The Effectiveness Of Using The Student Teams Achievement Divisions (STAD) Technique Towards Students’ Understanding Of The Simple Past Tense (A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan)

(A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan)

By AnitaPutri NIM. 109014000153

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

i

THE EFFECTIVENESS OF USING THE STUDENT TEAMS

ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE TOWARDS STUDENTS’ UNDERSTANDING OF THE SIMPLE PAST TENSE

(A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training Partial Fulfillment of the Requirements

For the Degree of S.Pd (S-1) in Department of English Education

By Anita Putri NIM. 109014000153

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

iv ABSTRACT

PUTRI, ANITA. 2014, The Effectiveness Of Using The Student Teams

Achievement Divisions (STAD) Technique Towards Students’ Understanding Of The Simple Past Tense (A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan), “Skripsi”, Department of English Education,

Faculty of Tarbiyah and Teachers’ Training, Islamic State University.

Key Words: The Simple Past Tense, Student Teams Achievement Divisions

(STAD)

The objective of the study was to know empirical evidence whether using the Student Teams Achievement Divisions (STAD) technique is effective of not for students in understanding the simple past tense. There are 62 grade eighth students of SMP Trimulia who have been chosen from two classes VIII.B as an experimental class and VIII.A as a controlled class. It started with a pre-test for both classes, treatment manipulation in experiment class and last conducted the post-test. The data was collected by the test instrument and analyzed by using the t-test formula.

The result of statistical calculation showed, the value of t0 is 4.30. With the

degree of freedom (df) is 62 is gained the value 1.99 and 2.65 on the degree of significance 5% and1% of the table. Comparing the gained value of t0 with ttable, it

can be seen that there is an obvious differences among the score of experiment class and control class. The t0 value is higher than the ttable, namely 1.99 < 4.30 or

4.30 > 2.65, hence the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Consequently, it has been proven that the using of Student Teams Achievement Divisions (STAD) technique is effective for students of SMP Trimulia in understanding the simple past tense.

v ABSTRAK

PUTRI, ANITA. The Effectiveness Of Using The Student Teams Achievement

Divisions (STAD) Technique Towards Students’ Understanding Of The Simple Past Tense (A Quasi-Experimental Study at the Eighth Grade Students of SMP Trimulia, Jakarta Selatan), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Key Words: The Simple Past Tense, Student Teams Achievement Divisions

(STAD)

Tujuan dari penelitian ini adalah untuk mencari bukti empiris tentang keefektifitasan penggunaan teknik (Student Teams Achievement Divisions) STAD terhadap pemahaman siswa tentang Simple Past Tense. Terdapat 64 siswa kelas delapan dari SMP Trimulia yang telah di pilih dari dua kelas yaitu kelas VIII.A sebagai kelas kontrol dan kelas VIII.B sebagai kelas eksperimen. Penelitian ini di mulai dengan mengdakan pre-test, kemudian manipulasi perlakuan dalam kelas eksperimen dan terakhir mengadakan post-test. Jadi, data diambil dari hasil test dan dianalisa menggunakan rumus t-test.

Hasil penelitian menunujukkan nilai t hitung (t0) sebesar 4.30. Pada

derajat kebebasan (dk) 62 diperoleh nilai 1.99 dan 2.65 dari taraf signifikan sebesar 5% dan 1% dari t-tabel. Jadi, jika t0 dibandingkan dengan ttable dapat

dilihat bahwa ada perbedaan. Nilai t0 lebih tinggi dari ttable, yaitu 1.99 < 4.30 atau

4.30 > 2.65, maka hipotesis alternatif (Ha) diterima dan dapat disimpulkan bahwa teknik Student Teams Achievement Divisions (STAD) efektif digunakan untuk memahami Simple Past Tense oleh siswa SMP Trimulia Jakarta.

vi

AKNOWLEDGEMENT

In the name of Allah, The beneficent, The merciful. All praised be to Allah, The lord of the world who has given His bless, love and compassion to the

writer in completing this “Skripsi”. Peace and salutation be upon to the Prophet Muhammad SAW, his family, his companion and his followers.

The writer welcomes this occasion to thank her beloved parent; H. Muhammad Yusuf and Hj. Sudarsih who have given their greatest love, support, guidance and prayer to the writer, also for her brothers and sister who have also given their support in accomplishing her study. In addition, the writer wish to address her best gratitude to her advisors, Dr. Fahriany, M.Pd. and Drs. Nasifuddin Djalil, M.Ag., for their generosity to give their time, guidance and

suggestions during completing this “Skripsi”.

This “Skripsi” will not finish without any help from some people. Hence,

the writer would also to thank the following:

1. All lecturers in English Education Department, who have given and shared their knowledge and new experiences during studying in UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki, M.Pd., the chairman of English Education Department.

3. Zaharil Anasy, M.Hum., the secretary of English Education Department.

4. Nida Husna, M.Pd., M.A. TESOL., as the academic advisor who has given support, guidance and motivation to the writer during learning in English Education Department.

5. Dra. Nurlena Rifa’i, M.A., Ph.D., the dean of Faculty of Tarbiyah and

Teachers’ Training of Islamic State University Jakarta.

6. Nur Efendi, S.Pd., the headmaster of SMP Trimulia Jakarta and Ulfianti Ulfa, S.Pd., the English teacher of SMP Trimulia Jakarta. Thanks for kindly giving

vii

your time during the research. Also, for all the students of SMP Trimulia, especially class VIII.A and class VIII.B.

7. For her friends; Junariyah, Syifa, Fithiawati and Lihnawati, who have gotten through difficultness and happiness together with the writer during finishing this Skripsi and thanks also for her fiancé. Further, for all of her friends in UIN Syarif Hidayatullah Jakarta especially in Department English Education class of 2009, mainly D class. Thanks for all the best moments and experiences that we shared together.

Words may not be enough to returns their helps and contribution. May Allah bless them all. Finally, the writer realizes that the Skripsi is still far from

being perfect. Hence, the readers’ critics and opinions will be kindly accepted for

further progression.

Jakarta, March 2014

viii

TABLE OF CONTENT

TITLE ... i

APPROVAL ... ii

ENDORSEMENT SHEET ... iii

ABSTRACT ... iv

ABSTRAK ... v

AKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... viii

LIST OF TABLES ... x

LIST OF APPENDICES ... xi

CHAPTER I INTRODUCTION ... 1

A. Background of the study ... 1

B. Formulation of the Problems ... 5

C. Limitation of the Problems ... 5

D. Objective of the study ... 6

E. Significance of the study ... 6

CHAPTER II THEORETICAL STUDY ... 7

A. Literature Review ... 7

1. The Nature of the Simple Past Tense ... 7

a. The Form of Simple Past Tense ... 8

b. The Use of Simple Past Tense ... 14

2. The Nature of Student Teams Achievement Divisions (STAD) Technique ... 15

a. The Understanding of Cooperative Learning ... 15

b. The Understanding of (STAD) Technique ... 20

c. Components of the (STAD) Technique ... 22

d. Advantages and Disadvantages of the STAD Technique ... 24

ix

f. The Procedure of Using STAD Technique

in Teaching Simple Past Tense ... 26

B. Conceptual Framework ... 27

C. Theoretical Hypothesis... 28

D. Previous Study ... 29

CHAPTER III METHODOLOGY OF RESEARCH ... 31

A. Place and Time of the Study ... 31

B. Research Method and Design ... 31

C. Population and Sample ... 32

D. Technique of Collecting the Data ... 32

E. Technique of Analyzing the Data ... 33

CHAPTER IV RESEARCH FINDING AND INTERPRETATION ... 35

A. Research Finding ... 35

1. Data Description... 35

2. Data Analyzing... 42

3. Test of the Hypothesis ... 47

B. Interpretation ... 47

CHAPTER V CONCLUSION AND SUGGESTION ABSTRACT ... 49

A. Conclusion ... 49

B. Suggestions ... 49

BIBLIOGRAPHY ... 51

x

LIST OF TABLES

Table 2.1 Rule of Regular Verbs Form Table ... 9

Table 2.2 Rule of Irregular Verbs Form Table... 11

Table 2.3 Verb of Be Table ... 13

Table 2.4 Improvement Score Table ... 23

Table 4.1 Students’ Score of VIII.B (Experiment Class) ... 35

Table 4.2 Frequency of Pretest of Experimental class Score ... 37

Table 4.3 Frequency of Posttest of Experimental class ... 38

Table 4.4 Students’ Score of VIII.A (Control Class) ... 39

Table 4.5 Frequency of Pretest of Control class ... 41

Table 4.6 Frequency of Posttest of Control class ... 41

Table 4.7 Result Calculation of Posttest of Experiment Class ... 43

xi

LIST OF APPENDICES

Appendix 1 Rencana Pelaksanaan Pembelajaran

(Lesson Plan of Experiment Class) ... 54

Appendix 2 Rencana Pelaksanaan Pembelajaran (Lesson Plan of Control Class) ... 79

Appendix 3 Item Analysis of the Test ... 101

Appendix 4 Research Instrument and Answer Key ... 103

Appendix 5 The Blue Print of Pretest and Posttest ... 107

1

CHAPTER I

INTRODUCTION

A.

Background

The development of English as an international language in the world has

inclined aspects of people’s life in this globalization era. In education, as one of

the aspect of people’s life, English is considered to be learned as an important

language to communicate, to get knowledge or information among people from many countries over the world. English fluency on both oral and written forms is necessarily needed in educational field or for language mastery. Considering English playing an important role of people’s aspect of life, it is almost learned and taught in many countries, particularly Indonesia.

In Indonesia, English has been taught from elementary level (as a compulsory subject) up to university. The role of English teaching in Indonesia is stated in the curriculum and the latest one is named KTSP (Kurikulum Tingkat Satuan Pendidikan) or School Based Curriculum. Likewise, in curriculum it has been stated English is used as a tool of communication; the communicative competence in the whole definition means the discourse competence that is, the ability to comprehend and or to produce the written and oral text which is realized in the four language skills; they are listening, speaking, writing and reading. Thus, Indonesian government gives a concern of learning English in high school and establishes some objectives in each grade. Based on the curriculum KTSP 2006 the purpose of teaching English in SMP/MTs is that students have the ability as follows:

1. to be able to develop a communicative competence whether in written or oral form to achieve a functional literacy

2. to have an awareness of English nature and importance to increase national competitiveness in globalization society

3. to develop learners understanding about the language and nature relation.1 Nevertheless, it is not only the four skills which are students have commanded to, but also the language components such as grammar, vocabulary, pronunciation as well. Likewise, in Indonesia it has been stated on the national standard of education or BSNP 2006 that one of the scope of English learning is the supporting competence, that is linguistics competence which means the using of the language structure, vocabulary and soon. Grammar is noticeably important as one of the language component in order to mastery the language, especially English, as Ur stated, “there is no doubt that a knowledge – implicit or explicit – of grammatical rules is essential for the mastery of language: you cannot use words unless you know how they should be put together”.2 From the statement it can be seen that grammar has a significant role in language (English) learning or mastery. Grammar builds a rule for words to be good sentences and make them to have a different meaning.

A troublesome but captivating in teaching English grammar that the researcher often finds is on tenses. There are numerous forms of tense in English, one of which is Simple Past tense that the students should understand. The objective of teaching the simple past tense for the eighth grade students is; able to reveal the expression in using the simple past, able to use verbs (regular and irregular) in the simple past form and make interrogative and negative sentences in the simple past form, as has been stated in the syllabus for responding the meaning and rhetoricalof the reading text, recount and descriptive text.

The simple past is a tense which is used to show an action happened and completed in the past time. This tense show an activity which started at a particular time in the past and it was all done or finished at the period did not last until the present time.

1

Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar Nasional Pendidikan, 2006)

2

Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 2002), p. 4.

Since there is no tense in students’ first language, there will arise some difficulties in learning simple past tense either in spoken or written form. Students

may find difficulties which could affect the students’ interest of the lesson and may provoke several problems in class. Some of the problems are the rule of the verb tense which is divided into two categories, namely regular and irregular verbs of simple past tense. In learning these verbs (regular and irregular) there is no way but requires students to memorize them.

In addition, students sometimes get confuse when they have to transform the present form of the verb into the simple past form even more when they have never heard about the simple past form itself. For example, the simple form of

‗feel’ which has the simple past form ‗felt’ will make students confuse when they find the words almost exactly the same like ‗fell’ which actually the past form of

‗fall’. The form of positive, negative and affirmative is also confusing for them, since each of the forms has a rule. Besides, the students are so lazy to answer the questions when they have to work individually and it sometimes causes them to cheat the answers from their friends. Furthermore, sometime the teachers often forget that they make themselves as the main center of the class in teaching and learning activity. It makes students a little bit noisy during explaining the simple past. This kind of problem has been found by the researcher when she conducted Praktek Profesi Keguruan (PPKT) during the teaching of simple past activity in classroom.

Hence, it seems necessary to provide several best techniques which is needed in teaching grammar in order to develop students’ understanding of the simple past tense. Teaching activity should make students learn actively or make them fully take part in learning activity and should not make them feel that the simple past is hard to be learned. One of the methods that the teacher can use in such learning activity is Cooperative Learning method. This kind of group learning method is able to make students active by working cooperatively with their friends, especially in solving several problems in learning the simple past by sharing ideas or question in group. It is as stated by Daniels and Bizar, “Students do need to work together, because well-structured collaborative experiences help

young people to learn deeply, to really understand, to share knowledge, to ask

important questions and in some cases to take action”.3

If students work together in group cooperatively, they will not only get a chance to involve in learning activity but will also gain a social aspect of learning as well. The cooperative learning method is not a novel thing in education, yet it has been existed to be used in teaching activity by a numerous of teachers. One of the techniques in cooperative learning method is named Student Teams - Achievement Divisions (STAD). Alijanian stated STAD as, “Student Teams Achievement Divisions (STAD) is a type of CL developed by Slavin and his colleagues. STAD is one of the most significant CL approaches, which has been influential in bringing about positive effects in multiple grades and subjects”.4

STAD is a technique where the students work cooperatively with their friends so that it will make the students as the center of learning activity. In this technique students share the materials that the teacher has already presented, divide them into group and each of them responsible of the group progress whether she/he has already understood the materials or not. The achievement of

the lesson will be seen individually from the students’ individual test which can contribute into the team score.

The STAD technique has been chosen to discuss in this research because it is considered that teaching activity should give students motivation to learn actively and get involves in learning so that they can get a better achievement in the simple past. Besides, STAD is considered as a suitable and the simplest one to be applied. By applying this technique, hopefully several problems above can be solved in teaching and learning the simple past. Hence, the researcher focuses the research under the title of; The Effectiveness of Using the Student Teams – Achievement Divisions (STAD) Technique Towards Students' Understanding of the Simple Past Tense at the Eighth Grade of SMP Trimulia Jakarta.

3

Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Methods that Matter, K-12, (Portland: Stenhouse Publisher, 2005), p. 121.

4

Ehsan Alijanian, The Effect Of Student Teams Achievement Division Technique on English Achievement of Iranian EFL Learners, Theory and Practice in Language Studies, Vol. 2, 2012, pp. 1971—1975.

B. Limitation of the Problems

From the identification of the problems which has been stated above, the researcher limited the problems of the study on the effectiveness of using the Students Teams Achievement Divisions (STAD) technique in understanding the simple past tense for the grade eighth students of SMP Trimulia Jakarta.

C. Formulation of the Problem

Based on the limitation of the problems above, the researcher formulated the problem in a research question as: was there any effectiveness to use the Student Teams Achievement Divisions (STAD) technique for grade eighth students of SMP Trimulia Jakarta in understanding the Simple Past Tense?

D. Objective of the Study

This study was aimed to find out whether it is effective or not to use the Student Teams – Achievement Divisions (STAD) technique in understanding the simple past tense for grade eighth students of SMP Trimulia Jakarta.

E. Significance of the Study

The result of the study is hopefully can be useful for: 1. Teacher

For giving suggestion and helping the teacher to give an alternative way in teaching, to enhance students understanding and interesting of the simple past by using the Student Teams Achievement Divisions (STAD) technique.

2. Students

This study was also hoped can help students build an understanding, enjoyment and enhance their motivation in learning the simple past tense cooperatively. Even, this technique is also hoped can build a good interaction among students to support each others in academic field.

3. Further Researcher

Finally, for the further researcher, this study is expected that can provide some basic information about the Student Teams Achievement Divisions (STAD) technique especially its effect on the learning and teaching the simple past tense for students.

7

CHAPTER II

THEORETICAL STUDY

A. Literature Review

1. The Nature of the Simple Past Tense

The Simple Past tense is one of the English tenses. The simple past is a tense which describes activities that happened and finished in the definite times in

the past. Azar stated, “The simple past indicates that an activity or situation began and ended at a particular time in the past”.1

Leech and Svartvik stated that there are three characteristics in

indentifying the simple past from a definite time, “The past tense refers to a

definite time in the past which may be identified by a past time adverbial in the same sentence, the preceding language context or the context outside language”.2 It shows that the simple past tense has its own indentified time that explains the activities which happened in the past time. Warner and Nelson stated, “The simple past tense describes actions that began and ended in the past or actions/situation completed in the past”.3

This kind of tense is the most frequently used in order to show the action or activity happened and finished in the past. It is also used to show activities which get use to do or happened regularly in the past before the sentence is produced at the moment. The simple past does not emphasize on duration of the activity at the past nevertheless only using a short time.

Bieber, et al. also stated the definition about the simple past as, “Past tense most commonly refers to past time via some past point of reference, especially in fictional narrative and description, where the use of the past tense to describe

1

Betty Schrampfer Azar, Understanding and Using English Grammar, 3rd Edition, (New York: Pearson Education, 1999), p. 27.

2

Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (Essex: Pearson Education Limited, 2002), 3rd Edition, p. 69.

3

Patricia .K. Warner and John .P. Nelson, Mosaic 2 Grammar, Silver Edition, (New York: McGraw Hills Companies, 2007), p. 19.

imaginary past happenings is a well-established convention”.4 The simple past itself is irrelevant with the activities happen in the present. The activities are

already finished before the moment. As Danesi stated, “The Simple past, also known as the Preterit allows you to refer to actions that occurred in the past without reference to the present”.5

All and all the simple past tense is a tense which shows activities happened and ended in a particular time in the past before the moment without having to refer to the present time. It is also used for repeated activities happen in the past.

a. The Form of the Simple Past Tense

As it already know that the simple past tense has two types in its verb form, namely regular and irregular verbs. Beside it is also including verb of be. As Kirn et.all.stated, the simple past tense classified into two types. They are the simple past in the regular verbs and simple past in the irregular verbs including past tense of the verb be. The formula of each type consists of three parts: affirmative, negative and interrogative.6

The regular verbs is the verbs formed by adding the suffix –ed and the irregular verbs is not follow that pattern. As Thomson and Martinet explain about the verbs of the simple past form as, “The simple past in regular verb is formed by adding –ed to the infinitive and verb ending in –e is adding –d only the negative of regular verb and irregular verb is formed with did not (didn’t ) and the infinitive. The interrogative of regular and irregular verb is formed with did + subject + infinitive”.7

4

Douglas Bieber, Stiq Johanson, Geoffry Leech, Susan Conrad and Edward Finegan, Longman: Grammar of Spoken and Written English, (London: Pearson Education Limited, 1999), p. 454.

5

Marcel Danesi, Basic American Grammar and Usage, (New York: Barron’s Educational Series, Inc., 2006), p. 139.

6_{Elaine Kirn, Darcy Jack and Jill Korey O’Sullivan,}

Interaction Grammar I, (New York: McGraw Hill Company, Inc., 2002), p. 106.

7

A. J. Thomson and A. V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1990), pp. 175—176.

It can be seen that in the simple past tense, there are two verbs that is used; Regular and Irregular verbs in the past form of verbs. Besides, the formulas used in the simple past tense have three parts: affirmative, negative and interrogative.

1.) The Simple Past Tense in a Regular Verb

The regular verbs of the simple past is formed by adding –ed in the end of the verbs. The forms are applicable to all subjects including singular and plural except in the verb of be. Hence, though the verbs end with –ed, the spelling of the verb has a different rules. Several verbs may have a really same rule with others in regular verbs, but it can be applied to all of the verbs. Here are a brief summary of the rules according to Danesi:

Table 2.1

Rule of Regular Verbs Form Table

Rules

Example

Infinitive Past

1. Verb ends in –e just add –d Love Tie Change Live Loved Tied Changed Lived 2. Infinitive contains a single syllable

and ends in a single vowel + consonant, the consonant is doubled

Stop Spot Plan Stopped Spotted Planned 3. The ending (verb) is preceded by

another consonant or more than one vowel, doubling doesn’t apply

Jump Learn Dream Jumped Learned Dreamed 4. The infinitive contains two syllables,

doubling applies only if the second syllable is stressed

Prefer Control Permit Occur Regret Preferred Controlled Permitted Occurred Regretted 5. The infinitive root ends in –y and is

preceded by consonant, the simple past ending is written as –ied

Try Study Carry Dry Tried Studied Carried Dried8 8

a) The Affirmative Form of the Simple Past Tense in Regular Verb The affirmative sentence in the simple past tense use the formulas as:

S + V2 + (……) For example:

- I dreamed of you last night

- They went to Bandung last weekend - We listened to rock music yesterday - Cintya bought some apples

All of the subject use the same form of the regular verb that is adding the –d and or–ed at the end of the verb.

b) The Negative Form of the Simple Past Tense in Regular Verb

As Danesi has stated that the negative form of the simple past tense is created with did not/ didn’t + infinitive. The formulas is as:

S + did not (didn’t) + V1 + (……)

For example:

- I didn’t bring my book this morning - You didn’t come last week

- They didn’t win the match - Santi didn’t call me yesterday - Joni didn’t enjoy the movie - We didn’t attend to Lisa’s party

- She didn’t eat any of the foods last night

c) The Interrogative Form of the Simple Past Tense in Regular Verb

The interrogative form of the regular verb in simple past tense is as Danesi also said on her book, constructed with did / did not + subject + infinitive, so the formula is as: did/did not (didn’t) + subject + verb 1 + (…)

For example:

- Did you pass the test?

- Did she send me the letter?

- Didn’t they go to Bandung last weekend?

- Did he make the cake?

- Didn’t Lina study math so hard?

Note that all of the verbs are not ending with –d or –ed. In question, the verbs are all in the simple form.

2.) The Simple Past Tense in an Irregular Verb

Kirn, Jack and O’Sullivan highlight that there are a number of verbs which

have irregular past tense forms. These verbs do not end with an –ed in the past form. Verb that has irregular past forms, follows the same pattern in affirmative, negative and interrogative statements. The following table is the irregular past tense verb form and their example:

Table 2.2

Rule of Irregular Verbs Form Table9

No. Example Simple Form Past Tense Form Simple Form Past Tense Form Notes 1. cost cut hit hurt cost cut hit hurt Let put quit shut Let put quit shut

The simple and the past forms of some verbs are the same.

2. bend built lend bent build lent Send

spend Sent spent

With some verbs the simple forms end in –d

and the past form ends in –t.

3.

dream dreamt Lose lost Some verbs have other consonant changes or add a consonant in the past tense.

Have hear

had

heard Make made

9_{Elain Kirn, Darcy Jackson and Jill Korey O’}

No. Example Simple Form Past Tense Form Simple Form Past Tense Form Notes 4. Begin bleed come choose drink drive began bled came chose drank drove Grow know ride ring run sing Grew knew rode rang ran sang

Many verbs have vowel changes in the past tense. 5. Bring buy catch creep do fly Brought bought caught crept did flew leave lie pay say sell sleep Left lied paid said sold slept

Many verbs have consonant and vowel changes in the past tense.

As it has been stated above that, the irregular verbs of the simple past tense have the same pattern with the regular verb in affirmative, negative and interrogative statement. Here are for more details of irregular verb pattern:

a.) Forming Affirmative

The formula: S + V2 + O + ...

Example: - Andre bought some apples for Meli yesterday - The birds flew and never come back

b.) Forming Negative

The formula is: S + Did not + V1 + O +...

Example: - She didn’t eat any of the cakes

- Dona didn’t ride her motorcycle last Friday

c.) The Interrogative Form of the Simple Past Tense in Irregular Verb The formula: Did + S + V1 +... ?

Example: Did she fall from the rooftop? Yes, she did / No, she didn’t Did they drink the coke? Yes, they did/No, they didn’t

3.) The Simple Past Tense of Verb Be

Kirn, Jack and O’Sullivan highlight that be is one of the irregular verb with the simple past tense form is Was/Were. This verb is used differently in the simple past tense than any other irregular pattern (statements). The following is the table of the past of be form:10

Table 2.3

Verb of Be Table

Statement

Example Note

Affirmative Mario was at home last night They were born in Osaka

Use was with singular nouns and with the pronouns I, she, he, it, this and that. Use were

with plural nouns and with the pronouns you, we, they these and

those.

Negative I was not on the internet last night We were not hungry for dinner yesterday

Use not after the verb

be in negative sentences. The contraction for wasnot

is wasn’t, the contraction for war not

is weren’t.

Interrogative (Yes/No Question)

Was your mother born in Columbia?

Were you sleep at 11.00 last night? Wasn’t the bird fed this afternoon? Weren’t those sofas expensive?

In addition, sometimes there are expressions that can be used in the simple past which also shows that the activity happened in the past. John Eastwood stated some typical time expression in the simple past are: yesterday, this morning/ evening, last week/year, a week/month ago, that day/afternoon, the other day/week, at eleven o'clock, on Tuesday, in 1990, just, recently, once, earlier, then, next, after that.11

10

Ibid., p. 117

11

John Eastwood, Oxford Guided to English Grammar, (Oxford: Oxford University Press, 1994), p. 87.

b. The Use of the Simple Past Tense

The simple past tense is the most commonly used tense in English which refer to any kinds of events happened in the past or even a repeated happening. It

is as Swan said about the using of simple past as, “The simple past is the one most

often used to talk about the past. It can refer to short, quickly finished action and events, to longer actions and situations, to repeated happenings”.12

Thomson supposed there are three points about the usage of the simple past tense, they are:

1.) It is used for the action completed in the past at a definite time. It is therefore used:

- for the past action when the time is given:

I met him yesterday Pasteur died in 1895 - or when the time is asked about:

When did you meet him?

- or when the action clearly took place at a definite time even though this time is not mentioned:

The train was ten minute late How did you get the present job?

2.) The simple past tense is used for an action whose time is not given but which (a) occupied a period of time now terminated, e.g. He worked in that bank for four years (but he doesn’t work there now), or (b) occurred at a moment in a period of time now terminated, e.g. My Grandmother once saw Queen Victoria.

3.) The simple past tense is also used for a past habit: He always carried an umbrella

Used to for indicating past habit is used as:

12

Micahael Swan, Practical English Usage, (Oxford: Oxford University Press, 1987), p. 469.

- to express a discontinued habit or a past situation which contrasts with the present, e.g. I used to smoke cigarette; now I smoke a pipe

- to express a past routine or pattern

- The simple past tense is used in conditional sentences type 2.13

In addition, Graver stated about the simple past tense refer to an action completed in the past; the use of it could be as something constantly or

unchanging happened in the past or what he called as past ‗neutral’, second is

habitual action in the past (past iterative), verbs belong to the group which not normally used in progressive form refer to past ‗actual’, and could be as either simply a narration or experiment in the past events (past narrative).14

2. The Nature of the Student Teams Achievement Divisions (STAD)

Technique

a.

The Understanding of Cooperative Learning

The teaching approach which focus on students to learn together in group for sharing their ideas, knowledge and or solving problems where the teachers are still led the learning activity directly is called Cooperative Learning. According to Muijs and Reynold, Cooperative learning is a broader concept that encompasses all kind of group work, including more teacher-led and directed forms. Generally co-operative learning is seen as more teacher directed, with the teacher setting the task and specific questions and providing pupils with materials and information design to help them to solve the problems.15 It shows that in cooperative learning students will learn together in group for sharing their ideas, knowledge and or solving problems where the teachers are still led the learning activity directly. All the students are hoped can get involve.

13

Thomson and Martinet, op. cit., p. 177.

14

B. D. Graver, Advanced English Grammar, (Oxford: Oxford University Press, 2003), pp. 56—57.

15

Daniel Muijs and David Reynolds, Effective Teaching Evidence and Practice, (London: SAGE Publication, 2005), p. 57.

Whereas Cruickshank, Jenkins, and Metcalf stated, “Cooperative learning (formerly called students team learning) is the term use to describe instructional procedure whereby learners work together in small groups and are rewarded for their collective accomplishment”.16 In addition, Kessler also stated about Cooperative Learning as, “Cooperative Learning (CL) is group learning activity organized, so that learning is dependent on the socially structures exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others”.17 It can be inferred that Cooperative Learning is about organizing a group learning so that the learning activity depend on the information exchange among students socially and motivate each learners to have responsibility not only for his/her own learning but the other learners as well.

Besides, the STAD technique is different than any other technique even though basically it still has the same idea or even the concept as any other technique in CL method that emphasizes on learning together and there is also students social interaction building. Freeman explained Cooperative learning as,

“Cooperative learning essentially involves students learning from each other in

groups. But it is not the group configuration that makes cooperative learning distinctive; it is the way that students and teachers work together, that is

important”.18

Here, Freeman makes it clear what make Cooperative Learning method different from other methods or approach is on the way that students and teacher work together.

From several explanations above, it can be summed up that the teaching approach which focuses on students to learn together in group for sharing or exchanging their ideas, knowledge and or solving problems where the teachers are still led the learning activity directly. Besides this method can also build students

16

Donald R. Cruickshank, Deborah B. J., and Kim k. Metcalf, The Act of Teaching, 4th Edition, (New York: McGraw Hill Companies, Inc., 2006), p. 238.

17

Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book, (New Jersey: Prentice Hall, Inc., 1992), p. 8.

18

Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), p. 164.

motivation, increasing interaction among other students and be responsible of each other.

a. The Objective of Cooperative Learning

The objectives of the cooperative learning as stated by Richard and Rogers in language teaching are as follows;

- to provide for naturalistic second language acquisition through the use of interactive pair and group activities

- to provide teachers with a methodology to enable them to achieve this goal and one that can be applied in a variety of curriculum settings.

- to enable focused attention to particular lexical items, language structures and communicative functions through the use of interactive tasks.

- to provide opportunities for learners to develop successful learning and communication strategies.

- to enhance learners motivation and reduce learners stress and to create a positive affective classroom climate.19

In addition, Hwang, Yin et al also stated the objective of cooperative learning as follows;

Cooperative learning is known to be an effective educational strategy in enhancing the learning performance of students. The goal of a cooperative

learning group is to maximize all members’ learning efficacy. This is

accomplished via promoting each other’s success, through assisting,

sharing, mentoring, explaining, and encouragement. To achieve the goal of cooperative learning, it is very important to organize well-structured cooperative learning groups.20

Additionally, for a successful cooperative learning application, there are also several principles which have been proposed by the experts. Kagan and Kagan proposed what they called as PIES in their book as follows;

19

Jack .C. Richard and Theodore .S. Rogers, Approaches and Methods in Language Teaching 2nd Edition, (Cambridge: Cambridge University Press, 2001), p. 193.

20

Hwang .G. J., Yin .P.Y., Hwang .C.W., & Tsai .C.C., An Enhanced Genetic Approach to Composing Cooperative Learning Groups for Multiple Grouping Criteria. Educational Technology & Society, 11 (1), Taiwan, pp. 148—167.

1.) Positive Interdependence, which distinct into two concepts; Positive correlation, If two students have a positive correlation of outcomes, the success of one student is linked to the success of the other, and Interdependence means students are mutually dependent on one another. They have to rely on their teammates.

2.) Individual Accountability. Individual accountability is created when the individual student is held accountable for some public display.

3.) Equal Participations. Equal participation means participation is not voluntary. Everyone must participate about equally, instead of calling on one student to respond to a question.

4.) Simultaneously Interaction. Thus the ability to apply the simultaneity principle is a key to maximizing positive outcomes in cooperative learning. Essentially, when all else is equal, pair work is better than teamwork, teamwork is better that whole-class work, and smaller teams are better than larger teams.21

b. Techniques in Cooperative Learning

There are number variations of the cooperative technique or model which have been developed in teaching activity or have been applied in classroom. According to Slavin, they are as follows:

1.) Student – Teams Achievement Division (STAD)

In STAD students are assigned to four member learning teams that are mixed in performance level, gender and ethnicity. The teacher presents the lesson and the students work with their teams to make sure all team members have mastered the lesson. Then all students take individual quizzes on material, at which time they may not help one another.

21

Spencer Kagan & Miguel Kagan, Kagan Cooperative Learning, (San Clemente, CA: Kagan Publishing, 2009), pp. 5.9—5.11.

2.) Teams – Games – Tournament (TGT)

In TGT students play games at three-person “tournament table” with other with similar pas records in mathematics. The top score of each tournament table bring sixty points to his or her team, regardless of which table it is; this means that low achievers and high achievers have equal opportunities for success.

3.) Jigsaw II

It is an adaptation of Elliot Aronson’s Jigsaw technique. Students work in the same four members. Each team member is randomly assigned to become an expert on some aspect of reading assignment.

4.) Team Accelerated Instruction(TAI)

In TAI, it combines cooperative learning with individualized instruction. Students enter an individualized sequence by replacement test. Each member works on different units and checks the others work by using the answer sheet, then the final unit test are gained without any help from the teammates and scored by students’ monitor.

5.) Cooperative Integrated Reading Instruction (CIRC)

In CIRC, teachers use novels or basal readers. Students are composed of pairs of students from two or more different reading levels. Students work in pairs, within their teams on a series of cognitively engaging activities including reading to one another, making prediction, summarizing stories and so on.22

22

Robert .E. Slavin, Cooperative Learning, Second Edition, (Massachusetts: Allyn and Bacon, 1995), pp. 5—7.

b.

The Understanding of the Student Teams Achievement Divisions (STAD) Technique

The Cooperative Learning has numerous kinds of techniques, as Slavin

stated on his book, “There are general cooperative learning methods adaptable to

most subject and grade level: the Student Teams – Achievement Divisions (STAD), the Teams Games-Tournament (TGT) and the Jigsaw II”.23 As it has been stated before, this research focuses on using the STAD technique in teaching simple past tense.

This kind of teaching method let the team work learning has a goal that every team should reach including the reward that they will get so that it will create a spirit and unconsciously having an interaction among students. In STAD

student will not only has a responsibility of his or her own learning yet the other’s

learning as well as long as they are a part of their team.

STAD might be the simplest technique and applicable technique in cooperative learning method that the teachers can use if they are new in

Cooperative Learning methods as Slavin said, “STAD is one of the simplest of all

cooperative learning methods, and is a good model to begin with for teachers who are new to cooperative learning approach”.24 Kagan and Kagan also stated on their book about the STAD as, “STAD is an extremely well searched, effective approach to mastery of basic facts and information. Research of STAD has also revealed very positive effects on ethnic relations and various types of prosocial development”.25 Here the emphasize is about the effect of the STAD technique which include in ethnic relation and a social development which the students will get.

Furthermore Khan also stated, which cited from Rai (2007) stated that,

“STAD (Students team achievement division) is one of the many strategies in cooperative learning, which helps promote collaboration and self-regulating

23

Ibid., p. 5.

24

Ibid., p. 71.

25

learning skills”.26 Furthermore, Arends also highlights that the STAD technique is a technique developed by Slavin which is the simplest and most basic technique in cooperative learning. Students are given the materials each week or in regular basis. Then students will be divided into a group and each group consists of four to five members who represent sexes, various racial or ethnic groups and high average, and low achievers on each team. Each groups are learning through worksheet or other devices and help each other to master the academic materials. The weekly quizzes are given for students individually.27

There are three concepts which are central in student team learning methods including STAD from Sharan which is proposed by Slavin, they are;

a.) Team Rewards

Teams may earn rewards if they achieve above a designated criterion. b.) Individual Accountability

Referring to the fact in all students team learning methods, the team’s success depends on the individual learning of all team members.

c.) Equal Opportunities for Success

What students contribute to their teams is based on their improvement over their past performance.28

If can be inferred from some statements above that this kind of technique let the students work cooperatively with their friends so that it will make the students as the center of learning activity. Students could share the materials that the teachers have already given in group and each member are responsible of the group progress whether they have already understood the materials or not. The

achievement of the lesson will be seen individually from the students’ individual

test.

26

Gul Nazir Khan, Effect of Student’s Team Achievement Division (STAD) on Academic Achievement of Students, Asian Social Science Vol. 7, No. 12., (Canadian Center of Science and Education, 2011), p. 212.

27

Richards .I. Arends, Learning to Teach, 7th Edition, (New York: McGraw – Hill, 2007), p. 352

28

Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Greenwood Publishing Group, Inc., 1999), pp. 3—4.

c.

The Components of Student Teams Achievement Divisions (STAD) Technique

The STAD technique is different and has its own characteristics from all others cooperative learning methods, one of its characteristic is that it has an

individual quiz. This quiz is intended to show how far students’ understanding of

the materials individually without having any help from others. Besides, the STAD also has its own components procedure.

There are five major components in the STAD technique which proposed by Robert Slavin:29

1.)

Class Presentation

The material is presented in the classroom as a primarily phase of STAD technique. In this case teacher gives the material directly or as a lecture – discussion. Students need to pay a careful attention during the teacher presentation so that it will help them later on the quiz.

2.)

Teams

There are about four or five students in each teamswho represent a cross section in the class including academic performance, sex and race or ethnicity. The members use the worksheet or any devices to help each other mastering the material.

3.)

Quizzes

The quiz is taken by students individually after they got the teacher presentation and team practice. Students are not allowed to help their friends of the team during the quiz in order to know they have responsible in knowing the materials individually.

4.)

Individual Improvement Scores

Each student is given a ‗base’ score, derived from the student’s average

performance on similar quizzes.

29

5.)

Team Recognition

The team which has reached the average score exceeded certain criteria will get the reward. The criteria are based on:

Improvement Points

Students earn points for their teams based on the degree to which their quiz scores (percentage correct) exceed their scores. This score will be contributed for each member to his/her team score.

Table 2.4

Improvement Score Table

Quiz Score Improvement

Points

More than 10 points below base score 5 10 points below to 1 point below

base score 10

Base score to 10 points above base

score 20

More than 10 points above base score 30 Perfect paper (regardless of base

score) 30

Recognizing Team Accomplishment

Three levels of awards are given. These are based on average team scores, as follows:

Criterion (Team Average) Award

15 Good Team

20 Great Team

d.

The Advantages and Disadvantages of Student Teams Achievement Divisions (STAD) Technique

Resembling to any other technique, the Student Teams Achievement Divisions technique has several advantages and disadvantages as well. Armstrong and Palmer cited from Slavin stated that STAD is generally positively affected; cross race relation, attitude towards school and class, peer support, focus of control, time on task, peer relationships and cooperation.30 Students will get the new experience to have a chance get more interaction with his/her friend which might come from different background and support each other as a team learning.

Further, Slavin (1977) and Nichols (1996) indicated that (Student Team Achievement Division) effects on percent of time-on-task, motivation, liking of others, number of classmates named as friends, and peer support for academic performance.31

On the contrary, the disadvantage of STAD according to Cohen, Brody and Sapon-Shevin is, “In STAD, certain problems may surface as well. For some teacher candidates, maintaining accurate records and keeping up with improvement points becomes difficult. Teacher candidates also may fail to capitalize on the team recognition component of the model through giving public attention to students and thus weaken the positive effects of cooperative learning”.32 It is simply the matter of keeping the score record of either from students or from the group accurately and maybe unsuccessful in team recognition.

30

Scoot Armstrong and Jesse Palmer, Student Teams Achievement Divisions (STAD) in a Twelfth Grade Classroom: Effect on Students Achievement and Attitude, Journal of Social Study Research 22, 1998), p. 4.

31

http://files.eric.ed.gov/fulltext/ED502845.pdf (retrieved March 10th, 2014).

32

Elizabeth G. Cohen, Celeste M. Brody, Mara Sapon–Shevin, Teaching Cooperative Learning: The Challenge For Teacher Education, (New York: State University of New York Press), p. 72.

e.

Procedure of the Student Teams Achievement Divisions (STAD) Technique

There are general procedures which proposed by Slavin which is used in Student Teams Achievement Divisions technique includes the following steps:33

1.)

Materials

The materials should be prepared by the teachers that they will present in the classroom, whether based on textbook or the teachers made materials.

2.)

Assigning Students to Teams

The teams in STAD should be shared heterogeneously, means that all groups represent all students either from academic achievement and or sex.

Students shouldn’t choose the team members by their own because they are likely to choose the one as them, but follows this:

a.) Making a copy of team summary sheet for each team.

b.) Ranking students from the highest into lowest students based on their previous achievement score.

c.) Deciding the amount of teams in the classroom based on the number of the students. Team should be composed about four members each. d.) Assigning students to teams. Use the list of students rank above to

determine the team members. e.) Filling out the team summary sheets.

3.)

Determining Initial Base Score

Beginning scores represent students’ average scores from their past quizzes. Otherwise, teachers use students’ final grades from the previous year.

33

4.)

Team Building

Try to start the program by using any practices or create something for the team just to make each members of the team having fun and getting know one another.

f.

The Procedure of the Using Student Teams Achievement Divisions

(STAD) Technique in Teaching Simple Past Tense

The steps that can be applied in teaching and learning of the simple past by using the STAD technique based on the procedure of the STAD proposed by the expert are as follows:

Step 1: Introducing and explaining the students about the concept of Student Teams Achievement Divisions technique. Tell them about how to study in group is. Further, tell them the rules of the teamwork that; each member of the group has responsibility to make sure that all the members has mastered the simple past tense and the study will not finish until all the member mastered the material.

Step 2: Presenting the simple past tense. The presentation includes the

opening, development and guided practice component.

1.) Opening is to let the students what they are going to study and discussing about and trying to attract them with some strategy.

2.) Development. Stay on the objective that the teacher wants the students to achieve to maintain the classroom byusing some demonstration, using visual aids and so on so that students will get the meaning of what they are learning about, to give students a chance to ask as much as possible or give them questions to assess their comprehension. Finally, eliminate some interruption.

3.) Guided practice. Asking students some questions by calling them randomly which will make them to be prepare.

Step 3: Assigning students to teams. Each team consists of 4 or 5 members, which include a high, a low and two average performers. Then ranking and listing the student from lowest, average and highest based on their previous test score and or grades. From the ranking list, the teams letter are assign for each students, for example start the top of the list by letter A and continuing the letter.

Step 4: Team study. After the students get their team, students start to

master the material (simple past tense). Each team has two worksheet and answer sheet paper to practice and assess each member and the team comprehension. In this practice they may test each other with partner in turn by using quiz. Warn students not to finish study, before all of the members have mastered the material. While students working on team, teacher circulate the class, sitting with each teams and make sure if teams are working well.

Step 5: Test. Distribute the quiz for every each students and give them a

time to complete. Make sure that she/he does the quiz alone without any help of other member because at this point they have to show what they have mastered as individual.

Step 6: Team recognition. Teachers figure the students individual

improvement and team score. Students earn points for their team based on their

quiz scores which pass the base score. Student’s improvement point will be

contributed to team point and the best team will get a reward.

B. Conceptual Framework

It cannot be denied that in learning or mastering language (English) students need to learn its grammar rule as well in order to know how to put the words all together correctly. One of the categories of grammar is tense, which indicates to the times reference. There are a couple of tenses in English and one of it is Simple Past tense. The simple past tense is a tense which describes activities that happened and finished in the definite times in the past. The simple past tense is included in a linguistic component that the students need to learn.

Teaching the simple past tense is likely a challenge for teacher since there

is no tense in students’ first language (bahasa). Thus, sometimes gives students some difficulty to learn the simple past which could bring the teacher to find the best way in teaching. One of the teaching methods the teacher can use is by grouping students in learning. This kind of method is commonly called Cooperative Learning. The Cooperative learning methods has several techniques which can be chosen and the technique is the Student Teams Achievement Divisions (STAD) technique.

The STAD technique is a technique where teacher present the material to the students first, then after the teachers feel that the students already understood the material, they will share the material with their friends in a group. Each student has responsibility of their own teammate learning because at the end of the study they will be tested and gain score from the test either for the group or individual score.

The researcher believed that this technique is the effective one to be applied for students in understanding the simple past tense, because the STAD technique emphasis on learning in group to solve problems of learning and makes students actively involved in learning process; it likely could give a significance

improvement of the students’ understanding of the simple past. The technique does not only encourage students in learning but also engage them to support and to increase a good interaction among students in classroom. Further, it is one of the simplest techniques in cooperative learning to be used in teaching and learning activity.

C. Theoretical Hypothesis

Hypothesis is a temporary answer or conclusion of a research. It has to be tested at a later time to prove the validity of the test. Based on some of the

theoretical study that has been explained, the researcher’s hypothesis to this

research is, that the using of STAD is effective for students of SMP Trimulia Jakarta in understanding of the simple past tense.

D. Previous Study

There were some research which relevant to this study. The first one has been conducted by Wini Widyaningsih with her research title, The Teaching of Simple Present Tense Through Cooperative Learning (The Experimental Study at the Eight Grade Students of MTs Subono Mantofani, Ciputat). In this research, the writer used Student Teams Achievement Divisions (STAD) as one of the cooperative learning techniques. There are about 70 students from two classes. She took the sample by using the purposive cluster sampling technique. The data were collected from the test (pre and post test) which has been given to both treatment and control classes. Based on the result of the calculation that the to =

1.93 and df = 70 (there is no df = 68), with the df = 70 the degree of significance in level 5% = 2.00. The result is to: tt = 1.93 < 2. 00 where to > tt. From the data, it

can be concluded that there are no significance differences between students who have been taught Simple Present by STAD technique and Grammar Translation Method.

The second related research was written by Galuh Kartika Prabandari with the title Improving Students’ Mastery of Simple Past Tense Through Cooperative Learning of Student Teams Achievement Divisions (STAD) type at the Second Grade of SMPN 3 Tangerang Selatan. The research method that was used in this study is a Classroom Action Research which was conducted into two cycles. The

data were collected by observation data and students’ test score from about 40

students. The data was analyzed by using qualitative and quantitative analysis. The result of the study showed that there was an improvement of students in mastering the simple past tense. Students gained the good score in the last cycle that is about 87, 80%. Moreover there was a positive response from both students and teacher about the implementation of the STAD technique.

Those two previous studies have been conducted with the similar technique namely STAD technique. The focus of the first study was on the simple past tense as well but it used a different method that was a classroom action research and its data were collected by observation data and students’ test score from about 40 students. The second previous study used an experimental study

which concerned in the research of simple present tense. The difference of this research and those previous researches are; the research design, the concern of material and the place where the research will be conducted. This study is a quasi-experimental study with the concern of the simple past tense. The study will take place in SMP Trimulia Jakarta.

31

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The research took place in SMP Trimulia Jakarta Selatan. This school is located on Jalan H. Adam Malik, No. 1, Petukangan Selatan – Pesanggrahan, Jakarta Selatan. The research was conducted on January 20th up to February 7th 2014.

B. Research Method and Design

This research was a kind of quantitative research. There are numbers of research design in quantitative research. Yet, this research used a quasi-experimental research. Quasi-experiment is a research which involves groups in the research, experiment and control group, but not based on the randomly formed. The design of the research was illustrated as follows:

Pre-test Treatment Post-test

Experiment Class √ √ √

Control Class √ X √

C. Population and Sample

The population of the study was the students of the eighth grade of SMP Trimulia Jakarta. The eighth grade students are divided into five classes with the population about 206 students, distributed from VIII.A up to VIII.E.

Since the population was considered too large to be used for the researcher, the purposive sampling technique was used to decide the sample of the research. So the writer took two classes as a sample. First, was the class VIII.B consists of 41 students as a control class and second was the VIII.B consists of 42 students as an experimental class. But there were some students who did not come to the pretest and posttest session and absent for 2 times treatment, the researcher decided only took 32 students as the sample from each class. So, there were about 64 students as a sample for this research.

D. Technique of Collecting the Data

The data were collected from test instruments. There were two tests that have been employed, the pre-test and post-test. The pre-test was given at the beginning of the lesson. It was aimed to ascertain the student’s ability in the material of the simple past tense that is given to the students. The post-test was given the end of the lesson, to know whether or not there was a change on

students’ understanding of the simple past, following of learning by using the STAD and they were not using the STAD. In collecting a require data, multiple choice test was used. There were 25 items of multiple choices. Both experiment and control group were given the same test.

E. Internal Validity Control

The instrument of this research was a test. Before the instrument was used to the students as the sample of the research, it has been tested to the eight grade students of MTs Nur Asy-Syafi’iyah (YASPINA), Rempoa. This step was needed to see the validity of the instrument before it was applied to the sample of the research. Class VIII.B was chosen and it consisted of 30 students, but there were 3 students who were absent and 2 were sick. So, totally there were about 25 students who did the validity test. The instrument was used for pretest and posttest.

The researcher analyzed the instrument by using the formula of the item analysis in test to see the validity of the instrument. The validity of the test could be seen from the Index of Difficulty (ID) and Discriminating Power (DP) from each answer of the questions. The result showed that there were 10 items of the test were in level of mediocre, 6 items were excellent, 5 items were good, 3 items were worst and 1 item was poor. In order to make it easier to calculate, the items which in level of mediocre, worst and poor, were eliminated and also changed. So, totally there were about 25 items of multiple choices that were used as the pretest and posttest in this research.

F. Technique of Analyzing the Data

Analyzing the data is the process to know the result of both experiment and control class and also their differences. The t-test formula was used to analyze the difference score of students’ achievement in teaching the simple past with STAD and without using it. According to Anas Sudijono, this kind of test is used to see whether there is a difference among the two variables which is compared significantly or the differences only happen by chance. So, the formula and statistical hypothesis are as follow:

to=

M1 = Mean variable of experiment class

M2 = Mean variable of control class

SD = Standard of Deviation SE = Standard Error

Prior to the calculation of ttest there are several tests to be taken as follows:

a. Determining mean of variable X, with formula:

M1 = Mʹ + i ʹ

b. Determining mean of variable Y, with formula:

M2 = Mʹ + i ʹ

c. Determining Standard of Deviation score of Variable X, with formula:

SD1 = i √∑ ʹ ∑ ʹ

d. Determining Standard of Deviation score of Variable Y, with formula:

SD2 = i √∑ ʹ ∑ ʹ

e. Determining Standard Error Mean of Variable X, with formula: SEM1=

√

f. Determining Standard Error Mean of Variable Y, with formula:

SEM2=

√

g. Determining Standard Error of Different Mean of Variable X and Mean of Variable Y, with formula:

SEM1– M2=√ h. Determining to, with formula:

to=

i. Determining Degrees of freedom (df), with formula: df = N1 + N2– 2

j. Comparing ttable with to

G. Statistical Hypothesis

The statistical hypothesis of this research can be seen as the following: Ha : There is significant difference in using STAD towards students’

understanding of the simple past tense.

Ho : There is no significant difference in using STAD towards students’

understanding of the simple past tense.

Ha : µ1 = µ2

Ho : µ1≠

µ

2

Then, the criteria used as follows:

1. If to (t-test) > tt (t-table) in significant degree of 0.01 and 0.05, the null

hypothesis (Ho) is rejected. It means that using STAD technique is effective

towards students’ understanding of the simple past tense.

2. If to (t-test) < t_t (t-table) in significant degree of 0.01 and 0.05, the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. It

means that the using of STAD is effective towards students’ understanding of the simple past tense.

35

CHAPTER IV

RESEARCH FINDINGAND INTERPRETATION

A. Research Finding

1. Data Description

The data were gained from the tests, they were pre-test and post-test to the students of VIII.A and VIII.B. Before going to the further calculation about the data, the following are the descriptions of pre-test and post-test result from both experiment and controlled class:

Table 4.1

Students’ Score of VIII.B (Experiment Class)

Student Pre-test (X1)

Post-test (X2)

Gained Score

1. 32 60 28

2. 24 52 28

3. 42 72 30

4. 36 68 32

5. 24 52 28

6. 44 72 28

7. 48 80 32

8. 24 44 20

9. 56 64 8

10. 64 92 28

11. 64 84 20

12. 42 72 30

13. 60 72 12

14. 40 72 32

15. 36 64 28

Student Pre-test (X1)

Post-test (X2)

Gained Score

17. 56 80 24

18. 32 60 28

19. 36 52 16

20. 36 68 32

21. 44 76 32

22. 42 64 22

23. 56 76 20

24. 52 60 8

25. 36 64 28

26. 32 68 36

27. 52 64 12

28. 44 68 24

29. 24 44 20

30. 52 72 20

31. 52 76 24

32. 44 76 32

N =32

∑X1= 1346 Average: 1346/32 = 40.06

∑X2= 2132 Average: 2132/32 = 66.62 ∑X=786 Average: 786/32 = 24.56

The Table 4.1 above illustrated the students’ pre-test and post-test average

scores. The students’ average pre-test score from the class VIII.B as the experimental class was 40.06 and the average posttest score was 66.62. Whereas the average gained score among pre-test and post-test scores were 24.56.

The following are some of the differences score from students’ pervious scores (pretest) with students’ post-test scores. It is explained in the distribution

table of pre-test and post-test scores to see the frequency of the distribution of the score from both experiment and control class.

1. Statistical Data of Pretest of Experimental Class - Range: H – L

64 – 20 = 44 - Class = 1 + 3.3 log n

= 1 + 3.3 log 32

= 1 + 3.3 (1.50)

= 5.95 = 6

- Interval = R = 44 = 7.33 = 7 C 6

Note: H = Higher Score L = Lower Score

Table 4.2

Frequency of Pre-test of Experimental class Score

Interval score F Percentage

24—30 5 15%

31—37 11 34%

38—44 8 25%

45—51 1 3%

52—58 4 12%

59—65 3 9%

N= 32

2. Statistical Data of Posttest of Experimental Class - Range: H – L

- Class = 1 + 3.3 log n

= 1 + 3.3 log 32

= 1 + 3.3 (1.50)

= 5.95 = 6

- Interval =

=

= 8

Table 4.3

Frequency of Post-test of Experimental class

Interval score F Percentage

44—51 1 3%

52—59 3 9%

60—67 8 25%

68—75 10 31%

76—83 8 25%

84—91 1 3%

92—99 1 3%

N = 32

Note: P =

x 100%

P = Percent F = Frequency N = Number of Students

The Table 4.3 and 4.4 showed about the number of frequency of pretest and posttest score from the students of experiment class. The Table 4.3 above

showed that most students’ gained score was in interval 31—37. It means that there were about 11 (34%) students who had score from interval 31—37 for pretest score. Whereas in Table 4.4, students mostly got score in interval 68—75 or there were about 10 students (31%) who had gained score in interval 68—75.

Table 4.4

Students’ Score of VIII.A (Control Class)

Students Pretest

(Y1)

Posttest (Y2)

Gained Score

1. 32 64 32

2. 56 72 16

3. 40 64 24

4. 32 48 16

5. 40 52 12

6. 32 48 16

7. 32 60 28

8. 52 62 10

9. 64 72 8

10. 44 52 8

11. 28 52 24

12. 20 36 16

13. 32 36 4

14. 48 52 4

15. 52 60 8

16. 32 36 4

17. 52 72 20

18. 56 72 16

19. 54 60 6

20. 56 60 4

21. 20 40 20

22. 56 68 12

23. 68 76 8

24. 28 56 28

25. 44 52 16

26. 48 54 6

Students Pretest (Y1)

Posttest (Y2)

Gained Score

28. 56 72 16

29. 56 68 12

30. 52 60 8

31. 68 72 4

32. 56 72 16

N = 32

∑Y1 = 1474/32 = 46.06

∑Y2 = 1872/32 = 58.50

∑Y

=426 426/32 =13.31

It can be seen from the table above that the students’ average pretest score was 40.06 and the average posttest score was 58.50 from the class VIII.A as the control class. Whereas the average gained score among pretest and posttest score was 13.31.

a. Statistical Data of Pretest of Control Class - Range: H – L

68 – 20 = 48 - Class = 1 + 3.3 log n

= 1 + 3.3 log 32 = 1 + 3.3 (1.50) = 5.95

= 6

-

Interval

=

Table 4.5

Frequency of Pre-test of Control class Interval score of

Pre-test

F Percentage

20—27 2 6%

28—35 8 25%

36—43 2 6%

44—51 5 15%

52—59 12 37%

60—67 1 3%

68—75 2 6%

N= 32

b. Statistical Data of Posttest of Control Class - Range: H – L

76 – 36 = 40 - Class = 1 + 3.3 log n

= 1 + 3.3 log 32

= 1 + 3.3 (1.50) = 5.95 = 6

- Interval = R = 40 = 6.66666 = 7 C 6

Table 4.6

Frequency of Post-test of Control class Interval score

of Pre-test

F Percentage

36—42 4 12%

43—49 2 6%

50—56 7 21%

57—63 7 21%

64—70 5 15%

71—77 7 21%

The Table 4.5 and 4.6 showed about the number of frequency of pretest and posttest score from the students of control class. The Table 4.5 above showed

that most students’ gained score for pretest is in interval 52—59. It means that there are about 12 or 37% students who had score from interval 52—59. Whereas in Table 4.6, from posttest score there were some students gained the same frequency of posttest score that was 21% in each interval of 50—56, 57—63, and 71—77. The average pretest and posttest score of experimental score were 40.06 and 66.62 with the gained score average was 24.56. The average score of control class was 46.06 for pretest and 58.50 for posttest score with the gained score average was 13.31. It can be seen that there was a differences among students’ score of experiment and control class. The average posttest score of control class was 58.50 which were lower than the experiment class (66.62).

2. Data Analyzing

a. Normality Test

Before go further to the final calculation of the research, normality test of the data have been done on this research (see appendix 6). As it has been stated by Budi Susetyo, this kind of test is necessary to be used to see whether the sample that is used in this research has been normally distributed, from the normally distributed population, or not.1 The Lyllifors test was used in this research. The data needed to be transformed into the basic value as the function of the distribution will be found later in the table. The maximum dispute T from the calculation must be in the absolute value (+). The final result can be seen by comparing the value of Tmaks gained with Ttable, with the criteria of test hypothesis

as follows:

Hi is rejected if T > Ttable

Hois accepted if T ≤ Ttable

1

Budi Susetyo, StatistikaUntukAnalisis Data Penelitian, (Bandung: PT. Refika Aditama, 2010), p. 144 – 149.

Hypothesis: Ho: Data of X is normally distributed.

Hi : Data of X is not normally distributed.

Based on the Table of Lyllifors test, the Ttable (T(0.05)(32)) with the degree

significance of 0.05 was in value 0.156. From the table calculation of using Lyllifors test formula, the result of pretest score from the experiment class had Tmaks > Ttable = 0.0965 > 0.156 (see appendix of Lyllifors Table), which means that

Ho was accepted and data was normally distributed. For the posttest score of

experiment class showed the result of normality test with Tmaks > Ttable = 0.0818 >

0.156, means that Ho was accepted as well and the data were normally distributed.

Meanwhile, for the control class pretest and posttest normality test result showed Tmaks > Ttable = 0.1399 > 0.156 for pretest and Tmaks > Ttable = 0.0989 > 0.156, hence

for both result it can be concluded that Ho was accepted and both data were

normally distributed.

b. t-test Calculation

Finally, the last step in analyzing the data, the statistic calculation of the t-test formula with the degree of significance 5% and 1% is used as follows:

Table 4.7

Result Calculation of Post-test of Experiment Class

Interval score F Xi xʹ fxʹ fxʹ²

44—51 1 47.5 3 3 9

52—59 3 55.5 2 6 12

60—67 8 63.5 1 8 8

68—75 10 71.5 0 0 0

76—83 8 79.5 -1 -8 8

84—91 1 87.5 -2 -2 4

92—98 1 95.5 -3 -3 9

a. Determining Mean of Variable X, with formula:

M1 = Mʹ + i ʹ

= 71.5 + 8

= 71.5 + 8 (0.13) = 71.5 + 0.96 = 72.46

b. Determining Standard of Deviation score of Variable X, with formula:

SD1 = i √∑ ฀ ∑ ฀

= 8

√

= 8 _√ = 8 √ = 8 (1.24) = 9.92

c. Determining Standard Error of Different Mean of Variable X, with formula:

SEM1=

√

=

√

=

Table 4.8

Result Calculation of Post-test of Control Class

d. Determining Mean of Variable Y, with formula:

M2 = Mʹ + i ʹ

= 60 + 7

= 60 + 7 (0.12) = 60 + 0.84 = 60.84

e. Determining Standard of Deviation Score of Variable Y, with formula:

SD2 = i √∑ ʹ ∑ ʹ

= 7

√

= 7 √ = 7 √

= 7 (1.61) = 11.27

Interval Score F Yi yʹ Fyʹ fyʹ ²

36—42 4 39 3 12 36

43—49 2 46 2 4 8

50—56 7 53 1 7 7

57—63 7 60 0 0 0

64—70 5 67 -1 -5 5

71—77 7 74 -2 -14 28

f. Determining Standard Error of Mean of Variable Y, with formula:

SEM2 =

√

=

√

=

√

=

= 2.02

g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:

SEM1– M2 = √

= √ = √ = √

= 2.70

h. Determining to with formula:

to =

= –

99

VIII. Sumber dan Alat Belajar

- Interactive English 2 for Junior High School Grade VIII tentang Simple Past tense oleh Emalia Iragiliati dkk. Jakarta: Yudhistira, 2009.

- English in Focus for Grade VIII Junior High School, oleh Artono Wardiman, Jakarta: Departemen Pendidikan Nasional, 2012.

- Handout/Worksheet dan answer sheet

IX. Penilaian

 Teknik : Tes lisan Bentuk tes : - Pilihan ganda

- Essay

Bentuk tagihan : Individu

Jakarta, 6 Februari 2014

Guru Mata Pelajaran Peneliti

100

Handout

I. Role Play

Write your own story about bad experience. Retell it to your friends. Follow the clues below to start the arranging your story:

1. remember your most unforgettable bad experience in the past 2. tell your friend, when, where how it happened

3. tell how you can get through the problem 4. what is the message from your bad experience?

II. Have a dialogue with your classmate based on the following clue. Look at the example!

1. You went to Singapore last week (deny/admit) A: I heard you were in Singapore last week? B: Yes, that’s true. I visited my uncle there 2. You were sick yesterday (deny/admit) 3. You were afraid of cat

4. You could ride a bicycle for the first time when you are 5 years old (deny/admit)

5. You travelled on the plane (deny/admit)