61
the sentences, of both tenses in daily life as stated on standard competence in Curriculum Based Competence 2009 edition KTSP edisi 2009. Besides,
computer literacy was also needed since the product would use computer as the media in the learning.
After defining the specific skills, the writer identified the specific procedures about the product that would be decided and developed. The product
was used as supplementary exercises toward the learning of both tenses. It meant that the product would be practiced by the students after they received the
explanation of the theory, in terms of the definitions, the functions, the patterns, and the ways to use both tenses, from the English teacher. After they finished
practicing the exercises as the product of the study, they were expected to have more comprehension in the use of both tenses within its meaning in written
sentences because the exercises would begin with the easiest step. The learning tasks were in the form of written exercises. The exercises
were made based on the level of the students’ knowledge which generally appeared in the school. There were two categorizes of the tasks. First, the
exercises would deal with the comprehension of each tense, while second; the exercises would deal with the combined exercises of both tenses. Because the last
category was the combination of the tenses, the students should pay more attention on how and when they use both tenses. It needed an ability to identify
and use both tenses appropriately and correctly.
c. Writing Performance Objectives
Each activity in the product should have learning objectives. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
learning objectives are related to the goal of the product. Stating and specifying the learning objectives can help the designer to indicate whether or not the
students have achieved the intended goal. Moving forward, this study provided four main topics in the product to help the writer as stated in the learning
objectives. Those topics were related to their daily life focused on simple present tense and simple past tense. The description of the learning objectives was
elaborated based on each topic chosen see Table 4.5.
Table 4.5: The Performance Objectives and the Topics No.
Topics Learning Objectives
1. FRUITS
• Students are able to identify the different use of to be in simple present tense and simple past tense.
• Students are able to use to be of both simple present tense and simple past tense.
2. SOME
INTERESTING PLACES
Students are able to identify the verbs in simple present tense and simple past tense sentences.
• Students are able to use the verbs in simple present tense and simple past tense sentences.
3. PEOPLE
AROUND ME • Students are able to rearrange jumbled sentences in the form
of simple present tense and simple past tense. 4.
OCCUPATION • Students are able to match some occupation with its
descriptions in the form of simple present tenses and simple past tense.
d. Developing Instructional Strategy
As the result of analyzing learners and contexts, the study decided to develop exercises to be practiced by the first grade students. More than half of the
students 64.7 in SMK Sanjaya Pakem liked learning English. It meant that they had the intrinsic motivation toward the learning of English. Hence, the
instructional strategy of the study was developing supplementary exercises in which the students would learn simple present tense and simple past tense. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
exercises would be packed more interestingly and attractively so that the students would have extrinsic motivation to learn English toward the learning of grammar.
However, before the students were asked to practice the designed exercises, it would be necessary that they should have the basic information about the theory
or the definition and the rules of using both tenses. Therefore, the teacher should explain first the theory of both tenses to them.
The exercises were developed to facilitate independent learning because each student had their own pace to absorb and comprehend the materials given by
their teacher. Therefore, by developing the exercises, which led them to learn independently, they would be better in understanding the materials. Independent
learning process happened when the students accessed and did the exercises by themselves on the computer. In addition, there were some clues and feedbacks
written in the exercise program. By considering the necessity of giving feedback, it would encourage the students whether or not they wrote andor chose correct
answers. Nevertheless, they still needed their teacher’s assistance as their facilitator in doing the exercises.
The content of the exercises was elaborated into four main topics. First, Fruits topic discussed about certain passages telling about fruits that the students
usually found. It focused on the learning of linking verbs used in sentences followed by adjectives andor adverbs in both tenses. Second, Some Interesting
Places topic discussed about certain passages telling about certain places in Java. The focus of the learning was about the use of correct verbs in sentences in both
tenses. Third, People around Me topic discussed about some activities done by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
people around the students’ life. The learning was emphasized on rearranging words to make a sentence and rearranging sentences to make a paragraph in both
tenses. Fourth, Occupation topic discussed about the description of certain jobs. The students would learn how to match the job description to its kinds of job.
All of the exercises were uploaded on certain computer software that had mechanical system to count the score after the students had finished completing
the exercises. In order to be accessed more easily by the students and the teacher, the exercises would be uploaded on certain web program. Therefore, the product
of this study needed computer and internet connection.
3. Developing preliminary form of product
