IMPROVING THE STUDENTS’ ABILITY TO MASTERING PRESENT TENSE BY USING WORKSHEET
( A Sudy at the first Year Students of SMA N I Sungguminasa)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Makassar Muhammadiyah University in partial fulfillment of the requirement for the degree of education in English department
JUSMAINDAH 10535 2113 06
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY
2011
ABSTRACT
Jusmaindah, 2011. Improving the Students‟ Ability in Mastering Present Tense by Using Worksheet. Thesis, English Departement, Faculty of Teacher Training and Education , Makassar Muhammadiyah University, Guided by Kaimuddin and St. Asriati.
This research aimed to find to find out the students‟ ability to mastery present tense by using Worksheet. The question posed in this research was “How does the Worksheet improve the students‟ mastery present tense?”
This research used pre-experimental method with present and posttest. The population of the research was the first year students of SMUN 1 Sungguminasa, the writer apllied a random sampling technique. The number of sample was 46 students.
The result of the data analysis indicated that there was asignificant increase in the students‟ ability to master present tense. It was proved by the result of the statistical analysis of the level significance 0.05 with degree (df= n - 1= 45) indicated that t-test value was the value of t-test simple present tense (8.6>2.021), present progressive tense (7.8>2.021), and present perfect tense (7.2>2.021). the clasification of tense there variables is signficant.
Based on the fact, the writer conclued that Worksheet was effective to improve the students’ ability to master present tense. The data above indicated that the Worksheet has successes to improve the students‟ ability to master present tense.
ACKNOWLEDGEMENTS
The first, the writer would like to say “Syukur Alhamdulillah” for the Almighty Allah SWT for his blessing and merciful, so that, the writer can finish the thesis with the title.‟‟Improving The Students‟ Ability in Mastering Present Tense by Using Worksheet Strategy‟‟. In writing this thesis, the writer found many difficulties, so the writer can finish at the end. The writer realizes that the paper has a lot of mistakes and weaknesses. In oreder to become perfect, the writer needs correction and sugestion. The writer would like to say thank you very musch for the people who gave spirit helping asa follows:
1. Dr. Irwan Akib, M.Pd, the Rector of Muhammadiyah University of Makassar for during the research study at the university.
2. Dr. A. Sukri Syamsuri, M. Hum, the dean of teacher taraining and education, the Head of English Department, Erwi Akib, S.Pd., M.pd. for her support and guidance.
3. My high apreciation and greater thankful are due to Dr. H. Kaimuddin, M.Hum., as my firts consultant and St. Asriati, S,Pd., M.Hum., as my second consultant who have patiently suggested,motivated, and corrected me for the sake of my thesis.
4. To my highest apreciation and deepest thankful to my beloved parents, my father, anf my mother, my brother and sister who always motivated, support and give me finacial support and prayer for my success.
At last, the writer hopes that the thesis is useful for my reader, my friend, in order to increas the quality of teaching and learning process at SMA N 1 Sungguminasa.
Makassar, March 2011
The Writer
TABLE OF CONTENTS
Title
Aproval Sheet Table of contents
CHAPTER 1 INTRODUCTION………...………...1
A. Bacground...1
B. Problem Statements... 2
C. Objective of the Study... 3
D. Signivicance of the Study... 4
E. Scope of the Study... 5
CHAPTER II REVIEW OF RELATED LITERATUR...5
A. Previous findings...5
B. Some view of Grammar and Structure...6
1. What this Grammar...6
2. The Importance of Teaching and Learning Grammar and Stucture...8
3. The Principles in Teaching Grammar and Structure...9
C. Worksheet Strategy as a Technique in Improving the Students‟ Ability in Present Tense...11
1. Definition of Worksheet Strategy...11
2. Worksheet design srategy...12
D. The Present Tense...17
1. Simple Present Tense...17
2. Present Progressive Tense...19
3. Present Perfect ense...21
E. Theoritical Framework...23
F. Hypotesis ...24
CHAPTER III REASEARCH METHOD...25
A. Research Design...25
B. Research Variable...29
C. Population and Sample...29
D. Instrument of The Research...30
E. Procedure of Collecting Data...30
F. Data Analysis...31
CHAPTER IV...35
A. Findings...35
B. Discussions...41
CHAPTER V CONCLUSIONS AND SUGGESTIONS...50
A. Conclusions...50
B. Suggestions...51 BIBLIOGRAPHY
APPENDIX
CURRICULUM VITAE
CHAPTER I INTRODUCTION
A. Background
Language as a means of communication plays very important role in social relationship among human being. English as one of theinternational language is very important since it requires as abridge of comunication. In Indonesia, English is one of the compulsory subjecs which is taught in junior high school, senior high school and university as the first foreign language. Thereare some elements of teacheng English such as vocabulary, pronuncation and grammar or structure.
It is however realized that, as a foreign language, English has different grammatical structure from Indonesia, which most Indonesian students must study hard. The rules in the grammatical structure are ones that make students confuse or even boring to study English. The rules are however required in writing in English.
Grammar or structure is one part in learning English that should get priority espesially in teaching and learning English process. Structure has an important role in English teaching and learning process because structure permeates all language skill such as listening, speaking, reading, and writing ( Paulston & Bruder, 1976:1)
However , students knowledge about English structure is required in constructing meaningful and understanddable sentence. It is an important requirement for students to produce sentence of being structural errors can be avoided by having such knowledge. However , for the beginner of English, especially the student of senior high school, such knowledge is not and easy work to abtain. Students must study hard and do many grammatical and structural exercises.
After doing observation in school at SMA N 1 Sungguminasa Gowa, the researher found many problems that faces by the students in learning tence, especially learning present tense. In addition, there are also many teachers have difficulties in teaching present tense. They do not have an effective technique that can improve the students ability in mastering present tense.yhe students score of learning English is still low.
Learning structure especially present tense needs appropriate technique to avoid students feeling bored in teaching and learning process. A good should try to find out then select many good methods in teaching structure in order that the students get successful in teaching and learning process. As teacher, we should be prepared to use a variaty of tehniques to help our learn and acquire grammar or structure.
Furthermore, there are many English students are good in English performance, but they have many grammatical mistakes. There is also an issue that mastering tanses is not to important in English learning that make the students arae not interested in learning structure and consider that learning tenses is a boring and difficult subject. Of course, this prejudice is wrong because it is expected that through the study of grammar or structure of the target language, students would become more familiar with thw garammar of their native language and that this familiarity would help them speak and their native language better.
Based on the explanation above, the writer is interesting in carrying out a research under the title “Improving the Students Ability to Mastering Present Tense by using Worksheet at the First Year Students of SMA N 1 Sungguminasa Gowa‟‟.
C. Problem Statement
Based on the previous background, the writer formulates the research question as follows:
„„ How does the worksheet improve the students‟ mastery peresent tense?‟‟
D. Objective of the Study
Based on the problem statement above, the objective of the study is to find out the students‟ ability to mastery simple present tense by using Worksheet.
E. Significance of the Study
The results of this study are expected to be a piece of meaningful and useful information for the teachers in general, partucurally the English teacher in teaching structure to improve the students‟ ability to mastery the presents tense by using worksheet. And also for the students in order they can get succsessful in learning structure by using worksheet.
F. Scope of the Study
This study is restricted to the teaching structure by using Worksheet to improve the students‟ ability in mastering the present tense. The teaching points of this research is the improvement of the students ability to mastery the present tense especially the simple present tense, present progresive tense, and present perfect tense.
CHAPTER II
REVIEW OF RELATED LITERATURE A. Previuos Research Findings
The research that related to the writer‟s study has been done the following researchers:
Nasrawati , (2003) with her research paper „„Teaching Present Tense at SMA 1 Bulukumba by Using Translation Method.‟‟ Related to her research, she used translation method to master presenr tense. The result of teaching present tense using tranlation metgod is satisfactory. She found that the students are mostly active and well motivated. After applying that method, the students‟ ability to master present tense improving.
Munjayanah, (2004) conducted a research entitled „„ The Implementation of Task Based Learning in Improving Students‟ Abilty of Tense‟‟. In her research , she describes the implementation of Task Based Learning and what the strength and weaknesses of teaching tenses using Task Based Learning. In her findings show the The Based Learning is effective to improve the students‟ understanding of tenses.
Abdi,(2005) with his research paper entitled „„ Using Direct Method to Increase the Students‟ Mastery of English Tense‟‟. He found that the students‟ mastery of Learning Present Tense Improve after teaching using Direct Metheod. The students‟ score is classified as good in posttest.
Sujarwo, (2008) in his research „„The of Group Work in Learning Present Tenses at SMA 1 Takalar‟‟ found thet the students have low score before applying group work is classified as poor after applying the treatment the students‟ mastery fo present tense increase.
Based on the previous findings, the researcher the difference between this research from previous research is that in this research the writer tries to emphasize on the improvement students‟ ability in mastering present tense by using Worksheet at teaching technique. While the previous research focused on the following result : first research, focuses on the implementation of Translation Method in teaching present tense. Second , focuses on the effectiveness of Task Based Learning in teaching grammar . last research, focuses on using Direct Method of teaching English tensee improving the students‟ ability to master English tense.
B. Some Views of Grammar and Structure 1. What is Grammar
Paulston, and Bruder, (1976:1) define grammar with a simple definition thet grammar is the possible forms and arrangements of words in pharases and sentences.
Richard , Plat, and Weber, (1985:125) points out that grammar is:
a. A describtion of the structure of the language and the way in which linguastic unit such as words and phrases are combined to produce sentences in the language. It usually takes into account the meanings and function these sentences have in the overall system in the language.
It may not include the description of the souds of a language.
b. Set of rules and a lexicon which describes the knowledge (competence) which a speaker has of his her language.
Chomsky, & Hallen in Fromkin & Rodman, (1974:11) state that they use the term
„garammar‟ with a systematic ambiguity. One the one hand, the term refers to the explicit theory constructed by the linguist and proposed as a description of the speakers competence. One the other hand, it refers to this competence itself.
Comsky, in Radford, (1988:3) concludes some concepts of grammar. The concepts are:
a. A grammar is a model ofthose linguistic abilities of native speakers of a language fluently.
b. A grammar of a language is amodel of the linguitic compotence of the fluent of native speaker of the language.
c. By saying that grammar tells us what we need to know in order to be fluent in a language.
The two most units of grammar are word and the sentence: one subcomponet of grammar, called morphology deals with the form of words, while the other, called syntax, deal with the way words combine to form sentence. The lexicon lists the vocabularyitems, mainly words and idioms specifying how theybehave grammatical, and what they mean (huddleston, 1998;1).
The word “grammar” in this technical sense has a much broader sense than that familiar school textbook, since in cover not only morphology (the internal structure of words) and syntax
(how words are cobined together to form phrases andsenteces) but also morphology (pronuncation) and som aspect of semantic (meaning) as well (radford, 1988:22)
From some defenion above, we can draw a conclusion that gramma is the rules of how the word and phrases are combined to form a sentence taht is siutable with the rules of language in which the sentence can be understood in human commucation.
2. The Importance of Teaching and Learning Grammar and Stucture
Teaching grammars and stucture state explicitly the rule of the language, list the words and the pronuncation anf thus are aids in learning a new languange or dialect. When we learn a language, we also learn the sounds used in that langue, basic units of maening, such as words, and the rules to combine these to form new sentences. The element and rules constitutethe grammar or stuctur of a language. The grammar, then, is what we know, it represent our linguistic compotences. To understand the nature of languange we must understand the nature of this internalized, unconcious set of rules that is part of every grammar of every language.
Every human being who speakers a language knows the grammar and stucture of the language. When linguists wish to describe the grammar or structure of the language that exists in the minds of its speakers, there mayof course become differences between the knowledge that 0ne-speaker has and that of another. But, there must be shared knowledge because it is this grammar or stucture that makes it possible for spekers to talk ant to understand one another. To the extent that the linguist,s descriptionis a true modal of the speakers‟ linguistics capaty, it weill be a good or bad description of the grammar or tucture of the language, and of the language itself. Such a model is called descriptive grammar. It does not tell us how we should speak; it describes our basic linguistic knowledge, it expplain how it is possible for us to speak and understand, and it explains what it is we know about the sounds, words, phrases, and sentences of our language (Fromkin and Rodman, 1974:15).
Our aim in teaching grammar and stucture shouldbe to ensure that students are communicatively efficient with the grammar and stucture they have at their level. We may jot teach them the finer points of styles at theintermediate level, but we should make sure that they can use what they know (Harmer, 1997:23). The objective of grammar and stucture is to help the learner assimilate the patterns and rules of English for communication.
3. The Principles in Teaching Grammar and Stucture
The are some basic principles i teaching grammar nad stucture as Harmer, (1997,23-59) states that in teaching a new language, the teachers have to give clear information about the language the students are learning. We must show them what the language means and how it is used; we must also show them what the grammatical form of the new language is, and how it is said and written. Before introducing any new language we should have analyzed the form we are going to teach and also the grammatical patern we are going to teach it in. A more effective way of attention in a number of the differnet ways to the grammatical elements of which it is made profit from grammatical explanations to a certain extent, at lower level we must usuallyfind simpler and more transparent ways of giving students grammatical information.
We are talking about teachung grammar or structure as apart of an English course for speaker of other language-taht is, using grammar or structure to help the learners use English for communication. We are not talking about teaching grammar and structure for its own sake or for the sake of analyzing a language finctionally. Grammar and structure should be presented in functional chunks, allowing the learners adequate opprtunity to process utterences in the context in which the rules and patterns operate. Explanation and explicit statement should be used insofar as consciouns understanding will help the learners assimilate the language functionally (Lado, 1988:104-105).
Murcia, in Stern, (1992, 127-128) suggests that we have to consider the course objectives together with a number of learners variables such as age, educational background, and learning styles, in order to make informed decisions about the role of grammar anf structure in language teaching. Grammar and structure teaching is particularly liable to be influenced by different views on langiage learning. In this respect, the main parameter is the ability to learn through deliberate study and formal practice as apposed to subconscious of the language through use.
Therefore, one of the teachers‟ jobs is to show the new language is formed the grammar works and how it is put together. We introduce grammar and structure that can easily be explained and presented; we present garammar through structural pattern.
C. Worksheet at a Technique in Improving the Students’ Ability in Present Tense 1. Definition of Worksheet
Before talking further about worksheet, firstly, we have to know the meaning and the importance of worksheet. Worksheet is very important to train the students to undersatand or master the patterns of English structure because pracrice answering or doing many grammar ar structure tasks is more valuable and understandable than listening much explanation from the teacher. The writer belivies that practice much will assist the students to understand the difficult formula ao pattern of structure.
Laura, in Stern, (1992:149) points out that the most important part of the treatment of grammar of structure teaching is practice through exercises and drills. Stern (1992:149) also concludes that key aspect of the treatment of garammar or structure is practice of the grammatical features.
The implications for the classroom are a grammar or structure lesson chould consist of grammatical rules which expalains the particurally of the structural pattern to be learnerd plus a series of drills from a mechanical level to communicate in order to give the students optimum practice in language production (Paulston & Bruder, 1997:1)
According to Frank, (1972) worksheet is informal document in which an accountant or auditor records the information for (1) adjusting trial balances prior to preparing financial statement, or to (2) substantiate his or her opinion regarding an account balance or transaction.
In addition, worksheet is the primary document that you use in excel to store and work with data. It also called a spreadsheet. A worksheet consists of cells taht are organized in to columns and rows;a worksheet as always stored in a workbook (Stinson, 2003).
1. Worksheet design
There‟s nothing particulary mysterious about creating a- after all, its just a bunch of nows and columns. And we certanly want to stifle your creativity. Even after more than a decade of writing about spreadsheet, we continue to see stunning new uses for the ol grid. But there are view guidelines that make life a little easier and some „„gotchas‟‟ that you need to watch out for.
This article a number of questions you should ask youtself before you put on your digital hard and start worksheet construction.
According to Dodge, (2000) there are some strategy design in making worksheet, those are as follows:
a. Data should be in rows, and which in columns
Sometimes this is rather obviuos, but generally speaking, you‟ll want the data taht, will bo most ab undant to fill rows rather than columns. Consider the readbility of your darta when you make this decious. For examlple, a month- orientad worksheet like the one in the following picture can work well the month labels either across the top or down the left side of the worksheet. But in this case, having the month labels down the sides makes it sis easier to view the worksheet on – screen and easier to fit in on a printed page. You many also prefer the worksheet to be long rather than wide so you can use the page Up and page Down keys to navigate on – screen.
The worksheet in the picture contains only four columns of details data, but if your worksheet has more categories of details data than the number og months, you may want to run the months in columns instead. When oriented horizontally, the data shown in the previous worksheet would still work, but you would have to scroll to the righ to view all he data, as shown in following picture.
Usually the detail youn accumulate in a worksheet best fits into rows from top to bottom- relatively speaking, a deep and narrow worksheet. It is unheard of to build a spreadsheet that is shallow and wide (only a few rows deep, with lots of columns), but you migh it letter. A shallow and wide sheet can be annoying to deal with if you must cntinully scroll to the right to find information and deal with odd columns breaks when printing (Dodge, 2000).
b. Print the worksheet
Before you stast work on a worksheet, you also need to ask yourself if the worksheet will need to be printed. You may relize that you do not need to worry about printing at all, if, for example, the worksheet is tobe used for information stronge or reference pursoses only.
If you want print the sheet, consider how your data will look and how the sheet will work on paper. This will make a huge difference to your overall worksheet design. For example, the worksheet in horizontal orientation shown in the previous picture will require two pages to print, even if you use Lendscape mode in the Page Setup dialog box (File menu, Page Setup commad).
The second page of the printout will contan some of the monthly totals, but you won‟t see the
names of the regions unless you use the Print titles options on the Sheet tab of this dialog box to repeat the headings on each page.
c. The data be used
You also needto consider what the printout will be used for. If it‟s going be used in a management report, you‟ll want to try getting the silent information to fiton on page. If it‟s for presentation, you may need to distill it further, or create smaller, more digestible chunks of data that can be summarized i a small grid of a dozen cells or so, so it will fit onto a transparancy or a slide. If you have massive ammountof data to start with, you can create summary pages for various purposes, as shown in the following picture.
If the worksheet is for auditing or reference purpose, youwill probably want to see all the information itcontains. Orientation is abig issue here. You can print either in landscape (horizontal) or portait (vertical) format, so design your worksheet accordingly. Sometime using landscape orientation helpsif you have lots of columns. If you have an inordinate number of columns, you may want to try and segment your data into and overall system of worksheet- chunks that can be realistically printed wiyhout losing context orreadability. For example, the sheet tabs at the bottom of the workbook shown in the previous picture give avindence that that the displayed summary sheet actually consolidates the data from six other sheet in the same workbook.
d. The audence?
Are you building a worksheet for your own use, or will you be sharing it with othersonline or in printed from? In other words, does the worksheet need to lok marvelous, or is fancy formating optional? Do you need to create a big-picture summary or overview for others?
It is definitely important to consider audence when decideng how your worksheet is going to look.
If you are close to the data in your worksheet-that is, if the data is your job- you probably think that the details are a lot more intresting than others might. You what they need to know-no more, and certainly no less. If your worksheet contains a lot of data that your audiences does not really need to see, which is almost always the case, you can create a summary sheet specifically for the purpose of mass consumption (Dodge 2000)
e. Worksheet survive without you
If you are creating worksheet that might at some point be use by others, make surethay are understandable and well documented. Most of use do not think about documentation, but every worksheet you create for business or personal use shouls be created with the possibility in mind that others will need to figure it out some day-possibly without your help. If you change jobs, you will be leaving a good legecy behind for the nextperson, which reflects well on you. A little documtation goes along way, as shown in thefollong picture.
You also needtp prepare worksheet containing important personal records with survivability in mind. To to sound too morbid, but if you were to unexpectedly shed this mortal coil, you wouldn‟t want to leave your family in the lurch because your financial worksheet are undercipherable.
f. The worksheet rely on important dat
Many people work with data that is compiled elsewhere as the basis for their worksheet analyses. For example, a database located either on your computer or somewhere on a network is often the repository for specific information that you extract and analyze. If this is the case, try to make it easy in yourself.
Often, we use the ad hoc approach to working-that is, we do it quickly, when it‟s needed, with no particular attention paid to repeatability. If you gather information from a database, you might be able to construct queries that you can execute again and again, on whatever schedule you need, rather that starting from scratch each time. This way, you can ensure that the important data will be structured in exactly the same way each time.
You might use the structure of the imported data as basis for your worksheet design. Or, itmight make sense to keep the impotred data on aseparate sheet that no one will see, and to construct nicely formatted sheets you can use to extract only the partinent information. For example, the following pictures shows just such a worksheet. You can see that raw is on a separate sheet behind the information sheet.
g. Needmore that one worksheet
Spreadsheet programs began as a better way to store, present, and interpret information that previuosly had beed kept on paper and calculated by hand- probablyusing a 10-key calculator. Often the firs worksheet we created when we were climbing the old Excel learning curve werelittle morethan clean two-dimensional reproductions of what we used to do on paper.
One way to stepup from the old paper paradigm is to use modural design. Modural design is a sort of “structured programming” or “object oriented” approach, where you carve your data into logical chunks that make sense as standalone alements. ( The other design approach, called
“hierarchical”, is organized for erroridentification and maximum readability). If there‟s no need to keep detail data in any kind of presentable format, why bother? Instead, concentrate your worksheet beautification program on the summary sheet and charts that you will share with others ( Dodge, 2000 ).
D. The Present Tense
1. Simple Present Tense
a. Form of simple present tense Formula: +
Example:
I watch TV every night.
He plays football every Sunday.
-
I don‟t watch TV every night.
He doesn‟t play football every Sunday.
?
Do you watch Tv every night?
Does he play football every Sunday?
b. The use of simple presnt tense
1) The simple present tense is used to express the fact that was true in the past, is true in the present, and will be true in the future. It is for general statements of fact.
Example: Water freezes at 0C.
The world is round.
S + V1 + O/C
S + do/does + V1 + O/C
Do/does + S + V1 + O/C
Most animals kill only for food.
2). The simple present tense is used to express habitual or everyday activity.
Example: I study for two hours every night.
He always eats sandwich for lunch.
They walk to school everyday.
3).The simple present tanse is used to indicate a situation that exists right now, at moment of speaking.
Example: I have only a dollar right now He needs a pen to write.
We see a large house on the corner.
2. Present Progressive Tense
a. Form of present progresive tense Formula :+
Example: I am watching TV now,
He is playing football I the field ,
?
Example: Are you watching TV now?
Is he playing football in the field?
b. The used of present progressive tense
1). The present progressive tense is used to express the activity that is progress et the moment of speaking. It began in recent past, is progressing at present, and will probly end at some point in the future.
Example: Jhon is sleeping right now.
Jhon and Mary are talking on the phone.
They are attending a meeting now.
S+ to be(am, is , are)+ V-ing+O/C
=
S+ to be(am, is , are)+ not+ V-ing+O/C
=
2) The presents progressive tense is used to express an activity that is in progressive this week, this month, or this year.
Example: I am taking five courses this semester.
She is writing a thesis this year.
3) The presents progressive tense is used toindicate an activityin the future, especially with the verbs leave, arrive, come, and go. It usually uses definite of the future.
Example: I am leaving Medan next week.
She is going to Jakarta tomorrow.
We are arriving next month.
c. Non- progressive verb
There are some verbs that are used in any of the progressive tense. These verbs describe states and not activities that are in progress. These are some verbs that are not used in progressive tense:
Mental states: Know, relize, understand, recognize, belive, feel, suppose, imagine, doubt, remember, forget, want, need, prefer, mean, think.
Emotional state: love, like, appreciate, hate, dislike, fear,envy, mind, care.
Possession: posses, on, belong, have.
Sense perception: hear, taste, feel, see.
Other existing state: Seem, look, appear, cost, owe, weigh, be, exist, consist of, contain, include.
Verbs with asterisk are also commonly used as progressive verbs, with a difference meaning, as in the following examples:
I think he is a kind man. I am thinking about this question.
He is having trouble. We are having good time.
This food taste good. The chef is tasting the sauce.
This flower smell good. Don is smelling the rose.
The doctor is seeing a patient.
The cat‟s fur feels soft. She is feeling the cat‟s fur.
She looks beatiful. I am looking out the window.
He appears to be asleep. The actors is appearing on the stage.
The piano i sheavy. It weight a lot. The grocer is weighting the bananas.
Tom is being foolish.
3. Present Perfect Tense
a. Form of of present perfect tense Formula:+
Examples: I have watched TV for two hours.
He has played football in the fieldsince there hours ago.
-
Examples: I have not watched TV for two hours.
He has not played football in the field since three hours ago.
Examples : Have you watched TV for two hours?
Has he played football in the field since three hours ago?
-
b. The used of present perfect
1) The present perfect is used to express the activity that happened before now, at an unspecified time in the past. The exact tome it happened is not important.
Example: They have moved into new apartment.
Have you ever visited Mexico?
We ahve never seen snow
2) The present perfect tense is also used to express repetition of an activity before now. The exact time of each repetition is not important.
Examples:We have had four tests this semester.
I have flown on an airplane many times.
I have met many people since I come here in June.
3) The present perfect tense also express a situation that began in the past and continues in the present when used with for and since.
Examples: I have known him for many years.
We have moved to Jakarta since three months ago.
She has waited for two hours.
S + have/has+V3 + O/C
S + have/has+not +V3 + O/C
have/has+S +V3 + O/C
E. Theoretical Framework
The theoretical framework is presented in the following diagram:
In this design, the researcher will teach the present tense by applying worksheet as a method in teaching and learning process.the researcher will focus on teaching simple present tense, present progressive tense and present perfect tense. After applying that method, the students‟ ability to learn structure especially those present tenses improve.
F. Hypothesis
1. The Null Hypothesis
There is no significant difference in the students‟ achievement in mastering present tenses before and after being taught by using.
2. The Alternative Hypothesis
There is significant difference in the students‟ achievement in mastering present tenses before and after being taught by using.
Teaching Present Tense
Worksheet
Simple Present Tense
Present Progressive Tense
Present Perfect Tense
The Students’ Improvement
CHAPTER III METHODOLOGY
This chapter describe about research design, population and sample, treatment, instrument of the research, procedure of data collection, and data analysis.
A. research Design
The method n this research was a pre experimental design. It aimed to imorve the students‟ ability tomaster present tense of SMA N ! Sungguminasa through Worksheet. The design of the experiment can be seen in the following table:
O1 X O2
Where:
O1 = Pre-test X = Treatment O2 = Post-test
(Gay in Ismayanti. 1987: 282)
1. Pretest
Before doing the treatment, the class was given pretest that to know the students‟ prior knowledge. The test consisted of simple present tense, progressive tense, and perfect tense.
2. Treatment
Before performance in the classroom activities, the researcher organized the class which was treated four meetings as an experiment. Teaching technique was as follows:
The First Meeting
a. Firstly, the teacher got the worksheet and filled ttat worksheet with data about simple present tense exercise.
b. The teacher designed that worksheet by using computer. For large worksheet in either horizontal or vertical orientation, reapiting title rows at the top or title columns at the left of each printed page is an absolute necessity for intelligible printouts.
c. After that, the teacher explained the formula and the usage of present continuous tense. The teacher also will give example to use it in daily activity.
d. The teacher gave the worksheet to the students. The teacher also asked the students work in group.
e. Then, the teacher created different summary sheets for each group, all using the same underlying data.
The Second Meeting
a. At the second meeting, actually the teacher used the same treatment like in the first meeting but different in material.
b. The techer got the worksheet and fill that with data about present continous tense exercises.
c. The teacher that worksheet by using computer. For large worksheet in either horizintal or vrtical orientation, reapiting title rows at the top or title columns at the left of each printed page is an absolute necessity for intelligible printouts.
d. After that, the teacher explained the formula and the usage of present continuous tense.
The teacher also gave example to use it in daily activity.
e. The teacher gave the worksheet to the students. The teacher also asked the students work in group.
f. Then, the teacher created different summary sheets for each group, all using the same underlying data.
The Third Meeting
a. At the third meeting, the teacher got, the teacher got the worksheet and filled that worksheet with data about present perfect tense exercises.
b. Teh teacher designed that worksheet by using computer. For large worksheet in either horizontal or vertical orientation, repeating title rows at the top or title.
c. Columns at the of each printed pahe is an absolute necessity for intelligible printouts.
d. After taht, the teacher explained the formula and the usage of present continious tense. The teacher also gave example to use it in daily activity.
e. The teacher gave the worksheet to the students. The teacher also asked the students work in group.
f. Then, the teacher created different summary sheets for each group, all using the same underlying data.
The Fourth Meeting
a. The teacher designed that worksheet by using computer. For large worksheet in either horizontal or vertical orientation, reapiting title rows at the top or title columns at the left of each printed page is an absolute necessity for intelligible printouts.
b. The teacher review the material about simple present tense, present continious tense and perfect tense.
c. After that, the teacher compared the formula and the usageof those present tense. The teacher also gave example to use it in daily activity.
d. The teacher gave the worksheet to the students. The teacher also asked the students work in group.
e. Then, the teacher created different summary sheets for ecch group, all using the same underlying data.
3. Posttest
The posttest coducted to find out the students achievment and their progress. The students spent 35 minutes to finish their work.
B. Research Variable and Indicators
There were two variables in research, those were:
1. Using worksheet was categorized as independent variable, because it gave effort on taeching and learning especially the present tenses.
2. The improvement of the students ability about present tenses in teaching and learning structure was categorized as dependent variable because it took effect from the worksheet.
The indicators of this research are as follows:
a. The students‟ ability to use simple present tense.
b. The students‟ ability to use present continous tense.
c. The student‟ ability to use present tense.
C. Population and Sample 1. The Population
The population of the research was the students of SMA N 1 Sungguminasa, which consisted of there clases. They are class 1A, 1B, and 1C. Each class consisted of 46 students. Therefore, total number of population was 126 students.
2. The Sample
The sample consisted of one class out there chosen by using random sampling tecnique. Otherwise, the total number of the samples was 46 students. The main reason for choosing them as the object of the experiment was that the students at the level should have mastered adequate level of present tense. And also because of the limited time capasity and fund.
D. Instrument of the Research
The instrument of the research was structure test in the form fill the blank by using the right „„ to be‟‟. The number of pretest was 30 that consist of 10 simple present tense, 10 present continuous and 10 present perfect tense was 30, so the total item was 60. The test given twice. The first was the pre-test and the second test the post- test.
E. Procedure of data Collection
The procedure of data collection was as follows:
1. The pre-test
Before doing the treatment, determine one group as sample from the population by using purposive sampling technique. Then, giving pre-test to the group for about 45 minutes.
2. The post-test
After the treatment, the sample was given a pre-test. The result of the post-test was compared with the result of the pretest to find out the improvement on their achivement.
F. Data Analysis
The data was anlyzed quantitatively through the following procedures:
1. Scoring the students correct answer of pretest and posttest:
Students Answer
SCORE= x 10 Total Test of Item
(Depdikbund, 1985:5) 2. Scoring the results of the students‟ test is classified, as follows:
Table 4: The Classifications of Students’ Ability
NO Classification Scores
1.
2.
3.
4.
EXCELLENT TO VERY GOOD GOOD TO AVERAGE
FAIR TO POOR VERY POOR
86 – 100 68 – 85 48- 67 32- 47
(Jacobs in Yuharniaty, 2002)
3. Calculating the mean score, using the formula:
X X=
N Where :
X = The mean score
X = The sum of all scores N = The total number of object
(Gay in Ismayanti, 1981:298) 3. Computing the frequency and rate percentage of the students‟ score.
P = F x 100%
N While : P= percentage F= frequency
N= total number of teacing material
(Hatch and Hossen in Yunus, 1982:92) 4. Findings out a significant difference between students pre-test and post test by using
formula:
√∑ (∑ )
( )
Where:
t Test of significant
̅ The difference of mean score
∑ The sum of differences
∑ The sum square of differences N Total number of sample t A constant number
(Gay in Ismayanti, 1981:331)
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of thefindings of the research and discussion of interpretation of thedata analysis in detail. The findings of the research cover the result of the data collected through the pre-test and post-test.
A. Findings
The data was collected through test in which asking the students to fill the blanks by putting the correct answer. The pre-test was given before the treatment and the post-test after the treatment. The result of data analysis can be shown as the following.
1. The students’ ability to mastery simple present tense
The students‟ ability to mastery simple present tense before and after applying treatment namely worksheet is as follows:
Table 1: Students‟ Score in Mastering Simple Present Tense
Variable Present Posttest
Simple Present Tense
6.41 7.67
Based on the table above, it shows the students‟ ability to master the simple present tense in pretest and posttest. In doing those tests, the students are asked to fill the blanks by usingthe correct answerof to be. In this case, there are ten numbers for each variable. So the total items of test for pretest and posttest are sixty questions. Before, the researcher teached the students‟ by using worksheet, firstly the researcher gave pretest. This test is aimed to know the students‟ prior knowledge of simple presen tense. Yet, the data analysis shows the finding that the students‟ score is low or 6.41. however, after using worksheet strategy in teaching and learning process of simple present tense for eightmeetings, the students‟ score in posttestis 7.67.
the students‟ score in posttest is higher then students‟ score in pretest. It means that, using worksheet is effective to improve the students‟ ability to master simple present tense.
2. The Students ability to mastery presentprogressive tense
The students‟ ability tomastery present progressive tense before and after applying treatment namely worksheet is a follows:
Table 2: Stundents‟ Score in Mastering Present Progressive Tense
Variable Pretest Postest
Present Progressive Tense
6.30 7.76
The table above shows that students‟ ability to master the present progressive tense in pretest and posttest. In doing those tests, the students are asked to fill the blanks by using the correct answer of to be. In this case, there are ten numbers for each variable. So the total items of test for pretest and posttest are sisty questions. Before, the researcher teached the students‟ by using worksheet, firstly the researcher gave pretest. This test is aimed to know the students‟ prior knowledge of simple presen tense. Yet, the data analysis shows the finding that the students‟
score is low or 6.30. However, after using worksheet strategy in teaching and learning process of present progressive tense for eight meetings, the students‟ score in posttestis 7.67. The students‟
score in posttest is higher then students‟ score in pretest. It means that, using worksheet is effective to improve the students‟ ability to master present progressive tense.
3. The Students’ ability to mastery presents perfect tense
The students‟ ability to mastery present perfect tense before and after applying treatment namely worksheet is as follows:
Table 3: Students‟ Score in Mastering Present Tense
Variable Present Posttest
Present Perfect Tense
6.17 7.56
From the table above, it shows the students‟ ability to master the present perfect tense in pretest and posttest. The kind of test is subjective test. In doing those tests, the students are asked
to fill the blanks by usingthe correct answer of to be. In this case, there are ten numbers for each variable. So the total items of test for pretest and posttest are sixty questions. In analyzing the students‟ data, the researcher calculates the students‟ mean score. Before, the researcher teached the students‟ by using worksheet starategy, firstly the researcher gave pretest. This test is aimed to know the students‟ prior knowledge of present perfect tense. Yet, the data analysis shows the finding that the students‟ score is low or 6.17. However, after using worksheet strategy in teaching and learning process of present perfect tense for eight meetings, the students‟ score in posttestis 7.56. the students‟ score in posttest is higher then students‟ score in pretest. It means that, using worksheet is effective to improve the students‟ ability to master present perfect tense.
In relation to the findings above, the researcher is alaso shows the findings in the graphic as follows:
Graphic 1: the students‟ score in presents and posttest.
0 1 2 3 4 5 6 7 8
s.present progressive perfect
Series 1 Series 2
The graphic above indicates that the comparison students‟ ability in present tense between pretest and posttest. The data analysis shows the finding that the students score is low or simple present tense (6.41), present progressive tense (6.30),and present perfect tense (6.17).
However, after using worksheet in teaching and learning processof present tense for eight meetings, the students score in posttest is simple present tense (7.67). present progressive (7.76), and present perfect tense (7.56). The researcher concludes that the use of worksheet to improve students‟ ability to master present tense.
4.The Value of t-test
In this research, the researcher also calculates the value of t-test. The value of t-test can be seen in the following table:
Variable t-test t-table Classfication Simple Present Tense 8.6 2.021 Significant Present progressive Tense 7.8 2.021 Significant Present Prefect Tense 7.2 2.021 Significant
The result of data analysis above indicared that the t-test value was greater than t- table value. It means that there was significantly difference in using worksheet strategy to improve the students‟achivement in learning English structure of simple present tense, present progressive tense, and present perfect tense. The value of t- test is simple present rense (8.6), present progressive tense (7.8), and present tense perfect tense (7.2). the classfication of these three variable is significant. It proves that workseet is effecttive as alternative teaching strategy in the classroom.
Graphic 2: The value of t-test
B. Discussions
The research findings‟ achieviement that the worksheet strategy successfully improved the student‟ achievement in learning present. The interpretation of finding above is presented as follows:
Here, the researher discussed the errors made by the students based on the causes of errors.
From the result of the analysis of the students; errors in using simple present tense in descriptive text, i found that the errors are caused by both intralanguage and interlanguage errors.
1. Intralanguage Errors
Intralanguage errors are errors which reflect the learners‟ competence at particular stage, and illustrate some og general characteristic of language acquistion. Based on the data, I distinguished the intralanguage errors proposed by Richard (1974:6) as follows:
a. Overgeneralization
6.5 7 7.5 8 8.5 9
Category 1 Category 2 Category 3
Series 1
Overgeneralization errors arise when the students apply a structure that they already experience in another new situation. Sentences (1) show the students‟ overgeneralization errors.
- It is has four legs.
- They are like playing ball.
- It eats is meat.
These errors are categorized as the addition of be (before and after verbs). The
sentences above taht the students overgeneralization the verbs has, live,like, and eat by adding be before and after the verbs. In fact, the verb for the simple Present Tense is formed by using simple form of the verb called infinitive without to or be and when the third person singular subject is present, a suffix –s/-es is added to the verb. Since the students already acquired the rules in another new situation that is when they had touse „ infinitive‟ in simple present tense.
The use of double be in the sentence is also a result of overgeneralization.
- They are is lively
There is only one students who made the errro. The student may thought that be is always identical with is. Thought the subject is they and he already used are, he still added the sentences with is after are.
b. Ignorance of Rule Restrictions
Ignoranceof rules restrictions occur when the students ignore restriction of certain structures as in sentences below:
- Her skin are full color.
- There is also people that not like it - There colors is orange, white, and black.
These errors are categorized as wrong of be.the students ignored the restrictions on the use of auxiliary be for singular and plural subjects. They picked the auxiliaries without
considering the correct use of them. The use auxiliary be depends on the subject. When the subject of the sentences is singular, the students should use is intead of are. While when the subject is plural, the students should use are instead of is.
In this case, the students may be confused to use what kind of be must be used in the sentences, because in their mother tongue rules there is no differences in meaning between both of them.
The ignorance of rules restrictions can also be found in sentences below:
- It can also plays football.
- It will protects the eggs.
- It is can run very fast.
- It can eating, flying, diving,and sleep.
These erroers are categorized as wrong form of modal auxilliary. The students ignored the rule of using modal auxilliary that is the persences of infinitive after the modal auxilliary.
The verb should not be added whith be, suffix –s/-es. Or –ing. The next sentences, sentence, show the students‟ errors which are categorized as wrong form of negstive sentences. In this case, the students failed to use the correct form of auxiliary verb do. To make the negative sentences in the simple persent tense we should put do not does not after the subject. These incorrect sentences are as follows:
- It has not legs.
- I am not like this animal.
- There is also people that not like it.
The sentence (6) also the result from the students ignorance of the use of auxiliaverb for third person singular subject where have should be changed into has.
- Bird have beativul color c. Incomplete Aplication of rules
This cause of errors refers to the students‟ failure to fully develop a structure, like in sentences below:
a. The animal in the jungle.
b. I like cat because it tame.
c. My elephant smart and strong.
The errors are categorized as omission of be. The students, in this case, failed to apply a complete structure in the simple present tense as they omitted an element that is be. These errors occur since their native language does not require be to make a sentence followed by an
adjective, a noun, or an adverb. They make English sentences as the way they do in their native language.
Incomplete application ryles can also be found in sentences below:
- It live in jungle.
- It look like people.
- My family love it.
In the sentences, the students omited suffix –s/es from the verb. Because the subject of the sentences are thrid singular person, so the students must use verb-s as the predicators. The words live, look, and love should be lives, looks, and loves.
The next sentence, the student omitted the verb like in sentence:
- It short tail.
From the example above, the student seemed to be careless to observe presence of the verb as predicator in the sentence.
d. False Concept Hypothesized
False concept hypothesized derives from the students‟ faulty comprehension of
distinctions in the target language. It may be due to poor gration of teaching item which lead to students‟ confusion to distinguish two or more structures.
The following sentences, which are sentences result from the students‟ faulty comprehension to distinguish singular and prular form.
- It is big mammals.
- It ear are sharp.
- It is a wild animals.
The sentences above indicate that the students did not comprehend the structure in singular and prular form. Prular is a process of adding morphrmr (s/es) to prular words while singular form does not need morpheme (s/es) adding.in this case, the students seem confused in distinguish singular and prular formin English language especially in simple presnt tense.
e. Interlanguage Errors
Interlanguage errors are errors caused by the interfence of the learners‟ mother tongue.
The reserecher found out only two kinds of errors from the types of erros which are categorized into interlanguage errors. The two errors also resulted from interlanguage errors; they are
omission of be and wrong form of be. Many students still found it difficult in using correct be in the sentences. Many of which still failed in using it, even they omit it. The example are in sentences below:
- It colors is chocolste and yellow.
- We do not afraid to elephant.
In this case , some students have already known that the sentesnces need be. But they seem careless by picking the be as they without cosidering the correct form. Then, some students also failed to apply be by using auxiliary do. While in the sentences below, the students omit the prencse of be. As stated before, English maintains the prences of be to make sentences
comprising of noun, adjective, or adverb.
- It very cute and funny.
- It wild animal
- My favorite animal an elephant.
These types of erroe accur because br does not exist in the students‟ mother tongue, so that the cause of errors called over differentiation in which a certain target language item is not found in the native language. Those are data anlysis that were made on the students‟ writing of using simple present tense in descriptive text. In the next chapter, the researher will give conclusion and sugestions.
The findings above shows that the students‟ ability to master the present progressive tense in pretest and posttest. In doing those test, the students are asked to fill the blanks by using correct answer of to be. In this case, there are ten numbers for each variable. So the total items of test for pretest and posttest are sixty question. Before, the researcher teacher the students‟ by using worksheet, firstly the researcher gave pretest. This test is aimed to know the students‟ prior knowledge of present progressive tense. Yet, the data analysis shows the finding that the
students‟ score is low or 6.30. howefer, after using worksheet in teaching and learning process of present progressive tense for eight meeting, the students‟ score in posttest is 7.76.
The students‟ score in posttest is heigher than students. Score in prestest. Comparing the
students‟ mean score of both test, the researcher findings the students‟ improvement is23.17%. it
means that, using worksheet is effective to improve the students‟ ability to master present progressive tense.
Furthermore, the data anlysis shows that the students‟ ability to master the present perfect tense in pretest and posttest. The kind of test is subjective test. In doing those test, the students are asked to fill the blanks by using the correct answer of to be. In this case, there are ten numbers for each variable. So the total items of test for pretest and posttest are sixty questions. In analyzing the students‟ data, the researcher calculates the students‟ mean score.
Before, the researcher teachers the students‟ by using worksheet, firstly the researcher geve pretest. This test is aimed to know the students‟ prior knowledge of present progressive tense.
Yet, the data anlysis shows the finding that the students‟ score is low or 6.17. however, after using worksheet starategy in teaching and learning process of present progressive tense for eight meetings, the students‟ score in posttest is 7.56. the students. Score in posttest is heigher than students‟ score in pretest. It mean that, using worksheet strategy is effective to improve the students‟ ability to master present progressive tense.
In relation to the findings, the researcher creates the graphic above to indicates that the comparison students‟ ability in present tense betwee pretest and posttest. The data analysis shows the finding that the students score is low or simple present tense (6.41), present progressive tense (6.30), and present perfect tense (6.17). Howefer , after using worksheet strategy in teaching and learning process of present tense for eight meeting, the students‟ score in posttest is simple preset tense (7.67). Present progressive (7.76), and present perfect tense (7.56). The students‟ score in posttest is higher than students‟ score in pretest. The researcher concludes that the use of worksheet to improve students‟ ability to master persent tense.
The result of data analysis above indicated that t – test value was greater than t-table value. It means that there was significantly difference in using worksheet to improve the students‟ achievement in learning English structure of simple present tense, present progressive tense, and present perfect tense. The value of t- test is simple present tense (8.6), present progressive tense (7.8), and present perfect tense (7.2). The classification of there variable is signivicant. It proves that worksheet is effective teaching strategy in the classroom.
CHAPTER V
CONCLUSIONS AND SUGGETIONS A. Conclussion
After conducting the research about the application of worksheet at SMA N 1
Sunggguminasa Gowa, and based on the research findings in the previous chapter, the writer puts forward the following conclusions:
1. Worksheet strategy with the achievement on the students‟ ability to master present tense was significantly. The data above indicated that the Worksheet had succed to improve the students‟ achievement in learning present tense at SMA N 1 Sungguminasa, particulary.
2. Using Worksheet strategy in improving students‟ ability to master present tense is effective. It is analyzed from the hypothetical trsting in which shows that t-value is greather than the t-table. The value of-test issimple present tense (8.6), present progressive tense (7.8) , and present perfect tense (7.2).theclasification of these three variables is significant. It proves that worksheet strategy is affective as alternative teaching strategy in the classroom.
B. Suggestion
Based on the conclusion above, the writer further state some suggestions as follows:
1. Itis suggestion in the English teachers to apply the Worksheet as one of alternative teaching techniques in teaching and learning process.
2. Worksheet is better strategy than using a conventional method. The students are expected to increase their intensity learning present tense through worksheet.
3. The writer also concludes that the application of worksheet in learning English
particularly in present tense was really fun, relax, enjoyed and easier. The students also were more cheerfull, active, independent and dilegent to follow the class. They can do all their activity together, and also they can share information each other.
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Pendidikan & Keguruan, Vol 2 no. 3 IKIP Ujung Pandang
INSTRUMENT PRETEST
A. Simple Present Tense
Use the correct from of the verbs in brackets
1. Mr. And Mrs. Brown (live) ... in Canada.
2. Tim (get)...up at seven o‟clock everyday.
3. Tom always (has)... breakfast at 7:30.
4. They usually (have) ...lunch in the cafetaria.
5. The train (leave) ... the station at 8:00 a.m.
6. Mrs. Brown (do)... all the work at home.
7. Peter (work) ...in a supermarket at the weekends.
8. Hans (come)s... from Germany.
9. My roomate (hate)...cold water.
10. Sarah (read)...a fairy tale before she sleeps.
B. Present Continuous Tense
Complete the sentences. Use the verb in brackets in the present continuous tense.
1. They (play) ... in the garden.
2. I (write) ... a letter to my best friend in Aaustralia.
3. She (watch) ... television in her bedroom now.
4. We (leave) ... airport to Jakarta now.
5. Anita and her friends (jog) ... in Losari Beach.
6. Ben and Patty (stay) ... small hotel near Hyde Park.
7. He (study) ... English at the school in London.
8. Everything (get) ... more and more expensive.
9. Computers (become) ... more and more important in our lives.
10. Sue (look) ... for a job at the moment.
C. Present Perfect Tense
Complete the sentences. Use the verb in brackets in the present perfect tense.
1. She (work) ... in London for six months.
2. Kate and Ken (marry) ... for 20 years.
3. I (write) ... six letters this morning.
4. The taxi (arrive) ....
5. We (clean) ... the flat.
6. My brother (grow) ... a beard.
7. George (find) ... a new job.
8. Have you (did) ... your homework?
9. Maya (watch) ... TV for two hours.
10. My family (live) ... in Mkassar for 5 years.
POSTTEST A. Simple Present Tense
Use the correct form of the verbs in brsckets.
1. Jet engines (make) ... a lot of noise.
2. The sea (cover) ... two thirds of the world.
3. Loud music (give) ... me a headache.
4. Sarah (read) ... a fairy tale before she sleeps.
5. I (write)...letters to my friend in my spare time.
6. My father sometimes (cook)...for us.
7. She (work)... from Mondays to Fridays.
8. Andrew and Les (go)....to school by us every day.
9. You (write)...your penfriend very often.
10. We (come)...from Canada.
B. Present Continuous Tense
Complite the sentence. Use the verb in brackets in the present continous tense.
1. I (sleep) ... ...on sofa these days because my bed is broken.
2. Are you (work)...now?
3. My mother ( cook)... for lunch in the kitchen.
4. Azriel (read)...a book.
5. You (take)...a bath now.
6. She (listen)...to music.
7. They (sing)...Indonesia Raya song.
8. Is she (watch)......television?
9. I (eat)...bread with sister in that restaurant.
10. We (run)...in the field now.
