Improving students understanding in using past perfect tense through situational language teaching

Improving Students' Understanding of the Past Perfect Tense
Through Situational Language Teaching
(A Classroom Action Research at the

firct Gmde of

SI,IK Perwira

Jakata)

I IIL

ull I
By

Azki Erlanssa
20801400u)63

ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
.

SYARIF HIDAYATULLAH STATE ISLAMIC I.NTVERSITY

JAKARTA
2015

DEPARTEMEN AGAMA
T.,NTyERSITAS rSLAM NEGERT (UIr9
SYARIF HIDAYATTILLAH JAKARTA
FAKULTAS ILMU TARBTYAH DAI\ KEGURUAN
elp: (62-21) 7 443328, 7 401925
Email: Uinikt@Cabi.net.id

Jl. h. H. JuandaNo.95

T

Ciputat 15142 Jakarta

STTRAT

PERI\'YATAAI\ KARYA SENDIRI

Saya yang bertanda tangan dibawatr

Nama

ini,

Azki Erlangga

Tempat/Tanggal lahir Jakarta, 16 Febnrari 1990

NIM

208014000063

Program Studi

Pendidikan Bahasa Inggrrs

Judul Slcripsi

Improving Students'Understanding of the Past
Perfect Tense (A Classroom Action Research at

the

first

Grade of SMK Perwira Jakarta)
Dosen Pembimbing

Drs. Nasrun Mahmud M.Pd
Drs. Nasitudin Djalil M.Ag

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertangg'rng jawab secara akademis atas apa yang saya tulis.

Pemyataan ini dibuat sebasai salah satu syarat menempuh Uiian Munaqasah.

Jakarta, 12 Mei 2015
Mahasiswa Ybs.

Azki Erlanega
NrM. 208014000063

ENDORSEMENT SEEET

The "skripsi' (scientific paper) entitle "IMpRovING sruDENTs,
I.JNDERSTANDING

IN USING PAST PERFECT

LANGUAGE TEACHING (A Classroom

TENSE TTIROUGH SITUATIONAL
Action Research at the I"' Grade of SMK peryira Jakrta),

wriueri by Azki Erlangga, student's registration number 208014000063 was examined

in the
examination session of the Faculty of Tarbiyatr and Teachers' Training Syarif
Hidayatullatr
State Islamic University Jal@rta on Man D'd 2OtS. The ,.skripsi,, has been
accepted and
declared to have ful{illed one of the requirements for the degree of ..S.pd,,
@achelor of Arts) in
English Language Education at the English Education Deparfinent.

Jakart& Mayt2e 2015

EXAMINATION
CI{AIRMAN : Drs. Svauki. M.pd
NIP. 19641212 199103 1002
SECRETARY: Zahril Anasv. M.Huim
NrP. 19761007 20f7t0

t

002

EXAMINERS: l.Dr. Fahrianv. M.pd
NrP. 1970061I
2. Drs.

l99l0l

2 001

AM Zainuri. M.pd

NIP. 19530304 197903 l00l
by:
Dean of Tarbiyah

Teachers'

NIP. 19550421

ABSTRACT

Azki Erlangga.2015.Improving Students' Understanding in Using Past Perfect
Tense thnough situational Ianguage Teaching (A classroom Action
Research in the X Grade Students of sMK perwira Jakafia), Skripsi,
English Education Departnen! The Faculty of Tarbiyah and Teachers'
Training, syarif Hidayatullah state Islamic university Jalmrta

Keywords: The Understanding in Using Past Perfect Tense,

Situational

Language Teaching.

This research is aimed at knowing whether the shrdents' understanding in
class X-l at SMK Perwira Jakarta of the Past Perfect Tense througb Situad;nal
Language Teaching technique. In addition, this research is also
describe

how the implementation

of

Situational Langrrage Teaching

ui-a
in developing

students' understanding of the form past perfect tense. The subject of this
X-l class of sMK Perwira Jakarta that consisted of 2g students.

is

regar.fi

The method used in this study is Classroom Action Research (CAR). The
classroom action research applied in this study is a collaborative Classroom
Action Research. It means that the writer collaborated with the English Teacher of
SMK Perwira Jakarta as a collaborator. This study was conducted following
Kemmis with the
_following procedures of action research: planning acting,
obsenring, and reflectrng. The study carried out in two cycles. eu* cycte

consisted of two meetings. The observation, interview, teacheris journal, and test
were the data gathered in this study.
The results in this study indicate that there is improvement of the students,

skill in Past Perfect Tense. Most of the students gadualty gained good scores at
the end of the cycle. The score of Minimum Mastery -Criterion Kriterio
Ketuntasan Minimal (KKM of English lesson was 70.00 (Seventy). In the pretest, there were 2 students who passed the KKM and the mean sc-ore of pre-test
was 41.60. Then, in the result of post-test I in cycle one, there were 8 students or
who passed the KKM considering their mean score of the test gained 61.78 and
Next, in the result of post-test 2 in the second cycle, there were 25 students who
passed the KI(M in which their mean score derived78.2l. The class condition
during teaching leaming process was quite good. In addition, there was a positive
response from the English teacher and the students about the implementing the
action. In conclusion, Situational Language Teaching can improve studenti, of

Past Perfect Tense.

ABSTRAK
Azki Erlangga. 2015. Improving Students' Understanding in Using Past Perfect
Tense through situational Language Teaching (A chsJroom Action

Research in the X Grade students of SMK perwira Jakarta), skripsi,
English Education Departuent, The Faculty of Tarbiyah and:Teachers,
Training, syarif Hidayatullah state Islamic university Jakar"ta

Kata

Kunci:

Pemahaman Past Perfect Tense, Situational Language Teaching.

Penelitian ini ditujulsn untuk mengetahui apakatr siswa di kelas X-l SMK
Perwira Jakarta memahami Past Perfect Tense melalui tel&nik pengajaran
Sittrational Language Teaching. Disamping itq penelitian ini juga ditufika; riot *
menggambarkan kegiatao-kegratan yang dilak*an di kelas se6agai petatsanaan
dari tekhnik pengajaran Situational Language Teaching dalam ml"i"gt attan

pemahalran siswa terhadap bentuk kalimat past perfect Tense.

Metode penelitian ini menggunakan jenis Penelitian Tindakan Kelas
(PTK); untuk mengidentifikasi dan mengatasi pennasalalran terhadap kemampuan

siswa dalarn Past Perfect Tense. Penelitian ini diawali dengan interview grrnr
lrUry Inggns SMK Perwira Jakarta dan melaksanakan pre-test di kehs l-1.
Jumlah siswa dalam penelitian ini yakni 28 siswa Adapun model penelitian
Kelas yang digunakan menganut pada Kernmis; iang mana terdiri dari
empat tahapan (perencanaan, pelaksanaan, pengarnatan, dan iefleksi). Ada dua
jenis dalam penelitian ini, data kuantitatif, aan tuAitatif. Data kuantitatif bera-qal
dari hasil pre-tes dan post-tes. Seda"gkan kualitatif data diperoleh dari observasi,
jurnd gunr, dan wawaoclua. Sehingga penelitian ini termasuk kedalam penelitian
deslriptif quantitatif.
Hasil yang diperoleh dari penelitian ini adalah: (1) Berdasarkan hasil posttest di siklus l, didapat 2 jumlah siswa yang berhasil melewati KKM dengan ratarata kelas sebesar 41.60. Selanjutnya hasil post-test di siklus keduq terdapat 25
jumlatt siswa yang berhasil mencapai target KKM dengan ruta-ratasebesar78.21.
(2)Berdasarkan hasil interview dan jumal guru di kelas batrwa siswa-siswa lebih
aktif dan tertarik dalam mempelajari past perfect tense di kelas. Terlebih meieka
senang dengan penerapan metode belajar untuk meningkatkan kemampuan
mereka dengan menggunakan Sittrational Languege Teaching.

.

:i

r

!

r

ACIC\TOWLEDGEMENT
B i s m i I I a hirrahm ani rr ahi m

In the name of Allatr The Beneficent and The Merciful

Alhamdulillah, the writer thanks

to Allah SWT, The lord of

the

universe. He always gives strong and favor in completing this "Skripsi" by the

title "lnproving Shrdents' Understanding in Using Past Perfect Tense through
Situational Ianguage Teachingl'. Blessing and salvation be upon beloved Prophet
Muhammad and his family, his companions, and his followers.

The writer wants to thank a lot to all people who support and help her.
He realizes without their zupport and help, he could not finish this "Skripsi".

h

this opportunity, the writer would like to express her gratitude to Drs.

Nasrun Matunud, M.Pd and Drs. Nasifudin Djalil, M,Ag., for their valuable

advice, guidance, dedication, corrections,

ffid

suggestions

in

frnishing this

"Skripsi".
There are also some people that the writer would like to thank to:

l.

Prof. Dr. Ahmad Thib Raya, MA., as the Dean Faculty of Tarbiyah and
Teachers' Training the State Islamic

Univeltf

Jakarta.

2. Drs. Syauki, M.Pd., as the head of English Education

Deparfinent.

3.

English Education

T.rltraril Anasy, M.Hum.,

as the Secdtary

of

Departuent.

4. All lecturers

of English Education Departnrent who have already taught

the wri.ter during his study at UIN Syarif Hidayatullatr Jakarta.

5.

Drs.Ahmad fathoni, S.Pd.,

as

the English teacher of SMK Perwira Jakarta

for his advice in teaching and doing this research.

6.

The writer wants to give her sincerest gratitude to her beloved parents, H.

Zakaiaand Naiyam Khoirul Ummah, for their support and always pray
for her until the Degree of Stata-I (Sl), who always give her strengttrs to
pass this study.

il1

7. All

friends In departement of English Education 20OB12OO9, Especially

PBI-B (non-reg). Thanks for the Advices, Kindness, Support and
Everything

8. All people who have given their he$ in writing this "slcripsi'that the
uriter could not mention it one by one.
The words are not oough to appreciate for their help and contibution in
uniting this *Skripsi", may Allah SWT., bless them all. Finalln the wr-iter rcalizes

that this *Stuipsf is not perfect yet" Therefore, the writer would like to accept
criticism and zuggestion from evetyone ufuo reads this ..Skripsi,,.

Finalln the uriter expects this

"skipsi'will

give valuable information for

development of education and become the inspiration for people who read

it

Jakarta Mei 2015

iv

TABLE OF'CONTENTS
APPROVEMENT SIIEET
ENDORSEMENT SHEET

SI,RAT PERNYATAAN KARYA SENDIRI
ABSTRACT
ABSTRAK
ACKNOWLEDGMENTS

ul

TABLE OF CONTENTS
LIST OF TABLES

vl11

LIST OF FIGT'RES

D(

LIST OF APPENDICES
CHAPTER

I: INTRODUCTION
A. Background of the Study
B. Formulation of the Problem
C. Aim of the Research
D. Signifrcance of the Research
E. Organization of the Writing

I
4
5
5

6

CHAPTER II: TIIEORETICAL X'RAMEWORI(
A. The Past Perfect Tense
I

. Definition of the Past Perfect Tense

2. TheForm of the Past Perfect Tense.........

8
8

9
11

l3

l.

DefinitionofSLT

l3

2. The Objectives of SLT

t4

3. The Shategies of SLT

l5

a. Type of leandng and teaching activities

15

b. Learnerroles

l5

c.

t6

Teacher roles

d. The role of insfiuctional materials
4. The Prinoiples of SLT
5. The Procedures

.

l6

ofSLT

t7

6. The Previous Research

CHAPTER

t6

l8

III: RESEARCH METHODOLOGY
A. Place and Time of the Study.........

t9

B. The Method of Research

l9
2t

l. Planning

..................

22

2. Acting

23

3. Observing

23

4. Reflecting................

23

24'
E. Instumen of the research

24

F. Technique of collecting data...........

24

G. Technique of Data Analysis

25

H. The Criteria of the Action Success

27

CIIAPTER TV: RESEARCII FINDINGS AND DISCUSSION
A. The Findings

28

l. Findings of the First Cycle

29

a. Planning

30

b. Aqting

30

c.

31

Observing

vt

xr.'

:

d. Rdgsfiqg
2.

Fid&$

of&o

3I

$M

C,Srelo

3X

a Plaoriag

33

b. Aet&ry...

33

c. 0bEonriag

34

d" Rcflectiug

14

B. Dfuearcsioo

CEAPTBR V: COI{CLIISI$

38

.*Srg.WWmOU

A.Cwlusim

39

E. SrgBes{oil

39

BIBLIOGRAPEY

40

APTEI{DICES

4I

.-q"'

vii

*

S,

:

!

t

i

i-

|

':

LIST OT'TASLES

'

Table

4.1

The Rwtrtt of Studenft' Srore Psst P€rfect Tqrse in Pre-Teet ..,..,..;.,:..,.",..
27

T$te4.2 Th€ R'esult of Studerrtr' SmreFast
Table

4.3

The Restrlt of shrdents score past

viii

{i

I

P€rfectTerur€ of C5acle 1 .....................

pdest

Tense of

3l

cyclc 2....................... 34

LIST OT FIGT'RES

Figur€

3.2

The Writer's Clasmoom Action

Figrrre

3.3

The Writer'g Classroom Action Research Procedure Adapted from

Rffiewh Procedrne Adapted from

Keffinisin Cycle 2 ...............

tx

_P;

.................. 20

LIST OF APPEI{DICES
APPENDD(

I

APPENDD(

4 The InsEum€Nlt ofPre Tet..........

APPEI{DD(

6 The Insfiument of Post Test 2

APPENDD(

7

Schedule of the

research....

Observation notes forneed

.........n............,........ 39

analysis.....

Pre-test
APPENDD( 9 BluePrint Post test I ................
APPENDD( l0 BluePrint Post Test 2........d.................
APPENDD(

8

BluePrint

"- t

......................45

.........49
............ 50

...........54
.........57
.............. 60

CIIAPTER

I

INTRODUCTION
This chapter presents the general account ofthe present study.

It

covers

background of the study, the formulation of the problem, aim of the research
and

contibutions of the research.
A. Background of the study

studying grammar

is very

important

for

each student

of

Engtish

deparhnent Linguists have been investigating the native qreaker's knowledge
for
years, just as they have been trying to think of the best
way of describing that
knowledge especiatly the grammatical system. What they have found is that
the
grammatical system is rule-based and those competent users
of the language

'know'

these rules

in some way. Jeremy Harmer

states that we are as a teacher

must show the students what the language means and how it is used; we
must also
show them what the grammatical fomr of the new language is, and how
it is said
and/or written.l

By leaming grammar, we will be able to increase our knowledge of
English sfiucture. So, we can make a sentence or a paragraph in good stnrcture.
And also reader or listener will understand what we say.

To master English, students should master four English basic skills and
language components. The four English basic skills are listening, reading
speaking and writing. Meanwhile, the language components are vocabulary,
grammar, and sound. As one of the language compone,nts, grzunmar
should be
mastered by students because grarnme enables them to use the
language
accurately.

In learning gammar, there are subjects that are called .Tenses,.

This
problem makes many students feel confused in leaming English. But,
this is the
important thing for students to remember when learning grammar. For
example
The Past Perfect Tense. This kind of tense has been taught in the first grade
of the
rJeremy

p. 13.

Hanner, The practice of English Language Teaching,(New

york

Longman,

l99l),

senior High school.' so, the

X

Grade

of senior High school students

should

master it.

However, to be able to communicate

in English at the first time,

the

students should not only have enough vocabulary, but also have
mastered
grammar. According to ur, 'ocrrarnmar may be roughly
defined as the way
language manipulates and combines words (or bits of words)
in order to form
longer units of meaning".3 There are many kinds of materials should
be leamt by
sfudents in gpnrmar, such as the Past Perfect Tense. Past Perfect
Tense is one of
tense which students leam in the school. But sometime, students
think that the
Past Perfect Tense is the same as the Prresent Perfect Tense
that these both two
tenses use for an action that have finished. This kind of tense
has been taught in
the first gade of the senior High school.a so, the 106 semester
of Senior High
School students should master it and the study of Past Perfect
Tense appears in
Krihium Tingkat Satuan p endidikan (KTSP) 2006.

Ideally, students at the first grade of Senior High School should
master the
past perfect tense. It is stated on Standard of Competency
and Basic Competence
(SKKD) in the ctrrent curriculum KTSP 2}O6.Besides that,
the students have

to

pass the minimum standard of Kriteria ketuntasan
Minimwn
determined by ttre policy of the school. The KKM ttrat should

(KKM) which is
be attained by the

students is 70 (seventy)

However, the student at the first gade

of sMK peryira Jakarta still

frequently make some mistakes in leaming Past Perfect Tense. It
is formd that the
common mistake is often made by the students in using past perfect
tense, such
as:

o
o

Jaka had watch the raid when Rama entered the room

The man had catch the thievi when the police oflicer came

Those sentences above must be written as following:

o

Jaka had watched the raid when Rama entered the room

'Th. M. Sudarwati and Eudia
3Peuy
Ur,

Grace, Look Ahead

Grammar Practice Activities
Cambridge
University press, lggg), p.4
'Sudarwati and Grace. loc- cit

:A

Bookl, (Jakarta: Erranggq zoo|), p. l9r.

Practicai Guide For Teachers, (New york:

o

The man had cought the thieve when the police officer came

The past perfect tense is used to talk about actions that happened at or
before a certain time in the past. This type of tense is often used by peclple
in their

daily life. There are 3 usages of the Past Perfect tense taken from George E.
Mshon and Julia M. Burks, they are:

a-

To replace the present perfect or simple past tense whe,n a direct quotation
is changed into reported speech.

e.g.

The lecturer sai4 *I hove studiedthe problem for years.,,
The lecturer said that he had studiedthe problem for years.

b. In certain sentences to express an unrealized
past had been'different. Expression such as

wish that something in the

if only, wish would rather are

commonly used in such sentences. This use of the past perfect

will

be

studied in greater detail in the section on the conditional.

e.g.

If only yotrhad toldmel
I wish yothad cozre with us.

c.

In certain contrary

e.g.

-

to fact conditional sentences.

If cleon had btownthe

facts, he wourd have told you.5

Accbrding to Betty Schrampfer Aza\ the past perfect tense expresses an
activity that was completed before another activity or time in the pa$6 It is the
same as the definition given by Marcella Frank wtro said that the past perfect
tense expresses one past time before another past time.7

Beside that verbs are divided

it

into trvo kinds; dtrative and punctual

verbs. For durative verb, the past perfect tense means that an action or activity
continued up to a certain point of time in the past or up to the time when
another
action or activity happened. Whereas for punctual verbs, the past perfect
Tense

.tceotge E. Wishon and Julia M. Burks, Let's Write English, (New york:Litton Educational
Publishing International, 1980), p. 20g.
het$ Schrampfer Azar , i)nderstonding ond Using Engtish Granmor,(New york: pearson

-

Educatioq 1999), p.45.
'Marcella Frank, Modern English;

Cliffs, 1972),p.82.

a

practical and referencesarda (New Jersey: Englewood

mear$ that an action or activity happened before a certain point of time in the past
or before the time when another action or activity happened.s

From the description above we can use just or already with the past perfect
tense to show that the earlier action was recent or earlier than expected.

In

leaming this tense, students are often gefting misunderstanding.

Sometimes, students think that the Past Perfect Tense is the same as the present
Perfect Tense that these both trno tenses use for an action that have finished. Or
sometime the students also compare the Past Perfect Tense with the Simple past
Tense according to an astion inthe past.

This is caused by the students'thinking which is influenced in lndonesian
culture of which there is no tense for the sentence stucfires.

To avoid students' problems, the writer try to find out an appropriate way
to improve students' understanding of Past Perfect Tense through Situational

to Jack c. Richard and rheodore s.
Teaching is a process aimed at encouraging

Language Teaching (sLT). According

Rodgers, situational Language
student about grammar. And in

the Design of SLT accuracy in both prnounciation

and granrmar is regarded as crucial, and errors are to be avoided all cost.e

The writer and the teacher will use Classroom Action Research (CAR)
which needs collaborative tearn. For that reasons the writer work collaboratively
with the teacher in solving the problems through Classroom Action Research
(CAR).Theru the title of this research is Improving Student,s Understanding of
Past Perfect Tense By using situational Language Teaching Method (sLT),
(A classroom action Research at class

X-l

of sMK perwira Jakarta).

B. Formulation of the Problem
To make the study easy to understand, the writer formulates the problern
as follows:

\asrun Mahmud ,Englishfro Muslim University
Hiday-atullah Jakart4 2009,p.

eJack

7

Students 4'h Edition, (Jakarta:

UIN Syarif

6.

C. Richards and Theodore S. Rodgers, Approaches and Technique in Language

Teaching, (Cambridge: Cambridge Univenity press, 1992), p. 36.

l. can situational Language Teaching ( sLT ) improve students' mastery
of Past Perfect Tense ?'
2. can the teacher who use sLT method improve their students'
achievemenUscore in past perfect tense?'

C. Aim of the Research
The aim of the research is to know whether Situational Language Teching

can improve their understanding of the Past Perfect Tense subject

in class. In

addition" the aim of the research is to desqibe the implementation of the SLT in

improving students'understanding of the Past Perfect Tense and to describe the
development of student's interest in learning Past Perfect Tense

D.

Significance of the Research
The contributions of this technique are conveyed to:

Fin!

for the teacher.

It gives the alternative solution in teaching grarnmar skill. Second, it is intended to
help students to know and understand better fundamentat analysis which will be
useful in preparation for their skipsi writing.

Departnent.

It is supported

Thir{ is for

the National Education

that teaching past perfect tense

will be more

considered in teaching learning process.

E. Organization of the Writing

This uniting

is divided into five chapters. First chapter explains

Introduction consist of Backro'.rnd study, Formulation of the problem, Aim of the
Research, Significance of the Research and organizationof the

The second chapter

writing.

is defined Theoretical Framework consist of;

Definition of the Past Perfect Tense, The fomr of the Past Perfect Tense, The use
of the Past Perfect Tense, Definition of SLT, The objective of SLT, The Strategies

of SLT, The Principles of SLT, The Procedures of SLT.
The third chapter is Research Methodology, consist of The Method

of

Research, Subject and object of the Study, The writer's Role on the study, Time

and Place of the study, Research Design, The cAR Procedures; Planning phase,

Acting Phase, Observing Phase and Reflecting Phase. Techinique of Collecting

Ma5 Technique of Doa Analysis, The Validity of Data, The Trustworttriness of
Study and The Criteda of the Astion Success.
The fourh chaper is Research Finding corsist of: Before Implernenting the

Action; Rcsult of Pre Interview, Result of Pre obsenation, Result of Pre Test
The imple,mentationof CAR; CYCLE 1: Plamning, Asting, Observing, R€flecting,

CYCI"E II: Plannin& Acting Observing Reflwting. The Discussion of the Data
aftsr CAR
Finally the fiffh chapter is Conchrsion and Stggestion ofthe Strdy.

CHAPTER

II

THEORETICAL TRAMEWORK
In this chapter, the writer focuses on theories related to the research.It
discusses focuses on the Past Perfect Tense and SLT.

A. The Past Pedect Tense

1. Definition of the Past Perfect Tense
The past perfect tense is used to talk about actions that happened at or
before a certain time in the past. And many opinions among linguists about the
definition of the past perfect tense. Here the writer got four definitions about the
past perfect tense from some authors.

Marcella Frank said that the Past Perfect Tense expresses one past time
before another past time. It is the sarne with definition by Betty Schrampfer said
the past perfect tense expresses an activity that was completed before another

activity or time in the past.r
Beside that, Polly Davis pointed out the past perfect tense means that an
action was completed before a moment of focus in the past.2

In additionverbs are divides it into two kinds of verbs; durative

and

puncfual verbs. For dtrative verb, the past perfect tense mearu that an action or
activity continued up to a certain point of time in the past or up to the time when
another action or activity happened. Whereas for punctual verbs, the Past perfect
Tense means that an action or activity happened before a certain point of time

in

the past or before the time when another action or activity happened.3
George E Wishon said that the past perfect tense is a construction made

of

had + the past participle form of the verb.a

From several definitions above we can see that the past perfect tense is an
action or activity that complete at or before certain time in the past. There are two
tAzar,op. cit.,p.39.
'Polly Davis, English Stntcture
1987),p.167.
3Mahmud.

Vishon

loc. cit.

and Burks. loc. cit.

in

Foctts, (New

York Newbury House publishers,

periods of time which describe inthe definition of the past perfect tense. They are;

the
an action before a certain time in the past and an action at a certain time in
past.

2. The fom of Past Perfect Tense
Mark Foley and Dianne Hall sai{ form of past perfect with had and a past
participle which is the same for all person.s

In addition the past perfect

tense is a constnrction made

of lwd + past

pasticiple form ofthe verb

From the statement above, the writer made the conclusion that of the
pattern past perfect tense is HAD + PAST PARTICIPLE. And there is no
exception for every person (she,he,they,I,etc...) must use had. These are ttre
affinnaative, negative, and interrogative pattern:

a. Afiirmative

s+Had*Past
Example:
They hail tahen offbefore you arrived
The

patient had died when the doctor came

The Abbreviation:

Shehadl She'd
had tl'd
You had tYofiL)He had ) He'd

I

Negative

Example:
They had not takcn ofbeforc you arrived.

uMark Foley and Dianne Hall, Longman Advanced Learners' Grammar: A Self-Study
Referencedpraciced Book With Answer, @ngland; Peanon Educatiion Limited,2004)B.56-

9

The patient had not diedwhenthe doctor came.

c.

fntenogative

1.

Yes

-No

question fonn

Had + S + Past participte

+...:J

Example:
Had they taken offbefore you arrived?

Hadthe patient died ufren the doctorcame?

2. Negative
IIad +

S+

interrogative form

Not

*

Past participie

+J

OR

Hadn't +

S

+ Past participle

+J

Example:
Had they not taken offbefore you arrived ?
Had the patient not died when the doctor came?

OR
Hadn't they taken offbefore you arrived?
Hadn't the patient died when the doctor came?

it

When the past perfect tense is used with the question word (WH question),
gets different form. For example, from the sentence ..Susan

had gone to

England" we can make a question like:

o
r

England?
What had Susan done?
Where had Susan gone?
Who had gone to

(Subject)

(Verb)

(Advere6

The past perfect tense can also be used with adverbial clauses. It
used the

conjunction like; when, just, before, after, until, etc. Geoffiey Leech
and Jan
Svartvik explained that when describing one event following another
past,
in
the

t"utman flakim' A concise Engtish Grammar,(lakarta: sentra Med iq2o07\,p.23.

10

we can show their relation by using the past perfect for the earlier even! or else
we can use the past tense for both, relying in a conjunction (e.g. after, when, etc.)
to show which event took place earlier:

-

When the guests had departed, Sheila lingered alittle while.

After the French police had xrccessfully used dogs, the

Gerrran

authorities too thought of using them.7

3. The Use of the Past Perfect Tense
As the writer explains before, the past perfect tense is used for an action or
activity that complete at or before certain time in the past

The past perfect tense often occurs in sentences containing dependent
clauses. The verb

in the main clause is usually in the pasq and the verb of the

dependent clause is in the past perfect tense. In a few cases the reverse is

e.g.

The teacher took my paper before

hre.

I hadfintshedthe test.

I had scorcely onivedwhen I was put right to works
The past perfect tense is used in the main clause with verbs like hope,
expect, intend, plan, and think. This tense indicates that the hop", expectation,
etc., was not realized. E.g.

I had hoped (or intended, expected) to take a vacation

this summer. But I was forced to change my plans.e
There are 3 usages of the Past Perfect tense taken fiom George E. Wishon
and Julia M. Burks, they are:

To replace ttre present perfect e1 simple past tense when a direct quotation
is changed into reported speech.

e.g.

The lecturer said, *I have studiedthe problem for years.,,
The lecturer said that he had studiedthe problem for years.

In certain

sentences

to express an unrealized wish that something in the

past had been diffeient. Expression such as donly, wish, would rather are
TGeoftey

Leech and Jan Svartvik A Communicative Grammar of English,@ngland: Pearson

Education, 2002),p.7 2.
hrank, op. cit.,p.83

'Ibid.,p. 84

lt

used

in such sentences. This use of the past perfect will

be

studid in greater deAil in the section on the conditional.

e.g.

If only youhadtoldme!
I wish youlwd come with us.

c. In certain contrary - to fact conditional sentences.

e.g.

If Cleon hd hov,nthe

facts, he would have told you.lo

Marcella Fraok also said that the past perfest tense used as a subjrmctive in

if

clause and in

that clause after the verb wish represents past tirne.ll It is the

same as the description stated by Wistronand Burks.

Durative Verbs: I had lived in Jakarta for five years in 2000

Now

I started living in Jal€rta.

Punctual Verbs: I had met him before 2000

Now

1995

2000

you introduce him to me

'oWishon and Burks. loc. cit.

"Frank, loc. cit,

t2

Moreover, Geoffrey Leech and Jan Svanik said that the past perfect

is

a

neuEal as regards the differences expressed by the past tense and present perfect.

This means that if we put the events described in t2] and t3l firther into the pas!
they both end up in the past perfect
They tell me that

They told me that

...
...

lzU3a}

the parcel

arrived onApril 15fr.

t2t

the parcel

lws abeady qrrived

t3l

the parcel hod
the parcel

lwd

arrivedon April l5s.
aheady

orived

B.

Situational Language Teaching

l.

The Nature of Situational Language Teaching

lzal
[3aI"

GLf)

Here, the writer gives several definitions of the SLT. According to Jack C.
Richards and Theodore S. Rodgers, the theory of language underlying SLT can be
characterized as a

tlpe of British "structuralism."

Speech was regarded as the

basis of language, and structure was viewed as being at the heart

of speaking

ability.13

The British theoreticians had a different focus to their version of
stnrcturalism - the notion of "situation." Pittnan had a notion that the principal
classroom activity in the teaching of English stnrcture

will be the oral practice of

structures. This oral practice of contolled sentence pattems should be given in
situations designed to give the greatest amount of practice in English speech to the

pupil.

The different thinking about o'stnrcturalism" from American made a
difference technique for the language teaching in British. From there, we can get
the situational approach based on structural view.

'2Geoftey Leech and Jan svartvih A communicative Grammar of English,@ngland:
Peanol Educatioq 2002),p.7 l .
tJack C. Richards
and Theodore S. Rodgery Approaches and Techniques in Language
Teaching(Carrffidge: Cambridge Univenity Press, I 992), p.35.

13

By situation Pitfrnan meaos the use of concrete objects, pictures, and
realia, which together with actions and gestures cao be used to demonsfrate the
meaning of new language items.la

As a technique, SLT has the main characteristics. The main characteristics
of the approach were as follows:

1.

Language teaching begrns with the spoken language. Material is taught

orally before it is presented in unitten form.

2. The target language is the language of the classroom.
3. New language points are inhoduced andpracticed situationally.
4. Vocabulary selection procedures are followed to ensure that an essential
general service vocabulary is covered.

5.

Items of grammar are graded following the principle that simple forms
should be taught before complex ones.

6-

Reading and writing are intoduced once

a

sufficient lexical and

grammatrcal basis is established.l5

From the characteristics above, we can see that this technique more
emphasize to the oral approach. Students have to know about the pronunciation
first before they turn to the written text.

2. The Objectives of SLT
The objectives of the SLT technique are to teach a practical command

the four basic skills of language, goals

it is shared with most techniques

of
of

language teaching. But the skills are approached through stnrcture. Accuracy in

both pronunciation and grarnmar is regarded as crucial, and errors are to be
avoided at all costs. Automatic eontol of basic structures and sentence patterns is
fundamental to reading and writing skills, and this is achieved through speech

work.ls

The more important materials to be taught which we get from the
explanation above are "Pronunciation" and "Grammar". when we have known
'olbid.,p.38

"Ibid.,p.34
"Ibid.,p.36

t4

about the pronunciation and the structure

of the word or

sentence,

we can

automatically do both reading and writing skills.

3. The Strategies of SLT
list. A

Basic to the teaching of English in SLT is a stnrctural syllabus and a word
stnrctural syllabus is a list of the basic structures and sentence pattems

of

English, arranged according to their order of presentation. In SLT, structures
are
always taught within sentences, and vocabulary is chosen according to how
well it
enables sentence pattems to be taught

a* Type of Learring and Teaching activities
SLT employs a situational approach to presenting new

sentence

patterns and a drill-based manner of practicing them.

The practice techniques employed generally consist of guided
repetition and substitution activities, including chorus repetition,
dictatioru drills, and contolled oral-based reading and writing tasks.
Other oral-practice techniques are sometimes used, inctuding pair practice
and group work.

b.

Learner roles

In the initial

of leaming, the leamer is required simply to
listen and repeat what the teacher says and to respond to questions and
stages

commands- The leamer has to conhol over the content of learning and is

often regarded as likely

to

succumb

to

rmdesirable behaviors unless

skillfully manipulated by the teacher.

c. Teacherroles
The teacher's function is threefold. In the presentation stage of the
lesson, the teacher serves as a model, setting up situations in which the

need

for the target structure is

created and then modeling the new

structure for student to repeat. Then the teacher becomes more like the

skillful conductor of an orchestr4 drawing the music out of the
performers. organizing review is a primary task for the teacher who
summarizes the teacher,s responsibilities as dealing

with

15

l)

Timing;

2) Oral practice, to support the textbook structures;
3) Revision (i.e., review);
4) Adjustnent to special needs of individuals;
5) Testing;

6)

Developing language activities other than those arising from the
textbook.lT

d.

The role of instnrctional materials

SLT is dependent upon both a textbook and visual aids. The
textbook contains tightly organized lessons planned around different
grammatical stnrctures. Visual aids may be produced by
the teacher or
may be commercially produced; they consist of wall charts, flashcards,
pictures, stick figures, and so on.l8

4. The Principles of SLT
The origins of this approach began with the work of British applied
linguists in the 1920s and 1930s. Two of the leaders in this movement
were

Palmer and HornbY, two

of the most prominent figures in British (twentieth

century) language teaching. What they attempted was to develop
a more scientific
foundation for an oral approach to teaching English than was evidenced
in the
Direct Technique- The result was a systematic study of the principles and
procedures that could be applied to the selection and organization
of the content

ofa

langu4ge course.

5. TheProceduresofSLT

-

Classroom procedures in SLT vary according to the level of the
class, but
procedures at any level aim to move from controlled to freer practice
of structures
and from oral use of sentence patterns to their automatic use in speech,
reading,.
and uriting.

"Ibid,,p.37
lsRichard.

Loc. Cit.

16

Richards and Rogers give detailed information about teaching procedtnes
to be used with SLT. The sequences of activities they propose consist of:

a-

Listening practice in which the teacher obtains his student's attention
and repeats an example

of the pattems or a world in isolation clemly,

several times, probably saying

it slowly at least once

(where. . ..is. . ..the.. ..pen?), separating the words.

b.

Choral imitation

in which students all

together

repeat what the teacher has said. This works best

clear instnrction like

or in large

groups

if the teacher gives a

'tq)ea!" or "everybod/' and hand signals to

mark time and strress.

c.

Individual imitation
students

in which the teacher asks several individual

to repeat the model he has given in order to check their

pronrmciation.

d.

Isolation,

in which the teacher isolates

sounds, words

or groups of

words which causie trouble and goes through techniques l-3 with them
before replacing them in context.

e.

Building up to a new model, in which the teacher gets students to ask
and answer the questions using pattems they already know

in order to

bring about the information necessary to introduce the new model.

f.

Elicitation, in which the teacher, using mime, prompt words, gestures,
etc., gets students

to ask questions, make

statements,

or give new

examples of the pattern.

g.

Substitution

drilling in which the

teacher use cue words (words,

pictures, numbers, names, etc.) to get individual students to mix the
examples of new patterns.

h.

Question-answer drilling, in which the teacher gets one student to ask e
question and another to answer until most students

in the class have

practiced asking'and answering the new question form.

i.

correctiorl in which the teacher indicates by shaking his

head,

repeating the error, etc., that there is a mistake and invite the student or

a different student to correct it. Where possible the teacher does not

t7

simply correct the mistake himself. He gets
students to correct
themselves so they will be enco,raged
to listen to each other
carefully.le

It was just

one example of procedures which is
SLT used. In addition, to
help the teacher applied this technique, he/she
has had the teacher,s kit, a
collection of items and realia that can
be used in situational langrrage practice,
is
hence an essential part of the teacher,s
equipment.2o
Procedures associated with sLT in
the fifties and sixties are an extension
and fi[ther development of well-established
techniques advocated by proponents
ofthe earlier oral Approach in the British schoor
of language teaching.

C.

The previous researrch

some previous research studies on error
analysis relating to English
grammar have been conducted by
sorne researchers. First, obi studied about
ulmproving
students' understanding of the past perfect
Tense Through
situotionat Longuage Teaching: a classroom
Acion Research ot the til Grade o7
M4 Islamiyah ciputat". The findings of this study
show thafl (t) based on the
result of the test; there was 20.2gyo improvement
of students, mean
Situational Language Teaching

"Ibid.,p.4l

2h.ichard.

loc. cit.

after using

CHAPTER

Itr

RESEARCH METHODOLOGY
This chapter discusses the place and time of the research, the method of the
research, the subject the research, the research instrume,nts, the technique

of

collecting data, the technique of the data analysis, and ttre criteria of the action
success.

A.

The Timc and Place of the Study

The place of the research was at sMK pem'ira Jakarta, in the first year
students

of X-l class, academic year z|Dnu3. This research had been carried

out for 3 (three) months started from Januari up to Maret 2013.

B. The Method of the Research

The method that the writer used in this research was Clasroom Action
Reasearch (CAR) from Kurt Lewin. The design is as following:
3.1

in's Action Research Design'

€e ,\7
Refbc

il

/-l

Phn

::

Phnfl
\]

w

Arl r=)

-tt-----/

:

q

BeIletr

Arikunto, PenelitiaNTildalen Kelas, (Jakarta Bumi Aksar4 2009),

p.2l

20

Based on Kemmis' action research design above, the writer adapted
from
the research design from cycle I to cycre 2 desigued by Kemmis, as
follows:

Figure 3.2
The Writer's

Rilsearch Procedure Adapted from Kemmis

CTCLE

1

Observing

r

o

The researcher and the real teacher
observes teaching learning aaivity in
the classroom, such as teaching-

is monitoring and observing ttre

or response

class condition. The teacher

Identifies the students' achievement in
leaming past perfect tense by giving
the enercise before CAR in cycte l.

conducts

teaches past perfect tensg

The writer calculate students'

explains the

improvement scores from the exercise

strucfures.

during CAR

in

cylce

I

the lesson plan,

whetrer

improvins or not.

r

Reflecting

After observation process is dong the
researcher and the teacher make a
reflection to waluate teaching leaming

process and

o

the

improverrent of

students' past p€rfect tense.

The teacher and the writer prepare the
lesson plan fa the noct rycle and for
test after CAR in cycle Z in order to
know improvernent of students' scoe

and to solve the problem unfinished

.

as

the teacher and the real teacher

learning activities, students, behavior

r

Acting

In this CAR, the writer acts

After interviewing, observing
and conducting test before
CAR. The researcher and the

r

Revised Plan
This revised cycle
phases is repeatedly

real teacher make instruments,
such as: lessonplan, teacher's

conducted until the
problem is
appropriately solved in

joumal, and test during CAR.

cycle2.

schernatic

21

Figure 3.3
Research Procedure Adapted from Kemmis

CYCLE 2

Observing

o The

. The researchcr observes teaching
leaming activity in thc classroom,
zuch as teaching-leaming activitics,
students' behavior or their responsc,
and students' ability in past perfcc

r

Acting
teacher

teaches past perfect tense
according

to a ncw lesson

plan.

tcnse.

Students

are given the

exercises

during CAR in cycle 2.

r The writer

calculates

sfudents'

improvement scores from

all

the

exercises during CAR.

.

Reflecting

The writer and the teacher discuss
about the result of the implementation

CAR by modifuing a new shategy,

r

about improvement students, score in
past perfect tense and analyzing the
result from post-test in cycle 2.

The writer and the real teacher make
an agreement, if the target is
achieved, the action

r
o

will

be stopped.

Planning
The teacher and the writer
revise the lesson plan and

.

,

Revised Plan
This revised cycle
phases is repeatedly

giving the second exercise.

conducted until the

The teacher and the writer
prepare teacher's journal and

problem is
appropriately solved
in the next cycle .

test after CAR in cycle 2.

(researcher)

22

The classroom action research design in this study is a collaborative
classroom action research. In conducting the research, the researcher collaborated

with the real English teacher of SMK Perwira Jakarta as a collaborator. The writer
played a role as an English teacher who teaches past perfect tense through SLT to
the students. The researcher was not only as an observer but she also took actions

by making lesson plan and glving

assessment.

Then, she also collected and

analyzed.data to know the result of students, past perfect tense.

C.

Research Procedure

This study is classroom action research; it means that there must be cycles

in this study. There will be 2 cycles and each cycle is ended by final test. There
are 4 steps in action research. They are planning, acting, obsenring, and reflecting.

Before entering the cycle, the reseacher found an institution as an object of
research

to conduct preliminary interview to the English

researcher met the English teacher and

teacher. First, the

alked about his method when he teaches

his students. In this activity the teacher taught students using

conventional

method. He used ZK,S and English handbook to teach his students. The teacher
also said that he felt difficult to teach writing in the class and the students have the
problems in writing. After the researcher got the data from interview and the test,

the researcher decided to analyze the problems faced by the students. After
analyzrng the problems faced by students, the next step which
researcher is designing a plan to continue into the next cycle

is done by the

to overcome the

problem in the previous cycle. After conducting pre cycle research, the researcher
moves to the next phase, involving: plaruring, acting, observing and reflecting

1. Planning

Phase

In planning phase, the writer and the teacher shared the information. The
writer identifies and diagnoses students'problem in past perfect tense occurred in

the classroom proven by interviewing the teacher.

It

covers determining the

technique, designing lesson plans, and setting the criteria of success.

In designing the lesson plans, the writer discussed to make lesson plari gy
applylng the determined technique. Designing lesson plan aims to provide the
teacher with the guideline

of teaching and leaming activities. The writer made

23

lesson plan based on the recent used syllabus. The writer described the project or

activity that she designed for her students by preparing lesson plan and appMng
lesson plan

in first grade class at SMK Perwira Jalorta. The lesson plan included

the following items: specific instuctional objectives, the instructionai materials
and media, procedure of presentation, and procedure of assessment. In setting the

criteria of success, the researcher determined the criteria of the action success. It is
useful for measuring whether the action of this study is zuccessful or not.

2. Acting

Phase

In this phase, the researcher carried out the planned action. In this phase
the lesson plan that has been discussed, would be implemented by the researcher.

In implementing the action, the writer acts as the English teacher who taught past

perfect tense through situational languange teaching and she observes the
students' activities after using situational language teaching in the ciass.
Meanwhile, the real English teacher acts as the collaborator who monitoring that
happened in the teaching and leaming process. This phase is hoped could solve
the students'problem.

3. Observing

Phase

In this phase, the researcher observes cAR process of leaming past perfect

tense

by using situational language teaching. The important

aspects in

observation are sources of data, the instrument used in collecting the data, and the
technique for data collection.

4. Reflecting

Phase

The writer and the English teacher who play a role as observer and
collaborator analyze and evaluate learning process in cycle

l. Reflecting phase is

the last phase in one cycle. The aims of this phase are to reflect the data from the

implementation of the action and to know whether the action is successful or not

by appropriating the result of the observing phase with the criteria of success.

If

the result of the first cycle is satis$ pointed by reaching the criteria of success, so

24

there

will not be the next cycle. Meanwhile, if the result of the aotion does not

reach the criteria of success, so the next cycle needs to be done.

It should move to

the next cycle regarding re-planning, re-acting, and re-observing.

C. The Participants
1.

The Participants
The participants were students at grade l0th, the class

Jakarta, academic year 2012t2013. Most

lowest achievement

of the grammar

X-l

of SMK Perwira

of the students at class X-l

have the

subject. For that reason, they need an

appropriate technique to help them improve their scores. test among the other
10th grade classes.

D. The Instruments of the Research

The writer used some instruments

to collect data and here are the

instruments that he uses:

a. Test
The test meant of this research was multiple choice items. The test items or
the number of the questions items were 20.

b. Observation

sheets

In gathering data the writer and the teacher took field notes. The writer and
the teacher should note down any information about the activities of the leamers,

the affitudes of the students, the teacher way
atnoospheres during

of

tssshing, and the class

fts implementation of CAR.

E. The Technique of Collecting Data
lsghnique of collecting data used in this research is qualitative data which
consists of observatisll vrithin the teaching leanring activity in the classroom and

25

interview to be presented for the teacher, and quantitative data which uses pre-test
and post-test.2 It would be explain as follows:

a. Observation
In this oase, the writer uses check list for observation. It would be about the
teacher's performance during Classroom Action Research (CAR), class situation
as learning activity

of the Past Perfect Tense, and students' response concerning

the use of the SLT technique. And the writer also has to make sure that the
lmshing learning process is in line with the lessonplans..

b. Test
In this study, the test used here is multiple choices form. The tests used are
pre-test and post-test for this study. The pre-test is done before implementing SLT
technique. And the post-test is implemented afterusing SLT technique.

F. The Technique of Data Analysis
The technique in analyzing non numerical data the writer used in this
study was the observation of students' aetivities during teaching learning process

in conducting classroom action research (CAR). The writer used field notes sheet.
The example of the