In summary, Grammar Translation Method and Communicative Language Teaching is appropriate for the teacher in teaching simple past tense by using
short story as a teaching aid. The teacher can give the examples of simple past tense not only in a text of short story, but also in a video of short story to explain
the form and the use of simple past tense. Moreover, the students also practice their four English skills namely listening, speaking reading and writing by those
activities.
E. The Method of Teaching in the Control Class
Different with the experimental class, here the writer uses Conventional Method in teaching simple past tense in the control class. Conventional method is
traditional approaches to language teaching gave priority to grammatical competence as the basis of language proficiency. They were based on the belief
that grammar could be learned through direct instruction and through a methodology that made much use of repetitive practice and drilling.
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Moreover, the approach to the teaching of grammar was a deductive, which the students are presented with grammar rules and then given opportunities
to practice using them, as opposed to an inductive approach in which students are given examples of sentences containing a grammar rule and asked to work out the
rule for themselves. Here, the teacher has important part and is really dominant in the class. Therefore, the learning process is passive.
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Referring the definition above, this method is teacher centered, which the teacher gives the rules first, and then giving view examples about simple past
tense. After that, the students are asked to memorize the rules and practice it. They are also asked to do the assignment in their textbook. Therefore, this method
makes the students feel bored and hard to understand about simple past tense. It is
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Jack C Richards, and Theodore Rodgers,Communicative Language Teaching, Cambridge: Cambridge University Press. 2006, p. 6.
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Muhammad Ali, Guru dalam Proses Belajar Mengajar, Bandung: Sinar Baru Algesindo, 2007, p. 59.
because the teacher does not preserve the interesting way in teaching simple past tense. Moreover, the students are not asked to be more active in the class.
F. Previous Study
Referring the previous explanation, this study aims to find the influence of using short story in mastering simple past tense, it is necessary to strength the
theory that correlated to this study. Therefore, this study can be done. The writer finds three previous studies that reflect to this study.
According to Indina Furnama’s research about “Solving Students’ Difficulty in Learning Simple Past Tense by Using Short Story” at the second
year of Madrasah Tsanawiyah Hidayatullah Umam Cinere, Depok, she found that learning simple past tense by using short story can improve students
’ participation and their achievement. The method in this study is Classroom Action Research by
using Kurt Lewin’s design. Furthermore,
according to Hisbullah’s research about “Teaching Simple Past Tense by Using Cooperative Learning” at Second Grade of MTs.
Pembangunan UIN Jakarta, he found that there is significant different between students’ score in learning simple past tense by using Cooperative learning and by
using Grammar Translation Method. The method in this study is an experimental study by using t-test.
The last, there is a previous study about “The Effectiveness of Story Based
Approach in Learning the Simple Past Tense” at the eighth grade students of SMP N 3 South- Tangerang by Leni Mandasa. She found that there is
significance influence in teaching the simple past tense by using Story Based Aproach. The method of this study is an experimental study.
G. The Implication for this Study
