RESEARCH FINDINGS Teaching simple present tense through student teams-achievement divisions

Note: x = X – MX y = Y – MY N1 = Students of Experiment Class N2 = Students of Control Class The writer calculated the data based on the steps of the test. The formulation as followed: a. Determining Mean of Variable X, with formula: = 1 325 20 = 16.25 b. Determining Mean of Variable Y, with formula: = 2 215 20 = 10.75 c. Determining Standard of Deviation Score of Variable X, with formula: � = 2 1 = 1143 ,75 20 = 57,19 7.56 d. Determining Standard of Deviation Score of Variable Y, with formula: � = 2 2 = 763,75 20 = 38,19 = 6.18 e. Determining Standard Error Mean of Variable X, with formula: � = � 1 −1 = 7.56 19 = 7.56 4,36 = 1.73 f. Determining Standard Error Mean of Variable Y, with formula: � = � 2 −1 = 6.18 19 = 6.18 4.36 = 1.42 g. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: � − = � 2 + 2 = 1.73 2 + 1.42 2 = 2.99 + 2.02 = 5.01 = 2.23 h. Determining , with formula: � � = − � − = 16.25 −10.75 2.23 = 5.5 2.23 = 2.47 i. Determining Degrees of Freedom df, with formula: df = – 2 = 20 + 20 -2 df = 38 The value of degrees of freedom df is not mentioned in the � � �� , so the writer uses the closer value to 38 that is 40 as degrees of freedom. The value of df 40 at the degrees of significance 5 or � � �� 5 of df 40 = 2,02 The writer formulated Null Hypothesis � � and Alternative Hypothesis � as follow: � � : There is no significant different achievement in learning simple present tense between students are taught by using STAD technique and students are taught by using Grammar Translation Method. � : There is significant different achievement in learning simple present tense between students are taught by using STAD technique and students are taught by using Grammar Translation Method. The assumption of this hypothesis as follow: If � � ≥ � � �� , the Null Hypothesis � � is rejected. It means there is significant different achievement in learning simple present tense between students are taught by using STAD technique and students are taught by using Grammar translation Method. If � � � � �� , the Null Hypothesis � � is accepted. There is no significant different achievement in learning simple present tense between students are taught by using STAD technique and students are taught by using Grammar translation Method. Based on the description of calculation above, it can be inferred that: 1. The value of � � �� in the significance 5 is 2,02 2. The value of � � is 2.47 The writer summarized that � � ≥ � � �� , it means that the Null Hypothesis � � is rejected and the Alternative Hypothesis � is accepted.

3. The Interpretation of Data

Based on the result of analysis data, the value of � � �� in the significance 5 is 2.02 and the value of � � is 2.47. It means that the alternative hypothesis Ha is accepted and the null Hypothesis Ho is rejected. Therefore, it can be inferred that the use of STAD Technique is more effective in teaching Simple Present Tense than Grammar Translation Method. It simply illustrates that the students who are taught by using STAD Technique have a significant difference achievement in learning Simple Present Tense between the students who are taught by using Grammar Translation Method. 34 CHAPTER IV CONCLUSION AND SUGGESTIONS

A. CONCLUSION

Based on the calculation in chapter III, the writer obtained the value of � � �� in the significance 5 is 2.02, and the value of � � is 2.47. It can be said that � � ≥ � � �� which Ha alternative hypothesis is accepted. The hypothesis means there is a significant difference achievement in learning simple present tense between students who taught by using STAD technique and students who taught by using Grammar Translation Method. From the result above, the writer can conclude that there is the significant influence in mastering simple present tense between the students who are taught through STAD technique and the students who are taught by using Grammar Translation Method.

B. SUGGESTIONS

In line with the research findings previously, here are some suggestions that can be given related to the writer conclusion and hopefully can take the benefit to anyone who read this “skripsi”. The suggestions are as follow: a. The teachers should be a creative person in order to make the teaching and learning process become more interesting, effective, and comfortable for students. b. The teachers should know the methods in learning and teaching in order to the teacher can choose the suitable method for the suitable material in the classroom. c. The teachers should be a flexible person, not only teaching, giving critique, asking, and questioning but also sharing, receiving critique from the students. d. The students should share their difficulty in learning to their friends and their teacher in order to they can solve their problem in the learning activity. BIBLIOGRAPHY Anonymous, Departemen Pendidikan Dan Kebudayaan RI, Keputusan Menteri: No.096kep1967,”Bahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggi ” Azar, Betty Schrampfer, Understanding and Using English Grammar, 2 nd edition, New Jersey: Prentice-Hall Inc., 1989 Azar, Betty Schrampfer, Understanding and Using English Grammar, Jakarta: Binarupa Aksara and Prentice Hall, Inc., 1993 Brown, H.Douglas, Principles of Language Learning and Teaching, New York: Addison Wesley Longman, inc., 2000 Chalker, Sylvia, et.al., Dictionary of English Grammar, New York: Oxford University Press, 1998 Freeman, Diane Larsen, Techniques and Principles in Language Teaching, 2 nd ed, Oxford: Oxford University Press, 2000 Harmer, Jeremy, How to Teach English new edition, Edinburgh: Pearson Education Limited, 2007 Hornby, A.S, Guide to Pattern and Usage in English, 2 nd edition, Oxford: Oxford University Press, 1975 Kesler, Carrolyn, Cooperative Language Learning, New Jersey: Prentice Hall, Inc, 1992 Kirn, Elaine, Darcy Jack and Jill Korey O’ Sullivan, Interaction 1 Grammar 4 th edition, New York: McGraw –Hill, Inc. 1990 Nunan, David, Collaborative Language Learning and Teaching, Cambridge: Cambridge University Press, 1992 Renandya, Willy A and George M. Jacobs, ed, Learners and Language Learning, Singapore: SEAMEO Regional Language Centre, 1998 Richards, Jack C and Theodore S.Rodgers, Approaches and Methods in Language Teaching, Cambridge:Cambridge University Press,1986 Richards, Jack C and Theodore S. Rodgers, Approaches and Methods in Language Teaching, 2 nd ed., Cambridge: Cambridge University Press, 2001 Slavin, Robert E, Cooperative Learning: Theory, Research, and Practice, 2 nd edition, Boston: Ally Bacon, 1995 Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT.Raja Grafindo Persada,2008 Thomson, A.J and A. V. Martinet, A Practical English Grammar, 4 th edition, New York: Oxford University Press, 1986 Werner, Patricia K, Interaction 2 Grammar, 4 th edition, New York: The McGraw- Hill Companies, Inc., 2002 Wishon, George E and Julia M. Burks, Let’s Write English, New York: Littion Educational Publishing, Inc. 1980 http:college.hmco.com.educationpbltccoop.html1. Retrieved 02032010 http:edtech..kennesaw.eduintechcooperativelearning.htm. Retrieved 02092010 http:niigatajet.net . Retrieved 10052010 http:spaces.isu.edu.tw . Retrieved 10052010 http:www.criminology.fsu.edufacultyclarkmodule1partcontentappendix4.ht mstad . Retrieved 02032010 http:www.slideshare.netvacokagrammar-translation-method-presentation. Retrieved 02032010

III. Indikator

1. Siswa dapat membaca nyaring dengan ucapan, tekanan dan intonasi yang benar 2. Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis fungsional pendek sangat sederhana berupa teks descriptive 3. Siswa dapat mengetahui langkah retorika dalam teks descriptive 4. Siswa dapat mengetahui ciri kebahasaan teks descriptive 5. Siswa dapat mengetahui fungsi teks descriptive 6. Siswa dapat memahami makna kosakata sulit dalam teks descriptive 7. Siswa dapat membentuk kalimat positif, negative dan interrogative Simple Present Tense 8. Siswa dapat membedakan penggunaan form to be dengan subject yang berbeda dalam kalimat

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa mampu: 1. Membaca nyaring dengan ucapan, tekanan dan intonasi yang benar 2. Mengidentifikasi berbagai informasi dalam teks tulis fungsional pendek sangat sederhana berupa teks descriptive 2. Mengetahui langkah retorika dalam teks descriptive 3. Mengetahui ciri kebahasaan teks descriptive 4. Mengetahui fungsi teks descriptive 5. Memahami makna kosakata sulit dalam teks descriptive 6. Membentuk kalimat positif, negative dan interrogative Simple Present Tense 7. Membedakan penggunaan form to be dengan subject yang berbeda dalam kalimat

V. Materi PembelajaranUraian Materi Pokok

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