Good
5 9626 25 62.5 Good 29 72.5 Good
6 9628 21 52.5 Fair 25 62.5 Good
7 9834 16 40 Bad 24 60 Fair
8 9839 22 55 Fair 26 65 Good
9 9842 24 60 Fair 24 60 Fair
10 9845 25 62.5 Good 28 70 Good
11 9859 22 55 Fair 26 65 Good
12 9870 22 55 Fair 24 60 Fair
13 9874 24 60 Fair 28 70 Good
14 9882 25 62.5 Good 31 77.5 Good
15 9886 27 67.5 Good 30 75 Good
16 9897 20 50 Fair 26 65 Good
17 9907 19 47.5 Fair 25 62.5 Good
18 9920 25 62.5 Good 26 65 Good
19 9931 26 65 Good 28 70 Good
20 9932 24 60 Fair 28 70 Good
21 9934 30 75 Good 36 90 Very Good
22 9935 26 65 Good 30 75 Good
23 9936 19 47.5 Fair 24 60 Fair
24 9960 22 55 Fair 26 65 Good
25 9968 22 55 Fair 24 60 Fair
26 9970 23 57.5 Fair 28 70 Good
27 9971 26 65 Good 28 70 Good
28 9973 29 72.5 Good 33 82.5 Very Good
29 9974 28 70 Good 35 87.5 Very Good
Appendix A.2
Pre-test and Post-test Score Table of Control Class
No Name
Right answer Pre-test
Pre-test Category
Right answer Post-test
Post-test Category
1 9772 22 55 Fair 24 60 Fair
2 9775 28 70 Good 29 72.5 Good
3 9795 23 57.5 Fair 26 65 Good
4 9802 20 50 Fair 24 60 Fair
5 9806 22 55 Bad 25 62.5 Good
6 9818 25 62.5 Good 28 70 Good
7 9819 21 52.5 Fair 21 52.5 Fair
8 9821 26 65 Good 28 70 Good
9 9832 18 45 Fair 20 50 Fair
10 9837 16 40 Bad 19 47.5 Fair
11 9852 20 50 Fair 21 52.5 Fair
12 9885 24 60 Fair 26 65 Good
13 9868 27 67.5 Good 29 72.5 Good
14 9871 24 60 Fair 25 62.5 Good
15 9873 21 52.5 Fair 24 60 Fair
16 9878 20 50 Fair 20 50 Fair
17 9895 22 55 Fair 26 65 Good
18 9688 20 50 Fair 26 65 Good
19 9689 26 65 Good 28 70 Good
20 9694 22 55 Fair 25 62.5 Good
21 9696 19 47.5 Fair 20 50 Fair
22 9901 18 45 Fair 19 47.5 Fair
23 9910 18 45 Fair 18 45 Fair
24 9914 20 50 Fair 24 60 Fair
25 9915 22 55 Fair 22 55 Fair
26 9916 28 70 Good 30 75 Good
27 9919 30 75 Good 31 77.5 Good
28 9923 25 62.5 Good 27 67.5 Good
29 9933 22 55 Fair 24 60 Fair
Appendix A. 3
The Mean and Deviation of Experimental Class
No Experiment Class
Pretest Postest x x2
1 65 75 10 100
2 75 80 5 25
3 65 70 5 25
4 70 70 0 0
5 62.5 72.5 10 100
6 52.5 62.5 10 100
7 40 60 20 400
8 55 65 10 100
9 60 60 0 0
10 62.5 70 7.5 56.25
11 55 65 10 100
12 55 60 5 25
13 60 70 10 100
14 62.5 77.5 15 225
15 67.5 75 7.5 56.25
16 50 65 15 225
17 47.5 62.5 15 225
18 62.5 65 2.5 6.25
19 65 70 5 25
20 60 70 10 100
21 75 90 15 225
22 65 75 10 100
23 47.5 60 12.5 156.25
24 55 65 10 100
25 55 60 5 25
26 57.5 70 12.5 156.25
27 65 70 5 25
28 72.5 82.5 10 100
29 70 87.5 17.5 306.25
30 62.5 80 17.5 306.25
Total 1817.5 2105 287.5 3493,75
Appendix A.4
The Mean and Deviation of Control Class
No Control Class
Pretest Postest y y2
1 55 60 5 25
2 70 72.5 2.5 6.25
3 57.5 65 7.5 56.25
4 50 60 10 100
5 55 62.5 7.5 56.25
6 62.5 70 7.5 56.25
7 52.5 52.5 0 0
8 65 70 5 25
9 45 50 5 25
10 40 47.5 7.5 56.25
11 50 52.5 2.5 6.25
12 60 65 5 25
13 67.5 72.5 5 25
14 60 62.5 2.5 6.25
15 52.5 60 7.5 56.25
16 50 50 0 0
17 55 60 5 25
18 50 65 15 225
19 65 70 5 25
20 55 62.5 7.5 56.25
21 47.5 50 2.5 6.25
22 45 47.5 2.5 6.25
23 45 45 0 0
24 50 60 10 100
25 55 55 0 0
26 70 75 5 25
27 75 77.5 2.5 6.25
28 62.5 67.5 5 25
29 55 60 5 25
30 65 65 0 0
Total 1687,5 1832,5 145 1050
Appendix B
1. Pre-test validity table
2. Post-test validity table
3. Data Analysis
4. T-table
Appendix B.3 Data Analysis
1. Finding the individual competence
The formula of P is as follows:
Here is the sample of the calculation. Respondent number 1 of experimental class:
P =
= 65%
The formula of P is as follows:
Here is the sample of the calculation. Respondent number 1 of control class:
P =
= 55%
2. Finding the mean of deviation of experiment group (Mx)
The formula of Mx is as follows:
N
X Mx
The calculation is as follows:
N X Mx
3. Finding the mean of deviation of control group (My)
My =
N Y
The calculation of my is as follows:
N
Y
My
= 4.83333
4. Finding out of square deviation of Experimental Class:
The formula of 2 x
is as follows:
∑ ∑ (∑ )
The calculation of 2 x
is as follows:
∑ ∑ (∑ )
∑ ( )
∑
∑
5. Finding out
2
y
The formula of 2
y
is as follows:
∑ ∑ (∑ )
The calculation of y2 is as follows:
∑ ( )
∑
∑
6. T-test
√{∑ ∑ }{ }
√{ }{ }
√{ }{ }
√* +* +
√
=
238
7. Finding d.f d.f = Nx + Ny – 2
= 30 + 30 – 2
= 58
t-test = 4.238
d.f = 58
T-Table Pr
df
0.25 0.10 0.05 Pr df
0.25 0.10 0.05
0.50 0.20 0.10 0.50 0.20 0.10
1 1.00000 3.07768 6.31375 41 0.68052 1.30254 1.68288
2 0.81650 1.88562 2.91999 42 0.68038 1.30204 1.68195
3 0.76489 1.63774 2.35336 43 0.68024 1.30155 1.68107
4 0.74070 1.53321 2.13185 44 0.68011 1.30109 1.68023
5 0.72669 1.47588 2.01505 45 0.67998 1.30065 1.67943
6 0.71756 1.43976 1.94318 46 0.67986 1.30023 1.67866
7 0.71114 1.41492 1.89458 47 0.67975 1.29982 1.67793
8 0.70639 1.39682 1.85955 48 0.67964 1.29944 1.67722
9 0.70272 1.38303 1.83311 49 0.67953 1.29907 1.67655
10 0.69981 1.37218 1.81246 50 0.67943 1.29871 1.67591
11 0.69745 1.36343 1.79588 51 0.67933 1.29837 1.67528
12 0.69548 1.35622 1.78229 52 0.67924 1.29805 1.67469
13 0.69383 1.35017 1.77093 53 0.67915 1.29773 1.67412
14 0.69242 1.34503 1.76131 54 0.67906 1.29743 1.67356
15 0.69120 1.34061 1.75305 55 0.67898 1.29713 1.67303
16 0.69013 1.33676 1.74588 56 0.67890 1.29685 1.67252
17 0.68920 1.33338 1.73961 57 0.67882 1.29658 1.67203
18 0.68836 1.33039 1.73406 58 0.67874 1.29632 1.67155
19 0.68762 1.32773 1.72913 59 0.67867 1.29607 1.67109
20 0.68695 1.32534 1.72472 60 0.67860 1.29582 1.67065
21 0.68635 1.32319 1.72074 61 0.67853 1.29558 1.67022
22 0.68581 1.32124 1.71714 62 0.67847 1.29536 1.66980
23 0.68531 1.31946 1.71387 63 0.67840 1.29513 1.66940
24 0.68485 1.31784 1.71088 64 0.67834 1.29492 1.66901
25 0.68443 1.31635 1.70814 65 0.67828 1.29471 1.66864
26 0.68404 1.31497 1.70562 66 0.67823 1.29451 1.66827
27 0.68368 1.31370 1.70329 67 0.67817 1.29432 1.66792
28 0.68335 1.31253 1.70113 68 0.67811 1.29413 1.66757
29 0.68304 1.31143 1.69913 69 0.67806 1.29394 1.66724
30 0.68276 1.31042 1.69726 70 0.67801 1.29376 1.66691
31 0.68249 1.30946 1.69552 71 0.67796 1.29359 1.66660
32 0.68223 1.30857 1.69389 72 0.67791 1.29342 1.66629
33 0.68200 1.30774 1.69236 73 0.67787 1.29326 1.66600
34 0.68177 1.30695 1.69092 74 0.67782 1.29310 1.66571
35 0.68156 1.30621 1.68957 75 0.67778 1.29294 1.66543
36 0.68137 1.30551 1.68830 76 0.67773 1.29279 1.66515
37 0.68118 1.30485 1.68709 77 0.67769 1.29264 1.66488
38 0.68100 1.30423 1.68595 78 0.67765 1.29250 1.66462
39 0.68083 1.30364 1.68488 79 0.67761 1.29236 1.66437
Appendix B.5 r - table
N TARAF SIGNIFIKASI N TARAF SIGNIFIKASI N TARAF SIGNIFIKASI
5% 1% 5% 1% 5% 1%
3 0,997 0,999 28 0,374 0,478 65 0,224 0,317
4 0,950 0,990 29 0,366 0,470 70 0,235 0,306
5 0,878 0,959 30 0,361 0,463 75 0,227 0,296
6 0,811 0,917 31 0,355 0,456 80 0,220 0,286
7 0,754 0,874 32 0,349 0,449 85 0,213 0,278
8 0,707 0,834 33 0,344 0,442 90 0,207 0,270
9 0,666 0,798 34 0,339 0,436 95 0,202 0,263
10 0,632 0,765 35 0,334 0,430 100 0,195 0,256
11 0,602 0,735 36 0,329 0,424 125 0,176 0,230
12 0,576 0,708 37 0,325 0,418 150 0,159 0,210
13 0,553 0,684 38 0,320 0,413 175 0,148 0,194
14 0,532 0,661 39 0,316 0,408 200 0,138 0,181
15 0,514 0,641 40 0,312 0,403 300 0,113 0,148
16 0,497 0,623 41 0,308 0,398 400 0,098 0,128
17 0,482 0,606 42 0,304 0,393 500 0,088 0,115
18 0,458 0,590 43 0,301 0,389 600 0,080 0,105
19 0,456 0,575 44 0,297 0,384 700 0,074 0,097
20 0,444 0,561 45 0,294 0,380 800 0,070 0,091
21 0,438 0,549 46 0,291 0,376 900 0,065 0,086
22 0,423 0,537 47 0,288 0,372 1000 0,062 0,081
23 0,413 0,526 48 0,284 0,368
24 0,404 0,515 49 0,281 0,368
25 0,396 0,505 50 0,279 0,361
26 0,388 0,496 55 0,266 0,345
Appendix C
1. Pre-test items
2. Post-test items
3. Pre-test answer key
Pre - Test
Choose the best answers by crossing a, b, c, or d.
1. I … some new books yesterday.
a. bought c. am buying
b. buy d. is bought
2. Anna … to class because she was at the hospital.
a. do not come c. will come
b. come d. did not come
3. Did you … American movie last night?
a. watched c. watching
b. watch d. watches
4. Did you meet Hana two hours ago?
a. No, I did not c. Yes, I do
b. Yes, I am d. No, I am not
5. Who ... this car three days ago.
a. sell c. selling
b. sells d. sold
6. What time did you … home this morning?
a. left c. leave
b. leaves d. has left
7. We … at the library for three hours yesterday.
a. was c. is
b. are d. were
8. Two months ago, a holiday trip to Australia ... cheap.
a. did not c. is not
b. was not d. were not
9. ... you at home when I called you?
a. did c. do
10.Where ... my brother last night?
a. did c. was
b. do d. were
11.My aunt and my uncle …. in Jakarta at 7 am.
a. arrive c. arrives
b. arrived d. not arrive
12.What did you do in Bali? a. I buy some new shirts b. I walk to the beach c. I am visiting the party d. I sang some songs
13.They ... do anything when I asked them to help me.
a. did not c. do not
b. was d. were
14.... the teacher know where we ... two hours ago?
a. did, was c. was, did
b. did, were d. were, did
15.Lucy did not break her mother's watch, but she ... a new one.
a. buying c. buy
b. was buy d. bought
16.I ... an e-mail to my friend but she never answered .
a. sent c. read
b. give d. write
17.We ... on the phone for thirty minutes.
a. talked c. talk
b. was talking d. talking
18.I … here last year with my friends.
a. did c. do
b. was d. were
19.When did you ... your first book?
a. wrote c. was writing
b. write d. were writing
a. was c. do
b. were d. did
21.Was she happy to hear that you came to her house? a. Yes, she did c. No, she did not
b. Yes, she was d. No, she do not
22.How … you deliver the order on time?
a. was c. did
b. were d. do
23.Ali was the Headmaster of my school in 2015, ... a. He work very well
b. He working well
c. He worked well
d. He is working well
24.Our English teacher ... sick but she does not come now.
a. did not c. do not
b. was not d. were not
25.I … wild animal pictures for my book cover.
a. chose c. chosen
b. choose d. choosing
26.Did you see Steve at Lina‟s party?
a. Yes, I did c. Yes, I am
b. No, I do not d. No, I am not
27.Who ... the teacher behind you on the bus?
a. did c. do
b. was d. were
28.When I was a child, ... English with my friends. a. I am studying
b. I study
c. I studied
d. I will study
29.She never ... good score, but I am surprised now.
a. get c. getting
b. gets d. got
30.... they a soccer player before they went old?
a. did c. do
b. were d. was
Make correct questions with the underlined words as the answer.
1. I ate fried rice this morning.
2. I came home so late because my motocycle got trouble.
3. I sent you a message three days ago.
4. The driver was on his car when the accident happened.
5. Eric walked around the garden yesterday morning.
6. I found the key so the door could be opened.
7. I chose the black car.
8. He spent his holiday in Bali for a week.
9. He stole my father‟s laptop.
Key Answer
1. What did you eat this morning?
2. Why did you come home so late?
3. When did you send a message?
4. Where was the driver when the accident happened?
5. Who walked around the garden?
6. How did you open the door?
7. Which car did you choose?
8. How long did he spend his holiday in Bali?
9. Whose laptop did he steal?
Post - Test
Choose the best answers by crossing a, b, c, or d.
1. I ... to answer all of questions from audience this morning.
a. trying c. tried
b. tries d. try
2. Tedy … two days ago because he went to Jakarta.
a. didn‟t work c. will work
b. working d. works
3. The programs ... ready to fix the trouble.
a. did c. do
b. was d. were
4. How ... this school different with others?
a. was c. did
b. do d. were
5. When … he use picture media to teach your students?
a. did c. were
b. was d. are
6. Your idea … the best solution for our business.
a. did c. was
b. do d. were
7. They ... students before they work here.
b. are d. were
8. The information ... an answer for our problem.
a. did not c. is not
b. was not d. were not
9. ... you help the police to catch the thief?
a. did c. were
b. was d. do
10. Did you understand the teacher saying?
a. No, I did not c. Yes, I do b. Yes, I am d. No, I am not
11. They ... dissapointed with the final result. a. feel c. feels b. felt d. feeling
12. What ... you ... to ensure there was no problem anymore? e. did, provide
f. did, provided g. was, provide h. was, provided
13. Why … you go to hospital yesterday to check your condition?
a. do not c. was
b. did not d. were
14. ... you believe that his condition ... better?
a. did, go c. were, was
b. did, went d. were, did
b. forgets, was d. forgot, did not
16. I … sport shoes to my brother last week.
a. give c. giving
b. gave d. gives
17. What … they eat to survive in the forest?
a. were c. do not
b. was d. did
18. When did you … this member?
a. made c. making
b. make d. makes
19. Did you … a letter from your parents?
a. receives c. received
b. receiving d. receive
20. My bedroom … the smallest room in this boarding house?
a. was c. is
b. were d. are
21. Thomas ... the best player football, he ... many trophies. a. was, get c. were, have b. was, had d. were, got
22. Who ... my red car last night?
a. drive c. drove
b. driven d. drives
23. Three years before I saw you, you … have moustache.
b. did not d. do not
24. The tiger … the only one of wild animals in the zoo.
a. do not c. were not
b. did not d. was not
25. Did you remember the address of your first school? a. Yes, I did c. Yes, I am b. No, I do not d. No, I am not
26. Max : … you wear yesterday night? Billy : I wore red shirt and black hat.
a. why did c. what did
b. were you d. did you
27. Tom : … the man beside you at the coffee shop? Jane : He is my husband.
a. who are c. who did
b. who were d. who was
28. Eric : … arrange the questions with your friends? Vin : There was no one helped me.
a. did you c. what did you b. were you d. where did you
29. Axel : … she from? I did not see him for a week. Diaz : she was from Japan.
Steven : I was scared to hear bad result.
Make correct questions with the underlined words as the answer.
1. He used the media twenty minutes before the presentation finished.
2. I saw the tiger beside your house.
3. He looked for some informations.
4. Luna loved him because he had much money.
5. He was from Bandung.
6. The man in front of Tony‟s car was the police.
7. I found my teacher‟s house.
8. Shinta drove the car twenty minutes only.
9. He ordered white coffee.
