MENINGKATKAN PENGUASAAN SIMPLE PRESENT TENSE SISWA MELALUI METODE NUMBERS TOGETHER BY TTHES. Berdasarkan hasil diatas dapat dikatakan bahwa metode Talhoved Sammen dapat meningkatkan penguasaan simple present tense siswa.
INTRODUCTION INTRODUCTION
Problem Identification
There are many students who do not know the formulas or the patterns of the simple sentences. There are many students who do not understand how to use auxiliary verb (helping verb) to form sentences.
Problem Limitation
Problem Formulation
Objectives of the Study
Benefits of the Study 1. For the students
Give an inspiration to the teacher to develop the kind of techniques or methods that are more interested. To enable the teacher to know the benefits of Number Head Together (NTH) method to give feedback to the students.
PriorResearch
- The Definition of Simple Present Tense
- TheVerb Form of Simple present tense
- The Structure of Simple Present Tense
- The Use of Simple present Tense
- The Characteristic of Number Head Together Method
- The Procedure of Number Head Together Method
- The Benefit of The Number Head Together method
It expresses general statements of facts and timeless truths.9 The present tense is used for something that the universal statement expresses as fact. S (plural) + Don't + V (simple form of verb). 3) The Form of Interrogative Statement of Simple Present Tense.
Using NHT Method to Improve The Simple Present Tense Mastery 1. Teaching Simple Present Tense Through Number Head Together
- The Procedure of Teaching Simple Present Tense Through NHT Method
Students discuss a paragraph given by the teacher and describe the meaning of that content in the paragraph and the patterns they use. Ask students to create a pattern based on the paragraph they discussed with their group.
Hypothesis
The students who have been called the number by the teacher answer the question, make the formulation of the pattern based on the song chorus they discussed with their group. It means that the first time the teacher gives the students a paragraph consisting of some patterns.
RESEARCH METHODOLOGY
The Variable and Operational Definition of Variable
- Independent Variable (X)
- Dependent Variable (Y)
Setting of the Study
Object of the Study
Action Plan
- Cycle 1 a. Planning
- Cycle 2 a. Planning
In this example, the writer used the Number Head Together method to improve the ability to master the simple present tense. In the second phase, the writer and a colleague (teacher) participated in the implementation of the action that was agreed upon in the planning phase. In this phase, the writer decided to act as a teacher who implemented a certain method in the teaching and learning process.
In this part, the author will observe the teaching and learning process that was carried out. The writer analyzes and discusses the observation sheet and the result of the teaching and learning process. The writer will analyze and evaluate the quantity data from the writing result and collect the data from.
In the first phase, before performing the action in the next phase, the author repaired the problem found in cycle one. In addition, the author also collected data from the post-test and the result of the student's activity.
Data Collecting Method
- Test
- Observation
- Documentation
If good improvement was found based on the success criteria that were previously defined, the writer did not continue the action in the next cycle. In this research, the writer uses observation to see the situation in the learning process of teaching. In this research, the writer will observe the activities of the students in the teaching and learning process to know how the teaching and learning process takes place.
While conducting the observation, the writer makes the observation sheet that contains the list of the students' activities. The documentation is the way to get more information about the search environment. In this research, the writer gets data from the school about the total number of students, teachers and the condition of the school.
Data Analysis Technique
Moreover, to know the profit of the research, the writer will make a comparison between pre-test and post-test. The students are called success if 75% of students achieve 70 or more and 75% are active in the learning process. If the success indicator is reached, the study can be stopped and does not need to be continued for the next cycle.
Result of The Research
- Description of Research Location
- Description of Research Finding
- Planning
- Action
- Observation
- Field Note
- Reflection
The student's mastery of the present tense was assessed through a test consisting of a pre-test and a post-test at the beginning of the study and at the end of each cycle. Second, the learning subject taught to the students was the simple present tense consisting of. Then the writer explained to the students the simple present tense, which consisted of essential topics such as its definition, formula, function and some examples of sentences.
Afterwards, the writer gave the students learning material about simple present tense focusing on the formula. Then the writer instructed the students to do a small group discussion in the same way as the previous meeting. The author and collaborator rearranged some plans for the action based on the problems the students faced towards simple present mastery.
After the explanation was done, the writer completely transferred the responsibility to the students to take over the discussion. Result II. cycle is better than cycle I, it can be seen that most students have no problems with the simple present tense. This table described the comparison of students' activities in I. and II.
Based on the result of the students' activities in cycle I and cycle II were improved.
Discussion
It means that Cycle I could improve the student's mastery in the present tense, but it had not yet succeeded because the student had not yet passed the indicator of success. After analyzing the students' score in post-test 1, the investigator had to run the next cycle because only 17 students (55%) passed the test and achieved a score that was ≥70. Furthermore, the researcher analyzed the result of post-test 2 and concluded that 29 students (85%) passed the test because their score was ≥70 and the mean score was 74.8.
Based on the results of the students' scores from post-test 2, it could be concluded that there was an improvement in scores. Because the students' performance had improved enough and the indicator of success had been reached, the research was successful and could be stopped in cycle II. It could be proven by the improvement score consecutively from pre-test to post-test II, where the average score of these three testicles improved significantly from 58.2 to 66.3 and to 74.8 with the percentage of final success being 85.
Data on students' learning activities obtained from the total result of students' learning activities in the form of an observation sheet from I. to II. Each cycle consisted of two results of observing students' learning activity, which were observed on two different days.
Cycle II
- Suggestion
Based on the table and graphic above, it could be concluded that there was an improvement in students' activities during the learning process in cycle I and cycle II by using the numbers-head-together method. Relating this research until cycle II, the result grade and the students' result activities reached the target that was decided on the indicator of success 75% from the students got the minimum grade of 70. Based on the result of this research, it was known that more than 75% from the students got the minimum grade 70.
The implementation of The Number head together method conveyed an alternative way in the learning process to improve the mastery of simple present tense. This conclusion can be seen from the result of the students' average in pre-test was 58.2 and the result after test cycle I was 66.3. It can be deduced that the result of the students in cycle II was higher than cycle II.
It is suggested for the principle to take the positive side of this teaching method as the alternative way to teach English, especially for teaching grammar mastery by facilitating the students with other supporting teaching media. It is suggested that the other researchers develop this research with new innovation and hopefully the result of this research can be a reference.
APPENDICES
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive text untuk berinteraksi dengan lingkungan sekitar
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal Fungsi sosial. perhatikan/perhatikan beberapa contoh teks/film tentang mendeskripsikan orang, tempat wisata dan bangunan bersejarah. Siswa menirukan contoh secara terarah. tata bahasa, kosa kata, pengucapan, tekanan kata,. http://americanenglish.state.gov/files/ae/resource_files. http://learnenglish.britishcouncil.org/en/. Mendemonstrasikan perilaku tanggung jawab, kehati-hatian, kerjasama dan cinta damai dalam mewujudkan komunikasi fungsional 3.7. fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks deskriptif sederhana tentang orang, tempat. pariwisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. nama orang, tempat wisata dan bangunan bersejarah terkenal serta nama bagian yang dipilih untuk mereka. sifat manusia, tempat wisata dan bangunan bersejarah terkenal serta bagian-bagiannya, dan.
Basic Competence
Testing, processing and representing different things from the concrete (use, parsing, assembling, changing and creating) and abstract (writing, reading, counting, drawing and assembling) things in accordance with what was learned at school and from. other sources from the same point of view/theory.
Indicators
Learning Aims
Teaching Material Simple Present Tense
Learning Activities
The teacher gives students the opportunity to ask questions if they are still confused about the material.
Test
Basic Competence
Indicators
Learning Aims
Students are able to understand the structure of the simple present tense and its function XV.
Media
Test
Fill the blank below!
Correct the sentences below!
Identify the Verb Form of Simple Present tense
Identify the Verb Form of Simple Present Tense
Fill the blank below!
Correct the sentences below!
Most students are still confused in following the error technique as a technique in the learning process. Most of the students were not active in the learning process 3. Most of the students found it difficult to adjust the sentence using. Some of the students became interested in following the erasing error technique as a technique in the learning process.
Some students became active in the learning process 3. Some students edited sentences easily. Some students became active in the learning process. 7. Some students edited the sentences with ease. Some students became active in the learning process 11. It became easier for some students to edit sentences using. November 11, 2018) buster technique as a technique in the learning process 14.
