Submitted in Partial Fulfillment of the Requirements for the Degree of Education in English Education Department Faculty of Teacher Training and Education of University Muhammadiyah Makassar

APPLYING SEVEN NUCLEUS TO IMPROVE THE STUDENTS’ TENSES MASTERY (An Experimental Research at Cambridge English College (CEC) Makassar). A THESIS. Submitted in Partial Fulfillment of the Requirements for the Degree of Education in English Education Department Faculty of Teacher Training and Education of University Muhammadiyah Makassar. HARDIANTO 10535 431009. ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2014.

ACKNOWLEDGMENTS. In the name of Allah, the most gracious and most merciful Alhamdulillahi Rabbil Alamin, first of all the writer would like to express a lot of thanks to Allah SWT who has blessed, given love, mercy, guidance and most of all to finish this thesis. Secondly Shalawat and Salam are addressed to our beloved prophet Muhammad SAW (Peace be upon him). Many problems or difficulties, and much suffer had been encountered in finishing this thesis. Those would not have been solved without help, motivation, support, critic, and advice from many people. It would be an honor to express his greatest appreciation and deepest thanks to all of them as follows: 1.. The Rector of Muhammadiyah University of Makassar, Dr. H. Irwan Akib, M.Pd.. 2.. The Dean of Faculty of Teacher Training and Education, Dr. A. Sukri Syamsuri, M. Hum and all his staff.. 3.. The Head of English Education Department Erwin Akib, S.Pd, M.Pd for their guidance and aid.. 4.. The first consultant Frof. Dr. H. M. Basri Dalle, MS. for his time in guiding, giving corrections and advices to finish this thesis, and then the second consultant Achmad Basir, SS, MBA. for his time in guiding, giving correction and suggestion to finish this thesis.. v.

5.. Thanks to the examiners who have given constructive critic, correction and suggestion to the writer.. 6.. The directress of Cambridge English College (CEC) Kamridah, S.Pdi., M.Pd. and all her staff.. 7.. The English teachers of Cambridge English College (CEC) Makassar for helping to accomplish this thesis.. 8.. To my beloved parents Habe and Gahu, for their love, sacrifices, affections, advices and prays during my study. And also thanks to all my siblings, my elder brother Sattuo, and my elder sisters Kamridah and Nadra for their support.. 9.. To my close friends. Irwan, Cuank, Abu nawas, Andi Gusnawati, Agus. Rijaya, Arfan Latief, Agil, Amirun, and to all friends at English Department, especially my classmates in K class for their love, kindness, togetherness and sacrifices fully with joy and joke, you would never be forgotten and will always become beautiful memories till the end. 10. Lastly, All the people who have helped the writer to finish his study that he cannot mention one by one.. vi.

Finally, the writer realized that this thesis has not been perfect yet and more constructive suggestions and critics are needed. May almighty, Allah SWT bless us all now and forever, Amin. Wassalamu Alaikum Wr. Wb Makassar,. February 2014. The Writer. HARDIANTO. vii.

MOTTO AND DEDICATION. Motto Don’t think to be the best, but think to do the best And do your best…….!!..(Cambridge) Jangan pernah berpikir menjadi yang terbaik tetapi berpikirlah untuk melakukan yang terbaik Dan lakukanlah yang terbaik…!!... Dedication This thesis is dedicated to both of my beloved parents, who always support and pray the best for me in getting my dreams. Kupersembahkan. karya. ini. untuk. kedua orang tuaku tercinta, yang selalu mendukung serta mendoakan yang terbaik dalam mewujudkan mimpi mimpiku.. vii.

ABSTRACT HARDIANTO. 2014. Applying seven nucleus to improve the students’ tenses mastery (an Experimental Research at Cambridge English College (CEC) Makassar).Thesis. Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. (guided by Muhammad Basri Dalle and Achmad Basir). This research aimed at finding out the improvement of the students’ tenses mastery by applying seven nucleus to the basic level students of Cambridge English College (CEC) Makassar. It was emphasized on the improvement of the students’ mastery of tenses forms by paying attention to the present tenses, past tenses, and future tenses forms in active, passive, and nominal sentences. The method used was a Pre-Experimental research with the one group pretest and posttest design. The sample was only one class that consisted of 16 students which were selected by using cluster sampling technique. The data were obtained through tenses essay test. The findings showed that the students’ present tenses were improved (62.80%), past tenses were improved (63.74%), future tenses were improved (95.38%), and after calculating the score, the students’ mastery of present tenses, past tenses, and future tenses was improved (74.31%). from the statistical compultation, it was found that the result of the t-test of present tenses was higher than the result of the t-table of present (7.43>2.131), the statistical compultation, it was found that the result of the t-test of past tenses was higher than the result of the t-table of past (5.56>2.131), the statistical compultation, it was found that the result of the t-test of future tenses was higher than the result of the t-table of future (9.43>2.131), And it was indicated that the alternative Hypothesis was accepted and null hyphothesis was rejected. Based on the result shown in findings, it could be concluded that applying seven nucleus improved the students’ tenses mastery of Cambridge English College (CEC) Makassar..

LIST OF CONTENTS Page COVER OF PAGE ....................................................................................... i. APPROVAL SHEET ................................................................................... ii. CONSELLING SHEET.................................................................................. iii. SURAT PERNYATAAN ................................................................................ iv. SURAT PERJANJIAN .................................................................................. . v ABSTRACT ..................................................................................................... vi. ACKNOWLEDGMENTS ............................................................................. vii LIST OF CONTENTS ................................................................................... viii LIST OF TABLES .......................................................................................... ix. LIST OF GRAPHICS ..................................................................................... x. LIST OF APPENDICES ................................................................................ xi. CHAPTER 1: INTRODUCTION A. Background....................................................................................... 1. B. Problem Statements .......................................................................... 3. C. Objectives of the Research ............................................................... 3. D. Significance of the Research ............................................................ 4. E. The Scope of the Research ............................................................... 4. CHAPTER II: REVIEW OF RELATED LITERATURE A. Concept of Seven Nucleus................................................................ 5. B. Concept of Tenses ............................................................................ 7. C. Theoretical Framework.................................................................... 24. vii.

CHAPTER III: RESEARCH METHOD A. Research Design .............................................................................. 25 B. Research Variables and Indicators .................................................. 27 C. Hypothesis ....................................................................................... 27 D. Population and Sample .................................................................... 28 E. Instrument of The Research............................................................. 28 F. Data Collection ................................................................................ 29 G. Technique of Data Analysis ............................................................ 29. CHAPTER IV: FINDINGS AND DISCUSSIONS A. Findings ...................................................................................... 31. B. Discussions.................................................................................. 42. CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions .............................................................................. 47 B. Suggestions .............................................................................. 48 BIBLIOGRAPHY ......................................................................................... 49. CURRICULUM VITAE. viii.

LIST OF TABLES Page Table 1: Classification of the Students’ Score ............................................... 29. Table 2: The Students’ Improvement of Present Tenses ................................. 32. Table 3: The Students’ Improvement of Past Tenses....................................... 35. Table 4: The Students’ Improvement of Future Tenses ................................. 38. Table 5: The Mean Score and Standard Deviation ......................................... 41. Table 6: T-table and T-test Values................................................................... 41. x.

LIST OF GRAPHICS Page Graphic 1: The Rate Percentage of Present Tenses ......................................... 34. Graphic 2: The Rate Percentage of Past Tenses ............................................... 37. Graphic 3: The Rate Percentage of Future Tenses ........................................... 40. xi.

1. CHAPTER I INTRODUCTION. This chapter presents background, problem tatement, objectives of the research, the significance of the research, and the scope of the research. A. Background In learning English, there are a lot of ways that learners may do to develop their English skills maximally. some of them are taking an English course, joining English meeting club, or learning individually from the English text books. To enrich the students’ knowledge of language especially English, surely they seriously need to pay attention for several points that should be studied and then mastered well such as grammar, vocabulary, spelling and pronunciation. Among four of them Grammar is put as one of the most important aspects to learn because it is one of potential piece of language. Through grammar the students can increase their skills in English beside that the students who have a good knowledge in grammar do not find many important difficulties during learning English. Based on the fact found in the class before the researcher did his research there were still a lot of English teachers who did not equip themselves with appropriate methods to overcome the students’ difficulties in learning English especially in learning tenses so they could not find the correct ways in teaching. They still used the old method. As a result, students’ perfomance on English. 1.

2. examination was very low. This can be noticed on the result of formal evaluation every year in which the students get low score. Teaching grammar tenses not only needs an appropriate method but also a careful preparation. In the process of material preparation selections, the teacher needs to consider among other students’ need and students’ level, and grammatical items that must be taught should also be sequenced (graded) appropriately to take into considerations among others, the frequency of occurence (use) and complexity of the grammatical items themselves. They should be done since it was almost impossible to introduce all grammatical items simultaneously at the same time. They must be presented in order to range from the simple patterns to the more difficult ones. Because of the unappropriate method applied by the teacher, most of the students think that TENSES is difficult and confusing thing always. Therefore in this research, the researcher focused his research on it to help them learn and develop their knowledge of language effectively, especially in tense forms by applying the method seven nucleus. The researcher hoped that though it, the students can understand tenses easily by using just seven forms to produce all of formula of tenses present, past, and future in active voice, passive voice and nominal sentence learnt in grammar. In Cambridge English College (CEC) Makassar there are many students who took English grammar program and finally the researcher decided to apply seven nucleus method in mastering tenses to improve students’ skill in learning English..

3. B. Problem statement Related to the previous backgound, the researcher formulated three research questions as follow: 1. How is the influence of seven nucleus in improving the students’ mastery of present tenses at Cambridge English College (CEC) Makassar? 2. How is the influence of seven nucleus in improving the students’ mastery of past tenses at Cambridge English College (CEC) Makassar? 3. How is the influence of seven nucleus in improving the students’ mastery of future tenses at Cambridge English College (CEC) Makassar? C. Objectives of the Research Based on the research questions above, there are three objectives which are hoped to be achieved to find out; 1. The influence of seven nucleus in improving the students’ mastery of present tenses at Cambridge English College (CEC) Makassar ? 2. The influence of seven nucleus in improving the students’ mastery of past tenses at Cambridge English College (CEC) Makassar ? 3. The influence of seven nucleus in improving the students’ mastery of future tenses at Cambridge English College (CEC) Makassar ?.

4. D. Significance of the Research The significance of the research is expected to be piece of useful contribution to; 1. The English teacher. As an input in English teaching and giving information to the English teacher how to help students be easy in mastering English tenses. 2. The students. It can be applied to motivate the students in mastering their tenses. So the srudents are easy to study English. 3. The other Researcher. It will be used as one of references for teaching English tenses for one who will conduct a research in English learning of teaching process. E. Scope of the Study The scope of the study is limited to the teaching and the learning of tenses , present, past, and future tenses to the first level students of Cambridge English College (CEC) Makassar by applying seven nucleus (present, past, perfect, future, continuous, passive, and nominal)..

5. CHAPTER II REVIEW OF RELATED LITERATURE. A. Concept of Seven Nucleus Some ideas about seven nucleus are being expressed by: Mas’ ud (1996: 26) the form of present indefinite tenses is subject + V1(Bare Infinitive/Additional Infinitive (-es/-s)). –es us used especially for singular subject like he, she, it, and verb one is used for the plural subject like I, you, we,and they. Azar (1992 : 18) said that expressing past time or past tense is using the simple past verb forms which performed by adding –ed. Hornby (1975: 100) the verb -will with the infinitive verbs is often used to indicate that something is likely to recur or to be repeated in the future because it has been observed in the past. Swan (1995: 228) said that -have is an auxiliary verb, have + past participle. We use -have as an auxiliary verb with past participle to make perfect verb forms. Azar (1989: 13, 24) the form of the progressive tenses is be + ing ( present participle). The progressive tense gives the idea that an action is in the progress during and continuous after another time or action. Azar (1994: 120) the form of passive is be + past participle, form of all passive verbs is be + past participle. Be can be in any form: am, is, are, was, were, has been, will be etc. 5.

6. According to Kamridah (2006) directress of Cambridge English college of Makassar seven nucleus is a term used to simplify the control of tenses by mating interrelated formulas contained in seven nucleus. The nucleus is composed of present, past tense, perfect, future, passive, continuous, and nominal. Seven nucleus is an instructional material that is used only among learners of Cambridge English College in order to facilitate students in learning tenses. Seven means the total number of seven nucleus members and nucleus is foundation form that always used in making a sentence, in the fact there are many people who did not know about this formula, they just make as many sentences without understanding about the simple formul, so they face problem. It is the central core of mastering all of form of tenses, by understanding it well the students can answer the entire question of the tenses correctly. According to her that seven nucleus is the most principle to be a quite for the students as the basic case in learning of rule in English before studying more about written productive skill. Moreever seven nucleus is one of the keys to answer the questions of structure section in toefl items, that is a way to answer the structure well, so the students have to know seven nucleus. Not only that but also it is as a root in the delivering some sentence structures in all skills in English. The members of seven nucleus: 1. Ai/bi. :. Present. 2.Past form. :. Past tense. 3. Have + PP. :. Perfect. 4. Be + Pr.pcp. :. Continuous.

7. 5. Modal + bi. :. Future. 6. Be + PP. :. Passive. 7. Be + 3 Complements. :. Nominal. Note : Ai. : Additional infinitive. Bi. : Bare infinitive. PP. : Past participle. Pr.Pcp : Present participle B. Concept of Tenses Many people who learn English are little hard to find the right definition of tense, even in Englsih tenses is a very important case. People can not use English well if they they do not understand about tenses (Fuad). To understand the tenses, the reseacher gives some concepts to be taken as basic thought and some defenitions of tenses are being presented as follow: 1. Defenition of Tenses There are some reasons for tenses that may be more important stated by: Franks states that TENSE is a special verb endings or accompanying auxiliary verb signal the time an event takes places. TENSE is a form of a verb that relates it to time viewed either as finite past, present, or future, or as nonfinite. Sequence of tenses in inflected languages, the customary choice of tense for a verb that follow another in a sentence, Particulary in reported or indirect discourse. Tense means time. However, it should be pointed out that time in relation to action is a concept that exists in the mind of the speaker, reader, or.

8. listener. TENSE in listener’s usage, refers consistenly only to grammatical forms. Often tense and time do not correspond at all. Hornby (1975: 78) the word of TENSE stands for a verb form or series of verb forms used to express time relation. Tenses series are different in different languages. TENSE may indicate whether an action, activity, or state is, was, or will be complete, or whether it is, was, or will be in progress over a period of time. Bhatia (1995: 26) the word TENSE is derived from the latin ‘tempus’ which means time. Hence the tense is the form taken by the verb to indicate the time (also continuance or completeness) of the action. An action or an even may have taken a place or it may take place in the pat or it may take place in the present time, in the past time, or future time. Therefore we can say that there are three main kinds of tenses. They are present tenses, past tenses, and future tenses, and each tenses has four forms like indefinite or simple, continuous, pefect, and perfect continuous. Based on the defenitions above, the writer concludes that TENSE is a verb form that shows time and even or TENSE is the change of verb forms caused by the change of time..

9. 2. Kinds of tenses According to Bhatia (1995 : 26) there are twelve tenses in English. To study all of these tenses indifidually, the following explations are presented below: Kinds:. Time. - Present - Past - Future. Event. - Simple - Continuous - Perfect - Perfect continuous. There are two kinds of tenses. Time and event. Time consists of present, past, and future and Event consists of Simple, Continuous, Perfect and Perfect continuous. All of tenses in grammar automatically need seven nucleus forms to make a right sentence, like active voice, passive voice and nominal as follow: a) Active voice What Is Active Voice? The writer will start from active voice because it is the simplest basic among others. In an active sentence, the subject is doing the action. A straight forward example is the sentence "Anto takes Sinta." Anto is the subject, and he is doing the action: he takes Sinta, the object of the sentence. There are twelve kinds of active voice which are explained below:.

10. 1. Simple present tense Simple present tense is used to express general truth and habitual action. It uses adverbial expressions: frequently, usually, everyday, and so on. In the simple present form, verb that ending ch, o, x, sh, ss, z will be added es to form of the verb with third person singular. Pattern: S + To be (is/am/are) + O S +V (s/es) + O Applying seven nucleus in simple present tense Simple. present. O. s/es Add s/es. In the box above the simple area is called zero area, and the present area is categorized additional letter -S or -Es as part of seven nucleus, both of categories is mated with nearest neighbourand to produce a formula tense, that is simple present in form additional s/es. Ex:. I sleep, she sleeps He always gets up at seven o’clock. If word ending -y followed the consonant we must change the -y into -i and add es. But if the word followed a vowel so obey the usual rule. Ex:. I dry, she dries. a singer sings a song..

11. 2. Present continuous tense Present continuous tense is used to express an action in present time when we are producing the word. The function of present continuous tense is used in present but it means when we are producing the word. Pattern: S + be + Pr.Pcp + O applying seven nucleus in present continuous tense: present. continuous. aii/bi. be + Pr.pcpp. Be + Pr.pcp There are two kinds of seven nucleus in the box above, they are present and continuous form, present form categorized additional infinitive and bare infinitive, continuous form categorized be + present participle. To produce new formula we have to mate both of categories with their nearest neighbor to produce present continuous tense. Ex: Mr. Anto is making skripsii now. 3. Present perfect tense Present perfect is used to indicate an action that takes place at an indefinite time or over a period of time in the past, but it still has relevance in the present. The Function of the present perfect is used to show that an action began in the past and has continued up to the present. Pattern: S + have/has + past participle +O..

12. Applying seven nucleus in present perfect tense: Present e/es. Perfect Have/Has + PP. Have/has. +. pp. In the box above, there are two kinds of seven nucleus, in the left side is present which is called additional -s or -es and the right side is perfect which is categorized have/has + past participle, the new formula is taken from mating both of the seven nucleus categories with their nearest neighbor, not to their roommate and items that do not have a partner just put into the new formula. So they produce a new form namely present perfect tense. Ex: I have seen you in Masakini. 4. Present perfect continuous tense Present perfect continuous tense is a sentence that shows an action or activity that happened in the past time but it still has relevance in the present. This sentence shows the process of action is continued in the future time. The function of present perfect continuous is to show the action in the past time and it still has relevance in present and future. Pattern: S + have/has +been + pr.pcp + O Applying seven nucleus in present perfect continuous: Present s/es. perfect. continuous. have/has +pp. Be + pr.pcp. Have/has. been. There are three kinds of members from seven nucleus in the chart above,.

13. they are present, perfect and continuous and also three categorized, the third of categories are mated with their nearest neighbor as other partner after mating it produce formula tenses namely present perfect continuous. Ex: Mr.Anto has been writing thesis for seminar, because his laptop was stolen. 5. Simple past tense The simple past is used for a completed action that happened at one spesific time in the past. Pattern: S + past form + O applying seven nucleus in simple past tense: Simple. Past. O. Past form (V2) Past form (V2). In the box above the simple is called zero areas and past is categorized past form areas, by its categories making new formula by matting simple and past to become simple past tense. Ex: I saw him last night 6. Past continuous tense Past continuous tense is used to show the action that happened in several times ago and has indefinite process beginning and finishing of the action. The function of past continuous tense is to express two actions in a series, which the first action happened when the second action is still in the process; first action uses past continuous and the second action uses simple past tense..

14. Pattern: S + was/were + Pr.pcp + O Applying seven nucleus in past continuous: Past. continuous. Past form. be + past participle. Was/were In the chart above there are two kinds of member of seven nucleus, the left side is categorized past form and the right side is categorized be + past participle, both of categories are mated with their nearest neighbor and items that do not have a partner just added to the new formula namely past continuous tense. Ex: The teachers of CEC were discussing something for many hours. 7. Past perfect tense Past perfect tense is a sentence showing the action in the past time, or explaining two actions that happened but it emphasizes an action which happened early. The function of past perfect is used in connected discourse in conjunction with the past tense and showing that an activity was complected at or before some definite time in the past. Pattern: S + Had + PP + O Applying seven nucleus in past perfect tense: past. perfect. Past form. Have/has + pp Had. In the chart above there are two kinds of member from seven nucleus, they are past and perfect. Past is categorized past form and perfect is categorized.

15. have/has + past participle, both of categories is mated with their nearest neighbor and items that do not have a partner just added to the new formula namely past perfect tense. Ex: when the lecturer arrived, the students had entered the class. 8. Past perfect continuous tense Past perfect continuous tense is a sentence showing an action that began and happened in the past time. The function of this tense is used to express an indefinite action in the past time and the action is still in process at the time. Pattern: S + Had + Been + Pr.pcp + O applying seven nucleus in past perfect continuous tense: past. perfect. past form. continuous. have/has + pp. Had. be + pr.pcp. been. In the chart above there are three kinds of member from seven nucleus with their categories namely past called past form category, perfect called have or has category, and continuous with be + present participle chategory. The third of categories are mated with their nearest neighbor, forbidden with other couple or its roommate after that it will produce new formula namely past perfect continuous. 9. Simple future tense Simple future perfect is an action or phenomenon which has not happened yet and will take place in the next time. The function of present future is to show an action that happened in the future time..

16. Pattern: S + Will/Shall + Bare infinitive +O applying seven nucleus in simple future tense: simple. future. O. will/shall + Bi Will/shall + Bi. In the chart above the simple area is called zero area, and the future area categorized will/shall plus bare infinitive verb as part of seven nucleus, both of categories are mated to become a new formula, namelysimple future tense. Ex: I shall invite you to join in CEC. 10. Future continuous tense Future continuous tense is used to show an action or phenomenon that will be happening in the future time. The function of future continuous tense is to express the process of action that happened in the next time. Pattern: S + will/shall + be + pr.pcp + O applying seven nucleus in future continuous tense: future. continuous. will/shall + bi. be + pr.pcp. be (is, am, are) In the chart above there are two kinds of member from seven nucleus they are future chategory called will/shall + bare infinitive and continuous category called be + present participle, the category of future is mated with continuous category which is the nearest from diveider, forbidden with its roommate or other couple, And items that do not have a partner just added to the new formula.

17. namely future continuous tense. Ex: We will be listening when you begin to sing a song. 11. future perfect tense Future perfect tense shows that an action will take place or be complected before another action or time in the future. The function of future perfect is to express phenomenon that will have happened or will have finished indefinite in the next time. Pattern: S + will/shall + have + pp + O applying seven nucleus in present future tense: future. perfect. will/shall +bi. have + pp have. There are two three kinds of member from seven nucleus in chart above, they are future and perfect. And also two categories, the second of the categories are mated with its nearest neighbor as well as other partner after mating it to produce a formula of tenses. Because its rule is that it is forbidden to mate with other couple or its roommate, it is mated to produce a new formula namely future perfect tense. Ex: Mr. Habe will have finished the skripsi by the end of this month. 12. future perfect continuous tense future perfect continuous tense like the other continuous tenses, it is used to emphasize the progressive nature of a certain activity. The continuous form is used in the same way as the simple way as the simple future perfect tense and is.

18. used with the same adverbials. The function is to show that an action will take place or will have been complected before another action or by a certain time. Pattern : S + will/shall + have + been + Pr.pcp + O applying seven nucleus in present perfect continuous tense : future will/shall + bi have. perfect. continuous. have + pp. be + Pr.pcp been. In the chart above there are three kinds of member from seven nucleus with their categories namely future called will + bare infinitive category, perfect called have + past participle category, and continuous with be + present participle category. The third of categories is mated with their nearest neighbor, forbidden with other couple after that it produces a new formula namely future perfect continuous tense. Ex: Mss. Cambridge will have been teaching for three hours at the time. b) Passive voice What Is Passive Voice? In passive voice, the target of the action gets promoted to the subject position. Instead of saying, "Anto loves Ayu," I would say, "Ayu is loved by Anto." The subject of the sentence becomes Ayu, but she is not doing anything. Rather, she is just the recipient of Anto's love. The focus of the sentence has changed from Steve to Amy. The form of passive voice is Be + past participle. There are eight kinds of active voice which are being explained below:.

19. 1. Simple present tense Pattern: S + is, am, are + PP + O (by agent) applying seven nucleus in simple present passive voice: present. Pv. ai/bi. be + pp. Be (is, am, are) + pp Ex: A song is sung by singer 2. Present continuous tense Pattern: S + is, am, are + being + PP + O applying seven nucleus in present continuous tenses passive voice: present. continuous. ai/bi. be + Pr.pcp Is, am, are. Pv be + pp. Being. Ex: Skripsi is being made now by Mr.Anto. 3. Present perfect tense Pattern: S + Have + been + O applying seven nucleus in mastering present perfect tense: present ai/bi. perfect. Pv. have + pp Have. be + pp Been. Ex: The movies have been watched in the cinema by me. 4. Simple past tense Pattern: S + Was/Were + PP + O.

20. Applying seven nucleus in mastering simple past tense : Past. Pv. past form. be + pp. Was /were Ex: He was seen last night by me. 5. Past continuous tense Pattern: S + was/were + being + PP + O Applying seven nucleus in mastering past continuous tense: Past. Continuous. past form. Pv. be + Pr.pcp. was/were. be + pp being. Ex: Something was being discussed for hours. 6. Past perfect tense Pattern: S + had + been + PP + O Applying seven nucleus in mastering past perfect tense: past. perfect. Past form have + pp Had. Pv be + PP. been. Ex : The class had been entered when the lecturer was arrived. 7. Simple future tense Pattern: S + will + be + Cs.

21. Applying seven nucleus in mastering simple future tense: Future. Pv. will + bi. be + PP. Be Ex: You will be invited to join in CEC by Mr. Habe 8. Present future perfect tense Pattern: S + will + have + been + PP + O Applying seven nucleus in mastering present future perfect tense: future. perfect. Will + bi. have + pp have. Pv be + pp. been. Ex: The thesis will have been finished by the end of this month by Mr. Habe College would have been graduated by March last year by my sister. (c). Nominal Tense Nominal sentence is a sentence which its ordinary verb is the member of “Be”. The pattern of nominal sentence is Be + 3 Complements (adjective, noun, adverb). In nominal sentence just six tenses can be made nominal. All of continuous tenses can be made nominal sentence except 2 exceptions, if they are:  Its subject is person  Containing 28 certain adjectives. ( Bad, careful, cruel, fair, foolish, funny, generous, good, illogical, impolite, irresponsible, kind, loud, lazy, logical, niece, noice, pleasant, patient, polite, quite, responsible, serious, silly, unfair,.

22. unkind, unpleasant). The six kinds of nominal sentence are being explained below : 1. Simple present tense Pattern: S + Is, am, are + 3C Applying seven nucleus in mastering simple present tense of nominal sentence: present. nominal. ai/bi. be + 3C. Is, am, are Ex: I am beautiful 2. Present perfect tense Pattern: S + have/has + 3C Applying seven nucleus in present perfect nominal: present ai/bi. perfect. nominal. have/has +pp. be + 3C. have. been. Ex: I have been here since seven o’clock. 3. Simple past tense Pattern: S + was/were + 3C Applying seven nucleus in simple past tense: past. nominal. past form. be + 3C. Was/were.

23. Ex : My mother was in the kitchen. 4. Past perfect Tense Pattern: S + had + been + 3C Applying seven nucleus in mastering past perfect tense: past. perfect. past form. nominal. have + pp. be + PP. had. been. Ex : I had been here since you arrived. 5. Simple future tense Pattern: S + will/shall + be + 3C Applying seven nucleus in mastering simple future tense: future. nominal. will + bi. be + 3C be. Ex: Mss. Cambridge will be a famous woman. 6. future perfect tense Pattern: S + will + have + been + 3C Applying seven nucleus in mastering in mastering future perfect: future. perfect. will + bi have. nominal. have + pp. be + PP. been. Ex: My students will have been graduated from CEC..

24. C. Conceptual Framework The conceptual framework of the research was illustrated as follow: Input Applying seven nucleus Proccess Teaching tenses. Present tenses in active, passive, and nominal. Past tenses in active, passive, and nominal. Future tenses in active, passive, and nominal. Output The students’ achievement in tenses with the seven nucleus method. Components above are described as follows : 1. INPUT The teacher will use seven nucleeus to teach tenses 2. PROCESS The teacher will teaching present tenses, past tenses, and future tenses in active, nominal, and passive tenses forms. 3. OUTPUT The result is shown on the students’ achievement in learning tenses by applicatin of seven nucleus..

25. BAB III RESEARCH METHOD. This chapter presents research design, variable of the research and indicator, population and sample, and instrument. A. Research Design In this research, the researcher employed pre-experimental design with one group pre-test (O1) and post-test design (O2). It investigated the students’ mastery in tenses at level students of Cambridge English college (CEC) Makassar. In addition, this research used pre-test and post-test design. The tests in both pre-test and post-test were given to measure the students’ mastery in tenses.it carries out one experimental method.. O1 Pre-test. X Treatment. O2 Post-test. Research design Where : O1. : Pre-test. X. : Treatment. O2. : Post test (Gay, 2006). The students were given pre-test to find out their basic knowledge about tenses in English. The researcher gave the students treatment to improve the. 25.

26. students’ tenses. Finally, the researcher gave post-test to measure whether or not they progress in tenses mastery. 1. Pre-test Pre-test was preliminary test administrated to determine the students’ prior knowledge of an educational experience or course of study. The test was given to the students in the first meeting before treatment; that test was intended to find out the students’ prior knowledge about tenses. 2. Treatment Treatment was conducted for five meetings in some steps as follow: a. The first the teacher wrote seven forms of seven nucleus. b. The second the teacher explained the seven nucleus with many examples. c. The third the teacher guided the students how to memorize the seven forms of seven nucleus with example easily. d. The fourth teacher taught the students how to produce 12 forms of tenses by using seven nucleus. e. The fifth the teacher did the same in active, passive, and nominal tenses. f. The last the teacher gave the exercises to ensure that students had understood all forms and they could produce the tenses and the tenses patterns by themselves without cheating notes. 3. Post-test After giving treatment in the post test the reseacher gave the same test of pre-test to the students to get the result. It was conducted to compare the.

27. students’ mastery of tenses after getting treatment of the applied method and before. B. Variables and Indicators 1. Variables There were two kinds of variable in this research, namely: a. Independent variable was the application of seven nucleus in teaching tenses. b. Dependent variable was the studeents’ tenses mastery of pesesnt tenses past tenses, and future tenses. 2. Indicators The indicators of this research were to measure the students’ tenses mastery. The students were really expected to master forms of tenses in passive, active, and nominal as follow: a. Present tenses consisted of simple present tense, present perfect tense, present continuous tense, and present perfect continuous tense b. Past tenses consisted of simple past tense, past perfect tense, past continuous tense, and past perfect continuous tense c. Future tenses consisted of simple future tense, future perfect tense, future continuous tense, and future perfect continuous tense C. Hypothesis This research formulated the hypothesis as follw: 1. Null hypothesis (H0): using the seven nucleus did not improve the sudents’ tenses mastery..

28. 2. Alternative hypothesis (H1): using the seven nucleus improved the sudents’ tenses mastery. D. Population and Sample a. Population To know about the condition of population in composing thesis so the first time the writer explained definition of population, according to Arikunto: (2006) has a view that population is total of the research subject. The population of this research is the basic level students of Cambridge English College CEC Makassar. The total of the population is 16 students for one class. b. Sample Sample is most representatives of the population who are researched. Arikunto (2006) by considering the number of population is small enough, so the researcher used the total sampling tehnique by taking all population for the efficiency of the research. As Sugiono (2006) says that if the subject less than 30 persons, it is better to take all the population. It is also named population research. E. Instrument of the Research To collect the data, the researcher used an essay test consisted of 24 numbers, the test consisted of pre-test and post-test. Pre-test was administered before the treatment to get the data on the students’ prior knowledge about tenses, while post-test was given after the last treatment to find out the students’ ability in the tenses mastery after applying the seven nucleus method..

29. F. Data Collection The researcher used essay test to take data from the students in both pretest and post-test. The pre-test was conducted on February 8th 2014, treatment was conducted on February 10th, February 11th, February 12th, February 13th, February 14th 2014, and post-test was conducted on February 15th 2014. Based on the characteristics of the data, the type of the data is qualitative data. G. Technique of Data Analysis The data collected throught the test were analyzed quantitatively. This quantitative analysis employed statically calculation to the test of the hypotesis. Some formulas were applied in this research to process the data as follows: a. Scoring the students’ correct answer of pre-test and post-test by using this ′. formula:. Score :. %. b. Classifying the student’s score in to the following criteria on the table below: Table 1. Classification of the score No. Classification. Score. 1.. 76 – 100. Very good. 2.. 71 – 75. Good. 3.. 56 – 76. Fair. 4.. 41 – 55. Poor. ≤ 40. Very poor Depdiknas (2006).

30. c. Concluding the mean score of student’s pre-test and post-test using this formula :. Where: x. =. ∑ N. = mean score. ∑. = the sum of the student’s score. N. = Total number of sample.. d. Calculating the value of the t-test to indicate the significant difference between the result of pre-test and post-test by using this formula:. D. t. ( D) 2 N N ( N 1).  D2 . Where:. T. = test of significance. D. = the mean score. ∑D. = the sum of total score of difference. ∑ D2 = the square of the sum score of difference N. = the total number of students (Gay, 2006). e. Computing the students’ score into the following criteria:. %. n N Notation:. n = frequency N = the total number of students.

31. CHAPTER IV FINDINGS AND DISCUSSIONS. This Chapter presents the research findings and discussions. The findings present the description of the data collected through test. The further explanations and interpretation are given in the discussion section. A. Findings Based on the result of the research, the writer presented four findings as follow: 1. The Result of Data Analysis The result of the students’ mastery of present tenses consisting of (simple present tense, present continuous tense, present perfect tense, and present perfect continuous tense), past tenses consisting of (simple past tense, past continuous tense, past perfect tense, and past perfect continuous tense), and future tenses consisting of (simple future tense, future continuous tense, future perfect tense, and future perfect continuous tense) were presented as follow: a. Improving the Students’ Mastery of Present Tenses by Using Seven Nucleus To answer this research question, in the previous chapter, the writer administered the tests, which were given twice to the students. Firstly, pre-test was given before the treatment. Secondly, post- test was given after the treatment. The result of the students’ mastery of present tenses whose indicators simple present tense, present continuous tense, present perfect tense, and present perfect. 31.

32. continuous tense on pre-test and post-test is being presented in the following table below : Table 2.The improvement of present tenses. 111111. No. Indicators. Pre – test. Improvement(%). 50. Post– test 53.13. 1.. Simple present tense. 2.. Present continuous. 32.81. 68.75. 109.54. 3.. Present perfect. 40.63. 42,18. 3.81. 4.. Present perfect continuous. 29.69. 68.75. 131.56. ΣX. 151.13. 232.81. 251.17. Mean. 38.28. 58.20. 62.80. 6.26. Based on the data on the table 2 above, comparison between pretest and posttest shows that there was a significant improvement in the posttest result for four indicators after treatment by applying seven nucleus in teaching and learning present tense forms, it was proved by the scores in the pretest, present tense was 50, present continuous tense was 53.13, present perfect tense was 40.63, and present perfect continuous tense was 29.69, while the scores in the posttest, present tense was 53.13, present continuous tense was 68.75, present perfect tense was 42.18, and present perfect continuous tense was 68.75. It means that the scores of present tenses in posttest are better than in pretest. The data on the table 2 show not only a significant improvement for four indicators but also different improvement got between continuous and non continuous from pretest to posttest by the students, it was proved by the improvement of simple present tense was (6.26%), while present continuous tense.

33. was (109.54%), and the improvement of present tense was (3.81%), while present perfect continuous tenses was (131.56%). In this case, in the present tense, the students did some mistake, they always forget the usage of –do, and -does in negative, and interrogative verbal sentences, while in the present perfect, the students did not know whether they can use -have or -has. And in present continuous tense, the students did not have less difficulty for subjective verb agreement in negative and interrogative sentence, while in present perfect continuous, the students still remembered that in present perfect passive there was no continuous, so they did not use progressive forms. The writer concluded that the students’ improvement of continuous indicators was higher than non Continuous indicators because the students were still confused by the rules of present tenses on non continuous, so they did more mistakes in non continuous indicators, and the students are easier in continuous indicators after understanding the application of seven nucleus. After calculating the mean score of pretest and posttest, the writer found that the students’ mastery of present tenses was improved (62.80%). And to be more completely shown in the following figure below:.

34. Improvement (%). Present Tenses 150.00% 109.54% 131.56% 100.00% 62.80% 50.00% 6.26% 3.81% 0.00%. Figure 1 : the percentage of present tenses In the figure 1, the rate percentage of the students’ improvement from pretest to posttest showed that the rate percentage of the students’ improvement for continuous indicators is greater than non continuous where the score of simple present tense was just improved (6.26%), while the score of present continuous tense was improved (109.54%), and the score of present perfect tense was just improved (3.81%), while the score of present perfect continuous tense was improved (131.56%). It means that the students understand more about the progressive and non progressive verbs and did less mistake. Figure 1 shows that the mean score was improved (62.80%), it means that the score has a significant improvement. Based on the data, it can be concluded that seven nucleus can improve the students’ mastery of present tenses..

35. b. Improving the Students’ Mastery of Past Tenses by Applying Seven Nucleus To answer the research question in the previous chapter, the writer administered the tests, which were given twice to the students. Firstly, pre-test was given before the treatment. Secondly, post-test was given after the treatment. The result of the students’ past tenses whose indicators simple past tense, past continuous tense, past perfect tense, and past perfect continuous tense is being presented in the following table below : Table 3. The improvement of past tenses. 111111. No. Indicators. Pre – test. Post– test. Improvement (%). 1.. Simple past tense. 51.56. 59.38. 15.17. 2.. Past continuous. 37.5. 45.31. 20.83. 3.. Past perfect. 40.63. 65.63. 166.64. 4.. Past perfect continuous. 23.44. 60.34. 157.42. ΣX. 153,13. 230.66. 63.74. Mean. 23.05. 76.95. 240.56. Based on the data Table 3 above, comparison between pre test and post test shows that there was a significant improvement in the posttest result for four indicators after treatment by applying seven the nucleus in teaching and learning past tense forms, it was proved by the scores in pretest, past tense was 51.56, past continuous was 37.5, past perfect is 40.63, and past perfect continuous was 23.44, while the scores in the posttest , past tense was 59.38, past continuous is 45.31, past perfect tense was 65.63, and past perfect continuous was 60.34. It means that the scores of past tenses in posttest is better than in pretest..

36. The data on the table 2 show not only a significant improvement for four indicators but also different improvement got between continuous and non continuous from pretest to posttest by the students, it was proved by the improvement of simple past tense was (15.17%), while past continuous tense was (20.83%), and the improvement of past perfect tense was (61, 53%), while past perfect continuous tenses was (157.42%). In this case, in the past tense, the students did some mistake, they always forget to usage –did, not, was or were in negative, and interrogative verbal sentences, and they still memorizing the seven nucleus while in the past perfect tense, the students did not know whether they can use -had not -have or -has and after -had must be put past participle not present participle forms. In past continuous, the students still had any difficulties in negative and interrogative sentences, and they did not know when they can use -was or -were, while past perfect continuous the students has known that in perfect passive there is no continuous, so they did not use progressive forms. So the writer concluded that the students’ improvement of Continuous indicators and Continuous indicators except past perfect continuous is still little low because the students are still confused by the rules of past tense. After calculating the mean score of pretest and posttest, the writer found that the students’ mastery of past tenses was improved (63.74%). And to be more completely shown in the following figure below:.

37. Improvement (%). Past Tenses 200.00% 157.42% 150.00% 100.00% 61.53% 50.00% 15.17% 20.83% 0.00%. 63.74%. Figure 2 : the rate percentage of past tenses. In the figure 2 above, after applying seven nucleus, the rate percentage of the students’ improvement from pre-test to post showed the rate percentage of the students’ improvement for continuous indicators and non continuous, where the score of simple past tense was improved (15.17%), the score of past continuous tense was improved (20.83%), the score of past perfect tense was improved (61.53%), and the score of past perfect continuous tense was improved (157.42%). Figure 2 also shows that the mean score of past tenses was improved (63.74%), it means that the mean score has a significant improvement. Based on the data, it can be concluded that seven nucleus can improve the students’ mastery of past tenses . c. The Improvement of the Students’ Mastery of Future Tenses To answer the research question in the previous chapter, the writer administered the tests, which were given twice to the students. Firstly, pre test was.

38. given before the treatment. Secondly, post- test was given after the treatment. The result of the students’ mastery of future tenses whose indicators simple future tense, future continuous tense, future perfect tense, and future perfect continuous tense is being presented in the following table below : Table 4. The improvement of the students’ future tenses. 111111. No. Indicators. Pre – test. Post– test. Improvement (%). 1.. Simple future tense. 45.31. 71.88. 58.64. 2.. Future continuous. 32.81. 89.06. 171.44. 3.. Future perfect. 35.94. 46.88. 30.44. 4.. Future perfect continuous. 25. 56.25. 125. ΣX. 139.06. 264.07. 385.52. Mean. 34.77. 66.02. 96.38. Based on the data Table 4 above, comparison between pre test and post test shows that there was a significant improvement in the posttest result for four indicators after treatment by applying seven nucleus in teaching and learning future tense forms, it was proved by the scores in pretest, simple future tense was 45.31, future continuous was 32.81, future perfect was 35.94, and future perfect continuous was 25, while the scores in the posttest, simple future tense was 71.88, future continuous tense was 89.06, future perfect tense was 46.88, and future perfect continuous tense was 56.25. It means that the scores of future tenses in posttest are better than in pretest. The data on the table 4 show not only a significant improvement for four indicators but also different improvement got between continuous and non.

39. continuous from pretest to posttest by the students, it was proved by the improvement of simple future tense was (58.64%), while future continuous tenses was (171.44%), and the improvement of future perfect tense was (30.44%), while future perfect continuous tenses was (125%). In this case, in the future tense, the students did some mistake, they always forgot the usage of modal –will, or -shall in negative, and interrogative verbal sentences, and they always use additional infinitive or some other forms after modal, while in the future perfect tense, the students always put -has or -had after modal not only that but some of the students use wrong abbreviation of modal like (shall not) must be written shan’t but they wrote shalln’t , and (will not) must be written won’t but they wrote willn’t. And in future continuous, the students did not have many difficulties even the use of modal sometimes was also in wrong usage, while in the future perfect continuous, the students remembered that in future perfect passive there is no continuous, so they never used progressive forms not to do more mistake. So the writer concludes that the improvement of Continuous indicators got was higher than non Continuous indicators because the students were still confused by the rules of future tenses. After calculating the mean score of pretest and posttest, the writer found that the students’ mastery of future tenses was improved (95.38%). And to be more completely shown in the following figure below:. Improvement (%).

40. Future Tenses 171.44% 200.00% 150.00% 58.64% 125.00% 100.00% 96.38% 30.44% 50.00% 0.00%. Figure 3 : the rate percentage of the future tenses. In the figure 3 above, the rate percentage of the students’ improvement from pre-test to post shows the rate percentage of the students’ improvement for continuous indicators was greater than non continuous where the score of simple future was improved (58.64%), while the score of future continuous tense was improved (171.44%), and the score of future perfect tense was just improved (30.44%), while the score of future perfect continuous tense was improved (125.00%). Based on the data on figure 3 above, the mean score was improved (96.38%). It means that the mean score has a significant improvement from pretest to posttest, and it can be concluded that the seven nucleus method can improve the students’ mastery of future tenses..

41. 2. The Mean Score and Standard Deviation After classifying tenses, the next are the men score and the standard deviation of present tenses, past tenses, and future tenses in the pre-test and posttest which can be showed in the following table: Table 5. The Mean Score and Standard Deviation Test. Mean Score. Standard Deviation. Pre-test. 37.11. 10.98. Post-test. 60.63. 11.56. Table 5 above shows that the mean score of students’ pre test was 37.11, while the mean score of post test was 60.63 and the standard deviation of pre test was 10.98 and standard deviation of post test was 11.56. It means that the mean score of the post-test was higher than the mean score of pre-test and so does the standard deviation. Thus, it can be concluded that the use of seven nucleus can improve students’ mastery of tenses. 3. The t-test value of the student’ tenses mastery by using seven nucleus The result of the data analysis t-test of the students’ tenses mastery is shown by the following table below: Table 6.t-test value of the students’ tenses mastery Variables. t-test. t-table. Comparison. Classification. Tense mastery. 7.47. 2.131. t-test>t-table. Significant.

42. The datas on the table 6 above show that the value of the t-test was higher than the value of t-table. It was indicated that there was a significance difference between the result of the students’ tenses mastery after treatment, applying seven nucleus. 4. Hypothesis If the t-test value is higher than t-table at the level of significance 0.05 and degree freedom 15, thus the alternative hypothesis (H1) is accepted and null. Hypothesis (HO) is rejected. In contrary, if the value t-test is lower than t-table at the level of significance 0.05 and the degree freedom 15, thus the alternative hypothesis is rejected and null hypothesis is accepted. The data analysis of the ttest value on the table 6 shows that the t-test was greater than the t-table value. It was proved by on the result of the value of T-test of present tenses (7.43), past tenses (5.56), future tenses (9.43) was greater than value of T-table (2.131), it means that alternative hypothesis was accepted and null hypothesis was rejected. It can be concluded that applying seven nucleus can improve the students’ tenses mastery of Cambridge English College (CEC) Makassar. B. Discussions The statistical analysis from the result of the students’ ability in mastering tenses shows that the students’ tenses mastery before applying seven nucleus was still very low, it was approved by the result of the pre-test before the treatment that the mean score of present tenses was 38.28, the mean score of past tenses was 38.28 classified as very poor score, and the mean score of future tenses was 34.77 classified as very poor score. On the contrary of the result of the pre-test, there.

43. was a significance improvement in the post-test where the mean score of present tenses was 58.20 classified as fair score, the mean score of past tenses was 57.67 classified as fair score, and the mean score of future tenses was 66.02 classified as fair score. Based on the findings, the data were collected through the essay tests in the previous findings section above, showed that the students’ scores of present tenses, past tenses, and future tenses improved 74.31% after applying seven nucleus method. It was much better than before the treatments were given to the students. In giving score of tenses, the researcher used some criteria, like mastery of present tenses, mastery of past tenses, and mastery of future tenses as follow: 1. The students’ mastery of present tenses The data collected through essay tests expressed the students’ mastery of present tenses by the basic level students of Cambridge English College (CEC) Makassar. Based on the findings above, in applying seven nucleus in the class, the data showed that the students’ present tenses improved significantly. It was proved by the data on table 2, it showed that the score of simple present tense was improved (6.26%) from the mean score 50 on pre –test to be 53.13, the score of present continuous tense was improved (109.54%) from the mean score 32.81 on pre –test to be 68.75, the score of present perfect tense was improved (3.81 %) from the mean score 40.63 on pre –test to be 42.18, the score of present perfect continuous tense was improved (131.56 %) from the mean score 29.69 on pre – test to be 68.75..

44. After applying seven nucleus in teaching tenses, and then calculating the students’ scores, the writer found that the students’ present tenses were improved (62.80%) from pretest 38.28 to post test 58.20. It means that the mean score of present tenses from pretest to post test was improved significantly. It was also supported by the result of the data analysis on the Table 6 showed that from the level significance (p) = 0.05 and degree of freedom(df ) = 15 which got from formula df = N – 1 with t-table 2.131, the value t-test present tenses was higher than t-table ( 7.43 > 2.131 ). Thus, the students’ mastery of present tenses by applying seven nucleus tenses method improved significantly. It means that Seven nucleus can improve the students’ present tenses. 2. The students’ mastery of past tenses The data collected through essay tests expressed the students’ mastery of past tenses by the basic level students of Cambridge English College (CEC) Makassar. Based on the findings above, in applying seven nucleus in the class, the data on table 3 showed that the score of simple past tense was improved (15.17 %) from the mean score 51.56 on pre –test to be 59.38 the score of past continuous tense was improved (20.83%) from the mean score 37.5 on pre –test to be 45.31, the score of past perfect tense was improved (61.53 %) from the mean score 40.63 on pre –test to be 65.63, the score of past perfect continuous tense was improved (157.42%) from the mean score 23.44 on pre –test to be 60.34. After applying seven nucleus, and then calculating the students’ scores, finally the writer found that the students’ past tenses were improved (63.74 %),.

45. the mean score of pre-test 38.28, and the mean score of post-test 57.67. Those proved that the students’ mean score of past tenses was improved significantly. It was also supported by the result of the data analysis on the table 6 showing that from the level significance (p) = 0.05 and degree of freedom(df ) = 15 which got from formula df = N – 1 with t-table 2.131, the value t-test past tenses was higher than t-table ( 5.56 > 2.131 ). Thus, the students’ mastery of past tenses by applying seven nucleus tenses method improved significantly. It means that Seven nucleus can improve the students’ past tenses. 3. The students’ mastery of future tenses The data collected through essay tests expressed the students’ mastery of future tenses by the basic level students of Cambridge English College (CEC) Makassar. Based on the findings above, in applying seven nucleus in the class, the data on table 4 showed that the score of simple future tense was improved (58.64%) from the mean score 45.31 on pre –test to be 71.88, the score of future continuous tense was improved (171.44%) from the mean score 32.81 on pre –test to be 89.06, the score of future perfect tense was improved (30.44 %) from the mean score 35.94 on pre –test to be 46.88, the score of past perfect continuous tense was improved (125.00%) from the mean score 25.00 on pre –test to be 56.25 After calculating the score, the writer found that the students’ future tenses was improved (96.38 %), the mean score of pre-test was 34.77 and the mean score of post-test 66.02. It means that the mean score of future tenses from pre-test to post test improved significantly..

46. It was also supported by the result of the data analysis on the table 6 show that from the level significance (p) = 0.05 and degree of freedom(df ) = 15 which got from formula df = N – 1 with t-table 2.131, the value t-test future tenses was higher than t-table ( 9.45 > 2.131 ). Thus, the students’ mastery of future tenses by applying seven nucleus tenses method improved significantly. It means that Seven nucleus can improve the students’ mastery of future tenses. Based on the result, hypothesis test show that Ho was rejected and H1 was accepted, and the data on the table 6 show that students’ improvement of tenses was (74.31%). From both proofs the writer concluded that there was significant improvement of the students’ tenses mastery of present tenses, past tenses, and future tenses of Cambridge English College (CEC) Makassar by applying seven nucleus..

47. CHAPTER V CONCLUSIONS AND SUGGESTIONS. This chapter consists of two sections, one is conclusion, which is based on the research finding and the discussion. The other one is suggestion, which is based on the conclusion proposes. A. Conclusions Based on the findings and discussions in the previous chapter, the researcher concludes as follows: 1. Seven nucleus method as an input can improve the students’ mastery of present tenses. It was proved by the result of the statistical analysis at the level of significance 0.05 which indicated that t-test value of present tenses was greater than the t-table (7.43 >2.131 ) with degree freedom(df) 15. 2. Seven nucleus method as an input can improve the students’ mastery of past tenses. It was proved by the result of the statistical analysis at the level of significance 0.05 which indicated that t-test value of present tenses was greater than the t-table (5.56 >2.131) with degree freedom(df) 15. 3. Seven nucleus method as an input can improve the students’ mastery of future tenses. It was proved by the result of the statistical analysis at the level of significance 0.05 which indicated that t-test value of present tenses was greater than the t-table (9.43 >2.131) with degree freedom(df) 15.. 47.

48. 4. Seven nucleus can improve the students’ tenses mastery at the first level students of Cambridge English college (CEC) Makassar. It was proved by the students’ mean score of tenses which was improved (74.31%). B. Suggestions Based on the conclusion above, the researcher presents some suggestions as follows : 1. The the English teachers are recommended to to use seven nucleus method as input to improve the students tenses mastery. 2. The English teachers are suggested to apply seven nucleus as one of the alternative methods in learning and teaching tenses. 3. The students are expectd to improve their mastery about tenses by applying seven nucleus, and to improve their time management. 4. It is suggested to English teachers to choose a good method and to apply professionally, especially in learning tenses. 5. The next researchers in the future are suggested to use seven nucleus as one of references in mastering tenses forms..

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51. APPENDICES 1. DATA ANALYSIS RELATED TO CHAPTER IV AND V. THE STUDENTS’ ACHIEVEMENT OF PRETEST AND POSTTEST. 51.

52. APPENDICES A The Students’ Achievement of Pre-Test and Posttest A. Pre-Test 1. No. The Score of the Students’ Mastery of Present Tenses. Students. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.. S.1 s.2 S.3 s.4 S.5 s.6 S.7 s.8 S.9 s.10 S.11 s.12 S.13 s.14 S.15 s.16 Total Mean Score. S.Pr 50 50 25 50 50 75 50 50 100 50 0 100 25 0 50 75 800 50 2.. No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.. Students. S.1 s.2 S.3 s.4 S.5 s.6 S.7 s.8 S.9 s.10 S.11 s.12 S.13 s.14 S.15 s.16 Total Mean Score. S.Ps 50 50 25 25 25 75 75 50 50 100 25 75 75 50 75 0 825 51.56. Tenses Pr.C Pr.Pf 50 50 0 50 0 50 25 50 25 50 0 50 50 50 25 50 50 25 100 25 25 50 50 0 75 50 0 50 50 0 0 50 525 650 32.81 40.63. Pr.Pf.C 50 25 50 25 50 50 0 50 0 0 50 50 25 0 25 25 475 29.68. ∑. X. 200 125 125 150 175 175 150 175 175 175 125 200 175 50 125 150. 50 31.25 31.25 37.5 43.75 43.75 37.5 43.75 43.75 43.75 31.25 50 43.75 12.5 31.25 37.5. The Score of the Students’ Mastery of Past Tenses Tenses Ps.C Ps.Pf 50 50 25 50 50 0 50 50 25 25 25 50 25 50 50 25 25 75 50 75 50 0 50 50 50 75 25 0 0 50 50 25 600 650 37.5 40.63. Ps.Pf.C 50 75 25 25 25 25 50 0 0 25 25 0 0 25 25 0 375 23.44. ∑. X. 200 200 100 150 100 175 200 125 150 250 100 175 200 100 150 75. 50 50 25 37.5 25 43.75 50 31.25 37.5 62.5 25 43.75 50 25 37.5 18.75.

53. 3. No. The Score of the Students’ Mastery of Future Tenses. Students. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.. S.1 s.2 S.3 s.4 S.5 s.6 S.7 s.8 S.9 s.10 S.11 s.12 S.13 s.14 S.15 s.16 Total Mean score. S.Pr 50 50 25 50 50 50 25 50 75 50 25 50 50 25 50 50 725 45.31. Tenses Pr.C Pr.Pf 25 25 50 50 0 25 50 25 25 25 50 25 25 75 25 25 75 25 0 75 25 25 25 50 50 50 50 50 50 25 0 0 525 575 32.81 35.94. Pr.Pf.C 25 50 25 25 25 50 25 25 25 25 0 0 50 25 0 25 400 25. ∑. X. 175 200 75 150 175 175 150 125 200 150 75 125 200 150 125 75. 43.75 50 18.75 37.5 43.75 43.75 37.5 31.25 50 37.5 18.75 31.25 50 37.5 31.25 18.75. B. Post-Test 1. The Score of the Students’ Mastery of Present Tenses No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.. Students. S.1 s.2 S.3 s.4 S.5 s.6 S.7 s.8 S.9 s.10 S.11 s.12 S.13 s.14 S.15 s.16 Total Mean score. S.Pr 50 25 25 50 75 75 50 75 25 75 50 50 50 50 50 75 850 53.13. Tenses Pr.C Pr.Pf 75 50 75 50 50 0 75 50 75 50 100 50 75 50 75 25 50 50 75 75 75 25 25 50 75 50 75 25 75 50 50 25 1100 675 68.75 42.19. Pr.Pf.C 100 25 50 25 75 75 100 100 100 75 50 75 75 50 50 75 1100 68.75. ∑. X. 275 175 125 200 275 300 275 275 225 300 200 200 250 200 225 225. 68.75 43.75 31.25 50 68.75 75 68.75 68.75 56.25 75 50 50 62.5 50 56.75 56.75.

54. 2. The Score of the Students’ Mastery of Past Tenses No. Students. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.. S.1 s.2 S.3 s.4 S.5 s.6 S.7 s.8 S.9 s.10 S.11 s.12 S.13 s.14 S.15 s.16 Total Mean Score. S.Ps 75 75 25 75 75 75 75 50 50 50 75 75 25 50 75 25 950 59,38. Tenses Ps.C Ps.Pf 50 100 50 75 50 0 0 50 75 75 50 75 50 75 50 50 0 50 75 50 25 75 50 75 25 75 50 75 50 75 75 75 725 1050 45.38 65.63. Ps.Pf.C 75 75 75 75 75 50 75 50 75 50 75 75 50 25 50 25 975 60.94. ∑. X. 300 275 150 200 300 250 275 200 175 225 250 275 175 200 250 200. 75 68.75 37.5 50 75 62.5 68.75 50 43.75 56.25 62.5 68.75 43.75 50 62.5 50. 3. The Score of the Students’ Mastery of Future Tenses No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.. Students. S.1 s.2 S.3 s.4 S.5 s.6 S.7 s.8 S.9 s.10 S.11 s.12 S.13 s.14 S.15 s.16 Total Mean Score. S.F 75 50 25 50 100 100 75 75 75 75 50 75 100 100 75 50 1150 71.88. Tenses F.C F.Pf 100 25 100 50 100 0 50 75 100 50 100 50 75 75 100 25 100 50 100 50 100 25 100 50 100 50 100 25 25 75 75 75 1425 750 89.06 46.88. F.Pf.C 25 25 25 75 75 50 50 75 25 50 75 25 75 50 100 100 900 56.25. ∑. X. 225 225 150 250 325 300 275 275 250 275 250 250 325 275 275 300. 56.25 56.25 37.5 62.5 81.25 75 68.75 68.75 62.5 68.75 62.5 62.5 81.25 68.75 68.75 75.

55. APPENDICES B The Total Raw of the Students’ Pre-Test And Post-Test. 1. The Score of the Students’ Mastery of Present Tenses NO 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Total Mean S.. ( X1) 50 31.25 31.25 37.5 43.75 43.75 37.5 43.75 43.75 43.75 31.25 50 43.75 12.5 31.25 37.5 612.5 38.28. X 2  68.75 43.75 31.25 50 68.75 75 68.75 68.75 56.25 75 50 50 62.5 50 56.75 56.75 932.25 58.27. D 18.75 12.5 0 12.5 25 31.25 31.25 25 12.5 31.25 18.75 0 18.75 37.5 25.5 19.25 319.75 19.98. (X 1) 2 2500 976.56 976.56 1406.25 1914.06 1914.06 1406.25 1914.06 1914.06 1914.06 976.56 2500 1914.06 156.25 976.56 1406.25 24765.6. (X 2 ) 2 4726.56 1914.06 976.56 2500 4726.56 5625 1406.25 1914.06 3164.06 1914.06 976.56 2500 1914.06 156.25 976.56 1406.25 56558.29. D2 351.56 156.25 0 156.25 625 976.56 976.56 625 156.25 976.56 351.56 0 351.56 1406.25 650.25 370.56 8130.17.

56. 2. The Score of the Students’ Mastery of Past Tenses NO 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Total Mean s.. ( X1) 50 50 25 37.5 25 43.75 50 31.25 37.5 62.5 25 43.75 50 25 37.5 18.75 612.5 38.28. X 2  75 68.75 37.5 50 75 62.5 68.75 50 43.75 56.25 62.5 68.75 43.75 50 62.5 50 925 57.81. D 25 18.75 12.5 12.5 50 18.75 18.75 18.75 6.25 -6.25 37.5 25 -6.25 25 25 31.25 312.5 19.53. (X 1) 2 2500 2500 625 1406.25 625 1914.06 2500 976.56 1406.25 3906.25 625 1914.06 2500 625 1406.25 351.56 25781.24. (X 2 ) 2 5626 4726.56 1406.25 2500 5625 3906.25 4726.56 2500 1914.06 3164.06 3906.25 4726.56 1914.06 2500 3906.25 2500 55546.86. D2 625 351.56 156.25 156.25 2500 351.56 351.56 351.56 39.06 -39.06 1406.25 625 -39.06 625 625 976.56 9062.49.

57. 3. The Score of the Students’ Mastery of Future Tenses NO 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Total Mean S.. ( X1) 43.75 50 18.75 37.5 43.75 43.75 37.5 31.25 50 37.5 18.75 31.25 50 37.5 31.25 18.75 581.25 36.33. X 2  56.25 56.25 37.5 62.5 81.25 75 68.75 68.75 62.5 68.75 62.5 62.5 81.25 68.75 68.75 75 1056.25 66.02. D 12.5 6.25 18.75 25 37.5 31.25 31.25 37.5 12.5 31.25 43.75 31.25 31.25 31.25 37.5 56.25 475 29.69. (X 1) 2 1914.06 2500 351.56 1406.25 1914.06 1914.06 1406.25 976.56 2500 1406.25 351.56 976.56 2500 1406.25 976.56 351.56 22851.54. (X 2 ) 2 3164.06 3164.06 1406.25 3906.25 6601.56 5625 4726.56 4726.56 3906.25 4726.56 3906.25 3906.25 6601.56 4726.56 4726.56 5625 71445.29. D2 156.25 39.06 351.56 625 1406.25 976.56 976.56 1406.25 156.25 976.56 1914.06 976.56 976.56 976.56 1406.25 3164.06 16484.35.

58. APPENDICES C The Mean Score of Pre-Test and Post-Test The Formula of Mean Score: = Where: = the mean score ∑X. = the total raw score. N. = the number of students Gay (1981:298). = 1. The Students’ Mean Score of the PreTest and Post Test of Present Tenses a.. Pre-test. 1.. Simple present tense =. =29.69. b.. Post-test. 1.. Simple present tense. =. = =. =50 2.. Present continuous tense =. =53.13 2.. =. Present continuous tense =. =32.81 3.. =. Present perfect =. =68.75 3.. 4.. Present perfect. =. =. =40.63. =. Present perfect continuous. =42.18. = 4.. Present perfect continuous.