7. Learners‟ discovery of generalizations or rules underlying the functional
expression or structure. This should include at least four points: its oral and written forms the elements of which it is composed, e.g. “how about +
verb + ing?” its positions in the utterance, and in the case of structure, its
grammatical function and meaning 8.
Oral recognition, interpretative activities two to five depending on learning level, the language knowledge of the students, and related factors
9. Oral production activities-proceeding from guided to freer communication
activities 10.
Copying of the dialogues or mini-dialogues or modules if they are not in the class text
11. Sampling of the written homework assignment, if given
12. Evaluation of learning oral only, e.g. “how would you ask your friend to
…………..? And how would you ask me to …………….?”
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G. The Technique of Data Collecting a. Test pre Test and Post Test
1. Pre Test
The writer took a multiple choice test as the pre test. The test taken as the first score before teaching learning process through communicative approach.
The writer wants to know the result in this pre test how far the students‟ score
and ability in learning grammar, especially the conditional type 1 that was not taught by communicative approach.
2. Post Test
The writer gave the test to the students a post test after the treatment given by teaching conditional sentence through communicative approach. The writer
wants to know the result of the students‟ score after teaching conditional
sentence through communicative approach. The writer used the test multiple-
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Mary Finocchiaro and Christopher Brumfit. In Jack C. Richards and Theodore S. Rodgers, Approaches and methods in Language teaching, Cambridge: Cambridge University
Press, 1986, p. 71
choice. The writer used this kind of the tests may be this test is very suitable for testing knowledge of grammatical structure, use of tenses, and vocabulary.
4
H. Teaching Learning Process
The writer will report the teaching learning process of conditional sentence type 1 at Eight Grade of SMP ISLAM AL IKHLAS JAKARTA. The stage of
lesson plan are divided into five stages, they are: Motivating strategies, Presentation, Practice, Summing Up, and Assessment.
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The teacher makes a lesson plan and searches some material that related to the content, the text book is English in Mind Cambridge Press, and the role of
the textbook is to stand for the distant and hardly accessible delight that lie behind the forbidding barriers of strangeness of language, the imaginative life of the child
as well as its craving. And also the role of the teacher is to bring the pupil to this strange territory, but with language tools prepared at home, in familiar situations.
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This activity was held to achieve the maximum result in teaching and learning process and to make the students more enjoyable and fun in learning conditional
sentence type 1 before the teacher taught in the class. First, the teacher did the motivating strategies by making communicative
activities with asking some students about their ideas. Many questions in this stage around conditional sentence type 1 such as “what will you do, if you meet a
Gorilla in the jungle? ” Then the teacher shows the picture from the text book of
Gorillas in the jungles and asked the students to give some comments about the picture. Some of the students gave an example from the questions above, such as
“I will run away, if I meet a Gorilla in the jungles Second, the teacher moved to the next stage: that is presentation. Before
the teacher give the presentation, the teacher gave one of the techniques in
4
Wilga M. Rivers, Teaching Foreign-Language Skills, Chicago: the University of Chicago Press, 1968 p, 313
5
F. L. billow, the techniques of language teaching, London: Longman group limited, 1961, p. 55
