AN UNDERGRADUATE THESIS
THE USE OF CONTEXTUAL TEACHING AND LEARNING APPROACH TO IMPROVE THE STUDENTS’ SIMPLE PAST TENSE MASTERY
AT THE EIGHTH GRADERS OF MTs N 1 EAST LAMPUNG
By:
AIZUL ASMI AFRILIANA FACHRUNNISA Student.Id: 13106437
Tarbiyah and Teacher Training Faculty English Education Department
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1439 H/ 2018 M
THE USE OF CONTEXTUAL TEACHING AND LEARNING APPROACH TO IMPROVE THE STUDENTS’ SIMPLE PAST TENSE MASTERY
AT THE EIGHTH GRADERS OF MTs N 1 EAST LAMPUNG
Presented as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan (S.Pd)
In English Education Department
By :
AIZUL ASMI AFRILIANA FACHRUNNISA STUDENT.ID 13106437
Tarbiyah and Teacher Training Faculty English Education Department
Sponsor : Dra. Umi Yawisah, M.Hum Co-Sponsor : Trisna Dinillah Harya, M.Pd
INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF METRO 1439 H/ 2018 M
ABSTRAK
THE USE OF CONTEXTUAL TEACHING AND LEARNING APPROACH TO IMPROVE THE STUDENTS’ SIMPLE PAST TENSE MASTERY
AT THE EIGHTH GRADERS OF MTsN 1 EAST LAMPUNG
Oleh
AIZUL ASMI AFRILIANA FACHRUNNISA
The purpose of this research is to show that applying Contextual Teaching and Learning Approach to improve the students’ simple past tense. Learning about grammar is greatly needed by all of students to study about writing and speaking. In spite of that, most of students find the difficulties in learning about grammar especially simple past tense mastery. The sudents often found difficulties how to different between verb that is used in simple past tense and simple present tense. Besides that, media used to study still unoptimal in teaching simple past tense. The students need a media that can help their simple past tense mastery, so they can comprehend simple past tense easily. The primary goal of this research is to know wether the use of contextual teaching and learning approach can improve the students’simple past tense mastery.
This research is Classroom Action Research (CAR). The data were collected by test, observation and documentation. The researcher chose class VIIID as a subject of this research.
The result of the research showed that, there is significant increasing on the students’ average in pre test and post test. It is proofed on students’ average in pre test and post test I was from 31.58 to 68.42 or improve 36.84 while in post test I and post test II was from 68.42 to 81.58 or improve 13.16. It means that the use of contextual teaching and learning approach can improve the students’ simple past tense mastery at the eighth graders of MTs N 1 East Lampung.
Key Words: Gramar, Simple Past Tense and Contextual Teaching and Learning Approach
ABSTRAK
PENGGUNAAN PENDEKATAN CONTEKSTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM
MENGUASAI SIMPLE PAST TENSE DI KELAS DELAPAN MTs N 1 LAMPUNG TIMUR
Oleh
AIZUL ASMI AFRILIANA FACHRUNNISA
Tujuan Penelitian ini adalah untuk menunjukan bahwa penerapan Contextual Teaching and Learning Approach untuk meningkatkan kemampuan simple past tense siswa. Belajar Grammar sangat diperlukan oleh siswa untuk belajar menulis dan berbicara. Namun, banyak siswa kesulitan dalam belajar grammar khususnya simple past tense. Pada siswa sering susah membedakan antara kata kerja yang digunakan dalam kalimat simple past tense dan kalimat simple present tense. Selain itu, media yang mereka gunakan untuk belajar masih kurang optimal dalam pembejalaran simple past tense. Siswa membutuhkan media yang dapat membantu meningkatkan kemampuan mereka sehingga mereka dapat memahami materi simple past tense dengan mudah. Tujuan penelitian ini adalah untuk mengetahui apakah dengan menggunakan contextual teaching and learning approach dapat meningkatkan kemampuan simple past tense siswa.
Penelitian ini merupakan Penelitian Tindakan Kelas. Data-data yang digunakan dan dikumpulkan yaitu metode tes, observasi dan dokumentasi.
Peneliti menggunakan kelas VIIID sebagai subjek dari penelitian ini.
Hasil dari penelitian menunjukan bahwa ada peningkatan yang signifikan terhadap nilai rata-rata siswa pada pre-test dan post-test. Hal itu dibuktikan dengan nilai rata-rata siswa pada pre-test dan post test I yaitu 31.58 menjadi 68.42 atau meningkat 36.84 sedangkan pada post tes I dan post test II yaitu dari 68.42 menjadi 81.58 atau meningkat menjadi 13.16. Itu berarti penggunaan contextual teaching and learning approachprezi sebagai media dapat meningkatkan kemampuan simple past tense siswa kelas VIII pada Mts N 1 East Lampung.
Kata Kunci: Grammar, Kemampuan Simple Past Tense dan Contextual Teaching and Learning Approach
MOTTO
Read: Sufficient for us is Allah, and [He is] the best Disposer of affairs,.
(QS. Ali ‘Imran: 173)
DEDICATION PAGE
This undergraduate thesis is dedicate to :
My beloved mom and daddy (Sukarti & Ngabdan Syakur) who always give love, pray, financial, and great support to finish this paper.
My beloved sister and brothers (Aizul Asmi Alhanif Khoirunnisa, Muhammad Fachrur Arifin& Dodi Irawan), and all of my big family thanks
for love, pray, help, and motivation.
My beloved Friends (Tri Lestari Asha, Nindi, Eva Nuraini, Maey Anicha Putri, Rina Ayu Setiawati, Rofiqotul Azizah, Rita Rahmawati, Retno Putri Dharmayanti, Anggun Trisnawati, Putri Bunga Sari, Eka Zulfitri, Mardiana)
for help and motivation
All of my lecturersof IAIN Metro
May Allah SWT Bless Us Amin ya Rabb.
TABLE OF CONTENTS
COVER PAGE ... i
TITLE PAGE ... ii
APPROVAL PAGE ... iii
NOTA DINAS ... iv
RATIFICATION PAGE ... vi
ABSTRACT ... vii
STATEMENT OF RESEARCH ORIGINALITY ... ix
MOTTO ... xi
DEDICATION PAGE ... xii
ACKNOWLEDGMENT ... xiii
TABLE OF CONTENTS ... xiv
LIST OF TABLES ... xvi
LIST OF FIGURES AND CHARTS ... xvii
LIST OF APPENDICES ... xviii
CHAPTER IINTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Identification ... 5
C. Problem Limitation ... 5
D. Problem Formulation ... 6
E. Objective and Benefit of the Study ... 6
CHAPTER IIREVIEW OF RELATED THEORIES... 7
A. Concept of Grammar ... 7
1. The definition of Grammar ... 7
2. The Definition of Tense ... 8
3. The Concept of Simple Past Tense Mastery ... 9
a. The Definition of Simple Past Tense Mastery ... 9
b. The Function of Simple Past Tense Mastery ...11
c. The Forms of Simple Past Tense Mastery ...12
d. Measurements of Simple Past Tense Mastery ...15
B. Concept of Contextual Teaching and Learning Approach ...16
1. The Definition of Approach ...16
2. The Definition of Contextual Teaching and Learning Approach ...17
3. The components of Contextual Teaching and Learning Approach ...18
4. The Strategies in Contextual Teaching andLearning Approach ...21
5. The advantages and disadvantages of Contextual Teaching and Learning Approach ...22
6. Steps of Using Contextual Teaching and Learning in Simple Past Tense ...23
C. Action Hypothesis ...25
CHAPTER III RESEARCH METHOD ... 26
A. The Operational Definition of Variables ... 26
B. Setting of the Study ... 27
C. Subject of The Study ... 27
D. Action Plan ... 27
1. Cycle 1 ... 29
2. Cycle 2 ... 31
E. Data Collecting Technique ... 31
F. Research Instrument ... 32
G. Data Analysis Technique ... 34
H. Indicator of Success... 35
CHAPTER IV RESULT AND DISCUSSION ... 36
A. Result of the Research ... 36
1. Description of the Research Setting ... 36
2. Description of Data ... 43
B. Interpretation ... 58
C. Discussion ... 63
CHAPTER V CONCLUSION AND SUGGESTION ... 65
A. Conclusion ... 65
B. Suggestion ... 66 BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
Table Page
1. The Data of Pre-Survey atthe Eighth Graders of MTs N 1
East Lampung ... 3
2. The Form of Action Verb ... 12
3. The Form of Verb Be ... 13
4. TheExamples of Regular and Irregular Verb ... 14
5. The Measurement of Simple Past Tense Mastery ... 15
6. The Data of Teachers of MTs N 1 East Lampung ... 36
7. The Quantity of MTs N 1 East Lampung ... 36
8. The Facilities of MTs N 1 East Lampung ... 37
9. TheNames of TeachersMTs N 1 Lampung Timur ... 39
10. The Result of the Students’ Score in Pre-Test ... 44
11. The Frequency of the Students’ Score in Pre-Test... 45
12. The Result of the Students’ Score in Post-Test 1... 47
13. The Frequency of the Students’ Score in Post-Test I ... 48
14. The Result of the Students’ Activity in the Learning Process of Cycle 1 ... 50
15. The Result of the Students’ Score in Post-Test II ... 53
16. The Frequency of the Students’ Score in Post-Test II... 54
17. The Result of the Students’ Activity in the Learning Process of Cycle II ... 56
18. The Table of Students’ Activities in Cycle I and Cycle II ... 57
19. Students’ score at post-test I and post-test II ... 58
LIST OF FIGURES AND CHARTS
Figure Page
1. Classroom Action Research Model 28
2. Organization Structure of MTs N 1 Lampung Timur ... 38 3. Location Sketch of MTs N 1 Lampung Timur 41
Charts Page
1. Result of the Students at the pre-test cycle I Pre Test 46
2. The Students Result at Post Test I 49
3. The Students Result at Post Test II 55
4. Comparison of score average at Pre-test, Post-test I
and Post-test II 61
LIST OF APPENDICES
Appendices I
1. The Syllabus of English MTs N 1 Lampung Timur... 67
2. The Lesson Plan 1 ... 71
3. The Instrument of Pre Test ... 77
4. Answer Sheet ... 79
5. The Instrument of Post Test 1 ... 79
6. Answer Sheet ... 82
7. The Lesson Plan 2 ... 73
8. The instrument ofPost Test 2 ... 89
9. Answer Sheet ... 91
10. Students’ Score Pre test, post test I, post test II of the Students’ Reading Comprehension ... 92
11. Observation Sheet of Students’ Activities ... 101
12. The Documentation of Research ... 106
Appendices II 1. Surat Izin Pre Survey ... 110
2. Surat Balasan Pre Survey ... 111
3. SK Bimbingan Skripsi ... 112
4. Surat Tugas ... 113
5. Surat Izin Research ... 114
6. Surat Balasan Research ... 115
7. Kartu Konsultasi Bimbingan Skripsi ... 116
8. Curriculum Vitae ... 123
CHAPTER I INTRODUCTION A. Background of Study
In Indonesia, English as foreign language that also must be learnt by the students all of level because it was as one of national final test. The foreign language teaching methodology teaching informed that English instructional material is classified into language skills and language components.There were four skills of language that should be taught to the students, they were listening, speaking, reading and writing. Meanwhile, the English components were grammar, vocabulary, and spelling. Those components could be integrated to support the mastery of the four language skills.
In addition, it was also necessary to master the elements of the language, especially grammar. Teaching grammar seems to be a challenge for English teachers in Indonesia, which may be influenced by different language system between Indonesian and English rules. In Indonesian language there were no specific tenses and irregular verbs, as in English, as the verbs were still the same, whether it happenedto the past, present, or to the future.
From the explanation above, ideally, the students of Junior High School at eighth grade were conveyed to learn some tenses including simple past tense.
The simple past describes the actions or situations that began and ended in the past. The simple past tense appeared on the genre of the text such as narrative and recount text.
In fact, the students found difficulties to learn structure. It was widely known that structure is one of English element. Therefore structure is very important in learning English.
In this research the students found difficulties about the rules of simple past tense. For example, how the verbs I are converted to the verb II if they want to make a sentence in the simple past tense. Another problem was that the verbs were devided into two categories, namely : irregular and regular verbs. They often felt confused how to memorize the verbs which belong to the irregular and the regular ones.
Based on the result of pre-survey that were conducted in MTsN 1 East Lampung on October, 31st 2016, in the process of learning the teacheronly gives short explanation about the tense, and asks the students to do the exercises in the worksheet, then corrects it together without knowing who still do not understand about the tense.The students often felt unclear to the teacher’s explanation towards the tense. It might happen because the method that was used in teaching learning process was not interesting in the classroom. Consequently, the students felt difficult and confuse in learning the simple past tense.
The result from pre-survey, that was conducted on Monday, 31st October 2016 in MTsN 1 East Lampung, shown that there were thirty students. Based on the result from the daily test 70% of students failed and30% of students passed with the highest grade 80 and the lowest grade 30 with the minimum mastery criteria (MMC ) for English is 70
Based on the result of pre-survey that was conducted in MTsN 1 East Lampung on October, 31st 2016, in the process of learning the teacheronly gives short explanation about the tense, and asks the students to do the exercises in the worksheet, then corrects it together without knowing who still do not understand about the tense.The students often feel unclear to the teacher’s explanation towards the tense. It might happen because the method that is used in teaching learning process is not interesting in the classroom.
Consequently, the students feel difficult and confuse in learning the simple past tense.
The result from pre-survey, that was conducted on Monday, October, 31st 2016 in MTsN 1 East Lampung, shown that there are thirty students. Based on the result from the daily test 68.43% of students failed and31.57% of students passed with the highest grade 80 and the lowest grade 30 with the minimum mastery criteria (MMC ) for English is 70.
Table 1
The Pre- Survey Data at the First Semester the Eighth Grade on Monday, October, 31st 2016 at MTsN 1 East Lampung
No Score Category Total Percentage
1 >75 Complete 12 Persons 31.57%
2 <75 Incomplete 26 Persons 68.43%
Total 38 Persons 100 %
From the table above could be known that there were 38 students at the eighth grades of MTsN 1 East Lampung took as sample in this pre survey, in
reality only 12 students who their simple past tense werecomplete, and 26 students who their simple past tense were incomplete. It happended due to the method that was used in teaching learning proses was not interesting. The method, strategy, technique, and approach that more interesting could improve the students in teaching simple past tense. In this case, the researcher was interested to used approach in teaching learning procces. Approaches were broad in nature. Related to the approach there were some kinds of approach that could be used in teaching learning process such as Constructivism approach, inductive approach, deductive approach, Contextual Teaching and Learning approach etc.
Therefore, the researcher used Contextual Teaching and Learning approach in teaching simple past tenseat the eighth graders of MTsN 1 East Lampung. CTL is a process in teaching learningcircumstances which proposes an idea that academic subject should relate to thestudents real life situation;
the context of their personal, social and culturalcircumstances, in order to seek the meaning of academic material. Contextual teaching learning approach emerge becausecan be helpful for the students to learn the tense, the CTL gives a better way in learning English, that is by relating the material tothe students real-life experince, which will be meaningful to them. Simple past tense is a tense used to express something that happened or was done in the past.For example, when the students want to tell about their activity in the past, they would use simple past tense. The teacher would not give what
language it was but used it in daily life. As a risaltit was a reason why I was interested to used Contextual Teaching and Learning (CTL ) Approach.
The researcher assumed that by using contextual teaching learning approach in teaching simple past tense, it could help the students to keep in mind the simple past tense if it was taught through contextual teaching and learning approach since CTL’s principle was to relate knowledge and real life.
So that the students would not get bored in learning structure and hopefully they could understand better.
B. Problem Identification
1. Students have difficulties in learning simple past tense.
2. The method that was given was not variation in learning simple past tense.
3. The students often felt confused how to memorize the verbs which belong to the irregular and the regular ones.
4. The students found dificulties in using the form of simple past tense.
C. Problem Limitation
In this research, the researcher limited and focused on the students’
mastery of structure, especially in Simple Past Tense Mastery by using Contextual Teaching and Learning (CTL) approach at the eighth graders students of MTsN 1 East Lampung.
D. Problem Formulation
1. Can Contextual Teaching and Learning (CTL) approach improve the students’ simple past tense mastery at the eighth graders of MTsN 1 East Lampung?
2. Can Contextual Teaching and Learning (CTL) approach improve the students’ Learning Activity at the eighth graders of MTsN 1 East Lampung?
E. Objective and Benefit of the Study 1. Object of the Research
To improve the students’ simple past tense and students’ learning activity by using Contextual Teaching and Learning (CTL) approach.
2. Benefits of the Study
a. For the teachers as the alternative media
For the teacher this approach would be alternative media in English teaching and learning process.
b. For the students as a development media
The students could be easily to understand the simple past tense by using contextual teaching and learning that the more interesting.
c. For the headmaster as a problem solving
For the headmaster this research as an input of matter to improve and facilitate the learning of English process.
CHAPTER II
THE REVIEW OF RELATED THEORY A. The Concept of Grammar
1. The Definition of Grammar
Grammar is the system that allows human beings to form and interpret the words and sentences of their language.1 On other hand, Grammar is the sound, structure and meaning system of language.2Grammar is also the central component of language.3 All languages have grammar, and each language has its own grammar.
According to W. Nelson Francis, grammar is the set of formal patterns in which the words of a language are arranged in order to convey larger meanings.4The term grammar frequently brings to mind tedious lessons with endless drills, repetition, and other generally mindless practice, focused on mostly obscure rules of how people are supposed to write and speak.The idea that grammar is a set of rules, often seen as arbitrary or unrealistic, is only one narrow view of grammar.5
From the definition above, the researcher concludedd that grammar is the central component of language that has set of rules to interpret the words and sentences of their language. Teaching grammar seems to be a
1William O Grady and Michael dobrovolsky, Contemporary Linguistic Analysis an Introduction, (Longman : Copp Clark Pitman Ltd, 1992), p. 4
2B. Kokilavani and M. Subasin and B. Kokilavani,”Significance of Grammar in Technical English”, (English: Sreeshakti Enginering Collage), No.3//December 2013, p. 56
3 Sidney Greenbaum and Gerald Nelson, An Introduction to English Grammar, (Longman: Pearson Education, 2002). P. 1.
4PatrickHartwell, Grammar, “Grammars, and the Teaching of Grammar”, (College English: National Council of Teachers of English), No.2/Februari 2008, p.109
5AndreaDecapua, Grammar for Teacher (USA : Springer,2008), p. 1.
challenge for English teachers in Indonesia, which may be influenced by different language system between Indonesian and English rules. In Indonesian language there are no specific tenses and irregular verbs, as in English, as the verbs are still the same, whether it happens to the past, present, or to the future.
2. The Definition of Tense
According to Lyons that the term ‘tense’ is derived from the latin word ’tempus’ meaning is ‘time’. Tense is the characteristic of verbs that indicates the time of the action or state of being described.6 Tense is the method of indicating time.7 On other hand, Sidney Greenbaum said that tense is grammatical category referring to the time of the situation.8 It means that the tense is defined in a term of time. Hence there are three tense in language; present, past and future.
Present simple is used to talk about things and situations that are generally true: the general truthh can be: the first, a repeated action ( she takes the train to work, but I usually drive.), the second, a permanent situation (she lives in a small flat in London).9 On other hand, Simple past tense is used to talk about something in the past which is finished. For example, the car did not stop.10
6MurphyDaniel, Schaum’s outline of English Grammar, (United States : McGraw-Hill, 1991), p.49
7 PhilipGucker, Esential English Grammar, (New York : Dover Publication, 1966), p. 32
8Sidney Greenbaum andGeraldNelson, An Introduction to English Grammar, (Longman : Pearson Education Limited, 2002), p. 55
9MarkNettle and DianaHopkins, Developing Grammar in Contex, (Cmbridge: cambridge universiti Press, 1984), p.8.
10Ibid., p. 8.
From the definition above, the researcher concluded that tense is a term of time that used an action, activity in past, present and future.
3. The Concept of Simple Past Tense Mastery a. The Definition of Simple Past Tense Mastery
Messer said that, mastery is the board knowledge and skill in understanding the world of physical objects.11 It means that mastery is how to master and understanding knowledge in the objects.
Furthermore, simple past tense is a tense which explains the condition or activites that already happened. The simple past tense is used to talk about things that happened in the past.12 The simple past tense is usually made by adding ed to the verb. It is used to talk about completed past events and activities that began and ended in the past.13 The simple past indicates that an activity or situation began and ended at a praticular time in the past. This tense is also used to talk about actions or situations in the past.14 The simple past tense can be identified by an adverbial time in the sentence, the preceding language context or the context oustide language, which refers to a certain time
11 David J. Messer, Mastery Motivation in Early Childhood, (London: Routledge, 2003), p. 230.
12HowardSargeant, Basic English Grammar for English Language Learners, (United States: Saddleback, 2007), p. 65.
13Betty Schrampfer Azar, Fundamental of English Grammar 3Rd ed, (New York:
Longman, 1999), p. 27.
14Betty Schrampfer Azar, Understanding and Using English Grammar, (New York:
Longman, 1999), p. 27.
in the past.15 These are some expression of past time whichspecify the time in the past when an action was completed which is often used:16
-Yesterday - last year next
-yesterday morning -last Monday -yesterday afternoon -last week -yesterday afternoon -last night- -the day before yesterday -a long time ago -a week later
Example: I saw Fred in town in this morning (I was there this morning).17
Base on statements above, simple past tense is a term of time that is used to express a definite event in the past with the expression such as last week, yesterday, last morning etc.
From the definition above, the researcher concluded that simple past tense mastery is the students’ skill to understanding the sentence in the past in the nominal or verbal form of positive, negative, interrogative sentences, and using adverb of time of simple past tense
15Geoffrey Leech & Jan Svartvik, A Communicative Grammar of English , (Essex:Pearson Education, 2002), p. 69.
16Betty Schrampfer Azar, Fundamental of English Grammar 2Rd ed, (New York:
Longman, 1999), p. 19.
17Alexander L.G, Longman English Grammar Practice for Intermediate Students, (New York: Longman 1998), p.127
b. The Functions of Simple Past Tense Mastery
The functions of simple past tense mastery as follows:
1) Simple past tense is used to talk about completed past event The completed event might have interrupted the situation.18 The simple past indicates that an activity or situation began and ended at a praticular time in the past.
Example: This house belonged to the king of Swedean.
2) Simple past tense is used two or more past completed
Simple past tense talk about two or more past completed events that follow each other.19
Examples: - She got up when the alarm clock went off.
- He jumped out of bed and run too see who the parcel was for.
3) Simple past tense is used a permanent or long-term situation Simple past tense talk about a permanent or long term situation that existed in the past.20
Examples: - When I was child I played theviolin.
- I live in Bali for two years.
4) Simple past is used to repeated actions or events in past
Simple past express for habit or repeated the activity in the past.21
18Martin Hewings, Advanced Grammar in Use, (Cambridge : Cambridge University Press, 1999). P,12.
19Ibid.
20Ibid.
Examples : - We visited spain three times lastyear.
- I went past her house every day.
- She slept very badly whenever she stayed with her grandparents.22
c. The Forms of Simple Past Tense Mastery
The form of simple past tense is divided into two categories, they are action verb and verb be.
1) Action verb
If we want to make the action verb of simple past tense we use V II for affirmatif sentence, but for negative and introgative sentence we use V1. There are the form of simple past tense:
Table 2
The Forms of Action Verb23
Positive Form Negative Form Question Regular verb;
I / You / She / He / It / We / Theywatched Irregular verb;
I / You / She / It / We/
They etc. went
I did
not(didn’t)watch
I did
not(didn’t)go
Didyou watch?
Didyou go?
Yes/No Questions Positive short answers
Negative short answers Did you watch it? Yes, I did. No, I did not.
21Ibid.
22Ibid.
23 Mark Nettle and Diana Hopkins, Developing Grammar In Context: Grammar Reference And Practice Intermediate, (Cambridge : Cambridge University Press, 1984), p. 19.
Did you go home than?
From the table above, When we want to make the action verb or verb other than be we can use Verb II for affirmative sentence and Verb1 for negative and introgative sentence from regular and irregular verb. But for negative sentence after subject we use “did not”.
The example of action verb24:
(+) She saw Rose in town a few days ago.
(-) She did not see Rose in town a few days ago.
(?) Did she see Rose in town a few days ago?
Yes, she did.
No, she did not.
2) Verb Be
Table 3
The Forms of Verb Be:25 Statement Subject
Positive I-She-He-It We-You-They
I was in class yesterday.
We were in class yesterday.
Negative I-She-He- It We-You-They
I was not (wasn’t) in class yesterday.
We were not (wasn’t)
24PhilipGucker, Esential English Grammar., p. 28
25Ibid., p. 26.
in class yesterday.
Question I-She-He- It (WAS) We-You-They (WERE)
Was Iin classyesterday?
Were we in class yesterday?
From the table above, when we make the sentence of verb be we use tobe (was,were), “was” for subject I, She, He, It and
“were” for subject They, We, You. For negative sentence we use
“Not” after tobe (was,were).
The example of verb be26: (+) She was angry.
(-) She was not angry.
(?) Was she angry?
There are some examples of regular and irregular verb27 : Table 4
regular and irregular verb
Verb Base Verb I
Past Verb Verb II
Past Participle Verb III Regular Talk
Offer Play Star
Talked Offered Play Started
Talked Offered Played Started
26PhilipGucker, Esential English Grammar., p. 28
27PhilipGucker, Esential English Grammar., p. 28
Irregular verb
Do Give Begin See
Did Gave Began Saw
Done Given Begun Seen
d. Measurement of Simple Past Tense Mastery
In order to measure the student simple past tense mastery, it is very essential to provide a guidance of simple past tense assesment.
According to Icy Lee, simple past tense mastery is able to be measured through the use of following rubic:
4: Excellent 3: Very good 2: Good
1: Needs improvement
Table 5
Rating Score in Evaluating Simple Past Tense Mastery28
Categories Score Levels Indicators
Verb Tense 4 Excellent Past tense verbs almost completely accurate 3 Very Good completely accurate
2 Good Quite a number of tense errors 1 Poor Full of tense errors
28Icy Lee, Classroom Writing Assasment and Feedback in L2 School, (Singapure:
Springer Nature, 2017), p.19.
Adverb Of Time
4 Excellent Very appropriate and accurate use of time expressions to link up events
3 Very Good Generally good use of time expressions to link up events
2 Good Some time expressions to link up events 1 Poor No time expressions to link up events
Simple past tense mastery can be measured based on the certain criteria. If the result of students answer related on the simple past tense mastery are appropriate with criteria provided on the guidance, it is easy to know the result of students simple past tense.
B. The Concept of Contextual Teaching and Learning Approach 1. The Definition of Approach
According to Antony’s, Approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.29 Meanwhile, the approach taken rather the motive of the teacher (agent, specialist, supervisor, administrator) often makes the difference between success and failur.30
29Jack C. Richards and Theodore S. Rodgers, “Approaches and Methods in Language Teaching”, (USA:Cambridge University Press, 1986), p. 16
30Ernest W. Anderson, “An Approach to Effective Teaching”, (Illionis: University of Illionis, 1956), p. 9
From the definition above, the researcher concluded that approach is assumption with nature of language teaching and learning of the subject matter.
2. The definition of Contextual Teaching and Learning Approach According to Berns and Erickson, “contextual teaching and learning helps students connect the content they are learning to the life contexts in which that content could be used.31
Elaine B. Jhonson defines CTL as follows:
“Contextual Teaching and Learning (CTL) is an educational process that aims to help students see meaning in the academic material they are studying byconnecting academic subjects with the context of their daily lives, that is with the context of their personal, social, and cultural circumstances”.32
Contextualized Teaching and Learning (CTL) is identified as a promising strategy that actively engages students and promotes improved learning and skills development.33CTL is based on situated cognition research, which has found that constructivist processes such as critical thinking, inquiry learning, and problem solving should be situated in relevant physical, intellectual, and social contexts.34
Although Contextual Teaching and Learning is a relatively new concept in the field of education, its principles and practices have been
31Vista R Whisler, “Contextual Teaching and Learning for Practitioner”, (USA: Valdosta State University), No. 6, p. 54
32Johnson B Elaine, Contextual Teaching and Learning: what it is and why it’s here to stay (United state of America: Corwin Press. Inc, 2002). P.25
33DellotBaker Elaine, Contextualized Teaching & Lraening A Faculty Primer,(California : Calofornia Community Colleges, 2009). P. 6
34Robert E Yager, Exemplary Science Bes Practices in Professional Development (United States of America : NSTA Press, 2005). P 78.
around for centuries.35 Using contextual teaching strategies, teachers help students makeconnections with their roles and responsibilities as family members, citizens, students and workers. Contextual teaching and learning (CTL) is a concept that helps teachers relate subject matter to realworld situations.36
In addition, Robert G Berns state that:
“Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires.”37
Base on statements above, Contextual Teaching and Learning is conception of teaching learning to get understanding about the knowledge to the context of real life.
From the definition above the researcher concluded that Contextual Teaching and Learning approach is the understunding of language that conection to the nature and real life situation.
3. The Components of Contextual Teaching and Learning Approach Johnson stated that, the Contextual Teaching and Learning system encompases the following eight components:38 they are as follows:
a. Making meaningful connections
35Bittye P Smith, “Instructional Strategies in Family and Consumer Sciences:
Implementing the Contextual Teaching and Learning Pedagogical Model”, (University of Georgia), 2010, p. 15.
36SusanSears, Introduction to Contextual Teaching and Learning ( State University, 2003), p. 7.
37Robbert G Berns, “Contextual Teaching and Learning: Preparing Studnts for the New Economy”, No 5 2001. P. 2.
38 Johnson B Elaine , Contextual Teaching and Learning., p. 25
Connecting learning to one’s life make students come alive.
When learners can connect of an academic subject with their own experience. The students can learn the materials that make sense to them because the materials itself are gained based on their real life context.
b. Doing significant work
Doing significant work is another component of Contextual Teaching and Learning. It engages students actively and responsibility in learning activities. The students can relate what the materials have gained in the school and also in the various contexts that still exist in real world.
c. Self-regulated learning
Self regulated learning is a learning process that engages students in independent action involving sometimes one person, usually a group. This independent action is designed to connect academic knowledge with the context of students lives in ways that achieve a meaningful purpose. Self-regulated learners need knowledgeabout themselves, the subject, the task at hand,learning strategies, and the contexts in which they will
apply their learning.39 The purpose of self-regulated learning is to create the students to have learning regulary in order they can get the knowledge as much as possible.
39SusanSears, Introduction to Contextual Teaching and Learning ( State University, 2003), p. 9
d. Collaborating
An essential part of Contextual Teaching and Learning system, plays a significant role in self regulated learning.
Collaboration is derived from word “collaborate”. It means that the components of Contextual Teaching and Learning is to do the group discussion, to have sharing session what they have known with the other friends.
e. Critical and creative thinking
Thinking is an active, organized process that we use to make sense of the world. The students can think critically if they find problem in order to gain the best solution/ besides, they can be creative when there is task that needs creativity.
f. Nurturing the individual
Contextual Teaching and Learning asks teachers to nurture every students, in part because relationship weave a context for personal growth.
g. Reaching high standar
Contextual teaching and learning system is helping all students reach high academic standars.
h. Using authentic assessment
The using of authentic assessment is useful in order to get the meaningful purposes. Contextual Teaching and Learning asks students to exhibit their attainment of high standard by doing
authentic assessment tasks. These tasks challenge students to apply their knowledge and skills to real world situation for significant purposes.
4. The Strategies in Contextual Teaching and Learning
CTL, like any approach to instruction, is characterized by the use of some learning strategies more than others.40
a. Inquiry learning. Students learn science in much the same way that science itself is carried out. Inquiry refers to those processes and skills used by scientists when they investigate natural phenomena.
Inquiry involves an understanding of “how and why scientific knowledge changes in response to new evidence, logical analysis, and modified explanations debated within a community of scientists”.
b. Problem-based learning. Students are given either a real or simulated problem and must use critical thinking skills to solve it.
Ideally, they will need to draw information from a variety of disciplines. Problems that have some personal relevance to the students are often good choices because they encourage strong participation, learning, and perseverance.
c. Cooperative learning. Students work together in small groups and focus on achieving a common goal through collaboration and with
40Robert E Yager,Exemplary Science Best Practices in Professional Development, (United States of America : NSTA, 2005), P.75
mutual respect. Each student within the group is viewed as making a significant contribution to the goal.
d. Project-based learning. Students work independently or collaboratively on projects of personal interest. There is an emphasis on constructing realistic and valuable work products.
When these projects benefit others, and have wider social relevance, they are often described as service learning.
e. Authentic assessment. Students are evaluated by means of their performance on tasks that are representative of activities actually done in relevant, real-life settings, often associated with future careers. An example of an authentic assessment is a portfolio, which is “a purposeful and representative collection of student work that conveys a story of progress, achievement and/or effort”.
5. The advantages and disadvantages of Contextual Teaching and Learning
a. There are some advantages of Contextual Teaching and Learning:
1) students are more responsive when using their knowledge and skills in real-world situations.
2) students are more likely to engage in their own learning if it applies directly to their lives as family members, citizens, and present/future workers.
3) parents, students, and community members can use and relate to these ideas.41
4) Contextual teaching and learning (CTL) “ helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as familymembers, citizens, and workers ”.42
b. There is disadvantage of Contextual Teaching and Learning The disadvantage of Contextual Teaching and Learning is teacher must look at each child in the classroom expressly to understand that child’s emotional state, learning style, english speaking skills, cultural and racial context, and financial circumstance.43
6. Steps of Using Contextual Teaching and Learning in Simple Past Tense
According to Pamela D Tucker, the application of contextual teaching and learning consist of nine steps as follows44:
a. Define the sample of teaching and learning to be describe
b. Identify learning outcomes to be accomplished within the work to be sampled
41Bittye P Smith, “Instructional Strategies in Family and Consumer Sciences:
Implementing the Contextual Teaching and Learning Pedagogical Model”., p. 25.
42DeborahBoroch, et.al., Colegges A Practical Guide to Development Education, (San Francisco: Jhon Wiley & Sons, 2010). P. 76
43 Johnson B Elaine, Contextual Teaching and Learning., p. 13.
44Pamela D, Tucker and James H. Stronge, Linking Teacher Evaluation and Student Learning, (United States: ASCD, 2005), P.31.
c. Assess the learning status of students prior to instruction with respectto the postinstructional outcomes
d. Align instruction and assessment with outcomes to be accomplished
e. Describe the context in which teaching and learning are to occur f. Adapt outcomes desired, and related plans for instruction and
assessment, to accommodate the demands of the teaching-learning context
g. Implement a developmentally and contextually appropriate instructional plan
h. Assess the postinstructional accomplishments of learners and calculate on a student-by-student basis the growth in learning achieved
i. Summarize, interpret, and reflect on student learning growth and other assessment information
The application of contextual teaching and learning in the classroom must be prepared before the researcher comes to teaches to the class. It is because the teaching content and process must be relavan with the context. It is impossible to know the students’
context without having a good preparation before teaching.
C. Action Hypothesis
Based on the frame of the theories and assumptions the researcher formulates the hypothesis is by using Contextual Teaching and Learning (CTL) Approach, the students can be improve their simple past tense and learning activity at the eighth graders of MTs N 1 East Lampung.
CHAPTER III
RESEARCH METHODOLOGY
A. The Oprational Definition of Variables
Operational definition is the definition which based on characteristic of the thing that will be defined, and it can be observed or measured. Meanwhile,Variable could be defined a symbol to which numerals or values are assigned that are of interest to the researcher.
The operational definition of this research variable as follows:
1. Independent Variable
Independent variable of this research is using Contextual Teaching and Learning which can be defined asa concept that helps teachers relate subject matter to realworld situations.
Moreover, indicator of this variable are the students could be easy tolearn simple past tense mastery using Contextual Teaching and Learning that was given by teacher in front of the class. Also the students couldundersatnd the simple past tense, so that the students could answer the questions about simple past tense taht was given by teacher in teaching learning process at MTs N 1 East Lampung.
2. Dependent Variable
Dependent variable of this reserach is Simple Past Tense Mast that defined as a term of time that is used to express a definite event in the past with the expression such as last week, yesterday, last
morningthatpurposes the readers can explain and talk their event or activity in the past.
B. Setting of the Study
This research wasconducted at the eighth graders of first semester of MTs N 1 East Lampung in academic year 2017/2018. MTs N 1 East Lampung is one of school that has located on Lembayung 38 B DesaBanjarrejoKecamatan Batanghari Kabupaten East Lampung. The total of teachers here are 48 and the head master, and the total of students are 600.
C. Subject of the Study
In this research wasthe Classroom Action Research (CAR) and the subjects of this research were the eighth graders of first smester of MTs N 1 East Lampung. There wer 38 students in class of D.The researcher held the research in this class because most of the students had low score in learning English especially in Simple Past Tense.
The researcher asked the English teacher of MTs N 1 East Lampung as the collaborator in this research.Thus, the researcher could be easy to knew the development of the students in teaching learning process.
D. Research Procedur
In this research, the researcher did theclassroom action research becausethe researcher wanted to encourage the students to participate in the process of learning activities and inmproving the students’ simple past tense using Contextual Teaching and Learning approach.
According to Stephen Kemmis, Classroom action research typically involves the use of qualitative, interpretive modes of enquiry and data collection by teachers (often with help from academic partners) with a view to teachers making judgments about how to improve their own practices.45
Furthermore, Anne Burns said that classroom action research is part of a broad movement that has been going on in education generally for some time.46 So, one of the main aims of classroom action research is to identify a ‘problems’ situation or issue that the participants – who may include teachers, students, managers, administrators, or even parents – consider worth looking into more deeply and systematically.
From the explanation above the researcher concluded that Classroom Action Research (CAR) is a research in teaching and learning in the class which the aim is to solve problem or to repair something.
Classroom action research is also performed collaboratively to look for solutions of everyday problems found in classroom or to find a path to enhance the students’ achievement on their study especially in English classroom. The researcher was used to solve the problem in teaching learning procces in the class.
45 Stephen Kemmis and Robin, The Action Research Planner, (London: Springer, 2014)p.11
46 Anne Burns, Doing Action Resaerch in English Language Teaching ,(New York:
Routledge, 2010)p.2
There were two cycle in classroom action research, Cycle 1 and Cycle II.
Each cycle was consisting of four activities; they were Planning, Action, Observation, and Reflection, as follows:47
Classroom Action Research model of Jean dan Jack (2002)
1. Cycle 1
There were the four activities in each meeting of cycle 1 such as planning, action, observation, and reflection.
a. Planning
Planning is the first steps in each activity. Without planning the activity that was conducted by writer will not be focus. Here is step that writer can make in planning :
1) The researcher and collaborator prepare the lesson plan.
2) The researcher and collaborator prepare the material.
47 Jean McNiff and Jack Whitehead, Action Research: Principles and Practice, (New York: Routledge, 2002)p.41
3) The researcher and collaborator prepare source learning.
4) The researcher and collaborator prepare the exercises b. Acting
The second step in the action research was acting. It was the implementation about the planning.After finishing the planning, the learning process would be done in the eighth graders of MTs N 1 East Lampung. It described about teaching procedures of the research.
c. Observing
In third step the researcher observed the process of teaching learning by using observation sheet. The observation held to get information in teaching learning procces with the actions that have been prepared.The researcher observes the students’ activity using notes. It was to knew how far the students’ simple past tense.
d. Reflection
The reflection was the fourth steps, in this step the data got from observation in each action. The researcher analyzed and discussed observation and test result during teaching learning process. It was used to improved in the following cycle. After comparing the score distribution of pre test and post test, the researcher reviews and reflect the student’s attitude and teacher performance whether it is positive or negative. And in the cycle 2, is conducted mark up from cycle 1.
2. Cycle 2
Based on cycle 1, the researcher evaluated of the weakness that felt, and then the second cycle of action is developed and so on.
The cycle would be successful if the indicators of success have been achieved.
E. Data Collection Tchnique
In this research , the researcher want to know the Contextual Teaching and Learning can improve the students’ Simple Past Tense. The researcher would minister test, observation, documentation,in data collection technique.
In order collect the data, the research used the following technique:
1. Test
In this research, I will give the students two test, that is pre test and post test. The tests will give to know the students achievement before and after the learning process.
a. Pre-test
Pre test will be conducted before presenting the treatments to know, how far the students understand about Simple Past Tense. The type of pre test is objective test, I use objective test in the form of multiple choice and essay by using this test. Total number of test items arefiveteen. The items are based on the material that was taught in the class.
b. Post-test
The post test will be conducted in order to know the progress of students Simple Past Tense by using Contextual Teaching and Learning. The type of post test is objective test which consist of fiveteen items.
2. Observation
The researcher observed students’ learning process and put it into the data paper. This data consists of name of the student who is actively involved in the learning process. The data was made in order to know students’ development and as reference for the teacher to arise the participation of the student who have not involved yet.
3. Documentation
In this research, I took the picture in teaching learning process, data from the documentation of school such as the total of students, teachers, school history and the condition of the school of MTs 1 N Each Lampung.
F. Research Instrument
Research instrument is helping tool of method in collecting data. The researcher uses three kinds of the instrument to collect the data, there are test, observation and documentation.
1. Test
The kinds of test are pre-test and post test. The pre-test instrument was different with the post test instrument. In this research, the writer will give a test which contained writen text.
Research Variable
Indicator Technique Type
Contextual Teaching and Learning
The Students can understand about simple past tense
Written test Multiple choice
The pre-test will be done before implementing the teaching and learning process. It is to measure students’ simple past tense at first.
Meanwhile, the post-test is implemented after doing Contextual Teaching and Learning.
2. Observation Guidance
The researcher will use the observation guidance for collecting the data. After that, the researcher makes the observation list to know the students’ activity in the classroom directly. There are some indicators of the observation instrument:
No Name The Students’ Activity
A B C D
1 2 3
Total Scores
Notes :
1. Giving attention to the teacher’s explanation
2. Giving the respond to the teacher’s explanation-question
3. Asking-answering the question to-from the teacher-other students 4. Doing the assignment
3. Documentation Guidance
The researcher will use the documentation guidance as the instrument for coleccting the data. The documentation guidance as follows:
a. Documentation about historical background of MTs N 1 East Lampung b. Documentation about structural organization of MTs N 1 East Lampung c. Documentation abaout facilities of MTs N 1 East Lampung
d. Documentation about sketch location of MTs N 1 East Lampung
e. Documentation about condition of teacher and official staff of MTs N 1 East Lampung
f. Documentation about students of MTs N 1 East Lampung G. Data Analysis Technique
Data analysis is the processing of information or data that has been gathered in order to draw conclusion. It is a process of organizing the data in order in order to gain regularity of the pattern and form of the research.
Having collected the data from test, observation, and documentation, the researcher analyzed the data that was based on the limitation of the problems and the objectives of the research.
Tabulating the result of the test, finding the mean of the pre test and post test. The mean was calculated by applying the following formula:48
𝑃 =∑𝑥
𝑁 𝑥100%
Where:
P = Persentage of Students Activity
∑𝑥 = Total of Score N = Total of Students
Data analysis will be conducted by taking the average score of the pre test and post test. Furthermore to know the gain, the researcher would compared between pre test and post test.
The formula to get the average of pre-test and post-test as follow:49 𝑋̅ =∑𝑥
𝑁 Where:
𝑋̅ = Average
∑𝑥 = Total of Score
N = Total of Students H. Indicator of Success
The research could be said success if 75% of the students in that class got at least 70 score and improving the students learning activity until the last cycle.
48 John K. Taylor, Statistical Techniques for Data Analysis, (USA: Chapman, 2004)p.49
49Ibid.,67
CHAPTER IV
RESEARCH RESULT AND DISCUSSION A. Research Result
1. Description of Research Setting
a. The Historyabout Establishment of MTs N 1 East Lampung.
The classroom action research was conducted at MTs N 1 East Lampung that was located in Banjarrejo village. MTs N 1 East Lampung was built in 1993. It is located on the middle between the Metro City and East Lampung Regency that easy to reach by society.
MTs N 1 East Lampung have changed leader eight times. This school had been led by the following principals:
1) SyaifulParjono (1978-1980).
2) Maijab, BA (1980-1988).
3) Mulyadi (1988-1998).
4) Drs. Kamaludin (1998-2004).
5) YahyaSulaiman (2004-2005).
6) Drs. Musafir (2005-2010).
7) M. Nurdin, S.Ag (2010-2015).
8) Mrs. Hj. Lenny Darnisah, S. Pd, M.M. She was headmaster of SDN 4 MataramUdik from 2015 until now.
b. The Condition of Teachers in MTs N 1 East Lampung
The data of teachers inacademic year of 2017/2018 based on the employment of the status, it can be identified as follow;
Table 6
The Data of Teachers in MTs N 1 East Lampung Employment
Status
Sex Total
Male Female
Permanent
Teacher 14 27 41
Non-Permanent
Teacher 5 6 11
Total 19 33 52
Source: The documentation result of teacher in academic year of 2017/2018 MTs N 1 East Lampung
c. The Quantity of MTs N 1 East Lampung
The Quantity of MTs N 1 East Lampung Students in academic year of 2017/2018 can be identified as follows;
Table 7
The Quantity of the Students at MTs N East Lampung
No Class Sex
Total Male Female
1. VII 125 102 227
2. VIII 110 124 234
3. IX 64 74 138
Total 299 300 601
Source: The documentation result of teacher in academic year of 2017/2018 MTs N 1 East Lampung
d. Facilitiesand Infrastructure in MTs N 1 East Lampung
The facilities of MTs N 1 East Lampung in academic year of 2017/2018 can be identified as follows;
Table 8
The Facilities and Infrastructure in MTs N 1 East Lampung No Facilities
Conditions
Total Good Slightly
damaged
Seriously damaged 1. Headmaster
room
1 1
2. Teacher room 1 1
3. Office house 1 1
4. Library 1 1
5. Computar lab 1 1
6. Science lab 1 1
10. Language lab 1 1
11. Hall 1 1
12. Mosque 1 1
Total 6 1 2 12
Source: The documentation result of facilities and infrastructure in academic year of 2017/2018 MTs N 1 East Lampung
e. Organization Structure
Organization of MTs N 1 East Lampung in the academic year of 2017/2018 can be identified as follow:
Figure 2
Organization Structure of MTs N 1 East Lampung In the Academic year of 2017/2018
Principal Hj. Lenny Darnisah,S.Pd.MM NIP.19731011 199703 2
003
Head of Adm.
DarwisBrangai
Treasurer RusadaNiliyani,S.Ag
Personal Administration
Kesiswaan Administration
Library Administration
Operator
Security
Office Boy Vice of Humas
Ma’sum,M.Ag . Vice of Facility
Drs. Abdul Syukur
Vice of Kesiswaan Abdul Rahman.S.
Ag Vice of
Curriculum YuliSetyono.S.Pd
Counseling LAB
Library
Teacher
Students
f. The Names of Teachers
The teacher and staff names of MTs N 1 East Lampungin academic year of 2017/2018 can be identified as follows;
Table 9
The Teacher and Staff Names in MTs N 1 East Lampung
No. Name Position
1. Hj. Lenny Darnisah,S.Pd.MM Headmaster 2. Dra.Sri Budi Utami -History of Islam Teacher
-Fikih Teacher
-Tahfizd Qur’an Teacher
3. Dra.Chandrawati Mathematic Teacher
4. LailiMasithoh,S.Pd.I English Teacher
5. Sejo Winarno, BA -Social Science Teacher -Tahfizd Qur’an Teacher
6. Dra.Rulia Counseling Teacher
7. Dra.SitiTsaniyah -History of Islam Teacher -Tahfizd Qur’an Teacher 8. Abdul Rahman.Ps,S.Ag Civic Education Teacher 9. Drs.AkhmadZazuli -Qur’an Hadist Teacher
-Fiqih Teacher
-Tahfizd Qur’an Teacher
10. Fatmah,S.Ag -Qur’an Hadist Teacher
-Fiqih Teacher
-Tahfizd Qur’an Teacher 11. Dra. Sri Hermawati -Science Teacher
-Tahfizd Qur’an Teacher 12. Dra.WiwikDarwati Indonesia Language Teacher 13. Dra. EkaMarlita -Science Teacher
-Tahfizd Qur’an Teacher 14. DesiHandayani,S.Pd English Teacher
15. EniYunantiUtami,M.Pd Science Teacher
16. Drs.AbdulSukur Science Teacher
17. NasyiatunBudiarti,S.Ag -Aqidah Akhlak Teacher -Tahfizd Qur’an Teacher 18 Mardliyati,S.Pd.I -Qur’an Hadist Teacher
-Fikih Teacher
-Tahfizd Qur’an Teacher 19. Hj. Samsiah, S.Pd.I Indonesian Language Teacher
20. Rosita,S.Ag -Fiqih Teacher
-Tahfidz Qur’an Teacher 21. Dra. Eka Marlita -Science Teacher
-Tahfizd Qur’an Teacher
