their performance completely. And the teacher couldn’t test all of the students but some of them.
• Task-based learning To ensure that students acquire the lesson, the teacher gave some activities to
be done by the students, usually at home as home assignments, but some times those were given at class. The problem the teacher faced on this
method is that not all the students did the home assignment by themselves, some were cheating to whom had done the work and some hadn’t done the
task at all. • Translation Method
Because the main objective in learning English is that the students feel fun when learning it, the teacher would help the students when they felt difficult
in acquiring the material in target language by translating it into the students’ first language. This often happened when the students didn’t know or
actually forgot the meaning of many vocabularies. The teacher realized that this was not the best way to educate students to be self sufficient, but the
different background of the students which the majority came from the middle to the lower life stage, insisted the teacher to do this way.
In applying these methods, the teacher didn’t use one method in one session, but she mixed the methods. It’s up to the objectives she would get in each session whether
she would emphasis on listening, speaking, reading or writing. But on most of the session she spent, its objective is to make students understand the text. Because students
understanding on the essays would be really implied on students final test UAS.
D. Objectives of the four skills of the language
Based on the curriculum the teacher used, competence based-curriculum 2004, the standard of English competency for XI class level is:
Berkomunikasi lisan dan tertulis menggunakan ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana interaksional danatau monolog,
terutama dalam wacana berbentuk deskriptif, naratif, anekdot, ekposisi analitis, dan ekposisi hortatory yang mengarah kepada variasi makna interpersonal.
71
the objectives of the four language skills are: • Mendengarkan
71
Kurikulum 2004 Berbasis Kompetensi Sekolah Menengah Atas dan Madrasah Aliyah, Departemen Pendidikan Nasional, 2004, p. 321
Memahami wacana transaksional dan obrolan yang mengarah kepada variasi makna interpersonal danatau monolog lisan terutama dalam wacana berbentuk
deskriptif, naratif, anekdot, eksposisi analitis, dan eksposisi hortatory.
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• Berbicara Mengungkapkan makna yang terkait dengan wacana transaksional yng
mengarah kepada variasi makna interpersonal danatau monolog lisan terutama dalam wacana berbentuk deskriptif, naratif, anekdot, ekposisi analitis, dan
eksposisi hortatory.
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• Membaca Memahami nuansa makna dan langkah-langkah pengembangan retorika di
dalam teks tertulis yang berbentuk deskriptif, naratif, anekdot, eksposisi analitis, dan eksposisi hortatory dengan penekanan pada makna ideasional gagasan dan
makna tekstual yang diungkapkan pada susunan klimat dan teks
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• Menulis Mengungkapkan nuansa makna dengan langkah-langkah pengembangan retorika
yang benar di dalam teks tertulis berbentuk deskriptif, naratif, anekdot, eksposisi analitis, dan eksposisi hortatory sederhana dengan penekanan pada makna
ideasional dan makna tekstual.
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But, in teaching and learning activities, the teacher didn’t use the objective in the curriculum as the aim. Because she said what the students would face
most in UAS Final Examination is text reading test either the questions about searching main ideas, main paragraphs, inferences, stated details, unstated
details, vocabularies, references, the structure of the text, the type of the text or other questions related to the text.
So, the teacher focused her learning and teaching objective on students’ preparation for the final test. She argued that if she followed the curriculum, the
students wouldn’t find what they learnt because the curriculum makers of the government who thought ideally didn’t know well the real condition of the
72
Ibid.
73
Ibid, p.322
74
Ibid, p. 323
75
Ibid, p.324
education field. But, if she focused the teaching learning activity objectives on students’ preparation for the final test, minimally the students would understand
what they learned easily.
CHAPTER IV RESEARCH METHODOLOGY AND FINDINGS
C. RESEARCH METHODOLOGY
7. Research Design
In designing the research, correlating to the chapter, the writer would use analytical-descriptive method, while the data the writer collected are students
answer sheets about complex sentences which are suitable with the curriculum and of course which had been learnt by the students.
After collecting the data, the writer analyzed the data with several steps: she identified the errors students made, described the errors, explained why the
errors exist and last evaluated the errors by giving the right answers. At last, the writer would get a conclusion about the students’ skills in
forming English sentences especially in complex sentences.
8. Research Objective
The objective of the research in this “skripsi” is to know the students’ skill in writing especially in forming complex sentences. Because, hearing from
the teacher that the students still can’t order the narrative texts well. By knowing their skill in forming complex sentences, the writer hoped it can help
students’ lack in ordering the narrative texts. Besides, may the research enhance the writer’s knowledge in English and help the English teachers to correct the
lack.
9. Place and Time
As stated in Chapter One on the method of study, a field research was also conducted. The field research was taken on May 13
th
2008 at 2
nd
Year Class of Science Program on May 28
th
2008 at 2
nd
Year Class of Social Program of SMU TRIGUNA.
10. Population and Sample
In this research, the writer took the population from all students of SMU TRIGUNA 2
nd
Year Class Period 2007-2008 both science class which are 33 students and social class which are 41 students. The total number of the students
is 74. While for the research respondent, the writer took 70 sample from the 74
