Conclusion Suggestion CONCLUSION AND SUGGESTION

52

CHAPTER V CONCLUSION AND SUGGESTION

After completing the whole steps in implementing Classroom Action Research CAR study that has been explained in the previous chapters, in this chapter the writer gives his contribution by giving the conclusion and some suggestions. Firstly, the writer would like to sum up his study about implementing The Pattern Drill method to teach The Passive form of the Present Continuous Tense. This study uses the Classroom Action Research CAR method in which to identify the p roblem on students’ understanding in learning The Passive form of The Present Continuous Tense, it is initiated through the interview the teacher and through the observation in the X grade Accountancy of SMK Bina Insani Tangerang which is considered as the class whose grammar test score are very low. The amount of students of that class is 31. In this study, the writer implements the Kurt Lewin’s design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived among from the test, interview and observation; it could be summed up as: First, related to the test result, there was 33.51 improvement of students’ mean score from pretest to the posttest of the second cycle. In the pretest, there were four students who passed the KKM. Then in the result of posttest in cycle 1, there were nine or 29.03 students in the class who passed the KKM considering their mean score of the test is 64.67. Next in the result of posttest in the cycle 2, there is 26 or 83.87 students who passed the KKM in which their mean score of the test derived 73.38. Second, the observation result showed that the students were more active and interested in learning grammar activity in the classroom.

A. Conclusion

Based on the research conducted in the X grade Accountancy of SMK Bina Insani Tangerang academic year 20112012, it can be concluded that the students could improve their understanding in learning the passive form of the 53 Present Continuous Tense through Pattern Drill Method. To improve their understanding, the teacher gives some drill activities to make the students remember the pattern of The Passive form of the Present Continuous Tense.

B. Suggestion

In this part, the writer would like to contribute some suggestions for the teacher. First, Pattern Drill would be helpful to improve students’ understanding in learning the passive form of Present Continuous Tense, and so the teacher can use this method to teach the other material related to the grammar competence. Second, in teaching grammar especially tenses, the teacher has to make sure whether the students have already understood the pattern of previous tense or not. It can be checked by giving some quiz or asking about the previous material to the students. Third, in teaching the passive form of any tense, the teacher also should check the students’ understanding in active form, if they are considered have already mastered, then the teacher can continue to explain the passive form. Using Pattern Drill to improve the stude nts’ understanding in learning the Passive form of the Present Continuous Tense, the writer found an obstacle that relate to the time. Implementing this method, however, take a longer time that without using The Pattern Drill Method. Hopefully, there will be any further research of how to complete this technique. 54 BIBLIOGRAPHY A.S Hornby, guide to Pattern and usage in English, New York: Low Price Inc, 1975 Anas Sudijono, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008 Betty SchrampferAzhar, Understanding and Using English Grammar, New York: Longman, 2002, Clark H. Clark, Using Language, New York: -Cambridge university press, 2008. Cross David, A Practical Handbook of Language Teaching, London, British library cataloguing in Publication Data, 1991 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa: Department of Physics and Astronomy, 2008 Eugane J. Hall, Grammar for Use, Jakarta Barat: BinarupaAksara Publisher, 1993 Harmer Jeremy, The practice of English Language Teaching, UK, Longman, 1991 John E Warriner, English Grammar and Composition, New York: Harcout Brain Javanovich Publisher, 1982 KamChuanAik and Kam Kai Hui, Longman Dictionary of grammar and Usage, Addison wesley Longman Singapore Pte Ltd, 1992 Marcel Danesi, Ph.D, Basic American Grammar and Usage, New York: Baron Educational series, 2006 Margaret Close Sacco, The Simple Present and Progressive present tense , Ottawa: Canada, 1982 Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book, New York: Heine and Heinle publishers, 1999 Michael J. Wallace, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006 55 Ron Cowan, The Teacher’s Grammar of English, Cambridge: Cambridge University Press, 2008 Sidney Greenbaum and Randolph Quirk, Student’s Grammar of The English Language, London: Pearson Education Limited, 1990 Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002 Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009 Theodore Huebener, How to Teach Foreign Languages Effectively Revised Edition, UK, New York University Press, 1969 Victoria Fromkin and Robert Rodman, an introduction to language, London: - HBC publishers 1998 56 Interview Guidelines for the Needs Analysis Before CAR R : The researcher T : The teacher

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