The Use Of Pattern Drill In Teaching Passive Form Of Present Continuous Tense

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3. The Procedures of Pattern Drill

The most common purpose of pattern drill is to involve the whole class together in the practice of grammar pattern. Almost the teachers also use pattern drill to get students to learn useful phrase by heart. 24 In this approach, the students never refer to the written form of a drill in the book session; all model sentences for students’ response are supplied by teacher orally. In essence, two independent procedures are available. The first method, the teacher uses the book, but the students do not refer to it at all. In Variation A, the teacher first gives the variable element for the sentence and then says the complete model sentence. The students repeat the complete sentence. In Variation B, the teacher not only gives complete sentence before the students response but also again after the students response. In Variation C, the teacher selects an individual student for the first repetition. The teacher says the complete sentence after the students, and finally the entire classes repeat the complete sentence. In the following drill, the variable element is isolated in the left column, and the pattern sentence is in the right column. PATTERN DRILL No. The variable element The pattern sentence 1. 2. 3. 4. 5. buy take bring write listen The students havebought it already The students havetaken it already The students havebrought it already The students have writtenit already The students havelistened it already

E. The Use Of Pattern Drill In Teaching Passive Form Of Present Continuous Tense

Pattern drill has various drills which the teacher uses for teaching English in the classroom. It has good way to make students understand about English 24 Cross David, A Practical Handbook of Language Teaching, London, British library cataloguing in Publication Data, 1991, p 40. 24 lesson. Hence, the writer would describe to use pattern drill in teaching passive form of Present Continuous Tense. There are two methods how to teach English lesson in the classroom by using pattern drill. The first method, In Variation A, the teacher first gives the variable element for the sentence and then says the complete model sentence. The students repeat the complete sentence. In Variation B, the teacher not only gives complete sentence before the students response but also again after the students response. In Variation C, the teacher selects an individual student for the first repetition. The teacher says the complete sentence after the students, and finally the entire classes repeat the complete sentence. In the following drill, the variable element is isolated in the left column, and the pattern sentence is in the right column. PATTERN DRILL No. The variable element The pattern sentence 1. 2. 3. 4. 5. Write take Send Bring Give The letter is being written by students The letteris being taken by students The letter is being sent by students The letteris being brought by students The letter is being given by students Example Variation A: Teacher: write. The letter is being written by students. Students: The letter is being written by students. Teacher: Take. The letter is being taken by students. Students: The letter is being taken by students, etc. Example variation B: Teacher: Write. The letter is being written by students. Students: The letter is being written by students. Teacher: The letter is being written by students. Take. The letter is being taken by students. Students: The letter is being taken by students. Teacher: The letter is being taken by students. Example Variation C: Teacher: Write. The letter is being written by students. Andy: The letter is being written by students. Teacher: The letter is 25 being written by students. Everyone in class: The letter is being written by students. Teacher: Take. The letter is being taken by students. The second method, the teacher uses the book, but the students do not refer to it all. As the first method, the teacher gives variable element and then says the complete sentence. However, the students do not repeat. The teacher does the entire column in this fashion Variation A or do a sufficient number of sentences fix the pattern in the students’ mind Variation B. In Variation A, the teacher then returns to the beginning of the exercise and gives only the variable element. The students then supply the complete sentence after students. The procedure is the same for variation B except that the teacher, instead of going back to the beginning of the drill, continues with the next sentence. PATTERN DRILL No. The variable element The pattern sentence 1. 2. 3. 4. 5. 6. 7. 8. Give Put Take Read Study Write Buy Bring English book is being given by him English book is being put by them English book is being taken by you English book is being read by him English book…………….by me English book…………….by her English book…………….by you English book…………….by me At least four sentences would be required to fix the pattern although using six sentences as examples before giving the cue for student participation would more definitely assure fixing the pattern. 26

CHAPTER III RESEARCH METHODOLOGY

This chapter presents the method of research, the subject of the study, the writer’s role on the study, time and place, research design, the Classroom Action Research CAR procedures, instrument of the research, technique of collecting data and technique of analyzing data.

A. The Method of Research

The Classroom Action Research CAR is used as the method in conducting this research. Many educational experts tried to define Action Research, one of them is R. B. Burns, according to him, Action Research is the application of fact finding to practical problem solving in a social situation with a view to improving the quality of action within it, involving the collaboration and co-operation of researchers, practitioners and laymen. 1 It means that to start the Classroom Action Research CAR, the researcher has to find any problems faced in the classroom related with student’s condition in learning. To conduct the research, the writer also need to collaborate with the teacher and together discuss the problem, and then find the best solution to solve the problem.

B. The subject and Object of the Study

The subject of the study is the students at first grade Accountancy of SMK Bina Insani Tangerang. The number of students consists of 31 thirty one. It is chosen based on the interview result with the English teacher at that class proving that they have the lowest score of midterm test among the other classes. Grounded on that case, the writer and the teacher consider that they need to be helped by finding an appropriate strategy to improve their scores, in this case is 1 Michael J. Wallace, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006, p. 5.