13
2 With other irregular verbs, the simple past is the same as the past participle
but different from the base form. a
Verbs that have patterns like: Bring, and Brought
Table 2.7
Simple Form of The Verb Past Tense
Past Participle bring
brought brought
catch caught
caught seek
sought sought
think thought
thought teach
taught taught
buy bought
bought b
Verbs that have patterns like :Pay, and Paid
Table 2.8
Simple Form of The Verb Past Tense
Past Participle lay
laid laid
pay paid
paid say
said said
c Verbs that have patterns like : Bend, and Bent
Table 2.9
Simple Form of The Verb Past Tense
Past Participle bend
bent bent
lend lent
lent send
sent sent
spend spent
spent d
Verbs that have patterns like: Feed and Fed
Table 2.10
Simple Form of The Verb Past Tense
Past Participle bleed
bled bled
feel felt
felt sleep
slept slept
sweep swept
swept kneel
knelt knelt
14
e Miscellaneous
Table 2.11
Simple Form of The Verb Past Tense
Past Participle build
built built
hear heard
heard shoot
shot shot
sit sat
sat stand
stood stood
make made
made win
won won
f Verbs that have patterns like : Wind and Wound
Table 2.12
Simple Form of The Verb Past Tense
Past Participle bind
bound bound
find found
found grind
ground ground
wind wound
wound g
Verbs that have patterns like: Sell and Sold
Table 2.13
Simple Form of The Verb Past Tense
Past Participle sell
sold sold
tell told
told 3
However, with other irregular verbs, all three forms are different.
According to Marcella Frank, there are some lists of irregular verbs which the iregular verbs are changed in three forms. It can be clearly expained as
follows:
18
a Verbs that pattern like: sing, sang, and sung.
Table 2.14
Simple Form of The Verb Past Tense
Past Participle drink
drank drunk
begin began
begun ring
rang rung
shrink shrank, shrunk
shrunk sing
sang sung
18
Frank, op.cit., p. 61.
15
b Verbs that have patterns like: Break, Broke, and Broken.
Table 2.15
Simple Form of The Verb Past Tense
Past Participle break
broke broken
choose chose
chosen freeze
froze frozen
steal stole
stolen speak
spoke spoken
c Verbs that have patterns like: Blow, Blew, and Blown.
Table 2.16
Simple Form of The Verb Past Tense
Past Participle blow
blew blown
draw drew
drawn grow
grew grown
fly flew
flown know
knew known
overdraw overdrew
overdrawn d
Verbs that have patterns like: Drive, Drove, and Driven.
Table 2.17
Simple Form of The Verb Past Tense
Past Participle drive
drove driven
ride rode
ridden strive
strove striven
thrive throve
thriven e
Verbs that have patterns like: Wear, Wore, and Worn.
Table 2.18 Simple Form of The Verb
Past Tense Past Participle
swear swore
sworn tear
tore torn
bear bore
Born wear
wore Worn
f Verbs that have patterns like: Bite, Bit, and Bitten.
Table 2.19
Simple Form of The Verb Past Tense
Past Participle bite
bit Bitten
hide hid
Hidden chide
chide or chided Chidden
16
g Verbs that have patterns like : Shake, Shook, and Shaken
Table 2.20
Simple Form of The Verb Past Tense
Past Participle take
took Taken
shake shook
Shaken mistake
mistook Mistaken
forsake forsook
Forsaken h
Verbs that have patterns like: Give, Gave, and Given
Table 2.21
Simple Form of The Verb Past Tense
Past Participle give
gave Given
forgive forgave
Forgiven forbid
forbad Forbidden
i Verbs that pattern like Mow, Mowed, and Mown
Table 2.22
Simple Form of The Verb Past Tense
Past Participle hew
hewed Hewn
mow mowed
Mown sew
sewed Sewn
show showed
Shown 4
The irregular verbs which first and third principle are alike
Table 2.23
Simple Form of The Verb Past Tense
Past Participle come
came Come
become became
Become overcome
overcame Overcome
run ran
Run 5
The Irregular verbs which first and second principles are alike
Table 2.24
Simple Form of The Verb Past Tense
Past Participle beat
beat beat or beaten
However, there are some differences in verbs forms between American English and British English: Below are the some differences between American
English and British English:
17
Table 2.25
American British
bet- bet- bet bet
– bet – bet OR bet – betted – betted fit- fit -fit
fit – fitted - fitted
get - got – gotten
get – got – got
quit – quit – quit
quit – quitted – quitted
19
3. The Difficulties in Understanding Verbs.
Understanding and recognizing the verbs are really needed for the second year students of junior high school. In fact many students did not recognize the
verbs which are regular and the verbs which are irregular verbs. There are some problems why the students have not recognized the verbs of regular and irregular
verbs yet. It can be summarized as follows: a
The students have limit vocabulary, thus they did not recognize the verbs and they did not know how to change the verbs into past verbs
because the past tense and past participle forms of these verbs are extremely difficult to predict, so the students must memorize it.
b The teacher taught the verbs directly to the students without giving any
further explanations. c
The common belief amongst language students of all language is that irregular verbs do not follow patterns like the regular verbs, thus it
makes the students very difficult to learn and master the irregular verbs. d
Learning Irregular verbs are notoriously difficult for language learners, for example, it takes children years to lea
rn to use “spoke” not “speaked”and etc.
20
In this case, many students did not know the irregular verbs, when they found the irregular verbs, they changed those
words into regular verbs. Hence, the teacher has to find alternative technique in teaching verbs in
order the students easy in understanding and recognizing the verbs.
19
Azar, op. cit p.19.
20
Kieran, McGovern, The Toughest Verbs in English, 2011. www.oupeltglobalblog.com
accessed on 12
th
September 2014 at 18:43.
18
C. Cooperative Learning
Classroom is a place where students learn together with their classmates. In Indonesian school, the amount of students in each class is big; it is
approximately 30-40 students. It is hard for the teacher to notice and pay attention to all students in the classroom and it is hard for the students to build the sense of
cooperation among the students. However, the teacher has to find out the best possible strategies to make the students want to work in groups, thus the teacher
eventually can notice and observe the students ‟ performance in groups.
There are some various learning strategies which can be applied by the teacher to build the interaction among the students. One of the approaches or
strategies which can be used by the teachers to help and accomplish their goals of teaching is cooperative learning. Below are the further explanations about
cooperative learning according to some experts:
1. The Understanding of Cooperative learning
According to Richards in his book, Approach and Methods in Language Teaching stated
“Cooperative Learning is a group of learning activity organized so that learning depends on the socially structure exchange of information
between learners in groups and in which each learner is held accountable for his or her own learn
ing and is motivated to increase the learning of others.”
21
Cooperative learning is an instructional design that aims students to become active in achieving a lesson through their own effort and the efforts of the
members of their small learning team. It was according to James M. Cooper in his book Classroom Teaching Skills.
22
Then, based on Killen in his book Classroom Teaching Strategies stated “Cooperative Language Learning is an effective strategies for having students
achieve a wide range of academic and social outcomes including enhanced achievement, improved self-esteem, and positive interpersonal relationships with
21
Jack C. Richards and Theodore S. Rodgers, Approach and Method in Language Teaching 2ed, Cambridge: Cambridge University Press, 2001, p. 199.
22
James M. Cooper, Classroom Teaching Skills 9
th
Edition, Massachusetts: Wadsworth Cengage Learning, 2011, p. 257.
19
other students, improved time-management skills, and positive attitudes toward school.
”
23
Cooperative learning is one of the best learning strategies that the teachers can use in the classroom and by implementing cooperative learning, the students
are hoped to increase their cognitive, affective, and interpersonal benefits. It was the general concepts of cooperative learning based on Roy Killen in his book
Learning and Teaching.
24
Another definition about cooperative learning comes from Slavin, as a person who proposed this approach, he stated in his book that
“cooperative learning refers to a variety of teaching methods in which students work in small
groups to help one another learn academic content ”.
25
From all explanation above, it is obviously clear that cooperative learning is different from traditional methods, and the writer agrees with
Slavin‟s idea about cooperative learning. Cooperative learning is a variety of teaching methods
tha t make the students share theirs‟ idea to each other in order to understand the
lesson. Cooperative learning is not only a learning activity that enable students to work in group, but also cooperative learning is an approach which have many
varieties of technique that the teacher can select when they want to implement the cooperative learning.
2. The Principles of Cooperative Learning
Cooperative learning as a learning strategy has some principles in order to make the students reach their materials, therefore cooperative learning can not be
separated from some principles which must be noticed by the teacher when they want to apply it. Below are further explanations about the principles of
cooperative learning for the teacher in conducting cooperative learning.
a Cooperative learning is designed for the students to work together for the
task to be accomplished.
23
Roy Killen, Effective Teaching Strategies: Fourth Edition, Victoria, Australia: Cengage Learning, 2007, p. 184.
24
Donald P. Kauchak and Paul D. Eggen, Learning and Teaching: Research-Based Method. Boston: Allyn and Bacon, 1989 , p. 320.
25
Robert E. Slavin, Cooperative Learning; Theory, Research, and Practice, Needham Heights, Massachusetts: Allyn and Bacon Press, 1995, p. .2.
20
b Cooperative learning emphasizes the students to make positive interactions
and the students have to develop the interaction. c
Every student in cooperative learning has opportunities to work in different teams.
d Social, Language, and Content skills are all learned in the process of
interacting with the group.
26
From all explanations above, the writer assumes that in order to make cooperative learning more effective, the teacher must understand the principles of
cooperative learning. The writer agrees with the principles which stated that positive interaction is one of the important things in conducting cooperative
learning, because by developing positive interactions, the students can develop their abilities and the students can share their ideas to their classmates easily, and
also the teacher have to let the students learn by themselves in order to find out the learning goals. By letting the students, work in team can cause a social
interaction to happen.
3. The Elements of Cooperative Learning
Cooperative learning also has some elements in order cooperative learning becomes more effectives. While, according to Richards in his book Approaches
and Methods in Language Teaching, there are some elements of cooperative learning in the classroom. It can be summarized as follows:
27
a. Positive Interdependence
Positive interdependence occurs when group member feel that what helps one member helps all and what hurts one member hurts all. It
means positive interdependence is a management system that encourages students to work together.
b. Group Formation
A group formation is also an important factor in creating positive interdependence. In group formation, the teacher has to decide on the size
of the groups, assign students to group, and the teacher also has to give
26
Adrienne L. Herrell and Michael Jordan, 50 Strategies for Teaching English Language Learners: Fourth Edition, Boston: Pearson Education inc. , 2012, p. 47.
27
Richards and Rodgers, op. cit., p. 196.
