Using smart solution method in teaching gerund at twe twelftii grade senior high school students of Primagama Pisangan Ciputat
USING SMART SOLUTION METHOD in TEACHING GERUND
AT THE TWELFTH GRADE SENIOR HIGH SCHOOL STUDENTS
A ‘Skripsi”
Submitted to the Faculty of Tarbiya and Teacher’s Training
in Partial Fulfillment of the Requirements for the Degree of Strata I (S1)
By:
MUHAMMAD PEBRIYONO NIM: 102014023804
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2009
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AT THE TWELFTH GRADE SENIOR HIGH SCHOOL STUDENTS OF PRIMAGAMA PISANGAN-CIPUTAT
A ‘Skripsi”
Submitted to the Faculty of Tarbiya and Teacher’s Training
in Partial Fulfillment of the Requirements for the Degree of Strata I (S1)
Approved by the Advisor
Drs. Sunardi, Dip. Ed
NIP: 150022779
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2009
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ABSTRACT
PEBRIYONO, MUHAMMAD. 2008, Using Smart Solution Method in Teaching Gerund at Twelfth Grade Senior High School Students of PRIMAGAMA Pisangan-Ciputat, Skripsi, English Department, the Faculty of Tarbiya and Teacher’s Training, UIN Syarif Hidayatullah Jakarta.
Advisor: Drs. Sunardi, Dip. Ed.
Key words: Smart Solution Method, Teaching Gerund, and PRIMAGAMA Pisangan-Ciputat.
This study is purposed to describe the objective condition of the using Smart solution method in teaching gerund at twelfth grade Senior High School students at PRIMAGAMA Pisangan-Ciputat. It includes teaching procedure of using smart solution method in teaching gerund, the advantage of using smart solution method, and the effectiveness of using smart solution method in teaching gerund.
The aim of the research is to gain the information at describing about using Smart solution method in teaching gerund at twelfth grade Senior High School students of PRIMAGAMA Pisangan-Ciputat. Sample of this research is as much 12 students of twelfth grade and one tentor. This research is using descriptive design in qualitative form by using interview, observation, and documentation.
The finding of the study states that (1) the teaching procedure of using smart solution method in teaching gerund was good and has fulfilled the good criteria of lesson plan based on KTSP curriculum and it has fulfilled the aspects of language learning domains such as cognitive domain, affective domain, and psychometric domain, (2) the advantage using Smart solution method was really effective and efficient in time in case of multiple choice tests than any others and it could be one alternative of English teaching method in Indonesia, (3) and using smart solution method in teaching gerund is more effective only in multiple choice tests than that of an essay type and it conducts with the form of UN Test that is multiple choice tests.
Based on the finding previously, it can be suggested that (1) the English tentors must give more attention to their lesson plan in teaching procedure. The English tentors in particular must have their own syllabus not adapt merely from KTSP curriculum and PRIMAGAMA Education Tuition in general should have also the own original curriculum. (2) smart solution method as a major product of PRIMAGAMA need to be more introduced and acceptable not only intern but also extern as a method of English teaching (3) using smart solution method in
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teaching gerund need to be more researched because a method should accomplish the problems ideally not only in multiple choice test but also in an essay test.
ABSTRAK
PEBRIYONO, MUHAMMAD, 2008, Using Smart Solution Method in Teaching Gerund at Twelfth Grade Senior High School Students of PRIMAGAMA Pisangan-Ciputat, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, UIN Syarif Hidayatullah Jakarta.
Pembimbing: Drs. Sunardi, Dip.Ed.
Kata Kunci: Smart solution method, Teaching gerund, dan PRIMAGAMA Pisangan-Ciputat
Penelitian ini ditujukan untuk menggambarkan kondisi yang objektif dalam pengajaran gerund menggunakan metode smart solution pada siswa SMA kelas XII di PRIMAGAMA Pisangan-Ciputat. hal ini mencakup prosedur pengajaran gerund menggunakan metode smart solution, keuntungan menggunakan metode smart solution, dan penggunaan metode smart solution adalah efektif.
Adapun tujuan dari penelitian ini adalah untuk memperoleh informasi tentang penggunaan metode smart solution pada siswa SMA kelas XII di PRIMAGAMA Pisangan-Ciputat. Sampel yang diambil dalam peneltian ini sebanyak 12 siswa dan satu tentor bahasa Inggris. Penelitian ini menggunakan metode deskriptif dalam bentuk kualitative dengan menggunakan instrumen wawancara, observasi, dan dokumentasi.
Hasil yang diperoleh dari penelitian ini membuktikan bahwa (1) prosedur pengajaran gerund menggunakan metode smart solution bagus dan telah memenuhi kriteria baik dari rencana pengajaran KTSP dan juga telah memenuhi ranah pengajaran bahasa yaitu ranah kognitif, ranah afektif, dan ranah psikomotorik, (2) keuntungan menggunakan metode smart solution sangat efektif dan efisien dalam waktu hanya pada tes berbentuk pilihan ganda, dan metode smart solution dapat menjadi satu alternatif/ pilihan dalam metode pengajaran bahasa inggris di Indonesia, (3) pengajaran gerund menggunakan metode smart solution hanya lebih efektif pada tipe soal pilihan ganda daripada essay dan hal ini sangat selaras dengan bentuk soal UN yaitu berupa pilihan ganda.
Berdasarkan hasil penelitian sebelumnya, dapat disarankan bahwa (1) tentor bahasa Inggris harus memberikan perhatian lebih terhadap rencana pengajaran mereka dalam prosedur pengajaran. Tentor bahasa Ingris khususnya harus memiliki silabus sendiri tidak sekedar mengadaptasi dari kurikulum KTSP dan Lembaga Pendidikan PRIMAGAMA juga harus memiliki kurikulum asli sendiri, (2) metode smart solution sebagai produk utama dari PRIMAGAMA harus lebi dikenalkan dan dapat diterima tidak hanya di lingkungan dalam tapi juga di lingkungan luar sebagai metode pengajaran bahasa Inggris, (3) pengajaran gerund menggunakan metode smart solution harus lebih diteliti lagi karena sebuah
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metode idealnya dapat menyelesaikan persoalan tidak hanya berupa pilihan ganda tetapi juga essay.
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ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful All Praises be to Allah Lord of the worlds who has bestowed upon our Prophet Muhammad SAW (peace be upon him), his families, his companions, and his followers.
This “skripsi” is presented to the English Education Department, the Faculty of Tarbiya and Teacher’s Training State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of Strata One (S1). In his “skripsi” he tries to give description about using smart solution method in teaching gerund at twelfth grade Senior High School students of PRIMAGAMA Pisangan-Ciputat.
In this occasion, the writer would like to express his great honor and deepest gratitude to his beloved parents (Paeran and Nasriati), for support, praying, motivations, contributions and moral encouragement that they always
give to the writer. The writer would like to express his special name to his advisor Drs. Sunardi, Dip. Ed. for spending his time and giving valuable advices to writer.
The writer also would like to give his gratitude to all people who have helped his in completing this skripsi, particularly to Head of English Education Department, Drs. Syauki, M.Pd and for all lectures for sharing their knowledge. And the same respect also should be addressed to Prof.Dr. Dede Rosyada, M.Pd. as a Dean of Tarbiya and Teacher’s Training Faculty.
The writer would like to express his gratitude to Hendra Hermawan S.P. the Head of Branch Office Primagama-Pisangan Ciputat for giving the writer an opportunity to carry out the research and an interview, and also especially his gratitude to Miss Mujiati, S.Pd and Miss Rika Rostika for their kindness in doing his research. May Allah bless them.
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And his thankfulness is also addressed to special lecturer Dra. Hidayati, M.Pd. for her kindness to help him in “Skripsi” revised edition. She do really help the writer in many ideas at this skripsi revised edition that can not be mentioned one by one. He is really thankful to her about her welcome to him in revising this skripsi any time.
The writer realizes that his “skripsi” is not a perfect one, for that reason he will always accept any criticisms and comments, he hopes that he can write better in the text and can give the inspiration for the reader.
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TABLE OF CONTENTS
ENDORSEMENT SHEET ………i
ABSTRACT ………...ii
ACKNOWLEDGEMENT ……….. iii
TABLE OF CONTENT ………...v
LIST OF TABLES ………..vii
LIST OF DIAGRAM ……….viii
LIST OF FIGURE ………...ix
LIST OF APPENDICES ……….x
CHAPTER I INTRODUCTION
A. Background of the Study …….………..……. B. Statement of the Problems…...….………... C. The Purposes of study……….………. D. Significance of the study………….……… E. The Scope and Limitation of the Study…..………. G. The Operational Definitions……….……….…..
1 4 5 5 5 6
CHAPTER II THEORETICAL FRAMEWORK
A. Learning and Teaching English in Indonesia …………. B. English Curriculum and the Latest Syllabus ………….. C. English Instructional Material at SMA ……….. D. Teaching Gerund ……… E. The Function of Gerund ………. F. Approach, Method, and Strategy ……… 1. Smart solution Method ……… 2. Definition of Smart Solution Method ………. 3. Language and Thought ………
7 10 11 16 25 27 28 28 29
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G. Issues of Smart Solution Method ………... 1. Problem Solving ………. 2. The Implementation of Remedial, Enrichment, and Consulting (REC) ………. 3. Extra Program of Smart Solution Method ………….
37 37
38 39
CHAPTER III Research Methodology and Research Findings
1. Research Methodology ……… A. Research Design ………. B. Research Instruments ………. C. Data and Source of data ………. D. The Technique of Data Collecting ………. E. The Technique of Data Analysis ……… 2. Research Findings ……….. A. Data of Teaching Procedure of Using Smart Solution Method in Teaching Gerund ……….. B. Data of the Advantage of Using Smart Solution Method ……… C. Data of Using Smart Solution Method is Effective....
41 41 42 42 43 44 45
45
50 51
CHAPTER IV Conclusion and Suggestion
A. Conclusion ………... B. Suggestion ………...
54 55
BIBLIOGRAPHY APPENDICES
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CHAPTER I
INTRODUCTION
This chapter presents and discusses the background of study, statement of the problems, the purposes of study, significance of the study, scope and limitation of the study and operational definitions.
A. Background of the Study
English as the primary foreign language in Indonesia is taught as a compulsory subject from the lower secondary school to the beginning years in most universities.
Although this main purpose has been explicitly stated in the Ministerial Decree No.096 / 196712 December 1967, it is widely acknowledged that the result of teaching English in Indonesia is unsatisfactorily achieved. Most secondary and high school graduates are still unable to sufficiently read scientific books or textbooks. (Sadtono 1976, Djiwandono 1982).
The main objective of teaching English in our country as mentioned in the latest curriculum that the teaching of English in SMA covers the four actional competences.; listening, speaking, reading, and writing which is integratedly taught and equally. Meanwhile, the linguistics aspects such as vocabulary, grammar, spelling, and pronunciation should also teach to the students to support the students’ mastery of the four actional competencies.
There are many factors that seem to be taken into account in the teaching-learning process. Three of selected factors have among others are: the first is the teacher who will be responsible for the implementation of the program. The second is the syllabus which contains instructional objectives, the instructional materials, the methodology, and the evaluation. The third is dealing with the learners who are learning English.
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Curriculum always changes as the students’ need also always changes from time to time in accordance with the changing of the science and technology. Therefore, to meet the students’ need, the 2004 English curriculum has been replaced by the 2006 English curriculum based on the decree of the Minister of National Educational number 22/PM/2006 about content standard and for basic education and secondary one throughout Indonesia since the 2003-2004 academic year.1
In line with the change of curriculum, the approach used in the new curriculum is called communicative approach. The new term of approach is used to avoid misinterpretation and misimplementation.
English itself is a language that has been defined as “Being to communicate meaning and also stated that linguists are concerned with trying to understand the systematic ways in which such communication is achieved.”2. Language, for the linguist, is form; sounds, letters, their combinations into large units such as words, sentences and so forth3. Most linguists find it convenient to subdivide the system into three interrelated sub systems:
1) Syntax : the rules for listing elements and specifying their permitted combinations.
2) Semantics : the rules for assigning meaning to units permitted by the syntax.
3) Pragmatics : the rules for relating permitted units of language to social behavior4.
Teaching may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand” (Kimble and Garmezy 1963:133). According to Nathan Gage (1964:269) teaching is
1 Kurikulum KTSP 2006.
2 Ronald Wardhaugh, Introduction to Linguistics. University of Michigan. p.16.
3 Roger T. Bell, An Introduction to Applied Linguistic, Approaches and Methods in Language Teaching, 1981, p.19.
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guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning5.
Teaching English in Indonesia is now to be competitive with the other countries. Why? Because during this latest years, the government of Indonesia through Ministry of National Education Affairs has made one policy to all students throughout Indonesia from Junior High School degree till Senior High School in standardization of graduation. The government of Indonesia even has approved the policy from Ministry of National Education Affairs and it has been assured by the issuance of the decree of the Minister Regulation (Peraturan Menteri) no.45 year 2006 about National Test (UN) 2006/20076. Standardization of graduation itself related to three subjects in the school those are English Language, Indonesian Language, and Math. By the reason to rise up the quality of Indonesian education also, the limitation of graduation’s score should be adjusted to the current development. In academic year 2004-2005, the limit score was 3.25, in academic year 2005-2006, the limit score rose up to 4.00, and in academic year 2006-2007 the limit score rose about 4,25.
According to Yunan Yusuf (The chief of BSNP-Badan Standar Nasional Pendidikan) the limit score rose about 5 for average score of UN (National Test) and 4.25 for each subject in academic year 2006-2007. Meanwhile, Burhanuddin Tolla (The chief of Puspendik-Pusat Penilaian Pendidikan) said that by comparing to the last academic year, the graduation’s score of National Test (UN) in academic year 2006-2007 has been degraded at score 4 for one subject, in case, for other subject the limit score is 67. Moreover, Minister of National Education Affairs (Mendiknas) Bambang Sudibyo said that as a consequence, no other test or remedial test for students failed in National Test
5 H. Douglas Brown, Principles of Language Learning and Teaching, 3rd Edition. San Francisco State University, Prentice Hall Regents, p.7
6 www.puspendik.co.id. November 2007.
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(UN) in academic year 2006-2007, he also claimed that remedial test didn’t indicate the students to be more striving8.
So, what should we do to help our students? The effective and the efficient method of teaching are needed. We know that so many methods in English teaching such as; Grammar-Translation Method (GTM) Audio-Lingual Method, Direct Method, Total Physical Response (TPR), Community Language Learning, etc9. But now, there is one alternative of teaching method called SMART Solution Method. Despite the fact, there is no suitable method in teaching languages as experts have claimed.
SMART Solution Method itself is related teaching method of PRIMAGAMA Education Tuition which is called SMART SOLUTION. According to Supriyanto, SE (the Chief Academic of Center PRIMAGAMA Yogyakarta-2006, also see appendix) the method itself has just been declared since the early year of 2000 by an agreement/ deal from all tutors (in Yogyakarta) that have a similarity both vision and mission. Basically, SMART Solution Method is the improvisation method from the “Practical Method” (Metode Rumus Praktis) that has been improved by PRIMAGAMA since 1982 till the end of year 1999.
In the application of SMART Solution method, it has become an alternative way as a problem solving on the complicated problems. In English lesson for example, SMART Solution can help the students’
problem including TENSES, MODAL and MODAL PERFECT, Subjunctive, Causative, Participle, Gerund and To Infinitive, Conditional Sentence, Reading Comprehension, etc.
Based on the problems discussed previously, In this case, the writer is interested in researching and analyzing of using smart solution method in teaching gerund at the twelfth grade Senior High School students of PRIMAGAMA Pisangan-Ciputat although clarifying the differences between ‘gerund’ and ‘participle’ seems to be imperative too.
8 BIMBEL News, December Edition 2006
9 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching”. p. 3
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B. Statement of the Problems
Based on the background described above, the writer conducts a study concerning on using smart solution method in teaching gerund at the twelfth grade Senior High School students of PRIMAGAMA Pisangan-Ciputat, the writer has a big question about Smart Solution itself. The general question of this study is: “Is teaching Gerund at PRIMAGAMA Pisangan-Ciputat by using SMART Solution Method really effective?”. This main question can be described into specific question as follows:
1. How is the teaching procedure of Smart Solution Method at PRIMAGAMA?
2. What is the advantage of using Smart Solution Method? 3. Is Smart Solution Method really effective in teaching Gerund?
C. Purposes of the Study
1) To describe more about the teaching procedure that using SMART Solution Method at PRIMAGAMA
2) To describe more the advantages of using SMART Solution Method. 3) To describe whether teaching Gerund by using Smart Solution Method
really effective.
D. Scopes and Limitation of the Study
The scope of this study focuses on using SMART Solution method in teaching gerund (by a few information about participle) at twelfth grade Senior High School students of PRIMAGAMA Pisangan-Ciputat. Teaching learning English at PRIMAGAMA Pisangan-Ciputat includes many aspects, so it is out of question if the study has to cover them all. To make it deeper, the problems will be limited by some points: 1) The teaching procedure of Smart Solution Method, 2) The advantages of using Smart Solution Method, 3) The effectiveness of using Smart Solution Method in teaching gerund.
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E. Significance of the Study
The results of the study are expected to provide useful information about the using of Smart Solution Method in teaching gerund at PRIMAGAMA Pisangan-Ciputat. It is expected that these results can contribute to all students conduct with the UN Test. For Head Office of PRIMAGAMA, it can be an evaluation tool to measure quality of Smart Solution method in teaching learning process. The tentor that joins with PRIMAGAMA Pisangan-Ciputat can take an advantage from it as an information above various teaching grammar strategy and they can evaluate whether this strategy better or not to be applied in the class room. And for the further researchers, it can be as a reference for who are interested in conducting similar studies in the next time.
F. Operational Definitions
The following definitions are given to make readers have the same understanding or perception for some terms is used in this study. They are also expected to avoid ambiguity or misinterpretation. They are as follows:
1. SMART stands for S = SIMPLE, M = MIND, A = APPLICABLE, R = RATIONAL, T = TRICK10.
As for further explanation, Simple is to make the learning and the completion of many difficult questions/ problems able to be solved. Mind is the understanding of materials and the completion of many questions/ problems by using the catchy formulations in mind. Applicable is the using of catchy formulation that can be applied to solve the problem in test easily. Rational is for the completion of questions/ problem on test update curriculum. Trick is the problems which can be solved fast and tactically.
2. Gerund is a verb form ending in-ing that is used as a noun.11
10 Article, ‘Metode Smart Solution Terbukti Unggul’, 2004
11
Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language Teaching,
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3. Teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand”(Kimble and Garmezy 1963:133). According to Nathan Gage (1964:269) teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.
CHAPTER FOUR
CONCLUSION AND SUGGESTION
A. CONCLUSION
Finally, the writer took several conclusions from the paper above; they are: a. Smart Solution Method is an overall plan containing approach, design,
and procedure which should be SMART (Simple, Mind, Applicable, Rational, and Trick).
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b. Teaching gerund by using Smart Solution Method is a guiding or a helping someone to know and understand about gerund’.
c. Smart Solution Method is a method of learning which balances both left-brain and right-left-brain. Smart Solution method is not only used for solving troubles in test by using the left brain but also used to control the emotion, feeling when searching the answers by using the right brain.
d. Smart Solution Method could be one solution how to solve the troubles in test particularly and one solution of English teaching method in Indonesia generally.
e. Conceptually, Smart Solution method has fulfilled the aspect of language learning domains such as cognitive domain, affective domain, and psychometric domain.
f. From the description data above, the writer takes a conclusion that Smart Solution Method is more effective in kind of multiple choice tests than essays tests.
g. Although Smart Solution is more effective in kind of multiple choice tests, the writer though that multiple choice tests could limit the students’ creativity in finding the true answers indirectly. Occasionally, a multiple choice test could make the students’ interest in guessing if they didn’t know the answer.
h. The writer though that teaching and learning English in recent globalization era must active not passive. The writer saw that teaching gerund by using Smart Solution Method is not attract the students to be more active in oral but in written.
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i. The writer though that the goals of Smart Solution Method in language learning is still contrast with the goal of language learning itself. The goal of language learning is not how to learn about language but how to use language.
j. Smart Solution Method is not the best solution in any troubles of test because we can see from the research table that there are still found some errors especially in an essay test. Meanwhile, Smart Solution Method in language learning is only merely a frozen concept when it’s tried to be applied in an essay tests, the writer still found any troubles from student’s comprehension.
k. Smart Solution method is still not enough popular outside. The writer can take any summary especially from the capacity of class. We know that the capacity of class ideally consist of fifteen students in each class but the writer found that the quota for class is still less for example found in any PRIMAGAMA mentioned above still found any lacks exactly to fulfill the capacity of class ideally.
l. Smart Solution method as a brand mark of PRIMAGAMA still didn’t have any enough power to strengthen their promotion of English teaching method outside. Based on the writer’s experience during joining with PRIMAGAMA especially at PRIMAGAMA Ciputat and PRIMAGAMA Pondok Cabe, the training of Smart Solution Method is only took for chosen tutors (ex: math, English, and physics) once time in a year. So, the writer thinks it’s too hard for the chosen tutor to take any socialization to others.
m. SMART solution Method as a brand mark of PRIMAGAMA is not too success enough to make any interest of students to join in PRIMAGAMA generally because we can know from the data description above that the
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total numbers of student in each class doesn’t fulfill the capacity of class ideally there. So, it’s mean that SMART Solution method is not easy listening outside exactly in English teaching method in Indonesia.
n. After all conclusion mentioned above, finally the writer takes a main point of teaching gerund by Smart Solution Method are;
- Teaching gerund by using Smart Solution Method is really effective in
any multiple choice tests because if we see the form of UN tests is multiple choices not in an essay, so the writer thinks it would be an
advantage for students.
- In other side, teaching gerund by using Smart Solution Method is not really relevant in scope the goal of language learning generally and
KTSP curriculum practically. The concept of KTSP curriculum itself is to encourage the students to take their full participation in language
learning. But the writer didn’t find any interaction or active participation from the students during Smart Solution Method was taught. So, the writer do hope that the students would involve their self in language learning actively either in the classroom or outside in many aspects of life.
B. SUGGESTION
In this time, the writer just wants to give some recommendations:
a. Smart Solution Method is needed to be more socialized and more acceptable not only intern but also extern in any other education institutions.
b. Smart Solution Method as a major product of PRIMAGAMA need also to be more introduced outside as a method of English teaching to make it more popular.
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c. Smart Solution Method as one option in any method of English teaching in Indonesia need to be more researched within the correlation KTSP Curriculum and Smart Solution Method.
d. PRIMAGAMA Education Tuition as a non-formal of education institution in Indonesia should take any evaluation of Smart Solution Method itself annually in order to get any perfection and scientific.
Appendix
INTERVIEW FORM
A. Interview with a Chief of Branch Office Primagama-Pisangan Ciputat (Hendra Hermawan, S.P.)
1. Apakah metode Smart Solution?
2. Mengapa diberi nama Smart Solution? dan siapa penggagasnya? 3. Sudah berapa lama metode Smart Solution diperkenalkan?
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siswa?
5. Apa kelebihan dan kelemahan metode Smart Solution?
• ANSWER
1. Metode belajar dimana ditujukan agar para siswa belajar lebih nyaman; learning is fun..
Latar belakang muncul ide smart solution:
a. Marketing : dimana sebagai pembeda/ differensiasi antara bimbel yang lainnya diluar Primagama.
b. Akademik : - pelayanan nyaman bagi siswa
- sebagai alternatif dari rumus-rumus sulit dari sekolah dan dipermudah dengan metode smart solution
2. Smart berarti cerdas, dan secara bahasa lebih mudah ditangkap oleh otak 3. sebelum menjadi Smart Solution sebelumnya dinamakan Rumus Praktis yang berlangsung sejak 1982 – 2000. Kemudian ide smart solution muncul dari para teman-teman tentor sejak tahun 2001 hingga kini sebagai alternatif dari metode pengajaran.
4. pengaruh atau efeknya sangat besar;
- sebagai sugesti positif, dimana jika kita punya kemauan pasti bisa - teori yang dijarkan menjadi sangat gamblang.
- kepuasaan pelanggan sehingga konsumen merasa senang, lebih peka, dan aktif
5. Kelebihan metode smart solution; efektifitas waktu dalam penyelesaian soal terutama soal-soal Tes SPMB, UN, Ulangan Umum, dan lain-lain.
-merupakan proses hubungan korelasi otak kiri yaitu; tahu, bertanya, menjawab.
-mengoptimalkan pula pengambangan otak kanan
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Kelemahan metode smart solution:
- Secara internal, sosialisasi kepada seluruh tentor tentang metode smart solution.
- secara akademis dianggap menyalahi PAKEM pelajaran.
B. Interview with a Chief Academic of Center Primagama Yogyakarta (Supriyanto, S.E.)
1. Apakah metode Smart Solution?
2. Mengapa diberi nama Smart Solution? dan siapa penggagasnya? 3. Sudah berapa lama metode Smart Solution diperkenalkan?
4. Seberapa penting pengaruh metode Smart Solution terhadap keberhasilan siswa?
5. Apa kelebihan dan kelemahan metode Smart Solution?
• ANSWER
6. Metode belajar dimana ditujukan agar para siswa belajar lebih nyaman; learning is fun.
Latar belakang muncul ide smart solution:
a. Marketing : dimana sebagai pembeda/ differensiasi antara bimbel yang lainnya diluar Primagama.
b. Akademik : - pelayanan nyaman bagi siswa
- sebagai alternatif dari rumus-rumus sulit dari sekolah dan dipermudah dengan metode smart solution
7. Smart berarti cerdas, dan secara bahasa lebih mudah ditangkap oleh otak 8. sebelum menjadi Smart Solution sebelumnya dinamakan Rumus Praktis yang berlangsung sejak 1982 – 2000. Kemudian ide smart solution muncul dari para teman-teman tentor sejak tahun 2001 hingga kini sebagai alternatif dari metode pengajaran.
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- sebagai sugesti positif, dimana jika kita punya kemauan pasti bisa - teori yang dijarkan menjadi sangat gamblang.
- kepuasaan pelanggan sehingga konsumen merasa senang, lebih peka, dan aktif
10.Kelebihan metode smart solution; efektifitas waktu dalam penyelesaian soal terutama soal-soal Tes SPMB, UN, Ulangan Umum, dan lain-lain.
-merupakan proses hubungan korelasi otak kiri yaitu; tahu, bertanya, menjawab.
-mengoptimalkan pula pengambangan otak kanan
- merupakan pola baku yaitu cepat, tepat, dan dapat dipertangungjawabkan.
Kelemahan metode smart solution:
- Secara internal, sosialisasi kepada seluruh tentor tentang metode smart solution.
- secara akademis dianggap menyalahi PAKEM pelajaran.
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Principles of Language Learning and Teaching, Third Edition, San Francisco Tate University.
Bell T., Roger (1981).
An Introduction to Applied Linguistic, Approaches and Methods in Language Teaching. 1981, Batsford Academic and Educational Ltd.
Creswell W., John (2003).
Research Design, Second Edition, University of Nebraska, Lincoln, 2003. SAGE Publication, Inc.
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Danesi (1988).
Left-and Right-Brain Functioning. Quantum Learning: Membiasakan Belajar Nyaman & Menyenangkan, Bandung: Kaufa.
Farkhan, Muhammad (2006).
An Introduction to Linguistics, UIN Jakarta Press.
Farmer, Marjorie Saymour Yesner, Steven Zemelman, Elizabeth M. Richmand, Composition and Grammar 11 Steps in the Writing Process, Laid law Brothers, publishers, 1985.
Frank, Marcella (1972).
Modern English Exercises for Non-Native Speaker Part 2, Prentice Hall,Inc.
Goldman, Daniel, Articles: Quantum Learning (2005).
Laird Charlton and Gorrel (1964)
Modern English Handbook, 3rd Edition, Prentice Hall, Inc.
Lie, Anita (2004)
Paradigm of Curriculum in Indonesia, Sekjen Dewan Pendidikan Jatim, Associate Director ASIA TEFL.
Muhammad (2005)
4 Jurus Lulus UAN / SPMB Bahasa Inggris, Liebe Book Press.
Nunan, David (1992).
Research Method in Language Learning, Cambridge University Press.
Office Center Department Academic of PRIMAGAMA Education Tuition (2004) ‘What is Problem Solving?’
--- (2004)
Konsep Pengajaran R.E.C., 2004. ANDI Offset Yogyakarta.
--- (2004) Life Skill Education, 2004. ANDI Offset, Yogyakarta.
Porter, de Bobby and Hernacki Mike (2005)
Quantum Learning: Membiasakan Belajar Nyaman & Menyenangkan, Bandung: Kaufa.
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Richards C., Jack and S. Rodgers, Theodore (1986).
Approaches and Methods in Language Teaching, 1986, Cambridge University Press.
Schrampfer Azzar, Betty (1989).
Understanding and Using English Grammar, 2nd Edition, Prentice Hall, Inc.
--- (1992).
Fundamentals of English Grammar, 2nd Edition, Prentice Hall, Inc.
Soars, John & Liz (1987).
English as A World Language, HEADWAYStudent’s Book Upper-Intermediate, Oxford University Press.
Seliger, Hartnett, Krahen (1974).
Left-and Right-Brain Functioning. Quantum Learning: Membiasakan Belajar Nyaman & Menyenangkan, Bandung: Kaufa.
Torance (1980).
Left- and Right-Brain Characteristics. Quantum Learning: Membiasakan Belajar Nyaman & Menyenangkan, Bandung: Kaufa.
Stageberg, C. Norman (1977).
An Introducing English Grammar, 3rd Edition, printed in USA. Wardhaugh, Ronald (1972).
Introduction to Linguistics. University of Michigan.
Warriner, C. John (1982).
English Grammar and Composition, 3rd Franklin Edition, Harcourt Brace Jovanovich, Course publisher.
WARTA KOTA Newspaper.
Nilai UN tak bisa ditawar, on Saturday, May 5th 2007. Zaenuri, A.M. (2003).
Linguistics Revised edition.
INDEX
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http://en.wikipedia.org/wiki/gerund.com, October 2007.
http://educationalissues.suite101.com/article.cfm/right_brain_characteristics.com www.primagama.co.id
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents a theoretical framework which consist of the learning and teaching English in Indonesia, English curriculum and the latest syllabus, English instructional materials at SMA, teaching gerund, the function of gerund, approach, method, and strategy (smart solution method, definition of smart solution method, language and thought), and issues of smart solution method (problem solving approach, the implementation of Remedial Enrichment Consulting / REC, extra program of smart solution method).
A. Learning and Teaching English in Indonesia
In indonesia, the teaching of English is considered as Teaching English as Foreign Language (TEFL) since it is taught as a school subject but not used as the medium of teaching of other subjects and not widely used by people in the country either. This consideration is in line with Prator (1991:21) who differentiates TEFL (Teaching English as a Foreign Language) from TESL (Teaching English as a Second Language). In TEFL English is used in educational situations where the teaching of other subjects is not normally given in English. Whereas in TESL English is used in educational situations where English is ethe partial or universal medium of instruction for other subjects.
The implementation of teaching English at SMA is based on the 2004 English curriculum. The objective of English instruction is “By the end of the program, the students will have developed English language skills of listening, speaking, reading, and writing in accordance with their individual levels and interest, using 2500 word level and appropriate structures.”
According to Syaukah (1997) states that basically, the meaning communicative approach to teaching English at the secondary school is based on five principles; (1) language is viewed as an instrument to express meaning
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which is realized by ways of structures and vocabulary; (2) meaning is determined by linguistics and situational contexts; (3) learning a language is learning to use the language in communicative activities in the target language (written as well as oral, receptive as well as productive); (4) the mastery of language components is needed to support the mastery of the communicative competence; and (5) the teaching of the language components can be done whenever necessary.
Thus, in line with the discussion above, the teaching of English at SMA considered as TEFL (Teaching English as a Foreign Language) and it is a compulsary subject which is taught based on the 2004 English curriculum and aimed at developing the students English language skills of listening, speaking, reading, and writing. It means that listening skill must be covered at the teaching of English at SMA.
Learning English at senior high school can not separate from five competencies; such as linguistics competence, sociolinguistics competence, actional competence, strategic competence, and discourse competence. Linguistics competence is related with how well a person has learned that features and rules of the language. This includes vocabulary, pronunciation, and sentence formation, (2) sociolinguistics competence is related with how well a person speaks and is understood in various social contexts. This depends on factors such as status of those speaking to each other, the purpose of the interaction, and the expectations of the interaction, (3) actional competence is related with proficiency of students’ skill either productive or receptive skills, and (4) strategic competence is related with how well the person uses both verbal forms and non-verbal communication to compensate for lack of knowledge in the other three competencies, and (5) discourse competence is related with how well a person can combine grammatical forms and meanings to achieve different types (genres) of speaking or writing (Noam Chomsky). The learner, in this case is senior high school students in Indonesia still find many complexities of mastery those English competencies. That is why we know that the curriculum has changed for several times in Indonesia. But in
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Listening Speaking
recent curriculum School-Level Curriculum (KTSP), the English learning in senior high school only focuses on an actional competence.
Teaching can not be defined apart from learning. Nathan Gage (1964:269) noted that ‘to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching. Teaching English in senior high school has a purpose that is by the end of their study, the students are expected to master two competence, that are actional competence which is divided into productive skills (speaking and writing) and receptive skills (listening and reading) and linguistic competence (grammar, vocabulary, pronunciation and spelling).12
Besides, teaching English in senior high school is proposed to implant the awareness about the importance of English language as a vital medium of transfer of knowledge that has a role to widen science, implant positive thinking to foreign people and help the students in doing cross cultural activities.
As a foreign language, English is taught in senior high school as a compulsory subject, the English instructional material which is suggested in the syllabus can be developed by the teacher themselves. This subject includes listening, speaking, reading and writing equally.
Actional competences are not taught linearly but cohesively. Thus, the linguistics competences must be taught integrated to support the development of those four actional competences. Without knowing the linguistic competences (Vocabulary, Grammar and Pronunciation), it is impossible for the English learner perform language skills. To see the correlation between four skills, the diagram 2.1 below is presented13 :
Diagram 2.1
The correlation between four language skills by Kern (2000:132)
12
Depdiknas, Kurikulum 2004, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA/ MA, (Jakarta; Depdiknas, 2003)
13
Depdiknas, Kurikulum 2004, Standar Kompetensi ….p.24 Reading Writing
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Adapted from SMA/MA Kurikulum 2004 B. English Curriculum and the Latest Syllabus
Curriculum always changes as the students’ need also always changes from time to time in accordance with the changing of the science and technology. Therefore, to meet the students’ need, the 2004 English curriculum has been replaced by the 2006 English curriculum based on the decree of the Minister of National Educational number 22/pm/2006 about content standard and for basic education and secondary one throughout Indonesia since the 2003-2004 academic year.
Moreover, the organization of schooling and further education has long been associated with the idea of a curriculum. But what actually is curriculum? The term “curriculum” has many different definitions, as states in the Constitution of 1945 no.20 of 2003 about National Educational System in section I, verse 19;
“Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta acara yang digunakan sebagi pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu”14.
Decree of the Minister of National Educational number 19 year 2005 about Standard of National Educational tells that the standard conducts with curriculum are Standard of Content (SI) and Standard of Graduation Competence (SKL)
"Syllabus" refers to
the content or subject matter of an individual subject, whereas "curriculum" refers to the totality of content to be taught and aims to be realized within one school or educational system" (White 1988:4). Thus, a curriculum subsumes a syllabus. Syllabus differ from a curriculum in that it provides a listing of
14Mashur Muslich, KTSP (Kurikulum Tingkat Satuan Pendidikan) Dasar Pemahaman Pengembangan,(Jakarta : PT Bumi Aksara, 2007), p.1
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content to be learned but does not suggest methods, activities, and measurement for evaluation15
Based on the draft of socialization of KTSP SMA/ MA tell about syllabus as follows;
Silabus adalah rencana pembelajaran pada suatu dan/atau kelompok mata pelajaran/tema tertentu yang mencakup standar kompetensi, kompetensi dasar, materi pokok/pembelajaran, kegiatan pembelajaran, indikator pencapaian kompetensi untuk penilaian, penilaian, alokasi waktu, dan sumber belajar.
Syllabus is an interpretation from curriculum itself that contains of standard of competency (SK) and competency of standard (KD). Standard of competency and competency of standard is a part of standard of content in a curriculum, exactly at the School-Level Curriculum (KTSP). The latest syllabus of School Level Curriculum (KTSP) at SMA can be shown on appendix.
C. English Instructional Materials at Senior High School
Based on the latest curriculum that is School – Level Curriculum (KTSP), the government has decided the competence standard and basic competence in every subject. For the indicator, the government has surrounded it to each school and made it by the school itself. For the English subject there are four basic competencies including listening, speaking, reading and writing.
The curricular objectives of English in Senior High School are specified into the instructional objectives of tenth grade, eleventh grade and twelfth grade. The objectives for each year are more specified into objectives of four skills as the writer told above, where these skills objectives stated on competences standard and basic competences. For this study, the writer will focus on twelfth grade of Senior High School at PRIMAGAMA Pisangan-Ciputat.
15 Drs. Harsono Tjokrosujoso,M.Pd. Kurikulum 1994 dan Pengembangan Materi Bahasa Inggris SLTP dan SMA (Institut Keguruan dan Ilmu Pendidikan Malang, 1996), p.4
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For the twelfth grade of Senior High School at the first semester, the competences standard has some objectives. The students are hoped to understand and to express the meaning from transactional, interpersonal, short functional text and monologue in form of narrative, explanation, and discussion in the daily context. These aims are proposed for Listening and Speaking. Then, for Reading and Writing, the students are hoped to understand and to express meaning of short functional text, short essay, and monologue text in form of narrative, explanation, and discussion in the daily context.
The purposes stated on competences standard are specified into based competences. For Listening and Speaking, The students are hoped to understand and to express some expressions such as; asking and giving advice, complaint, possibility, command, admit and deny a fact, promising.
Moreover, for Reading the students are also expected to read a short functional text correctly and to response the systematic steps in producing the short essay in monologue text in form of narrative, explanation, and discussion in the daily context. And for Writing, the students are expected to produce short functional text, make a draft to friend in form of narrative, explanation, and discussion in the daily context.
Besides mastering the four skills, the students also have to master linguistic components namely; vocabulary, grammar and pronunciation. For grammar, the twelfth grade of Senior High School Students at PRIMAGAMA Pisangan-Ciputat, the students are hoped to understand and describe the function of gerund correctly.
Competences standard and basic competences can be formulated with the main material. This formulation is called as English Instructional Material. To make the clear about it, the table 2.1 below is presented. This English Instructional Material is proposed for the twelfth grade of Senior High School 0f PRIMAGAMA Pisangan-Ciputat at the first semester.
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The Distribution of English Instructional Material within the Latest Syllabus (KTSP) for XII Grade at the First Semester
Standar Kompetensi Kompetensi Dasar Materi
Pembelajaran Mendengarkan
1.Memahami makna dalam teks percakapan
transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari
Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari
Mendengarkan
1.Memahami makna dalam teks percakapan
transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari
1.1Merespons makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau melakukan sesuatu, dan memerintah
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau melakukan sesuatu, dan memerintah
1.2Merespons makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained)
•Mengusulkan Mis.:
A: Do you have any advice for me?
B: My advice is to be careful in doing business with them. •Memohon
Mis: A: Tell me a story, brother George, please. B: Okay.
•Mengeluh Mis.: I’m sorry to say this, but this room is very dirty. •Membahas kemungkinan atau melakukan sesuatu Mis.:
A: Is there any chance they will meet and marry? B: There’s a good possibility. •Memerintah
Mis.:
Stop it, I tell you!
•Mengakui Continue to the next page
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Berbicara
3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari
Mendengarkan 2. Memahami makna
dalam teks fungsional pendek dan monolog berbentuk narrative, explanation, dan
discussion dalam konteks kehidupan sehari-hari
Berbicara
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh,
mengungkapkan
keingintahuan dan hasrat, dan menyatakan berbagai sikap
3.2Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal
(bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh,
mengungkapkan
keingintahuan dan hasrat, dan menyatakan berbagai sikap
2.1Merespons makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
4.1Merespons makna dalam teks fungsional pendek resmi dan tak resmi yang
kesalahan Mis.:
I admit I was wrong. •Berjanji
Mis.:
A: Do you give me your word on that?
B: You have my word on it. •Menyalahkan
Mis.:
It was your fault. •Mengungkapkan
keingintahuan dan hasrat
Mis.:
I wonder who she is.
I wonder if I can fly to that cloud. •Menyatakan
berbagai sikap Mis.:
I really like an honest person. I hate people who are always late.
•Teks lisan berbentuk narrative. •Teks lisan
berbentuk explanation. •Teks lisan
berbentuk discussion.
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berbentuk narrative, explanation, dan
discussion dalam konteks kehidupan sehari-hari
Mendengarkan 2. Memahami makna
dalam teks fungsional pendek dan monolog berbentuk narrative, explanation, dan
discussion dalam konteks kehidupan sehari-hari
Berbicara
4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk narrative, explanation, dan
discussion dalam konteks kehidupan sehari-hari
Membaca
5. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
Menulis
6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk
narrative, explanation, dan discussion secara akurat, lancar, dan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
2.2Merespons makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion
4.2 Mengungkapkan makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion
5.1 Merespons makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
6.1 Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar, dan
•Teks lisan berbentuk narrative. •Teks lisan
berbentuk explanation. •Teks lisan
berbentuk discussion.
•Teks berbentuk narrative. •Teks berbentuk
explanation. •Teks berbentuk
discussion. Continue to the next page
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berterima dalam konteks kehidupan sehari-hari
Membaca
5. Memahami makna teks fungsional pendek dan teks tulis esai berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
Menulis
6. Mengungkapkan makna dalam teks tulis monolog yang berbentuk
narrative, explanation, dan discussion secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari
berterima dalam konteks kehidupan sehari-hari
5.2 Merespons makna dan langkah retorika dalam esai yang menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative, explanation, dan discussion
6.2 Mengungkapkan makna dan langkah retorika dalam teks monolog dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, explanation, dan discussion
•Teks tulis berbentuk narrative. •Teks tulis berbentuk explanation. •Teks tulis
berbentuk discussion
D. Teaching Gerund
Teaching is only a part of education widely16. Because education is a guidance of individual growth wholly, individual growth with all variety aspects, such as creation aspect, appetite aspect, etc. Ki Hadjar Dewantara said that teaching is not only certainly education by transferring knowledge but also giving skills to the children so that it can be useful for children’s life physically and spiritually. Edward Anthony identified the conceptualization and organization of teaching method into three levels: approach, method, and
5 Drs. Suwarno, ‘Pengantar Umum Pendidikan’, 4th Edition, PT. Rineka Cipta, Jakarta : 1992.
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technique17. However, Richards said that the organization of teaching is method containing approach, design, and procedure18.
Teaching gerund process occurs at PRIMAGAMA Pisangan-Ciputat for the students at twelfth grade in the first semester. It was taught to give such a paradigm for the students that grammar not only talks about tenses but also gerund. Before we discuss about gerund itself, firstly we have to know what the verbal is. Why? Gerund itself includes the kinds of verbal such as; gerund, participle, and infinitive19. In this chapter, the writer just discusses about gerund and a few commentaries about participle.
Verbals are formed from verbs and they may be modified by adverbs and may have complements20. Example:
• All candidates are carefully vetted for security reasons (adverb). • He became a politician of Republic Party at United States (complement)21.
Verbal is a word formed from a verb that functions in a sentence as another part of sentences22. Example :
• Muffled noises awoke me (modifies the noun noises), • Sleeping was impossible (subject of the sentence) • I went to look you (modifies the verb went)
Verbals are those forms that occupy verb position also each item in a group of auxiliary verb + main verb23. Example:
• You should do what your parents tell you (present time) • You should have done what your parents told you (Past time)
6 C, Richards. Jack and Theodore S. Rodgers, ‘Approaches and Methods in Language Teaching’, Cambridge University Press. P.15.
7 C, Richards. Jack and Theodore S. Rodgers, ‘Approaches and Methods….,p.15.
19 John E. Warriner, English Grammar and Composition, 3rdFranklin Edition, Harcourt Brace Jovanovich, Course publisher, 1982. p.40
9 John E. Warriner, English Grammar ....,p.40
10 AS Hornby, OXFORD Advanced Learner’s Dictionary, 6th Edition, p. 228
11 Marjorie Farmer, Saymour Yesner, Steven Zemelman, Elizabeth M. Richmand, Composition and Grammar 11 Steps in the Writing Process, Laid law Brothers, publishers, 1985.
12 Norman C. Stageberg, An Introducing English Grammar, 3rd Edition, printed in USA 1977,
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From all definitions above, the writer gives a summary of verbals are formed from either auxiliary verb + main verb or verb are modified by adverbs or complements.
Gerund itself is the other word of verb-ing. Other says, the-ing form of a verb (e.g., talking, playing understanding)24. On the site, english.plus.com is said: Gerund is a verb ending in-ing and used as noun25. Sports are often referred to in gerund form, example: I like playing baseball. In the first example: playing baseball is the gerund (the gerund playing is direct object baseball). A gerund phrase is a noun phrase made up of a gerund phrase plus any complements of the gerund plus any modifiers of either the complement or the gerund26.
In linguistics, a gerund is a kind of verbal noun that exist in some languages. It is assured by an opinion from Gorrel and Charlton Laird that gerund is verbal when it’s used as a verbal noun27. John E. Warriner added that gerund is a verb form ending in-ing that’s used as a noun28. Marcella Frank also added that gerunds are participial forms used in noun function29. In today’s English, gerund can behave as a verb within a clause (so that, for example, it may be modified by an adverb or have an object), but the clause as a whole (sometimes consisting only of one word, the gerund) acts as a noun within the longer sentence; example: ‘Editing this article is very easy”. Within the clause ‘Editing this article’ the word ‘Editing’ behaves as a verb; in particular the phrase ‘this article’ is the object of that verb. But the whole clause ‘Editing this article’ acts as a noun within the sentence as a whole; it is the subject of the verb ‘is’30. John E. Warriner also assured that gerund could
13 Betty Schrampfer Azzar, ‘Understanding and Using English Grammar’, 2nd Edition, p.150 14 http://englishplus.com/grammar/00000335.htm
15 http://englishplus...
16 Gorrel and Charlton Laird, Modern English Handbook, 3rd Edition, Prentice Hall, Inc. 1964, p.102.
17
John E. Warriner, English Grammar …., p.42 18
Marcella frank, Modern English Exercises for Non-Native Speaker part 2, Prentice Hall, Inc. 1972, p.97
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be a part of verb and a part of noun31. It’s formed by adding-ing to the plain of the verb. Like verb, gerunds may also be modified by adverbs and adverb phrases as follows:
Example: Basking quietly in the sun my favorite summer pastime. (The gerund basking used as subject of the sentence, is modified by the adverb quietly and also by the adverbial phrase in the sun, which tell where).
Like nouns, gerunds may be modified by adjective and adjective phrase as follows:
Example: We listened to the beautiful singing of the glee club. (The adjective beautiful and the adjective phrase of the glee club modify the gerund singing. Singing is used as the object of the preposition to).
After we know what the gerund is, now, the writer wants to give a few commentaries about participle. It is done because the writer anticipates occurring any misunderstanding the comprehension not only gerund but also participle. Their forms are same that is verb-ing but they are different syntactically.
Participle, according to John E. Warriner is a verb form used as an adjective32. The participle is part verb and part adjective. It might be called ‘a verbal adjective’. Example:
a. Leaping the fence, the great cat surprised me. (Present participle) b. Defeated teams should congratulate the winners. (Past participle) c. Moving quickly, I intercepted the pass. (Present participle)
Note: Leaping is part verb because it carries the action of verb leap. It’s also part adjective because it modifies the noun cat – leaping cat. Defeated, formed from the verb defeat, modifies the noun teams. Moving, formed from the verb move, modifies the pronoun I. Verb forms used as adjective leaping, defeated, and moving are participles.
There are two kinds of participle:
20 John E. Warriner, English Grammar ….p.42 21 John E. Warriner, English Grammar ….,p.42
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1) Present participle: consists of the plain form of the verb plus-ing. Example: - The crying baby hid under the table.
- Pointing at me, the teacher asked a question.
2)Past participle: usually consists of the plain form of the verb plus-d or – ed. Others are irregularly formed.
Example: A peeled and sliced cucumber can be added to a garden salad. (The past participle peeled and sliced modify the noun
cucumber).
- We will prosecute anyone caught trespassing on this property. (The past participle caught modifies the noun anyone)
That’s all a few about participle (definition, kinds). But, we have to know the differences between gerund and participle. Gorrel and Charlton Lair said:
• Gerund is verbal when it is used as a verbal noun. Example: Walking is good exercise (as subject).
• Participle is verbal when it is used as a verbal modifier33
Example: Leaping the fence, the great cat surprised me (leaping modifies the noun cat – leaping cat)
Shortly, the differences between gerund and participle (present participle) are: gerund sentence is followed by verbal construction, but participle sentence is followed by clause.
For adding information about gerund, it seems to be imperative if we know the classification of gerund morpheme whether inflectional morpheme or derivational morpheme.
Basically, morphemes are the smallest significant units of grammar34. Morpheme fulfills two main functions in English. They are:
1) Derivational morpheme is a change the class of the word to which they are attached35. Muh. Farkhan said that derivational morphemes are any affixes
22 Gorrel and Charlthon Laird, Modern English…., p.102. 23 A.M. Zaenuri, Linguistics Revised Edition, 2003, p.30
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that are used to make new words of a different grammatical category from the stem. Affixation involves both prefixation and suffixation:
un + speak + able > unspeakable
Commonly occurring prefixes are be-, de-, en-, hyper-, pre-, pro-, re-, sub-, super-, and trans-. Prefixes alter meaning but do not always change the function of the word to which they are prefixed. The table 2.2 below presents the derivational morphemes;
Table 2.2
Derivational Morphemes
Prefix Free morpheme (Class) Result (Class) Be-
De- En- Ex- Hyper-
Witch (N) Limit (V) Rich (adj) Terminate (V) Market (N)
Bewitch (V) Delimit (V) Enrich (V) Exterminate (V) Hypermarket (N) Source: Linguistics Revised Edition-Morpheme-Table of prefixation
Commonly occurring suffixes always change the class of the word to which they are attached: beauty (N) + full (Adj). Derivational suffixes have the characteristics36:
a) The words with which derivational suffixes is an arbitrary matter. To make a noun from the verb adorn we must add –ment; adornment – whereas the verb fail combines only with – ure to make a noun; failure.
b) In many cases, but not all, a derivational suffixes change the part of the word to which it is added. Words ending in the morphemes tend to be nouns as table 2.4 below:
Table 2.3
Derivational suffixes tends to be nouns
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Suffix Free morpheme Result a. …age
b.…an, …ian c. …ance, …ence d.…dom e. …ery f. …er g. …hood h. …ics i. …ist j. …ion, tion k. …logy l. …ment m.…ness n. …or o.…ory p.…ship Break, sabot Library, mathematic Assist, confide King, free Bake, fish Teach, run Child, brother Economy, athlete Guitar, drama Inform, relate Bio, socio Develop, govern Silly, happy Govern, operate Labor, observe Friend, hard Breakage, sabotage Librarian, mathematician Assistance, confidence Kingdom, freedom Bakery, fishery Teacher, runner Childhood, brotherhood Economics, athletics Guitarist, dramatist Information, relation Biology, sociology Development, government Silliness, happiness Governor, operator Laboratory, observatory Friendship, hardship Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
Words ending in the morphemes tend to be adjectives as table 2.4 below:
Table 2.4
Derivational suffixes tend to be adjectives
Suffix Free morpheme Result
a. …able, …ible b.…al
c. …ant, ent d.…ful e. …ic f. …ish g. …ive Fashion, response Magic, survive Signify, differ Peace, hand Poet, romance Child, girl Act, construct Fashionable, responsible Magical, survival Significant, different Peaceful, handful Poetic, romantic Childish, girlish Active, constructive
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h. …less i. …like j. …ly k. …ous l. …y Hope, tree Child, god Week year Poison, danger Dust, bush Hopeless, treeless Childlike, godlike Weekly, yearly Poisonous, dangerous Dusty, bushy
Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
Words ending in the morphemes tend to be verbs as table 2.5 below:
Table 2.5
Derivational suffixes tend to be verbs
Suffix Free morpheme Result
a. …ate b.…en c. …fy, …ify d.…ize Stimulant, gyration Dark, wide Beauty, terrific Computer, drama Stimulate, gyrate Darken, widen Beautify, terrify Computerize Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
Words ending in the morphemes tend to be adverbs as table 2.6 below:
Table 2.6
Derivational suffixes tend to be adverbs
Suffix Free morpheme Result a. …ly b.…ward c. …wise Beauty, happy Back, east Cross, clock Beautifully, happily Backward, eastward Crosswise, clockwise Source: SSC – Diklat 3 SMU IPS and Alumni, p.46
2) Inflectional morpheme never involves a change of class. Muh. Farkhan said that inflectional morphemes are any affixes that are used to
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produce new words in a language, but do not change the class of the word37.
The inflectional suffixes have the characteristic: a) They do not change the part of speech.
Example: sled, sleds (both Noun) cough, coughed (both Verb) cold, colder (both Adjective) b) They come last in a word
Example: shortened, villainies, industrializing c) They go with all stems of a given part of speech
Example: He eats, drinks, dreams, entertains, motivates d) They do not pile up; only one ends a word
Example: flakes, working, higher, written
Inflectional affixes can be schematized as table 2.7 below:
Table 2.7 Inflectional affixes
No Suffix Example Name
1. 2. 3. 4. 5. 6. 7. 8. (-S pl) (-S ps) (-S 3rd) (-ing vb) (-D pt) (-D pp) (-ER cp) (-EST sp) Dogs, oxen Boy’s Vacates Discussing Chewed, rode
Chewed, chosen, swum Bolder
Boldest
Noun plural Noun possessive
Present 3rd person singular Present participle
Past tense Past participle Comparative degree Superlative degree Source: An Introducing English Grammar, p.103
After we look at the comparison between derivational morpheme and inflectional morpheme, the writer took a summary about what morpheme in the gerund included. According to the explanation above, the gerund
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includes in inflectional morpheme. If we see from the table of derivational morpheme, we can not find the information of gerund, otherwise, if we see the table of inflectional morpheme, we can find one explanation at number 4 that is present participle. We have known that gerund and participle are of the same verb-ing but they differ and only appear on syntactical case.
Teaching also may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand” (Kimble and Garmezy 1963:133). According to Nathan Gate (1964:269), teaching is guiding and facilitating learning, enabling the leaner to learn, setting the conditions for learning.
From all definitions above, the writer gives a summary that teaching gerund is ‘a guiding and facilitating, enabling the learner to learn, and setting the condition for learning gerund.’
E. The Function of Gerund
Generally, the functions of gerund are as a subject, as an object, and as a complement in sentences38. However, the writer tried to give a summary
from many references about the function of gerund in order to be easily understood by the reader.
1) Gerund as subject V-ING + Verb/Aux.V + Complement
Gerund as a subject is located at the beginning of sentence as follows: • Smoking will ruin your health
• Reading newspaper becomes my daily habits • Waiting too long makes her bored
2) Gerund as an object of transitive predicate after these words: practice, deny, discuss (talk about), finish, avoid, postpone (put off), risk, enjoy,
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mind, mention, admit, suggest, stop, consider (think about), appreciate, delay, anticipate, keep (keep on), understand, fancy39.
Examples:
• I enjoy reading newspaper in the morning
• The committee wants to postpone having a meeting on Sunday • Listen to me, “Just stop complaining!”
3) Gerund after preposition. Preposition + V-ING + complement
(in, on, of, for, about, by, besides, before, after, while)
Examples:
• Floretta is interested in getting a job in foreign company • Sophia and Sonia are talking about getting a good job in a hotel • Before going to campus, Rezha eats a big breakfast.
4) Gerund after Verb with preposition to
GETOL 3BE + V-ING. These words can be identified as following: GE = Get use to (terbiasa) BE = Be used to (terbiasa) T = Take to (menyukai) BE = Be accustomed to (terbiasa) O = Object to (berkeberatan) BE = Be averse to (menolak)40 L = Look Forward to (menunggu-nuggu)
Examples:
• Mary is used togoing to bed late at night • Farida does not objectto having lunch with me • I’m looking forwardto hearing your report soon.
5) Gerund after Possessive adjective (My, Your, His, Her, Our, Their) Possessive adj. = V-ING = Complement
Examples:
28 Betty Schrampfer Azar, Understanding and Using English Grammar 2nd Edition, Prentice Hall, Inc.:1989, p.154.
29 Lembaga Pendidikan PRIMAGAMA, Metode Smart Solution Bahasa Inggris, Yogyakarta: Andi, 2003, p.34.
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• I would like to thank four your coming to my party
• Mary was very happy because of my bringing some apples for her • I can not read her writing clearly.
6) Gerund after ‘GO’ (for certain idiomatic expressions about activities)41. GO + V-ING + Complement
Common expressions with GO + V-ING :
Go bird watching Go hiking Go sightseeing Go boating Go hunting Go skating Go bowling Go jogging Go skiing
Go camping Go mountain climbing Go sledding Go canoeing Go running Go tobogganing Go dancing Go sailing Go window shopping42 Go fishing Go shopping
Examples:
• Would you like to go sightseeing with me?
• Rezha and Oshin want to go shopping this afternoon • We plan to go hunting next weekend
F. Approach, Method, and Strategy
Teaching learning English itself can not separate with approach, method, and strategy. Why? Because the teacher here before transfers a knowledge to the students, he or she should make a preparation likes a lesson plan. In lesson plan’s contents, the teacher includes any approach about how the teacher can make the students’ interest in their study. The teacher also determines about what method does proper for the students in their learning activity. And strategy, it talks about what strategy does teacher use to make the teaching learning goals can be achieved.
30 Betty Schrampfer Azar, Fundamentals of English Grammar, 2nd Edition. p.250.
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According to Anthony’s model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented, and strategy is a specific ‘attacks’ that we make on a given problem. It is the moment by moment techniques that we employ to solve ‘problems’ posed by second language input and output. And for the information, strategy has two types learning strategy and communication strategy in the field of second language acquisition.
The writer here took notes from the tentors (particular calling for teacher in PRIMAGAMA) that they are also demanded for his or her preparation before giving the material to the students well organized. In strategy, the tentor are hoped to use any proper strategy in giving the material. Moreover, PRIMAGAMA has a popular method that is smart solution method. Now, the writer would like to describe about smart solution method specifically.
1. Smart solution method
SMART Solution Method itself is related with teaching method of PRIMAGAMA Education Tuition which is called Smart Solution.
According to Supriyanto, SE (the Chief Academic of Center PRIMAGAMA Yogyakarta-2006, also see appendix) the method itself has just been declared since the early year of 2000 by an agreement/ deal from all tutors (in Yogyakarta) that have a similarity both vision and mission. Basically, SMART Solution Method is the improvisation method from the “Practical Method” (Metode Rumus Praktis) that has been improved by PRIMAGAMA since 1982 till the end of year 1999.
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followed by twelve students. Here is the result that can be presented in the table 3.3 below:
Table 3.3
The Result of Using Smart solution method in teaching gerund (Second session on November 25th 2008)
Numbers of True Number of False No Names of Student
Multiple
Choice Essays Total
Multiple
Choice Essays Total
1. Ferry Herdiansyah 10 4 14 0 1 1
2. Dimas 10 3 13 0 2 2
3 Racka 10 4 14 0 1 1
4 Ika Yuliandri 10 3 13 0 2 2
5 Friska Septiani 10 3 13 0 2 2
6 Sulistia 10 4 14 0 1 1
7 Indah Permata Sari 10 4 14 0 1 1
8 Wildan Nugroho 10 4 14 0 1 1
9 Muh. Wahid 10 4 14 0 1 1
10 Meydina Kusumawati 9 5 14 1 0 1
11 Linda 10 3 13 0 2 2
12 Diana sari 10 4 14 0 1 1
Adapted from twelfth grade students of PRIMAGAMA Pisangan-Ciputat
We can see that the comparison the total numbers of true is still higher than the total numbers of false. We also can see that the error of total numbers from their answers only a few. The participants in this observation are absolutely enthusiastic. Moreover, there are some great scores’ changing from the total number of true more significantly than the result of first observation. The total numbers of participant should have twelve students and nobody was absent in this observation.
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CHAPTER IV
CONCLUSION AND SUGGESTION
In this chapter, the writer concludes the results of study based on the research was done at PRIMAGAMA Pisangan-Ciputat and suggests for the English tentor in particular and for PRIMAGAMA itself in general. It consists of conclusion and suggestion.
A. Conclusion
Based on the research conducted by the writer, he concludes some points as follows;
1. About teaching procedure using smart solution method
The teaching procedure of using smart solution method in teaching gerund was good and has fulfilled the good criteria of lesson plan based on KTSP curriculum and it has fulfilled the aspects of language learning domains such as cognitive domain, affective domain, and psychometric domain.
2. About the advantage of using Smart solution method
The advantage using Smart solution method was really effective and efficient in time in case of multiple choice tests than any others and it could be one alternative of English teaching method in Indonesia. But the critic for PRIMAGAMA about the effect of using smart solution method that smart solution method is not successful enough to make students interested in joining in PRMAGAMA in general because we can know from the result of students’ documentation that the total numbers of student in the class does not fulfill the capacity of an ideal class. The capacity of class ideally consists of fifteen students but the writer found that the quota for class at PRIMAGAMA is still shortage of number.
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3. About the using smart solution method in teaching gerund is effective Unfortunately, using smart solution method in teaching gerund is more effective only in kind of multiple choice tests than that of an essay type and but it conducts with the form of UN Test that is multiple choice tests. But the critic for using smart solution method that more effective in sense of multiple choice tests that multiple choice tests could limit the students’ creativity in finding the true answer indirectly. Occasionally, a multiple choice test could make the students’ prone to guessing if they didn’t know the exact answer.
B. Suggestion
1. About the teaching procedure using smart solution method
The English tentors must give more attention to their lesson plan in teaching procedure. The English tentors in particular must have their own lesson plan not adapt merely from KTSP curriculum and PRIMAGAMA in general should have also the own original curriculum.
2. About the advantage of using smart solution method
Smart solution method as a major product of PRIMAGAMA need to be more introduced and acceptable not only intern but also extern as a method of English teaching.
3. About using smart solution method is effective
Using smart solution method in teaching gerund need to be more researched because the method should accomplish the problems ideally not only in multiple choice tests but also in an essay test.
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INDEX
http://englishplus.com/grammar/00000335.htm. October 2007.
http://en.wikipedia.org/wiki/gerund.com, October 2007.
http://educationalissues.suite101.com/article.cfm/right_brain_characteristics.com www.primagama.co.id