developing students' ability of the simple present tense through substitution drills (a classroom action research in the seventh grade of SMPN 6 Depok)

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DEVELOPING STUDENTS’

ABILITY OF THE SIMPLE PRESENT

TENSE THROUGH SUBSTITUTION DRILLS

(A Classroom Action Research in the Seventh Grade of SMPN 6 DEPOK)

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teacher’s Training in a Partial of Fulfillment of the Requirement for the Degree of Strata 1 (S.Pd) in

English Language Education

By:

Ridhatul Dewifartina NIM: 106014000422

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

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2011. Developing Students’ Ability of the Simple Present Tense through Substitution Drills (A Classroom Action Research in the Seventh Grade of SMPN 6 Depok), Skripsi, English Languange Education, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Drs. Nasrun Mahmud, M.Pd

Key words: Grammar, Substitution Drills

This study was carried out to develop the students’ ability of the Simple Present Tense through Substitution Drills in the seventh grade of SMPN 6 Depok academic year 2010/2011. The subjects of this study were consisted 42 students. The method use in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research. It meant that the writer collaborated with the English teacher of SMPN 6 Depok as an observer and collaborator. This study was conducted following Kurt Lewin model with the following procedures of the action research: planning, acting, observing, and reflecting. The study carried out in two cycles. Each cycle consisted of two meetings. The data gathering in this study through observation, field notes, interview, and test.

The result of the study showed that there was improvement of students’ ability of the Simple Present Tense. Most of the students gradually gained good scores at the end of each cycle. The score of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of english lesson was 65 (sixty five). The students’ mean score in preliminary study was 55.95. The mean score in the first cycle was 72.74. The mean score in the second cycle was 75.95. In addition, there was a positive response from the students and the English teacher about implementing the action. In conclusion Substitution Drills can develop students’ ability of the simple present tense.

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Pembimbing: Drs. Nasrun Mahmud, M.Pd

Key words: Grammar, Substitution Drills

Penelitian ini dilaksanakan untuk meningkatkan kemampuan siswa tentang simple present tense di kelas 7 SMPN 6 Depok tahun ajaran 2010/2011. Subyek penelitian ini berjumlah 42 siswa.

Metode yang dilakukan dalam penelitian ini adalah penelitian tindakan kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian ini yaitu penelitian tindakan kelas kolaboratif. Penulis bekerjasama dengan guru bahasa inggris dari SMPN 6 Depok sebagai pengamat dan kolaborator. Penelitian ini dilaksanakan mengikuti model Kurt Lewin dengan prosedur penelitian tindakan yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari dua kali pertemuan. Teknik pengumpulan data dalam penelitian ini menggunakan instrumen: observasi, catatan lapangan, interview, dan tes.

Hasil dari penelitian dengan menggunakan Substitution Drills ini menunjukan bahwa ada peningkatan dari kemampuan siswa tentang simple present tense. Siswa mendapatkan nilai yang bagus secara bertahap pada akhir siklus. Nilai Kriteria Ketuntasan Minimal (KKM) adalah 65 (enam puluh lima). Nilai rata-rata siswa pada tes awal adalah 55.95. Nilai rata-rata siswa pada siklus pertama yaitu 72.74. Nilai rata-rata siswa pada siklus kedua yaitu 75.95. Selain itu, ada tanggapan yang positif dari para siswa dan guru bahasa inggris terkait penggunaan Substitution Drills. Kesimpulannya, Substitution Drills dapat meningkatkan kemampuan siswa tentang simple present tense.

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the Lord of the Worlds. Peace and blessing be upon to the prophet Muhammad SAW, his family, his companion, and his followers.

This “skripsi” is presented to the English Education Department of Faculty

of Tarbiyah and Teacher’s Training State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for the degree of strata-1 (S1).

The writer would like to express her great honour and deepest gratitute to the following person:

1. Her beloved parents, Drs. Yayat Juhayat, MM and E. Nur’aini, thanks for their love, care, support, patience and guidance for all her life.

2. Drs. Nasrun Mahmud, M.Pd, the writer’s advisor who has guided the writer patiently to carry out her work from beginning till the end.

3. All lecturers in English Department who always give motivation and valuable knowledge during her study at the Syarif Hidayatullah Jakarta State Islamic University Jakarta.

4. Prof. Dr. Dede Rosyada, MA, the Dean of the Faculty of Tarbiyah and

Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta. 5. Drs. Syauki, M.Pd, the head of English Education Department of UIN Syarif

Hidayatullah Jakarta.

6. Neneng Sunengsih, S.Pd, the secretary of English Education Department of UIN Syarif Hidayatullah Jakarta.

7. Drs. Joko Widodo, M.Pd, the headmaster of SMPN 6 Depok who has allowed the writer to conduct this study in SMPN 6 Depok and Rustam Ependi, S.Pd, the teacher of SMPN 6 Depok who has helped and supported the writer in finishing this study.

8. Her beloved sisters and brother; Suci Indah Nirwani, S.Psi., Fierda Shafratunnisa, Gisse Lailatulfath, and Fadhel J. Muhammad, who always support her.

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friends, Tita Nurul Fajriyani, Rosdiana, Siti Kurnia Abinur, Nurina Permata Sari, and Rizki Lutfiah who have helped and supported her in this “skripsi”.

May Allah, the Almighty bless them. Finally, the writer realizes that this paper is still far from being perfect. Therefore, she would like to accept any constructive suggestion to make this paper better.

Jakarta, June 2011

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TITLE APPROVAL

ENDORSEMENT SHEET OF EXAMINATION COMMITTEE

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGMENTS ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF FIGURES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION A. The Background of the Study ... 1

B. The Limitation of the Study ... 3

C. The Statement of the Problems ... 4

D. The Objective of the Study ... 4

E. The Significance of the Study... 4

F. The Method of the Research ... 4

CHAPTER II THEORETICAL FRAMEWORK A. Simple Present Tense ... 6

1. The Definition of Simple Present Tense ... 6

2.The Pattern of Simple Present Tense ... 7

3.The Function of Simple Present Tense ... 12

B. Substitution Drills ... 13

1.The Definition of Substitution Drills ... 13

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C. Teaching Simple Present Tense by Using Substitution

Drills... 16

CHAPTER III RESEARCH METHODOLOGY A. The Purpose of Research... 19

B. The Place and Time of Research ... 19

C. The Population and Sample of Research ... 20

D. The Research Method... 20

E. The Instrument of Data Collection... 20

F. The Teaching Procedures... 21

G. The Procedures of Data Collecting... 25

H. The Technique of Data Analysis... 26

CHAPTER IV RESEARCH FINDINGS A. The Description of Data ... 28

1. Findings of the Preliminary Study... . 28

2. Findings of the First Cycle... 32

3. Findings of the Second Cycle... . 33

4. Findings After Implementing the Action... 34

B. The Interpretation of Test Result... 49

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 52

B. Suggestion ... 53

BIBLIOGRAPHY ... 54 APPENDICES

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LIST OF TABLES

Table 2.1 Verbs of Be in Interrogative Sentence ... 9

Table 4.1 The Result of Students’ Score in Pre-test ... 30

Table 4.2 The Result of Students’ Score in Post-test I... 36

Table 4.3 The Result of Students’ Score in Post-test II ... 39

Table 4.4 The Result of Students’ Score in Pre-test, Post-test I and Post-test II ... 41

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LIST OF FIGURES

Figure 4.1 Kurt Lewin’s Action Research Design ... 22 Figure 4.2 The Activity Phases of CAR Modified by the Writer ... 23

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LIST OF APPENDICES

1. The List of Students’ name ... 56

2. The Result of Students’ Score in Pre-test, Post-test I and Post-test II ... 57

3. The Lesson Plan of First Meeting in Cycle I ... 59

4. The Lesson Plan of Second Meeting in Cycle I... 64

5. The Lesson Plan of First Meeting in Cycle II ... 69

6. The Lesson Plan of Second Meeting in Cycle II ... 74

7. The Instrument of Pre-test ... 79

8. The Instrument of Post-test I ... 81

9. The Instrument of Post-test II ... 83

10. The Answer Key of Pre-test, Post-test I and Post-test II ... 85

11. The Observation Note Before CAR ... 86

12. The Observation Form in Cycle I ... 87

13. The Observation From in Cycle 2... 89

14. The Field note of First Meeting in Cycle I ... 91

15. The Field note of Second Meeting in Cycle I ... 92

16. The Field note of First Meeting in Cycle II ... 93

17. The Field note of Second Meeting in Cycle II... 94

18. The Interview Guidelines in the Preliminary Study (Before CAR)... 95

19. The Interview Guidelines (After CAR) ... 97

20. Item Analysis of English Pre-test... 99

21. Item Analysis of English Post-test I... 101

22. Item Analisis of English Post-test II... 103

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Living in the globalization era makes it a must to communicate in English, as an international language. In Indonesia, English is the language taught as a compulsory subject that must be learnt in schools and universities which language can be functioned as a means for students to develop their skills in science, technology, culture, and art. As the 1994 English curriculum states:

Bahasa Inggris adalah bahasa asing pertama yang dianggap untuk tujuan dan pengembangan ilmu pengetahuan, teknologi, seni dan budaya serta pembinaan hubungan dengan bangsa-bangsa lain. (English is the first foreign language in Indonesia which is considered very important for the purpose of science development, absorption, technology, culture, and correction relation with other nations).1

To be able to communicate in English, students have to master the basic language skills. They are listening, speaking, reading and writing. It has its own

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grammar rules which have a great role on one’s acquisition in English. Grammar is needed even in communication. In talking about grammar, there are many valuable parts that should be learnt by the students. The study of grammar can greatly enhance understanding and fluency. According to Penny Ur in her book:

“A learner who „knows grammar’ is one who has mastered and can apply the rules

to express him or herself in what would be considered acceptable language

form”.2

Many people would agree that English language some of the most troublesome yet fascinating problems are concentrated in the area of the finite verb phrase, including, in particular, tense, aspect, mood, and modality. One of the most important parts in grammar to be learnt is tense. According to T.F. Mitchell,

“Tense is a form taken by a verb to indicate the time at when the action or state in viewed as accruing, the quality of a verb expressed by this”.3 While Simple Present Tense is one of the English language rules that students should understand. Simple present tense is used to express habitual or everyday activity.4

Based on the writer’s observation, the most difficult English sub skill to be learned is grammar. There are some difficulties faced by students in mastering grammar especially in simple present tense. They are: first most of students why still do not understand in the forms and usage of simple present tense. Second, they often make some mistakes to put the right verb in the sentences of the simple present tense. Third, the students were not enthusiastic with the teaching and learning process about grammar. The writer observed in classroom activities at SMPN 6 DEPOK.

These problems can be influenced by some factors. The writer assumed these problems are caused by method or technique in teaching grammar, since

Penny Ur, Grammar Practice Activities: A Practical Guide for Teachers, (Cambridge: Cambridge University Press, 1988), p. 2.

Sylvie Chalker and Edmund Wemer, The Oxford Dictionary of English Grammar, (New York: Oxford University Press, 1994), p. 395.

Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice-Hall, 1989), p. 11.

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some teachers taught grammar just by giving explanation and exercises. Of course it makes students less comprehension. It makes students less interested in grammar, and makes students bored. These problems are important to be solved so that students get more comprehension in material of grammar, and students think that grammar is an interesting sub skill.

To help students solve these problems, we need other techniques which are more interesting in teaching grammar. One of the appropriate techniques to master the simple present tense is by drilling. There are a lot of drillings in teaching

grammar. The writer would like to propose “Substitution Drills”.

Substitution drills require the students to put a vocabulary word or phrase into a sentence, conjugate a verb tense, or otherwise substitute one language part with another. Substitution drillings, in which the teacher uses cue words (words, pictures, numbers, names, etc.) to get individual students to mix the examples of the new pattern.5

The students will repeat a sentence that gave the teacher and they can change a verb or subject into a sentence. It will motivate the students to make them more actively and understand in the pattern of simple present tense.

Based on the problems discussed previously, the writer decides the title of

this “Skripsi” “Developing Students’ Ability of the Simple Present Tense through Substitution Drills (A Classroom Action Research at Seventh Grade of SMPN 6

Depok)”.

B. The Limitation of the Study

To make this study easier to understand, the writer tries to limit the problems to Substitution Drills as the technique that the writer analyses in this research. The writer limits the subject matter to the Simple Present Tense. The Simple Present Tense was taught to the seventh grade students of SMPN 6 Depok and developed students’ ability in the simple present tense through substitution drills.

Richards C. Jack and Theodore S. Rodgers, Approaches and Methode in Language Teaching, (Cambridge: Cambridge University Press, 1986), p. 41.

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C. The Statement of the Problems

Based on the background above, the writer plans to analyze the use of substitution drills in teaching Simple Present Tense at seventh grade of SMPN 6 Depok. The main problem of this research can be formulated as follows:

1. “Can substitution drills develop students’ ability in Simple Present Tense in

seventh grade of SMPN 6 Depok?”

2. “How can substitution drills develop students’ ability in Simple Present

Tense?”

D. The Objectives of the Study

According to statement of the problem above, the objectives of the study are: to know how substitution drills can improve students’ understanding in the simple present tense, and to develop students’ ability in using the simple present tense through substitution drills.

E. The Significance of the Study

The results of this research is expected to be useful for the English teacher of SMPN 6 Depok, it gives the alternative solution in teaching simple present tense. Next, for students, will give an input to the students, so that they can improve their ability in simple present tense.

F. The Method of the Research

In doing the research, the writer uses Classroom Action Research (CAR). Furthermore this research will use at least two cycles that consist of four stages: planning, acting, observing and reflecting for each cycles. The writer collaborates with English teacher of SMPN 6 Depok. In data collecting, the writer tries to combine both qualitative and quantitative data to get accuracy. It means that this research will use observation, interview, field note, and testing technique. For the observation, the aspect that is observed is the activity when the students learn simple present tense. It is included their participation in substitution drills activity.

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Whereas, for the testing the writer will use pre-test and post-test to measure the

development students’ ability in the simple present tense through substitution drills at seventh grade of SMPN 6 Depok.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Simple Present Tense

1. The Definition of Simple Present Tense

The simple present tense is used to describe everyday activities and habits, to make general statement of fact, and to express opinions.1 With some verbs, the simple present shows an existing condition (something that is happening now). Based on Sylvia Chalker, simple present tense is identical to the base of verb

(except in the case of “be”) and add –s for third person singular (also called present (tense) simply). 2 If the subject is a third person singular such as he, she and it, it must add –s or –es. For examples, she speaks three languages.

Elaine Kirn and Darcy Jack, Interaction 1 Grammar, (New York: McGraw-Hill, 2002), 4th Edition, p. 11.

Sylvia Chalker & Edmund Weiner, The Oxford Dictionary of English Grammar, (New York: Oxford University Press, 1994), p. 395.

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The simple present tense expresses the factual statements and generalizations and describing predictable future events or actions.3

From the definition above, she can conclude that Simple Present Tense is the tense that may be used to express an activities that is habitual and fact which are formed with base of verbs, except for the third singular subject by adding –s or

–es.

2. The Pattern of Simple Present Tense

Simple present tense uses the simple verb and is added by –s or –es if the subject the third singular person. Simple present tense has difference verb form between verbs used in the third singular subject (e.g. he, she, it, Jean, your friend, etc.) and verbs with other subject (e.g. I, you, we, they, Jean and John, cows, etc.).

The pattern of affirmative statement of this tense is:

and

From the example and the table above, it can be summarized that in a third singular subject, it can make an affirmative statement by using verb other than be, add –s or –es to the verb and for the other subjects just put the main verb.

For example:

 He/She/Jean plays badminton every morning.

 Your sister teaches English in school every Saturday.

 I/You/We/They/Jean and John play badminton very morning. The pattern of affirmative statement with be, use this formula:

Mark Lester, PH.D., et.al., English Irregular Verb, (United States: McGraw-Hill, 2010), p. 6.

S (He/She/It) + V –s or –es + ....

S (I, You, We, They) + V + ....

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Based on the table above to make an affirmative statement with be, after subject put the appropriate be (am, is, are) to the subject the followed by

adjective/adverb of place/noun phrase, e.g. She is a teacher (She’s a teacher).

The pattern of negative statement of this tense is:

and

From the pattern above, for the third singular subject to make negative statement add does not or doesn’t after the subject and for the other subjects add

do not or don’t after the subjects.

For example:

 He doesn’t teach math very well.

 She doesn’t like coffee.

 They don’t know about you.

 I don’t understand.

The pattern negative statement with be, add not after the subject and be, after that followed by adjective/adverb of place/noun. The formula is:

In simple present tense, interrogative sentence, a form of the verb “do” comes before the subject then following by subject and then simple form of verb. Use “does” if the subjects are: he/she/it and use “do” if the subject is third singular subject (I, you, we, they). For example, “Does Charles like milk?” “Yes, he does.” On that short answer, “Yes”, he does means Yes, Charles likes milk. Notice that

S (He/She/It) + does not + V (simple form of verb) + ....

S (I, You, We, They) + do not + V (simple form of verb) + ....

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does is substitutes for the verb phrase.4 In the example, does replace likes milk. The formula of interrogative is:

and

The formula of negative question is:

and

The pattern of interrogative sentence with be, put be in the beginning of the sentence or before the subject then following by subject and then adjevtive/adverb of place/noun. The formula of interrogative sentence with be is:

Table 2.1

Verbs of be in interrogative sentence

Interrogative sentence Short answer

I late? a police? right?

I am. I’m not

Robert Krohn, English Sentence Structure, (Michigan: Michigan University Press, 1986), p. 14

Do + S (I, You, We, They) + V (simple form of verb) + ....

Does + S (He/She/It) + V (simple form of verb) + ....

Do + S (I, You, We, They) + not + V (simple form of verb) + ....

Does + S (He/She/It) + not + V (simple form of verb) + ....

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Is He She It handsome? beautiful? a book? Yes He

She is.

She isn’t.

It Are We You They wrong? Filson? Indonesian? We

You are.

They

You aren’t. They

There are some spelling rules for –s endings, the rules are as follow: 1. In all other cases, add –s to the simple form.

Example: - wear  wears I wear a hat. He wears a hat. -work  works

We work in the office. She works in the office. -speak  speaks

I speak in English. She speaks in English.

2. If the simple form of a verb ends in –y after consonant, change the y to i and add –es.5

Example: - study  studies

We study in the classroom. He studies in the classroom. -try  tries

I try to understand. Ann tries to understand.

But verbs that have a vowel before the –y do not change from y to i and not add –es.6

Elaine Kirn and Darcy Jack, Interaction 1 ..., p. 12

Patricia K. Werner, et.al., Interaction Access Grammar (New York: McGraw-Hill Companies, 2002) fourth edition, p. 60

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Example: - buy  buys We buy a car.

My Father buys a car. -play  plays

They play football.

My brother plays football.

3. If the simple form of a verb ends in –s, -z, -sh, -ch, -x, or –o (after consonant), add –es.

Example: - teach  teaches

I teach English in school.

Mr. David teaches English in school. -pass  passes

I pass the examination in school. Lucy passes the examination in school. -go  goes

They go to the mountain. He goes to the mountain. -wash  washes

I wash my clothes.

My mother washes the clothes. -fix  fixes

We fix breakfast in hurry. Richard fixes breakfast in hurry.

Pronunciation Note7

The –s ending is pronounced three ways, depending on the ending of the verb: 1. /iz/ after –ch, -sh, -s, -x, and –z endings.

Example: teaches, washes, kisses, boxes, and buzzes.

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2. /s/ after voiceless endings: p, t, k, or f. Example: stops, hits, and looks. 3. /z/ after voiced consonant endings.

Example: calls, listens, plays, sounds, and runs.

3. The Function of Simple Present Tense

The simple present is often used to describe something that was true in the past, is true in the present, and will be true in the future.8 The simple present tense is used to describe habitual actions, e.g. Bob reads his e-mail first thing in the morning.9

According to Hornby the usage of simple present tense divided into five kinds: 10

a. To describes an activity that is actually in progress at the moment of speaking, e.g. in demonstration, explanation, step by step the way to cook something.

Example: I sift the flour, salt, and baking powder into a bowl. I mix them. b. To used in commentaries, e.g. as broadcast during a sporting event such as a

football match.

Example: Green passes the ball to Brown. Brown passes it to Black who heads it past the goalkeeper and scores!

c. To used in exclamatory sentences beginning with here and there. Example: Here he comes!

d. In the general statement of what was true in past time, is true now, is likely to be true in future time.

Example: The sun shines during the day.

e. To used for references to what was communicated in the past.

Example: The newspapers say it’s going to be cold today.

Betty Schrampfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice-Hall, 1989), p. 11

Mark Lester, PH.D., et.al., English Irregular ..., p. 6.

A.S. Hornby, Guide to Patterns and Usage in English, (Oxford: Ocford University Press, 1975), p. 82-85.

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B. Substitution Drills

The Definition of Substitution Drills

Drills are very important to present the structural patterns, because with the practice drills the students can understand about the rules of grammar and they also can make new structures, so that it can be speech habit for the students. Drills

are part of the classroom technique to facilitate the student’s productions of the

structure.11 In teaching drill is exercise and repetition.12

There are many kinds of drills in teaching grammar; one of them is substitution drills. Substitution in linguistics to refer to the process or result of replacing one item by another at a particular place in structure.13In language teaching, exercises to improve the ability of learners to carry out a process of item replacement are known as substitution drills.14 Any drill in which one word or phrase in a sentence is replaced by another is a substitution drills.15 In this drill, students use another word of the same class in the place of a word in the sentence. A noun is replaced by another noun; a verb by another verb; an adjective by another adjective; a determiner (the, a, some, each, any) by another determiner; etc.16

Based on that definition, substitution drills is the exercise for the students to replaced one word or one phrase with the another word or phrase, and put it into the right place in the sentence.

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in Second Language Teaching, (Quezon City: Alemar-Phoenix Publishing House, 1985), p.97.

Martin H. Manser, Oxford Learner’s pocket Dictionary, (Oxford: Oxford University Press, 1995), New Edition, p. 129.

David crystal, A Dictionary of Linguistics & Phonetics, (Oxford: Blackwell Publishing, 2003), Fifth Edition, p. 444.

David crystal, A Dictionary of Linguistics &…, p. 444.

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in..., p.111.

Mary Finocchiaro, Ph. D., English as a Second Language from Theory to Practice, (New York: Regents Publishing Company, 1974), New Edition, p. 65.

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2. The kinds of Substitutions Drills

The substitution may be supplied orally by the teachers or cued by gestures, pictures, phrase cards, or other devices.17 Substitution drills have many varieties and types, there are:

a. Simple substitution drill.

Simple substitution drills are the easiest to prepare and to manipulate.18 All the replacements suggested by the teachers fit the same slot in frame. In other name simple substitution drills is single-slot substitution drills in which the students will repeat a sentence from the dialogue and replace a word or phrase in the sentence with the word or phrase the teacher gives them.19

The students are then required to substitute different items in a given place in the sentence. As it requires the substitution of only item this drill is also rather simple. For example, the teacher gives them the basic sentence pattern, „I am

going to the post office.’ Following this she shows the students a picture of a bank

and says the phrase, ’The bank.’ She pauses, and then says, „I am going to the

bank.’20 _{From the teachers’ example the students knows that they supposed to} take the cue phrase (The bank), which the teachers gives, and put it into its proper place in the sentence. Then, the teachers gives them the other cues phrase, „The

drugstore’, together the students respond, „I am going to the drugstore.’21

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.112.

Diana Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 2000), Second edition, p. 37.

Diana Larsen-Freeman, Techniques and Principles in…, Second edition, p. 37.

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b. Double substitution drills

Double substitution drills are similar to simple substitution drills except that instead of replacing only one item, two somewhat related items are replaced.22 For example:

Model sentence : If I find it / I’ll give it to you.

Cue : If you want it

Response : If you want it/ I’ll give it to you.

Cue : he’ll sell it to you

Response : If you want it / he’ll sell it to you.23 c. Correlative substitution drills

Correlative substitution drills each substitution requires correlative change to be made elsewhere in the model sentence.24 And in drill the students is given a cue; its use requires a change in other part of the sentence.25 For example:

Prompt: Students:

I was at school. I was at school.

John John was at school.

John and Mary John and Mary were at school.26

According Wilga M. Rivers and Mary S. Temperley the function of correlative substitution drills as following:

This type of drill is useful for learning such things as possessives, reflexives, the –s ending of the third person singular verb in the present tense, the changing forms of the verb be, irregular verbs, the inflection of

Dennis Cokely and Charlotte Baker-Shenk, American Sign Language: A Teacher’s Resource Text on Curriculum, Methods, and Evaluation, (Washington: Gallaudet University Press, 1980), p. 92.

Wilga M. Rivers and mary S. Temperley, A practical Guide to the Teaching of English as a second or Foreign Language, (New York: Oxford University Press, 1978), p. 127.

Wilga M. Rivers and mary S. Temperley, A practical Guide to the…, p. 128.

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.113.

John Haycraft, An Introduction to English Language Teaching, (London: Longman, 1978), p. 37.

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the verb after relative pronoun, the forms of the plural and possessive morpheme, an certain sequences of tenses in related clauses.27

d. Multiple substitution drills

Multiple substitution drills are a testing device to see whether students can continue to make a certain grammatical adjustment they have been learning while they are distracted by other preoccupations –in case, thinking of the changing meaning of successive sentences so as to make substitutions in different slots.28 Example:

The teacher : I am going to the post office. The students : I am going to the post office. The teacher (cue) : to the park

The students : I am going to the park.29 The teacher (cue) : They

The students : They are going to the park.

C. Teaching Simple Present Tense by Using Substitution Drills

The teachers must arrange the drills from the simple to the complex one, so that the students more easy to understand about the meaning and the new structure in English, especially in tenses. The simple present tense can taught through using substitution drills. In substitution drills the students can understand about the pattern and formation in simple present tense.

The teacher begins the practice with one of the structural items included in presentation.30 If the presentation was clear and the students understood about the structure, they can repeat or produce in other sentence. After the presentation, the

Wilga M. Rivers and Mary S. Temperley, A practical Guide to the…, p. 128.

Wilga M. Rivers and Mary S. Temperley, A practical Guide to the…, p. 129.

Diana Larsen-Freeman, Techniques and Principles in…, Second edition, p. 39.

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teachers must choose a drills type that is appropriate to the structure. Substitution drills is one of the drill types that can use in teaching grammar.

In general outline, all drill procedures are similar, they have three elements: a model, a cue, and a response.31 For example:

MODEL

I am going to the park. CUE

She

RESPONSE

She is going to the park.32

There are pointers can guide the teachers when they want to explants about the tense through substitution drills:

1. Plan the drills well. Be fully familiar with the drill procedures to be used. Other memorize or write down sequences, cues, etc.33

2. The utterances used in the drills should be authentic, e.g. those that a native speaker would use; those that make sense; those that are relevant to

the students’ interest and lives.34

3. Use short sentences that pupils will be able to repeat easily.35

4. The drills start with the class listening to the teacher and imitation her, the imitation includes intonation, stress, rhythm, and correct production of the sequence of sounds in the sentence.36

5. You should give at least five examples –after the two you will do with your students.37

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.106.

Diana Larsen-Freeman, Techniques and Principles in…, Second edition, p. 39.

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.106.

Mary Finocchiaro, Ph. D., English as a Second Language from…, New Edition, p. 63.

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.106.

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.111.

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6. Be careful of the kinds of substitution you give. Every resulting sentence should be meaningful.38 And you should avoiding giving students jumble words to be placed in the correct order, especially if they are printed in linear sequence.39

7. Use visual aids to cue substitution if you can. These included not only objects and pictures, but also gestures, facial expression, pantomime, charts, etc.40

FE R. Dacanay & J. Donald Bowen, Techniques and Procedures in…, p.106.

Mary Finocchiaro, Ph. D., English as a Second Language from…, New Edition, p. 64.

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CHAPTER III

RESEARCH METHODOLOGY

A. The Purpose of Research

The purposes of research are: first, to know if there is an increase of the

students’ scores of the simple present tense after being taught by using the Substitution Drills. Second, to solve the teacher’s problem in teaching simple present tense. Finally, to improve aspects of the teaching or to evaluate the success of teaching learning activities.

B. The Place and Time of Research

This research was held at seventh grade of SMPN 6 DEPOK, which is located in Jl. Mandor Samin No. 62 Kelurahan Kalibaru, Kecamatan Cilodong, Kota Depok. Fisrt, the writer asked permission to do the research to the school principal on 21 March 2011. Then, she started to do the research in that school.

The research had been done since 21 March 2011 until 13 April 2011. the research consisted of giving pre-test, treated the experiment class by applying

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substitution drills in teaching simple present tense, and giving post-test after doing the treatment in the classroom, the researcher collected the data from pre-test and post-test, then she stared to begin analyzing them.

C. The Population and Sample of Research

The population of this research are 42 (forty two) students, 22 girls and 20 boys from the seventh grade of SMPN 6 DEPOK. The researcher chose class 7.4, as a sample of this research.

D. The Research Method

Based on the purposes of the research, the method used in this study is Classroom Action Research (CAR) method. The method is used to know improvement of the students’ scores of the simple present tense after being taught by Substitution Drills.

There are some definitions of action research stated by some experts. According to Kemmis quoted by D. Hopkins defined action research as following:

Action research has been defined as a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situation in which these practices are carried out.1

E. The Instrument of Data Collection

In this research the instruments of data collection that is used by the researcher are: the first, the researcher used the test which is made by herself. The material of the test will be taken from their handbook, other related books and internet about simple present tense. The tests was divided into three parts, there are: pre-test had been given before the treatment was given, the post-test I and post-test II was given after the researcher had given the treatment to the class in

D. Hopkins, A Teacher’s Guide to Classroom Research, (Bristol: University Press, 1993), p. 44.

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cycle 1 and cycle 2. The question consisted of twenty questions that are multiple choices model. The scores were calculated and analyzed in analysis of the data.

The second is observation, it was conducted before and after implementation of Classroom Action Research (CAR), in doing this observation the researcher prepared structured form of observation for each cycle, and the

observer gave the score by choosing “yes or no”. If he chose “yes” the score is one (1) and if he chose “no” so the score zero (0). To know the percentage result of this observation, the researcher used the formula: (see appendix 12 and 13)

The result of Percentage : Items number X 100% Maximum score

The third, interview, it was conducted before and after implementation of CAR. The researcher did the interview that was conducted before implementation of CAR are to know the condition, situation and problem in teaching grammar,

the students’ difficulties in learning grammar, the teacher’s solution and method

that used in teaching grammar. And the interview that was conducted after implementation of CAR are to know the success of using Substitution Drills, the

interview consists of teacher’s opinion about the method, the teacher’s feeling after knew the students’ result, the teacher’s motivation for using Substitution

Drills in teaching simple present tense. The last, field note, it was used to observe and to know the activities of teacher and students in teaching learning process.

The field note about the class situation and condition, the students’ participants

and teacher’s creativity in presenting the material of the simple present tense.

The Teaching Procedures

This action research would be carried out through two cycles. Each cycle was consisted two meetings. Both cycles consisted of teaching and learning process and tests. In order to be clear, the researcher would like to present the

Kurt Lewin’s action research design. It contains four phases: planning, acting, observing and reflecting.

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CYCLE 1

CYCLE 2

Figure 4.1

Kurt Lewin’s Action Research Design

(Adapted from Wijaya Kusumah, 2009)

Acting

Observing Acting

Reflecting Planning Reflecting Planning

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CYCLE I

CYCLE II

Figure 4.2

The Activity Phases of CAR modified by the writer  The teacher designs lesson

plan.

 The teacher prepares materials, topic and media.  The teacher prepares the

form of observation.  The teacher prepares the

evaluation and post-test I.  The teacher carries out

acting phase based on lesson plan prepared in planning phase.  The teacher teaches the

positive and negative sentences in simple present tense.

 The teacher ask students to answer the questions.

 The teacher and the observer discuss the result of the cycle 2, if it is achieve the criteria of action success, the next cycle is stopped.  The teacher observes the

students’ activity and class situation, she also rewrite other information on the field note.

 The teacher gives the post-test II after the final cycle 2.

 The teacher conducts the new lesson plan, she teaches a new materials about the interrogative and functions of simple present tense.

 The teacher and the observer revise the lesson plan, reselect the material and topic.

 The teacher prepares the form of observation  Prepares the form of

evaluation and post-test II.  The teacher and the

observer discuss collaboratively about students’ achievement and the result of acting phase.  The teacher and the

observer evaluate the teaching and learning process.

 The teacher revises the action planning.

 The teacher observes the students’ activity, the answers and pronunciation, the class condition. Then she writes other additional information on the field note.

 The teacher gives a post-test I after conducting the last cycle 1.

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Based on the design above the researcher using the Classroom Action

Research by Kurt Lewin’s design consists of four phases; planning, acting,

observing, and reflecting within one cycle. To tell what happens in each phase, the researcher would like to give the explanation one by one of the phases in order to make this research deeper, there are the explanations:

1. Planning

In this phase, the writer and the collaborator make some planning based on the finding of preliminary study. The purpose of this phase is to develop students’ understanding in using the simple present tense. Before implementing it, the writer made some planning in this phase, the planning as follows: the researcher and the observer discuss about the steps which must be done in this research and the researcher makes the activities for teaching learning, such as: prepared the lesson plan based on the indicators, prepared the materials and topic, choose the drill that used in teaching simple present tense, which is substitution drills, prepared the media to support the teaching learning process, prepared the form of observation, and then prepared the form of test.

2. Acting

In this phase, the researcher acts as the English teacher who taught the simple present tense through substitution drills, and collaborator acts as the observer. Based on the planning above the researcher acted the scenario of teaching learning process, with the material which has been planned.

3. Observing

In this phase, the researcher or the teacher writes and observed all the activities that happen in the class. In doing the observation, the researcher used field note to support the data. It is about class conditions and student’s participant. Collecting the data needs observation or assessment format which is arranged to accurate of performing scenario acting from time to time and the impact toward the process of teaching learning activities in the classroom.

4. Reflecting

Reflecting is a phase for processing the data which the researcher finds when acting observation. It is necessary for evaluation to hold next cycle needs to

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be accomplished. The collaboration is done by the researcher and teacher as the observer. His participation in this part just helps the researcher accurate to do reflecting and evaluating.

G. The Procedures of Data Collecting

Techniques of collecting data used in this study are qualitative data (experience-based), it consists of observation, interview and field note. Next quantitative data (number-based), it consists pre-test and post-test, the completely explanation as follows:

1. Observation

The observer conducted the observation directly toward English teaching and learning process in SMPN 6 Depok 2010/2011 Academic Year before

implementing of The classroom action research to know the students’ and teacher’s problem in teaching learning process. The writer observed students’

understanding in learning simple present tense and the method that used by the English teacher in teaching learning process.

2. Interview

Interview is particularly useful for getting data behind the English

teacher’s experiences before classroom action research. It used to know students’

difficulties in understanding of the simple present tense. The interview also will

be carried out after classroom action research to know the teacher’s response

toward the idea of Substitution Drills. First interview was conducted to the English teacher on Wednesday 30th March 2011, and the second interview was conducted on 13th April 2011.

3. Field notes

The researcher used field notes to observe and to know the activities during the teaching and learning process, such as description of classroom

situation, students’ participations, and teacher’s creativity in presenting the

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4. Test

Test is used for getting data of study result and student’s activity in

teaching and learning. The tests used in this research are pre-test and post-test. The pre-test is done before implementing Substitution Drills, the researcher gave 20 items; it consists of 20 items in multiple choices. Meanwhile, the post-test is implemented after using Substitution Drills. The students would be tested by giving them 20 items; it consists of 20 items in multiple choices. And it was conducted on every second meeting of each cycle.

The test is used to measure students’ understanding of the simple present

tense and to know the effectiveness of substitution drills to improve students’

understanding of the simple present tense.

H. The Technique of Data Analysis

The researcher tried to get the mean of student’s score in learning simple

present tense in analyzing the numerical data. It is used to know the students’ understanding and mastery about the material that has been taught. It used the formula:2

X = x n

X = Mean

x = Individual score n = numbers of students.

To get the class percentage which passes the minimum mastery criterion-

Kriteria Ketuntasan Minimal (KKM) 65 (sixty five), the researcher uses the formula:3

Sudjana, Metode Statistika, (Bandung: PT. Tarsito, 2002), p.67. 3

Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43.

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P = F X 100% N

P = The class percentage F = Total Percentage score N = Number of students

The last, in analyzing students’ improvement scores from pre-test up to post-test score in cycle 1 and cycle 2, the researcher uses formula:4

P = y1-y X 100% y

P = Percentage of student’s improvement y = Pre-test result

y1 = Post-test I

P = y2-y X 100% y

P = Percentage of student’s improvement y = Pre-test result

y2 = Post-test II

The researcher used qualitative data in this study; it consists of observation

of student’s activities in teaching learning process, field note, and interview which

are done before and after implementation of CAR.

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), p. 3.

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CHAPTER IV

RESEARCH FINDINGS

A. The Description of Data

1. Findings of the Preliminary Study

a. The Result of Pre Observation.

The purpose of pre-observation is to know the teaching learning process directly before implementing the Classroom Action Research (CAR). It was conducted on Wednesday, March 30th 2011 at seventh grade of SMPN 6 Depok at 11:20 A.M to 13:10 A.M. there are 42 students in the Class. Based on the pre-observation it is known that in teaching Simple Present Tense at seventh grade of SMPN 6 Depok academic year 2010/2011, the teacher tends to be centered during the teaching and learning process. So it makes the students be passive and was not interesting.

When the teacher teaches grammar, especially in simple present tense, he only gives the rules first and gave examples based on the rules to the students,

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after that he asks them to practice it. Then, he asked the students to do the task. Because that, the students had less motivation in learning and made their bored.

b. The Result of Pre Interview.

This interview was conducted on Wednesday 30th March 2011, started at 11:00 A.M to 11:20 A.M. in this part the writer asked some questions to the teacher about English teaching activities, emphasized on grammar skill, the

teacher’s problem in teaching learning process, the students’ difficulties in

learning grammar skill, and also his teaching method and technique.

Related to the English teaching learning activities, the teacher said that most of the students did not like English lesson, because they did not know about the vocabularies in English and in grammar they must remember the rule. And

then, the teacher also said that to increase students’ score above the KKM (65) is

still hard.

After that, about his problem in teaching learning process and students’

problem in learning process, he told that actually he got many problems. First, when he taught about the structures to the students, his students were still confused of English structure usage. It was about teaching tenses, such as simple present, present continuous, and past tense. The main problem is because the students have limited vocabularies.

The last, about the method and technique that he used in teaching English, especially Grammar skill, he told that he still use Grammar Translation Method and sometimes he used picture and realia to taught other material. After that, he gave the rule to the students, after that he asked them to memorize the rule and did the task based on the rule that he has been given to them.

c. The Result of Pre Test.

The pre-test was conducted at the beginning of the research, on Friday, 1st

April 2011. The purpose of this test was to check how far the students’

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followed this test. They had to answer 20 multiple-choice items given by the researcher.

The result of the pre-test can be seen in the following table. Table 4.1

The Result of Pre Test

Students’ Number Students’ Score

1 55

2 45

3 65*

4 60

5 50

6 45

7 60

8 50

9 50

10 70*

11 60

12 65*

13 55

14 50

15 50

16 65*

17 55

18 50

19 70*

20 75*

21 20

22 50

23 50

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25 60

26 40

27 60

28 60

29 45

30 60

31 60

32 70*

33 60

34 55

35 65*

36 70*

37 45

38 75*

39 50

40 45

41 50

42 60

Mean:

X = ∑x n

55.95

*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Based on the table, the data showed that the mean score of pre test was 55.95. There were only ten students who passed the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM). And thirty two students who still get the score below the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal

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gained score 20. It can be concluded that the students’ understanding of simple present tense are very low. Therefore, the writer conducted the Classroom Action Research (CAR) by using Substitution Drills.

2. Findings of the First Cycle

a. Planning

In this phase, the writer and the collaborator make some planning based on the finding of preliminary study. In this case, the writer determined the selected material and exercises into a lesson plan using Substitution Drills (see appendix 3 and 4). The writer also prepared observation sheet in the last meeting of first cycle

and field notes to observe the students’ and the teachers’ activities in teaching

learning process. After that, the writer also prepared the post-test 1 to collect the

data; to know whether there are some students’ improvement scores from pre-test to post-test 1.

b. Acting

Acting phase is the implementation of the planning phase that has been planned by the teacher and the researcher as well. Here, the writer acted as the teacher who did the action by teaching students at seventh grade of SMPN 6 Depok used Substitution Drills. The acting in the first cycle was done on April 1st and 6th 2011. The writer taught affirmative and negative sentence in simple present tense through Substitution Drills and asked the students to identify the sentences of simple present in the text. In the second meeting, the students were asked to arrange the paragraph to be a good text. The last, the students did the post-test 1.

c. Observing

In this phase, the observer observed the students’ participation by used observation sheet (see appendix 12) and field notes, and also after accomplished the first cycle, the writer collected the data for post-test 1. The result of field notes revealed that the teaching learning has done well although the class still had some problems such as: First, some students not pay attention on teacher’s explanation. Second, some of them tried to cheat with their friend when teacher give an

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exercises.Third, teacher's voice was too slow so that the students lack of attention to teachers' explanations (see appendix 14 and 15).

d. Reflecting

In this phase the writer and the teacher discussed the strengths and the weakness of the actions and the post-test 1. Then, they tried to modify the action in order students’ understanding of the simple present tense and in order 75% of students in the class could pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal(KKM) because in the result of post-test 1 showed 71.43% of students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). It could not achieve yet the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal(KKM), so the teacher and the writer had to move to the next cycle.

3. Findings of the Second Cycle

a. Planning

The second cycle was carried out to solve the problems that had been found in first cycle. In this case, the writer modified the previous lesson plan based on the result of reflecting phase in the first cycle. The lesson plan which was used still related to Substitution Drills in learning simple present tense. There were not significant differences with the previous lesson plan. And in the second cycle the material focus on interrogative and usage of simple present tense (see appendix 5 and 6). However, there were some modifications in the second cycle; that was the teacher needed to give interesting explanation by using picture to the students in class presentation and asked students to change the sentences in a group. Beside of that, the writer still also prepared observation sheet and field notes to know the classroom activities, and also prepared the post-test 2 to collect the data.

b. Action

The action of the second cycle was done on April 8th, 13th 2010. The action was done based on the lesson plan. In second cycle, the writer would teach students by using the same drill. The writer explains about interrogative and usage of the simple present tense, and she asked the students to make a group consist of

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six members. The writer gave some word by used picture, and than she gave the sentences. After that, the students make the sentences that suitable with the words. Finally, the students did the post-test 2.

c. Observing

In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the results of observation sheet (see appendix 13) and field notes that the class condition had a good atmosphere in teaching learning process. The students more pay attention on

teachers’ explanation, and they looked enthusiast in doing the class activities (see appendix 16 and 17).

d. Reflecting

The reflection of Classroom Action Research (CAR) was carried out after getting the result of observation sheet, field notes and post-test 2. The writer and the teacher felt satisfied in as much their efforts to improve the students’ understanding of the simple present tense had been realized. From the result of post-test 2, it showed that thirty eight students (90.48%) who passed the target score of Minimal mastery level criterion (KKM). So, it met the requirement of action success which was 75% students passed the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal(KKM).Therefore, the writer and the teacher decided to stop the Classroom Action Research (CAR) because it had already succeeded.

According to the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of Classroom Action Research in developing understanding of the simple present tense through substitution drill was appropriate with the planning that had been discussed by the writer and the teacher previously. In this case, every action was planned as good as possible so that the class activities could be accomplished well.

4. Findings After Implementing the Action

After conducting the action research, the researcher gained three data, the descriptions as following:

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This interview was conducted on Wednesday 13th April 2011 started from 01.10 P.M up to 01.40 P.M. after conducting the cycle 2, the writer asked some

questions, those are the students’ condition and the classroom situation in the

teaching learning process after applying the Substitution Drills, the developing

students’ understanding of the simple present tense after implementing

Substitution Drills, and the teacher’s opinion and motivation in applying of

Substitution Drills in teaching simple present tense.

The first is about students’ condition and classroom situation, the teacher said that the students’ condition in the teaching learning process after applying the Substitution Drills is more active in learning, they look interested in learning simple present tense, they feel fun and they can memorize the vocabularies and rule in the short time. The classroom situation is very attractive and the students

can response the teacher’s command and give full attention when the teacher

explain the material.

The second is about the developing students’ understanding of the simple

present tense after implementing Substitution Drills, the teacher told that his

students’ skill had increased than before pre-implementation of CAR. The

students’ not only felt fun and enjoy, but also they can understand about the

patterns and the usage of the simple present tense.

The last, Concerned with the teacher’s opinion and motivation in applying Substitution Drills in teaching simple present tense, the teacher stated that substitution drills is a suitable method that the teacher should use in teaching simple present tense. It can make the students to be active and fun, and can reduce

students’ stress in learning English, especially in learning simple present tense.

Besides, this drill could be applied though the quiz, so that the students were very

enthusiastic in following the teacher’s instruction. Based on explanation above, the writes concluded that the Classroom Action Research was done successfully.

b. The Result of Field note

At the first in cycle, some students looked enthusiastic of the writer’s

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relax and enjoy the time during the study. She would answer their questions if there were something they did not understand. When the writer used the drill the students looked confused, but they were able to adapt to the situation during the activity of the first cycle until the last cycle. Most students were interested in following the teaching and learning process using substitution drills. They were so fun in the teaching learning process since it is such like a quiz. They can understand about the rule and the usage. However, it could not be denied that sometimes there were some students who did not give much attention. From this point of view, the writer concluded that the students gave much attention to the

teacher’s explanation and the students can be more attractive in learning English.

c. The Result of Post Test

 The Result of Post-test I in the First Cycle

To check the students’ improvement in the first cycle, the

researcher evaluated them by giving a post-test I in the last cycle 1. The post-test was conducted on Friday 8th April 2011. There were 42 students who followed this test; they did the test during 30 minutes. They had to answer 20 multiple-choice items given by the researcher. The result of the post-test I can be seen in the table below.

Table 4.2

The Result of Post Test I

Students’ Number Students’ Score

1 60

2 65*

3 85*

4 70*

5 65*

6 75*

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8 65*

9 80*

10 70*

11 75*

12 85*

13 75*

14 75*

15 90*

16 80*

17 60

18 60

19 80*

20 90*

21 35

22 75*

23 60

24 85*

25 80*

26 75*

27 90*

28 75*

29 60

30 55

31 60

32 80*

33 85*

34 60

35 75*

36 90*

37 60

38 90*

39 75*

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41 60

42 80*

Mean:

X = ∑x

72.74

*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Based on the table above, the data showed that the mean score of post-test I was 72.74. There were thirty students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65). And twelve students who still get the score below the Minimum Mastery Criterion-

Kriteria Ketuntasan Minimal (KKM). The highest achievement gained score 90, and the lowest achievement gained score 35. It can be concluded

that the students’ achievement of simple present tense improved from the

pre-test.

 The Result of Post-test II in the Second Cycle

After the teaching learning procces in cycle 2 finished, the

students’ understanding of the simple present tense was evaluated by

giving a post-test II. It was conducted on Wednesday, 13th April 2011. Before giving the post-test II, the writer reviewed again all the materials given during those cycles by performing some activities. The result of the post-test II in the second cycle can be seen in the table below:

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Table 4.3

The Result of Post Test II

Students’ Number Students’ Score

1 65*

2 75*

3 80*

4 70*

5 85*

6 80*

7 75*

8 70*

9 75*

10 75*

11 70*

12 95*

13 80*

14 70*

15 90*

16 95*

17 75*

18 70*

19 95*

20 100*

21 45

22 65*

23 65*

24 70*

25 45

26 55

27 85*

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29 75*

30 70*

31 85*

32 90*

33 85*

34 70*

35 80*

36 85*

37 80*

38 85*

39 75*

40 80*

41 40

42 80*

Mean:

X = ∑x

75.95

*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

Based on the result of the post-test II, the data showed that the mean score of post-test II was 75.95. There were only four students who still get the score below the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65) and the others students are passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). The highest achievement gained score 100, and the lowest achievement gained score 40.

To prove this statement the writer gave a table of students’ score in

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Furthermore, the writer used quantitative descriptive technique to analyze the data from the pre-test, post-test I and post-test II. The writer described

the students’ score in pre-test, post-test I in the first cycle and post-test II in the second cycle in the table below:

Table 4.4

The Students’ Simple Present Tense Score of Pre-test, Post-test 1 and Post-test II

Students' Number Pre-Test Post-Test I (Cycle 1)

Post-Test II (Cycle 2)

1 55 60 65*

2 45 65* 75*

3 65* 85* 80*

4 60 70* 70*

5 50 65* 85*

6 45 75* 80*

7 60 85* 75*

8 50 65* 70*

9 50 80* 75*

10 70* 70* 75*

11 60 75* 70*

12 65* 85* 95*

13 55 75* 80*

14 50 75* 70*

15 50 90* 90*

16 65* 80* 95*

17 55 60 75*

18 50 60 70*

19 70* 80* 95*

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21 20 35 40

22 50 75* 65*

23 50 60 70*

24 55 85* 70*

25 60 80* 45

26 40 75* 55

27 60 90* 85*

28 60 75* 90*

29 45 60 75*

30 60 55 70*

31 60 60 85*

32 70* 80* 90*

33 60 85* 85*

34 55 60 70*

35 65* 75* 80*

36 70* 90* 85*

37 45 60 80*

38 75* 90* 85*

39 50 75* 75*

40 45 60 80*

41 50 60 40

42 60 80* 80*

Mean: _ X = ∑x n

55.95 72.74 75.95

*The student who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (65)

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Based on the table above, it is showed there were ten students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in pre-test, thirty students in post-test I and thirty eight students in post-test II. To analyze all data, the writer would calculate the students mean score of the test, calculate the class percentage, and calculate the

students’ improvement score from pre-test to post-test I until post-test II into percentage.

In analyzing the data of pre-test, the first step is to get the mean score of the test. It is calculated by using this formula:

_ ∑x X = ──

n _ 2350 X = ───

42 _ X = 55.95

From that calculation, it is showed the mean score of pre-test before implementing Classroom Action Research (CAR) or before using Substitution Drills in teaching simple present tense was 55.95.

Next step is to know the percentage of students’ score who pass the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-testit used the formula as follow:

P = ── X 100%

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P = ── X 100%

P = 23.81%

From the calculation above, it is known the students’ percentage

score is 23.81%. It means that there are ten students who passed the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) and there are thirty two students who still get the score below the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM), from the percentage above, the writer gave the diagram to show the students’ achievement in understanding simple present tense is very low. The diagram as following:

After that, the researcher calculated the mean score of post-test I.

To know the students’ score improvement from the pre-test to post-test I result. It is calculated by using the formula:

_ ∑x X = ──

n 0 5 10 15 20 25 30 35 40 45 Nilai < 65 Nilai 65 Nilai > 65 28 4 10

The Result of Students' Score before

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_ 3055 X = ───

42 _ X = 72.74

From the calculation above, the students’ mean score of post-test I is 72.74. It means that there are some improvements in conducting the action by using substitution rills. It could be seen from the pre-test mean score 55.95 to the post-test I mean score 72.74. So it can be concluded that

there is improvement of students’ score until 16.79 (72.74 – 55.95).

The next step is to get the percentage of students’ improvement score from pre-test to post-test I. The writer used the formula:

y1 - y

P = ─── X 100%

72.74 – 55.95

P = ──────── X 100%

55.95

16.79

P = ──── X 100%

55.95

P = 30.01%

Based on the computation above, it could be seen that the

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present tense from pre-test to post-test I is 30.01%. It means that the score in cycle 1 has improved.

The last step is to get the percentage of students who pass the

Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) the calculation by using the formula:

P = ── X 100%

P = 71.43%

Based on the calculation above, it is showed the percentage of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in post-test I is 71.43%. It is concluded the students’ improvement in post-test I who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) is 47.62% (71.43% - 23.81%). It is calculated there are twelve students who get the score below the standard of the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM).

The students’ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) it could be seen from the diagram below:

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After the researcher conducted cycle 2 of Classroom Action Research, she gave the post-test II to the students in order to know the application of using substitution drills in teaching simple present tense successful and effective or not. The first step is the researcher to calculate the mean score of the test in post-test II, it is used the formula:

_ ∑x X = ──

_ 3190 X = ───

42 _ X = 75.95

From that calculation, the mean score of post-test II in the cycle 2 is 75.95. It showed that there are some students’ improvement score 3.21 (75.95 – 72.74) from the mean score of post-test in cycle 1.

The second step is to know the calculation of the percentage of

students’ improvement score. The researcher used the formula:

0 5 10 15 20 25 30 35 40 45 Nilai < 65 Nilai 65 Nilai > 65 12 3 27

The Result of Students' Score Post-test I in Cycle I

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y2 - y

P = ──── X 100%

75.95 – 55.95

P = ───────── X 100%

55.95

P = ──── X 100%

55.95

P = 35.75%

From the computation above, it could be known that the students’

score in the post-test II in cycle 2 improves 11.94% (35.75% - 23.81%) from pre-test and 5.74% (35.75% - 30.01%) from the post-test I in cycle 1. Then the next step is to calculate the percentage from the students’ score who pass the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in post-test II. The researcher used the formula:

P = ── X 100%

P = 90.48%

Based on absolute calculation above, it is known the percentage of students who pass the Minimum Mastery Criterion-Kriteria Ketuntasan

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Appendix 22

ANALISIS BUTIR SOAL POST-TEST II BAHASA INGGRIS

Seluruh Siswa (N) : 40 Siswa Kelompok Tengah (MG) : 20 Siswa Kelompok Atas (HG) : 10 Siswa Kelompok Bawah (LG) : 10

ITEM NO.

GROUP OPTIONS DES

(HG-LG)/n DIF

(HG+LG)/N

STATUS

A B C D

THE TEST ITEM

HG 0 10* 0 0

0.3 85% USED

LG 1 7* 2 0

2 HG 10* 0 0 0 0.1 95% USED

LG 9* 0 0 1

HG 10* 0 0 0

0.2 90% USED

LG 8* 2 0 0

4 HG 10* 0 0 0 0.1 95% USED

LG 9* 1 0 0

HG 0 10* 0 0

0.1 95% USED

LG 0 9* 0 1

HG 0 0 0 10*

0.4 80% USED

LG 0 4 0 6*

HG 10* 0 0 0

0.4 80% USED

LG 6* 2 0 2

HG 10* 0 0 0

0.2 90% USED

LG 8* 2 0 0

HG 5 5* 0 0

0.2 40% REVISED

LG 6 3* 1 0

HG 8* 0 2 0

0.3 65% REVISED

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HG 0 0 10* 0

0.5 75% USED

LG 2 3 5* 0

HG 0 0 0 10*

0.6 70% USED

LG 3 0 3 4*

HG 0 2 0 8*

0.6 50% USED

LG 2 6 0 2*

HG 9* 1 0 0

0.3 75% REVISED

LG 6* 4 0 0

HG 2 8* 0 0

0.0 80% DROPPED

LG 1 8* 1 0

HG 0 0 7* 3

0.0 70% DROPPED

LG 1 0 7* 2

HG 3 0 7* 0

0.2 60% REVISED

LG 4 1 5* 0

HG 10* 0 0 0

0.7 65% USED

LG 3* 4 0 3

HG 0 10* 0 0

0.1 95% USED

LG 0 9* 1 0

HG 0 10* 0 0

0.5 75% USED

LG 5 5* 0 0

PEDOMAN PENILAIAN

DISCRIMINATION

DIFFICULTY

0% - 30% 30% - 79% 80% - 100%

High Medium Low

-1 – 0,0 Bad DROPPED DROPPED DROPPED

0,1 – 0,3 OK USED REVISED USED

0,4 – 0,6 Good USED USED USED

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Appendix 23

Profile of SMPN 6 Depok

A. The History of SMPN 6 Depok

In the beginning SMPN 6 Depok is located in the city of Depok, started its activities in the 1992/1993 Academic Year. At that time school is managed under one roof in SMAN 2 Depok. Later, in the during period of 1992 new school was built units. At the beginning of 1994/1995 Academic Year SMPN 6 Depok has occupied the new school units which is located in Jl. Mandor Samin No. 62 Kelurahan Kalibaru, Kecamatan Cilodong, Kota Depok.

The first time, the school was led by Larasati in the year 1992-1994. The headmaster had been replaced eleven times, and now the school is led by Drs. Joko Widodo, M. Pd from the year 2008.

Here it is the complete profile of SMPN 6 Depok:

1. Principal : Drs. Joko Widodo, M. Pd. 2. Name of the school : SMPN 6 Depok.

3. Status : Accredited “A”. 4. Number of statistic school : 201 02 24 03 006. 5. Type of school : “B”.

6. E-mail : admin@smpn6depok.com 7. Website : www.smpn6depok.com 8. Telp./ Fax. : 021-876 4223/ 021- 876 4224.

B. Vision

SMPN 6 DEPOK has a vision to Superior in Performance, Vision of Environment and Morality.

C. Missions

SMPN 6 DEPOK has some missions as follow:

1. Improving school performance (academic and non academic achievement) through innovation in the input and the learning process.

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2. Creating a school environment conducive to teaching and learning activities.

3. Increase of education staff professionalism. 4. Improving subservience to the Allah SWT.

D. The Data of Teachers and Staffs.

Teachers and staffs Total

Teachers 65 people

Administrative staffs 9 people

Librarians 2 people

School guards 4 people

Security guards 2 people

E. The Data of the Students

From the data five years ago, there are:

The Academic

Years

Class VII Class VIII Class IX Total

of Students

Total of Class

Total of Students

Total of Class

Total of Students

Total of Class

2006/ 2007 275 7 335 7 307 7

2007/ 2008 279 7 275 7 330 7

2008/ 2009 269 7 273 7 274 7

2009/ 2010 272 7 277 7 276 7

2010/ 2011 375 9 359 9 270 7

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F. Teaching and Learning Activity

Teaching and learning activity is pressing the active learning method. And the schedule are:

1. Monday to Thursday, at 07.00 am until 01:10 pm. 2. Friday, at 07.00 am until 10:40 am.

3. Saturday, at 08.00 am until 10.00 am, for self-development activities.

G. Facilities

SMPN 6 Depok have many facilities, there are:

No. Facilities Total

1. _{Learning Rooms.} 25

2. OSIS Room. 1

3. PMR Room. 1

4. Skills Room. 1

5. _{Lab. Computer.} 1

6. _{Lab. Language.} 1

7. Lab. IPA. 1

8. Library. 1

9. _Cooperation. ₁

10. _Canteen. ₁

11. Sports field. 1

12. Mosque. 1

13. UKS Room. 1

14. _{BP / BK Room.} ₁

15. _{Field Ceremony.} ₁

16. Park School. 1

H. Extracurriculer

There are extracurriculer activities in SMPN 6 Depok: 1. Paskibra.

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2. PMR. 3. Pramuka. 4. Rohis. 5. Volly ball. 6. Theater. 7. Football. 8. Basket ball.

I. Academic and Non-Academic Achievement

1. The 1st winner of PMR putra/putri Bahaya Penanggulangan Narkoba Kodya Depok2004.

2. The 1st winner of LKBBKodya Depok2004. 3. The favorite of LKBBKodya Depok2005. 4. The 3rd winner of Poetry Kodya Bogor2005.

5. The 1st winner of Athletic 400 M Kodya Depok2005. 6. The 3rd winner of Athletic 100 M Kodya Depok2005. 7. The 2nd winner of FutsalKodya Depok2005.

8. The 1st winner of Volly Ball Kodya Depok2005.

9. The 1st winner of competition in B. Indonesia subject Kodya Depok 2005.

10.The 3rd winner of Dance CompetitionKodya Depok2006. 11.The 1st winner of FutsalKodya Depok2006.

12.The 1st winner of LKBBKab. Bogor2006.

13.The 3rd winner of LKBBKab. Bogor2006.

14.The 1st winner of LKBBKodya Depok2006. 15.The 3rd winner of LKBBKodya Depok2006.