the students' achievement in learning verbal and nominal

THE STUDENTS’ ACHIEVEMENT IN LEARNING VERBAL AND NOMINAL SENTENCES USING EXPLORATION, EXPLANATION AND EXPRESSION (E-3) METHOD AT THE TENTH GRADE STUDENTS OF SMA PGRI 2 TAMALATE (A Classroom Action Research). A Thesis. Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Part Fulfillment Of the Requirement for the Degree of Sarjana Pendidikan. SISWATIARIF 10535 5173 12. ENGLISH EDUCATION DEPARTEMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2017. 1.

2. SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini: Nama. : Siswati Arif. NIM. : 10535 5173 12. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : The Students’ Achievement in Learning Verbal and Nominal Sentences Using Exploration, Explanation and Expression (E-3) Method at the Tenth Grade Students of SMA PGRI 2 TAMALATE. Dengan ini menyatakan: Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.. Makassar, 17 October 2016. Yang membuat perjanjian. Siswati Arif.

3. SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama. : Siswati Arif. NIM. : 10535 5173 12. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : The Students’ Achievement in Learning Verbal and Nominal Sentences Using Exploration, Explanation and Expression (E-3) Method at the Tenth Grade Students of SMA PGRI 2 TAMALATE. Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran.. Makassar, 1October 2016 Yang membuat perjanjian. Siswati Arif.

4. Motto and Dedication. “LIFE IS CHOICE” and ALLAH is the best choice that ever.. ALLAH IS THE GREATEST. This Thesis is dedicated for Muhammadiyah University of Makassar, all of the lecturers of Unismuh Makkassar, and Specially For My Parents And All Of The Members Of my Family That Always Support Me Whenever and wherever I Am.

5. ABSTRACT. Siswati Arif, 2016. The students’ achievement in learning verbal and nominal sentences using Exploration-Explanation-Expression (E-3) method (A classroom action research at tenth grade student of SMA PGRI 2 TAMALATE), under the thesis of English Education Department the Faculty of Teachers Training and Education, Makassar Muhammadiyah University, (guided by Erwin Akib and Nurdevi Bte Abdul). This research aimed to explain the improvement of the students’ achievement in verbal and nominal sentences in terms of simple past tense dealing with positive, negative, and interrogative statement, and past perfect tense dealing with positive, negative, and interrogative statement. To explain the improvement, the researcher used a classroom action research which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the X A class of SMA PGRI 2 Tamalate with a number of the subjects were 30 students. The research findings indicated that the implementation of ExplorationExplanation-Expression (E-3) method is significant to improve the students’ English tense achievement in terms of verbal sentences in positive, negative, and interrogative statement, and nominal sentences in positive, negative, and interrogative statement. It was proved by the mean score of cycle I is 58.33 then improved to be 85.11 in cycle II. They are higher than the mean score of diagnostic test namely 44.89. Therefore, there is the improvement of the students’ achievement in verbal and nominal dealing with positive, negative, and interrogative statement. Implementation of Exploration-Explanation-Expression (E-3) method also improved the students’ activeness in teaching and learning process. It was proved by the activeness score of cycle I is 13.4% become 24.12% in Cycle II, and the improvement the students activeness from cycle I to cycle II is 18.76%. Therefore, there is improvement of students’ activeness in teaching and learning process using Exploration-Explanation-Expression (E-3) method. Keywords: Verbal Sentences, Nominal Sentences, Exploration, Explanation and Expression (E-3)..

6. ACKNOWLEDGEMENT. In the name of Allah, the Most Gracious, the Most Merciful. Alhamdulillah, all praises be to Allah SWT, the Lord of the Universe who has been giving and blessing the researcher until he could complete this Thesis entitled “The Students’ Achievement in Learning Verbal and Nominal Sentences Using Exploration, Explanation and Expression (E-3) Method at the Tenth Grade Students of SMA PGRI 2 TAMALATE”. Peace and salutation are upon the greatest Prophet Muhammad SAW, her family, companions, and adherents. This Thesis is presented to the English Department Faculty of Teacher Trainning and Education, Makassar Muhammadiyah University as a partial fulfillment of the requirement for the Degree of Education (S.Pd) in English Education Department. The researcher would like to address her thanks and great gratitude to her consultants Erwin Akib, M.Pd.,Ph.D and Nurdevi Bte Abdul, S.Pd.,M.Pd.,for their time, guidance, valuable helps, correction, attentions, suggestions and motivations for the completion of this Thesis. Her gratitude also goes to:.

7. 1. Dr. H. Abd Rahman Rahim, SE., MM, the Rector of the Makassar Muhammadiyah University 2. Dr. H. Andi Sukri Syamsuri, M. Hum, the Dean of Faculty of Teacher Trainning and Education 3. Erwin Akib, M. Pd., Ph. D., The Head of English Department 4. Ummi Khaerati Syam, S. Pd., M. Pd, The Secretary of English Department 5. Head of Lembaga Penelitian Pengembangan dan Pengabdian Masyarakat (LP3M), Muhammadiyah University of Makassar, Ir. Abubakar Idhan, MP. 6. All lecturers in the English Department who have taught and educated the researcher during her study at Makassar Muhammadiyah University. 7. All her friends in the English Department, thanks for their supports, motivations, and advices. 8. All who have given their help in writing this thesis that the researcher could mention one by one. The researcher also expresses sincerely unlimited thanks to her beloved family who love her very much and always give the love, support sincerely and purely without time. Therefore, the researcher always expects that she can always do everything by which their family can feel satisfy and also useful for everyone around her, for her religion and even for her country at once. May Allah bless them all, Amen. Finally, the researcher realizes that this Thesis still has some weakness and mistakes. Therefore, she will accept any constructive suggestions and critics to make this thesis better..

8. Makassar,. October 2016. Researcher. Siswati Arif.

9. LIST OF CONTENTS. ``. Page. COVER ............................................................................................................ i APPROVAL SHEET ....................................................................................... ii COUNSELING SHEET................................................................................... iii SURAT PERNYATAAN................................................................................. v SURAT PERJANJIAN .................................................................................... vi MOTTO AND DEDICATION ........................................................................ vii ABSTRACT..................................................................................................... viii ACKNOWLEDGEMENT ............................................................................... ix LIST OF CONTENTS ..................................................................................... xi LIST OF TABLES ........................................................................................... xiii LIST OF GRAPHICS ...................................................................................... xiv LIST OF APPENDICES .................................................................................. xv CHAPTER I INTRODUCTION ...................................................................... 1 A. Background .......................................................................................... 1 B. Problem Statements.............................................................................. 3 C. Objectives of The Study....................................................................... 4 D. Significance of The Study.................................................................... 4 E. Scope of The Study .............................................................................. 4 CHAPTER II REVIEW OF RELATED LITERATURE ................................ 6.

10. A. Previous Related Research Findings ................................................... 6 B. Pertinent Ideas..................................................................................... 7 1. Exploration, Explanation and Expression (E-3) Method ............... 7 2. The Concept of Sentences.............................................................. 10 3. The Concept of Grammar............................................................... 13 4. The Concept of Tenses................................................................... 14 C. Conceptual Framework ....................................................................... 25. CHAPTER III RESEARCH METHOD .................................................... 27 A. Research Design .................................................................................. 27 B. Research Subject .................................................................................. 27 C. Research Variable and Indicator .......................................................... 27 1. Variable .......................................................................................... 27 2. Indicator ......................................................................................... 28 D. Research Procedure.............................................................................. 29 1. Cycle 1 ........................................................................................... 29 2. Cycle 2 ........................................................................................... 31 E. Research Instrument............................................................................. 32 F. Data Collection..................................................................................... 32 G. Data Analysis ....................................................................................... 33 CHAPTER IV FINDINGS AND DISCUSSIONS .................................... 35 A. Findings ............................................................................................... 35 1. The mean score and Improvements of the students’ Verbal Sentences 35 2. The mean score and Improvements of the students’ Verbal Sentences 39 3. The mean score and improvements of the students’ verbal and nominal achievement.................................................................................... 43.

11. 4. The result of the students’ activeness in teaching and learning process 44 B. Discussions........................................................................................... 46 1. The improvement of the students’ Achievement in verbal and nominal Through E-3 Method...................................................................... 46 2. Observation Result ......................................................................... 48 CHAPTER V CONCLUSIONS AND SUGGESTIONS................................. 49 A. Conclusions .......................................................................................... 49 B. Suggestions .......................................................................................... 51 BIBLIOGRAPHY ............................................................................................ 51 APPENDICES ................................................................................................. 53 CURRICULUM VITAE.

12. LIST OF TABLES Page. Table 3.1. Scale Criteria of Score .................................................................... 33 Table 4.1. The Mean Score and Improvement of the Students’ Verbal Sentences ........................................................................................ 35 Table 4.2. The Percentage of the Students’ Achievement of Verbal Sentences ......................................................................................... 38 Table 4.3. The Mean Score and Improvement of the Students’ Nominal Sentences ......................................................................................... 39 Table 4.4. The Percentage of the Students’ Achievement of Nominal Sentences ......................................................................................... 42 Table 4.5. The Mean Score and Improvements of the Students’ Verbal and Nominal Sentences .......................................................................... 43 Table 4.6. The Observation Result of the Students’ Activeness In Learning Process ............................................................................................. 45.

13. LIST OF GRAPHICS Page. Figure 2.1 Conceptual Framework................................................................... 25 Figure 3.1. The Cycle Scheme of Classroom Action....................................... 28.

14. LIST OF APPENDICES Page Appendix A List of Sample.............................................................................. 50 Appendix B Alternative Answer Key .............................................................. 53 Appendix C Assessment Sheet......................................................................... 54 Appendix D Analysis of Score Verbal and Nominal Sentences ...................... 56 Appendix E Observation sheet......................................................................... 65 Appendix F Analysis of observation sheet....................................................... 86 Attendance list Instrument Test Lesson Plan Teaching Material Documentation.

15. CHAPTER I INTRODUCTION. A. Background English is aglobal language that had to be learnt by most of people. It is especially for junior and senior high school students. They are required to study English in their school in order to compete for achieving excellences in globalization era. As a foreign language, English sometimes felt difficult for some students. It is caused by complicate grammatical rules. Most of Indonesian students usually do not have competence of grammatical system. Hence, students need to study grammatical system of language, so they can communicate with others in order to transfer the message properly. Baker (2011; 13) stated that the skills of language cover listening, speaking, reading and writing; meanwhile the sub-skills of language cover grammar, vocabulary, phonology and graphology. Those skills and sub-skills of language are support each other. For example, when someone wants to deliver his feelings or thought by writing, he has to notice not only the vocabulary but also the grammar. In writing, as one of the sub-skills of a language, grammar is necessaryto create meaningful and understandable sentences. In order to get a good construction and good organization in a written form, the students should produce good and correct sentences. Hence, they should know a set of rules that must be followed which is called grammar. According to Radford (1988: 2), grammar is the description of the ways in which words can.

16. change their forms and can combine into sentences in language. It can beconclude that grammar isessential part as writing guidance for students to make the sentences correctly and to convey the meaning idea in particular written form. One of the topics in English grammar that must be learnt by the students is about Tenses. It is a form taken by a verb to show the time of an action which is devided into three main parts; present tense indicates the current time, past tense indicates the past time, and future tense indicates the future time. The form of tenses in sentences is devided into two parts as verbal and nominal sentence. verbal sentence is a linguistic term that refers to a verbal sentence which required a verb as the predicate of the sentence. Meanwhile, nominal sentences is a nonverbal sentences (sentence without a finite verb). As matter of fact, the students usuallyfind difficulties to differenciate the verbal and nominal sentences in various list of tenses. Based on the observation in SMA PGRI 2 Tamalate especially in X A Class, the students’ achievement in learning verbal and nominal sentences showed the result of diagnostic test were still underneath minimum score namely 44,89. Whereas, according to KKM obtained from SMA PGRI 2 Tamalate as the standard of the students achievement in learning English lesson is about 75,00. So that, the students required an appropriate strategy to make them easier to understand the material in learning verbal and nominal sentences, and also the teacher must aware of the students needs. Therefore, the researcher provides exploration, explanation and expression (E-3) Method in teaching tenses as the answer for the Students’ demand..

17. E-3 method is one of the learning techniques where the teacher gives the students a freedom to look for the form and the function of the sentences by their own ability to create the sentence. As Henny (2005: 2) stated that the most often method used at learning process which is considered to be the successful method in helping the students to learn, and to be active is Exploration, Explanation, and Expression (E-3) method. Every stage in E-3 method has particular purpose. The purpose of exploration is to subconsciously expose learner to a particular sentence item in use; the purpose of explanation is the learner summarize and remember about the form and function and to help learners to revise; the purpose of expression is to use or apply a sentence items learn in the previous stage to communication or make sentence. (Sysoyev, 2011: 151). Therefore, the writer tried to do a research dealing with the problem and the study entitles “The Students’ Achievement in Learning Verbal and Nominal Sentences Using Exploration, Explanation and Expression (E-3) Method at the Tenth Grade Students of SMA PGRI 2 Tamalate.” B. Problem Statement Based on the background above, the researcher formulated the research questions as follows: 1. How was the students’ achievement in learning verbal sentences for the aspect of affirmative, negative, and interrogative sentences through (E-3) method at the tenth grade students of SMA PGRI 2 Tamalate?.

18. 2. How was the students’ achievement in learning nominal sentences for the aspect of affirmative, negative, and interrogative sentences through (E-3) method at the tenth grade students of SMA PGRI 2 Tamalate? C. Objective of the Research Based on the research questions, the researcher formulated the objectives of the research as follow: 1. The objective of the study was to find out the studnts’ achievement in learning verbal sentences for the aspect of affirmative, negative, and interrogative sentences through (E-3) method. 2. The objective of the study was to find out the studnts’ achievement in learning nominal sentences for the aspect of affirmative, negative, and interrogative sentences through (E-3) method. D. Significance of the Research The result of the research was expected to be useful reference for the teacher to apply Exploration, Explanation, Expression (E-3) method in teaching verbal and nominal sentences. For the students and all English learners, it could make them easy to identify verbal and nominal sentences. It also makes them understand verbal and nominal sentences and constructed the verbal and nominal sentences in learning English. It also was useful information and positive contribution on the school in teaching improvement. E. The Scope of the Research Based on the observation, the research was limited the use of. E-3. method in teaching verbal and nominal sentences at X A Class of SMA PGRI 2.

19. Tamalate. Meanwhile, the researcher focuses in verbal and nominal as predicate of sentences in terms of affirmative, negative, and interrogative. She also takes simple past tense, and past perfect as limited in learning English tenses..

CHAPTER II LITERATURE REVIEW. A. Previous Related Research Findings Some researchers conducted research on the use of E-3 method which shows the positive result of the students using the E-3 method. The result of the researcher was cited below: 1. Fatmawati (2007), Using E-3 method to teach grammar of SMU Neg.2 Bulukumba. The result of her research was successful, where the students mean score in the posttest was higher (7.6) than the mean score of the students in pretest (5.3). 2. Henny (2006), Using E-3 method to teach grammar of SLTP Negeri 1 Takalar, the method mades the lesson more interesting and enjoyable. 3. Azis (2009), Using Exploration-Explanation-Expression (E-3 method) to teach verbal and nominal sentence at the first year students of SLTP Negeri 1 Ma’rang Pangkep, the method that usual treatment in teaching verbal and nominal sentence. The previously research above, where Fatmawati uses E-3 method to teach passive voice, Henny uses E-3 method to teach grammar, and UlfaAzis uses E-3 method to teach nominal and verbal sentence. The research will try Exploration-Explanation-Expression (E-3) method to teach English tenses that focus in simple past tense and past perfect tense. The subject of the researcher. 6 1.

21. reported above are different from the subject use in this research, but have the same aim, namely makes the lesson more interesting and enjoyable. B. Some Pertinent Ideas 1. Exploration-Explanation-Expression (E-3) Method Edward Anthony in Fatmawati (2007:5), states that method is an overall plan for the orderly presentation of language material, no part of contradicts, and all of which is based upon the selected approach. a. The Definition of Exploration-Explanation-Expression (E-3) Method 1) Exploration is the act searching of travelling for the purpose of discovery in something. 2) Explanation is a statement that makes something comprehensible by describing the relevant structure or operation or circumstances in something. 3) Expression is saying a word or phrase that particular people use in particular situation. b. The Exploration-Explanation-Expression (E-3) MethodStages are as Follows 1) Exploration: students discover rule of grammar by using sentence, illustrate a particular grammar rule and as a group (with some help from the teacher) finding the pattern and formulating a rule to fit that pattern. 2) Explanation: students summarize what they have discovered and focus on the form with the help of their teacher; they find the same rule listed in a text book..

22. 3) Expression: using rule they have learned, students’ converse with each other. This given them practice in using their knowledge in meaningful situation. c. The Role of Exploration-Explanation-Expression (E-3) Method The role ofE-3 method is very important in language teaching because to study foreign language is not easy. Many people realize the important of mastering foreign language. As we know that language is as a tool of communication between people including the scientific term that should be learned consciously in theory and practice.Professor Jouvancy in Ulfa Aziz states that the role of E3 method is more effective that the conventional one is teaching English structure. It is suitable to be used for teaching new and difficult structure item. Moreover, the students can understand the material easily and remember the material well. It can also make the students more active in learning. d. The Advantage and Disadvantages of Exploration-Explanation-Expression (E3) Method According to Sysoyev (2011: 151), E-3 method has advantages that benefit for the students and teacher in gaining the subject. But, he also states that the method has disadvantages in learning process. 1) Advantages of E-3 method in learning and teaching are: a) Very specific learning targets. b) Students are told reason why content is very important help to clarify lesson objective. c) Relatively easy to measure the students’ gains..

23. d) Good for teaching specific facts and basic skills. 2) Disadvantages of E-3 method in learning and teaching are: a) Can stifle teacher’s creativity. b) May not be effective for higher-order thinking skills, depending on the knowledge based and skill of the teacher. c) Requireswell-organized. content. preparation. and. good. oral. communication skill. e. Implementation in TeachingSimple Past Tense and Past Perfect Tenseby Using Exploration-Explanation-Expression (E-3) Method In teaching and learning English process, teacher and students have different roles, they both have the same purpose, namely to reach and aim of the lesson. Teacher and students are in the same place, for example, they can be in an interaction through a certain method they will go through. For teaching a foreign language, they are many methods with distinctive characteristic. The teacher just chooses E-3 method that he or she will apply, (Sysoyev, 2011: 151). Teaching by using E-3 method is to make the students easy to control and understand the teaching material. The subject of the lesson issimple past tense and past perfect tense especially positive statement, negative statement, and interrogative statement. 1) Explorationisthe first stage of grammar teaching, this stage is characterized by inductive learning. Exploration, then work as an excellent tool for motivation. In this first stage, the researcher begins by introducing the topic for group exploration and elicits students’ responses researcher.

24. give some question aboutsimple past tense and past perfect tense likes positive, negative, and interrogative statement. From that question the researcher wants to know how is the students’ basic achievement in mastering English tenses. 2) Explanation is the second stage of learning. As students find sequences or patterns in the examples they used during the exploration stage, the teacher or the students can summarize what was previously discovered, now focusing on the form ofsimple past tense and past perfect tense. 3) Expression is the third and last stage of the process. After discovering certain grammatical patterns in the exploration stage and getting to know the rules in the explanation stage, students start practicing the production of meaningful utterances with each other in communication and interactive tasks.The rationale of this stage is to provide students experience in applying their acquired knowledge in practice by making meaningful utterances. On the one hand, this may also serve as a motivation technique, since learners can actually see what they can do with what they have learned. On the other, the expression stage gives them the opportunity to practice. 2. The Concept of Sentences a. Defenition of Sentences Sentence is a group of words that expresses a complete thought. Sentences make sense because it is a value, whole idea not just part of one. A sentence is the largest independent unit of grammar: it begins with a capital.

25. letter and ends with a period, question mark, or exclamation point. The sentence is traditionally (and inadequately) defined as a word or group of words that expresses a complete idea and that includes a subject and a verb. There are four basic sentence structures, those are the simple sentence, the compound sentence, the complex sentence, and the compound-complex sentence. Based on the definition above, it can infer that sentences is a group of words that containing a subject and predicate, and must express a complete thought and can’t stand alone. b. The Parts of Sentence Every sentence must contain at least two words. The two words of the sentence is the simple type of sentences, in which one word must be the subject and the predicate are basic of a sentence. Those two main parts will be explained in defines as follows? 1) The subject of sentence Subject of the sentences is the word with all in modifiers the name of person, place, thing, or concepts or something is said, the key words of the subject of a sentences are always in the noun in pronoun form, (Rubin in Yakub, 2006: 14). Example: a) Mary speaks Spanish very well b) English is my favorite courses 2) The Predicate of Sentence.

26. The predicate or the verb of a sentence is the word with all its modifiers that tells what the subject does or tells something about the subject, Wishon in Burks (2006: 14). Example a) She is dentist b) The baby cries 3) There are two kinds of sentences, namely verbal and nominal sentences. Those kinds of sentence define as follows: a) Verbal Sentences Verbal sentence is sentence that contain a verb, or verb form in the predicate position Example: (+) I walk to school (-) I do not walk to school (?) Do I walk to school? b) Nominal Sentence Windi (2008: 266) states that Nominal sentence is sentence that contain non verb in the predicate position but sentence that contain a noun, an adjective, or adverb form in the predicate position. Example : (+) They are student (-) They are not student (?) Are they students?.

27. 3. The Concept of Grammar In linguistics, grammar is the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics. The term grammar is often used by non-linguists with a very broad meaning. As Butterfield (2008) puts it, “grammar is often a generic way of referring to any aspect of English that people object to.” However, linguists use it in a much more specific sense. Speakers of a language have a set of internalized rules for using that language. This is grammar, and the vast majority of the information in it is acquired—at least in the case of one's native language—not by conscious study or instruction, but by observing other speakers; much of this work is done during early childhood. Learning a language later in life usually involves a greater degree of explicit instruction. The term "grammar" can also be used to describe the rules that govern the linguistic behavior of a group of speakers. The term "English grammar", therefore, may have several meanings. It may refer to the whole of English grammar, that is, to the grammars of all the speakers of the language, in which case, the term encompasses a great deal of variation. Alternatively, it may refer only to what is common to the grammars of all, or of the vast majority of English speakers (such as subject–verb–object word order in simple declarative.

28. sentences). Or it may refer to the rules of a particular, relatively well-defined variety of English (such as Standard English for a particular region). A specific description, study or analysis of such rules may also be referred to as a grammar. A reference book describing the grammar of a language is called a "reference grammar" or simply "a grammar". A fully explicit grammar that exhaustively describes the grammatical constructions of a language is called a descriptive grammar. This kind of linguistic description contrasts with linguistic prescription, an attempt to discourage or suppress some grammatical constructions, while promoting others. Based on the several definition above, the reseacher conclude that grammar is a very significant part in linguistics especially on the writing process because it determines the meaning of sentence. Therefore, in this case the researcher is about to concern on tenses especially simple past and past perfect tense. 4. The Concept of Tenses a. Definition of Tenses There are some definitions of tense as follows: 1) From Lukito (2000: 7), A tense is a grammatical category that locates a situation in time, to indicate when the situation takes place. Some typical tenses are present, past, and future. 2) According to Al Wasilah in EffySelvinia (2010:15-16), tenses is a grammar category of the verb, which assent related time. Tense display that the activities one at present tense, past tense, and future tense. tense also.

29. indicates whether something is over or still going, will be finished, or still going on a certain time. 3) According to Contemporary English Grammar (1998: 31), tenses is a term used in grammar to indicate the time of the action or event. 4) According to Fundamental of English Grammar (2007:246), tenses is an imaging or explaining when an event, an incident, or action that happen in a sentence based on the situation, like as present, past, and future. Or the form of word that indicate when happen from an action, or an event. 5) According to Lado in Suhuriah (2009:6) the position of tenses in English grammar plays an important role, because the tense can display the change of the verb in a sentence. Tense is the form a verb indicates when something happens or what activities are one. By analyzing the definition of tenses above, the writer concludes that tenses is the form of a verb that may be used to indicate the time of the action or event. There are two kinds of sentences namely verbal and nominal sentences. Conner (2009: 3), defines that verbal sentence is sentence that contain a verb, verb form in the predicate position. Then, windi (2008: 266) states that nominal sentence that contain non verb in the predicate position but sentence that contain a noun, an adjective, and adverb form in the predicate position. b. Types of Tenses Basically the tenses consist of three main kinds, namely: Present, past and future tense. Each kind can be divided into four kind follows:.

30. 1) Present tense a) Simple present tense b) Present continuous tense c) Present perfect tense d) Present perfect continuous tense 2) Past tense a) Simple past tense b) Past continuous tense c) Past perfect tense d) Past perfect continuous tense 3) Future tense a) Simple future tense b) Future continuous tense c) Future perfect tense d) Future perfect continuous tense In this moment the researcher just takes simple past tense and past perfect tense as follows: 1) The Simple Past Tense Simple past tense is when a verb is used to show that an action was completed, Azar (2006: 27). a. The Formula of Simple Past Tense 1). Verbal a). Positive statement.

31. Positive statement in regular verb is formed by adding “ed” to the infinitive, (A.J Thomson, 1980:161). S + VII + O Example: 1. He studied English in the school. 2. She finished her homework yesterday. b). Negative statement Negative statement of regular and regular verbs is formed by did not and the infinitive, (A.J Thomson, 1980:161). S + didn’t + Infinitive (V1) + O Example: 1. He didn’t study English in the school. 2. She didn’t write a letter last night. c) Interrogative statement Interrogative statement of regular and irregular verb is formed by did + subject + Infinitive, ( A.J. Thomson, 1980:161). Did + S + Infinitive ( V1) + O Example: 1. Did he write a letter last night? 2. Did she study English yesterday? 3. Did they play football yesterday?.

32. Simple past tense has special characteristic, Azar (2006: 27), as follow: a. The predicate of sentence in simple past tense always uses preterit verb. Example: 1. I worked hard all day yesterday. 2. He saw a film last night. b. Interrogative sentence uses did (verbal sentence) or was, were (nominal sentence) before subject. While, negative sentence uses did not (verbal sentence) and was not, were not (nominal sentence) after subject. Example: 1. Farid didn’t play football yesterday. 2. Did Mr. John go to Bali last night? 3. They were not here yesterday. 4. Were they here yesterday? c. The time signal often uses in simple past tense is yesterday, the day before yesterday, just now, last night, last week, etc. b). Nominal a). Positif statement We, you, They : Subyek + were + Non verb I, He, She, It : Subyek + Was + Non verb Example : 1. She was ill yesterday..

33. 2. They were happy last night. 3. She was here two days ago. b). Negatif statement You, We, They : Subyek + were + Not +Non verb I, He, She, It : Subyek + was + Not + Non verb Example : 1. She was not ill yesterday. She wasn’t ill yesterday. 2. They were not happy last night. She weren’t happy last night. 3. She was not here two days ago. She wasn’t here two days ago. c). Interrogative statement You, We, They : I, He, She, It : Were + Subyek + Non verb ? was + Subyek+ Non verb ? Example : 1. Was she ill yesterday? 2. Were they hapy last night?.

34. 3. Was she here two days ago? 2) The Past Perfect Tense Past perfect tense used to express action completed in the past (sometimes regarded as perfective aspect), Azar (2006: 45). a). Verbal 1.) Positif Statement I, We, You, They, He, She, It : Subyek + had + Past Participle (V3) Example : 1. She had slept when I came last night. She’d slept when I came last night. 2. We had copied the lesson bofore our teacher came to the class. We’d copied the lesson bofore our teacher came to the class. 3. I had cooked the soupbefore I left. I’d cooked the soupbefore I left. 2). Negatif Statement I, We, You, They, He, She, It : Subyek + had + Not + Past Participle (V3) Example : 1. She had not slept when I came last night. She hadn’t slept when I came last night. 2. We had not copied the lesson before our teacher came to the class. We hadn’t copied the lesson before our teacher came to the class..

35. 3. I had not cooked the soup before I left. I hadn’t cooked the soup before I left. 3). Interrogative statement I, We, You, They, He, She, It : Had + Subyek + Past Participle (V3) + ?. Example : 1. Had she slept when I came last night? 2. Had we copied the lesson before our teacher came to the claass? 3. Had I cooked the soup before I left? b). Nominal 1). Positif statement I, We, You, They, He, She, It : Subyek + Had + been + Non verb. Example : 1. I had been there when the accident happened. 2. She had been a doctor when he went abroad. 3. They had ben in Surabaya when she came. 2). Negatif statement I, We, You, They, He, She, It : Subyek + Had + Not + been + Non verb.

36. Example : 1. I had not been there when the accident happened. I hadn’t been there when the accident happened. 2. She had not been a doctor when he went abroad. She hadn’t been a doctor when he went abroad. 3. They had not been ill before I came here. They hadn’t been ill before I came here. 3). Interrogative statement I, We, You, They, He, She, It : Had + Subyek + been + Non verb ? Example : 1. Had you been there when the accident happened? 2. Had she been a doctor when he went abroad? 3. Had they been in surabaya when she came? c. The Uses of Tenses There are different ways of classifying the number of tenses English. It presents three tenses system (present, past, future). In this writing, the researcher will discuss two tenses: 1) The Use of Simple Past Tense a) For a past action with past time adverbs Example: 1. He went to Jakarta yesterday. 2. My father died last year..

37. b) For a past discontinued habit Example: 1. He visited temples frequently. 2. She usually sang songs in the evening. 2) The Use of Past Perfect Tense a. Completed action before another action in the past The first use of this tense is to emphasize that one action in the past happened before another action in the past. Example : 1. I had finished my homework before I went playing football. 2. John had never been to Landon before we went there last year. b. Third conditional Use the past perfect with third conditional sentence. Example : 1. If we had gone by taxi, we wouldn’t have been late. 2. If Mary had studied harder, she would have passed the exam. c. Reported speech Use the past perfect with sentence in reported speech. 1. Mary said she had already seen this film. 2. He asked if I had readHarry potter..

38. d. Dissatisfaction with the past We often use the past perfect to show our dissatisfaction with the past. Such sentences typically start with “I wish .. “or” if only ...”. 1. I wish I had taken more food. I’m hungry now. 2. If only I had taken more food. I’m hungry now..

39. C. Conceptual Framework Figure 2.1. Conceptual Framework.. Verbal and Nominal Sentences se Interrogative. Negative. Affirmative. E-3 Method. CAR. Cycle I 1. 2. 3. 4.. Cycle II. Planning Action Observation Reflection. 1. 2. 3. 4.. Re-Planning Action Observation Reflection. The Students Improvement of Identify the Difference between Verbal and Nominal Sentences.

40. The previous chart shows the researcher concept in employed Exploration, Explanation and Expression (E-3) methodwhich was used in order to increase the students’ understanding in learning verbal and nominal sentences for the aspect affirmative, negative and interrogative sentences. It focused in teaching English tenses in terms of simple past and past perfect tense. In conducting this research, the researcher used Class Action Reseaerch (CAR)method where the researcher taught one class. In this class, the teaching procedure was divided into two cycle as cycle 1 and cycle 2. The researcherapplied the E-3 method in each cycle which was followed the procedure as follows: Planning. Action. Observation. Reflection. In the end of each cycle, the researcherconducted evaluation to know the understanding of the students about the material. In the end, the students achievement in forming verbal and nominal sentences in term of affirmative, negative and interrogative of simple past tense and past perfect tense was known by analyzing the evaluation result of each cycle..

CHAPTER III RESEARCH METHODOLOGY. A. Research Method This research used classroom action research (CAR) method. It aimed to teach verbal and nominal sentences through Exploration-Explanation-Expression (E-3) method.CARconsisted of some steps planning, acting, observing and reflecting.. B. Research Subject The subject of this research was the tenth grade students of SMA PGRI 2 Tamalate in 2016/2017 academic year. The number of the subject wasthirty students which consisted of twenty four women and six men.. C. Research Variable and Indicator 1. Variable There were two variables in this research, namely independent and dependent variables. The independent variable wasthe Exploration-ExplanationExpression (E-3) method to teach verbal and nominal sentences for the aspect affirmative, negative and interrogative. The dependent variable was the students’ English tenseachievement, especially in terms of simple past tense and past perfect tense.. 27 1.

42. 2. Indicator The indicator of this research was the students’ improvementuse of verbal and nominal sentences in terms of affirmative, negativeand interrogative. D. Research Procedure This research was conducted in four stages as follows: 1.. Planning. 2.. Action. 3.. Observation. 4.. Reflection Figure 3.1. The Cycle Scheme of Classroom Action. Planning. Reflection. Cycle 1. Action. Observation. Re-planning. Reflection. Cycle 11. Action. Observation ???. (Suharsini Arikunto, 2011:16)..

43. 1. Cycle 1 a. Planning 1) In this section, the teacherprepared the material of verbal and nominal sentences dealing with simple past tense and past perfect tense. 2) The teacherprovided a lesson plan for the first. meeting until fourth. meeting about verbal and nominal sentences material. 3) The teacherprepared the media in learning process, 4) The teacherprovided Cycle I test to measure the students’ understanding about the material. The teacherused a completion test. There were twenty number of questions, ten numbers for verbal sentence and ten number for nominal sentence. 5) The teachermade observation paper to observe the condition of learning process. b. Action In this part, the teacherpresented the material of verbal and nominal sentences in term of positive, negative and interrogative and limited in simple past tense and past perfect tenseto the students by three stages, as follow: 1) Exploration The students were given several sentences and was asked to find the grammatical pattern. 2) Explanation The teacherexplained the explicit grammatical rules about verbal and nominal sentences in term of positive, negative and interrogative in.

44. various terms of tenses, especially in simple past tense and past perfect tense material. 3) Expression The teacher divided the students in pairs and gives them the task. 4) Observation a. Identifying and making note for all problems when teaching and learning process is running based on observation paper that arrange. b. Doing evaluation based on the result of study. c. Giving the students chance to give suggestion and question in action research. 5) Reflection Reflection is an activity to evaluate critically about the teaching and learning progress. The effectiveness of E-3 method in teaching verbal and nominal sentences that limited in (Simple Past and Past Perfect Tense)was measured based on the students’ test result.In this step, researcher and teacher observed whether the “acting” activity was result any progress and also about the positive and negatives in learning. The reflection was discussed as well as a guidance lecturer while the teachershould made research planning for the next cycle. The score of the observation steps gathered for data analysis and evaluation by the observer and then the observer could reflect herself about successful of action research. The observer would evaluation in every cycle..

45. 2. Cycle II The teacher conducted five times meeting in cycle II, which was included four times for activities and once timefor test in cycle II. The main activities were: a. Planning 1) Continuing the activities that had been done in the first cycle. 2) Repairing the weakness in the first cycle. 3) Making planning again in the scenario of learning process from the result of cycle I reflection. 4) The teacherprovided Cycle II test to measure the students’ understanding about the material. The kind and number of the test of Cycle II were same with the Cycle I. The test level of difficulties was also same with the previous cycle, but the questions were diffrent. 5) Action research repaired. b. Action In this stage, action was done to improve the result based on the cycle reflection that was the same with the cycle I which was to make an improvemet in applying the teaching method. c. Observation In reality observation that was done in the cycle II was almost same with the previous observation in the cycle I..

46. d. Reflection Based on the observation result that was done in Cycle II, the researcher analyzes the effectiveness of E-3 method in teaching verbal and nominal sentences. From the result of the researcher, the researcher drew conclusion that E-3 method improved the students’ English tenses achievement. E. Research Instrument In conducting this research, the researcherused test and observation as the instrument of the research. 1. Test The researcheruses a completion test of receptive and productive (Holaday,2000). This test was required to get an information about the students’ improvement after teaching and learning process end. There were three sections of test, namely; diagnostic test, cycle I test and cycle II test. The number of test was twenty for each section which devided into ten number for verbal and ten number for nominal sentences test. 2. Observation Observation format was the notes about the interaction between teacher and students, and also between students and students in teaching and learning process.. F. Data Collection 1. Test The researcher collected the data from diagnostic writing test, cycle I of writing test, and cycle II of writing test..

47. 2. Observation The researcher collected data from interaction between student-teacher, studentstudent, students being active in asking a question and answering the question.. G. Data Analysis The measurement of the students’ achievement that is stated by Harris in Effy Selvinia (2010:33) is interpreted as follows: 1. Scoring the students’ correctanswersoftest: Scoring =. Students Correct Answer × 100 Total Number of Items. 2. Classifying the score of the students by using the following scale: Table 3.1 Scale criteria of score. Criteria of Mastery. Grade. 95-100. Excellent. 85-94. Very Good. 75-84. Good. 65-74. Fair. 55-64. Poor. 0-54. Very Poor. (Depdikbud 1986: 6). To find out the mean score of students, the researcherused the following formula:. X. X N.

48. Where: X. = Mean score. X. = Total score. N. = Number of student, (Gay, 1981: 298).. To find the improvement of the students’ English tense achievement, the researcheremployed following formula: X. =. Where : X. = Improvement. X1. = Mean score of the first cycle. X2. = Mean score of the second cycle. X2 = X1= Cycle I test = cycle II test = D-test, (Sudjana, 1999: 150). To calculate the percentage of the students’ score, the researcherused a formula as follows: P= Where: P. = Percentage. F. = Number of correct. N. = Number of sample, (Sudjana, 1999: 138)..

49. CHAPTER IV FINDINGS AND DISCUSSION. This chapter consists of the findings of the students’ achievement and discussion after applying Exploration-Explanation-Expression (E-3) method at the X A class of SMA PGRI 2 TAMALATE. A. Findings 1.. The Mean Score and Improvements of the Students’ Verbal Sentences. a. The Mean Score and Improvement The mean score and improvements of the students’ verbal sentences dealing with positive, negative, and interrogative statement through the application of Exploration-Explanation-Expression (E-3) method that can be seen clearly based on the following table: Table 4.1. The Students’ Mean Score and Improvements of verbal sentences Mean score. Indicator. D-Test. Cycle I. Improvement Cycle II. DT - C I. C I - CII. DT - CII. (%). (%). (%). Positive. 45.33. 58.67. 84.67. 29.43. 44.31. 86.79. Negative. 44.67. 60. 87. 34.32. 45. 94.76. Interrogative. 44.67. 56.67. 85. 26.86. 49.99. 90.28. ∑x. 134.67. 175.34. 256.67. 90.61. 139.3. 271.83. X. 44.89. 58.44. 85.55. 30.2. 46.43. 90.61. 35.

50. The table above shows 3 (three) indicators in the students’ verbal sentences achievement in terms of past tense and past perfect tense. The first, the students’ mean score of verbal sentences in positive statement indicator before implementing the Exploration-Explanation-Expression (E-3) method (Diagnostic Test) is 45.33. It is classified as a poor category, but after implementing the Exploration-Explanation-Expression (E-3) method in cycle I, the mean score becomes 58.67. It is greater than diagnostic test (58.67>45.33), it is classified as a fair category. Although, there is an improvement of the students’ verbal sentences in positive statement (29.43%). But, after doing action again in cycle II, the students’ mean score becomes 84,67. It is greater than Cycle I and D-test (84.67>58.67>45.33) and it is classified as a very good category. It means that there is an improvement of students’ simple present in positive statement from cycle I to cycle II (44.31%) and from D-test to cycle II (86.79%). The second, the table above shows that the students’ mean of verbal sentences score in negative statement indicator before implementing the Exploration-Explanation-Expression (E-3) method (Diagnostic Test) is 44.67. It is classified as a poor category, but after implementing the Exploration-ExplanationExpression (E-3) method in cycle I, the mean score becomes 60.00. It is greater than diagnostic test (60.00>44.67), it is classified as a fair category. Although there is an improvement of the students’ simple present tense in negative statement (34.32%). But, after doing action again in cycle II, the students’ mean score becomes 87.00. It is greater than Cycle I and D-test (87.00>60.00>44.67) and it is classified as a very good category. It means that there is an improvement.

51. of students’ verbal sentences in negative statement from cycle I to cycle II (45%) and from D-test to cycle II (94.76%). The last, the table above shows that the students’ mean score of verbal sentences in interrogative statement indicator before implementing the Exploration-Explanation-Expression (E-3) method (Diagnostic Test) is 44.67. It is classified as a very poor category, but after implementing the ExplorationExplanation-Expression (E-3) method in cycle I, the mean score becomes 56.67. It is greater than diagnostic test (56.67>44.67), it is classified as a fair category. Although there is an improvement of the students’ simple present tense in interrogative statement (26.86%). After doing action again in cycle II, the students’ mean score becomes 85,00. It is greater than Cycle I and D-test (85.00>56.67>44.67) and it is classified as a very good category. It means that there is an improvement of students’ verbal sentences in interrogative statement from cycle I to cycle II (49.99%) and from D-test to cycle II (90.28%). b. The Classification the Students’ Score The implementation Exploration-Explanation-Expression (E-3) method in improving the students’ verbal sentences can be seen the difference by considering the result of the students’ Diagnostic Test and the students’ achievement after taking action in cycle I and II through the implementation Exploration-Explanation-Expression (E-3) method in teaching and learning process.. Table 4.2.The Percentage of the Students’ Achievement of verbal sentences.

52. Classification. Range. D-Test. Cycle I. Cycle II. F. %. F. %. F. %. Excellent. 95-100. -. -. -. -. -. -. Very Good. 85-94. -. -. 4. 13.33%. 15. 50%. Good. 75-84. -. -. -. -. 15. 50%. Fair. 65-74. -. -. -. -. -. -. Poor. 55-64. 2. 6.67%. 12. 40%. -. -. Very Poor. 0 – 54. 28. 93.33%. 14. 46.67%. -. -. The table above shows that the percentage of the students’ achievement of verbal sentences in terms of diagnostic Test indicates that 2 students (6.67%) get poor, 2 8students (93.33%) get very poor and none of the students for the other classification. After taking an action in cycle I by using Exploration-Explanation-Expression (E-3) method, the percentage of the students’ achievement of verbal sentences is 4 students (13.33%) get very good, 12 students (40.00%) get poor, 14 students (46.67%) get very poor and none of the students for the other classification. In cycle II, the percentage of the students’ achievement in verbal sentences is 15 students (50.00%) get very good, 15 students (50.00%) get good and none of the students for the other classification. The result above also proves that the use of ExplorationExplanation-Expression (E-3) method is able to improve the students’ achievement of verbal sentences where result of Cycle II is higher than cycle I and Diagnostic test (Cycle II > Cycle I and Cycle I > Diagnostic test). 2.. The Mean Score and Improvement of the Students’ Nominal Sentences a. The Mean Score and Improvement.

53. The improvement of the students’ nominal sentences dealing with positive, negative, and interrogative statement through ExplorationExplanation-Expression (E-3) method that can be seen clearly based on the following table: Table 4.3.The Students’ Mean Score and Improvement of Nominal sentences Mean score Indicator. D-Test. Cycle I. Improvement Cycle II. DT-C I. C I-C II. CT-CII. (%). (%). (%). Positive. 45.67. 56.67. 84.33. 24.9. 48.81. 84.65. Negative. 44. 58.67. 85.67. 33.34. 46.2. 94.7. Interrogative. 45. 59.33. 84. 31.84. 41.9. 86.67. ∑x. 134.67. 174.67. 254. 93.8. 136.91. 266.2. 44.89. 58.22. 84.67. 31.2. 45.64. 88.67. The table above shows 3 (three) indicators in the students’ nominal sentences achievement. The first, the students’ mean score of nominal sentences in positive statement indicator before implementing the Exploration-Explanation-Expression (E-3) method (Diagnostic Test) is 45.67. It is classified as a poor category, but after implementing the ExplorationExplanation-Expression (E-3) method in cycle I, the mean score becomes 56.67. It is greater than diagnostic test (56.67>45.67), it is classified as a fair category. Although, there is an improvement of the students’ nominal sentences of positive statement (24.9%). But, after doing action again in cycle II, the students’ mean score becomes 84,33. It is greater than Cycle I and D-test (84.33>56.67>45.67) and it is classified as a very good category..

54. It means that there is an improvement of students’ nominal sentences in positive statement from cycle I to cycle II (48.81%) and from D-test to cycle II (84.65%). The second, the table above shows that the students’ score of nominal sentences in negative statement indicator before implementing the Exploration-Explanation-Expression (E-3) method (Diagnostic Test) is 44. It is classified as a very poor category, but after implementing the ExplorationExplanation-Expression (E-3) method in cycle I, the mean score becomes 58.67. It is greater than diagnostic test (58.67>44.00), it is classified as a fair category. Although there is an improvement of the students’ nominal sentences in negative statement (33.34%). But, after doing action again in cycle II, the students’ mean score becomes 85.67. It is greater than Cycle I and D-test (85.67>58.67>44.00) and it is classified as a very good category. It means that there is an improvement of students’ nominal sentences in negative statement from cycle I to cycle II (46.2%) and from D-test to cycle II (94.7%). The third, the table above also shows that the students’ mean score of nominal sentences in interrogative statement indicator before implementing the Exploration-Explanation-Expression (E-3) method (Diagnostic Test) is 45.00. It is classified as a very poor category, but after implementing the Exploration-Explanation-Expression (E-3) method in cycle I, the mean score becomes 59.33. It is greater than diagnostic test (59.33>45.00), it is classified as a fair category. Although there is an improvement of the students’ nominal sentences in interrogative statement (31.84%). But, after doing action again.

55. in cycle II, the students’ mean score becomes 84.00. It is greater than Cycle I and D-test (84.00>59.33>45.00) and it is classified as a good category. It means that there is an improvement of students’ nominal sentences in interrogative from cycle I to cycle II (41.9%) and from D-test to cycle II (86.67%). b. The Classification the Students’ Score The implementation Exploration-Explanation-Expression (E-3) method in improving the students’ English tense Achievement in terms of nominal sentences can be seen the difference by considering the result of the students’ Diagnostic Test and the students’ achievement after taking action in cycle I and II through the implementation Exploration-Explanation-Expression (E-3) method in teaching and learning process.. Table 4.4.The Percentage of the Students’ Achievement of nominal sentences D-Test Classification. Cycle I. Cycle II. Range F. %. F. %. F. %. Excellent. 94-100. -. -. -. -. 1. 3.33%. Very Good. 85-94. -. -. 4. 13.33. 11. 36.67%. Good. 75-84. -. -. -. -. 18. 60%. Fair. 65-74. -. -. 2. 6.67%. -. -. Poor. 55-64. -. -. 12. 40%. -. -. Very Poor. 0 - 54. 30. 100%. 12. 40%. -. -.

56. The table above shows that the percentage of the students’ achievement of nominal sentences in diagnostic Test indicates that 30 students (100.00%) get very poor and none of students for the other classification. After taking an action in cycle I by using Exploration-Explanation-Expression (E-3) method, the percentage of the students’ achievement of nominal sentences is 4 students (13.33%) get very good, 2 students (6.67%) get fair, 12 students (40.00%) get poor, 12 students (40.00) get very poor and none of the students for the other classification. In cycle II, the percentage of the students’ achievement of nominal sentences is 1 students (3.33%) get excellent, 11 students (36.67%) get very good, 18 students (60.00%) get good and none of the students for the other classification. The result above also proves that the use of Exploration-Explanation-Expression (E-3) method is able to improve the students’ achievement of nominal sentences, where result of Cycle II is higher than cycle I and Diagnostic test (Cycle II > Cycle I and Cycle I > Diagnostic test. 3.. The Mean Score and Improvement of the Students’ Achievement in verbal and nominal sentences. a. The Improvement of the Students’ verbal and nominal sentences. The improvement of the students’ achievement in terms of verbal and nominal through Exploration-Explanation-Expression (E-3) method that can be seen clearly based on the following table: Table 4.5. The Mean Score and the Improvements of the Students’ verbal and nominal sentences. Indicator. Mean score. Improvement.

57. D-Test. Cycle I. Cycle. DT-C I. C I-C II. CT-CII. II. (%). (%). (%). Verbal. 44.89. 58.44. 85.55. 30.2. 46.4. 90.57. Nominal. 44.89. 58.22. 84.67. 29.7. 45.43. 88.61. ∑x. 89.78. 116.66. 170.22. 75.63. 91.83. 179.18. X. 44.89. 58.33. 85.11. 37.815. 45.915. 89.59. The table above shows the mean score of the students’ achievement in terms of verbal sentences before implementing the Exploration-ExplanationExpression (E-3) method (Diagnostic Test) is 44.89. It is classified as a poor category but after implementing the E-3 method in cycle I, the mean score becomes 58.44. It is greater that D-test (58.44>44.89). It is classified as a fair category. But, after doing action again in cycle II, the students’ mean score becomes 85.55. It is greater than cycle I and D-test (85.55>58.44>44.89) and it is classified as a very good category. It means that there is a significant improvement of the students’ verbal sentences from D-test to cycle I (30.2%), cycle I to cycle II (46.4%) and from D-test to cycle II (90.57%). The table above shows the mean score of the students’ achievement in terms of nominal sentences before implementing the ExplorationExplanation-Expression (E-3) method (Diagnostic Test) is 44.89. It is classified as a very poor category but after implementing the E-3 method in cycle I, the mean score becomes 58.22. It is greater that D-test (58.22>44.89). It is classified as a fair category. But, after doing action again in cycle II, the students’ mean score becomes 84.67. It is greater than cycle I and D-test (84.67>58.22>44.89) and it is classified as a very good category. It means.

58. that there is a significant improvement of the students’ nominal sentences from D-test to cycle I (29.7%), cycle I to cycle II (45.43%) and from D-test to cycle II (88.61%).. 4.. The Result of the Students’ Activeness in Teaching and Learning Process. The result of observation of the students’ activeness in teaching and. learning. process. through. Exploration-Explanation-Expression. method. in. improving the students’ achievement of verbal and nominal sentences at the tenth grade students of SMA PGRI 2 TAMALATE in class X A which is conducted in 2 cycles during 8 meetings is taken by the observer through observation sheet. It can be seen clearly through the following table: Table 4.6.The Observation Result of the Students’ Activeness in Learning Process. Meetings Average. Improvement. Cycle I I. 11.63%. II 12.75%. III. IV. 14.00%. 15.24%. Score 13.4 % 18.76%. II. 18.37%. 22.25%. 26.5%. 29.38%. 24.12%. The result above is formulated based on the technique of data analysis and the students’ scores that are collected through observation sheet. The table above shows that in cycle I the students’ activeness in each meeting up. In the first meeting until the fourth meeting the students’ activeness improves. It can be seen.

59. in the first meeting (11.63%), the second meeting (12.75%), the third meeting (14.00%), and the fourth meeting (15.24%). The average of the students’ activeness in cycle I is 13.4%. In cycle II, the improvement of the students’ activeness is also up like in cycle I. Where in the first meeting in cycle II the students’ activeness is 18.37% increase to 22.25% in the second meeting and it is greater than the first meeting. In the third meeting in cycle II the students’ activeness improves again to 26.5%, and then in the fourth meeting the students’ activeness improves to 29.38%. This is caused by the teaching material is really interesting for the students. So the average of the students’ activeness in cycle II is 24.12%. B. Discussion In this part, the discussion covering the interpretation of findings derived from the result of findings about the observation result of the achievement in terms of verbal and nominal sentences. 1. The Improvement of the Students’ Achievement in verbal and nominal sentences Through Exploration-Explanation-Expression (E-3) Method In the analysis of the students’ improvement, the researcher conducted exploration-explanation-expression (E-3)methodto achieve the students’ verbal and nominal sentences, which is exploration is the act searching of travelling for the purpose of discovery in something, explanation is a statement that makes something comprehensible by describing the relevant structure or operation or circumstances in something and expression is saying.

60. a word or phrase that particular people use in particular situation(Edward Anthony in Fatmawati2007:5). Based on the explanation above, the researcher found that the mean score of students’ verbal and nominal sentences through exploration-explanationexpression (E-3) Method was improved. The students’ score in D-test was 44.89 (very Poor), in the cycle I the students’ mean score was 58.33 (Fair) and in the cycle II the students’ mean score was 85.11 (Very Good). The improvement of students’ achievement in verbal and nominal from D-test to cycle I was 37.815%, from cycle I to cycle II was 45.915% and the improvement of students’ achievement in verbal and nominal sentences from D-test to cycle II was 89.59%. a. Verbal sentences The improvement of students’ achievement in verbal sentences through exploration-explanation-expression (E-3)method had effective effect, where verbal sentence is a sentence that contain a verb, or verb form in the predicate position (Windi 2008: 266). Therefore, the researcher found that before implementation of exploration-explanation-expression (E-3) method the students’ mean score was 44.89 (Poor) but after implementation of exploration-explanation-expression (E-3) method the students’ mean score in cycle I was 58.44 (Fair) and in the cycle II became 85.55 (very good). So, the students’ improvement in verbal sentences from D-test to cycle I was 30.2%, from cycle I to cycle II was 46.4%, and from D-test to cycle II was 90.57%. From the explanation above the researcher analyzed that explorationexplanation-expression (E-3) method can improve the students’ achievement.

61. in terms of verbal sentences, where the students’ mean score in cycle I and cycle II was higher than d-test. b. Nominal sentences. The improvement of students’ achievement in nominal sentences through exploration-explanation-expression(E-3) method had effective effect, which is nominal sentence is a sentence that contain non verb in the predicate position but sentence that contain a noun, an adjective, or adverb form in the predicate position (Windi 2008: 266). Therefore, the researcher found that before implementation of exploration-explanation-expression (E-3) method the students’ mean score was 44.89 (very poor) but after implementation of exploration-explanation-expression (E-3) method the students’ mean score in cycle I was 58.22 (Fair) and in the cycle II became 84.67 (very good). So, the students’ improvement in nominal sentences from D-test to cycle I was 29.7%, from cycle I to cycle II was 45.43%, and from D-test to cycle II was 88.61%. From the explanation above the researcher analyzed that explorationexplanation-expression (E-3) method can improve the students’ achievement in terms of nominal sentences, where the students’ mean score in cycle I and cycle II was higher than d-test. 2. Observation Result Based on the observation result, the students participation was increased. The students’ participation in the first meeting of cycle I was 25.00% and in the last meeting of cycle II students participation became 81.67%. It indicates that the.

62. implementationofExploration-Explanation-Expression (E-3) Method can stimulate the students’ activeness in teaching and learning process..

63. CHAPTER V CONCLUSSION AND SUGGESTION. This chapter presents the conclusion and suggestion based on the finding and discussion of the data analysis. A. Conclusion Based on the finding and discussion, the writer would like put forward some conclusion as follows: 1. The studentsachievement in terms of verbal sentences gets improvement through Exploration-Explanation-Expression (E-3) method in a classroom action research in teaching and learning process. The improvement deals with the positive statement, negative statement, and interrogative statement in which the improvement from D-test to cycle II is 90.57%, so that the mean score becomes 85.55. 2. The students’ achievement in terms of nominal sentences gets improvement through Exploration-Explanation-Expression (E-3) method in a classroom action research in teaching and learning process. The improvement deals with the positive statement, negative statement, and interrogative statement in which the improvement from D-test to cycle II is 88.61%, so that the mean score becomes84.67. 3. The students’ improvement of verbal and nominal sentences through Exploration-Explanation-Expression (E-3) method can improve the students’ English tenses achievement. It can be known from the improvement of the 49.

64. students’ English tenses achievement from D-test to cycle II is 89.59%, so the mean score is 85.11. 4. The observation result of the students’ activeness in teaching and learning process is 13.4 % in cycle I and improve significant to be 24.12 % in cycle II. Therefore, the applying of Exploration-Explanation-Expression (E-3) method in teaching verbal and nominal sentences can make the students active in learning process, so the applying of this method is suitable for improving the students’ verbal sentences, dealing with positive statement, negative statement, and interrogative statement, and nominal sentences dealing with positive statement, negative statement, and interrogative statement.. B. Suggestion Considering the point of conclusion above, the writer further points out some suggestion as follows: 1. E-3 method should be applied by English teacher to their students in teaching English especially in verbal and nominal sentences. 2. The students should be given more exercise by using ExplorationExplanation-Expression (E-3) method, so that the students can improve their achievement in learning English especially in verbal and nominal sentences..

65. BIBLIOGRAPHY. Ali, Rahman, Faidlal, A. 2007. Fundamental of English Grammar. Yogyakarta: Pustaka Widyatama. Arikunto, Suharsini. 2011. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara Azar, Betty Schrampfer. 2006. Understanding and Using English Grammar. New York: Litton-Educational Publishing International. Azis, Ulfa, Andi. 2009. Using Exploration, Explanation, Expression (E-3) Method to Teach Verbal and Nominal Sentence at The First year Students of SLTP Negeri 1 Ma’rang Pangkep. Makassar: FKIP Unismuh Baker, Colin. 2011. Foundations (5th ed.) of Bilingual Education and Bilingualism. Canada: UPT Dalle, Basri, Muhammad. 2010. Fundamental of research methodology. Makassar Fatmawati. 2007. Using E-3 Method to Teach Grammar of SMU Neg. 2 Bulukumba. Makassar: FKIP Unismuh Gay, LR. 1981 Education research. Colombus . charles in improving E Merill. Publishing Company. Haryono. 2002. Complete English Grammar. Surabaya: Gitamedia Press Holaday, M., Smith, D.A. & Sherry, A. (2000). Sentence completion tests: A review of the literature and results of a survey of members of the society for personality assessment. Journal of Personality Assessment, 74, 371383. Jouvancy. 2005. The Role of E3 Method. The Internet Available On Line At: http://www.humbolt.edu%7fethaIhunter.ce.htm Lou, Robby. 2005. English Tense and How to Use Them. Jakarta Lukito, Adi. 2000. Tenses 16 Bentuk Waktu. Surabaya: Pustaka Mitra Muis, Henny. 2006. Using E-3 Method to Teach Grammar of SLTP Negeri 1 Takalar.(Unpublished Thesis). Unismuh Makassar Murphy, Raimond. 1992. Grammar Practice For TOEFL U.S.A. New Jersey: Arcoart Brace Jovanich Publisher Murthy, Dakshina, Jayanthi. 1998. Contemporary English Grammar. India. New Delhi: Book Palace.

66. Novia, Windy, S.Pd. 2008. Essential English Grammar: WINPRESS Radford, A. 1988. Transformational Grammar. New York: Cambridge University Press Richard Nordquist. 2011. Grammar & Composition Guide. The Internet Available On Line At: http://grammar.about.com/od/tz/g/tenseterm.htm Servinia, Effy, A. 2010. Improving Students’ English Tenses through Team Game Tournament Model. Makassar: FKIP Unismuh Suhuriah. 2009. Teaching English Tense Through Game. Thesis. Makassar: FKIP Unismuh. Sudjana, Nana. 1999. Tuntunan Penyusunan Karya Ilmiah. Bandung: Sinar Baru Algensindo. Sudijono, A. 1997. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafido Persada. Sysoyev, V, Pavel. 2011. Integrative L2 Grammar Teaching: Exploration, Explanation and Expression. The Internet Available On Line At: http://iteslj.org/Articles/Sysoyev-Integrative.html Thomson, A.J. And Martinet, A.V. 1986. A Practical English Grammar. New York: Oxford University Press Wishon, George E, Burks, Julia M. 1980. Let’s Write English. New York: LittonEducational Publishing International.. APPENDIX A Name of the Students’ at X A of SMA PGRI 2 Tamalate. Sample. Name.

67. S-01 S-02 S-03 S-04 S-05 S-06 S-07 S-08 S-09 S-10 S-11 S-12 S-13 S-14 S-15 S-16 S-17 S-18 S-19 S-20 S-21 S-22 S-23 S-24 S-25 S-26 S-27 S-28 S-29 S-30. Adriana Limbong Angela Wamul Aisyah Awaluddin FahriIrawan HasriaLindah HayatulFitri Imelda IndaWahining Iramaya Krisdayanti Liling Markus Miswardi Nurliati NaneWirawan PutriTitaAprisa SepriantoMaedang Sunarti Santo Sri Wahyuni Tammu VeronikaPede Yustina Budiono IrwanIryadi, L Maria Anita Ndao Indriani Sri AyuNarti Ira Purnamasari. APPENDIX B INSTRUMENT.