The teaching of the simple past tense based on communicative approach : A case study at the fist year of SMK islamiyah ciputat
THE TEACHING OF THE SIMPLE PAST TENSE BASED ON
COMMUNICATIVE APPROACH
(A Case Study at the First Year ofSMK Islamiyah Ciputat)
A'Skripsi'
Presented to the Faculty of Tarbiyah and Teacher's Training
in Partial Fulfillment of One of the Requirements for the Degree of Sarjana (S.I)
By:
Sondang Tl"ianasari
Reg. nO.l00014018051
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAHAND TEACHER'S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1425 H/200SM
THE TEACHING OF THE SIMPLE PAST TENSE BASED ON
COMMUNICATIVE APPROACH
(A Case Study at the First Year of SMK Islamiyah Ciputat)
A "Skripsi"
Presented to the Faculty of Tarbiyah and Teacher's Training
in Partial Fulfillment of One ofthe Requirements for the Degree of Sarjana (S.I)
By:
Sondaog Trianasari
Reg. 00.100014018051
Appoved by:
Advis
!
D
.
M.Pd.
NIP. 1502 1 927
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHER'S TRAINING
SYARIF HlDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1425 H/2005M
LEGALIZATION OF EXAMINATION COMMITTEE
A skripsi titled "The Teaching of the Simple Past Tense Based on
Communicative Approach (A Case Study at the First year of SMK Islamiyah
Ciputat)" was examined at the examination session of the Faculty of Tarbiyah and
Teacher's Training of State Islamic University (UIN) Syarif Hidayatullah Jakarta on
l2'h of July 2005. This skripsi has fulfilled the requirement for The Degree of ｓ｡ｾｪ ｮ｡
(S.I) at the English Department.
Jakarta, July 2005
Examination Committee
The I-lead of Committee
Examiner I
Drs. Nasrun Mahmud, M. Pd
NIP. 150041 070
The Secretary of Committee
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful, all praise be to Allah,
Lord of the world, by the whole modest heart, all praise and strength that enable the
writer finish this 'skripsi'. Peace and hlessing he upon the prophct Muhammad, his
ttullily, his companions, and his followers.
This 'skripsi' is presented to the English Department of the Faculty of
Tarbiyah and Teachers' Training Syarif Hidayatullah State Islamic University (UIN)
Jakmta as a partial fulfillment of the requirements for the Degree of Strata I (S I) and
alhamdulillah finally the writer gets the title.
It is great honor for the writer
,0 make acknowledgment of indebtedness to
express her sincere gratitude to her beloved iTlother, Syamsini, her beloved uncle, H.
Suparta, her beloved grandmother, Hj. Sumirah, and her beloved brothers, Pantol11
Sejahtiar, Ricky Nelson, and Muhammad Falen, and her cousin Mbak Nining, who
always encourage her. And last but not least for her beloved father, A. Rusli, thanks
for his prays, the writer knows that he always whishes her luck.
The writer also likes to express her sincere gratitude, particularly to:
I. Dra. Hidayati, M. I'd, as her advisor fur having guided her in writing this skripsi.
2. Prof. DR. Dede Rosyada, MA. the Dean of Tarbiyah Faculty and Teaehns'
Training UIN Syarif Hidayatullah Jakarta.
3. Drs. Nasrun Mahmud, M. Pd. the I-lead of English Department and Drs. Syauki,
M. I'd, the Secretary of English Department.
4. The I-lead Master of SMK Islamiyah Cioutat Drs. Hilmudin, who has given the
permission to the writer to do the research and also to the English teachers, Mr.
Indra M, SE and Mrs. Dian R, SE.
5. To all Lectures of English Department who havc taught the writer.
6. Her lovely jj-jends at English Departmelll "angkatan 2000 class B" and IRSAL,
for their goodness and 11'iendship to the wt'iter.
7. All people who have given their contrihltion to tile writer.
May Allah, the Almighty, bless, protect and guided them all. Amin.
Jakarta. July 2005
The Writer
TABLE OF CONTENTS
EXAMINATION LEGILIZATION
ACKNOWLEDGEMENT
i
TABU, OF CONTENTS
iii
CHAPTER I: INTRODUCTION
A. Background or the Study
I
B. Statement of the Problem
4
C. Objective of the 'Study
5
D. Significance of the Study
6
E. Scope and Limitati:JI1 of the Study
6
F. Dellnition of Key Terms
7
CHAPTER II: THEORETICAL FRAMEWORK
A. The Simple Past Tense
8
I. Thc Meaning of the Simple past Tense
8
2. The Use of the Simple Past Tense
12
B. The Communicative Approach
13
I. The !l1eaning of Communicative Approach
13
2. The Characteristics of Communicative Approach
17
3. The Advantages and Disadvantages of Communicative
Approach
C. The
CHAPTER III:
Teaching of the
19
Simple
Past Tense
Based
on
Communicative Approach
20
I. I)csGription of' the Problem
20
2. Equipping Learning Materials
22
3. Techniques of' Presentation
22
RESEARCH METHODOLOGY
A. Research Design
26
B. Place and Time
27
C. Population and Sample
27
D. Methods of the Study
28
E. Technique of Data Collecting
28
I. Observation
28
2. Interview
28
3. Teaching Learning ?rocess
28
4. Test
31
F. Technique of Data Analysis
31
G. Data Analysis
31
CHAPTER IV:
RESEARCH FINDINGS AND DISCUSSION
A. Teacher Qualification
36
B. Teaching Preparation
37
C. Instructional Materials
,
D. Instructional Activities
E. Teaching Technique
39
39
,.:
40
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion
41
B. Suggestions
41
BIBLIOGRAPHY
APPENDIX
CHAPTER I
INTRODUCTION
This chapter contains the background of study, the statement of the problem,
the objectivc of the study, the signilicance of the study, the scope and limitation of
the study and the definition of key terms.
A.
Background of the Study
English plays as an
important role in global era as a tool for
communication among nation. It is lIsed in many activities such as: commerce,
sport, education, science, and technology. As an international language, most
people in the world now speak Englisn. This
IS
one of the reasons why the
Indonesian government considers English to be taught as the first foreign
language starting from elementary school up to the university.
As a foreign language, English is taught in schools merely as a subject. It is
neither used as a medium of instruction
POl'
as a means of communication within
the country, in which, students do not have opportunity to practice English
outside the classroom. It is essential, the,'efore, that the teacher organizes process,
which will not be found outside the cbssroom. The teacher has to learn and
master effective method or techniques in leaching English as a foreign language.
2
The teaching of English in the vocational high school as intended to
prepare the students to continue their education at the university level. The aim
of teaching is to equip students with woddng knowledge of English in order that
they read textbooks and follow lecturers given by foreign lecturers. As a required
subject at the vocational school, English functions as a means for the students to
develop their knowledge, skills, and atti':udes in the areas of science, technology,
and arts. They are expected to participate in the development of the nation. But
unfortunately, the result of the teaching of English has not been satisfactory yet.
Due to the 1994 Nationa; Curriculum, the teaching fur Vocational High
School students consist of the four fundamental skills that we have to employ in
order to comprehend the English language. They are listening, speaking, reading,
and writing. They fall into two major skills. The first one is 'productive skills':
speaking and writing skills, and the second one is 'receptive skills': reading and
listening skills.]
Besides the four language skills, there are several language factors students
should master. They are gramm"r, vocabulary, spelling and pronounciation. The
four language factors can be tran3terred to the students through the four language
skills. The purpose of teaching these language factors as mentioned in GBPP
1994 are to enforce the ability and development of the four language skills in
English.
J
Depdikbud, KurikullllJl
J)asaF
GlJl'l) /lcJlgajaJ'all ,YMK J994 (Jakarta; Dcpdikbud, 1994), p. 3
3
The importance of grammar ab:lity, according to the language expClis, has
a big role in students' English fluency. However, mastering grammar does not
mean mastering the entire language-. Mastering grammar should be integrated
with the language skills and the language (actors in order to make the students
easier to understand the language during the communication. As Richard said: ...
it's not simple a case of more grammar = more proficient; grammar skill interact
with other language skills and together determine what learners can do at any
given level of proficiency and how well they can?
Proficiency in grammar can give self confidence for students to
communicate in the target language.) Knowing they can use the right expression
will reduce the scare and embarrassment when they have talk.
The result during some observation while teaching at SMK showed that
speaking is the most difficult prol)lem of the other skills; listening, reading, and
writing. The students have difficulties in expressing their idea in English,
therefore they often make mistakes while trying communicate in English. This
problem will not happen if they get not only the grammar and vocabularies of
English but also know how to use them in communication. After all, the teaching
of English must be about the body of knowledge and the communicative function
of it. So, it is important for the teachers to know or to study method of teaching
activities by choosing the suitable nlCthod according to the students' need.
2 J.e. Richard, "The Status of Grammar in tlw Language Curriculum," Paper Presented in
SEAMD Regional Language Cell tel' (Sing,apNe: RELC, 1985), p. 148
J
Alexander, Longman English Grammar (London: Longman Grove UK Ltd., 1988), p. 47
4
Many of the English teachers at SYlK still use the previous methods. One
of the methods is Audio Lingual Method, where the language teaching depends
on repetitive drill of the mechanical type. For example:
Teacher
: there is a book on the tuble
Students : there is a book on the table
The writer often hears that teachers who use it always complain about their
students' ability. The students cannot n.,ake sentences by using the form correctly
or they can produce correct sentenc,"s but they cannot use the forms in
appropriate situations.
Based on the explanation above, the writer would like to try to combine the
teaching of grammar or structure by applying the communicative approach. This
study is intended the teaching of simple past tense based on communicative
approach for the first year ofSMK IslUln;yah Ciputat.
B.
Statemcnt of thc Problem
Based on thc background of the problem stated above, it is necessary to do
an evaluative study on the tcaching of simple past tense based on communicative
approach at the first year of islamiyah ciputat Vocational High School (for the
next term the word SMK is used).
｣ｨＧｾ
general question of this study is "how
good is grammatical teaching, in this case the simple past tense, based on the
communicative approach for the first year of SMK islamiyah ciputat?" To the
specify this problem, the specific research questions are formulated as follows:
6
5, To describe the teaching techniquer. used by the English teachers at the first
year of SMK Islamiyah Ciputat in teaching simple past tense,
D.
Significance of the Study
Hopefully, the study will contribute many advantages to the English
teachers in vocational high school and in implementing the teaching of the
simple past tense based on the communicative approach at the first year of SMK
lslamiyah Ciputat.
The result of the study hopefully can also assist students in learning the
language skills in English in an interesting way, Subsequently, it will assist the
students in upgrading their ability to communicate in English,
E. Scope and Limitatiou of the Study
This study focuses on first year students of SMK Islamiyah Ciputat in
second semester 2004-2005 a.;ademic year. This study attempt to using the
communicative approach in teaching simple past tense, The aspects to be
evaluated include: (I) The qualification of the English teachers at the lirsl year
of SMK lslamiyah Ciputat (2) the teaching preparation made by the English
teachers at the first year of SMK lslamiyah Ciputat. (3) the instructional
materials used by the Engli.;h teachers at the first year of SMK Islamiyah
Ciputat (4) the instructional activities conducted by the English teachers at the
first year of SMK lslamiyah C'iputat (5) the teaching technique used by the
7
English teachers at the first year cf SMK lslamiyah Ciputat in teaching simple
past tense.
F.
Definition of Key Terms
To avoid misunderstanding, the following definitions arc given to make
readers have the same understanding or perception for some terms used in this
study. They are also intended to avoid a'nbiguity or misinterpretation. They are
as follows:
1. Teaching refers to the activity where the teacher is giving some explanation
about the lesson to the students
2. Simple past tense refers to the tense in grammatical English. The simple past
tense indicates an activities or situation began and ended at a particular time in
the past.
3. Communicative approach refers to communicative activities to make the
students able to communicate with otht:rs in English.
4. SMK is the acronym of "Sekolah Menengah Kejuruan" or vocational high
school.
5. Islamiyah refers to the name of the scilOol where the writer do the research for
her skripsi. The school is protected of Islamiyah foundation.
CHAPTERIl
ｔｈｅｏｒｾｔｉｃａｌ
I?RAMEWORK
In this chapter we will discuss the meaning of the simple past tense, the use
of the simple past tense, the meaning of communicative approach, the characteristics
of communicative approach, the advantages and disadvantages of communicative
approach and the teaching of the simple past tense based on communicative approach
A, The Simple Past Tense
J, The Meaning of the simple Past tense
Betty Schrampler Azal' stated that the simple past tense indicates an
activity or situation bcgan and ended at a particular time in the past 4
Another writer, Marcella Frank, stated in her book, that the past tense
indicates definite time terminating in the past, whether a time word is given
or not S Based on the two definitions above we can conclude that the simple
past tense is the form that indicates an activity or situation which is given or
not. We can also say that the simple past ',ense is lIsed to describe an action
-1
Hall
Betty Schrampfer Azar, Understanding and Using English Grammar (New Jersey, Prentice
tne, 1989), P,24,
S Marcella Frank, modern English. A Practical Heft-renee Guide (New Jersey, Prentice Hall Inc,
1972), P,73,
9
or situation that happen at any time in the past. The simple past tense is
formed by using the simple past form of the verb.
There are two kinds of the verbs here, regular verbs and irregular
verbs. For example:
Irregular verbs
Regular verbs
Look
looked
begin
began
Answer
answered
come
came
Play
played
go
went
Agree
agreed
take
took
Borrow
borrowed
eat
ate
Change
changed
lose
lost
Enter
entered
teach
taught
I-Iappen
happened
choose
chose
Study
studied
understand
understood
Work
worked
wake
woke
The simple past tense of regular verbs is form by adding -d or -ed to
the main verb. For example:
- She entered the room
- He traveled to Surabaya last year
- Dina borrowed my bag
Besides the regular wrbs, there are also irregular verbs. For example:
- Agus met budi at the cinema yesterday
10
- I saw her at the market
- She wrote a letter
The auxiliary verbs do has a past form did. Did and did not
(contracted to didn't) are used with the base form or the past tense. Did and
didn't are also used in short answer. Fc,r example:
Negative statements
- I didn't spend much money
Tina didn't eat breakfast
- They didn't do any mistake
Questions
- Did Feri play football?
- Did you go to scholl by bus?
- Did Nany like cats?
Short answer
- Did mother buy some eggs?
Yes, she did
No, she didn't
- When did you go to Bandung?
Last week (I went to Bandung last week)
- Where did you eat dilmer?
In the restaurant (I ate dinning in the restaurant)
II
The next one is the simple past tense form of be. Was and were are
the past tense form of be. For example:
- Didi is at work today
Didi was at work yesterday
- She is happy now
She was happy last week
- There are many people now
There were many people yesterday
In the question form, the verb be and the subject are reversed. For
example:
- He was late this morning
Was he late this morning?
- Gina was sick last month
Was Gina sick last month?
- Sari was born in 1982
Was Sari born in 1982?
- Mrs. Ida was angry last night
Was Mrs. Ida angry last night
Certain past time expression l:sually occur with verbs in the simple
past. If the time expressions do not cccur, it is because they are understood.
There are some common past time expressions:
13
When I was young, I swam every week.
c. duration of an event completed in the past
In the Colombus' day, peopic believed that the earth was flat
She lived in Bogor for ten years and she decided to return to Jakarta
B.
Commuuicativc Approach
I.
The Meaning of Communicative Approach
Jeremy Harmer states a definition about the communicative approach
that is the focus on communicPctive activities and the concentration on
language as a mean of c0l11111uniration 6 This is because as one of the
approaches in the teaching of English with its basic aim to make the students
able to communicate with others ii, English.
Janice Yalden, who is als0 interested
111
communicative approach
says as follows:
In this approach, language is viewed not only as a body of knowledge about
sound, vocabulary and grammar, but also very much as an instrument for
interpersonal communication for a whole range of purposes as a wide variety
of situation. 7
6 Jeremy Harmer, 7Yle Practice of E'nglish Language Teaching (London: LonglllClll Group UK
Ltd, 1991), p. 48
7 Janice Vaiden, COl11lJlunicatior Language Teaching (Ontario: The Ontario Institute for Studies
in Education Press), p. 6
14
From the description above, it scems that Janice Yalden thought that
the teaching of English must be about the body of knowledge and the
communicative functions of it. Those are the materials of English teaching
according to the communicative approach.
Since the communicati'le capacity becomes the starting point of
communicative approach, it needs a teacher's creativity to elaborate the
situation that can mal
COMMUNICATIVE APPROACH
(A Case Study at the First Year ofSMK Islamiyah Ciputat)
A'Skripsi'
Presented to the Faculty of Tarbiyah and Teacher's Training
in Partial Fulfillment of One of the Requirements for the Degree of Sarjana (S.I)
By:
Sondang Tl"ianasari
Reg. nO.l00014018051
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAHAND TEACHER'S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1425 H/200SM
THE TEACHING OF THE SIMPLE PAST TENSE BASED ON
COMMUNICATIVE APPROACH
(A Case Study at the First Year of SMK Islamiyah Ciputat)
A "Skripsi"
Presented to the Faculty of Tarbiyah and Teacher's Training
in Partial Fulfillment of One ofthe Requirements for the Degree of Sarjana (S.I)
By:
Sondaog Trianasari
Reg. 00.100014018051
Appoved by:
Advis
!
D
.
M.Pd.
NIP. 1502 1 927
ENGLISH DEPARTMENT
THE FACULTY OF TARBIYAH AND TEACHER'S TRAINING
SYARIF HlDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1425 H/2005M
LEGALIZATION OF EXAMINATION COMMITTEE
A skripsi titled "The Teaching of the Simple Past Tense Based on
Communicative Approach (A Case Study at the First year of SMK Islamiyah
Ciputat)" was examined at the examination session of the Faculty of Tarbiyah and
Teacher's Training of State Islamic University (UIN) Syarif Hidayatullah Jakarta on
l2'h of July 2005. This skripsi has fulfilled the requirement for The Degree of ｓ｡ｾｪ ｮ｡
(S.I) at the English Department.
Jakarta, July 2005
Examination Committee
The I-lead of Committee
Examiner I
Drs. Nasrun Mahmud, M. Pd
NIP. 150041 070
The Secretary of Committee
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful, all praise be to Allah,
Lord of the world, by the whole modest heart, all praise and strength that enable the
writer finish this 'skripsi'. Peace and hlessing he upon the prophct Muhammad, his
ttullily, his companions, and his followers.
This 'skripsi' is presented to the English Department of the Faculty of
Tarbiyah and Teachers' Training Syarif Hidayatullah State Islamic University (UIN)
Jakmta as a partial fulfillment of the requirements for the Degree of Strata I (S I) and
alhamdulillah finally the writer gets the title.
It is great honor for the writer
,0 make acknowledgment of indebtedness to
express her sincere gratitude to her beloved iTlother, Syamsini, her beloved uncle, H.
Suparta, her beloved grandmother, Hj. Sumirah, and her beloved brothers, Pantol11
Sejahtiar, Ricky Nelson, and Muhammad Falen, and her cousin Mbak Nining, who
always encourage her. And last but not least for her beloved father, A. Rusli, thanks
for his prays, the writer knows that he always whishes her luck.
The writer also likes to express her sincere gratitude, particularly to:
I. Dra. Hidayati, M. I'd, as her advisor fur having guided her in writing this skripsi.
2. Prof. DR. Dede Rosyada, MA. the Dean of Tarbiyah Faculty and Teaehns'
Training UIN Syarif Hidayatullah Jakarta.
3. Drs. Nasrun Mahmud, M. Pd. the I-lead of English Department and Drs. Syauki,
M. I'd, the Secretary of English Department.
4. The I-lead Master of SMK Islamiyah Cioutat Drs. Hilmudin, who has given the
permission to the writer to do the research and also to the English teachers, Mr.
Indra M, SE and Mrs. Dian R, SE.
5. To all Lectures of English Department who havc taught the writer.
6. Her lovely jj-jends at English Departmelll "angkatan 2000 class B" and IRSAL,
for their goodness and 11'iendship to the wt'iter.
7. All people who have given their contrihltion to tile writer.
May Allah, the Almighty, bless, protect and guided them all. Amin.
Jakarta. July 2005
The Writer
TABLE OF CONTENTS
EXAMINATION LEGILIZATION
ACKNOWLEDGEMENT
i
TABU, OF CONTENTS
iii
CHAPTER I: INTRODUCTION
A. Background or the Study
I
B. Statement of the Problem
4
C. Objective of the 'Study
5
D. Significance of the Study
6
E. Scope and Limitati:JI1 of the Study
6
F. Dellnition of Key Terms
7
CHAPTER II: THEORETICAL FRAMEWORK
A. The Simple Past Tense
8
I. Thc Meaning of the Simple past Tense
8
2. The Use of the Simple Past Tense
12
B. The Communicative Approach
13
I. The !l1eaning of Communicative Approach
13
2. The Characteristics of Communicative Approach
17
3. The Advantages and Disadvantages of Communicative
Approach
C. The
CHAPTER III:
Teaching of the
19
Simple
Past Tense
Based
on
Communicative Approach
20
I. I)csGription of' the Problem
20
2. Equipping Learning Materials
22
3. Techniques of' Presentation
22
RESEARCH METHODOLOGY
A. Research Design
26
B. Place and Time
27
C. Population and Sample
27
D. Methods of the Study
28
E. Technique of Data Collecting
28
I. Observation
28
2. Interview
28
3. Teaching Learning ?rocess
28
4. Test
31
F. Technique of Data Analysis
31
G. Data Analysis
31
CHAPTER IV:
RESEARCH FINDINGS AND DISCUSSION
A. Teacher Qualification
36
B. Teaching Preparation
37
C. Instructional Materials
,
D. Instructional Activities
E. Teaching Technique
39
39
,.:
40
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion
41
B. Suggestions
41
BIBLIOGRAPHY
APPENDIX
CHAPTER I
INTRODUCTION
This chapter contains the background of study, the statement of the problem,
the objectivc of the study, the signilicance of the study, the scope and limitation of
the study and the definition of key terms.
A.
Background of the Study
English plays as an
important role in global era as a tool for
communication among nation. It is lIsed in many activities such as: commerce,
sport, education, science, and technology. As an international language, most
people in the world now speak Englisn. This
IS
one of the reasons why the
Indonesian government considers English to be taught as the first foreign
language starting from elementary school up to the university.
As a foreign language, English is taught in schools merely as a subject. It is
neither used as a medium of instruction
POl'
as a means of communication within
the country, in which, students do not have opportunity to practice English
outside the classroom. It is essential, the,'efore, that the teacher organizes process,
which will not be found outside the cbssroom. The teacher has to learn and
master effective method or techniques in leaching English as a foreign language.
2
The teaching of English in the vocational high school as intended to
prepare the students to continue their education at the university level. The aim
of teaching is to equip students with woddng knowledge of English in order that
they read textbooks and follow lecturers given by foreign lecturers. As a required
subject at the vocational school, English functions as a means for the students to
develop their knowledge, skills, and atti':udes in the areas of science, technology,
and arts. They are expected to participate in the development of the nation. But
unfortunately, the result of the teaching of English has not been satisfactory yet.
Due to the 1994 Nationa; Curriculum, the teaching fur Vocational High
School students consist of the four fundamental skills that we have to employ in
order to comprehend the English language. They are listening, speaking, reading,
and writing. They fall into two major skills. The first one is 'productive skills':
speaking and writing skills, and the second one is 'receptive skills': reading and
listening skills.]
Besides the four language skills, there are several language factors students
should master. They are gramm"r, vocabulary, spelling and pronounciation. The
four language factors can be tran3terred to the students through the four language
skills. The purpose of teaching these language factors as mentioned in GBPP
1994 are to enforce the ability and development of the four language skills in
English.
J
Depdikbud, KurikullllJl
J)asaF
GlJl'l) /lcJlgajaJ'all ,YMK J994 (Jakarta; Dcpdikbud, 1994), p. 3
3
The importance of grammar ab:lity, according to the language expClis, has
a big role in students' English fluency. However, mastering grammar does not
mean mastering the entire language-. Mastering grammar should be integrated
with the language skills and the language (actors in order to make the students
easier to understand the language during the communication. As Richard said: ...
it's not simple a case of more grammar = more proficient; grammar skill interact
with other language skills and together determine what learners can do at any
given level of proficiency and how well they can?
Proficiency in grammar can give self confidence for students to
communicate in the target language.) Knowing they can use the right expression
will reduce the scare and embarrassment when they have talk.
The result during some observation while teaching at SMK showed that
speaking is the most difficult prol)lem of the other skills; listening, reading, and
writing. The students have difficulties in expressing their idea in English,
therefore they often make mistakes while trying communicate in English. This
problem will not happen if they get not only the grammar and vocabularies of
English but also know how to use them in communication. After all, the teaching
of English must be about the body of knowledge and the communicative function
of it. So, it is important for the teachers to know or to study method of teaching
activities by choosing the suitable nlCthod according to the students' need.
2 J.e. Richard, "The Status of Grammar in tlw Language Curriculum," Paper Presented in
SEAMD Regional Language Cell tel' (Sing,apNe: RELC, 1985), p. 148
J
Alexander, Longman English Grammar (London: Longman Grove UK Ltd., 1988), p. 47
4
Many of the English teachers at SYlK still use the previous methods. One
of the methods is Audio Lingual Method, where the language teaching depends
on repetitive drill of the mechanical type. For example:
Teacher
: there is a book on the tuble
Students : there is a book on the table
The writer often hears that teachers who use it always complain about their
students' ability. The students cannot n.,ake sentences by using the form correctly
or they can produce correct sentenc,"s but they cannot use the forms in
appropriate situations.
Based on the explanation above, the writer would like to try to combine the
teaching of grammar or structure by applying the communicative approach. This
study is intended the teaching of simple past tense based on communicative
approach for the first year ofSMK IslUln;yah Ciputat.
B.
Statemcnt of thc Problem
Based on thc background of the problem stated above, it is necessary to do
an evaluative study on the tcaching of simple past tense based on communicative
approach at the first year of islamiyah ciputat Vocational High School (for the
next term the word SMK is used).
｣ｨＧｾ
general question of this study is "how
good is grammatical teaching, in this case the simple past tense, based on the
communicative approach for the first year of SMK islamiyah ciputat?" To the
specify this problem, the specific research questions are formulated as follows:
6
5, To describe the teaching techniquer. used by the English teachers at the first
year of SMK Islamiyah Ciputat in teaching simple past tense,
D.
Significance of the Study
Hopefully, the study will contribute many advantages to the English
teachers in vocational high school and in implementing the teaching of the
simple past tense based on the communicative approach at the first year of SMK
lslamiyah Ciputat.
The result of the study hopefully can also assist students in learning the
language skills in English in an interesting way, Subsequently, it will assist the
students in upgrading their ability to communicate in English,
E. Scope and Limitatiou of the Study
This study focuses on first year students of SMK Islamiyah Ciputat in
second semester 2004-2005 a.;ademic year. This study attempt to using the
communicative approach in teaching simple past tense, The aspects to be
evaluated include: (I) The qualification of the English teachers at the lirsl year
of SMK lslamiyah Ciputat (2) the teaching preparation made by the English
teachers at the first year of SMK lslamiyah Ciputat. (3) the instructional
materials used by the Engli.;h teachers at the first year of SMK Islamiyah
Ciputat (4) the instructional activities conducted by the English teachers at the
first year of SMK lslamiyah C'iputat (5) the teaching technique used by the
7
English teachers at the first year cf SMK lslamiyah Ciputat in teaching simple
past tense.
F.
Definition of Key Terms
To avoid misunderstanding, the following definitions arc given to make
readers have the same understanding or perception for some terms used in this
study. They are also intended to avoid a'nbiguity or misinterpretation. They are
as follows:
1. Teaching refers to the activity where the teacher is giving some explanation
about the lesson to the students
2. Simple past tense refers to the tense in grammatical English. The simple past
tense indicates an activities or situation began and ended at a particular time in
the past.
3. Communicative approach refers to communicative activities to make the
students able to communicate with otht:rs in English.
4. SMK is the acronym of "Sekolah Menengah Kejuruan" or vocational high
school.
5. Islamiyah refers to the name of the scilOol where the writer do the research for
her skripsi. The school is protected of Islamiyah foundation.
CHAPTERIl
ｔｈｅｏｒｾｔｉｃａｌ
I?RAMEWORK
In this chapter we will discuss the meaning of the simple past tense, the use
of the simple past tense, the meaning of communicative approach, the characteristics
of communicative approach, the advantages and disadvantages of communicative
approach and the teaching of the simple past tense based on communicative approach
A, The Simple Past Tense
J, The Meaning of the simple Past tense
Betty Schrampler Azal' stated that the simple past tense indicates an
activity or situation bcgan and ended at a particular time in the past 4
Another writer, Marcella Frank, stated in her book, that the past tense
indicates definite time terminating in the past, whether a time word is given
or not S Based on the two definitions above we can conclude that the simple
past tense is the form that indicates an activity or situation which is given or
not. We can also say that the simple past ',ense is lIsed to describe an action
-1
Hall
Betty Schrampfer Azar, Understanding and Using English Grammar (New Jersey, Prentice
tne, 1989), P,24,
S Marcella Frank, modern English. A Practical Heft-renee Guide (New Jersey, Prentice Hall Inc,
1972), P,73,
9
or situation that happen at any time in the past. The simple past tense is
formed by using the simple past form of the verb.
There are two kinds of the verbs here, regular verbs and irregular
verbs. For example:
Irregular verbs
Regular verbs
Look
looked
begin
began
Answer
answered
come
came
Play
played
go
went
Agree
agreed
take
took
Borrow
borrowed
eat
ate
Change
changed
lose
lost
Enter
entered
teach
taught
I-Iappen
happened
choose
chose
Study
studied
understand
understood
Work
worked
wake
woke
The simple past tense of regular verbs is form by adding -d or -ed to
the main verb. For example:
- She entered the room
- He traveled to Surabaya last year
- Dina borrowed my bag
Besides the regular wrbs, there are also irregular verbs. For example:
- Agus met budi at the cinema yesterday
10
- I saw her at the market
- She wrote a letter
The auxiliary verbs do has a past form did. Did and did not
(contracted to didn't) are used with the base form or the past tense. Did and
didn't are also used in short answer. Fc,r example:
Negative statements
- I didn't spend much money
Tina didn't eat breakfast
- They didn't do any mistake
Questions
- Did Feri play football?
- Did you go to scholl by bus?
- Did Nany like cats?
Short answer
- Did mother buy some eggs?
Yes, she did
No, she didn't
- When did you go to Bandung?
Last week (I went to Bandung last week)
- Where did you eat dilmer?
In the restaurant (I ate dinning in the restaurant)
II
The next one is the simple past tense form of be. Was and were are
the past tense form of be. For example:
- Didi is at work today
Didi was at work yesterday
- She is happy now
She was happy last week
- There are many people now
There were many people yesterday
In the question form, the verb be and the subject are reversed. For
example:
- He was late this morning
Was he late this morning?
- Gina was sick last month
Was Gina sick last month?
- Sari was born in 1982
Was Sari born in 1982?
- Mrs. Ida was angry last night
Was Mrs. Ida angry last night
Certain past time expression l:sually occur with verbs in the simple
past. If the time expressions do not cccur, it is because they are understood.
There are some common past time expressions:
13
When I was young, I swam every week.
c. duration of an event completed in the past
In the Colombus' day, peopic believed that the earth was flat
She lived in Bogor for ten years and she decided to return to Jakarta
B.
Commuuicativc Approach
I.
The Meaning of Communicative Approach
Jeremy Harmer states a definition about the communicative approach
that is the focus on communicPctive activities and the concentration on
language as a mean of c0l11111uniration 6 This is because as one of the
approaches in the teaching of English with its basic aim to make the students
able to communicate with others ii, English.
Janice Yalden, who is als0 interested
111
communicative approach
says as follows:
In this approach, language is viewed not only as a body of knowledge about
sound, vocabulary and grammar, but also very much as an instrument for
interpersonal communication for a whole range of purposes as a wide variety
of situation. 7
6 Jeremy Harmer, 7Yle Practice of E'nglish Language Teaching (London: LonglllClll Group UK
Ltd, 1991), p. 48
7 Janice Vaiden, COl11lJlunicatior Language Teaching (Ontario: The Ontario Institute for Studies
in Education Press), p. 6
14
From the description above, it scems that Janice Yalden thought that
the teaching of English must be about the body of knowledge and the
communicative functions of it. Those are the materials of English teaching
according to the communicative approach.
Since the communicati'le capacity becomes the starting point of
communicative approach, it needs a teacher's creativity to elaborate the
situation that can mal