The effectiveness of communicative approach in teaching the simple present tense (an experimental study of the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang)

(An Experimental Study of the Seventh Year Students of SMP Islam Terpadu

al-Fajar Kedaung - Pamulang)

A ‘Skripsi’

Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the

Requirements for the Degree of Strata 1 (S1)

(An Experimental Study of the Seventh Year Students of SMP Islam Terpadu

al-Fajar Kedaung - Pamulang)

A ‘Skripsi’

Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the

Requirements for the Degree of Strata 1 (S1)

!!

" # " $ %

& '

# $#

# ( )* ! +

Jakarta, 1 Juni 2009 Nomor : Istimewa

Lampiran : -

Perihal : Permohonan Perubahan Judul Skripsi Kepada Yth,

Bapak Ketua Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan

UIN Syarif Hidayatullah Jakarta Di

Tempat

Salam sejahtera dan silaturahmi saya haturkan kepada Bapak semoga dalam lindungan Allah SWT dan diridhoi langkah serta aktivitas yang Bapak jalani sehari-hari. Amin.

Sehubungan dengan ini saya jelaskan dengan identitas saya adalah sebagai berikut: Nama : Mila Rohmanurhayati

NIM : 104 014 000 330

Fakultas : Ilmu Tarbiyah dan Keguruan Jurusan : Pendidikan Bahasa Inggris / X – B

Dengan ini saya mengajukan perubahan judul skripsi, yang berjudul:

THE EFFECTIVENESS OF USING AUDIO-LINGUAL METHOD IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year

Students of SMP Islam Terpadu al-Fajar Kedaung - Pamulang) Menjadi:

THE EFFECTIVENESS OF COMMUNICATIVE APPROACH IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study of the Seventh Year Students of

SMP Islam Terpadu al-Fajar Kedaung - Pamulang)

Demikianlah surat permohonan ini saya ajukan, semoga Bapak berkenan menyetujuinya. Atas perhatiannya saya ucapkan terima kasih.

.

Dosen Pembimbing Pemohon

Dr. Didik Santoso, M.Pd. Mila Rohmanurhayati

,%

- .$/. .

.

All praise be to Allah, a word of gratefulness that should come out from the writer to Allah for His Mercy and guidance. Without His blessing, the writing of this skripsi could never been possible.

This skripsi is titled THE EFFECTIVENESS OF COMMUNICATIVE

APPROACH IN TEACHING THE SIMPLE PRESENT TENSE (An Experimental Study

Of The Seventh Year Students Of SMP Islam Al-Fajar Kedaung - Pamulang) is presented to the Faculty of Tarbiyah and Teachers Training Faculty of Syarif Hidayatullah State Islamic University, Jakarta, for the Degree of Strata 1 (S1).

It is difficult to decide on whom to acknowledge in a skripsi like this, for so many people have influenced her thinking about language and teaching in general, and grammar in particular. For her special gratitude and thanks is dedicated to her beloved parents, Syarifudin and Husnurrohmah for their support of financial and who have given a big love to the writer, and all her sister, Lina Rakhma Widiyati, Nita Rohmatus Shalihah and her brother Cece Rohmanul Hakim and Tendi Hidayat at home, she loves you all.

The writer is absolutely conscious that she could not carry out this duty without helping of other, both materials and spirituals. In this occasion, the writer would like to express the deepest gratitude to:

1. All lecturers of English Department, who have taught and given their valuable knowledge for the writer during her study in English Department.

2. Dr. Didik Santoso, M.Pd., the writer’s advisor who has stimulated thinking in many respects with his expert guidance and invaluable advice during the process of this skripsi.

3. Drs. Syauki, MPd. The head of English Department and Dra. Neneng Sunengsih as the secretary of English Department, and all staffs in English Department.

4. Dr. Dede Rosyada as a Dean of Tarbiyah and Teachers Training Faculty.

5. The Principal of SMP Islam Terpadu al-Fajar Kedaung-Pamulang, Mr. Hanapi S.pd. and his staffs for giving the writer’s permission to held research in their institution, the English teacher; Nurhayati S. Pdi who helped and allowed the writer to research in her classes and also all of the seventh year students in class 7-A and 7-B SMP

Islam Terpadu al-Fajar Kadaung-Pamulang, thanks for the time and the participations. She has learned so much from them; all the things that they given to the writer will become her guidance to be a good teacher later. And also the staff in administration office Erwan Setiawan, thanks for help in official statements, the spirit and jokes who has given to the writer that make her comfortable at school.

6. For all her best friends in English Department, especially in class B Academic year 2004, thanks for the beautiful friendship, she never forgets it.

Finally, the writer realizes that this paper is not perfect yet, but hopefully practice can make her better. Therefore, it is a pleasure for her to receive any constructive critics and suggestion for better writing. By all modesty, the writer hopes this skripsi would be useful for the writer and for the readers. Amin.

Tangerang, Januari 2010 The writer

Table of contents

Abstract 1 ... i

Abstract 2 ... ii

Acknowledgment ... iii

Table of Content ... v

List of Tables ... vii

List of Appendices ... viii

CHAPTER I : INTRODUCTION A. Background of Problem ... 1

B. Identification of Problem ... 3

C. Limitation of Problem... 3

D. Formulation of Problem ... 4

E. Significance of the study ... 4

F. Organization of the Writing ... 4

CHAPTER II : THEORETICAL FRAMEWORK A. Theoretical Description ... 6

1. The Simple Present Tense ... 6

2. Communicative Approach... 9

a. Definition ... 9

b. Principle... 11

c. Design... 13

d. Procedures... 15

e. Strength and Weakness... 16

3. Audio-lingual Method ... 17

a. Definition ... 17

b. Principle... 18

c. Design... 19

e. Strength and Weakness... 25

B. Conceptual Framework ... 26

C. Hypothesis ... 27

CHAPTER III : RESEACH METHODOLOGY A. Objective of Study ... 28

B. Time and Place of Study ... 28

C. Population and Sample... 28

D. Research Method ... 29

E. Instrument of Research ... 29

a. Conceptual Definition ... 29

b. Operational Definition... 29

c. Specification ... 30

F. Research Procedure... 30

G. Data Analysis... 30

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS A. Data Description ... 33

B. Hypothesis Testing ... 38

C. Discussion ... 39

CHAPTER IV : CONCLUSION AND SUGGESTIONS A. Conclusion... 40

B. Suggestions ... 41

BIBLIOGRAPHY ... 42

List of tables

Table 3.1 The Description of the test items ... 28

Table 4.1 Students’ Score of Experiment Class in Teaching Vocabulary .... 32

Table 4.2 Interval of the Score of Experiment Class ... 33

Table 4.3 Students’ Score of Control Class in Teaching Vocabulary ... 34

Table 4.4 Interval of the Score of Control Class ... 35

Table 4.5 The Result Calculation of Experiment Class ... 36

List of Appendices

1...Lesson Planning of Experiment Class ... 41

2..._{Lesson planning} of Control Class... 60

3..._{Test of simple} present tense ... 65

4...Key Answers of the test ... 77

5..._Official Statements ...

6..._{Background of} SMP Islam al-Fajar Kedaung-Pamulang ...

"

01

2

The examination committee of the Faculty of Tarbiyah certifies that the ‘Skripsi’ (scientific paper) entitled ‘The Effectiveness of Communicative Approach in Teaching the Simple Present Tense’ (An Experimental Study at the Seventh Year Students of SMP Islam Terpadu al-Fajar Kadaung-Pamulang) written by Mila Rohmanurhayati, student’s registration number: 104014000330, was examined by the committee on Friday, January 23rd 2009, and was declared to have passed and, therefore, fulfilled one of the requirements for academic title of ‘SPd’ in English language education at the Department of English Education.

Jakarta, January 23rd, 2010 Examinnation Committee:

CHAIRMAN : Drs. Syauki, M.Pd. ( ……… ) NIP. 150 246 289

SECRETARY : Neneng Sunengsih, S.Pd. ( ……… ) NIP. 150 293 232

EXAMINER 1 : Drs. Nasrun Mahmud, M.Pd. (……….…)

NIP. 150 041 070

EXAMINER 2 : Dra. Hidayati, M.Pd. ( ……… )

NIP. 150 231 927

Acknowledged by:

Dean of Tarbiyah and Teachers Training Faculty

Prof. Dr. Dede Rosyada, MA. NIP. 150 231 356

1 3 1 "

! "#

$ ! % !% &&

' ( ( ) * $

' ) . 44., 5. .&& 4 , 5.

66 , . , / . 6 . .&.

. &.

( " # " $ % & ' # $#

) ) + )

, - )

( ., /

' ) ' 0 !

1

0

1

2

3 3

- ! "#

3 3 45 6 2

7 8

-2 -

-- 3 )

9 - -)

3 7 - ' : & )+ 4! 0

! "6 - $ - ' 8 - ;

/ ) + 4! " 0 !6 $ - 8

-5 )+ 40 ! 0 %6 5

7 - 7 3 8

$ - . 2 ' ) 3 0 % 0

9 - 3 <

2 2 ) = - - 0 "

-ABSTRACT

ROHMANURHAYATI, MILA. 2010, The Effectiveness of Communicative Approach In Teaching The Simple Present Tense (An Experimental Study of The Seventh Year Students of SMP Islam Terpadu Al-Fajar Kedaung - Pamulang), Skripsi, Department of English Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Didik Santoso, M.Pd. Dr.

Key words: Communicative Approach, and Simple Present Tense.

The purpose of this study is to describe the objective condition of effectiveness of Communicative Approach in teaching the simple present tense. It includes the students’ grammar mastery by using Communicative Approach, the effect of students’ interest towards the students grammar mastery, the students’ motivation that can be affect the students’ grammar mastery in teaching learning process, and the students’ achievement by using Communicative Approach in teaching the simple present tense.

The aim of the research is to gain the information about using Communicative Approach in teaching the simple present tense; moreover it is conducted to get the effective technique in teaching the simple present tense at the seventh year students of Islamic Junior High School (SMP Islam Terpadu) Kedaung-Pamulang. Sample of the research is as much 44 students of seventh year. This research is using experiment method in the quantitative form by collecting data from observation, and test.

The data collected in this research analyzed by using t-test. According to the result of statistical calculation, it is obtained the value of to ( t observation ) is 1,119 and the value of

“tt” ( t table ) from the df (45) on degree of significance of 5 % is 2,02. It means that the

value of to is lower than the value of tt. Based on the result, the null hypothesis (Ho) which

says there is no effective influence of using communicative approach in teaching the simple present tense is accepted. It means that the alternative hypothesis (Ha) which says that there

is effective influence of using communicative approach in teaching the simple present tense is rejected.

Based on the finding of this study it can be concluded that using Communicative Approach in teaching the simple present tense is quite didn’t success, because the final score of test was given by the writer is same with the students that teaching using Audio-lingual Method.

ABSTRACT

ROHMANURHAYATI, MILA. 2009, The Effectiveness of Communicative Approach In Teaching The Simple Present Tense (An Experimental Study of The Seventh Year Students of SMP Islam Terpadu Al-Fajar Kedaung - Pamulang), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Pembimbing: Didik Santoso, M.Pd. Dr.

Kata Kunci: Pendekatan Komunikatif, dan Simple Present Tense.

Tujuan dari penelitian ini adalah untuk menggambarkan suatu kondisi yaitu penggunaan pendekatan komunikatif dalam mengajar simple present tense pada kelas 7 siswa Sekolah Menengah Pertama (SMP) Islam Kedaung-Pamulang. Tujuan tersebut antara lain, ke efektifan penggunaan pendekatan komunikatif terhadap penguasaan struktur bahasa Inggris siswa, motivasi siswa yang dapat mempengaruhi penguasaan strukur bahasa Inggris dalam kegiatan belajar mengajar, dan prestasi siswa yang menggunakan pendekatan komunikatif dalam pembelajaran struktur bahasa Inggris.

Selain itu tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang penggunaan pendekatan komunikatif dalam mengajar struktur bahasa Inggris selebihnya hal ini dilakukan untuk mendapatkan ke efektifan teknik dalam mengajar struktur bahasa Inggris di kelas 7 siswa Sekolah Menengah Pertama (SMP) Islam Kedaung-Pamulang. Siswa yang termasuk dalam penelitian ini berjumlah 44 orang. Penelitian ini termasuk penelitian experimen dalam bentuk quantitatif dengan mengumpulkan data-data dari observasi, dan test. Data-data yang dikumpulkan dalam penelitian ini dianalisa menggunakan t-test. Berdasarkan hasil statistik, telah didapatkan nilai to (t observasi) yaitu sebesar 1,119 dan nilai

dari tt (t table) dari df (45) pada taraf signifikan 5% yaitu sebesar 2,02. Dari hasil tersebut

jelas bahwa nilai to lebih rendah dari pada tt. Selanjutnya dapat ditarik kesimpulan bahwa

hipotesis nihil (Ho), yaitu tidak ada pengaruh yang signifikan dari penggunaan pendekatan

komunikatif dalam mengajar simple present tense diterima. Sedangkan hipotesis alternatif (Ha), yaitu ada pengaruh yang signifikan dari penggunaan pendekatan komunikatif dalam

mengajar simple present tense ditolak.

Berdasarkan hasil dari penelitian ini, dapat disimpulkan bahwa penggunaan pendekatan komunikatif dalam mengajar struktur bahasa Inggirs adalah kurang berhasil, karena hasil akhir dari test yang diberikan penulis itu tidak jauh berbeda dengan hasil akhir siswa yang diajar dengan menggunakan Metode Audio-Lingual.

!

0 ! "#

& $ ! % !% &&

% ' ( ( ) * $

> (

# ' )

#

? ( ) (

" ( , ! (

0 8 (

0& ' 0

! $, @ 4 * 5) ) 6 AAAAAAAAAAAAAAAAAAAAAAAAA

!! $ ) ( 1

!0 ' B

C +

!& 5 5 ' ) C !# ' <

& 0 & ) - ) C *5 7 !>>&

0!+0?!!>!" "&" ?#0"%&

!% 5 ) ' ) C !# ' <

& 0 & ) - ) C *5 7 !>>&

!> 5 3 45 6

!# ( ) ) 5 &

!? ( ) , 5 +

!" $ 7 8

-! ( ) ) $

0 ( ) , $ $

' ) ) 0

CHAPTER I

INTRODUCTION

This chapter presents the introduction which includes background of problem, identification of problem, limitation of problem, formulation of problem, significance of the study, the organization of the writing.

A.

Background of Problem

English is one of the international languages. It functions as a means of communication in the world. Some countries use English as their first language and second language and some use it as a foreign language. Indonesia, as a part of the world, uses English as the foreign language which must be taught in the school.

The student in learning English doesn’t only master four basic skills which consist of listening, speaking, reading and writing. But student also learn it’s components in order to speak and to write English correctly. The components of language such as grammar, pronunciation and vocabulary are taught to support the development of those skills. The students who study English need to learn grammar, so that they can use English well.

Grammar may be roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. For example, in English the present form of the verb be in the third person has two distinct forms, one (is) being used with a singular subject and the other (are) with a plural; and if the plural are is combined with a singular subject, the result is usually unacceptable or ungrammatical. And be (am) being used with the first singular subject.1

According to paragraph above, it means that in simple present tense uses be (am) for the first singular subject, (is) for the third singular subject, and (are) for the second singular subject and the first and third plural subject.

Today, language teaching is not easily categorized into methods and trends. Instead, each teacher is called on to develop a sound overall approach to various language classrooms. This approach is a based principle for the teacher chooses particular design and techniques for teaching a foreign language in a particular context. There are no instant recipes. No quick and easy method guaranteed to provide success. Every learner is unique. Every teacher is unique. Every learner-teacher relationship is

1

Penny Ur, Grammar Practice Activities: A Practical guide for teachers, (New York: Cambridge University Press, 1988), p. 4.

unique, and every context is unique. The task as a teacher is to understand the properties of those relationships.2

In English language teaching, there are many kinds of method that can be used by the teacher. One of the methods used in English teaching is the communicative approach.

Richards and Rodgers (1986) describe Communicative Language Teaching(CLT) as an approach rather than method, since it is defined in rather broad terms and represents a philosophy of teaching that is based on communicative language use. CLT has developed from the writings of British applied linguists such as Wilkins, Widdowson, Brumfit, Candlin, and others, as well as American educators such as Savignon (1983), all of whom emphasizes notional-function concepts and communicative competence, rather than grammatical structures, as a central to language teaching.3

In learning English, the students sometimes have a problems especially with grammar, some students think that it is boring subject and when they learn English they try to avoid the grammar because it is such confusing rules and hard when they have to study grammar especially with tenses, the example tense is the simple present tense, they find some difficulties when they learn the rules of this tense.

Based on the reason above, the writer chooses the simple present tense taught in the seventh year students because the simple present tense is one of the rules in English. And the simple present tense is the most simple tenses in English. So, the students will easy to understand this rules. And the writer’s hope that the students will not think that grammar is a boring subject and confusing rules, especially with tenses.

In this research, the writer choose two class, the first as experiment class taught using Communicative Approach and the second as control class taught using Audio-lingual method. The goal of this research to prove: Is Communicative Approach effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang?

B.

Limitation of Problem

To avoid misunderstanding and to clarify the problem, it is necessary to make the limitation of the problem; the writer will limit the problem on teaching the simple present tense using communicative approach at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang in odd semester.

C.

Formulation of Problem

2

H. Douglas Brown, Principle of Language Learning and Teaching, 4th edition, (New York: Addison Wesley: Longman, 2000), p. 14.

3

Based on the above description, the problem is formulated as: Is Communicative Approach effective in teaching the Simple Present Tense at the seventh year student of SMP Islam Al-Fajar Kedaung-Pamulang?

D.

Significance of the Study

The result of this research is expected to be useful for: 1. The Writer

is expected to give new knowledge to the further researcher to do the better The study is expected to give new information to the writer about how to teach the simple present tense using communicative approach.

2. The Further Researcher

This study research of teaching and learning cases. 3. The Students

This study is expected to describe the effective way or method in learning the simple present tense.

4. The English Teacher

This study is expected to give an input in order that he/she can use the various methods in teaching English, especially grammar.

5. Headmaster

To make an effort to increase the various methods in teaching learning English in order they get better English score.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the description of the theoretical framework used in the study. It includes; the basic concept of the simple present tense, communicative approach and audio-lingual method, conceptual framework and hypothesis.

A.

THEORETICAL DESCRIPTION

a.

The Simple Present Tense

Basically tenses consists of three parts, they are past, present and future. But in modern English tenses become six parts, they are: the present tense, present perfect tense, the past tense, past perfect tense, the future tense and future perfect tense.

According to Harry A. Greene, that “Tense is the grammatical term for the form of a verb that show the time of the action or state of being that the verb expresses.”4

According to Susan Emolyn Harman in her book Descriptive English Grammar that the simple present tense is the form a verb to indicate the time of the action or the state of being as present.5

The present tense represents an action, being, or state of being as;6

Habitual action or being, extending from some points in the past through the present into the future; e.g. I live in the country.

General truths, etc; e.g. barking dogs seldom bite.

Future time, as in old English, sometimes with an accompanying adverb to point to a future time; e.g. I hope it does not rain tonight.

Historical present is employed in narration, book review, reports, etc., to represent past events; e.g. Hamlet dies in the last scene of the play.

Then, A. J. Thomson and A.V. Martinet defined that the simple present has the same form as the infinitive but add an ‘s’ for the third person singular.7 Infinitive; to work.

4 _{Harry A. Greene, et all,}

Basic Language; Message and Meaning, (New York: Harper & Row Publisher, Inc., 1982), p. 288.

5

Susan Emolyn Harman, Descriptive English Grammar; 2nd edition, (New Jersey: Prentice Hall, Inc., 1950), p.116.

6

Susan Emolyn Harman, Descriptive English grammar ... p. 116

7

A. J. Tomson and A. V. Martinet, A Practical English Grammar; third edition, (Hongkong: English Language Book Society/oxford University Press, 1980), p. 145.

The uses of the simple present tense according to A. J.Thomson and A.V. Martinet are:

The main use of simple present tense is to express habitual actions: e.g. he smokes, dogs bark, cats drink milk, birds fly.

It can be used for dramatic narrative. This is particularly when describing the action of a play, opera, etc.

It can be used for a planned future action or series of actions, particularly when they refer to a journey.

It is used in conditional sentences. It is used in time clause.

Ann Cole Brown states that the simple present tense is a verb in English to show an action that takes place in the present.8

She states the form of simple present tense is:9

Singular Plural

I talk we talk

You talk you talk

He /she/it talks they talk

To form the present tense of regular and irregular verbs, use the infinitive or add –s or –es to the infinitive.

They play softball every Sunday.[infinitive]

8

Ann Cole Brown, Grammar and Composition; Second Course, (Boston: Houghton Mifflin Company, 1984), p. 138-139.

9

Kathy plays first base. [Infinitive plus –s] Dad never misses a game. [Infinitive plus –es]

Use verbs in the present tense according to Ann Cole Brown are to show: An action that takes place in the present; e.g. I need help.

An action that repeated regularly; e.g. we visit my grandmother everyweek. A condition that is true at any time; e.g. this book contains three parts.

According to English Language Center Brigham Young University that the simple present tense is the simple form of verb.10

Then, most verbs have two forms for the simple present tense, e.g.:

!! " !

!! "

# $"

# ! # !

To make negative of simple present tense, add don’t or doesn’t.

% %

To ask questions in the simple present tense, we use forms of do. "

& ' !

&"& & " (! " # ! &!" ''

" " ) * " +

10

English Language Center Bringham Young University, Expedition into English; Grammar 1, (New Jersey: Prentice Hall Regents, 1991), p. 72.

Then, English Language Center Brigham Young University states the uses of simple present tense are to talk about;

Facts; e.g, Tigers live in Asia.

Habit; e.g. I watch the news every night. Attitude/desire; e.g. They work classical music. Thinking/senses; e.g. I smell smoke.

Based on the theories above, it can be concluded that the simple present tense is the simple form of verb to show an action that takes place in the present , and must add ‘s’ in the end of verb for the third person singular.

2.

Communicative Approach

a.

Definition of Communicative Approach

In English language teaching, there are many kinds of method used by the teacher. One of them is communicative approach.

H. Douglas Brown states that Communicative Language Teaching (CLT) or Communicative Approach is the “push toward communication” (Higgs & Clifford 1982)11

Richards and Rodgers (1986) describe Communicative Language Teaching (CLT) as an approach rather than method, since it is defined in rather broad terms and represents a philosophy of teaching that is based on communicative language use. CLT has developed from the writings of British applied linguists such as Wilkins, Widdowson, Brumfit, Candlin, and others, as well as American educators such as Savignon (1983), all of whom emphasize notional-function concepts and communicative competence, rather than grammatical structures, as a central to language teaching.12

11

H. Douglas Brown, Principles of Language Learning and Teaching Fourth Edition, (New York: Longman, 2000), p. 266.

12

According to Diane Larsen-freeman: “Communicative approach is one of methods that emphasize the acquisition of linguistic structures or vocabulary”.13 According to her, when we communicate, we use the language to accomplish some function, such arguing, persuading or promising. Moreover, we carry out these functions within a social context. A speaker will choose a particular way to express his argument not only based upon his intent and his level of emotion, but also on whom he is addressing and what his relationship with that person is.

Graham Lock states the communicative approach is the method to make the learners can use the language to communicate appropriately in real context.14

Based on the assumptions above, the writer assumes that communicative approach is the approach that emphasizes the acquisition of linguistics to make the student have the communicative competence appropriately in real context.

b.

Principle of Communicative Approach

To make the students be communicative in English teaching and learning, so we must know the principles in communicative approach.

Some of these principles are summarized below:15

1. Meaning is of primary importance in CLT, and contextualization is a basic principle.

2. Attempts by learners to communicate with the language are encouraged from the beginning of instruction. The new language system will be learned best by struggling to communicate one’s own meaning and by negotiation of meaning through interaction with others.

3. Sequencing of materials is determined by the content, function, and/or meaning that will maintain students’ interest.

4. Judicious use of the native language is acceptable where feasible, and translation may be used when students find it beneficial or necessary. 5. Activities and strategies for learning are varied according to learner

preferences and needs.

6. Communicative competence, with an emphasis on fluency and acceptable language use, is the goal of instruction. “Accuracy is judged not in the abstract, but in context”

Finocchiaro and Brumfit mention some characteristics of Communicative Approach as follows:16

13 _{Diane Larsen-Freeman,}

Techniques and Principles in language Teaching, (New York: Oxford University Press, 1986), p. 123.

14

Graham Lock, Functional English Grammar; an introduction for second language teachers, (New York: Cambridge University Press, 1996), p. 265.

15

Muhammad Farkhan,An Introduction to Linguistics, (Jakarta: UIN Jakarta Press, 2005), P. 146.

16

Jack Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching; A Description and Analysis, (Cambridge: Cambridge University Press, 1986). p. 66.

Meaning is paramount.

Dialogs, if used, center on communicative functions and are not normally memorized.

Conceptualization is a basic premise.

Language learning is learning to communicate. Effective communication is sought.

Drillings may occur, but peripherally. Comprehensible pronunciation is sought.

Any device, which helps the learners, is accepted-varying according to their age, interest, etc.

Attempts to communicate may be encouraged from the very beginning. Judicious use of native language is accepted where feasible.

Translation may be used where students need or benefit from it. Reading and writing can start from the first day, if desired.

The target linguistic system will be learned best through the process of struggling to communicate.

Communicative competence is the desired goal.

Linguistic variation is a central concept in materials and methodology. Sequencing is determined by any consideration of content, function, or meaning which maintains interest.

Teachers help learners in any way that motivates them to work with the language.

Language is created by the individual often through trial and error.

Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context.

Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing.

The teacher cannot know exactly what language the student will use. Intrinsic motivation will spring from an interest in what is being communicated by the language.

Based on the principles above, it can be concluded that true communication is purposeful in communicative approach. Teacher gives the students an opportunity to express their opinion and their ideas. So, the student will be motivated to study a foreign language since they will feel they are learning to do something useful with the language they study.

c.

Design of Communicative Approach

In order to the teaching learning activities is successful, so the teacher must know the design of communicative approach. The design of Communicative Approach consists of five parts:

1) Objective

Piepho (1981) discusses the following levels of objectives in a communicative approach;

• A general education level of extra-linguistic goals (language learning within the school curriculum)

• A level of individual learning needs (remedial learning based on error analysis)

• An affective level of interpersonal relationships and conduct (language as a means of expressing values and judgments about oneself and others)

• A linguistic and instrumental level (language as a semiotic system and an object of learning)

• An integrative and content level (language as a means of expression)17 Based on the objective above, it means that communicative approach can be used in all education level. The goal of this method is to make the students have the communicative competence.

2) The syllabus

Discussions of the nature of the syllabus have been central in Communicative Language Teaching (CLT) or Communicative Approach. We have seen that one of the first syllabus models to be proposed was described as a notional syllabus (Wilkins 1976), which specified the semantic-grammatical categories (e.g, frequency, motion, location) and the categories of communicative function that learners need to express.18

Yalden (1983) describes the major current communicative syllabus types with reference sources to each model:

No Type Reference

1. Structures plus functions Wilkins (1976) 2. Functional spiral around

a structural core

Brumfit (1980)

3. Structural, functional, instrumental

Allen (1980)

4. Functional Jupp and Hodlin (1975)

5. Notional Wilkins (1976)

6. Interactional Widdowson (1975)

7. Task-based Prabhu (1983)

8. Learner generated Candling (1976), Henner-Stanchina and Riley (1978) 3) Learner roles

Breen and Candlin describe the learner’s role within CLT in the following terms:

The role of learner as negotiator-between the self, the learning process and the object of learning-emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that

17

Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 73.

18

he should contribute as much as he gains, and thereby learn in an interdependent way. (1980: 110)19

Based on the statement above, it can be concluded that the learners have the important roles in communicative approach. They should be given the opportunity to express their ideas and opinions. They must also be able to manage the process of negotiating meaning with their interlocutors.

4) Teacher roles

Breen and Candlin describe teacher roles in the following terms:

The teacher has two main roles: the first roles: the first role is to facilitate the communication process between all-participants in the classroom, and these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. The latter role is closely related to the objectives of the first role and arises from it. This role imply a set of secondary roles for the teachers: first, as an organizer of resources and as a resource himself, second as a guide within the classroom procedures and activities… a third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities. (1980: 99)20

According to statement above, it means that teacher have an important roles in communicative classroom. The teacher is manager of classroom activities. One of his major responsibilities is to establish situations likely to promote communication.

5) The role of instructional materials

A wide variety of materials have been used to support communicative approaches to language teaching. Practitioners of Communicative Language Teaching view materials as a way of influencing the quality of classroom interaction and language use. Materials thus have the primary role of promoting communicative language use. We will consider three kinds of materials currently used in CLT and label these text-based, task-based, and realia.21

The writer assumes that the role of instructional materials in communicative classroom used the authentic language materials, consist of three kinds of materials, they are text-based, task-based and realia. For example, the teacher uses a copy of a genuine newspaper article. He also assigns the students homework, requiring they listen to a live radio or television broadcast.

d.

Procedure of Communicative Approach

19

Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 77.

20

Jack Richard and Theodore S. Rodgers, Approaches and Methods.... P. 77.

21

In teaching the simple present tense in the experiment class using communicative approach, the writer uses the procedures below:

1) The teacher greets to the students.

2) The teacher distributes a handout that has a copy of the text in the simple present tense from the English book.

3) The teacher tells the students to underline the sentences in the simple present tense.

4) The teacher gives the students the direction for the activity in the target language.

5) The students try to mention the sentences in the simple present tense in different sentence.

6) The students unscramble the sentences of the handout. 7) The students play a language game.

8) The students are asked how they feel about the sentences. 9) A student makes an error. The teacher and the students ignore it.

10)The teacher gives each group of students a strip story and a task to perform. 11)The students work with a partner to predict what the sentences in the next

picture in the strip story will look like.

12) The students are to do a role play. They are to imagine that they are all employees of the same company.

13)The teacher reminds the students that one of them is playing the role of the boss and they should remember this when speaking to her.

14)The teacher moves from group to group offering advice and answering the questions.

15)The students suggest alternative forms they would use to state a prediction to a colleague.

16)After the role play is finished, the students elicit the relevant vocabulary. 17)For their homework the students are to analyze the sentences in the simple

present tense in the text on the English book.

e.

Strength and Weakness of Communicative Approach

Communicative approach is one of the methods in teaching English. There are student like and dislike with the teaching learning uses this method. It has the strengths and the weakness.

The writer concludes the strengths and weakness of Audio-lingual Method from the book of Jack C. Richard “Approach and Method in Language Teaching”.22

1) Strengths of Communicative Approach:

Students can develop their communicative intent. Students can learn from the experience.

Students can improve their motivation.

Teachers and students can create a context which supports learning. 2) Weakness of Communicative Approach:

It takes more time for teacher to make preparation. It needs teacher’s creativity to make the class a live.

The teacher should master the materials in shorts of real situation in class activities

The communicative function is often lost in the concentration on grammatical form.

Students often master form without ever mastering how the form is used to perform a communicative act.

3.

Audio-lingual Method

a.

Definition of Audio-lingual Method

Audio-lingualism has probably had a greater impact on second or foreign language teaching than any other method.

According to Wilga M. Rivers, in her book Teaching Foreign Language Skills, “The Application of Audio Lingual Method took the form of mimicry-memorization (usually of dialogue material) and structural pattern drilling (whereby students learned to manipulate structures to a point of automatic response to a language stimulus)”.

The four language skills (listening, speaking, reading and writing) are emphasized through oral drills and pattern practice, Rivers says; there are five assumptions of audio-lingual method, namely:

a. Language is speech not writing b. A language is a set of habit

c. Teaching the language and not about the language

d. A language is what its native speaker say, not what someone thinks they ought to say

e. Languages are different.23

David Nunan states the presentation and practice stages are the heart of audio-lingualism. The presentations were to be done exclusively in the target language.24

22

Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p. 64-83

23

Wilga M. Rivers, Teaching Foreign Language Skill, (Chicago: The University of Chicago Press, 1995), p. 81.

In teaching, Robert Lado states that audio-lingual method is “a method that considers listening and speaking the first and central task in learning a language, and reading and writing as skills follow speaking and listening.25

From the statement above, it means that this method emphasizes listening and speaking in teaching learning process, reading and writing as skills that follow speaking and listening.

So, the writer assumes that audio-lingual method is an approach which emphasizes on drilling, memorization and practice in teaching learning process.

f.

Principle of Audio-lingual Method

The principle of the Audio-lingual Method may be summed up in the following list (adapted from Prator and Celce-Murcia 1979):26

1) The teacher greets to the students.

2) New material is presented in dialogue form.

3) There is dependence on mimicry, memorization of set phrases. And over-learning.

4) Structures are sequenced by means of contrastive analysis and taught one at a time.

5) Structural pattern are taught using repetitive drills.

6) There is little or no grammatical explanation; grammar is taught by inductive analogy rather than deductive explanation.

7) Vocabulary is strictly limited and learned in context. 8) There is much use of tapes, language labs, and visual aids. 9) Great importance is attached to pronunciation.

10)Very little use of the mother tongue by teachers is permitted. 11)Successful responses are immediately reinforced.

12)There is a great effort to get students to produce error-free utterances. 13)There is a tendency to manipulate language and disregard content.

For a number of reasons the Audio-lingual Method (ALM) enjoyed many years of popularity, and even to this day, adaptations of the ALM are found in contemporary methodologies. The ALM was firmly rooted in respectable theoretical perspectives at the time. Materials were carefully prepared, tested, and disseminated, to educational institution. “Success” could be more overtly experienced by students as they practiced their dialogs in off-hours.

24

David Nunan, Language Teaching Methodology; a textbook for teachers, (London: Longman, 1991), p.231.

25

Robert Lado, Language Approach; A Scientific Approach, (New York: Mc. Graw Hill inc, 1976), p. 180.

26

H. Douglas Brown, Principles of Language Learning and Teaching fourth edition, (San Francisco State University: Longman, 2000), p. 74-75.

But the popularity did not last forever. Due in part to Wilga Rivers’s (1964) eloquent exposure of the shortcomings of the ALM, and its ultimate failure to teach long-term communicative proficiency, its popularity waned. We discovered that language was not really acquired through a process of habit formation and over-learning. Those errors were not necessarily to be avoided at all costs, and that structural linguistics did not tell us everything about language that we needed to know. While the ALM was a valiant attempt to reap the fruits of language teaching methodologies that had preceded it, in the end it still fell short, as all methods do. But we learned something from the very failure of the ALM to do everything it had promised, and we moved forward.

g.

Design of Audio-lingual Method

In order to the teaching learning activities is successful, so the teacher must know the design of Audio-lingual method. The design of Audio-lingual method consists of:

Objectives

Brooks distinguish between short-range and long-range objectives of an audio-lingual program. Short-range objectives include training in listening comprehension, accurate pronunciation, and recognition of speech symbol as graphic sign on the printed page, and ability to reproduce these symbols in writing (Brooks, 1964: 111). “These immediate objective imply three others: first, control of the structures of sound, form, and order in the new language; second, acquaintance with vocabulary items that bring content into these structures; and the third, meaning, in terms of significance these verbal symbols have for those who speak the language natively” (Brooks, 1964: 113). Long-range objectives “Must be language as the native speaker uses it, there must be some knowledge of a second language as it is possessed by a true bilingualist” (Brooks, 1964: 107)27

Based on the statement above, it means that the teacher wants his students be able to use the English communicatively.

The syllabus

Audio-lingualism is a linguistic, or structure-based, approach to language teaching. The starting point is a linguistic syllabus, which contains the key items of phonology, morphology, and syntax of the language arranged according to their order of presentation. These may have been derived in part from a contrastive analysis of the differences between the native tongue and the target language, since these differences are thought to be the cause of the

27

major difficulties the learner will encounter. In addition, the lexical syllabus of basic vocabulary items also usually specified in advance.28

The writer assumes that the syllabus that used is linguistic syllabus, with the key item of phonology to make the students have a good pronunciation because pronunciation is taught from the beginning.

Types of learning and teaching activities

Dialogues and drills form the basis of audio-lingual classroom practices. Dialogues provide the means of contextualizing key structures and illustrate situations in which structures might be used as well as some cultural aspects of the target language. Dialogues are used for repetition and memorization. Correct pronunciation, stress, rhythm, and intonation are emphasized. After a dialogue has been presented and memorized, specific grammatical patterns in the dialogue are selected and become the focus of various kinds of drill and pattern-practice exercises.29

The use of drills and pattern practice is a distinctive feature of the Audio-lingual Method. Various kinds of drills are used. Brooks (1964: 156-61) includes the following:

1. Repetition. The student repeats an utterance aloud as soon as he has heard it. He does this without looking at a printed text. The utterance must be brief enough to be retained by the ear. Sound is important as form and order.

2. Inflection. One word in an utterance appears in another form when repeated. 3. Replacement. One word in an utterance is replaced by another.

4. Restatement. The student rephrases an utterance and addresses it to someone else, according to instructions.

5. Completion. The student hears utterance that is complete except for one word, then repeats the utterance in completed form

6. Transposition. A change in word order is necessary when a word is added. 7. Expansion. When a word is added it takes a certain place in the sequence. 8. Contraction. A single word stands for a phrase or clause

9. Transformation. A sentence is transformed by being made negative or interrogative or through change in tense, mood, voice, aspect, or modality. 10. Integration. Two separate utterances are integrated into one.

11. Rejoinder. The student makes an appropriate rejoinder to a given utterance. He is told in advance to respond in one of the following ways:

Be polite, answer the questions, agree, agree emphatically, express surprise, express regret, disagree, disagree emphatically, question what is said, fail to understand.

12. Restoration. The student is given a sequence of words that have been culled from a sentence but still bear in basic meaning. He uses these words with a minimum of changes and additions to restore the sentence to its original form. He may be told whether the time is present, past or future.

According to the statement above, it means that the types of learning and teaching activities in Audio-lingual method presented through dialogs, emphasizes on drilling, memorization and practice.

28_{Jack Richard and Theodore S. Rodgers,}

Approaches and Methods ... p. 53

29

Learner roles

Learners are viewed as organisms that can be directed by skilled training techniques to produce correct responses. Learners play a reactive role by responding to stimuli, and does have little control over the content, pace, or style of learning. They are not encouraged to initiate interaction, because this may lead to mistakes. The fact that in early stages learners do not always understand the meaning of what they are repeating is not perceived as a drawback, for by listening to the teacher, imitating accurately, and responding to and performing controlled tasks they are learning a new form of verbal behavior.30

The writer assumes that students are imitators of the teacher’s model or the tapes she supplies of model speakers. They follow the teacher’s direction and respond as accurately and as rapidly as possible.

Teacher roles

In Audiolingualism, as in Situational Language Teaching, the teacher’s role is central and active; it is a teacher-dominated method. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learner’s performance. The teacher must keep the learners attentive by varying drills and tasks and choosing relevant situations to practice structures. Language learning is seen to result from active verbal interaction between the teacher and the learners. Failure to learn results only from the improper application of the method, for example from the teacher not providing sufficient practice or from the learner not memorizing the essential patterns and structures, but the method itself is never to blame.31

The writer assumes that the teacher is directing and controlling the language behavior of her students. She also is responsible for providing her students with a good model for imitation.

The role of instructional material

Instructional materials in Audio lingual Method assist the teacher to develop language mastery in the learner. They are primarily teacher oriented. A student textbook is often not used in the elementary phases of a course where students are primarily listening, repeating and responding. At this stage in learning, exposure to the printed word may not be considered desirable, because it distracts attention from the aural input. The teacher, however, will have access to a teacher’s book that contains the structured sequence of lesson s to be followed and the dialogues, drills, and other practice activities. When textbooks and printed materials are introduced to the student, they provide the texts of dialogues and cues needed for drills and exercises.

Tape recorders and audiovisual equipment often have central roles in an audio-lingual course. If the teacher is not a native speaker of the target language, the tape recorder provides accurate models for dialogues and drills.32

30

Jack Richard and Theodore S. Rodgers, Approaches and Methods ...p.56

31

Jack Richard and Theodore S. Rodgers, Approaches and Methods ... p.56

32

Based on the text above, it can be concluded that the role of instructional material consists of students’ textbook, teacher’s book, tape recorder and audiovisual equipment.

h.

Procedure of Audio-lingual Method

In teaching the simple present tense in the control class using audio-lingual method, the writer using the following procedures:

1) The teacher introduces a new dialogue.

2) The language teacher uses only the target language in the classroom. Actions, pictures, or realia are used to give meaning otherwise.

3) The language teacher introduces the dialogue by modeling it two times, she introduces the drills by modeling the correct answer; at other times, and she corrects mispronunciation by modeling the proper sound in the target language.

4) The students repeat each line of the new dialogue several times.

5) The students stumble over one of the lines of the dialog. The teacher uses a backward build up drill with this line.

6) The teacher initiates a chain drill in which each student greets another. 7) The teacher uses single-slot and multiple-slot substitution drills. 8) The teacher says, “Very good,” when the students answer correctly. 9) The teacher uses spoken cues and picture cues.

10) The teacher conducts transformation and question and answer drills.

11) When the students can handle it, the teacher poses the question to them rapidly.

12) The teacher provides the students with cues, she calls on individuals; she smiles encouragements, she holds up pictures one after another.

13) New vocabulary is introduced through lines of the dialogue; vocabulary is limited.

14) The teacher does a contrastive analysis of the target language and the students’ native language in order to locate the place where she anticipates her students will have trouble.

15) The teacher writes the dialog on the whiteboard toward the end of the week. The students do some limited written work with the dialog.

i.

Strengths and Weakness of Audio-lingual Method

The writer concludes the strengths and weakness of Audio-lingual Method from the book of Jack C. Richard “Approach and Method in Language Teaching”.33

1)Strengths of Audio-lingual Method

The strengths of Audio-lingual Method as mention below:

Students are able to make sentence pattern, which have been drilled. Students have good pronunciation.

It makes students to have a good comprehension in listening. 2)Weakness of Audio-lingual Method

Beside the strength, the weakness of the Audio-lingual Method likes mention below:

Students do not always understand the meaning of word that they are repeating.

Studying using Audio-lingual procedures is boring and unsatisfying. The students are not really active because it is a teacher dominated method.

B.

CONCEPTUAL FRAMEWORK

Learning is a process. It is said to be a process, because there is something to do (input) and result of the process (output). In the teaching-learning process, a learner as raw input has specific characteristics. The factors influencing learners in the teaching-learning process are curriculum, teachers, facilities, and management that work in a school.

The student’s successful is influenced by the English teacher method in teaching English. If the teacher uses a good method and interest for students, so the teaching learning process will be good too and make students enjoy for learning English.

In learning English, the students sometimes have a problems especially with grammar, some students think that it is boring subject and when they learn English they try to avoid the grammar because it is such confusing rules and hard when they have to study grammar

33

especially with tenses, the example tense is the simple present tense, they find some difficult to understand when they learn rules of using this tense.

In English language teaching, there are many kinds of method that can be used by the teacher. One of the methods used in English teaching is the communicative approach.

Theoretically, the communicative approach is more effective than audio-lingual method because one of the principles of communicative approach is meaning is primary importance. And one of the principles in audio-lingual method is great important is attached to pronunciation. It proven that meaning is more important that pronunciation. In audio-lingual method, the students only have a good pronunciation. They don’t always understand the meaning of the word that they are repeating. But in communicative approach, the students are able to use the language communicatively because communicative competence is desired goal.

The other reason to prove that communicative approach is more effective than audio-lingual method is the studying using audio-audio-lingual procedure is boring and unsatisfying for students, and in communicative approach the activities and strategies for learning are varied according to learner preferences and needs. It means that using communicative approach is more satisfying and not making the students bored. So, the students become more active and communicative because students as the student center in teaching learning process.

Based on the statements above, the writer assumes that communicative approach is effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang.

C.

HYPOTHESES

Based on the theory in concept above, the writer concludes the hypothesis could be formulated as follow:

1. Null Hypothesis (Ho).

It means that communicative approach is not effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang.

2. Alternative Hypothesis (Ha)

It means that communicative approach is effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description of the research method used in this research. Includes the objective of study, time and place of research, population and sample, research method, instrument of research, research procedure and data analysis.

A.

Objective of Study

As mention on previous chapter, the objective of this study is to know is effective the result on teaching the simple present using communicative approach.

B.

Time and Place of Study

This research was carried out at the seventh year students of SMP Islam al-Fajar, located at Jl. Aria Putra No. 102 Kedaung-Pamulang. The observation was conducted from November to December 2008.

C.

Population and Sample

The Population in this research is all of the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang. The seventh year of this school consists of three classes with 40 students in class VII A, 38 students in class VII B and 38 students in class VII C. So, all the students in seventh year are 116 students.

The writer did not take total number of population as sample but it was taken randomly 44 students. That was taken from the class of VII-A and VII-B, the VII-B as the experiment class and VII-A as the control class. The sample is taken by using cluster random sampling.

D.

Research Method

This research is an experimental study in which the experimental class and controlled class were conducted by the writer. In this research, the writer taught the students in

experimental class using the communicative approach and controlled class using audio-lingual method.

The research was done for ten meetings. The writer gave the pre-test in the first meeting. Then, after ten meetings the writer gave post test to both of the class. The test was same in quality and quantity to keep the reliability of the test. It was given to know which class got better learning achievement.

E.

Instrument of Research

The instrument of the research, the writer used the English grammar test to know students’ score in learning the simple present tense. And to know ‘is effective using communicative approach in teaching the simple present tense?’ The test had been given twice, those are pre-test and post-test. The test consists of 30 questions. In instrument of research include the specification as follow:

,- ,./.0.1.,2.34- 1

3- # 5.,1.3/ 6

6-*

6.36.37.35.64 0

/-" 3. 7. ,6. ,/. 3,.

30. 31. 32- 2

0-#&! &

*

" 2. ,4. ,,. ,3. ,0. ,7. ,5. 33- 2

F.

Research Procedure

Before doing research, the writer observed the location and population of SMP Islam Al-Fajar. The research was done in two classes, namely in experiment class and control class. The next step was treatment, where the experiment class would be taught using communicative approach and the control class would be taught using Audio-lingual method.

The writer gave the English grammar test before and after ten meetings in teaching the simple present tense of two classes using communicative approach and another using

audio-lingual method. The test consists of 30 items. There is no different question or format of question that was given to the students.

G.

The Technique of Data Analysis

To analyze the data, the writer uses t-test. The writer compared the score between experimental class and controlled class. This technique is useful to prove statistically is more effective using communicative approach than using audio-lingual method.

To find out the differences of students’ score in using communicative approach compared to the students’ score that used audio-lingual method, so the writer uses t-test formula.

Before using t-test formula, the writer has to find out the mean differences of variables by using formula as follows:

M1 = M’ + i

(

)

( )

N fx'

and M2 = M’ + i

(

)

( )

N fy'

And after getting mean differences of variables, the writer has to find out the standard of deviation of variable and standard error mean of variable by using formula as follows:

1. SD1 = i

(

)

N fx N

fx'2 ' 2

−

2. SD1 = i

(

)

N fy N

fy'2 ' 2

−

3. SEM1 =

1 1 1 − N SD

4. SEM2 =

1 2 2 − N SD

The next step is found out the standard error mean difference of variables by using formula as follows:

SEM1-M2 =

2 2 2 1 M M SE SE +

Then the last step is determining t-test by using formula:

t

0

=

2 1

2 1

M M

SE M M

−

−

t

0 = t-observation

M1 = Mean of Variable X (Variable I)

M2 = Mean of Variable Y (Variable II)

SEM1 = Standard Error of Mean Variable X

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the writer presents research finding consists of data description, hypothesis testing and discussion.

1.

Data Description

The data of the research will be described in the following table: Table 1.1

Students’ Score of Experiment Class

Students Score Students Score

1 43 12 60

2 60 13 56

3 33 14 40

4 60 15 26

5 76 16 60

6 60 17 20

7 60 18 33

8 76 19 50

9 60 20 53

10 53 21 56

11 70 22 66

Total Score 1171

Average 53.23

The table above describes the students’ score of experiment class in learning the simple present tense using communicative approach at the seventh year student of SMP Islam Al-Fajar Kedaung Pamulang in odd semester. In the experiment class consist of 22 students with different score on each student. Based on the table above, the highest score is 76 and the lowest score is 20. The total of students’ score is 1171 and the average is 53.23.

Table 1.2

Students’ Score of Control Class

Students Score Students Score

1 43 12 40

2 53 13 33

3 60 14 26

4 16 15 56

5 40 16 46

6 53 17 80

7 50 18 50

8 53 19 40

9 43 20 60

10 40 21 23

11 76 22 50

Average 46.86

The table above describes the students’ score of control class in learning the simple present tense using audio-lingual method at the seventh year student of SMP Islam Al-Fajar Kedaung Pamulang in odd semester. In the control class consist of 22 students with different score on each student. Based on the table above, the highest score is 80 and the lowest score is 16. The total of students’ score is 1171 and the average is 53.23.

Table 1.3

Interval of Score of Experiment Class

Score f

77-83 0

70-76 3

63-69 1

56-62 8

49-55 3

42-48 3

35-41 1

28-34 2

23-27 1

16-22 1

N1=22

The interval class on table above is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in experiment class.

Table 1.4

Interval of Score of Control Class

Score f

77-83 1

70-76 1

63-69 0

56-62 3

49-55 6

42-48 3

35-41 4

28-34 1

23-27 2

16-22 1

N2= 22

The interval class on table above is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in control class.

Table 1.5

Score f X x' (x')2 fx' (fx')2

77-83 0 3 9 0 0

70-76 3 2 4 6 12

63-69 1 1 1 1 1

56-62 8 M' (59) 0 0 0 0

49-55 3 -1 1 -3 3

42-48 3 -2 4 -6 12

35-41 1 -3 9 -3 9

28-34 2 -4 16 -8 32

23-27 1 -5 25 -5 25

16-22 1 -6 36 -6 36

N1=23 -24 130

The table above is describes mean calculation in experiment class. Based on the table above, the interval class is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in control class. X is mean (M) or average (59).

Table 1.6

The Mean Calculation of Control Class

Score f Y y' y'2 fy' fy'2

77-83 1 4 16 4 16

70-76 1 3 9 3 9

63-69 0 2 4 0 0

56-62 3 1 1 3 3

49-55 6 _{M' (52)} 0 0 0 0

42-48 3 -1 1 -3 3

35-41 4 -2 4 -8 16

28-34 1 -3 9 -3 9

23-27 2 -4 16 -8 32

16-22 1 -5 25 -5 25

N1=22 -17 113

The table above is describes mean calculation in control class. Based on the table above, the interval class is 7. F is frequency of the total students’ score in interval class. N (Number of Cases) is the total of frequency or the total number of students in control class. X is mean (M) or average (52).

To find out the differences of students’ score in using communicative approach compared to the students’ score that used audio-lingual method, so the writer uses t-test formula with the following steps:

1. Determining Mean I with Formula: M1 =M’ + i

(

)

( )

N fx'

= 59 + 7

(

)

( )

=

− 23

24

59 – 7.30 = 51.69

2. Determining Mean II with Formula:

M2 =M’ + i

(

)

( )

N fy'

= 52 + 7

(

)

( )

=

−

22 17

52 – 5.41 = 46.59

3. Determining of Standard Deviation of Variable I:

(

)

(

)

2 2

2 ' 2

'

1 7 5.65 1.04

23 24 23

130

7 − − = −

= − = N fx N fx i SD

=7 5.65−1.08 = 7 x 2.14 =14.98 4. Determining of Standard Deviation of Variable II:

(

)

(

)

2 2

2 ' 2

'

2 7 5.136 0.77

22 17 22

113

7 − − = −

= − = N fy N fy i SD

= 7 5.136−0.597 = 7 4.539

= 7 x 2.130 = 14.91

5. Determining Standard of Error Mean of Variable I:

SEM1 = =

− =

− 23 1

98 . 14 1 1 1 N SD 22 98 . 14

= 3.19

69 . 4 98 . 14 =

6. Determining Standard of Error Mean of Variable II:

SEM2 = =

− =

− 22 1

91 . 14 1 2 2 N SD 21 91 . 14

= 3.25

58 . 4 91 . 14 =

7. Determining Standard or Error Mean Difference of Mx and My:

SEM1-M2 =

2 2 2

1 M

M SE

SE + =

(

3.19

)

2 +

(

3.25

)

= 10.169+10.588

= 20.757 = 4.55 8. Determining t0 with formula:

t0 =

2 1 2 1 M M SE M M − −

= 1.119

55 . 4 1 . 5 55 . 4 59 . 46 69 . 51 = = −

9. Determining t-table in significance level 5% and 1% with df:

df =

(

N₁+N₂

)

−2=

(

22+22

)

−2=44−2=42.

Because the value of 42 is not mentioned in the table, the writer use that closer to 42 is 45 as (df) degree of freedom.

a. The significance level of 5% tt (t-table) = 2.02

b. The significance level of 1% tt (t-table) = 2.69

10.The comparison between t-score with t-table: t-score = 2.02 > 1.119 < 2.69

2.

Hypotheses Testing

The writer hypotheses described in chapter one ‘Is the communicative approach effective in teaching the simple present tense?’

The Statistic hypotheses states:

If t0 (t-observation) higher than tt (t-table), it means communicative approach is

effective in teaching the simple present tense. Ha is accepted and H0 is rejected.

If t0 (t-observation) lower than tt (t-table), it means communicative approach is not

effective in teaching the simple present tense. Ha is rejected and H0 is accepted.

From the result of the statistic calculation indicates that the value of the t0 is 1.119.

The degree of freedom (df) is 42 (obtained from (N1+N2-2) = (22+22-2)) in this skripsi, the writer used the degree of significance of 5% and 1%. In the table of significance, it can be

seen that on df = 45 and on the degree of significance of 5% and 1%, the value of the degree of significance are 2.02 and 2.69.

Since t0 score in the table is smaller than tt score obtained from the result of the

calculation, the alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is

accepted, or is not effective teaching the simple present tense using communicative approach.

3.

Discussion

In learning English students sometimes have problems especially with grammar. Students think that grammar is a boring subject and when they learn English they try to avoid grammar because it is such confusing rules and hard when they have to study grammar especially with tenses. For example tense is the simple present tense. They find some difficulties to understand when they learn rules of using this tense.

In English language teaching, there are many kinds of methods that can be used by the teacher. Two of the methods used in English teaching are the Communicative Approach and Audio-lingual Method. So, the writer used both of the method in this research, that is communicative approach and audio-lingual method.

The goal of this research is to prove “Is communicative approach effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang?”

Theoretically, the communicative approach is more effective than audio-lingual method because one of the principles of communicative approach is meaning is primary importance. And one of the principles in audio-lingual method is great important is attached to pronunciation. It proven that meaning is more important that pronunciation. In audio-lingual method, the students only have a good pronunciation. They don’t always understand the meaning of the word that they are repeating. But in communicative approach, the students are able to use the language communicatively because communicative competence is desired goal.

The other reason to prove that communicative approach is more effective than audio-lingual method is the studying using audio-audio-lingual procedure is boring and unsatisfying for students, and in communicative approach the activities and strategies for learning are varied according to learner preferences and needs. It means that using communicative approach is

more satisfying and not making the students bored. The students become more active and communicative because the students as the student center in teaching learning process.

Based on the statements above the writer assumes that using communicative approach is effective in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang because the communicative approach is more effective than audio-lingual method.

This research is an experimental study in which the experimental class and controlled class were conducted by the writer. In this research the writer taught the students in experimental class using communicative approach and the students in controlled class using audio-lingual method. The research was done ten meetings. After ten meetings the writer gave post test to both of the class. The test was same in quality and quantity to keep the reliability of the research. It was given to know how the scores of communicative approach in teaching the simple present tense. The test had been given twice, they are pre-test and post-test. At each of pre-test and post test consist of 30 questions, there is no different question or format of question that was given to the students on pre-test and post test.

To analyze the data, the writer uses “t-test” formula. The writer compared the score between experimental class and controlled class. This technique is useful to prove statistically “Is effective using communicative approach in teaching the simple present tense at the seventh year students of SMP Islam Al-Fajar Kedaung-Pamulang?”

Based on the data collected from the test gained from the experimental class taught by using communicative approach and the controlled class taught by using the audio-lingual method showed the mean scores of test in experimental class was 51.69, while the mean scores of test in controlled class was 46.59 and t0 (t observation) is 1.119. The degree of

freedom (df) is 42 obtained from (N1+N2-2) = (22+22-2). In this paper, the writer uses the degree of significance of 5%. In the table of significance, it can’t be found the df of 42. So it’s used the df of 45, and on the degree of significance of 5%, the value of degree of significance is 2.02. Comparing with the each value of degree of significance, the result is 2.02 > 1.119.

According to the explanation the analyses of the result on the tables above, we can interpret that teaching the simple present tense using communicative approach is not effective. It can be seen on the tables of score above that the students who learn simple present tense using communicative approach and audio-lingual method are not effective. The students’ score of simple present tense taught using communicative approach same with

taught using audio lingual method; it means that communicative approach is not effective in teaching the simple present tense.

7

%

(

!

8 #" "# " " *" " " " ( "&" "!"# "! #" 9 & '" "&"

" " "! " & "! " (" " " ("

# (( " " "("# *" " " ! '" " " " " !" '"

* " (" ! ( (" "

-7

$

• " #"#& # #" "# "! #" "!"# #&! &

* (" (" * "

-• " #"#& # #* " " & (( "" #&! &

* (" "!"# #&! & (" &"

-• " #"#& # ! ( "& "! #" "!"# #&! &

* (" (" * "

-• " #"#& # #" "# #" " " ( "&" "!"# "! (

#&! & * (" (" &"

-• " #"#& # 9 # #* " "! #" "!"# #&! &

* (" (" &"

-• " #"#& # #& "(" " "! ( "!"# #&! &

* (" &" !" '" " * &" " (" ("

!" '"

-7

$ $

6

$ $

"' < # (.

-< # (. #

#-"' 0 # (! *

2 3 (

"' . (! *

. (! * . #

#-"'

"# + ( . # #- "#

-"' . * # E ' &"&

-. #

#-7

7

• : " " 8" # " " " . (! + (

' ! . ? " " " * " ' " " 8 " "#".

3447@.

"!-/5-7

! "' D ' . " " E *

-7

&

" ( 3 " " " * &" " ("

-7

5

!

#

• "!"# " ( "&"

• 8 ("* "

• 8 # " "

%

$ $

• 8 # " " # (" " "! #" "!"# #&! &

* (" " ( *"'" " ! (

-• < # #*"'" " "! #" "!"# #&! & *

(" # (( " " !"+"! " " " ( * "

-• " # ( '"& !" ( "! #" "!"# #&! & *

(" " ( *"'" " ( '" " * "#""

-• 8 # " " # ( '"& !" ( "! #" "!"# #&! &

* (" " ( *"'" " ( '" " &

"!-• 8 " # #& " " "! #" "!"# #&! &

* (" '" " * &" " (" &" !"

(" " " ( &"

-%

(

• 8 #& ! " " #" &

• 8 #* " !" " "! " ( # ( ' & #" "#" "

• 8 #* " !" "

-7

! !" " &" " "" & * !")"

* !" ( (

;

! "#* ! " )" "*" " " ( " ( * !"

&" "

-! "! !"#&

-!" & ". " ( " (. , #* 3442

: " " . - 8 !" #" " "

! " #

$

!

%

&

!

&'

! #

(

)

(

*

+ $

! ',

-./ , 0

1

#

! .

2&.

3

45 4 6

%4 ' !

7

%

(

!

8 #" "# " " *" " " " ( "&" "!"# "! #" 9 & '" "&"

# (( " " "("# *" " " ! '" " " " " !" '"

* " (" ! ( (" "

-7

$

• " #"#& # #" "# "! #" "!"# #&! &

* (" (" * "

-• " #"#& # #* " " "! #" "!"# #&! &

* (" (" &"

-• " #"#& # ! ( "& "! #" "!"# #&! &

* (" (" * "

-• " #"#& # #" "# #" " " ( "&" "!"# "! (

#&! & * (" (" &"

-• " #"#& # 9 # #* " "! #" "!"# #&! &

* (" # (( " " (" &"

-• " #"#& # #& "(" " "! ( "!"# #&! &

* (" &" !" '" " * &" " (" ("

!" '"

-7

$ $

6

$ $

" !! . "

!! . "- "# + . " - "*

" "# !!. " - 8" " #

# (

+ ' - 8 # "!! ' #

(-" 0 + ; '

2 3 - # # + ' " +

' '

-" . ! + ' '

-! .

-7

7

• : " " 8" # " " " . (! + (

' ! . ? " " " * " ' " " 8 " "#".

3447@.

"!-,3-7

! "' D ' . " " E *

-7

&

" ( 3 " " " * &" " ("

-7

5

!

#

• "!"# " ( "&"

• 8 ("* "

• 8 # " "

%

$ $

• 8 # " " # (" " "! #" " ( *"'" " ! (

-• < # #*"'" " "! #" "!"# #&! & *

(" + # (( " " !"+"! " " " ( * "

-• " # ( '"& !" ( "! #" " ( *"'" " ( '" "

* "#""

-• 8 # " " # ( '"& !" ( "! #" " ( *"'" " (

'" " &

"!-• 8 " # #& " " "! #" '" " * &" " ("

&" !" (" " " ( &"

-%

(

• 8 #& ! " " #" &

• 8 #* " !" " "! " ( # ( ' & #" "#" "

• 8 #* " !" "

-7

! !" " &" " "" & * !")"

* !" ( (

;

! "#* ! " )" "*" " " ( " ( * !"

&" "

-! "! !"#&

-!" & ". " ( " (. / #* 3442

< " ( < " "