2. The negative form of verb be uses formula as follow:
Examples : She was not ready for the exam.
The price of gasoline was cheap in 1998.
c. Interrogative
1. The formula of interrogative affirmative form is as follow:
Examples:
Did you hear the news this morning? Did he go to campus yesterday?
Did she swim yesterday evening?
2. The formula of negative interrogative form is:
Examples: Didn‟t the kids sleep last night?
Didn‟t you speak Spanish last month? Didn‟t he buy a car last year?
3. The formula for interrogative affirmative statement of verb be is:
Examples: Were you here a minute ago?
Was there anyone at home last night? Was he a soldier?
Subject + waswere + not + ...
Did + subject + Verb 1 + ...
Didn’t + subject + verb 1 +...
Waswere + subject + ...
4. For negative interrogative statement of the verb be uses the following
formula:
Examples: Wasn‟t you here just now?
Weren‟t they in the office two hours ago? Wasn‟t she a dancer in 1997?
There are two kinds of past tense verbs in English, those are regular and irregular verbs. The regular verbs are usually formed by adding
–ed or –d, while the irregular verbs do not take any endings; they have their own patterns. Table
2.4 and table 2.5 will describe the rules of regular and irregular verbs. Table 2.4 describes the spelling of regular past tense verbs.
Table 2.4 Verb Ending
Spelling Rule Examples
1. Most regular verbs.
Add –ed.
Rain Rained Point Pointed
2. Verb ends in e.
Add –d.
Arrive Arrived Smile Smiled
3. Verb ends in
consonant + y. Change y to i and add
–ed.
Try Tried Carry Carried
4. Verb ends in vowel
+ y. Add
–ed.
Enjoy Enjoyed Play Played
5. Verb ends in one
consonant + vowel + consonant one-
syllable verbs. Double the consonant
and add –ed.
Stop Stopped Rub Rubbed
6. Verb ends in x,w.
Add –ed.
Show Showed Fix Fixed
Wasn’tweren’t + subject + ...
7. Verb ends in vowel
+ consonant and stress is on the first
syllable two- syllable verb.
Add –ed.
Do not double the consonant.
Visit Visited Answer Answered
8. Verb ends in vowel
+ consonant and stress is on the
second syllable two-syllable verb.
Double the consonant and add
–ed.
Prefer Preferred Occur occurred
Taken from: Milada Broukal, Grammar Form and Function 1A.
Table 2.5 describes the form of irregular verbs.
Table 2.5
Examples Simple
form Past Tense
Form Simple
Form Past Tense
Form Notes
Cost Cut
Hit Hurt
Cost Cut
Hit Hurt
Let Put
Quit Shut
Let Put
Quit Shut
The simple and the past forms of some verbs are
the same.
Bend Build
Lend Bent
Built Lent
Send Spend
Sent Spent
With some verbs, the simple form ends in -d and
the past form ends in -t. Dream
Dreamt Lose
Lost Some verbs have other
consonant changes or add a consonant in the past
tense. Have
Hear Had
Heard Make
Made
Begin Bleed
Come Choose
Drink Began
Bled Came
Chose Drank
Grow Know
Ride Ring
Run Grew
Knew Rode
Rang Ran
Many verbs have vowel changes in the past tense.
Drive Eat
Fall Find
Get Give
Drove Ate
Fell Found
Got Gave
Sing Take
Tear Throw
Win Write
Sang Took
Tore Threw
Won Wrote
Be Bring
Buy Catch
Creep Do
Fly Go
Keep Waswere
Brought Bought
Caught Crept
Did Flew
Went Kept
Leave Lie
Pay Say
Sell Sleep
Teach Tell
Think Left
Lay Paid
Said Sold
Slept Taught
Told Thought
Many verbs have consonant and vowel
changes in the past tense.
Taken from: Elaine Kirn, Darcy Jack, Jill Korey O‟Sullivan, Interactions 1 Grammar.
3. Function of the Simple Past Tense
There are some functions of the simple past tense, they are:
4
1. It is used to express an action which started and finished at a specific
time in the past. Sometimes, the specific time may not be mentioned by the speakers, but they do have one specific time in mind.
Examples:
I saw a movie last week. I didn’t see a play last night.
They washed the dishes. He did not wash the dishes.
________________________
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www.englishpage.comverbpagesimplepast.htm, April 10,2014 at 23:59.
2. The simple past tense is used to list a series of completed actions in the
past. The actions happened 1st, 2nd, 3rd, and so on. Examples:
I finished work, went to the mall, and watched a movie. We arrived from the station at 10:00, checked into the hotel at
11:00 and slept at 12:00.
3. The simple past tense can be used with a duration which starts and stops
in the past. The duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.
Examples:
We lived in Japan for three years. Rama studied English all day.
I watched movies for six hours.
4. The simple tense is also can be used to describe habits which stopped in
the past and often add some expressions such as: always, often, usually, never, when I was a child, etc.
Examples:
I studied Arabic when I was a child. She worked at the market after school.
They never got bad score.
5. Furthermore, the simple past tense also used to describe past facts or
generalization which are no longer true. Examples:
She was very fat, but now she is slim. I did not like vegetables before.
People paid much more to make cell phone calls in the past.
B. Contextual Teaching and Learning CTL 1. Understanding of Contextual Teaching and Learning
Contextual Teaching and Learning is a learning approach which focuses on the students‟ involvement in learning process and relates it to their real life
situation, so it can motivate them to apply what they learned in the real world.
5
CTL makes learning material become meaningful to students by connecting it to the real life situation. In order to make the learning material more meaningful,
instructional approach, method, or classroom activity should present the situation from the world outside the classroom.
6
So that, it is important to teach grammar in context, in order to make it meaningful to the students.
Traditional method of teaching grammar, such as drilling, is lack of context and there is little apparent meaning nor a situation in the world outside the
classroom, therefore the students still have difficulties in understanding the grammar rules. According to Savignon and van Lier which quoted by Kurata,
there are significant studies which give its concern to the importance of participation of the students in social interaction in the target language in real-life
situation.
7
The concept of CTL which links the learning content with real-world situation and motivates the students can make a conection between knowledge
and its important application in real life. CTL also helps students to connect the content that they are learning to the life context which can be used; as they strive
to attain learning goals, they use their own experiences to build knowledge. In other words, CTL situates the teaching-learning activities in real-life contexts to
which the students can relate, so they would know the reason why that learning is important.
________________________
5
Wina Sanjaya, Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi, Jakarta: Kencana Prenada Media Group, 2005, p. 109.
6
Judith L. Shrum Eileen W. Glisan, Teacher’s Handbook Contextualized Language
Instruction, Boston : Thomson Heinle, 2005, p. 41.
7
Naomi Kurata, Foreign Languae Learning and Use: Interaction in Formal Social Networks, London: Continuum International Publishing Group, 2011, p. 6.
Although CTL is relatively a new concept in the field of education, its principles and practices have been around for centuries. The concepts which rely
on the context as close to the real life in the teaching and learning process can be seen before 19
th
century. At that time the main focus of education was in art or literature and the exercise for the students was asking them to use what they
learned in school in everyday experience. It assumes that, it would be more meaningful if the students experienced what they had learned, not only to know
what they learned or just memorized what the teacher transfer to them. In CTL, students are expected to build their own understanding from their past experience
or knowlede. CTL emphasizes the learning process through constructing, not by memorizing. Teaching is interpreted as an activity of inquiring process not only
transferring knowledge to the students. CTL is much influenced by the philosophy of constructivism which was
initiated by Mark Baldwin and developed by Jean Piaget.
8
According to the constructivism theory, learning is not a process of memorizing, but it is the
process of constructing knowledge based on the students‟ experience. It assumes that the more experiences they have, the more knowledge they will get.
Meanwhile, there are several experts who define the meaning of CTL. In the process of searching the meaning of CTL, the writer has found several
definition of CTL from different resources. Johnson defines CTL as follows:
CTL is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects
with the context of their daily lives, that is, with context of their personal, social, and cultural circumtance. To achieve this aim, the system
encompasses the following eight components: making meaningful connections, doing significant work, self-regulated learning, collaborating,
critical and creative thinking, nurturing the individual, reaching high standards, using authentic assessment.
9
________________________
8
Wina Sanjaya, op.cit., p. 111.
9
Elaine B. Johnson, Contextual Teaching Learning: Menjadikan Kegiatan Belajar- Mengajar Mengasyikkan dan Bermakna, Bandung : MLC, 2002, p. 19.
