THE USE OF FREAKY FACTS CARDS AS A MEDIA TO
IMPROVE STUDENTS WRITING SKIL IN COMPOSING
SIMPLE PRESENT TENSE
( A Classroom Action Research for the Seventh Grade of MTS Satu
Atap Salatiga in Academic Year 2015/2016 )
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In English Education Department of Teacher Training Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
A Graduating Paper
By : AGUS TIONO NIM : 113 09 012
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
iii
DECLARATION
In the name of Allah,
Hereby, the writer declares that this graduating paper entitled “The Use of Freaky Facts Cards as A Media to Improve Students Wrting Skill in Composing
Simple Present Tense ( A Classroom Action Research for the seventh grade of
MTS Satu Atap Salatiga in academic year 2015/2016 )”. is written by the writer
himself. This paper does not contain any materials which have been published by
other people, and it does not cite any other people‟s idea except the information from
the references. This declaration is written by the writer to be understood.
Salatiga March 18th 2016 The writer,
AGUS TIONO
iv
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA Jl. Tentara Pelajar 02 Tlp (0298) 323433 Fax 323433 Salatiga 50731 Website : www.iainsalatiga.ac.id E-mail : administrasi@iainsalatiga.ac.id
Salatiga, March 18th 2016
Dr. H. Sa‟adi, M.Ag
The Lecturer of Education Faculty
State Institute for Islamic Studies of Salatiga ATTENTIVE COUNSELOR’S NOTE
Case : AgusTiono‟s graduating paper
Dear
Dean of Teacher Training and Education Faculty
Assalamu’alaikumWr. Wb
v
GRADUATING PAPER
THE USE OF FREAKY FACTS CARDS AS A MEDIA TO IMPROVE STUDENTS’ WRITING SKILL IN COMPOSING SIMPLE PRESENT
TENSE (A CLASSROOM ACTION RESEARCH FOR SEVENTH GRADE
OF MTs SATU ATAP PANCASILA IN ACADEMIC YEAR 2015/2016)
WRITTEN BY : AGUS TIONO NIM : 11309012
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on March 2016, and hereby considered to complete the requirements fulfill for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Education Department.
Board of examiners, Head : Sari Famularsih, MA
Secretary : Dr. H. Sa‟adi, M.Ag
1st Examiner : Ari Setiawan, S.Pd, MM
2nd Examiner : Maslihatul Umami, S.Pd.I, MA
vi
motto
“There are no lethal weapon
s in this world
except two.
You and Your time”
vii
DEDICATION
1. My beloved father, Wakiman and my beloved Mother, Siti Komariah, for all sacrifices, endless love, supports, and motivations. Great thank for my beloved brother, Rio Afifudin who had rest in peace into God‟s embrace. Thanks for your ideology. You are our pride.
2. Great thank to Mr. Dr. H. Sa‟adi M, Ag for your wise advices, motivations, and guidance.
3. Thanks for Mansur, Yudha, Lutfi, Irhamna, for help, supports, and companion. May Allah bless you all.
4. Big thanks to family of MTS SA Pancasila Salatiga for all of your graciousness.
5. Pure thanks to Ahlul Raras Pudyastuti and her family for all pure affection, spirit, and invocation.
6. All my friends of TBI ‟09 who ever see me occasionally or frequently.
7. Thanks to Masyarakat Maiyah Kidung Syafaat Salatiga for providing a
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious, the most merciful, the lord of universe, because of Him, the writer could finish this thesis as one of the requirement for Sarjana Pendidikan in English Department of Educational faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Secondly, may peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness to the lightness of Islam. However, this success would not be achieved without those supports, guidance, advice, help and encouragement from individual and institution, and I some how realize that an appropriate moment for me to deepest gratitude for :
1. Dr. H. Rahmat Hariyadi, M.Pd, as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Mr. Suwardi, S.Pd.,M.Pd, as Dean of Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, Ph.D, as the Chief of English Department of Educational Faculty.
4. Mr. Dr. H. Sa‟adi M, Ag, as a consultant who has motivated, directed and given
wise advices, for this graduating paper from the beginning until the end.
5. All the lecturers in the English Department of IAIN Salatiga.
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7. All my family thanks for support, motivation, praying and the true love.
8. My friends of TBI 2009.
9. The Family of MTS SA Pancasila Salatiga, thanks for your graciousness and participations.
Finally, the thesis is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the thesis.
Salatiga, March 18th 2016
The Writer
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ABSTRACT
Tiono, Agus. 2016. “The Use of Freaky Facts Cards As a Media to Improve Students Writing
Skill in Composing Simple Present Tense ( A Classroom Action Research for the seventh grade of MTS Satu Atap Salatiga in academic year 2015/2016 )”. A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies
(IAIN). Consultant: Dr. H. Sa‟adi, M. Ag.
The goal of language teaching is to achieve both At school, it will be the primary requirement to be success. It also becomes a basic foundation of understanding knowledge beside the other comprehension like reading, speaking and listening, writing comprehension is one of substantial necessary. Many things begin with this acquisition.
Picture is one of the solutions to teach writing. However, pictures should be implemented by many variations, to reduce boring and to gain optimal result. Application of the Freaky Facts Cards media in teaching learning English, hopefully can help the students to write a sentence or a paragraph easily. The objectives of the study are: to find out whether applying Freaky fact cards media
in composing good simple present sentences can improve the students‟ ability in
writing, and to find out how far the use of Freaky fact cards media in composing good simple present sentences can improve students‟ writing skill. The writer uses CAR as research method which is consisted 5 phases, namely : (1) planning; (2) acting; (3) observing; (4) reflecting; and (5) revising of planning. The researcher collected the data of the research using some techniques, they were: Descriptive Qualitative data namely: (1) observation; (2) interview; and (3) documents analysis, Quantitative data: used written product of the process of writing to measure the students' achievement in writing capability. Based on the findings, the writer concludes that freaky facts cards can develop the students writing capability effectively. Furthermore, in cycle 1 the students test of product writing improved less significant and it could be concluded that only 10 students or 38,4 % who have fulfilled the passing grade and 16 students or 61,6%. The researcher found 50% as the mistakes of omission suffixes –s or –es, 62% students were difficult to make adjective phrase, 4% students used double words in a sentence, and 88% of students were stuck in using same words. In cycle 2 the students test of product writing improved significantly and it could be concluded that 26 students or 100% who have fulfilled the passing grade and omission suffix –s or – es became 19%. adjective phrase decreased to be 20%, double word decreased to be 2%, and it was only 40 % of students were monotone.
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TABLE OF CONTENT
TITLE ……... i
LOGO ... ii
DECLARATION ……... iii
ATTENTIVE CONSELOR NOTES ……... iv
STATEMENT OF CERTIFICATION ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ...…… viii
ABSTRACT ... x
LIST OF TABLES ………... xiv
CHAPTER I INTRODUCTION A. The Background of the Study ... 1
B. Problem Statement ... 3
C. Objective of The Study ... 3
D. Benefit of Research... 4
xii
F. Definition of Key Terms ... 6
G. Review of Previous Research ………...………. 6
H. The Outline of Graduating Paper ……….. 8
CHAPTER II REVIEW OF RELATED LITERATURE
A. Writing
1. Prologue ... 9
2. Kinds of writing ……….. 10
B. Cards
1. Definition ……….……… 15
2. Freaky Facts Cards ……….. 17
3. Procedure of Using Freaky Facts Cards ... 18
CHAPTER III METHOD OF RESEARCH
A.Research Method ……….…… 22
B.Research Procedure ……….… 23
C.The Data Collection Technique ………... 26
D.The Data Analysis ………... 28
E. Achievement Indicator ……… 30
F. Data Presentation ………. 31
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2. The Situation of Educational Facilities ... 32 3. The Situation Teacher and Staffs ... 33
4. The Profile of The Students ………... 35
5. The Subject of the Study ... 36
CHAPTER IV DISCUSSION
1. Cycle I
a. Action Planning ……….. 38
b. Implementation of the Action ……….... 39
c. Observation ……… 44
d. Reflection ………..…………. 49
2. Cycle II
a. Action Planning ……….. 50
b. Implementation of the Action ……….... 50
c. Observation ……… 60
d. Reflection ………..…. 64
CHAPTER V CLOSURE
A. Conclusion ... 66
B. Suggestion ... 67
BIBLIOGRAPHY
xiv
LIST OF TABLES
TABLE 3.1 THE SCORES OF ENGLISH SUBJECT DAILY TEST IN 2nd SEMESTER OF B CLASS STUDENT
TABLE 3.2 THE SITUATION OF EDUCATION FACILITIES OF MTs SA PANCASILA SALATIGA IN THE ACADEMIC YEAR 2015/2016
TABLE 3.3 THE SITUATION OF THE TEACHERS AND STAFFS OF MTs SA PANCASILA IN ACADEMIC YEAR 2015/2016
TABLE 3.4 THE SITUATION OF STUDENTS OF MTs SA PANCASILA SALATIGA IN THE ACADEMIC YEAR 2015/2016
TABLE 3.5 THE NAME OF SUBJECT OF THE STUDY OF MTs SA PANCASILA SALATIGA IN THE ACADEMIC YEAR 2015/2016
TABLE 4.1 THE SCORE OF WRITTEN TEST IN CYCLE I
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CHAPTER I
INTRODUCTION
A. Background of Study
In the world we live today, which we call as a „literate society‟, which
means that a reasonably large proportion of older children and adults in the community use language in a written as well as in spoken form. Speaking and listening come naturally, unless someone is born deaf. However, to get read and write, someone is usually taught, that can be practiced step by step. Witing comprehension will be substantially necessary. (Kotsoudas,1966:2)
2
Writing as a primary ability of every student can not be denied. At school, it will be the primary requirement to be success. It also becomes a basic foundation of understanding knowledge beside the other comprehension like reading, speaking and listening. In this cyber era through writing, people can communicate with others across places and times. (Halliday,1985:4)
Civilization encourages human to grow up and race with the technology. Unfortunately, nowadays we still found many students get lack in writing comprehension especially in composing correct sentences or essay. This problem can be caused because English comes as an new language, students inability of grammar construction, or the lack of motivation and interest of students to learn English, even it can be caused by the mistake of teachers who use wrong method of teaching English.
J.B Heaton (1989:135) states that writing is complex and difficult to teach and also to learn, requiring mastery not only of grammatical but also conceptual and judgmental elements. Usually people prior speaking test beside writing, whereas in gaining satisfied test result, all of aspects contribute important roles.
3
The above explanation inspires the writer to conduct a research entitled THE USE OF FREAKY FACTS CARDS AS A MEDIA TO IMPROVE STUDENTS WRITING SKILL IN COMPOSING SIMPLE PRESENT TENSE ( A Classroom Action Research for the seventh grade of MTS Satu Atap Salatiga in academic year 2015/2016 )
B. Problem Statement
From the explanation above, this research is aimed to answer the following problems :
1. Do applying Freaky fact cards improve the students‟ ability in writing?
2. How far is the improvement of using Freaky fact cards media in
composing good simple present sentences enhance the students‟ writing
skill?
3. How is the result of using Freaky Facts Cards as a Media to improve
students‟ writing skill for the seventh grade students of MTS SA
Pancasila Salatiga?
C. Objective of the Study
This research has some purposes, they are :
1. To find out whether applying Freaky fact cards media in composing good
simple present sentences can improve the students‟ ability in writing.
4
simple present sentences can improve students‟ writing skill.
3. To find out the result of using Freaky Facts Cards media to improve
students writing skill of seventh grade student in MTS SA Pancasila
Salatiga.
D. Benefit of Research
This research is purposed that it will be useful for teachers, students and
researchers. It is conducted in order to give theoretical and practical benefits.
1. Theoretical benefit
a. The research‟s finding can be used to enrich the theory and the method in the teaching writing using card.
b. Provide information and knowledge in teaching of writing skill.
2. Practical benefit
The research‟s finding can be used by the students, teacher, school
and the researcher himself.
3. Social benefit
a. For students
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2) It can motivate the students in learning English.
b. For teachers
1) The result can become an input to determine the steps and strategy for teaching writing using picture, in this case using cards.
2) Give important information in using alternative media to improve the quality of teaching writing.
3) It is expected that the finding of the study will be significant information for teachers of English in general, students, researcher and for the teachers of English in MTS SA Salatiga.
E. Limitation of the Study
The writer would like to limit the scope of the study to the following problems in order to avoid misinterpretation of the problem, they are:
1. The students‟ improvement in writing skill especially in composing Simple Present Tense.
2. The improvement of students‟ writing skill by using Freaky Facts Cards in teaching writing.
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F. Definition of Key Terms
1. Improve
Improving is the process of becoming or making to the better. (Oxford Dictionary,2003; 216).
2. Writing
Writing is clearly a system of human intercommunication by means of conventional visible marks, but it is evident from what has been said that what the primitive understood as writing is not the same thing as what we do ( Gelb, 1962:12 )
3. Freaky Fact Cards
Freaky Fact Cards is a game of cards which is designed by Jill Hadfield to be used as a media to teach simple present tense. (Jill Hadfield. 2001:25 ) G. Review of Previous Researches
In this graduating paper, the writer takes review of related literature from other graduating papers. The first research was conducted by Gus Setiyabudi entitled “The Use of Picture Series to Improve Writing Skill on the 8th grade students of MTS Negeri Sucen Simo Boyolali in the academic year
2011/2012”. He focused to know interest and motivation of the students, and
also the effectiveness of using picture media.
The second research was conducted by Rumza Naela entitled “The Use
of Picture in Narrative Text to Improve Students‟ Attention in Learning
English in MAN Tengaran in academic year 2011/2012. She focused on how
7
The third research was conducted by Ali Yoga Setiawan entitled “The
effect of Using Picture to the 3rd and 4th grade of Primary Students in
Learning vocabulary toward English Achievement in SD Tlogorejo Magelang
in Academic Year 2010/2011“. He focused on applying picture method to his
teaching and what kind of pictures that students like.
The fourth research was conducted by Isnaeni Astuti entitled “The
Application of Picture Description Activities in Contextual Teaching method
to improve the students activitities of fifth grade at SDN Giling at the
academic year 2012/2013”. This research focused on decreasing students
laziness and improving students activities and motivation.
The fifth research was conducted by Ahmad Tumidi entitled “A study of
effectiveness of picture media for teaching English nouns in SD Integral
Hidayatullah Salatiga in the Academic year 2007/2008”. This research
focused on finding the differences and comparison of students English nouns mastery between those using picture media and those not using such media in teaching vocabulary and to find how picture helps teacher in teaching nouns.
The sixth research was conducted by Endang Emawati entitled “A study
on the Effectiveness of using picture media to the students‟ writing skill of the seventh year students of MTS Sudirman Truko in the academic year
2011/2012”. This research focused on the advantages of using picture media
and to know the strengths and weakness of using picture media.
Based on the above researches, the writer concludes that all of those
8
application of cards to improve one of students‟ writing skill in 7 th
grade as my research.
H. The Outline of Graduating Paper
In this section, writer is going to discuss some parts of graduating paper‟s
organization, such as : CHAPTER I, CHAPTER II, CHAPTER III, CHAPTER IV, and CHAPTER V, in order to discuss each term, he elaborates as follow : CHAPTER I is introduction, if describes; the background of study, the statement of the problem, the purpose of study, the significant of the study, review of previous research, definition of key term, hypothesis, the outline of graduating paper. CHAPTER II contains of theoretical framework, the writer will explain some related literature regarding the definition of writing, kinds of writing, definitions of cards, what the meaning of freaky Facts Cards and the use of Freaky Facts Cards for language classroom. CHAPTER III is research method, and research report which consist of the general situation of MTS SA Salatiga, the situational of educational facilities and tools, the situational of teacher and staffs, the
students‟ situation and organization structure of MTS SA Salatiga.
CHAPTER IV is teaching implementation and data analysis which consist of cycle 1 , cycle 2, analysis cycle 1, analysis cycle 2 . CHAPTER V, the writer will end the graduating paper by giving conclusion and suggestion.
Bibliography
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Writing
1. Prologue
Writing is a method of communication. It uses marks that the people see and understand. The marks which people use to write English are the leters of the alphabet. They stand for sounds. At a very young age, the people memorize the letters of their alphabet and sounds. Once they have done that, they can combine the marks into words and sentences. Other people can understand them. They can understand what other people have written. They also can write down their thoughts just for their selves, and develop them in their life. (Encharta, 2008: 1)
Writing is expressed not by objects themselves but by markings on objects or any other material. Written symbols are normally executed by means of motor action of the hands in drawing, painting, scratching, or incising. This is reflected by the meaning and etymology of the word „to
write‟ in many different languages. The English word „to write‟
corresponds to the Old Norse „rita‟, means „to incise (runes), and modern
10
word „grafvin’, „grafvin‟, which means „to write‟ as in English
„graphic, phonography,‟ etc. (Gelb, 1962:7)
The process of communication is composed of two parts, emission and reception. As the means of emitting communication are too varied and numerous to allow for any systematic classification, our treatment must start from the point of view of reception. The reception of communication is achieved by means of our senses, of which sight, hearing, and touch play the most important roles. (Nordquist, 1985:17)
writing has long been considered a “support skill” for learning grammar in foreign language instruction, used to reinforce the acquisition of grammar, as in the grammar-translation method. Until recently, even the communicative approaches, with their emphasis on oral proficiency, have tended to de-emphasize writing. But ideas from writing-to-learn, writing across the curriculum, and writing for academic purposes movements in composition and English as a Second Language (ESL) have all had an impact on thinking about the place of writing in second language education. (Homstad, 1994:4)
2. Kinds of Writing
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on the rhetorical mode of discourse in essay writing (Ghaith, 2001: 5) namely: (a) expository writing; (b) narrative writing; (c) Persuasive Writing; and (d) Descriptive Writing.
a. Expository Writing
Base on Meek‟s English (2012:1), expository writing is writing of information which conveys an idea to another person or demonstrates knowledge of a subject to a teacher. In expository writing, it focus on topic, it means that each paragraph should has a topic sentence. A topic sentence can be developed in fewer three or four sentences that supporting ideas of the topic. In addition, the topic will be clear and easy to understand if the writer knows the clarity elements of writing.
Additionally, Ball (in Marshall, 1997: 1) says that expository is a type of oral or written discourse that is used to explain, describes, and gives information. Using words that clearly show what they are talking about is important to discuss. Since clarity, one of elements writing expository requires strong organization, one mechanism can be used to improve their skill in exposition is provide direction to improve the organization of the text.
b. Narrative Writing
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the world (Kies, 2008: 2). Also,” interesting way to integrate significant
background information into a variety of different essay types makes a
narrative paragraph can be effective”, (Kies 2008 : 2) It means that
narrative paragraph can be effective and interesting if the writer can combine variety of different essay that support a whole primary method of development.
However, Kies (2008: 2-3) says,” Narrative as the rhetorical mode of the essay as a hole or a single paragraph has some conventions and
principles.” There are sixth conventions of narratives, namely: (1)
narratives are usually written from perspective of the writer him/herself (the first person singular) that is, using “I”, however, third person (“he,”
“she,” or “it”) can also be used; (2) speaking of narrators, although the
13
make details of your story that not only make clearly your thesis, but also
interest your readers‟ imaginations and make the story “real” for them as
well; and (3) remembering that although the main component of a narrative is the story, details must be carefully selected to support, explain, and enhance the story.
c. Persuasive Writing
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be completed by giving facts, logical reasons, using examples, and quoting experts. According to theories above, persuasive writing is writing which studies about the arguments essay and think logic and reason to show that one idea is better than another idea. It will be more complete by giving examples, facts, illustrations, and quoting experts.
d. Descriptive Writing
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where you were; (5) How the surroundings reminded you of other places you have been; (6) Using your senses to describe the particular thing, describe how to it sight, tastes, look like, sounds, feels, smells, it is like at that time and before; (7) What you want the reader to feel after reading the paper, (8) Using descriptive words: adjective and adverbs; (9) You can think of another situation that was similar to the one you are writing about, and how it can help explain what you are writing about; and (10) Is there enough detail in your essay to create a mental image for the reader? (The English Team 2006: 53 and Everett 1997: 1). Additionally, some functions of writing descriptions are that students have opportunity to enjoy the description, identify the tense used, underline the verbs, adjective, and learn new vocabulary (The English Team 2006: 54). Furthermore, the students will enjoy description by knowing the content of description and study more about part of speech, tenses that make them easy to make a paragraph description using their own words and help them to develop their new vocabulary and ideas by describing the events, facts, and feeling which happened in their environment and surroundings.
B. Cards
1. Definition
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pasteboard, in particular one used for writing or printing on. Surely, that is not the only definition. The definitions can be vary depends on the usages and term of definitions. While for biblical definition says card is a piece of stiff paper or plastic with information on it (Oxford:61). There are various cards, here are some of common cards that people usually use, they are :
a. Credit card
According to Prayogo S and Djoko Prakoso (1995:20) „credit card is a
payment media which is used as an alternative way to cash money that can be used to substitute whatever they want in definite places, such as in bank, firms, or the branches which provide it.
b. Business card
Business card is a standard 2x3 inch card that displays contact information for an individual employed by a company. Business cards
typically include a person‟s name, e-mail address, phone number,
website, and company name. They often used at networking and corporate events to provide other individuals with an easy source for retrieving contact information.
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c. Playing cards
Most likely invented in the Far East, playing cards arrived in Europe at roughly the same time as paper money and gun powder, and by the eleventh century were in widespread use in France. This classic history, never superseded, not only tells the story of playing cards and their manufacture, but also provides the reader with a fascinating overview of heraldry, geography, history, and social political activities over the past six century. (Catherine Perry Hargrave 2012:12)
2. Freaky Facts Cards
Learning media can be vary. Students have their own little world that is different to the adult one. Each student has a basic interests either on what they see, what they hear, or what they play. Teacher must create innovation in teaching or learning method to help students to understand the lesson.
“Learning is behaviour change process to the learner because of the
interaction between an individual and environment through experience
and training” (Iskandar wassid,et.al, 2008: 4).
The word „method‟ etimologically comes from Greech, „methodos‟.
This word consists of two syllables : „metha‟ which means through, and
„hodos‟ which means way, step (Ismail 2008:7). According to Zulfajri
18
principles, and language teaching practices. This method must stimulate students, attract them to be involved. One of those methods can be done through game.
A game is an activity with rule, a goal and an element of fun. There are two kinds of games ; competitive games, in which players or teams race to be the first to reach the goal, and cooperative games, in which players or teams work together towards a common goal (Jill Hadfield 2001:2)
The only card that can be used as an amusement game, is playing card. There are many games based of playing cards such as : Spade, Checker, Freecell, Dominoes, Poker, etc. For linguistic learning purpose, playing cards can be an alternative way to make English learning easier. So, Jill Hadfield creates the kind of playing card which is used to learn Tenses. It contains a deck of card with many words such as : verbs, nouns, and pictures. They are named as freaky because these cards and rules are different with the common playing card.
3. Procedure of using Freaky Facts Cards
a. Type of activity
Small Group, card game
b. Grammar Point
Present Simple
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Ex : Birds lay eggs. Tigers have stripes.
2) We also use it for habits, routines, and things that often, sometimes, or always happen.
Ex : I go swimming on Sundays
3) The present simple is like the infinitive form of the verb (like, want, etc) except for the third person singular which has an –s (he likes, she wants, etc.)
4) We use don‟t or doesn‟t in the negative.
I/you/we/they don‟t like it. He/she doesn‟t like it.
c. Vocabulary
1) Game : general knowledge about countries, animals, the body, science, etc. The following words are accompanied by pictures :Penguins, polar bears, kangaroos, tigers, zebras, leopards, pandas, cats, fish, frogs, flies, spiders, birds, insects, South/North Pole, Australia, China, India, South America, stripes, spots, bamboo, rice, tea, coffee, legs, eggs, moon, earth, sun, light, sound, water, degrees (o), plant, sunlight,
Students will need to know these verbs : live, freeze, have, eat, grow, go, travel, boil, need.
2) Materials and preparation
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3) How to use the games
Object : practices the affirmative;
a.) Check that your students are familiar with the grammar in the Grammar point and with the words listed under
Vocabulary for Game.
b.) Divide the class into groups 3-4.
c.) Give each group a set of Freaky Facts Cards and a set of Verb Cards.
d.) Ask them to deal out eight Freaky Facts Cards to each player and to spread the rest face down on the table. e.) They should place the Verb Cards face down in a pile
on the table.
f.) The object of the game is to make sentences using a verb from a verb card to combine two of the Freaky Facts Cards.
g.) Each player should take it to pick up a Verb Card from the pile.
h.) She should take two Freaky Facts Cards from her hand and make a sentence with them using the Verb Card to connect them (and adding any other words she likes), e.g. „Tigers have stripes.‟ „The earth goes round the
sun‟. ‟Polar bears live near the North Pole.‟ ‟Pandas
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i.) To make some sentences she will need an extra „s‟ or
„es‟ card.
j.) She will find that sometimes she holds the right combination of cards. to make an obvious fact.
In this case she should „invent‟ a fact, e.g. Tigers eat
fish, and try to persuade the others that it is true. (She
will obviously have more chance with a „believable‟
fact like the above than with obviously false statements like Birds have 8 legs)
k.) If the group accept the „fact‟ as true or possibly true, she may discard the cards and take another two Freaky Facts Cards from those on the table.
l.) If the group rejects sentence, she must keep the cards but may change as many Freaky Facts Cards as she likes from her hand with those spread out on the table. The cards that she puts back on the table must be face down.
m.)Then the turn passes to the next player.
n.) The winner is the player who gets rid of all card first. o.) Then, all player must write the correct sentences based
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CHAPTER III
METHOD OF RESEARCH
A. Research Method
1. Types of research
The research method used in this study is Classroom Action Research (CAR). Classroom Action Research (CAR) was a method of finding out what works best in a class in order to improve student learning. CAR was more systematic and database than personal reflection, but was more informal and personal than formal research. (Mettetal 2001: 1)
According to some masters, there are some definitions of classroom action research. According to Robert N. Rapoport (1987:1) action research is a research which has aims to contribute both to the practical concerns of people in an immediate problematic situation and to the goals of social science by joint collaboration within a mutually acceptable ethical framework.
23
five steps in the modelling method of the research namely: (1) planning; (2) acting; (3) observing; (4) reflecting; and (5) revising of planning.
Third definition by Dave Ebbutt (1985:5) action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the effects of those actions.
Here the researcher conducted 2 cycles to the research; the first cycle covered 2 meetings to solve the problems in pre observation. The second cycle covered one meeting to solve the problem which be recommended from the first cycle.
B. Research Procedure
1. Planning
Planning is one of important material when the researcher will do research. In this time, researcher prepares all of the material such as teaching aids, sheets, list of students, etc. The activities in the planning are:
a. Setting out the procedures using picture in teaching and learning
24
c. Preparing some instruments such as checklist, field note, and interview guide.
d. Preparing of some specific criteria of success to evaluate the result of their works.
2. Action and Observation
Based on KTSP curriculum, the students of seventh grade were able to compose many kinds of text in the form of descriptive, recount, and narrative. The minimum criteria to mastery descriptive text is acquisition of composing simple present tense sentence. In that case, the researcher focused on composing simple present tense sentence at first, then composing simple description. Therefore, the researcher began to explain the descriptive text and their model, how to develop their vocabulary to write descriptive text based on the picture and cards.
The writer would like to set the action as described below:
a. Brainstorming last material of Present Tense.
b. Making examples of simple present tense based on daily activity, facts, etc.
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d. Composing the simple of the sentences based on daily activity, facts, and pictures. Explaining to the students how to make positive, negative and interrogative sentences.
e. Each student make their own sentence based on picture as a task.
f. Assessment of their task. Discussing the failures, difficulties and made tips to solve those difficulties.
g. Giving pre test to measure their acquisition.
h. Implementing Freaky Facts Cards. Explaining the rules of game and the functions.
i. Giving post-test.
After doing action, teacher observed the research each cycle. This observation contained the results, phenomenon, findings along teaching learning process.
3. Reflection
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a. Punctuality of time allocation which has planned.
b. Phenomenon while teaching learning process, the effects, and the problems.
c. The effective delivery of materials which gain students intention. d. Identification of difficulties both individually or group.
e. Prepared better action for the next cycle.
C. The Data Collection Technique
1. Test
Along the research, the researcher will give some tests to the students to
measure the students‟ achievement. He will give pre-test and post-test. The
pre test and post-test will consist of Essay and Multiple choice questions. Pre-test and post-test are used to know the improving of students‟ achievement by using the same test material and same level of difficulty. The students are also given achievement tests in the end of the teaching learning process.
2. Document
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Table 3.1
The Scores of English Subject Daily test in 2nd Semester Of the B Class Seventh Grade Students
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19 Osa Marsanda Putri 40 55 60
20 Putri Aurelia Salsabila 40 65 55
21 Rikha Nur Inayati 55 68 60
22 Silfana Puspita 45 55 58
23 Silvy Ummi Rahmawati 60 68 60
24 Syakhira Widdya Az Zahra 50 60 55
25 Vina Afidatul Inayah 50 60 65
26 Nala Rohmatul Illahiyyah 65 68 60
Source : MTS SA Pancasila Salatiga : 2016
3. Observation
Observation is action which is form interpretation and values of theory. In addition, the researcher also will do observation with classroom action research so researcher will join in class. In this case the researcher as the teacher. The researcher will used field note, field notes are used to observe and to know the situation and activities during teaching-learning process. By using field note the writer would like to know class situation and participation of students.
D. The Data Analysis
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1. Descriptive technique
Descriptive technique is used to know students participation and their activities in classroom. In this case the writer will use field note in which recorded all of teaching-learning process in classroom.
2. Statistical technique
According to Hartono, (2004: 169-170), there is another kind of validity that is item validity. Item validity is the index of validity of each item. In this study, the writer decides that the item validity and calculated it using SD (Standard Deviation) and T-test formulas. The formulas are:
SD = √∑ {∑ }
Where :
SD= standard deviation
D = differences between pre-test and post-test
N = the number of subject
After calculate the SD, the writer will calculate t-test to know is there any significant differences between pre test and post test with the formula as follow;
{∑
} {
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Where :
to = T test for the differences of pre test and post test
SD = Standard deviation for one sample t-test
D = difference between pre test and post test
N = the number of subject
E. Achievement Indicator
The students‟ success and failure in doing the activities assessed by
referring criterion issued by MTs SA Pancasila Salatiga, namely Achievement Minimum Score (Kriteria Ketuntasan Minimal). A material could be concluded successfully taught if students had minimum score of 65.
In this research, the researcher determined the criteria of students‟
achievement as :
1. The percentage of mastery for writing skills is successful if it reach the limit of minimum passing score 65.
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F. Data Presentation
1. The General Situation of MTS SA Pancasila Salatiga
MTs SA Pancasila Salatiga is an educational institution under Yayasan Darul Muhlasin. The school was built in 2008. The location is at Jl. Fatmawati No.11, Kelurahan Blotongan, Kecamatan Sidorejo, Salatiga city, Province Middle Java. This location is strategic because this is easy to reach from any direction. It is also conducive for teaching learning process.
The name of the school is Madrasah Tsanawiyah Satu atap (MTs SA) Pancasila Salatiga. The school is on Pancasila Boarding school so it is called Satu Atap. The headmaster of this school is Nur Fadhilah, S.Pd.I. She is helped by 3 vice headmasters. They are : Sri Sugiarti, S.Pd, Emi Anitasari, S.HI, and Kafidzin, SE. They help in curriculum, students, and the last one as the administrator.
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2. The Situation of Educational Facilities
Educational facilities are all of buildings, equipments which are needed by teachers, students, and other educators which are provided by the school to support teaching learning process in school environment. Good educational facilities can be the factors to be successful in teaching
learning process because all of students‟ need can be provided. The
educational facilities can be seen in the Table below. Table 3.2
The Situation of Educational Facilities
Of MTS SA Pancasila Salatiga in the academic Year 2015/016
NO Facilities Total Condition
1 Classroom 3 Fine
2 Headmaster room 1 Fine
3 Teacher room 1 Fine
4 Administration room 1 Fine
5 Library 1 Fine
6 Counselling room 1 Fine
7 UKS room 1 Fine
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9 Meeting room 1 Fine
10 Canteen 2 Fine
11 Storeroom 1 Fine
12 Kitchen 1 Fine
13 Footsal court 1 Fine
14 Volley court 1 Fine
15 Parking area 1 Fine
16 Toilet 4 Fine
Source : MTS SA Pancasila; 2015
3. The Situation of The Teachers and Staffs
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Table 3.3
The Situation of the Teachers
MTS SA Pancasila Salatiga in the Academic Year 2015/2016
No Name Position
1 Nur Fadhilah, S.PdI Headmaster and Arabic teacher 2 Sri Suwarni, S.Pd Civic education teacher
3 Erni Anitasari, S.HI Javanese language teacher
4 Kafidzin, S.E TIK teacher
5 A.Muhaimin, S.Ag Fiqh teacher
6 M.Toha Sapuro, S.PdI Hadist and Holy Qur‟an teacher 7 Sri Mulyani, S.PdI Art and culture teacher
8 Solehan School keeper
9 Yulfa Fitria, S.PdI English teacher 10 Drs.Imam Santoso History teacher
11 Sri Sugiarti, S.Pd Mathematics teacher
12 Fatkurohim,S.PdI Arabic teacher
13 Laila Istiana, S.Si Science teacher 14 Anies Budiarty, S.Si Science teacher
15 Tri Jatiningsih Indonesian language teacher
16 Andre Ferdianto Sport teacher
17 Mansur Hidayat, SpdI English Teacher
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4. The Profile of the Students
Students in this school are children who want to get something new; not only learn new knowledge, but also another aspects of life such as; religion, social relation, moral, and culture. They learn in school at certain time. Most of them stay at the boarding school. The condition of students in MTS SA Pancasila Salatiga could be seen in the Table bellow;
Table 3.4
The Situation of the Students of MTs SA Pancasila Salatiga
In Academic Year 2015/2016
No Class Number of
Class
Male Female Total
1 VII A 1 21 - 21
2 VII B 1 - 26 26
3 VIII A 1 16 - 16
4 VIII B 1 - 19 19
5 IX 1 10 14 24
TOTAL 5 47 59 106
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5. The Subject of the Study
The subject of the study is B class of seventh year students in MTs SA Pancasila Salatiga. It consists of 26 female students. The researcher chooses the seventh year students as subject of the study because this class is lack of grammar acquisition, especially in writing.
TABLE 3.5
The Name of Subject of the Study of MTS SA Pancasila in the academic year 2015/2016
No. Name
1 Afi Fatma Syamik
2 Amanda Anggela Febriyani 3 Anisa Prihatiningsih
4 Dina Afidatul Inayah
5 Dzatu Khikma 6 Esa Aurelia 7 Fina Idamatusilmi 8 Fitria Umy Sazaroh 9 Jenny Fhatmala Putri 10 Linda Purnama Sari
11 Lailatul Maulida Sarifah 12 Leni Herliana
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15 Nadia Mei Cornelia Dewi 16 Nining Puji Lestari 17 Nuraini Dwi Suryanti 18 Nur Aeni Fatika Sari
19 Osa Marsanda Putri 20 Putri Aurelia Salsabila 21 Rikha Nur Inayati 22 Silfana Puspita
23 Silvy Ummi Rahmawati 24 Syakhira Widdya Az Zahra 25 Vina Afidatul Inayah
26 Nala Rohmatul Illahiyyah
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CHAPTER IV
DISCUSSION
In this research, the data consists of field notes, achievement test, pre-test and post-test. Field note will show the students‟ behaviour in teaching learning process. The achievement tests are used to measure the improving of achievement in each of the meeting. The data of pre test and post test will
show the improvement of the students‟ achievement. The research is arranged
in 2 cycles. Each cycle consist of planning, acting, observing and reflecting.
Based on the result of the first observation analysing, the researcher could identify that the real problems faced by the students in the school in learning English was writing skill. The researcher found that most of students were difficult in composing simple present tense sentence, especially the formula of positive and negative sentence, many students were incapable to differ when they should use suffix –s/-es, then the second was composing paragraph of simple present tense. Many of them use same words to make sentences. The writer also found out the students difficulties were in recalling vocabulary. The researcher discussed the issues in each cycle.
1. Cycle 1
a. Action Planning
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1) Preparing materials, making lesson plan, and designing the steps in doing the action.
2) Preparing list of students‟ name and scoring.
3) Preparing teaching-aids (e.g. Freaky Facts Cards, pictures of animal )
4) Preparing sheets for classroom observation.
5) Preparing the test ( Pre-test and Post- test )
b. Implementation of the action
On Monday, 15th February 2016, at 08.50 am, the English teacher entered class. Students stop their noise and steady on their own chair. Then he began to open the class. The situation as follows :
After checking his students attendance, he let the researcher came in. Now the researcher will be the teacher. Then he greeted the students, introduced himself, checked the students attendance, and explained the material, the goal and benefits of the lessons, He also explained the activities that were going to do by the students.
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a tense which is used to express habit. Then, he asked for the example. Amanda gave a correct example. Then he asked to the students was there any other example. Some students opened their book. Meysa and Nining gave each one example while opening their own book. Seemed it was enough for brainstorming, he continued the lesson. He questioned the formula of simple present tense. Some of them tried to participate and some other were merely silent. Later on, he explained that simple present tense was not only used to express habit or daily activity but it also used to express facts or something that people assumed as a fact or truth . Some students asked for what was the example of fact. The teacher gave them example e.g „the sun rises from east‟. „Fire is hot‟. Everyone knew it and it is a truth that fire is hot. „Spider has eight legs‟, „cat has smooth fur‟, „rhinos have hard skin‟, etc. After that, the teacher conducted a pre test to test their understanding. The pre-test contained a picture of animal and questions. He asked for students who sat in first line to distribute the pre –test sheets.
After all students received the sheet, they began to do the test. Some of them asking for difficult words, some of them were busy looking for the difficult words on their dictionary, the others looking at another
friend‟s paper. Twenty minutes later the teacher asked the students to
submit their answer and the lesson continued.
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expressed. Some of them composed sentence with same word repeatedly. Their lack was also found on omission „–s‟ or „–es‟ in verbs which has
pronoun „it‟. Some of them were also found difficulties on how to
combine noun and adjective (adjective phrase), they usually put the adjective after noun. After gaining information of their problems, teacher conducted a solution to overcome those problems. He took out a picture of animal and sticked it on whiteboard. That was a picture of bee. The teacher tried to encourage students participation. He interactively, stimulated the students by questions about bee. Began with where does it live, what does it like, How about its characteristic, special features, and where it can be found. The teacher wrote down their answer on whiteboard while made correction.
The teacher took out three pictures and sticked them on whiteboard. He wanted to drill the students acquisition. He asked to each seat row as a team to create sentences based on the picture. It was about 10 minutes to finish the sentences. Amanda as a delegation of first seat row wrote down her team answers on whiteboard. Next, the teacher let the second team, Nadia went forward and wrote down her team answers. Later on, as a delegation of third team, Nining went forward and wrote down the answers.
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He distributed animal cards to each student and gave them five questions. They finished the test for 20 minutes. Finally, they submitted the answer sheet and the class was over. The teacher closed the class.
The second meeting in cycle I was conducted on Tuesday April, 16th 2016 at 08.50 a.m. The teacher entered class. Then, he greeted the student, appointed one of them to lead praying. Then, he checked students attendance. Linda was absent on that day. Then, he began to conduct opening activity. The lesson began by memorization of last material they have learnt. As usual, Amanda answered the question by mentioning the last material. Then, the others also tried to participate. The teacher also warned them that they could recall or muroja‟ah the last material given by their teacher in boarding school at a spare time. No need to waste a long time. It was only needed at least 5 minutes for each lesson to remind.
Then, the teacher would like to conduct main activity. He wanted to implement the Freaky Facts Cards as a learning media. First, interactively he described the meaning of freaky facts cards by asking about each word: freaky, facts, and cards. Some of them answered confidently, a few of them in last seat row were noisy. The teacher gave a question to the students who sat on last seat row. They stopped the noise
and couldn‟t answer. Then, the teacher told them about why did those
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After discussing the name, he instructed the students to make 5 group, each group consisted of 5 students, because there was a student who absent. All students began to looking for group. Some of them formed a group quickly, some of them were ashamed to join in a group. The others were busy to prepare their chair. After the whole students made groups, teacher explained the rule of Freaky Facts Cards game. Those cards consisted of 4 piles. First pile was animal cards, it consisted the name of animal and its picture. The second pile was verb cards, it consisted many verbs. The third pile was suffixes cards, it consisted of –s and –es addition, the last pile was object or adverb cards, it consisted of adverbs and adjectives. After the teacher distributed all cards and divided them to all group, he then continued the instruction. Students listened the instruction carefully. They were happy looking the cards.
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constructed a freak sentence. The teacher answered the difficult words which they found. After 20 minutes teacher stopped the game. They were still wanted to play the game. Because time was over, the game forcedly should be stopped. The teacher asked them to write down the sentences they have made in a paper and submitted it as an individual scoring.
As a closing activity, the teacher encouraged the students impression about the game. He also discussed the difficulties, provided tips on modifying a sentence, describing something by using various words. Overall, they conceded that they love the game. Then, he conducted a post test. It was about 15 minutes and they have done. After collecting their papers the teacher give a homework. Then, he closed the meeting and leaved out of class.
c. Observation
The observation was done to measure the effectiveness of the problem solving related with composing simple present tense. The researcher technique were observations, interview, and test. Based on the observation there were some findings.
First was about the improvement of students attention. At the former meeting, many students did not paid attention, some of them were tend to passive, made a noise and some of them looked sleepy. The changes were seen when the researcher tried to teach while made a joke. Students
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when the researcher sticked a picture on whiteboard and apllied the game. They began to look at the object seriously.
Second was about students‟ improvement on composing simple present tense. It was shown by decreased mistake number especially on the elements like ; omission of –s or -s on verbs, the researcher found 50% as the mistakes in adding suffixes –s or –es on verbs which has third person pronoun he, she, it and suffixes –s or –es for plural nouns. Researcher also found 62% students were difficult to make adjective phrase, 4% for double words, and 88% of students were monotone, made sentences used same vocabulary frequently.
To analyse score, the researcher use the formula :
Score =
After analyzing the score of the written test, the writer uses a statistical technique to find the mean score of the students. To know the result of that research, the writer uses a formula proposed by Purwanto (1985: 38) by comparing the mean score the writer calculate the
students‟ score by using the following formula:
M = ∑
Where :
M : Mean Xi : score X to i up to n
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The result of the statistical descriptive in the following table shows the highest and lowest score of each test, and the means.
Table 4.1
The score of written test in cycle 1
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After calculating Standard Deviation, the researcher would like to calculate the t-test to know the significance between pre-test and post-test after using Freaky Facts Cards.
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3) df calculation
df = N-1
= 26-1
= 25
4) Consulting with t-table value
with df = 25, the value of t-table by level of signification 5% is 2,06.
5) Comparing t-test (t0) with t-table (tt)
t-test calculation is higher than t-table, so null hypothesis (H0) is rejected. Therefore, there is significant difference between pre-test and post test.
d. Reflection
After analysing the result of the cycle I, the researcher concluded some points. First, he needed extra time to explain the material. For 1st
meeting 15 minutes was not enough to drill the students‟ acquisition.
Furthermore, some of students on last chairs made noises. It disturbed the
others‟ concentration, because of that, the researcher has to control the
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extra time to stop them. For the next cycle, the researcher will be more straight to allocate the game.
2. Cycle II
a. Action Planning
The activities in action planning are :
1) Preparing materials, lesson plan, and designing steps of action. 2) Preparing list of students‟ name and scoring.
3) Preparing teaching aids ( e.g. pictures, Freaky Facts Cards ) 4) Preparing observation sheets.
5) Preparing test ( Pre-test and post-test)
b. Implementation of the action
On Wednesday, February, 17th 2016, at 07.30 a.m, the researcher as teacher entered the class. Students stopped the noises and sat on their chair. The teacher let them to pray. Then, he started the English class. The situation as follows :
Teacher : “assalamu‟alaikum wr. Wb” Students : “wa‟alaikumsalam wr. Wb” Teacher : “good morning, students!”
Students : “good morning, sir!”
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Students : “I‟m fine. And you?”
Teacher : “I‟m really fine. Thank you. Oke, first, I would like the
check your attendance. Afi?”
Afi : “present, sir” Teacher : “Amanda?” Amanda : “present” Teacher : “then... Anisa?” Anisa : “present”
Teacher : “and then...Dina?” Dina : “present, sir”
Teacher : “I think it‟s waste a long time if I check your attendance
one by one. All of you are present?”
Students : “yes, sir”
Teacher : “who was absent yesterday?” Students : “Linda, sir”
Teacher : “Linda, why?you were sick?” Linda : “Yes, sir”
Teacher : “ Ok. Have you finished the homework?” Students : “yes, we have finishished, sir.”
Teacher : “for this seat row, whowill be the delegation?” Students : “Nining and Laila”
Teacher : “Ok. Nining and Laila, please write down the answers on
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Then, Nining and Laila went forward and wrote down the answer non whiteboard.
Teacher : “Laila describe a spider. Then, Nining describe a
crocodile. Let we confirm your friends answer. „it is
spider‟. „It has eight legs‟. Remember, whenever you find noun which has amount more than one you have to put suffix –s or –es. Then, „It has two tusk‟. What is
tusk?”
Students : (shook their head) Teacher : “Laila?”
Laila : “tusk‟ is „taring‟, sir”
Teacher : “two tusk?is „two‟belong to plural or singular?”
Students : “plural sir”
Teacher : “Ok. Because two is plural we should add a suffix –s/-es on the end of this noun. It become tusks. Then, it has two eyes. Is it right?”
Students : “yes, it‟s right, sir”
Teacher : “Ok. „It has a body‟. Of course. Is there any animal which has no body in this world?”
Students : “no sir”
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from the others. Umm…what if we modify this sentence.
„Its head combines with the stomach‟. Because in
biology, this animal belong to arthopoda, that is an animal which its head and its belly is united or combined. Is there a human like that?”
Students : “nothing”
Teacher : “yes, there is no human which has united head and
stomach. We have head, neck, chest, then stomach. So, it can be a special feature of a spider. Good. Is there any else?”
Students : (shook their head)“no, sir”
Teacher : “what about its feed. How does it look for food?” Students : “from jaring, sir”
Teacher : “good, do you know what is jaring in english? if you are Browsing on internet you‟ll find a term „website‟, usually it is coded as „www‟ means world wide web. Web is
„jaring, jaringan‟ . Ok good. Now, let‟s check Nining‟s
own. „It is crocodile‟. „It has four legs‟. „It has a tail‟.
Are they correct? ” Students : “correct, sir”
Teacher : “then, „it has sharp tooth‟. Umm…‟tooth‟ is plural or
singular?”
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Teacher : “what is the plural form of „tooth‟?” Students : “tooths‟, sir”
Teacher : “hmmm.. Ok, for most noun you can add suffix –s or –es. However, there are always any exceptions in English. There are always irregular forms, for example „tooth‟ has a plural form as „teeth‟. It‟s like a jama‟ taksir in Arabic beside jama‟ muannats salim or mudzakkar salim. Do
you understand?”
Students : “yes, sir.”
Teacher : “then, „it is like meat‟. Is this correct? no, be careful of using to be. This sentence means „buaya itu seperti daging‟. It should be written „it likes meat‟which means
„Buaya itu suka daging‟. As „I‟m like you‟ means „aku
seperti kamu‟ but „I like you‟ means „aku suka kamu‟. Ok
good. Now let‟s name your group by name of traditional
food. First group, what are your name?” Students : “Lapis, sir”
Teacher : “good, the second group?” Students : “Putu ayu, sir”
Teacher : “good, the last group give a name please?” Students : “Bakpao, sir”
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Then, two of them went forward to write down the answers on whiteboard.
Teacher : “This is mouse‟.‟ It has four legs‟. Because the object is plural you have to add suffix –s. Good. ‟It has
moustache‟. Correct, but it‟s different with human
moustache. Then, „it has a tail‟. „It has a nose‟. „It
usually lives in the roof and pond‟. Nah, this is excellent.
Make a new variation. Don‟t stuck on „it has, it has, it has‟. You can compose a sentence by using its speciality,
its differences from the other animals. Ok. What is
roof?”
Students : “atap, sir”
Teacher : “yes, but what is „pond‟?” Students : (they opened their dictionary)
Teacher : “pond‟ is kolam, empang. Well, now let‟s see Jenny‟s answer. „it is chicken‟. „it is has two legs‟. Is it right? Students : “no”
Teacher : “if you have used „is‟, so you should not use „has‟.
Because the formula of simple present tense is S+V+O/Adverb. So, after subject „it‟, you may put verb
„has‟. It will be „it has two legs‟. „it has two wings‟. „it
has two pecks‟. What is peck?”
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Teacher : “peck‟ is „paruh‟ or cucuk for javenese. Ok good. Then, „it
has nail is long‟. What do you mean?”
Dzatu : “I mean „dia punya kuku yang panjang‟, sir”
Teacher : “you may write it as „its nail is long‟or „it has long nails‟. Then, „it has soft fur and long‟. It should be „it has soft
and long fur‟. What is fur?
Students : “fur‟is „bulu‟, sir”.
Teacher : “oke good. But it is used for cat, tiger, mouse. For
chicken, it isn‟t use this kind of bulu, it uses „feather‟. So
there is „bulu‟ for cat named „fur‟, there is bulu for
chicken named „feather‟ and bulu for human named hair.
Do you have feather?” Students : (laughing) “no, sir”
Teacher : “well, the third group please go forward. Bakpao group”. Then two of them, Putri and Sylva went forward. After finishing their answer, the teacher checked their sentence.
Teacher : “ok.Putri‟s own first. „It is an elephant‟. „It has two
eyes‟. „It has two ears‟.„It has four foot‟. Be careful,
„foot‟ has irregular form like jama‟ taksir. The plural
form of „foot‟ is „feet‟, like „tooth‟ and „teeth‟. Then, „It
has long muzzle‟. What is „muzzle‟?”
Students : “belalai”
