For example: -
Don’t you watch TV every evening? -
Don’t they watch TV every evening? -
Doesn’t she watch TV every evening? -
Doesn’t he watch TV every evening? Negative questions are used to indicate the speaker’s ideas i.e., what
shehe believes is or is not true or attitude e.g., surprise, shock, annoyance, anger.
6
Use the following rules to spell the –s form correctly:
1. For most verbs, add –s to the simple form.
You eat fried rice He eats fried rice
I drink milk He drinks milk
They visit their aunt Fahmi visits his aunt
We walk on the road The dog walks on the road
2. Add –es to verbs that end in o, s, z, sh, x and ch unless the ch is
pronounced with the of k I watch the movie
She watches the movie You teach at school
She teaches at school I do my homework
He does his homework 3.
Omit a final –y and add –ies unless the letter a, e, i, o, or u comes before the
–y I carry my bag
He carries his bag You study math
He studies math I try a new shoes
She tries a new shoes 4.
For the verb have, use the irregular from has and put don’t or doesn’t for negative statement.
Affirmative : I have a new bag
She has a pointed nose
6
Betty Schrampfer Azar, Understanding and Using English Grammar, Jakarta: Binarupa Aksara and Prentice Hall, Inc. 1993, p. A.14
Negative :
I don’t have a new bag She doesn’t has a pointed nose
Interrogative : Do you have a new bag? Does she has a pointed nose?
Short answer : Yes, I do No, I don ’t
Yes, she does No, she doesn’t Long answer : Yes, I have a new bag
Yes, she has a pointed nose : No,
I don’t have a new bag No, she doesn’t has a pointed nose
e. Adverb of Frequency
Frequency adverbs modify verbs of adjective. They describe how regularly or what percentage of time happens. The following adverbs like
always, usually, often, sometimes, seldom, and never are often used with the simple present tense to indicate frequency. Here are the meanings of
some frequency adverbs in approximate percentage of time: 100
: always 90
: usually generally 75
: often 50
: sometimes 10
: seldom rarely : never
7
For example: Affirmative
: He is always happy They usually play together
He often study at home Negative
: They aren’t usually at home
The bus is never on time I don’t often go to school by bus
7
Elaine Kirn, Darcy Jack and Jill Korey O’ Sullivan, Interaction 1 Grammar 4
th
edition, New York: McGraw
–Hill, Inc. 1990, p. 17-18
In addition: If th
ere is an auxiliary verb can, must, should, will, have, … , the frequency adverb comes after it.
If there are two auxiliary verbs would have, should have, … , the frequency adverb comes after the first.
f. Longer time expressions that describe repeated action usually come at
the beginning or the end of the sentence for emphasis. -
The buses run every hour -
As a rule, I don’t go to the office on Saturday
3. The Function of the Simple present Tense
The simple present tense performs the following function:
8
a. Express general truths
- Batik comes from Indonesia.
- Sun rises from east.
b. Expresses and habitual actions, often with such adverbial expression as
frequency, usually, every day, and so on. It is also the usual present tense form of stative or “private” verbs, such as wish, hope, fear, love,
like, understand and know. -
I go on holiday every summer -
They usually leave school at three o’clock. -
She loves her children -
He buys food every weekend. -
Nadia understands English. c.
When used with the verb do, shows emphasis -
He does look like his brother. -
We do not lie, but we do say the truth -
She may not be brilliant, but she does work hard
8
George E. Wishon and Julia M. Burks, Let’s Write English, New York: Littion
Educational Publishing, Inc. 1980, p. 193-194
d. Expresses commands or request second person only
- If you see him, give my love to him
- Close the door, please
- Let’s take a rest
e. Expresses future time with a future time adverbial
- She leaves to Bandung tomorrow morning
- The movie begin three hours later
- He comes to my house next week
B. COOPERATIVE LEARNING
1. The Understanding of Cooperative Learning
Working together means cooperation. It also means taking the talents of individuals and pooling these together to get the job done. George M. Jacobs
in his book states “ Cooperative Learning can be defined as a diverse body of
approaches and techniques which encourage and facilitate students’ collaboration with their classmates and others’.”
9
Cooperative learning is a teaching strategy in which students work together in a group to solve a problem or complete a task, and do interaction
with their classmates. In this case,
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a
variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the
assignment until all group members successfully understand and complete it.
10
There are many experts who have defined the definition of cooperative learning. As is states by Olsen
and Kagan that ”Cooperative learning is group learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups and in which
9
Willy A. Renandya and George M. Jacobs, ed, Learners and Language Learning, Singapore: SEAMEO Regional Language Centre, 1998 p.172
10
http:edtech..kennesaw.eduintechcooperativelearning.htm .
Retrieved 02092010
each learner is held accountable for his or her own learning and its motivated to increase the learning of others”.
11
In cooperative classroom, students are expected to help their friends in mastering the current knowledge by arguing
and discussion each other. All of members have to take apart in every discussion, so they can learn effectively in their group.
2. The Principles of Cooperative Learning
For successful cooperative learning, D.W. Johnson, suggested five factors, they are positive independence, individual accountability, abundant
verbal, sufficient social skills, and team reflection.
12
According to Kagan in his website mentions the principles of Cooperative Learning are:
a. Positive Interdependence. Each group members efforts are
required and indispensable for group success b.
Face to face interaction promote each others success. c.
Individual and group accountability. Assigning one student in each group the role of checker. The checker asks other group members
to explain the reasoning and rationale underlying group answers d.
Interpersonal and group small skill. Social skills must be taught: leadership, decision-making, trust building, communication,
conflict-management skills. e.
Group processing. Group members discuss how well they are achieving their goals and maintaining effective working
relationships.
13
It can be concluded that cooperative learning is an approach which transforms the classroom activities from individual to group work where
students work in small group and they learn their best with their group.
11
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, 2
nd
ed. Cambridge: Cambridge University Press, 2001, p.192
12
David Nunan, Collaborative Language Learning and Teaching Cambridge: Cambridge University Press, 1992 p.34-35
13
www.KaganOnline.com
3. The Techniques of Cooperative Learning
Various Cooperative Learning methods have been developed over the years and put into practice in the classroom. Some of the most extensively
research sand widely apply methods include Student Teams-Achievement Divisions STAD, Teams-Games-Tournament TGT, Jigsaw, Team
Accelerated Instruction TAI and Cooperative Integrated Reading and Composition CIRC.
a. Students Teams-Achievement Divisions STAD. In STAD,
students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a
lesson, and then students work within their teams to make sure all team members have mastered the lesson.
Then, all students take individual quizzes on the material, at which time they may not help one
another.
b. Teams-Games-Tournaments TGT. TGT uses the same teacher
presentations and team work as in STAD, but replaces the quizzes with weekly tournaments.
14
c. Jigsaw Aronson, Blaney, Stephan, Sikes Snapp, 1978. In this
technique, group mates share information with each other.
15
d. Team Accelerated Instruction TAI. It shares with STAD and
TGT the use of four member mixed ability learning teams and certificates for high performing teams.
e. Cooperative Integrated Reading and Composition CIRC. Is a
comprehensive program for teaching reading and writing in the upper elementary and middle grades Madden, Slavin, and Stevens,
1986.
16
14
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, Boston: Allyn and Bacon, 1995, 2
nd
ed, p.5-7
15
Steven Mccafferty et.al eds, Cooperative Learning and Second Language Teaching, Cambridge: Cambridge University Press, 2006,p.186
16
Robert E. Slavin, Cooperative Learning …,p.7
4. The Teacher’s Roles in Cooperative Learning
According to Wendy McDonell in Cooperative Language Learning: A Teachers’ Resource Book, the roles of the teacher in the cooperative
learning classroom are: The teacher as inquierer, creator, observer, facilitator, and as change agent.
17
David and Roger Johnson in An Overview of Cooperative Learning
” In order to make cooperative learning a successful teaching strategy, the teacher must wear many hats, they are:
a. Planner. Cooperative learning requires a good deal of planning
from the teacher. b.
Facilitator. The teacher as a facilitator must accurately introduce cooperative learning to the students.
c. Referee. As the groups are working, the teacher must act as a
referee, solving conflicts and redirecting discussions. d.
Evaluator. After the cooperative learning lesson is over, the teacher must evaluate what parts of the lesson were successful and how to
improve the lesson.
18
C. STAD TECHNIQUE
1. The Understanding of Student Teams Achievement Division
STAD
As the writer told in chapter one, Student Teams-Achievement Divisions STAD is one of Cooperative Learning Techniques, therefore the
writer would like to discuss about the use of STAD technique in teaching simple present tense.
Student Teams-Achievement Divisions STAD is one of a set of instructional techniques developed and researched at John Hopkins
University collectively known as Student Team Learning. STAD is the
17
Carolyn Kessler editor, Cooperative Language Learning: a Teacher’s Resource Book,
Englewood Cliffs: Prentice-Hall,inc, 1992, pp.164-171.
18
http:www.clcrc.compagesoverviewpaper.html
simplest of the Team Learning methods
19
and also is a good model to begin with for the teachers who are new to the cooperative approach.
20
In Student Team Learning, students work cooperatively in one team to learn academic objectives. The Student Team Learning methods have been
thoroughly evaluated and have been consistently found to be effective in well-controlled studies in regular public school.
21
Student Team Learning methods share with other cooperative learning methods the ideas that students work together to learn and share responsible
for their own as well as other’s learning. However, this method emphasizes the use of the team goals and team success, which can only be achieved if all
members of the team learn the objectives being taught. Which is, students not to do something as a team but learn something as a team because the
task completed after all team members have understood the material. In STAD, students are assigned to four-member learning teams that
are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to
make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they
may not help one another.
22
There are three concepts in student team learning method; there are team rewards, individual accountability and equal opportunities for success.
Team reward means that teams are not in competition with one another for limited rewards. All of the teams, some of them, or none of them may earn
whatever rewards are made available depending on how well the team’s performance matches a predetermined standard.
23
19
http:www.criminology.fsu.edufacultyclarkmodule1partcontentappendix4.htmstad . Retrieved 02032010
20
Slavin, Cooperative Learning …, p.71
21
Slavin, Cooperative Learning …, p.5
22
Slavin, Cooperative Learning …, p. 5
23
http:college.hmco.com.educationpbltccoop.html1 . Retrieved 02032010
Individual accountability means that students have their own responsibility, because their team success is depend on individual score
when they get quizzes. Equal opportunity for success is the important steps to ensure that all students have an opportunity to contribute to their team.
2. The Characteristic of STAD
STAD has many characteristics which distinguish it from the other Cooperative Learning techniques. The main characteristic is that STAD uses
individual quizzes at the end of each lesson. Students can not only perform as “students” who are lectured by their teacher but also act as tutor and
tutees that help each other and make sure all team members have mastered the lesson.
STAD consists of five major components: a.
Class Presentations The material in STAD is initially introduced in a class
presentation. This is most often direct instruction or a lecture discussion conducted by the teacher.
b. Teams
Teams are composed of four or five students who represent a cross- section of the class in the terms of academic performance, sex, and
race or ethnicity.
c. Quizzes
After teacher presentation and team practice, the students who take individual quizzes are not permitted to help one another during the
quizzes.
d. Individual Improvement Scores
Eac h student is given a “base” score, derived from the student’s
average past performance on similar quizzes. e.
Team Recognition Teams may earn certificates or other reward if their average scores
exceed criterion.
24
24
Slavin, Cooperative Learning …, p. 71 – 73
3. The Procedures of STAD in the Classroom
Steps include introducing STAD procedures to the classroom. They are;
1. Using direct teaching methods teach the first lesson; prepare a
quiz on the lesson material and worksheets based on the quiz. 2.
Introduce team assignments, explain group scoring, and start team practice on worksheets.
3. Review and continue team practice. Teacher reviews the
lesson; students then review in pairs with worksheet, then change partners to ensure every teammate knows the answer.
4. Quiz individually, not one quiz per team.
5. Improvement scoring, that is, teacher bases scores on
improvement from pre- to pest test scores. It applies to either individual or group situations.
25
From the several statements above, it can be concluded that Students Teams-Achievement Divisions STAD is one of the Cooperative Learning
techniques that students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. And if students are
rewarded for doing better than they have in the past, they will be more motivated.
25
Carolyn Kessler ed., Cooperative Language Learning: A Teacher’s Resource Book,
Englewood Cliffs: Prentice Hall Regent, 1992, p. 20 – 21
D. GRAMMAR TRANSLATION METHOD
1. The Understanding of Grammar Translation Method
Grammar Translation was in fact first known in the United States as the Prussian Method
.
26
The Grammar Translation Method which was first
named as such Germany in the 1780s introduced the idea of presenting
students with short grammar rules and word lists, and then translation exercises in which they had to make use of the same rules and words.
27
The role of the teacher in Grammar Translation Method is an authority in the class and the role of the students is doing what the teacher says.
Interaction in the classroom is only happened from the teacher to student.
28
Grammar Translation Method focuses on grammatical rules, memorization of vocabulary, translation of text, and doing written exercises.
29
From the explanations above, the writer assumes that teaching learning process in Grammar Translation Method emphasizes the study of grammar
through deduction that is through the study of the rules of grammar.
2. The principles of Grammar Translation Method
The main principles on which the Grammar Translation Method is based are the following:
1. Literary language is superior to the spoken language.
2. Translating each language into each other is an important goal for
learners. 3.
The authority in the classroom is the teacher. 4.
To be able to communicate with target language’s speakers is not among the goals.
5. The primary skills to be improved are reading and writing
26
Jack C.Richards and Theodore S.Rodgers, Approaches and Methods in Language Teaching, Cambridge:Cambridge University Press,1986, p.3.
27
Jeremy Harmer, How to Teach English new edition, Edinburgh: Pearson Education Limited, 2007, p.48.
28
http:spaces.isu.edu.tw . Retrieved May 2010
29
http:niigatajet.net . Retrieved May 2010
6. Its focus is on accuracy and not fluency.
7. Error correction: If a student’s answer of a question is incorrect, the
teacher selects a different student to give the correct answer or she replies himselfherself.
30
In other sites, there are three principles of Grammar Translation Method, they are:
a. Translation interprets the words and phrases of the foreign
languages in the best possible manner. b.
The phraseology and the idiom of the target language can best be assimilated in the process of interpretation.
c. The structures of the foreign languages are best learned when
compared and contrast with those of mother tongue.
31
From the principles above, it can be concluded while teaching the text books the teacher translates every word and phrase from English into the
learner’s mother tongue. Further, students are required to translate sentences from their mother tongue into English.
3. The Characteristics of Grammar Translation Method
Prator and Celce Murcia list the major characterictics of Grammar Translation Method:
1. Classes are taught in the mother tongue, with little active use of the
target language. 2.
Much vocabulary is taught in the form of lists of isolated words. 3.
Long elaborate explanations of the inticacles of grammar are given. 4.
Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
5. Reading of difficult classical texts is begun early.
6. Little attention is paid to the content of texts, which are treated as
exercises in gramatical analysis.
30
http:www.slideshare.netvacokagrammar-translation-method-presentation. Retrieved April, 23 2010
31
http:www.academon.comlibpaper8079.html . Retrieved June, 14 2011
7. Often the only drills are exercises in translating disconected sentences
from the target language into the mother tongue. 8.
Little or no attention is given to pronunciation.
32
Based on the characteristics above, the writer infers the essence of Grammar Translation Method is translation activity from the teacher to the
students.
E. HYPHOTHESES
In this research, the writer would like to find the empirical evidence whether or not the use of STAD technique is really effective in teaching
simple present tense better than Grammar Translation Method. It is also to find out whether there is a significant difference achievement in learning
simple present tense between the students who are taught by using STAD technique and the students who are taught by using Grammar Translation
Method at the seven grade of SMP Pelita Harapan Pondok Pinang. To accomplish this objective, the writer proposed two hypotheses to be tested:
Ho: there is no a significant difference achievement in learning simple preset tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the seven grade of SMP Pelita Harapan Pondok Pinang.
Ha: there is a significant difference achievement in learning simple preset tense between the students who are taught by using STAD Technique and
the students who are taught by using Grammar Translation Method at the seven grade of SMP Pelita Harapan Pondok Pinang.
32
H.Douglas Brown, Principles of Language Learning and Teaching, New York: Addison Wesley Longman, inc., 2000, p.16.
23
CHAPTER III THE IMPLEMENTATION OF THE RESEARCH
A. RESEARCH METHODOLOGY
1. The Place and Time of the Research
The research was held at the seventh grade of Pelita Harapan Junior High School. It’s located at Jl.Pupan no.29 Pondok Pinang,
South Jakarta. The writer chose this school because the teachers in this school almost never apply the various methods in teaching learning
process as already mentioned in chapter one. It was held from April 26 2010 until May 20 2010.
2. The Objective of the Research
As mentioned in the chapter one that the objective of this study is to find the empirical evidence whether or not there is a significant
difference in simple present tense achievement between the students who are taught by using STAD Technique and the students who are
taught by using Grammar Translation Method.
3. The Population and Sample
The population of this research is 68 students which are divided into 2 classes. Number of A class is 36 and B class is 32. The writer
teaches these two classes using GTM for control class and STAD Technique for experiment class. To make it easier in calculation, the
writer chose 20 students of VII- A and VI- B randomly as the sample.
4. The Technique of Data Collecting
In collecting the data, the writer used test technique. The data were collected from the pre-test and post-test. They were given to the
experiment class and controlled classes. The pre-test was administered before the treatments and the post-test was administered after the
treatments.
5. The Technique of Data Analysis
In analyzing the data, the writer used inferential analysis technique. That technique is useful to hypothesis testing and to research
generalization. Before the writer analyzed the data, it is necessary to calculate the data into the statistic calculation. The writer used
�
�� �
formula to calculate the data. The two classes were compared to the independent variable, the experiment class is X variable and the
control class is Y variable. The formula of �
�� �
is expressed as follows:
1
�
�
=
−
�
−
= Mean of Variable X = Mean of Variable Y
SE = Standard Error
Prior the calculation of �
�� �
, there are several steps to be taken, they are as follow:
a. Determining Mean of Variable X, with formula:
=
1
1
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT.Raja Grafindo Persada,2008, p.32
