The Application of Dialogue Technique in Teaching

17 Before the teacher teaches the material, he should introduce the method and encourage the students. First of all, she calls on four volunteers of student o come to the front of the class and sit with her in chair that are lined up facing to the other students. He tells the other student to listen and to watch. The dialogue is perhaps the best way to present grammar structures because is approximates closest the real life situation in which language operate. The new items of structure and vocabulary, in addition to parts of previously learn dialogue. In the dialogue, language achieves its purpose of comm because pupils listening to and say sentences. They can use when they communicate their own feelings and ideas in sim ilar communication situation. The g the tones and the play acting that the teacher employs to teach dialogue effectively all help to make an otherwise abstract language exercise meaningful and realistic to the students. This type of presentation can be used at all grade levels. Two simples two - way dialogue, compose only of very short and very simple sentences for grades one and two, can progress two groups with longer sentences and more complicated structure for the higher grades . The teacher, because of her constant dealings with her class, will know best what conversational interest they have, what they would naturally say were they to meet the situation, how to integrate new material with the old, and what previous learning they have had. In grammar many tenses who had knew, one of them is simple present tense. The teacher has to present a subject matter with other techniques like preparing by dialogues for class study. This is not to say that the dialogue preparation is a simple matter. A dialogue needs to be carefully prepared. It must be as natural and spontaneous as possible. The structures should not appear in the dialogue lines more often then

C. The Application of Dialogue Technique in Teaching

S imple Present Tense 18 they would in ordinary dialogue, even if we want the c attention on them because they are new and are the things to be learned. An essential quality of a good dialogue is its economy of expression. Besides including the new grammar simple present tense. Every structure and vocabulary item included in a dialogue should be essential to its development. As we enter the classroom, the first thing we notice is that students are attentively as the teacher is presenting a new dialogue between two people. The students know they will be expected to eventually memorize the dialogue the teacher is introducing. Before the teacher makes a dialogue, there are some processes as follow: 1 . Introducing the new term and new structures which will appear in the basic dialogue in an identification exercise. This sample lesson of dialogue wh ich uses simple present. In the simple present tense should probably be given a new name, since it does not indicate an action that taking a place at sometimes is taking about the action. 1 9 It is to indicate a customary or habitual action which has not been terminated. Structures: Still in affirmative statement and question Any more in negative statement Live at an address Live on a street, a street corner 19 Eugene J Hall, . Binarup Aksara 1993. P.163 41 57 Pamulang Raya Jl. Pajajaran Cut Mutia Jl. Kayumanis Grammar for Use Leaistic Approach to Grammar Study for Immediate and Practical Aplication 19 This diagram shows where I live The student are marked, and their Names are indicated. The squares With numbers stand for houses. I live in this house Show the house marked no 41 What street do I live on? My friends live here Show the house ma rked no 57 What street does she live on? Now, who can tell us the name of Street he lives on? My parents live on the corner of Jl. Pajajaran and Pamulang Raya They live in this house Show the numbered square Which of you live on the corner Of two street? Tell us where you live. You live on Pajajaran street She lives on Pamulang Street Nia : I live on Cut Mutia street Dea : I live on Ciputat street Lala : I live on Muncul street Show of hands Lia : I live on the corner of Jl. Kayumanis Rudi : I live on the corner of Ciputat 2 . Presentation of dialogue Explain the situation around which the dialogue is built with the aid of pictures, puppets or other devices. Present the dialogue either by taking all Teacher Students 20 the lines of the character or by having it acted out by students who have been rehearsed beforehand. It suggests that the teacher memorized the dialogue before presenting it to the students. If she the dialogue well, she will not fumble in her presentation, she wil be surer of communicating its meaning to the students, and she wil hold the attention of the class better. Postman : I have a letter for Miss Dw i Mrs Rina : She doesn’t live here anymore Postman : Can you tell me where she lives now? Mrs Rina : Just a minute. I will get my address book. Postman : Thank you Mrs Rina : She lives at 41 Pamulang Street Postman : I also have a letter for Miss Zahra Does she still live on this street? Mrs Rina : Yes, she lives in that yellow house on the corner Postman : Thank you Mrs Rina : You are welcome. 3 . Question to find out whether the students have understood the dialogue the students can make some question fr om the dialogue above. Question Answer What is Mrs. Rina address? Does Miss Dwi live at the Same address? What is her address? She lives at Cinere No, she does not live there anymore She lives on Pamulang Street Situation: The postman rings the bell at Mrs Rina house; he has two letters in his hand. Mrs Rina opens the door. 21 4 . Memorization of the dialogue through repetition in a variety of ways. Model the lines of the dialogue and have the class repeat each line after you. Take one part and have the class take the other, exchange roles. Have the class act out the roles by groups, by rows, then by individual stud ents. The usual procedure is repetition of the lines by grou then by the individuals, repetition is necessary for memorization. But, practice not be cued exclusively by the teacher saying,” repeat after as she supplies the oral model. She should ask them to repeat the lines only as many items as needed, some class need more repletion than others. However, she should not hurry the class through this step as the students performance in the text part of the lesson depends very much on the fluency gained during this step. If the teacher finds that her students can learn the dialogue with out going through all the steps as outlined, she can skip of them. As the students learn more vocabulary and more structures, the memorization of the later dialogues would not take as long as the earlier. 7 Let’s say the lines of the dialogue together Point to the character in the picture as you say his line Etc 2 Now, I’ll be a postman and you be Mrs. Rina I have a letter for Miss Dwi I have a letter for Miss.Dwi. I have a letter for Miss.Dewi. She does not live there any more Teacher Students 22 Etc 3 Now you be a postman and I’ll be Mrs. Rina She does not live there any more I have a letter for Miss Zahra 5 . Dialogue variation Give a situation very similar to that of the basic dialogue. The lines are the same except for the substitution that the students will make as determines by the new situation. The first variation may be given in the form of a directed dialogue. The students many act out the roles in other variation without cues from the teacher. It is Miss dwi,s party. Your sister sent you to her house to take her a gift. Some opens t or. Group 1 : You take the gift to Miss. Lala. Group 2 : You open the door for her Group 1 : Say that you have a gift for Miss.Lala. Group 1 : I have a gift for Miss.Lala Group 2 : She does not li ve here anymore Etc. Have one student from Group 1 go through the action of taking the gift to Miss.Lala and the student from Group 2 of opening the door Individual students may act out the role after the group practice 23 The research about simple present tense had been done by Aminah that was “ ”. 2 0 This research explains about the application of dialogue technique in teaching simple present tense. She conducted the observation started on March 12 th , 2007 -May 16 th , 2007. She used dialogue technique to teach the simple past tense in order to minimize the students’ errors and difficulties in learning simple present tense, because this technique made the students know and practice the simple present sentences from the dialogue directly. Moreover, it could make students understand the sentences of simple past tense easily. In fact, the result of analysis of interpretation of the data shows that teaching simple present tense became more effective by using dialogue technique; it can be seen from the result of the test. By using dialogue technique, the researcher hopes that the students will improve their understanding of simple present tense, and improve their ability in using simple present tense both written and spoken. 20 Aam Aminah, Skripsi, Jakarta : F ITK UIN, 2007, p. 22 D . Relevant Study Teaching Simple Present Tense through Dialogue Technique Teaching Simple Present Tense through Dialogue Technique, 24 Grammar is a description of the way language works. The knowledge of grammatical rules is essential for the mastery of a language; we cannot use words unless we know how they should be put together. It is study of the way words are put together to make correct sentences. Grammar does not only affect how unit s of language are combined in order to “look right”; it is also affects their meaning. As one of the various grammatical structures, simple present tense should be taught and practiced as a means of communication. To realize the goal, learning process of present tense should be appeared in a context of students’ real life. Along with the discussion, Dialogue Technique will emphasis on the attachment of context in teaching learning activity. It is intended to help the students relate the content they are learning to the life context in which the content could be used. Accordingly, the writer regards the dialogue technique as an approach of teaching and learning process in teaching present tense because it may help students to understand the concept of prese nt tense meaningfully. E . Conceptual F ramework 25 1. Null Hypothesis H o “There is no significant effect of teaching Simple Present Tense using a Dialogue Technique at MTsN Tangerang II Pamulang”. 2. Alternative Hypothesis H a “There is a significant effect of teaching Present Tense using a Dialogue Technique at MTsN Tangerang II Pamulang” F. The Hypothesis 26 The objective of the reserach is the writer wants to know whether using dialogue te chniques is effective to reinforce the understanding of the simple present tense The writer conducted the research at MTsN Tangerang II Pamulang Jl. Pajajaran located in Pamulang. The writer conducted this research from October 16, 2008 up to February 19, 2009. The object of the research consists of nine classes with total 303 students from first grade of MTsN Tangerang II Pamulang. They are divided into 7 class types; regular class and 2 classes for bina prestasi class. T he writer used the stratified random sampling for the ple of the research, so the sample of research only 24 students which is class VII 9 Class Bina prestasi 2 . CHAP TER III RESEARCH M ETHODOLOGY A . Purpose of Research B. Place and Time C . Population and Sample 27 This study is a kind of one - group pre - test and post - test design in fact Cohen and Manion quoted by Nunan, call it a pre -experiment 2 1 whereas the students would be given a pre - test before starting the treatment and post -test after the treatment. The result of pre - test and post - test are compared and calculated to find out the effectiveness of using dialogue technique in teaching simple present tense. In this research, the writer use s the test which is made b y her. The materials of the test will be taken from the students’ handbook and other related book about simple present tense. The test is divided into two parts. The pre - test is given before the treatment while the post - test is given after the treatment to the class. The test consists of 16 items. The score calculated and analyzed in analysis of the data. Simple present is the tense, used when we want to state an action that is fact or habitual action; usually it used the base of verb expect for the third person singular, which is added – s or – es. For example: I drink the water. However, for hesheit we must add – s or – es so it would be He drinks the water. Operational definition of the simple present tense is se that can be answered by the students in the pre - test and post - test. Hence, the writer would operate the students’ scores of the tests as the instrument of the research. 21 David Nunan. , USA: Cambridge University Press, 1992, p. 40 D . Research M ethod E . Instrument of Research

1. Conceptual Definition