Conclusion Suggestion CONCLUSION AND SUGGESTION

CHAPTER V CONCLUSION AND SUGGESTION

After presenting the finding and the discussion in the previous chapter, the writer will draw the conclusion and offer some suggestions based on the research that was done at the 8 th grade students of SMPN 17 Tangerang Selatan.

A. Conclusion

Related to the research conducted at the 8 th grade students of SMPN 17 Tangerang Selatan, the writer concludes that the implementation of Contextual Teaching Learning can improve students’ ability in using simple past tense. It can be seen from the result of data gained from the quantitative study; test result pretest and posttest and questionnaire result, and qualitative study; observation and interview result. Related to quantitative study; First it is derived from the test result. The pretest gains 6 students 15.38 who passed the KKM score 67. Meanwhile, the result of the post test 1 is 17 students 43.58 who have already passed the KKM. Then, the result of the post test 2 is 28 students 71.79 who have already achieved the target score of KKM. Second, based on the questionnaire result, it was found that most of the students were responded positively to the implementation of Contextual Teaching Learning in teaching simple past tense. Related to qualitative study; First it is derived from the observation result in which the Contextual Teaching Learning is successful in improving students’ participation in the teaching simple past tense. They seem more enthusiastic in the teaching learning process rather than before the implementation of the approach. Second, based on the interview result with the teacher, it can be known that students of grade 8.6 at SMPN 17 Tangerang Selatan are able to improve in using the simple past tense. 50

B. Suggestion

Based on the conclusion that has been mentioned above, the writer would like to give some suggestions. Those suggestions are addressed to the English teacher at SMPN 17 Tangerang Selatan and the future researchers. To the English teacher, the teacher should be selective in choosing the materials especially in grammar aspect of tense and heshe should be also creative in connecting that material to the students real life because material is one of the external factors which can motivate students to learn joyfully. To the future researchers, the Contextual Teaching Learning can be applied in other tenses. For example in simple present tense, students will be interested if the context of the text that they learn is familiar with their real life. Hopefully, there will be further research to implement the Contextual Teaching Learning in other kinds of tenses. REFERENCES Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009. Center on Education and Work at the University of Wisconsin-Madison TEACHNET, http:www.cew.wisc.eduteachnetctl , retrieved July 4th , 2010 Chaffee, John, Thinking Critically, 4 th ed, Boston: Houghton Mifflin Co, 1994. Depdiknas, Regulation of Minister of National Education. Indonesian Republic No. 22 Year 2006, Content Standard for Primary and Second Year at English Subject, Jakarta, 2006 Greenbaum, Sidney Quirk, Randolph. Student’s Grammar of the English Language, London: Pearson Education Limited, 1990. Harmer, Jeremy, The Practice of Language Teaching, London: Longman Group UK, 1991. Hill, McGraw, Interaction 1 Grammar, New York: McGraw- Hill Companies, 2002. Horby, A.S. Guide to Pattern and Usage in English. New York: Low Priced, 1975. Johnson, Elaine B. Contextual Teaching Learning: what it is and why it’s here to stay, Thousand Oaks: Corwin Press, 2002. Josephine S.M., English on Sky SMP Book VIII, Jakarta: Erlangga, 2007 Lyons, John, Linguistic Semantic an Introduction, Cambridge: Cambridge University Press, 1995. Meltzer, David E. The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A possible Hidden Variable in Diagnostic Pretest score, Iowa: Department of Physics and Astronomy, 2008. Mill, G. E., Action Research: A Guide for the Teacher Researcher., 2 nd ed, Ohio: Merrill Prentice Hall, 2003. 52 Nunan, David, Research Method in Language Learning, New York: Cambridge University Press, 1992. Nurhadi, Pembelajaran Kontekstual dan Penerapannya dalam KBK, 2 nd ed, Malang: Universitas Negeri Malang, 2004. Sudijono, Anas., Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2008. Sudjana. Metoda Statistika, Bandung: PT. Tarsito, 2002. Sukidin, Manajemen Penlitian Tindakan Kelas, Jakarta: Insan Cendikia, 2007. Thomson, A.J. and Martinet, A.V.A, Practice English Grammar, New York: Oxford University Press, 1986. Thornbury, Scott., How to Teach Grammar. London: Pearson Education Limited, 1999. Ur, Penny., A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1996. Ur, Penny, Grammar Practice Activities: A Practical Guide for Teacher, London: Cambridge University Press, 1992. Verster,Cheron.2010.ActionResearch,Online,http;www.teachingenglish.org.uk\thi nk\methodology\action_research.html, retrieved August 10 th , 2010. Wallace, Michael J., Action Research For Language Teacher, Cambridge: Cambridge University Press, 2006. Webster’s New World Dictionary. 2 nd ed, New York: World Publishing, 1968. Weiner , Patricia K., Mosaic I: A Content- Based Grammar, New York: McGraw- Hill Companies, Inc., 1990. APPENDICES Interview Guidelines for the Needs Analysis Before CAR Friday, March 19 th 2010 R : The researcher T : The teacher

A. Kategori kondisi umum kelas