the suitable approach that can increase motivation and interest of the student in studying grammar. It depends on the technique of the teachers used in the classroom.
One of the learning and teaching approach is Accelerated learning trying to give a new style for learning approach and offer the better result. It would like the
students to be more motivated and successful. One way of doing this is to encourage the students to participate more in the learning process. Based on the background
above, he will try to make a research about “TEACHING SIMPLE PRESENT TENSE THROUGH ACCELERATED LEARNING APPROACH”. A Pre-
Experimental Study of ninth grade of Junior High School at Sony Sugema College Bumi Serpong Damai, Tangerang.
Why the writer chooses Sony Sugema College BSD as his object of research, because, the score of the students was generally under average when they were
following Try Out that was held once in two month. Most of them got score under six. Therefore, that is why this institution will be used as a place of his field research.
B. Identification of the Problem.
From the explanation above he can identify some problems occur as follows: 1. Are there any significant changes in learning the simple present tense through
Accelerated Learning Approach? 2. How does the teacher apply Accelerated Learning Approach in teaching The
Simple Present tense? 3. What are the benefits for students and teachers in learning the simple present
tense through Accelerated Learning Approach? 4. How are the results of the students’ score of the simple present tense taught by
Accelerated Learning Approach? There are many problems can be identified. However, the writer limits the
research problem in the students’ scores of simple present tense, which is taught by Accelerated Learning Approach.
C. Statement of the Problem
Statement of this research is “Is there any increase in the students’ scores after being taught by the Accelerated Learning Approach?”
D. Significance of the Study
1. The result of this study will be useful for the students to improve their ability in using the simple present tense.
2. The result of this study is expected to be applied by the teachers in teaching the simple present tense through Accelerated Learning.
3. The result of this study is a description how important to use better approach in teaching English especially teaching the simple present tense. So, the
headmaster is expected to encourage his teacher to use Accelerated Learning Approach in teaching the simple present tense.
4. The result of this study is expected to be read by stakeholders in order to give a suggestion to the government to be use in previous curriculum.
E. Organization of the Study
This paper will systematically divided into five chapters: The first chapter is introduction, explaining about the main problem of this paper, including background
of the study, identification of the problem, statement of the problem, significance of
the study, and organization of study.
The second chapter is the theoretical framework and consists of two parts. Part A explains about Simple Present tense; explaining about definition of simple
present tense, the pattern of simple present tense, and the usage of simple present tense. Part B explains about Accelerated Learning Approach, containing Approach,
Basic Concept of Accelerated Learning, Design, Procedure, and the Strength and the Weaknesses of Accelerated Learning Approach.
The third chapter is Research Methodology. It consists of Objective of the Study, Place and Time of the Study, Research Method, Population and Sampling,
Instrumentation, Procedure of Collecting the Data, Technique of Data Analysis. The fourth chapter is Research Findings. It consists of the Description of
data, and the Interpretation. The fifth chapter contains the conclusion and suggestion. It is a core review
of previous discussion in this paper.
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CHAPTER II THEORETICAL FRAMEWORK
A. Simple Present Tense
1. The Definition of Simple Present Tense
Simple present is identical to the base of verb except in the cause of “be” and adds –s for third person singular Also called present tense simply.
2
It must add -s or –es when the subject is a third person singular such as he, she and it. For
example, I know or he knows. According to Trask, R. L., in a dictionary of grammatical terms in
linguistics, present which is the tense category occurring in some languages is most regularly used to refer to actions or states in progress at the moment of speaking, or
which at least includes this function as one of its major uses. The term is sometimes used to label a tense form of rather wider applicability than this; in English, for
example, the name ‘present’ is regularly used for the tense which would more explicitly be called the ‘non-past’, as it contrasts only with a past tense.
3
In particular, the present tense is used to speak or states and processes which hold at the present moment, but which began before the present moment and may
2
Sylvia Chalker, et.al., Dictionary of English Grammar, New York: Oxford, 1998.
3
R. L. Trask, a Dictionary of Grammatical Terms in Linguistics, London and New York: Routledge, 1993, p. 216.
well continue beyond the present moment, as in the Eiffel Tower stands in Paris and the author is working on chapter two.
4
The simple present says that something was true in the past, is true in the present, and will be true in the future. It expresses general statements of fact and
timeless truths. The simple present is also used to express habitual or everyday activities.
5
Thus, he can conclude that simple present is the tense that is used when we want to state an action that is fact or habitual action; usually it uses the base of verb
except for the third person singular, which is added –s or –es. For example, I write the letter. However, for Hesheit we must add –s or –es so it would be He writes the
letter.
2. The Pattern of Simple Present Tense
The simple present has the same form as the infinitive but adds an s or es for the third person singular. For instance, infinitive: to work, simple present: I work, you
work, hesheit works.
6
The present tense also the only tense is still used form distinction for person and number. The distinction is that the third person singular add
-s or –es to the form used in other person and number. The form of this tense is hesheit + -s or –es form of verb or Iyoutheywe + simple form of verb.
4
Bernard Comrie, Tense, Cambridge: Cambridge University Press, 1985, p. 37.
5
Betty Azar Schrampfer, Understanding and Using English Grammar, New York: Longman, 1999, third edition, p. 13.
6
Thomson, et.al., A Practical English Grammar, Oxford: Oxford University Press, 1981, third edition, p. 144.
a. Use the –s form with third person singular subject He, She, and It in
the simple present tense. And add does not to negative form.
7
Question Word
Does or
doesn’t Subject Does
not Base
form Base
form +s
Affirmative The Race
starts in Paris
Negative She
Does not
get up early
YN Question
Does Do
Do not machine
machines you
leave make
come a noise?
late?
WH Question
Why does he come
late?
b. Use the simple form with all other subject you, we, they, and add do
not or don’t to negative form. Question
word Do or
don’t Subject Do not
or don’t Base
form
Affirmative Trees
lose their leaves
in autumn.
Negative I
Do not believe
you
YN Question
Do Do not
you you
want want
to eat? to eat?
WH Question
What do you want to
eat?
7
Martin Parrot, Grammar for English Language Teachers, New York: Cambridge University Press, 2000, p.154.
To be, do or does with an asterisks is a form of negative question are used to indicate the speaker’s idea about what he believes is or is not true, or attitude e.g.
surprise, shock, annoyance, anger.
8
Use the following rules to spell the –s form correctly: 1. for most verbs, add –s to the simple form for examples I drink coffee.
He drinks tea, I read books, and she reads newspaper. 2. –es to verb that end in o, s, z, sh, x, and ch unless the ch is pronounced with the sound of k. I go to work early.
She goes to work late. I watch the news. He watches the opera. 3. Omit a final –y and add –ies unless the letter a, e, i, o, or u comes before the –y. I hurry to work. He
hurries home. I buy the food. She buys the furniture. 4. for the verb has, use the
irregular form has and put do not or does not for negative statements. Affirmative : I have English class today. She has a good racket. Negative : I do not have English
class today. She does not have a good racket. Interrogative : Do you have English class today? Does she have a good racket? Short answer
: Yes, I do No I do not. Yes, she doesNo she does not. Long answer : Yes, I have English class today. Yes,
she has a good racket. No, I do not have English class today. No, she does not have a good racket. 5. Adverbs of frequency.
9
The term of frequency is used for those adverbials that answer the question “How often? Or how many time?” the following
adverbs like always, usually, sometimes, seldom, and never are often used with the simple present tense to indicate frequency. These adverbs often used in affirmative
8
Betty Azar Scrampfer, Understanding and Using English Grammar, Jakarta: Binarupa Aksara and Prentice Hall, Inc. 1993, p.A15.
9
Patricia K. Werner, Interaction II A Communication Grammar, New York: McGraw-Hill, Inc. 1990, p. 9.
and question. Affirmative : I seldom go to class late. Question : When does she
always have breakfast? When do you usually get up? 6. Longer time expressions that describe repeated action usually come at the beginning or the end of the sentence for
emphasis. The buses run every hour. As a rule, I do not go to the office on Saturday.
c. Some verbs are used only in simple tense.
Some verbs are used only in simple tense. For example, you cannot say, “I am knowing.” You can only say I know. Here is a list of verbs that are not normally used
in continuous tense but are exceptions:
10
Want, like, belong, know, suppose, remember, need, love, see, realize, mean, forget, prefer, hate, hear, believe,
understand, seem. Have when the meaning is ‘posses’. Think when the meaning is ‘believe’. 1. Do you like London? Not ‘are you liking’. 2. He does not
understand. Not ‘he is not understanding’. 3. These shoes belong to me. Not ‘are belonging’. 4. what do you think Tom will do? What do you believe he will do?
5. what are you thinking about? What is going on in your mind?
3. The usage of simple present tense
The simple present tense performs the following function.
11
a. Express general truths. For examples are Coffee comes from Brazil, Costa
Ricans speak Spanish, Lead is heavy.
10
Raymond Murphy, English Grammar in Use, New York: Cambridge University Press, 1985, p. 6.
11
George E. Wishon, et.al., Let’s Write English, New York: Littion Educational Publishing, Inc. 1980, p. 193-194.
b. Express and habitual actions, often with such adverbial expression as
frequently, usually, every day, and so on. It is also the usual present tense form of stative or “private” verbs, such as wish, hope, fear, love, like,
understand, and know. For examples are I spend every summer in the mountains, they usually go to Miami in winter, she always studies very
hard, Lisa understands Portuguese, She loves her husband.
c. Express future time with a future time adverbial. For example are she
leaves next week, Classes begin the day after tomorrow, the team plays in St. Louis next month.
B. Accelerated Learning Approach
