He received
a present last night
2 To make an affirmative the verb be, the formula is used: Subjet + waswere +…
Example: subject
Waswere …
… I
You They
We She
He was
were were
were was
was sick
nevous happy
sad out
fun last week
last night two days ago
yesterday last sunday
last night
b. Negative
1 To make a negative the verb other than be, the formula is used: Subject + did not + simple form v1 + …
2 To make a negative the verb be. The formula is: Subject + waswere not + …
C. Interrogative
1 To make an interrogative affirmative form of verb other than be, the formula is: Did + Subject + simple form verb 1 +…..
2 To make an interrogative negative form of verb other than be, the formula is:
Didn‟t + subject + simple form verb 1 + ...
3 To make an interrogative affirmative statement of verb be, the formula is : Waswere + subject + …
4 To make an interrogative negative statement of verb be, the formula is: Wasn‟tweren‟t + subject + ….
3. The usage of Simple Past
The simple past states facts. What the core meaning of the past tense adds is a sense of remoteness. The event can be remote in time. The uses of the past tense:
a Definite single completed eventaction in the past:
I attended a meeting of that committee last week. b
Habitual or repeated action event in the past: It snowed almost every weekend last winter
c An event with duration that applied in the past with the implication that it no
longer applies in the present: Professor Nelson taught at Yale for 30 years
d With states in the past:
He appeared to be a creative genius He owed me a lot of money
e Imaginative conditional in the subordinate clause referring to present time:
If he took better care of himself, he would not be absent so often. f
Social distancing: Did you want to sit down and stay a while?
6
6
Marianne celce- Murcia Freeman. The Grammar Book: an ESLEFL Teacher’s Course 2
nd
Ed. Boston: Hinle and Heinle.p. 342.
The simple past also refers to event in the past as Sidney and friends said the simple past is used to refer to a situation set as a definite time in the past.
a The event past is used with dynamic verbs senses to refer to a single definite
event in the past. The event may take place over an extended period the Normans invaded England in 1066
or at a point of time The plane left at 9 a.m.. b
The habitual past is use with dynamic verb sense to refer to the past events that repeatedly occur: We spent our holiday in Spain when we were children.
c The state past is used with stative verb senses to refer to a single unbroken state of
affairs in the past: I once liked reading novels.
7
There are many uses of simple past. According to Cowan in The Teacher’s
Grammar of English the additional uses of the simple past include:
Reported speech. John said, “I need to take a taxi”
quoted speech John said that he needed to take a taxi. reported speech
Unreal conditionals If I ever said something like that, she would kill me
Polite requests and questions Did you want to speak with him now?
8
B. Peer Tutoring
1. The Understanding of Peer Tutoring
Peer tutoring is one of techniques that includes in cooperative learning because in peer tutoring, students learn together in a group. In Peer tutoring, students
cooperate in taking their roles as tutors and tutees. Nowadays, teacher use group learning as variety in teaching because it has beneficial effects.
7
Sidney Greenbaum, Randolph Quirk. Student’s of The English Language England: 1990, p.
50.
8
Cowan, op. cit., p.360.
As Ashman stated that one of the more common pedagogical approaches employed over the past decade draws on peers as facilitators within the teaching-
learning context.
9
Peer tutoring program is a group of students‟ volunteers who help other
complete the course successfully. There are some other definitions of peer tutoring from some education experts. Topping defines peer tutoring is
more able students helping less able students to learn in co-operative working pairs or small groups
carefully organised by a professional teacher. He also defines peer tutoring is a program of people from similar social groupings who are not professional teachers
helping each other to learn and learning themselves by teaching.
10
Meanwhile Gaies stated that the term peer involvement is used to designate what are normally referred to peer teaching and peer tutoring. It is the use of learners
as models, sources of information, and interactions for each other in such a way that learner assume roles and responsibilities normally taken by a formally trained.
11
Many teachers feel they do not have enough time in the school day to work with every student one-on-one. Peer tutoring is a way for all students to get one-on-
one help and enough time to practice and learn. When using peer tutoring, every student in the class is paired with others. The teacher writes lessons that one student
uses to teach or tutor others. During the tutoring, one student explains the work to other students, asks the students to answer questions, and tells the students whether
their answers are correct or not.
There are two types of peer tutoring. They are same-age and cross age peer tutoring. As Gaies states there is almost variety in peer involvement programs.
Because peer teaching and tutoring programs are normally developed to meet specific needs of particular students in a particular setting. A basic distinction involves the
9
Robin, M. Gillies, Adrian F. Ashman Ed.. Co-operative Learning London: Routledge Falmer, 2003. p. 88.
10
Keith Topping. Effective Peer Tutoring in Further and Higher Education: The Typology and Review of The Literature. Peer Tutor in higher
Education 32,1996, pp. 32 –340.
11
Stephen J. Gaies, Peer Involvement in Language Learning, New Jersey: Prentice Hall, Inc, 1985, p. 2.
relatives‟ age or grade level of the peer participants. Same age programs are those in which tutors and tutees are at the same grade or level. The other basic type of peer
tutoring is the cross-age program. In such programs, tutors and tutees are at the different grade levels; the age difference between tutors and tutees may range from
one to several years.
12
Peer tutoring has been defined as instruction that involves systematic peer mediated teaching strategies. It includes both same-age peer tutoring peer tutoring,
in which students tutor same-age students in subject matter areas or study skills, and cross-age tutoring, in which adolescents work with younger children to provide help
with specific subjects andor to offer more general organizational and homework support.
13
In peer tutoring usually the teachers perform as the monitors and facilitators in teaching learning process. The tutors in the same level class can be trained or directly
appointed by the teacher. The teacher can train the students who will be the tutors before the teaching and learning process if it is necessary. However, the teacher can
directly select the students if he or she assumes that they are capable of being tutors. The advantages of peer tutoring should be consideration to be chosen by the
teachers as teaching learning technique. Peer tutoring has many advantages. The direct benefits of peer involvement: an exposure language that is tailored to
individual learners‟ needs and abilities, increased opportunities for genuine
communication in the language, the development of interpersonal bonds with a peer role model.
14
12
Gaies, op. cit., pp. 20 –21.
13
William. Peer
Tutoring ,
Peer2Peer White
Paper Research,
2012, p.
1, http:peers.aristotlecircle.comuploadsPeer2PeerWhitePaperResearchbyDr.WilliamStixrud.pdf
accessed on November 25
th
2012
14
Gaies, op. cit., p.4.
Learning in groups can often be much more fun and can facilitate the continuation of learning once the formal has ended.
15
Peer tutoring includes in group learning. Because students are divided into groups and each consists of students who
have different competence because teacher directly point the students who are considered as in upper group or smarter than others to help their friends who are lack
of certain subject. So that peer tutoring is one kind of group learning in which the group members are friends so the learning process will more enjoyable rather than
when they learn from the teacher. Peer tutoring also become one strategy to overcome the limited time in the classroom because learning time in classroom is not enough to
cover the students‟ needs.
2. The characteristics of Peer Tutoring
Peer tutoring has characteristics that distinguish it from other teaching methods and approaches. In peer tutoring, students have big role in teaching learning
process in the classroom. Students not only have role as students but they also perform as tutors and tutees that they
help each other. The teachers‟ roles are to plan and to design the peer tutoring program, to choose the appropriate materials and
tutors, and to monitor the classroom during the program. Although in peer tutoring the students have big role in their learning, the
teachers‟ roles are also important in teaching learning process. Teachers have roles to give instructions and to guide the program as Gaies described that peer tutoring
designates an activity that in some fashion follows teacher-led instruction.
16
15
Prue HuddleStone, Lorna Win. Teaching in Further Education. New York: Rotledge Taylor and Francis Group, 2008, p. 117.
16
Gaies, op. cit., p. 2.
