Developing students' ability in using present continuous tense through contextual teaching learning ( A classroom action research in the seventh grade of SMP al-Mubarak Pondok Aren)

DEVELOPING STUDENTS’ ABILITY IN USING
PRESENT CONTINUOUS TENSE THROUGH
CONTEXTUAL TEACHING LEARNING
(A Classroom Action Research in the Seventh Grade of SMP Al Mubarak
Pondok Aren)

By:
ULFIANTI ULFA
106014000443

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011

ABSTRACT
Ulfa, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense
Through Contextual Teaching Learning (A Classroom Action Research at VII
Grade of SMP Al Mubarak Pondok Aren)”. Skripsi, English Education
Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah

State Islamic University Jakarta, 2011.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Present Continuous Tense, Contextual Teaching Learning
This research is conducted in order to develop students’ ability in using
present continuous tense through contextual teaching learning at VII grade students of
SMP Al Mubarak Pondok Aren and also to help the English teacher of VII grade of
SMP Al Mubarak Pondok Aren in managing classroom activities in learning
grammar. As the subject of the study, were 32 students; 16 boys and 16 girls.
In conducting this research, the researcher used Classroom Action Research
(CAR) as the method of research. The researcher taught present continuous tense by
using contextual teaching learning approach at VII grade of SMP Al Mubarak
Pondok Aren. This research consisted of two cycles and each cycle consisted of four
elements, they are: planning, acting, observing, and reflecting. Each cycle conducted
in three meetings for one and a half months. To collect and analyze the data, the
researcher used the students’ score in pre-test and post-test and information from
interview, observation, questionnaire in order to support the data collected.
The result of this research shows that using contextual teaching learning in
teaching grammar at VII grade of SMP Al Mubarak Pondok Aren motivate the
students to study English and develop their grammar ability in using present
continuous tense. The students’ responses showed that they are interesting in learning

English grammar based on the result of interview and questionnaire they thought that
the activities are interesting. Moreover, the analysis of the data showed that there
was a significant difference of students’ achievement in the pre-test and post-test. The
students’ average in pre-test was 55.6, the average score in post-test 1 was 64.2 and
the average score in post-test II was 72.06. The students’ percentage who passed the
Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was
18.75%, in post-test 1 was 50%, and in post-test II was 81.25%.
Based on this result, the implication of the research showed that contextual
teaching learning can be applied to develop students’ grammar ability. The
implementation of contextual teaching learning in learning grammar help students to
use grammatical patterns effectively, and also the students are motivate and interest in
learning English grammar.

i

ABSTRAK
Ulfah, Ulfianti. “Developing Students’ Ability In Using Present Continuous Tense Through
Contextual Teaching Learning (A Classroom Action Research at VII Grade of SMP
Al Mubarak Pondok Aren)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas
Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,

2011.
Advisor: Dr. Ratna Sari Dewi, M.Pd
Key words: Present Continuous Tense, Contextual Teaching Learning
Penelitian ini dilaksanakan untuk mengembangkan kemampuan siswa pada present
continuous tense dengan menggunakan contextual teaching learning di kelas VII SMP Al
Mubarak Pondok Aren dan juga untuk membantu guru bahasa Inggris kelas VII SMP Al
Mubarak Pondok Aren mengelola kegiatan kelas dalam mempelajari grammar. Sebagai
subjek penelitian ini, ada 32 siswa; 16 laki-laki dan 16 perempuan.
Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas
(PTK) sebagai metode penelitian. Peneliti mengajarkan present continuous tense dengan
menggunakan pendekatan contextual teaching learning di kelas VII SMP Al Mubarak
Pondok Aren. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur:
perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga pertemuan
selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti
menggunakan hasil pre-test dan post-test dan informasi dari wawancara, observasi, dan
angket untuk mendukung pengumpulan data.
Hasil penelitian ini menunjukkan bahwa penggunaan contextual teaching learning
dalam mengajar grammar di kelas VII SMP Al Mubarak Pondok Aren dapat memotivasi
siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka.
Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris

karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis
menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan
post-test. Nilai rata-rata siswa pada pre-test mencapai 55.6, pada post-test 1 mencapai 64.2
dan post-test II mencapai nilai 72.06. Persentase siswa yang lulus Kriteria Ketuntasan
Minimal (KKM) pada pre-test sebesar 18.75%, pada post-test 1 sebesar 50% dan pada posttest II sebesar 81.25%.
Berdasarkan hasil ini, implikasi dari penelitian menunjukkan bahwa contextual
teaching learning bisa diterapkan untuk mengembangkan kemampuan grammar siswa.
Penerapan contextual teaching learning dalam mempelajari grammar membantu siswa
mampu menggunakan pola grammar secara efektif dan siswa juga termotivasi dan tertarik
dalam mempelajari struktur bahasa Inggris.

ii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.
Praise and gratitude be to Allah for giving strength and guidance for the
writer, so that this paper can be finished thoroughly. Peace and blessing be upon
Prophet Muhammad SAW, his families, his relatives and all followers.
This “skripsi” is presented to the faculty of Tarbiyah and Teachers’

Training State Islamic University Syarif Hidayatullah Jakarta in partial fulfillment
of the requirement for the degree of Strata 1 (S1) at English Education
Department.
In this process of finishing this “skripsi”, the writer got many guidance
and motivation from people around her. Therefore, the writer would like to
express her deepest gratitude to her parents and her sibling who give support, love
and pray for her.
The writer would like to express her special gratitude to her honorable
advisor; Dr. Ratna Sari Dewi, M.Pd who always gives advices, motivation and her
time to finish this paper, hopefully Allah always bless her with her family, she is
always healthy and May Allah grant all of her wishes. Besides, the writer would
also deliver special thanks to:
1. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and
Teacher’s Training.
2. Drs. Syauki, M.Pd. and Neneng Sunengsih, S. Pd. as Head and Secretary of
the English Department.
3. Drs. Nasrun Mahmud M.Pd. who accept my paper title.
4. All lecturers in the English Department, for teaching precious knowledge and
for giving wonderful study experience.
5. The Head of SMP Al Mubarak, Pondok Aren, H. Nahrawi Mughni, S.Ag.

6. The English Teacher of SMP Al Mubarak, Pondok Aren, Dra. Romlah.
7. The writer’s great mother, Mrs. Nur Aini.
8. The writer’s great father, Mr. Mudori
9. The writer’s beloved sister, Hezmi Emimah and also my beloved Grandma
iii

and Grandpa who motivated her in doing “skripsi” and thanks on your pray,
motivation and love.
10. Ms. Reni Septiati, S.Pd thank you so much for your advice and support.
11. The students of seventh grade of SMP Al Mubarak who have contributed her
in collecting data during the research.
12. The writer’s best friends, Mumut, Nina, Puji, Vivi, Ary, Zaki, Uvi, Riri,
Yuning, Nia thanks for their help, support and motivation.
13. The writer friend, Deden, thanks for his support and pray for her.
14. She would also thank to all her friends at “C” class of English Education
Department academic year 2006, thank you for being a good friend during her
study at UIN.
15. All the writer’s wonderful friends the English Department whom the writer
cannot write all their names, who have continuously given aid, great support
and suggestion to the writer in finishing this paper.

16. To any other person who cannot be mentioned one by one for their any
contribution to the writer during finishing her “Skripsi”.
17. Atma Jaya Library, PKBB.
18. Last, but not least thank to all the writer’s friends and teachers.

Jakarta, Juni 2011
The Writer

iv

TABLE OF CONTENTS

TITLE
APPROVAL
ENDORSEMENT SHEET OF EXAMINATION COMMITTEE
ABSTRACT ..................................................................................................

i

ABSTRAK .....................................................................................................

ii

ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS ..............................................................................

v

LIST OF TABLES ........................................................................................ viii
LIST OF FIGURES ...................................................................................... ix
LIST OF APPENDICES ...............................................................................

x

CHAPTER I INTRODUCTION
A. The Background of the Problem .......................................

1

B. The Identification of the Problem .....................................

4

C. The Limitation of the Problem .........................................

4

D. The Formulation of the Problem .......................................

5

E. The Aim of the Research .................................................

5

F. The Significance of the Research .....................................

5

CHAPTER II THEORETICAL FRAMEWORK

A. Present Continuous Tense ................................................

6

1. The Understanding of Present Continuous Tense .........

6

2. The Usage of Present Continuous Tense ...................... 11
3. The Form of Present Continuous Tense ....................... 12
B. Contextual Teaching Learning ………………………… ... 15
1. The Understanding of Contextual Teaching Learning . 15
2. The Characteristics of Contextual Teaching Learning . 17
3. The Strategies of Contextual Teaching Learning ......... 19
4. The Components of Contextual Teaching Learning ..... 21
C. Action Hypothesis ............................................................. 23
v

D. Relevant of the Study ........................................................ 24
CHAPTER III RESEARCH METHODOLOGY

A. The Purpose of the Research ............................................. 25
B. The Time and the Place of the Research ............................ 25
C. The Method of the Research .............................................. 26
D. The Subject and the Object of the Research ....................... 26
1. The Subject of the Research ........................................ 27
2. The Object of the Research ......................................... 27
E. The Researcher’s Role on the Research ............................ 27
F. Research Design ............................................................... 27
G. The Classroom Action Research Procedure ...................... 30
1. Planning Phase ........................................................... 30
2. Acting Phase .............................................................. 30
3. Observing Phase ......................................................... 30
4. Reflecting Phase ......................................................... 31
H. The Result of Expected Action Intervention ...................... 31
I. The Data and Sources of Data ........................................... 31
J. The Instrument of Data Collection .................................... 32
K. The Technique of Collecting Data ..................................... 32
L. The Technique of Data Analysis ....................................... 33
M. The Trustworthiness of Study............................................ 35
1.

Validity of Data ...................................................... 35

2.

Discriminating Power .............................................. 37

3.

Difficulty Item ......................................................... 38

N. Criteria of the Action Success .......................................... 39

CHAPTER IV RESULT AND DISCUSSION
A. The Descriptions of the Data ............................................. 40
1 The Result of Observation ................................. 40
2 The Result of Pre Interview ............................... 41
vi

3. The Result of Questionnaire ............................... 41
4. The Result of Pre-Test........................................ 44
B. The Implementation of Cycle 1 ......................................... 47
1. Planning .......................................................... 47
2. Acting ............................................................. 48
3. Observing ........................................................ 49
4. Reflecting ........................................................ 51
C. The Implementation of Cycle II .......................................... 51
1. Planning ........................................................... 51
2. Acting ............................................................. 51
3. Observing ........................................................ 53
4. Reflecting ........................................................ 54
D. The Data Analysis .............................................................. 54
1. The Result of Post Interview…………………. ... 54
2. The Result of Post Questionnaire ……………... . 55
3. The Result of Post Test……………………….. ... 59
a. The Result of Post Test in the First Cycle……. ... 59
b. The Result of Post Test in the Second Cycle…. ... 62
E. The Interpretation of Test Result......................................... 65
F. Discussion………………………………………………… . 68
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ....................................................................... 69
B. Suggestion ....................................................................... 70
BIBLIOGRAPHY ........................................................................................ 73
APPENDICES .............................................................................................. 75

vii

LIST OF TABLES

Table 2.1 Example of Present Continuous Tense…. ........................................... 7
Table 2.2 Affirmative Form of Present Continuous Tense…. ............................. 11
Table 2.3 Negative Form of Present Continuous Tense…................................... 11
Table 2.4 Interrogative Form of Present Continuous Tense…. ........................... 12
Table 2.5 Use of Contraction in Present Continuous Tense…. ............................ 12
Table 2.6 Spelling of – ing in Present continuous Tense…. ................................ 13
Table 4.1 Result of Pre-Questionnaire…. ........................................................... 42
Table 4.2 Students’ Scores of Pre Test…. .......................................................... 45
Table 4.3 Result of Post Questionnaire…. .......................................................... 56
Table 4.4 Result of Questionnaire…. ................................................................. 58
Table 4.5 Students’ scores of post-test 1…. ........................................................ 59
Table 4.6 Students’ scores post-test 2…. ............................................................ 62
Table 4.4 Percentage of students’ grade improvement…. ................................... 66
Table 4.5 Data of Research Result…. ................................................................. 66
Table 4.6 Students’ Score of Pretest, Posttest 1, and Posttest 2…. ...................... 67

viii

LIST OF FIGURES

Figure 3.1 Kurt Lewin’s Action Research Design…. .......................................... 28
Figure 3.2 The researcher design modified from Kurt Lewin…. ........................ 29
Figure 4.1 Students’ grade chart in pre-test…..................................................... 46
Figure 4.2 Students’ grade chart in post-test 1…. ............................................... 60
Figure 4.3 Students’ grade chart in post-test 2…. ............................................... 63
Figure 4.4 Students’ grade chart from pre-test to post-test 2…. .......................... 66

ix

LIST OF APPENDICES

Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix

1a Interview before CAR ..................................................................74
1b Result of interview before CAR ...................................................75
2a Interview after CAR .....................................................................77
2b Result of Interview after CAR......................................................78
3a Questionnaire for students before CAR ........................................81
3b Result of Questionnaire for students before CAR .........................82
4a Questionnaire for students after CAR ...........................................84
4b Result of Questionnaire for students after CAR ............................85
5a Instrument of Pre Test and Answer Key in Pre-test ......................87
5b Instrument of Post Test 1 and Answer Key in Post-test 1 .............90
5c Instrument of Post Test and Answer Key in Post-test 2.................93
6a List of Students’ Score .................................................................96
6b Students’ Score Progression Chart ...............................................97
7a Result of Pre-test .........................................................................98
7b Result of Post-test 1 .................................................................. 100
7c Result of Test of Post-test 2 ...................................................... 102
8a Item Analysis of Validity Test................................................... 104
8b Item Analysis of Pre-test ........................................................... 108
8c Item Analysis of Post-test 2....................................................... 111
9a Guideline Observer of Cycle 1 .................................................. 113
9b Guideline Observer of Cycle 2 .................................................. 115
10a Field Notes before CAR .......................................................... 117
10b Field Notes of Cycle 1 ............................................................ 118
10c Field Notes of Cycle 2 ............................................................. 119
11a Lesson Plan Cycle 1……………………………………………120
11b Lesson Plan Cycle 2 ................................................................ 129
12a Blueprint Pre-test .................................................................... 138
12b Blueprint Post-test 1................................................................ 139
12c Blueprint Post-test 2 ................................................................ 140

x

CHAPTER 1
INTRODUCTION
A. The Background of the Problem
Language helps people understand themselves and the world around
them. Whenever people think about language, they will think that languge
is very important in their life, people use languange everywhere and
everytime they do their activity. By language they can express their
opinion, ideas, comments, suggestion, advice, and they can share their
experiences and etc. People have to master English language, because
English is global language in connecting people from various cultural
background of countries in the world. They can communicate each other
by using English to get some information and knowledge through written,
electronic and spoken media.
English is the first foreign language in Indonesia which has been
taught in formal schools, starting from elementary school until
universities. This is done simply to fulfill the need to master the language,
which is important. The aim of English teaching in Indonesia especially

1

2

for Junior High School is students have to master four skills. They are
Listening, Speaking, Reading, and Writing. To master these four skills of
the language, student can’t avoid studying grammar. With grammar people
can express their ideas precisely in communication.
One of important aspects of language that should be mastered by
students is grammar, grammar divided into many parts, tense is one of
them. Tense is verb form that shows the time of action; the
present/past/future.

1

Students will find tense when they learn English

language, but students doesn’t find tense in Indonesian language. This is
one of the factor that make students have difficulty to understand about
tenses. There are five of basic tenses, one of them is present continuous
tense. Present continuous tense is stated in curriculum for the seventh
grade of Junior High School. Present continuous tense is used to talk about
actions and situations that are all ready going on at the moment of
speaking.2 People actually use it when there are some points, some values
in commenting people’s actions. Based on Competency Standard- Standar
Kompetensi (SK) and Basic Competency- (KD), the objective of teaching
present continuous tense for the student of seventh grade Junior High
School are expected to be able to express meaningful ideas in term of
functional text and simple short essay in the form of descriptive and
procedure to interact with people in their nearest environment3
The purpose of this research is to solve students problem in
learning grammar. Based on the writer experience during observation in
the seventh year at SMP Al Mubarak Pondok Aren, the writer found the
students’ error in making good sentences, after the students learn about
present continuous tense, mostly they didn’t understand how to make a

1
2

Oxford Dictionary (New York: Oxford University Press.2000), p. 445
Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1980),

p. 496
3

Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentang Kerangka Dasar
dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 13.

3

good sentences by using present continuous tense, and they confused in
add-ing form to verb, it is caused of many factors: First, the students’
understanding of grammar is low. Second, the students didn’t really pay
their attention to the teacher explanation about the lesson. Third, the
students felt bored in following teaching learning activities. It is hard to
develop students’ ability in learning grammar. Therefore, to solve the
problems, teachers have to use a new method or approach to develop the
students’ ability in using present continuous tense.
In the reality, not all of the students have good ability in using
present continuous tense, but teachers can develop students’s ability in
using present continuous tense through appropriate method or approach. In
teaching tenses, there are many methods or approaches, contextual
teaching learning (CTL) is one of approach that can be used to teach
present continuous tense.
Nowadays, contextual teaching and learning is one of new approach
which socialized in Indonesia. Contextual Teaching Learning (CTL) is a
learning concept, which helps teachers to chain between the teaching
material and the real situation faced by the student. In addition it can help
student to apply the knowledge in the real world. According to this
concept the learning process goes naturally. It is not only students learn
and do it, but also teacher transfer the knowledge to students. The teaching
learning strategies are more important than the outcomes. Contextual
Teaching and Learning (CTL) helps us to relate subject matter content to
real world situations and motivate students to make connections between
knowledge and its applications to their life as family members, citizens,
and workers and engage in the hard work that learning requires.
Contextual teaching and learning have strategies, such as Problem-Based,
Using Multiple Contexts, Drawing upon Student Diversity, Employing
Authentic Assessment, Using Interdependent Learning Groups, Supporting
Self-Regulated Learning.

4

Many of these strategies are used in classrooms today. Activities
such as team teaching, cooperative learning, integrated learning, workbased learning, service learning, problem-based learning, and others
support CTL and are already occurring in many classrooms and schools.
Many educators routinely use these activities to encourage inquiry,
creative problem solving, and use of higher order thinking skills. These
educators see these teaching and learning processes as methods to help all
students meet state and local standards. To make CTL to be effective, all
these strategies must be present in the teaching and learning experience.
And the writer regards that the strategies in CTL method can help students
to develop students understanding of present continous tense.
In this research paper the writer will discuss about contextual
teaching and learning as a method in developing students’ ability in using
present continuous tense. Based on the problem above. The writer regards
that CTL can help students develop their ability in using present
continuous tense, then the writer entitle this research paper: Developing
Students’’ Ability In Using Present Continuous Tense Through
Contextual Teaching Learning (A Classroom Action Research at the
seventh grade of SMP Al Mubarak Pondok Aren).

B. The Identification of the Problem
Based on the background of the problem above, it can be identified some
problems:
1. The students’ difficulties in making good sentences by using present
continuous tense.
2. The students’ difficulties in add- ing form.
3. The students feel bore in following teaching learning activities.

5

C. The Limitation of the Problem
The writer limits the study to the implementation of contextual teaching
learning to develop the students’ ability in using present continuous tense
at VII grade students of SMP Al Mubarak Pondok Aren.

D. The Formulation of the Problem
Through this paper, the writer would like to focus on ‘Contextual
Teaching and Learning’ as an approach in teaching ‘present continuous
tense’ in SMP Al Mubarak Pondok Aren Tangerang Selatan. To make the
study easy to understand, the writer formulates the problem as follows:
“Can Contextual Teaching Learning develop students’ ability in learning
present continuous tense?”

E. The Aim of the Research
The aim of the research are to know wether Contextual Teaching and
Learning (CTL) can develop students’ ability in using present continuous
tense for the first year students of SMP Al Mubarak Pondok Aren
Tangerang Selatan.

F. The Significance of the Research
After finishing her study, the writer hopes that, this research paper
will be useful for other people. The contribution of this research are
conveyed to:
1. For the teacher, especially to English teachers, the result of this research
is expected to be able to give contribute about how to teach present
continuous tense based on the contextual teaching and learning and give
more variation of approaches or methods in teaching English grammar.
2. For the reader to give more information in teaching grammar through
contextual teaching learning.

CHAPTER II
THEORETICAL FRAMEWORK

A. Present Continuous Tense
1. The Understanding of Present Continuous Tense
Present Continuous Tense consists of three words; present,
continuous and tense which each word has its own meaning
ethymologically. Present is period of time which is happening now not the
past or the future. Continuous is without a pause or interruption. Tense is
any of the form of a verb that which show the time at which an action
happened.1 From the information above the writer conclude that present
continuous tense is any of the form that which show the time that used to
express an action on period of time which is happening now.

1

Cambridge Advanced Learner 6th ed. (New York: Oxford University Press, 2005),
pp.269, 995, 1337

6

7

The present continous tense also called present progressive tense is
one of the important elements of English language. Some grammarian
defines present continous tense using their own theory. Therefore, there
are some theories of it. The first theory according to Betty Schrampfer
Azar who stated that present continous tense has two functions: (1)
Present progressive expresses an activity that is in progress at the moment
of speaking. It began in the recent past, it is continuing at the present, and
will probably end at some point in the future. For example: (a) John is
sleeping right now, (b) I need an umbrella because it is raining, (c) John
and Mary are talking on the phone. (2) Present progressive often express
the activity of general nature: something generally in progress this week,
this month, this year. For example: (d) I am taking five courses this
semester. (e) John is trying to improve his work habits, (f) she is writing
another book this year.2
Present continuous tens not only expresses the activity of general
nature and the activity that is in progress at the moment of speaking, but
present continuous tense also expresses future time. Present continuous
may be used to express future time when the idea of the sentence concerns
a planned event or definite intention. A future meaning for present
continuous tense is indicated either by future time words in the sentence or
by the context. For examples:
(a) My wife has appoinment with a doctor. She is seeing Dr. North next
Tuesday.
(b) Sam has already made his plans. He is leaving at noon tomorrow.
(c) A: what are you going to do this afternoon?

2

Betty Schrampfer Azar, Understanding and Using English Grammar 2nd ed, (New
Jersey: Prentice Hall Regents, 1989), p. 11

8

B: After lunch I am meeting a friend of mine. We are going shopping.
Would you like to come along?3
In addition, Betty Schrampfer Azar explains in her book that the
word always is used not only in simple present but also used in present
continuous. But the usage of always in simple present tense is different
with the usage of always in present continuous. In simple present always is
used to describe habitual or everyday activites. But, in present continuous
always is used to complain, such as to express annoyance or anger. For
example:4
Table 2.1
· Mary always leaves for school at Simple present
“always” is used to describe habitual

7:45.

· Mary is always leaving her dirty Present continuous
socks on the floor for me to pick up! “as well as always the word forever
Who does she think I am? Her maid?
· I

am

and constantly are used with present

always/forever/constantly progressive to express annoyance.

picking up Mary’s dirty socks!

From the explanation above, present continuous tense also called
present progressive tense. Present continuous tense have mutual function
to expresses the activity of general nature, the activity that is in progress at
the moment of speaking, and expresses future time when the idea of the

3

Betty Schrampfer Azar, Understanding and Using English Grammar,..., p. 50

4

Betty Schrampfer Azar, Understanding and..., p. 16

9

sentence concerns a planned. Present continuous also used to express
annoyance or complain when add by “always/forever/constantly”.
The second definition is derived from Michael Swan in his book
Practical English usage which explains some function of present
continuous tense.5 They are:
§ Present progressive tense is made with am/are/is+ing. The commonest
use of present progressive tense is to talk about actions and situations
that are already going on at the moment of speaking.
Example: Hurry up we’re all waiting for you
Why are you crying? Is something wrong?
§ Present progressive tense is often used to talk about developing or
changing situations.
Example : The weather’s getting better and better
§ Present progressive is used to talk about temporary situations. It is not
used to talk about permanent situations, or about regular happenings or
habit.
Example : My sister living at home for the moment.
§ We sometime use present progressive in a more general way, to talk
about something that may be going on at any time.
Example : I dont like to be disturbed if I’m working.
Referring to the definitions above, the writer may conclude that
present continuous tense is giving expression to talk about developing or
changing situations, to talk about something that may be going on at any
time, and also used to talk about temporary situation. It means that present
continuous tense is not used to talk about regular happenings or habit.

The writer takes the third definition from Raymond Murphy who
explains some functions of present continuous tense.6
5

496

Michael Swan, Practical English Usage, (Hongkong: Oxford University Press, 1980) p.

10

The first function is used to talk something that is happening at the
time of speaking.
§ Let’s go out now. It isn’t raining anymore.
§ I’m tired. I’m going to bed now. Goodnight!
The second is to talk about something that happening around the
time of speaking, but not necessarily exactly at the time of speaking.
§ Catherine want to works in Italy, so she is learning Italian.
It means that perhaps Catherine is not learning Italian exactly at the
time of speaking.
The third function is use to talk about something that is happening
in a period around now such as today, this evening, etc.
§

You’re working hard today. ‘Yes, I have a lot to do’.

§

Ann is not watching her favorite program on TV this evening. She
wants to studies for the exam.
The fourth function is to talk about something that is happening to

changing situations.
§ The population of the world is raising very fast.
§ Is your condition getting better?
Similar with simple present tense, we can use present continuous
tense to talk about habitual action. We normally use simple present to refer
to things we do on regular basis. However with certain time expression

6

1985) p. 2

Raymond Murphy, English Grammar in Use, (Cambridge: Cambridge University Press,

11

such as all the time, always, constantly, continually, forever, etc. We can
use present continuous tense.7
§ They’re forever asking me to visit them.
We use present continuous tense in this way to stress the repetitiveness of
an action and sometimes (but not necessarily) to express our irritation with
this.
From the definition above we know that between Michael Swan and
Raymond Murphy they have same opinion about present continuous tense
which is one of the functions of present continuous tense is to talk about
something that is happening or developing to changing situations. Another
definition showed that similar with simple present, present continuous
tense used to express habitual action with certain time expression such as
all the time, always, constantly, continually, forever. Present continuous
tense used in this way to stress the repetitiveness of an action and
sometimes to express irritation or anger.

2. The Usage of Present Continous Tense
Considering of the explanation above, present continuous has a
function that can be use to express many expression, the writer conclude
the use of present continous tense they are:
a) The present continuous tense express an activity that is in progress at
the moment of speaking.
· Be quiet! The baby is sleeping.
b) To express the activity of general nature: something generally in
progress this week, this month, this year,etc.
· I am taking English course this month.
7

Martin Parrott, Grammar for English Language Teachers, (Cambridge: Cambridge
University Press, 2000) p. 158

12

c) The present continuous tense is use to talk about planned event in the
future.
· We are probably spending next weekend at home.
d) To express complain by using always, such as to express annoyance,
irritating or anger.
· I am always forgetting people’s names.
e) Present continuous tense is use to talk about something that is
happening in developing or changing situations.
· My father’s condition is getting better right now.
f) Present progressive is used to talk about something that is happening in
temporary situations.
· She is living at flat for the moment.
g) We sometime use the present progressive in a more general way, to talk
about something that may be going on at any time.
· You look lovely when you’re smiling.
h) To talk about something that is happening around the time of speaking,
but not necessarily exactly at the time of speaking.
· Some friends of mine are building their own house. They hope it will
be finished before next summer.

3. The Form of Present Continuous Tense
According to A.J Thomson and A.V Martinet, the present
continous tense is formed with the present tense of auxiliary verb to be +
the present participle (infinitive + ing).8

8

A.J Thomson and A.V Martinet, A Practical English Grammar third edition. (New
York: Oxford University Press, 1986) p. 139

13

Table 2.2
Subject

To be

V1 + ing

I

am

working

are

working

is

working

You
We

Affirmative

They
He
She
It
Table 2.3
Subject

To be

Not

V1 + ing

I

am

not

working

are

not

working

is

not

working

You
Negative

We
They
He
She
It

Table 2.4
To be

Subject

V1 + ing

Am

I

working?

You
Interrogative

Are

We

working?

They
He
Is

She
It

working?

14

In addition, there is also an explanation about the use of contraction,
which is explained by Betty Azhar in her book Fundamentals of English
Grammar:9
Table 2.5
Subject

To be

V1 + ing

I

am

I’m working

You

You’re working

are

We

We’re working

Contraction
Pronoun + be

They

They’re working

He

He’s working

She

is

It

She’s working

It’s working

In Betty azar’s book Understanding and Using English Grammar there
is also an explanation about spelling of –ing. The explanation as follow:10
Table 2.6
1) Verbs that end in -e

a. hope – hoping
date – dating

If the verb end in –e, drop
the –e and add – ing.*

injure – injuring
2) Verbs that end in a
vowel and a

One-Syllable Verbs
b. stop-stopping

9
Betty Schrampfer Azar, Fundamentals of English Grammar, (New York: Longman,
1985), 3th Ed., p.4
10
Betty Schrampfer Azar, Understanding and Using English Grammar..., p. 9

15

consonant

rob-robbing

1 vowel – 2 consonants.**

beg-begging
c. rain-raining
fool-fooling

2 vowels – 1 consonant.

dream-dreaming
Two-Syllable Verbs
d. listen-listening
offer-offering

1st syllable stressed – 1
consonant.

open-opening
e. begin-beginning
prefer-preferring

2nd syllable stressed – 2
consonants.

control-controlling
3) Verbs that end in
two consonants

f. start-starting
fold-folding

If the verbs end in two
consonants, just add – ing.

demand-demanding
4) Verbs that end in -y

g. enjoy-enjoying

If –y is preceded by a

pray-praying

vowel, keep the –y, add –

buy-buying

ing.

h. study-studying
try-trying

If –y is preceded by a

reply-replying

consonant:
-keep the –y, add –ing.

5) Verbs that end in ie

i. die-dying
lie-lying

Change –ie to –y, add –
ing.

tie- tying
* Exception: if a verb ends in –ee, the final –e is not dropped: see-seeing,
agree-agreeing.
** Exception: -w and –x are not doubled: plow-plowing, fix-fixing, blowblowing.

16

Based on the explanation above if the verb end in –e, drop the –e
and add – ing, for example: date-dating, if the verbs end in two
consonants, just add – ing, example: starting. And if verbs that end in –y, y
is preceded by a vowel, keep the –y and add –ing, for example: praypraying or y is preceded by a consonant and keep the –y and add –ing, for
example: replay-replaying. Furthermore, if verbs that end in –ie, change –
ie to –y and add –ing, for example: lie-lying

B. Contextual Teaching Learning (CTL)
1. The Understanding of Contextual Teaching Learning
According to Johnson, contextual teaching and learning is an
educational process that aims to help students see meaning in the academic
material they are studying by connecting academic subjects with the
context of their daily lives, that is with context of their personal, social,
and cultural circumstance. To achieve this aim, the system encompasses
the following eight component: making meaningful connection, doing
significant work, self-regulated learning, collaborating, critical and
creative thinking, nurturing the individual, reaching high standard, using
authentic assesment.11
More spesific explanation Johnson said that the heart of contextual
teaching and learning is the connection that leads to meaning. When young
people can connect the context of an academic subject with their own
experiences, they discover meaning, and meaning give them a reason for
learning.12
Nurhadi

stated

in

Pembelajaran

Kontekstual

(CTL)

dan

Penerapannya dalam KBK, a definition of CTL based on the Washington
11
12

Elaine B. Johnson, Contextual Teaching & Learning, (Bandung: MLC, 2006), p. 19
Elaine B. Johnson, Contextual Teaching & Learning,..., p. 14

17

State Consortium for CTL, as follow: “contextual teaching is teaching that
enables students top reinforce, expand and apply their academic
knowledge and skills in a variety of in school and out-of-school settings in
order to solve simulated or real world problems.”13
According to contextual learning theory, learning occurs only when
students (learners) process new information or knowledge in such a way
that it makes sense to them in their own frames of reference (their own
inner worlds of memory, experience, and response). This approach to
learning and teaching assumes that the mind naturally seeks meaning in
context—that is, in relation to the person’s current environment—and that
it does so by searching for relationships that make sense and appear
useful.14
Moreover in a CTL learning environment, students discover
meaningful relationships between abstract ideas and practical applications
in a real world context. Students internalize concepts through discovery,
reinforcement, and interrelationships. Contextual Teaching and Learning
creates a team, whether in the classroom, lab, worksite, or on the banks of
a river. CTL encourages educators to design learning environments that
incorporate many forms of experience to achieve the desired outcomes.15
Based on the explanation above. There are various definition of
CTL from one source to another, but the meaning of CTL leads to the
same perspectives. Based on the preceding definition of CTL, the writer
concludes that Contextual Teaching and Learning (CTL) is a concept of
teaching and learning that helps teachers relate subject matter content to

13

Nurhadi, et al. Pembelajaran Kontekstual dan Penerapannya dalam KBK, (Malang:
Universitas Negeri Malang,2004), p.12
14
http://www.texascollaborative.org/WhatIsCTL.htm, November 23th, 2010
15
http://www.ateec.org/learning/instructor/contextual.htm, November 23th, 2010

18

real world situation, and helps students to get a better understanding about
the knowledge as they relate to the context of real life.

2. The Characteristics of Contextual Teaching Learning
According to Johnson, characterizes CTL into eight important
elements as follows:16
1. Making Meaningful Connections
Students can organize themselves as learners, who learn actively in
improving their interest individually, person who can work
individually or collectively in a group, and a person who can do
learning by doing.
2. Doing Significant Work
Student can make relationship among schools and the various
existing contexts in the real world as business maker and as a citizen
3. Self-Regulated Learning
Students do the significant work; it has purpose, it has connection
with others, it has connection with decision making and it has the
concrete results or products
4. Collaborating
Students are able to work together. The teacher helps students in
order to work effectively in a group and teacher helps them to
understand the way how to persuade and communicate each others.
5. Critical and Creative Thinking
16

Elaine B. Johnson, Contextual Teaching & Learning,...pp. 65-66

19

Students are able to apply higher level thinking critically and
effectively. They are able to analyze, to synthesize, to tackle the
problem, to make a decision and to think logically.
6. Nurturing the Individual
Students carry on themselves to understand, give attention, posses
high wishes, motivate and empower themselves. Students can’t get
the success without the support from adult people. Students should
respect their companion and adult person.
7. Reaching High Standards
Students know and reach the high standard. It identifies their
purposes and motivates them to reach it. Teacher shows to students
how to reach what called excellent.
8. Using Authentic Assessments
Students use academic knowledge in the real world context to the
meaningful purposes. For example, students may describe the
academic information that have learnt in subject of science, health,
education, math, and English subject by designing a car, planning the
school menu, or making the serving of human emotion or telling
their experience.
These eight components make CTL different from other methods.
These Characteristics became the main components in applying CTL
method. It is also clearly seen that these eight characteristics asks the
students for actively involving in classroom activity. Collaborating,
nurturing the individual and creative and critical thinking ask the students
to responsible for their own learning. The role of teacher in CTL is to
facilitate student to find the fact or the meaning, concept, or principles for
their selves. Once these eight characteristics applied in classroom, it will

20

help both students and teacher in creating a good atmosphere where the
learners have a great responsibility in achieving their success in leaning.

3. The Strategies of Contextual Teaching Learning
There are many strategies are used in classrooms to support CTL
and are already occurring in many classrooms and schools. They are:17
· Problem-based. CTL can begin with a simulated or real problem.
Students use critical thinking skills and a systemic approach to inquiry
to address the problem or issue. Students may also draw upon multiple
content areas to solve these problems. Worthwhile problems that are
relevant to students’ families, school experiences, workplaces, and
communities hold greater personal meaning for students.
· Using Multiple Contexts. Theories of situated cognition suggest that
knowledge can not be separated from the physical and social context in
which it develops. how and where a person acquires and creates
knowledge is therefore very important. CTL experiences are enriched
when students learn skills in multiple contexts (i.e. school, community,
workplace, family).
· Drawing upon student diversity. On the whole, our student population
is becoming more diverse, and with increased diversity comes
differences in values, social mores, and perspectives. These differences
can be the impetus for learning and can add complexity to the CTL
experience. Team collaboration and group learning activities respect
students’ diverse histories, broaden perspectives, and build interpersonal skills.
· Supporting Self-regulated Learning. Ultimately, students must

17

Elaine B. Johnson, Contextual Teaching & Learning..., pp. 21-22

21

become lifelong learners. lifelong learners are able to seek out, analyze,
and use information with little to no supervision. to do so, students must
become more aware how they process information, employ problemsolving strategies, and use background knowledge. CTL experiences
should allow for trial and error; provide time and structure for
reflection; and provide adequate support to assist students to move from
dependent to independent learning.
· Using interdependent learning groups. Students will be influenced by
and will contribute to the knowledge and beliefs of others. Learning
groups, or learning communities, are established in workplaces and
schools in an effort to share knowledge, focus on goals, and allow all to
teach and learn from each other. When learning communities are
established in schools, educators act as coaches, facilitators, and
mentors.
· Employing Authentic Assessment. CTL is intended to build
knowledge and skills in meaningful ways by engaging students in real
life, or "authentic" contexts. assessment of learning should align with
the methods and purposes of instruction. authentic assessments show
(among other things) that learning has occurred; are blended into the
teaching/learning process; and provide students with opportunities and
direction for improvement. Authentic assessment is used to monitor
student progress and inform teaching practices.
· Reaching High Standard. High standard has a perception to be
guarantee to make students confidently to choose their future. Teachers
have to apply high standard to make their sudents become a competitive
people.
Based on the strategies above, the writer use problem based,
interdependent learning groups and employing authentic assessmen