8 The priority of the research is about five basic tenses: simple past tense,
present: simple present tense, present perfect tense and present continuous tense, and future: present future tense.
3. Drills of Tenses
Tenses Drill is a combination method of teaching using drill as the training and the tenses as the sources of learning. ‘All drills are so drawn up that the
students must repeat sentences in their entirety. This insistence on the repetition of a sentences as a whole is designed to train the students to use correct sentences
form’ Palmer Mendelssohn 1973: v. The main target of agility and skill to train students in understanding both the formula of tenses, verbs, sentences, and
even its use in specific time. It will also be noticed that different drills aim to practice different aspect of
a tense. For some of the tenses there are initial drills consisting of questions and answers relating to actions performed in the classroom; the
purpose of these is to demonstrate more clearly the fundamental use and meaning of particular tense.Other drills aim to practice the forms of a
tense e.g. Question and Negative forms or the pronunciation of particular forms e.g. the 3rd Person singular –s, -es, or the –d, -ed of the Past Tense
Shoebridge Giggins 1979: xiv. Drills of tenses focus on training students’ skills in accurately, accuracy and
fluency to construct words and grammar used correctly. The teacher should insist on accuracy in the students’ responses, but at the same time these must be as
fluent and natural as possible Shoebridge Giggins 1979: xiv.
4. Supplementary Activities
Supplementary activities refer to the additional learning activities provided to students in a certain time as when one unit subject completed, one additional
activity will be conducted. According to the Oxford Advanced Learner’s
9 Dictionary 2000: 1359 13 , supplementary means ‘ provided in addition to
something else in order to improve or complete it’ and activity means ‘ a thing that you do for interest or pleasure, or in order to achieve a particular aim’. This
activity is intended to increase students’ enthusiasm and interest in learning, especially about the elusive material for students. This additional activity is as a
complement to enhance and improve students’ skills and ability to gain more detailed information and direction.
5. Grammar Fluency
Grammar is the basic form of the acquisition and compilation of English. Grammar is the starting point of formation and meaning of language which is
intended to train memorization and language fluency. Based on the article An English Grammar Baskervill Sewell: 1896, grammar is eminently a means of
mental training; and while it will train the student in subtle and acute reasoning, it will at the same time, if rightly presented, lay the foundation of a keen observation
and a correct literary taste. The continued contact with the highest thoughts of the best minds will create a thirst for the well of English undefiled.
Based on book Fluent English, fluent English is the ideal course for developing native-like fluency in English. It focuses on the essentials—idiomatic
expressions, phrasal verbs, practical vocabulary expansion, and grammar usage in context—and builds listening comprehension as well as pronunciation and
intonation skills. The conclusion of grammar fluency is about the developing of grammar usage to build the skills of listening comprehension and voluble
speaking in pronunciation and intonation.
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6. SMKN 2 Depok Sleman
SMKN 2 Depok Sleman is a vocational high school that has been built in June 29, 1972. The location of this school is in Jl. Pembangunan, Mrican,
Caturtunggal, Kecamatan Depok, Kabupaten Sleman, Yogyakarta. The school has 8 major techniques and skills, such as building, electronic, electricity, engine,
automotive, chemical, geological mine, and IT Informatics Technology. This school has divided into two sub skills classes, theoretical and practical. The
theoretical class is class for learning theories to improve basic skills meanwhile the practical class is the class for having practical work in lab. The school also has
cooperated with some local and national industries and being pioneered by international industry to support International Standardized School. This school is
the object of the research because the school has requirement of implementing the teoritical and practical research.
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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses about the specific theories related to the research about the Classroom Action Research CAR. Assumptions, ideas and opinions
from some experts support the compilation theories of the action research in the form of theoretical description and theoretical framework.
A. Theoretical Description
In this section describes the specific theories which are relevant with the research. The research study is not only about the theories of grammar fluency
and material designed but also about the theories of the research model.
1. Drills of Tenses a. Definition of Drills of Tenses
Drills of tenses is a combination method of teaching using drills as the training and the tenses as the sources which is the major focus of the material and
skill to train students in understanding both the formula of tenses, verbs, sentences and even its usage in specific time references. This drills of tenses is as additional
learning in which the students practice tenses grammar spontaneously with the teacher.
Drill is a method of teaching technique used for practicing sound or sentence partners concerned with the fixation of specific association for
automatic recall. The final goal is a more or less effortless exchange of ideas in real – life conversation. The “Drill” is here refers to the “Response
drill” in teaching grammar. Silampari, 2009
b. The roles of Drills of Tenses
These drills of tenses use the model of figure and need a teacher. The figures of
