CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion
something that also finish in the past but it still has an effect until now.
Based on the interview from Wafi Amrullah, a student from X Grade, he says:
“In my opinion, the material of learning English is almost same at all. I don't know why, maybe I am still in the First year of Senior High School. When I was in elementary school, I just understand that the material of English lesson is just greeting, but when I enter Senior High School, I realize that English material can also about grammar (Simple Past and Perfect). One parts that is very difficult.
But I a little bit understand the meaning of both Past and Perfect tense. If simple past is an event that is done in the past, if Simple perfect is an event that is done in the past also and has the effect to the Subject nowadays 57”
It is concluded that the material in learning English is so various, it is not only about greeting someone. But it can also be a grammar or structure as like Simple Past and Simple Perfect tense. The meaning of Simple Past tense is an event done in the past, If simple perfect is an event done in the past but nowadays it gives the effect to someone does that activity.
Another statement is coming from Ranesya, a student of X grade.
She says that:
“Now, I am learning Simple Past tense and Simple Perfect tense with Mr Syaiful Anam. As I can explain simply, Simple past tense is a tense to be talked about things that happen before now and it really finish in the past. If the simple perfect is talking about the result that
57 Wafi Amarullah (Student), Interviewed by Fika Dwi Sembilan 9th january 2023
is done by the subject in the past. I love Learning about tenses, because it helps me more to understand how is the pattern in speaking English, and how to prepare when we want to write a long text or even just a short sentence58”
The conclusion is that Simple Past is talking about things that happen before now, it really finished when the subject is saying. While simple perfect is the result of certain activity in the past. Ranesya also said that material about tense can help the student to prepare when student wants to make a good sentence.
From several explanations, reasons, and based on the observation why the teacher picks this material, it is found what are the conditions in the field. Most of the student understand what is the meaning of Simple Past Tense and Simple Perfect Tense59. When teacher asks several of them, they answer it briefly. The researcher regards, the teacher’s uses simple past tense and present perfect where it is still in the first chapter in the second semester for X Grade.60Based on KD 3.6 on the English lesson syllabus, it is written that “Implementing social function, text structure, and transactional language interaction text that is involving giving and asking about situation/action/activity that is doing or happening in the past based on context (Be careful to the linguistics element of simple past tense and simple perfect tense)”
It is supported by the lesson Plan in point C and D. It is written that the meaning of Simple Past is for explaining an activity done in the past,
58Ranesya (Student), Interviewed by Fika Dwi Sembilan at 9th of January 2023
59Observation (Appendix 9)
60Document Review from syllabus for English Lesson of X grade at SMA Nuris Jember (Appendix 2)
and for the meaning of Simple Perfect is an activity done in the past, and now, it has an effect when the subject is saying61.
3. The steps of teaching speaking skills through Contextual Teaching and Learning strategy at the Tenth Grade of SMA NURIS Jember
First step of conducting this research is asking the permission to the vice of SMA Nuris Jember. At that time, researcher was asking about general list of question as like; What semester are you now, what focus of your research, what class that suitable for your research, and etc. The vice is really humble and welcoming person. The permission letter is written for 2 weeks only, but then the teacher offers more than that. She says “If you need more information outside 2 weeks, we are a pleasure for you to come here again and gain the information you need” After the vice of SMA Nuris giving the signature and permission, the researcher oversees the school’s environment and starts to do starter observation.
Before starting the learning process, the researcher conducts an observation inside class. She enters the class outside of schedule to give the observation sheet for all students inside the class. This sheet is hoped really help a lot to gain printed information from students.
When they are given an observation sheet, all the students are enthusiastic to answer any kind of question in the paper. Not only printed information in the observation sheet but the researcher also interviews some students (The recommendation from the teacher). Two students are interest
61Document Review of Lesson Plan (Appendix 3)
and be able in English Exactly in Speaking, the others are they who do not have a high interest in English lessons. The criterion is from the score that the teacher has, and also the recommendation of the teacher personally.
In implementing the research step, the researcher gets an advice from the advisor about how long it is usually held. This research does not need a long time, because it is not about Classroom Action Research (CAR) that needs many meetings to be done. Coordinating with the English teacher, to finish the material about Simple past tense and Perfect tense, it needs 2 meetings only. (Conforming the schedule total from syllabus and Lesson Plan). 3 meetings maximum for the total with the school, class, and environment introduction.
According to the permission, It is started entering the class from 9th January 2023. The first meeting, the teacher delivers the purpose of today's meeting. The teacher runs the material and the step based on the syntax from Lesson Plan. As with most of the general first meetings, the teacher explains the material. While opening the book as the printed example, students pay attention to the teacher. Because most of them are weak in grammar, especially about tenses. Based on the Interview from the English Teacher, Mr Anam says that:
“62When I present the example, I often use the name or even the story related to the student. The reason is that I want to live the atmosphere inside the classroom. When student is laughing, it makes them more relax to achieve the material.”
62 Mr Syaiful Anam (English Teacher), interviewed by Fika Dwi Sembilan at the 13th January 2023
It is observed by the researcher that most of the time the teacher gives other examples that relate to the student's name and habit. This is the trick to re-concentrate them when the student starts to be bored. It something becomes the way they are joking through simple examples. It helps a lot, so that they will not always be serious in learning. They still have a part when they can laugh and express their delight. The teacher plants a thought to the student that English is relaxing.
According to the Contextual Teaching and Learning strategy, the researcher and teacher follows the step of CTL, one of them is learning through community or groups, it is believed by the researcher that learning by group motivates the student's movement a lot. Based on the observation done by the researcher, In the second time, the teacher divides into 6 groups. Each group contains 4-5 students. The purpose of dividing a group is for giving certain theme to be talked. They don't speak in 5 students all together, but in pairs. The reason because to minimize the possibility in speaking chance each student. If they are in pairs, the chance to practice their speaking is much more63.
Picture 4.1 The student performs in pair
63 Observation (Appendix 9)
They were given 6 themes, if they got about Boarding school, so the first group should talk about Boarding School in different overview per pairs. The discussion includes Simple Past tense and Simple Perfect Tense.
They can write it down if they think they will not remember it easily. But, if they memorize well, they don't need to write anymore.
The response from all students is different. Several of them does the task very excited. As like, they with their pairs do mini speaking practical to make sure they will have a good performance in front of teacher. They re-check many times in dictionary about the vocabulary, the word choice, and etc. The teacher is so happy when seeing the class condition. All the movement from student, when they ask to their friend how to make a good sentence by including the tense inside, how to connect the sentence with the topic, how to build chemistry with the speaking partner, and etc. Because the time is limited, so in the first meeting the teacher just can finish the learning step until overseeing the student to make a task.
In the second meeting exactly 19th of January 2023, the teacher only wait until the student is ready to perform and collect the paper. The first partner who performs early gets a plus score from the teacher. They come forward per partner (2 people). While looking at the performance of students, the teacher corrects the paper. After finish, the teacher asks several general questions as an example "Show me what sentence that use the past tense, why this sentence use Simple Perfect tense, how to arrange a good sentence, etc "
After all groups finish, the teacher evaluates them by reviewing several statements correlate with the material. The teacher makes Question and Answer session for all students. Those are;
A. The teacher reviews about the purpose of both simple past and perfect tense.
B. The teacher asks about the pattern of Simple Past and Perfect tense.
C. The student differs both simple and perfect tense uses.
D. The teacher gives the simple sentence orally, then the student should guess what tense that sentence is.
Above is the general narration when the researcher observes and follows the learning process. But, to run this research, the researcher has a guide strategy. That is contextual teaching and learning. There are several steps specifically done by the researcher when collecting the data inside a class. This step should be implemented completely when using Contextual Teaching and Learning strategy.
a. Construct knowledge and creativity by themselves
This is the very first step. It determines several steps next, how it applies, and always continues till the end of the sequence steps. In this case, the student was told what is the topic today and what is the student’s activity related to the topic. This is hoped that students can have an insight into the snippet of the topic. Constructivism is the diversion from the previous topic. The student hopefully knows and thinks simply about the topic. They know what they should do next.
When the topic is about simple past tense and simple perfect tense, automatically the student constructs something related to the topic.
64Muslich says that constructivism is a learning activity that pushes to the formation of self-understanding creatively, productively, and actively based on previous knowledge that has lot of meanings.
b. Do as far as possible the “Inquiry” for the topic
The teacher starts to emerge the problem related to the topic. The teacher asks “When you are living in Jember for about 2 years then what will the tenses you use for this case? Whereas you lived or came to Jember in 2020” from this, the student thinks critically and is a bit tricky. Because when we came from several years ago, we use simple past tense. It is evident. But the problem is until now we are still living in Jember. Inquiry is the same as apperception to the student. We can take a look at the student’s response and answer. If the student answers right, it means they already learn before class started.
c. Develop student’s curiosity by questioning
In the middle of the learning process when the teacher tells anything about the material (including the apperception of the material), one of the students asks about their difficulties. 65Because, once the researcher observes and follows inside the classroom, not all students are interested in English subjects. Several of them are asking what simple past tense is, when we should use that, how to arrange a sentence by
64Jimmy Sapoetra, Contextual Teaching and Learning (CTL), https://pgsd.binus.ac.id/, Updated on February 22th 2023
65Observation at the 9th January 2023 (Appendix 9)
using simple past tense and perfect, etc. Moreover, when the teacher is commanded to make a dialogue using simple past tense and simple perfect tense, they have a lot of confusion.
d. Create learning Community (team-work)
Studying in a group makes the student more aware of the surroundings and the material as well. The teacher gives several overviews of why the teacher needs to be applied learning in groups inside the classroom, those are;
“Most of the student population in X IPS 1 are boys than girls. If I give the personal performance assessment, most of them are shy and don’t want to finish it. Therefore, the assessment is constrained. If I divide it into a group, they will be motivated to be a good partner to get a good score”66
Motivation becomes a reason why the teacher applies learning community. The teacher hoped that he can finish the scoring perfectly.
Dividing a group really minimizes the problem while in the classroom.
“67In X IPS 1, only several students like and are competent in English. Hopefully, by studying in groups the student can learn from their friend. Another reason why I choose group work is that it is for efficiency the time. In addition, the school curriculum still runs in 1-time schedule it still has 30 minutes. If then we have long time around 40-45 minutes in 1 time-schedule”
e. Present the model as the example of learning
When the teacher needs an extra example to be taught, the teacher gives other models inside the class. It is different per classroom and teacher. If the teacher feels it is not necessary to be added the learning
66Mr Syaiful Anam (English Teacher), interviewed by Fika Dwi Sembilan at the 13th January 2023
67Mr Syaiful Anam (English Teacher), interviewed by Fika Dwi Sembilan at the 13th January 2023
model, so he will not implement it anymore. Mr Anam always gives the same model when learning English moreover speaking skills. He usually uses dialogue to simply the student runs the task.
In this case, when the researcher observes inside the class, the teacher uses a simple model. That is, the teacher gives 6 different topics and divides a student into 6 groups as well. One group consists of 5-6 people. After all groups pick the topic they chose, then the teacher divides again in groups into pairs. The teacher asks them to make a different dialogue with the same topic for the same group. But the content should be different.
The teacher gives time for students to make a dialogue that is content with simple perfect tense and simple past tense. The group that is ready for the first time will perform in front of the class for the first time. After performing it, the teacher will give the evaluation that the writer will write in the evaluation or reflection section.
f. Do the reflection at the end of the meeting
The teacher always evaluates students by dialogue with the group. It is aimed at increasing the teamwork and awareness of student in the classroom environment. Approved by the interview the teacher, he says:
“68For evaluation, the teacher assigns students to make dialogues in pairs or groups of up to 3 students or more by using the present perfect tense & simple past based on students' experiences, Scoring is taken by
68Mr Syaiful Anam (English Teacher), interviewed by Fika Dwi Sembilan at the 13th January 2023
using the Speaking assessment rubric that has been designed by the teacher. Next, they will perform their result in front of the class together with the group.”
g. Do the real assessment through all techniques
Authentic material is simplifying us to learn from other perspective.
Both students and teachers can explore more deeply about the topic. For teaching an English material, the teacher just need handbook from school that is suitable with the curriculum runs by the school and also for X grade level. Because, in the interview with one of the students, the teacher seldom to give material from other sources.
Based on the steps done by the researcher, it proves that the material choose by the teacher follows the syllabus in that semester. Luckily, the strategy is flexible in to all topic. Researcher also finds that through Contextual teaching and learning, the material becomes simpler to transfer to the student.
Based on the lesson plan in Point D “Learning Activity”, there are two meetings; each of them has three activities (Opening, Core Activity, and Closing)69. Teacher always opens the class with salam, presents the purpose of today’s meeting, checks the attendance, and gives the motivation. For core activity, teacher explains the material and divide the team-work. It is closed with Reflection, mini question and
69 Document Review of Lesson Plan (Appendix 3)
answer for reviewing the student’s competence and the last is ended with pray and Salam.
4. The evaluation of teaching speaking skill through Contextual Teaching and Learning strategy at the Tenth Grade of SMA NURIS Jember
Evaluation is a sequenced process to gain some information about students along the learning process. Not all teachers do an evaluation, some of them do it just in the middle of the semester or at the end of the semester (middle test or last examination). It depends on the school. But, in SMA Nuris Jember, especially for the English teacher is forced to always make fun of learning. It is to control the progress of the learning process from the first meeting until the last meeting. So, the teacher uses the most proper media /strategy/method offered to the student.
Based on the interview from the English Teacher, Mr Anam said that:
“70About the evaluation, sometimes I do it randomly. If I think the material is easy for students (an example is about expression), I combine it with the middle test. If the material is a bit difficult, So I do the evaluation every meeting is done. The material is around grammar, text, or structure as like simple past and perfect tense. I use both spoken and written assessment. Both can score how is the progress of student.”
The conclusion from the researcher is that the teacher sometimes evaluates the student as far as he wants. The researcher also concludes that the evaluation used by the teacher does not always follow the time of
70 Mr Syaiful Anam (English Teacher), interviewed by Fika Dwi Sembilan at the 13th January 2023