Teaching the present continuous tense through audio-lingual method : an experimental studdy at the second grade of at smp -it al-binaa islamic boarding school bekasi

A “skripsi”

Presented to the faculty of Tarbiya and Teacher’s Training

In Partial Fulfillment of the Requirements

For the Degree of S. Pd. (Bachelor of Arts) in English Language Educational

By: Latifah 206014000145

ENGLISH DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS

TRAINING

“SYARIF HIDAYATULLAH”

STATE ISLAMIC UNIVERSITY

JAKARTA

A “skripsi”

Presented to the Faculty of Tarbiya and teachers’ Training

In Partial Fulfillment of the Requirements

For the Degree of S.Pd. (Bachelor of Arts) in English Language Education

By:

Latifah

NIM: 206014000145

Approved by the Advisor

Drs. Nasrun Mahmud, M.Pd. NIP. 150 041 070

ENGLISH DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS TRAINING

“SYARIF HIDAYATULLAH”

STATE ISLAMIC UNIVERSITY JAKARTA

certifies that the “skripsi” (Scientific Paper) entitled “Teaching the Present

Continuous Tense through Audio-Lingual Method (An experimental study at the second grade at Al-Binaa of Islamic Boarding School Bekasi.), writen by Latifah,

student’s registration number: 206014000145, was examined by the committee on

15thof June 2011. And was declared to have passed and, therefore, fulfilled one of

the requirements for academic title of “S.Pd.” (Bachelor of Arts) in English Language Education at the Department of English Education.

Jakarta, 17 of June 2011 EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 196 412 121 991 031 002

SECRETARY : Neneng Sunengsih, M.Pd. ( )

NIP. 197 306 251 999 032 001

EXAMINER : 1. Drs. Syauki, M.Pd ( )

NIP. 196 412 121 991 031 002

2. Drs. Zaenal Arifin Toy, M.Sc ( ) NIP. 150 031 215

Acknowledge by

Dean of Tarbiya and Teachers Training faculty

Prof. Dr. Dede Rosyada, MA NIP. 150 231 356

Saya yang bertanda tangan di bawah ini

Nama : Latifah

Tempat, Tgl. Lahir : Pematang Panjang, 05 Juli 1985

NIM : 206014000145

Jurusan/Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : Teaching The Present Continuous Tense Through Audio- Lingual Method (An Experimental study at the second grade of SMP-IT Al-Binaa Islamic Boarding School Bekasi)

Dosen Pembimbing : Drs. Nasrun Mahmud, M. Pd.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 01 Juni 2011 Mahasiswa Ybs,

Latifah

i

ABSTRACT

Latifah. Teaching The Present Continuous Tense through Audio-Lingual Method (ALM) (An experimental study atthe second grade of female at SMP-IT Al-Binaa Islamic Boarding School Bekasi). Skripsi, Department of English Education, The faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic Jakarta 2011.

Advisior: Drs. Nasrun Mahmud, M.Pd.

Key words: The Present Continuous Tense, Audio-Lingual Method.

Based on the research at the second grade of female at SMP-IT Al-Binaa Islamic Boarding School Bekasi, the data is derived among from the test (pre-test and post-test). The methods of collecting data used in this research are pre-test and post-test. Pre-test was given before the writer began the teaching learning process in two classes and post-test was given after four times of meeting. Pre-test and post-test are similar in form.To analyze the data the writer used t-test. The writer compared the score between the experiment class and the control class. This method is useful to know whether there is a significant different between two variables. From this research, the writer found (from static calculation) that the value of the was 2.84 and the degree of freedom (df) was 31. In this research, the writer used the degree of significance 5%. It can be seen that the df 31 and degree of significance 5% = 1.07

ii

ABSTRAK

Latifah. Pengajaran Present Continuous Tense melalui Audio-Lingual Method (ALM) (Studi eksperimental di kelas II SMP-IT Pondok Pesantren Al-Binaa Putri Bekasi). Skripsi, Departemen Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta 2011.

Advisior: Drs.Nasrun Mahmud, M.Pd.

Kata kunci: Present Continuous Tense, Audio-Lingual Metode, Pengajaran.

Berdasarkan penelitian di SMP-IT Pondok Pesantren Al-Binaa Putri Bekasi, Metode pengumpulan data yang digunakan dalam penelitian ini adalah pre-test dan post-test. Pre-test diberikan di dua kelas sebelum proses belajar mengajar dimulai dan post-tes diberikan setelah empat kali pertemuan. Pre-test dan post-test di berikan dalam bentuk yang sama. Untuk menganalisis data penulis menggunakan t-test. Penulis membandingkan nilai antara kelas eksperimen dan kelas kontrol. Metode ini berguna untuk mengetahui apakah ada perbedaan signifikan antara dua variabel. Dari penelitian ini, penulis menemukan (dari perhitungan statis) bahwa nilai adalah 2.84 dan derajat kebebasan (df) adalah 31. Dalam penelitian ini, penulis menggunakan tingkat signifikansi 5%. Hal ini dapat dilihat bahwa df 31 dan tingkat signifikansi 5% = 1.07

iii

In the name of Allah, the Beneficent the Merciful

All praise be to Allah, Lord of the world who has bestowed upon the writer in completing this skripsi. Peace and blessing be upon to our prophet Muhammad peace is upon him, his family, his companion, and his follower.

The writer would like to say her great honor and deepest gratitude to her beloved parent Yansyah and Muhimah, her older brother M. Nur Muniri, her sister

Husna, Masrurotul Faridah, Mariatus Sa’idah, and her brother Taufikur Rahman,

especially to Syahifur Rahmat who always give their lover, support, motivation, and advice to finish her study.

The writer also wants to say a lot of thanks to Mr. Nasrun Mahmud, M.Pd as

the writer’s advisor for his time, guidance, kindness, contributions, and patience

in correcting and helping her to finish this paper.

The writer also realizes that she would never finish writing this paper without the help of some people around her. Therefore, she would like to give special gratitude to:

1. Prof. Dr. Dede Rosyada, the Dean of Tarbiya and Teacher’s Training 2. Drs. Syauki, M.Pd. the head of English Department

3. Neneng Sunengsih, M.Pd. the Secretary of English Department

4. All lectures in English Department for teaching precious knowledge, sharing philosophy of life and giving wonderful study experience. 5. Hasyim, S.Pd. the headmaster of female at Al-Binaa of Islamic

Boarding School Bekasi who guided the writer to do the research. 6. Alfiah, S.Pd. the English teacher at the second grade of female at

Al-Binaa of Islamic Boarding School Bekasi who guided the writer to do the research.

iv

May Allah, the Almighty bless them all, so be it.

Finally the writer admits that her writing is still far from being perfect, therefore, her hopes some suggestion and critics from the reader for this simple paper and it will have some value for her and a better thing in the future.

Jakarta, 23 may 2011

v

Table 2.2 Interval of pre-test of the students of experiment class……….… 34 Table 2.3 Interval of pre-test of the students of the experiment class …..… 36 Table 2.4 The Students’ Scores of Control Class.…………...…………... 37 Table 2.5 Interval of pre-test of the students of the control class ……..….. 39 Table 2.6 Interval of post-test of the students of the control class ……..…. 40 Table 2.7 The Result Calculation of the test both Experiment Class and

vi

2. Appendix 2 ………..…. 62

3. Appendix 3 ………..…………. 69

4. Appendix 4 ………..………. 77

5. Appendix 5 ………..……... 83

6. Appendix 6 ………..…………. 86

vii

ABSTRACT IN ENGLISH……...………...……...……...…………... i

ABSTRACT IN INDONESIA…………...………...……..……….. ii

ACKNOWLEDGEMENT ………..………….……….………….. iii

LIST OF TABLES ………...……….... v

LIST OF APPENDICES ………..………...………...……… vi

TABLE OF CONTENTS …………...………....….. vi

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

B. The Identification of the Problem ….……...…..………….………...…. 2

C. The Objective of the study ………...……….. 3

D. The Method of the Study ……… 3

E. The Significance of Writing ……….……….……...….. 3

CHAPTER II: THEORETICAL FRAMEWORK A. General Concept of the Present Continuous Tense 1. Definition of Tense .………..……….... 5

2. Understanding the Present Continuous Tense ……..….…………..… 5

viii

1. Definition of Method ………...……….………..…..…….. 10

2. Understanding Audio-Lingual Method ……….. 11

3. Characteristics of Audio-Lingual Method …………...………... 11

4. The Advantages and Disadvantages of Audio-Lingual Method ….... 12

5. Teaching the Present Continuous Tense Using Audio-Lingual Method ………...…….…..……. 13 C. General Concept of Grammar-Translation Method 1. Understanding Grammar Translation Method ………..….…...….. 16

2. Characteristics of Grammar Translation Method ……….…..…... 17

3. Advantages and Disadvantages of Grammar Translation Method ... 19

4. Teaching Procedure of Grammar Translation Method ………..….. 19

CHAPTER III: THE PROFILE OF AL-BINAA ISLAMIC BOARDING SCHOOL BEKASI A. Short History of Al-Binaa, Bekasi ………..…………..…..………….… 21

B. Vision and Missions ……….……….…... 23

C. Goals ………..……..…… 24

D. Facilities ………....…... 25

ix

H. Academic Achievement ……….……... 27

I. The English Activities ………..…….…….….. 27

CHAPTER IV: RESEARCH METHODOLOGY AND FINDING A. Research Methodology 1. Objective of the Research ……….………..…….... 28

2. Place and Time ………..………. 28

3. Method of Study ………..…………..……….….….…. 28

4. Population and Sample ………...…..…. 28

5. Technique of Data Collecting ………..……...………… 29

6. Technique of Data Analyzing ………..………...……… 29

B. Research Finding 1. Description of Data ………..…….…….……… 31

2. The Analysis of Data ………....….………. 43

3. The Testing of Hypothesis ………. 48

x

BIBLIOGRAPHY ………..………..………....….. 51

CHAPTER I

INTRODUCTION

A. The Background of the Study

Teaching learning process of English cannot be separated from the curriculum or syllabus and textbooks teachers use. It is influenced by a view to the language that affects the method and technique of teaching.

According to Mackey, “differences in ideas on language learning affect both the method the teaching of it.”1

Learn English grammar is important because it is the key for us to communicate with the other person especially with foreign people because English is foreign language for us actually for student who is the new in learn of it. As Penny Ur said that, worth nothing here that if communication practice is one of the most important components of the language learning/teaching process; it is also one of the most problematical.2

To make teaching learning process run well, the writer wants to propose an alternative other than teachers centered approach or others, that is the one which commonly known as “Audio-Lingual Method”. The objective of this method is for students to attain conversational proficiency in a variety of foreign languages.3

Learning English means that we learn not only the four basic skills are: listening, speaking, reading, and writing in order to speak and write English correctly. One of the language components is grammar. The students who study English need to learn grammar so that they can use English well.

1

William Frances Mackey, Language Teaching Analysis, (London Indiana University Press, 1967), p. xi

2

PennyUr, Discussions that Work, task-centered fluency practice (Cambridge: Cambridge University Press, 1981). p. 2

3_{Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language}

Teaching a description and analysis, (Cambridge: London Cambridge University Press, 1986 ), p. 44

Grammar, after all, is a description of the regularities in a language and knowledge of these regularities provides the learner with the means to generate a potentially numerous number of original sentences. Grammar is

a kind of “Sentence-making machine”. It follows that the teaching of grammar offers the learner the means for potentially limitless linguistics creativity.4

When students learn language, they need to learn grammar. Eventthought, “The place of grammar in the teaching of foreign language is controversial. Grammar may be rough defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning.5

The knowledge of grammar is one of the important factors that student should master, in order to be able to listen, speak, read, and write correctly. Grammar needed to have a mastery of four basic language skills. It is

concerned with Patricia Osborn said that “understanding grammar can put

you more in control of your language and help you become effective when you speak, write, and even read. The communication needs of our students may require that their language conform more closely to the rules of English grammar used by native speaker6.

Based on these statements above, we can say that grammar is very important to teach and to know; in order to easier understanding of meaning if we talk with other person or if we are communicate also in comprehending the reading text or writing.

B.

The Identification of the Problem

To avoid misunderstanding and to clarify the problem, it is necessary to make the identification of the problem. The writer will focus on Teaching

4 Sent Thornbury. How to Teach Grammar (Edinburg : Longman, 1999). P. 15

5 _{Penny Ur, Grammar Practice Activities, A practical guide for teachers}

(Cambridge University Press, 1992). p. 4

6

Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar (Oxford University Press, 1988). p. 17

Present Continuous Tense using Audio-Lingual Method compare to Grammar-Translation Method at the second grade students of female of SMP-IT Al-Binaa Islamic Boarding School Bekasi. The identification of the problem is which are more effectives Teaching the Present Continuous Tense through Audio-Lingual Method or Teaching the Present Continuous Tense through Grammar Translation Method?

C. The Objective of the Study

The writer would like to know of this study are:

1. The result of Teaching the Present Continuous Tense through Audio-Lingual Method

2. The result of Teaching the Present Continuous Tense through Grammar-Translation Method

3. Which are more effectives Teaching the Present Continuous Tense through Audio-Lingual Method or Grammar Translation Method?

D. The Method of the Study

The method of this research is an experimental study. The writer carried out the experimental research at the second grade of female of SMP-IT Al-Binaa Islamic Boarding School Bekasi. To find out the result, the writer gives the pre-test before the teaching learning process and gives post-test after it was finished.

E.

The Significance of Study

To make this paper systematically written, the writer divides into four chapters, as follows:

Chapter One explain the introduction, consisting of the background of the study, the identification of the problem, the objective of the study, the method of the study and the organization of writing.

Chapter Two is about theoretical framework, general concept of the present continuous tense, including definition of tense, understanding of present continuous tense, form of the present continuous tense and usage of the present continuous tense. So, general concept of audio-lingual method, including definition of method, understanding audio-lingual method, characteristics of audio-lingual method, advantages and disadvantages of audio-lingual method, and teaching the present continuous tense through audio-lingual method. And then, general concept of grammar translation method, consist understanding grammar-translation method, characteristics of grammar-grammar-translation method, advantages and disadvantages of grammar-translation method and teaching procedure of grammar translation method.

Chapter Three is about the profile of Al-Binaa Islamic boarding school Bekasi, short history of Al-Binaa Bekasi, Vision and mission, goals, facilities, teacher and staffs, curriculum extracurricular, academic achievement and the English activities.

Chapter Four is dividing into two subchapters the first chapter is research methodology and finding, in which the writer discusses the objective of the research, place and time, method of study, population and sample, technique of data collecting and technique of data analyzing. The second is research finding, including description of data, the analysis of data, the testing of hypotheses and data interpretation.

Chapter Five is about conclusion and suggestion. It is a core review of previous discussion in this paper and suggestions that might be useful for teachers, students and reader in general. The writer also encloses appendixes and bibliography completing her research paper.

CHAPTER II

THEORETICAL FRAMEWORK

A.

General Concept of the Present Continuous Tense

1. Definition of Tense

Tense is different forms, which a verb assumes to indicate the time of action or state. According to A.S. Hornby “Tense is verb forms that shows time; the present/past”. Etc.1 Meanwhile, Betty Schrampfer Azar

said “the tenses say that an action begins before, is I progress durng, and

continues after another time or action.2

From the definition above the writer conclude that tense is a verb that could be change agreed with the time that is show.

There are many kinds of tense in grammar; one of them is the Present Continuous Tense that will be discussed in this paper.

2. Understanding the Present Continuous Tense

The Present continuous is also known as the Present Progressive Tense.3 As Jeremy Harmer said “Continuous verb (also called

progressive) are formed by adding „-ing’ to the base form and using it

with the verb „to be’, e.g. „She is writing a letter’.4

The continuous forms represent action or events, or series of action or events, viewed at some point between their beginning and end. They imply that an action or series of action has already begun but is not yet

1

_{A.S. Hornby,} Oxford advance Learner’s Dictionary of Current English, _(Oxford:

Oxford University Press, 1987), p. 891

2

Betty Schrampfer Azar, Understanding and Using English Grammar Second Edition, (London, Prentice-Hall, Inc. 1989), p. 3

3

_{Michael Swan, Practical English Usage, (Oxford: ELBS/Oxford university Press,}

1987), p. 500

4 _{Jeremy Harmer, How to Teach English, (Pearson Education Limited, 2005), p.40}

completed. At the same time, they indicate that the duration of the action or series of action is limited.5

From the definition above indeed the present continuous tense is the same form of the progressive tense which is its use applying for to be +verb +ing form and the period of time is limited.

3. Form of the Present Continuous Tense

According to A. J. Thomson and A. V. Martinet the present continuous tense is formed with the auxiliary verb be + the present participle: 6 which are consist of four form, they are:

a. Affirmative statement

We form the affirmative statement by using this formula Subject + TO BE (am, are, is) + Present Participle

(ing, form) + Object

Forexample:

Subject To be Present Participle Object

I am reading a book

You are reading a book

She/he/It is reading a book

We/They are reading a book

5

B.D. Graver, Advanced English Practical Second Edition, (Oxford: Oxford University Press. 1997), p. 56.

6

_{A. J. Thomson and A. V. Martinet. A Practical English GrammarFourth Edition,}

b. Negative statement

To make negative statement, we put not after the auxiliary be7: Subject + TO BE (am, are, is) + Not + PRESENT PARTICIPLE (Ing-Form) + Object

For example:

Subject To be Not Present Participle Object

I am not reading a book

You are not reading a book

She/he/It is not reading a book

We/They are not reading a book

c. Interrogative

To make an interrogative statement, we put the form of be before the subject

TO BE (am, are, is) + PRESENT PARTICIPLE (Ing-Form) + Object +?

For example:

To be Subject Present Participle Object

Am I reading a book?

Are You reading a book?

Is She/he/It reading a book?

Are We/They reading a book?

7

Raymon Murphy, Essential Grammar in Use, Cambridge: Cambridge University Press, 2007), p. 16

d. Negative Interrogative

To make negative interrogative statement we put contractive form of be + not before the subject8:

Contractive form of BE (am, are, is) Not + SUBJECT + PRESENT PARTICIPLE (ing-form) + Object + ?

For example:

Contractive form of be + not

Subject Present Participle

Object

Aren’t I reading a book?

Aren’t You reading a book?

Isn’t He/she/it reading a book?

Something that must written concerning with form of the present continuous tense is the process of making the infinitive into ing-form. Because each verb has different form, so there are different ways to form it. Here the writer try to explain are some ways to spell the present participle. 1. A final e that is not pronounced is dropped

Drive driving

Make making

Write writing

However, a final ee is retain

Agree agreeing

See seeing

2. A final consonant letter (except h, w, x, y), preceded by a single vowel letter, is doubled in words of one syllable.

Get getting

Shop shopping

Run running

8

A. J. Thomson and A. V. Martinet. A Practical English Grammar: fourth edition. P. 153

But fix (end in x) fixing

Sleep (two vowel letters before consonant) sleeping

3. A final consonant letter (except h, w, x, y), preceded by single vowel letter, is double in words accented on the last syllable

Swim swimming

Sit sitting

4. A few verbs end in ie. The ie in some vocabularies of these verbs chargers to y when the ing ending is added

Die dying

Lie lying

4. Usage of the Present Continuous Tense

The present continuous tense is use to: a. Express an action in progress now.9

For example:

I am working

b. Express the beginning, progression or end of an action.

For Example:

It is beginning to summer

My black bag is becoming broke c. Express the happening at this moment10

For Example:

It’s raining It’s cool

The present continuous tense is also use:

d. The talk about something that is happening at or around the time of speaking:

Where is Mega? „She is sleeping in the room’

9

Patricia K. Werner, John P. Nelson and Marilynn Spaventa, A Communicative Grammar (New York: The McGraw-Hill Companies, Inc 1997) p. 39

10

Murkanto and his friends, EOS English on Sky for Junior High School Students Year VIII ( Jakarta: Erlangga 2006), p. 14

e. For a definite arrangement in the near future (and is the most usual

way of expressing one’s immediate plans): For example:

A: Are you doing anything tonight?

B: Yes, I’m going to my judo class and (I’m) meeting my brother

afterwards, etc.

Note that the time of the action must be mentioned, as otherwise, there might be confusing between present and future meanings go and come however, can be used in thus way without a time expression11

B.

General Concept of Audio-Lingual Method

1. Definition of Method

Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which based upon, the selected approach.12

According to B. Kumaravadivelu (San Jose State University) “Method is central to any language teaching enterprise.13

Another meaning said that method is the practical realization of an approach. The originators of method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful and some model of syllabus organization.14.

From the definition above the writer comes to an assumption that a method is procedural plan that used in the classroom. There are many methods that can be actualized in the teaching learning process but to

11

A. J. Thomson and A. V. Martinet. A Practical English Grammar: (London: Oxford University Press, 1976), fourth edition. p. 155

12

Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching, (Cambridge: London Cambridge University Press, 1986), p. 15

13

B. _{Kumaravadivelu (San Jose State University), Understanding Language}

Teaching, (New York: Routledge, 2009), p. 83

14

Jeremy Harmer, The Practice of English Language Teaching. fourth edition (Cambridge UK: Pearson Longman, 2007), p. 25

make teaching learning run well, teachers have to choose which method is regarded as the best. In this paper the writer would like to discuss one of those methods that are audio-lingual method.

2. Understanding Audio-Lingual Method

The audio-Lingual method of teaching English as a second language had its origins during World War II when it becomes know as the Army method. It was develop as a reaction to the grammar-translation method of teaching foreign languages. Grammar-translation had been use to teach for thousand of year. However, the method was perceived as taking too long for learners to be able to speak in the target language. The Audio-Lingual method set out achieves quick communicative competence through innovative methods. From about, 1947-1967 the Audio-Lingual Approach was the dominant foreign language teaching method in the United States.

The US military provided the impetus with funding for special, intensive language courses that focused on aural/oral skills; these courses came to be known as the Army Specialized Training program (ASTP) or,

more colloquially, the “Army Method”.

3. Characteristics of Audio-Lingual Method

The characteristics of the ALM may be summed up in the following list (adapted from Prator and Cecle-Muria 1979):

a.New material is presented in dialogue form.

b.There is a dependence on mimicry, memorization of set phrases, and over-learning.

c.Structures are sequenced by means of contrastive analysis and taught one at a time.

d.Structural patterns are taught using repetitive drills.

e.There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than by deductive explanation.

f. Vocabulary is strictly limited and learned in context. g. Great importance is attached to pronunciation.

h. Very little use of the mother tongue by teachers is permitted. i. Successful responses are immediately reinforced.

j. There is a great effort to get students to produce error-free utterances. k. There is a tendency to manipulate language and disregard content.15

Another opinion about the characteristics of audio-lingual method come from H.H. Stern those are:

a. Separation of the skills-listening, speaking, reading, and writing-and the primacy of the audio-lingual over the graphic skill

b. The use of the dialogues as the chief means of presenting the language c. Emphasis on certain practice techniques, mimicry , memorization, and

pattern drills

d. The use of the language laboratory

e. Establishing a linguistic and psychological theory as a basis for the language laboratory.

4. The Advantages and Disadvantages of Audio-Lingual Method

The writer concludes the advantage and the disadvantage of audio-lingual method from the book of Jack C. Richard and Theodore S. Rodgers by title “Approaches and Method in Language Teaching, a

description and analysis”.16

a. The Advantages of Audio-Lingual Method

The Audio-Lingual method has many advantages as explain below: 1) Students are able to make sentence pattern, which have

been drilled

2) Students have good pronunciation because informant method it use a native speaker.

15

H.Douglas Brown, Teaching by Principles, (New York: longman, 2001), p. 23

16

Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching,1986,p. 44-63

3) It makes the students to have a good comprehension in listening.

b. The Disvantages of Audio-Lingual Method

Beside have many advantages; the Audio-lingual method also has many Disvantages like explain below:

1) Students do not always understand the meaning of words that they are repeating

2) Studying using audio-lingual procedures is boring and unsatisfying

3) The students are not really active because it is a teacher-dominate method

5. Teaching the Present Continuous Tense through Audio-Lingual Method

This procedure of using audio-lingual method is taking from the book of “Techniques and Principles in Language Teaching” written by Diane Larsen-Freeman p. 35-40

Before the teacher teaches the material, she introduces the method that will be use in the classroom then motivates the students.

The firs part of the instructions is the teacher gives a new dialogue and students are expect to memorize the dialogue the teacher introduces. Sometime she uses action to convey meaning, but no one word of the

student’s native language is uttering. After she acts out the dialogue, she

says.

“Ok, class. I am going to repeat the dialogue now. Listen carefully and no talking please”.

“Two people are walking along the said walk in town. They know each other, and as they meet, they stop to talk. One of them is name Sally and the other one is name Bill. I will talk for Sally and for Bill. Listen to their conversation:

Sally : Good morning, Bill. Bill : Good morning, Sally. Sally : How are you?

Bill : Fine, thanks’ and you? Sally : Fine. Where are you going? Bill : I’m going to the post office. Sally : I am too. Shall we go together? Bill : Sure. Let’s go.

“Listen one more time. This time try to understand all that I am

saying.” Now she has the whole class repeat each of the lines of the

dialog after her model. They repeat each line several times before moving

on to the next line. When the class comes to the line, I’m going to the

post office,” they stumble a bit in their repetition. The teacher, at this

point, stops the repetition and uses a backward build-up drill (expansion-drill). The teacher starts with the need of the sentence and has the class repeat just the last word. Since they can do this, the teacher adds a few more words, and the class repeats this expanded phrase until the entire sentence is being repeating.

After the students have repeated the dialogue several times, the teacher gives them a chance to adopt the role of Bill while she says Sally’s lines. Next the class and the teacher switch the roles in order to practice a little more. Then the teacher divides the class in hall so that each half gets

to try to say on their own either Bill’s or Sally’s lines. To further, practice the lines of this dialogue. The teacher has all the boys in the class take

Bill’s part and all the girls take Sally.

Finally, the teacher selects two students to perform the entire dialogue for the rest of the class.

The teacher moves next to the second major phrase of the lesson. She continues to a single-slot substitution drill. The teacher begins by reciting

shows the students a picture of a house and says the phrase, “The bank.”

She pauses, and then she says, “I am going to the bank”. From her

example the students realize that they are supposed to take the cue phrase (the bank), which the teacher supplies, and put its proper place in the sentence.

Now she gives them their first cue phrase, “the drugstore”. Together

the students respond, “I am going to the drugstore.” The teacher smiles, “Very good!” She exclaim. The teacher cues, “The park.” The students chorus, “I am going to the park.” Each cue is accompanying by a picture as before. After the students have gone through the drill sequence three times, the teacher no longer provides a spoken cue phrase.

Finally, the teacher increases the complexity of the task by leading the students in a multiple-slot substitution drill. The teachers in this class start

by having the students repeat the original sentence from the dialogue. “I am going to the post office” then she gives the cue “she”. The student’s understand and produce, “she is going to the post office.” The next cue the teacher offers is “to the park”. The students hesitate at first; then they

respond by correctly producing. “She is going to the park.” She continues

in this manner. Sometimes providing a subject pronoun other times naming a location.

The substitution drills are following by a transformation drill. This type of drill asks students to change one type of sentence into another-an affirmative sentence into negative or into an interrogative. For example,

“I say. She is painting a car.” You make a question by saying. ”Is she

painting a car”.

The teacher models two more examples of this transformation, and

then asks, “Does everyone understand?” OK, let us begin. “They are

going to the bank.” The class replies in turn “Are they going to the

bank?” They transform approximately fifteen of these patterns, and then

the teacher decides they are ready to move on to a question and answer drill.

After that, the teacher asks the students to change the sentence into negative form, interrogative, and negative interrogative with the same way.

For the final few minutes of the class, the teacher returns to the dialogue with which she began the lesson. She repeat once, and then has

the half of the class to their left do Bill’s lines and the half of the class to

her right do Sally’s. This time there is no hesitation at all. The students

move through the dialogue briskly. They trade roles and do the same. The

teacher smiles, “Very good. Class finished”.

C

. General Concept of Grammar-Translation method

1. Understanding Grammar Translation Method

The Grammar-translation method (which was first name as such in 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 make use of the same rules and words.

Grammar-translation still has relevance today, though it is not practices as a method in the same way. But most language learners translate in their heads at various stages anyway, and we can learn a lot about a foreign language by comparing parts of it with parts of our own.17

The important goal of GTM is the student to be able to translate each language to the other because the fundamental purpose of learning a foreign language is to be able to read its literature. The primary skills to be developing are reading and writing. To do this, students need to learn about the grammar rules and vocabulary of the target language.

The teacher has big rule. He or she is the authority in the classroom. Meanwhile the students do as he says so they can learn what he knows.18

17

Jeremy Harmer, How to Teach English, 2005, p. 30

18

Diana Larsen and Freeman, Technique and principles in Language Teaching second edition (Oxford: Oxford University Press, 2002), p. 11

In most GTM syllabus was follow for the sequencing of grammar points throughout texts, and there was an attempt to teach grammar in an organized and systematic way. In a typical GTM text, the grammar rules are present and illustrate , a list of vocabulary items are present with their translation equivalents, and translation exercises are prescribed.19

2. Characteristic of Grammar Translation Method

Grammar-translation method has many characteristic but the principal characteristics were these:

1) The goal of foreign language study is to learn a language in order to read as literature or in order to benefit from the mental discipline and intellectual development that result from foreign language study.

2) Reading and writing are the major focus; little or no systematic attention is pay to speaking or listening.

3) Vocabulary selection is based solely on the reading texts used, and words are taught trough bilingual word list, dictionary study, and memorization.

4) The sentence is the basic unit of teaching and language practice. 5) Accuracy is emphasized

6) Little or no attention is given to pronunciation.20 7) Grammar is taught deductively

8) The student’s native language is the medium of instruction.21

Formula on the white board and explains about the use of to be according to each subject.

T : For example “I am eating”, Rani sleeping”.

T : So, what is the continuous tense of “Syahif sits on the table”? ST : Syahif sitting on the table.

19_{Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language}

Teaching, 1986, p. 53

20

Ag. Bambang Setiyadi, Teaching English as a Foreign Language (Yogyakarta: Graha Ilmu, 2006). p. 36

21

Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching, 1986, p. 34

St a rt N o w F in is h ? In P ro_g es_s

T : good

T : It is used to expresses an action that is happening right now, to express the beginning, progression or end of an action etc.

For example:

T : For example „You are sitting now’ and „it is beginning to rain’

T : After the teacher explains the rules, she then draws the illustration about present continuous tense.22

T : the expresses n activity that is progress at the moment of speaking. We are at this point the time (now), but the activity began in the recent past, and will probably end at some point in the future.23

After reading over the rule and the examples, the students are asked to put the correct to be and to make the present participle from the words given in order to make a good sentence in continuous form. They do the first two together.

1. Maria ___ _______ apple right now(eat) 2. Taupik ___ ______ on the street (walk)

22

Betty Scrampfer Azar, Undrstanding and Using English Grammar 2nd Ed, (New Jersey: Prentice Hall Regents. 1989), p. 11

23

When the students are finished with this exercise, they read their answers aloud. After that, the teacher gives some exercises to the students related.

3. Advantages and Disvantages of Grammar Translation Method

As the other method, grammar translation method has also many advantages and disadvantages those are as follow:

a) The Advantages of Grammar-Translation Method

Number features of the Grammar-translation method are worth commenting on.

1. Language was treating at the level of the sentence only, with little study, certainly at the earlier stages, of longer texts.

2. There was little if any consideration of the spoken language. 3. Accuracy was considered to be a necessity.

b) The Disadvantages Grammar-Translation Method

1. Since classes were taught in the students’ mother tongue, there was little opportunity for them to practice the target language.

2. Little attention was given to speaking, including pronunciation 3. The practice sentences were usually highly contrived and texts that

were treated solely as vehicles for grammar presentation.24

4. Teaching Procedure of Grammar Translation Method

Typically, a grammar-translation started with an explanation (usually in

the learner’s mother tongue) of a grammar point. The procedure of

teaching the present continuous tense using Grammar-translation Method is as follow:

a. Set introduction

- _{Teacher greets the students}

- _{Teacher does socializing e.g. asking their health condition} - _{Teacher reviews last chapter by asking some questions to several}

students.

24

- _{Teacher states the aim of the lesson and importance} b. Presentation stage

- _{Teacher explain the students about the rules and patterns of Present}

Continuous Tense

- _{Teacher writes the patterns and some sentences as examples of the}

use of Present Continuous Tense on the broad.

- _{Teacher gives the student time to ask question if they do not}

understand.

- _{Teacher allows the students to write what she writes on the board}

on their notebooks.

c. Practice stage - _{Excise 1}

a. Teacher writes 10 verbs in the Present continuous Tense on the board.

b. Teacher explains the students how to do exercise 1 c. Students do exercise 1

- _{Teacher directs feedback for exercise 1}

Firs the teacher greets the students and tells them that today they are going to study about the present continuous tense and she explain it to them here the teacher are written with the letter (T) and students with the letter (ST)

- _{T : the Present Continuous tense is formed with the auxiliary}

verb be (is, am, are) plus the present participle she then writes to the present continuous tense. At the end of the lesson the teacher ask the students to do the remaining exercises in the lesson that include practice with to be and form of present participle for the next lesson.

CHAPTER III

THE PROFILE

OF AL-BINAA ISLAMIC BOARDING SCHOOL BEKASI

A. Short History of Al-Binaa, Bekasi

Among the education programs proposed by AL BINAA in the plan is to build long term working with the Institute of Education Boarding system, which is better known in Indonesia with a boarding school. It is intended to look at various phenomena of education and propaganda in Indonesia that is still considered very low when viewed from various dimensions. Starting from the government played such a weak position in the field of education so that education spending is extremely out of proportion and does not get better. Output of education to these moments still feel his touch, as a user community will level qualified graduates. The phenomenon of morality and norms of society from all kinds of layers which progressively decreases and tends to ignore the values of faith and even the value of decency that had been closely held by the Indonesian community. Not to mention the invasion of imported cultures that ignores Islamic values even as more and more real-time invited to the various deviations morals, morality, doctrinal camps and apostasy.

YBU see that education is one correct solution as long-term reform efforts in shaping the community with excellence in the field of general science in order to express intellectually intelligent man who also excelled in religious knowledge (syar'i) so intelligent thought, principles and personality. Which, when abbreviated in a language that is easy to become a person who acknowledge the oneness of good appropriately and correctly according to the Qur'an and as-Sunnah. If it becomes an intellectual arrogance, and will not violate the order of Allah and His Rasul If so scholars would not dare to change laws and ordinances of Allah and His Rasul. The point will be born persons with a principle as a

person who merely fear only to Allah subahabhu wa ta'ala only. Therefore, from the very beginning of establishment YBU, priority boarding school almost becomes the discourse in every meeting, gathering and discussion of management YBU. Even the establishment of boarding schools donated land acquisition committee has indicated to the seriousness of the entire board in YBU. The search for land that is considered strategic were soon started and tireless efforts this week is done not only once but sometimes two to three days in a week when there are many among the managers that have a myriad of busyness.

In addition, thank God at the end of the year 1424 H we have had the tools adequate educational institution belonging to a party even people who have visited as an exclusive and luxurious boarding school. Spread over the land area of sixty thousand square meters (6 hectares) and has established a very permanent buildings thereon. Starting from donated Mr. H. Muhammad Yasin, one of the community leaders Bekasi donate something noble heart with the land area of six hectares and then added twelve acres of land and all are donated YBU him to become an area of 20 ha. All the land has been transferred in donated certificate in lieu of law in accordance with applicable legislation.

Thus, the party organizer Foundation Binaa'ul Ukhuwwah as educational institutions, issued a decision regarding the establishment of the Islamic Education Institute under the name AL- BINAA ISLAMIC BOARDING SCHOOL that was inaugurated by Vice-president Mr DR. H. Hamzah Haz on 5 Jumada al-Ula 1425 H coincides with the 23 June 2004 M, which has the motto:

"Fostering the Faith, Knowledge and Virtue"

The naming of the Pesantren Albinaa relevant to two causes:

First: Because of this institution was founded by the Foundation

Second: Related to the functions of the institution of Al-Binaa, which means fostering, and building Of course, that is nurtured and built the Islamic faith and students in general science.

Why Al-Binaa must be 'Ma'had' or 'boarding'? and why the start of the junior high school?

The answer why should 'Ma'had' or boarding because:

- Two learning curriculum cannot be effective without boarding

- Learning to rely on the system just froze less trained classically trained forged the soul of independence and socialization

- Balancing freedom of the soul searching identity in junior-senior high school students with an introduction and a good understanding of Islamic values faith, morality and worship. It was adopted in real terms which is difficult if not wearing boarding system

B.

Vision and Mission

1. Vision Albinaa

Towards the next good Generation in base to acknowledge the oneness of God

2. Missions Albinaa

 Making Al-Binaa as agate of faith and intellectual

 Making Al-Binaa as a successor and interpreter of Islamic values

 Making Al-Binaa as an educational institution that maintains the value of Islam based on Qur'an and Sunnah.

 Making Al-Binaa as, professional institutions of Islamic education that focuses on coaching faith, morality and worship in accordance with the sunnah of the Prophet.

C. Goals

Is a continuous program with a level of 6-year time interval was three years junior high school and three years and is expected to cultivate AL-BINAA purposes, namely:

● The realization of the Islamic educational institution, which is based on Qur'an and Sunnah

● cultivated the activity and educational activities in a planned, systematic and continuous for the birth of a righteous son and heir to the prophet and scholar godly

● Fostering learners in order to always delive value and every activity of the Faith, istiqomah in truth, love and discipline in worship, sincere and always grateful, has fighting spirit and high creative ability, innovative, critical and full of initiative.

AL BINAA curriculum has two weights, ie, junior-senior high school curricula (SBC Systems) with AL BINAA Ma'had curriculum for the Study of Islamic Sciences as described above. Is a continuous program with a level of 6-year time interval was 3 years, 3 years junior high, and high school graduates who are expected to be born:

● Believed correct and god character above the Qur'an and Sunnah.

● Having the spirit of Islamic scholarship and a high, sincere, qona'ah (simple) and high creativity.

● Has the potential degree of good academic achievement and thus acceptable quality in different universities both within and outside the country (>90%).

● Have basic skills in leadership and management in the face and overcome the challenges of the future.

● Maintaining the values of Islamization in the environment and the intertwining AL BINAA ukhuwwah campus residents in the neighborhood of Al Binaa.

AL BINAA curriculum has two weights, ie, junior-senior high school curricula (SBC Systems) with AL BINAA Ma'had curriculum for the Study of Islamic Sciences as describe above.

D. Facilities

To accelerate the educational processing Albinaa has enough facilities for the students are:

 Field Main Basketball and Futsal

 Radio studios, where the students also had the opportunity to learn in the field of broadcast

 Sewing room for the students princess

 Chemistry Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum  Library with reference books selection

 Biology Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum

 Physics Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum

 Computer Lab with the number one child one computer, using high-end hardware, and security protection is a complex and flexible so that children can absorb a concentration in science

 Modern language laboratory  Central Administrative Office

AL BINAA Islamic Boarding School is supported by educational staff consists of:

 The professional educator  Strata higher education

 Dedicated to the world of higher education  Good character

 Nice to interact with learners

 Capable in developing active learning methods

 Qualification in accordance with their field of knowledge

E.

Teachers and Staffs

1. 7 teacher with S1 degree from Mesir background and 12 teacher with S1 degree from Indonesia background

2. 1 person staff

3. 5 person coaches boarding 4. 3 person security and 5. 1 person librarian

F.

Curriculum

Core Program and CurriculumFeatured Schools Program

 Tahfidl al-Qur'an: Memorize the Holy Qur'an in the first semester of 2 (two) Juz

 Tahfidz Al Hadith: Book of Hadith Al Lu'lu 'wal-Marjan which contains two thousand more hadith

 Read and discuss the books

 Hifdhul mutun, speech

 Potential of individual - private lessons

 Jam'iyyah / study club (Hadith, Arabic and English)

 Program Arabic and English

G. Extracurricular

Al-Binaa holds some extracurricular especially in sport, art, life skill and Islamic teaching, for example:

1. Sport : futsal, basket ball, volleyball, soccer, etc. 2. Art : calligraphy, journalism and reading holly

Qur’an.

3. Life skills : language, technology computer, BSMR, Scouting and speech.

4. Islamic teaching : praying and attitude.

H. Academic Achievement

1. Winner of futsal among junior high school after Year 2009 Pebayuran District.

2. Junior Futsal Competition among participants after the island of Java in the City of Tasikmalaya Year 2009

3. Student Sports Week participants Kab. Bekasi Year 2008 4. Winner School District Sports Week. Bekasi Year 2008 5. Student participants Provincial Sports Week 2008

I.

The English Activities

Usually for the activities in education, the teacher is used English language also outside class; because this school in a day is using two languages are Arabic language and English language.

CHAPTER IV

RESEARCH METHODOLOGY AND FINDING

A. Research Methodology

1. Objective of the Research

The objective of the research is to find the empirical evidence whether

or not there is significant different between students’ score in teaching the

present continuous tense through audio-lingual method and teaching the present continuous tense through grammar translation method

2. Place and Time

The research took place at Al-Bina Islamic Boarding School, which is located at Jl. Raya Pebayuran Kertasari Pebayuran Bekasi 17710, It’s for a month on 08 of March to 29th of April 2011.

3. Method of Study

The method of this study is experimental study. The writer uses the second grade of female of students Al-Binaa of Islamic Boarding School, Bekasi as an object of this study. This object would be taught by using two methods. For experiment class is through ALM, and control class is through GTM.

4. Population and Sample

The writer did the experiment at the second grade at Al- Binaa of Islamic Boarding School Bekasi that involved the process of teaching the present continuous tense through Audio-Lingual Method.

The totality numbers of the population were 45 students from two classes. But the writer did not take the totality numbers of the population

as a sample because at that time there are some students was sick. That was taken from the class of VIII-G and VIII-H, the VIII-G which is employed 17 students as the control class and VIII-H which is employed 16 students as the experiment class. The sample is taken by using saturated sampling.

5. Technique of Data Collecting

The technique of collecting data used in this research is: Test, the writer gave the students two test namely pre-test and post-test. Pre-test was given before she began the teaching learning process in two classes. And the total numbers of the test are 20, which is the pre-test is similar in form to post-test that was given after two times of the instruction.

6. Technique of Data Analyzing

To find out the differences of students’ score in using the difference of students score in using Audio-Lingual Method and Grammar Translation Method in teaching the Present Continuous Tense the writer used pre – test and post – test. After getting the data from the observation, pre – test and post – test, they are analyzed and processed by the formula of t-test which was used in this research with the significance degree 5%1. The formula is:

t =

Means that:

: Mean of the Difference of Experiment Class : Mean of the Difference of Control Class

: Standard Error of Experiment Class

1

Anas Sudijiono, Pengantar Statistik Pendidikan (Jakarta: PT Raja Grafindo Persada, 2005), p. 347

: Standard Error of Control Class The procedures of the calculation were as follows. a. Determining Mean of Variable X, with formula:

=

b. Determining Mean of Variable Y, with formula:

=

c. Determining Standard of Deviation Score of Variable X, with formula:

d. Determining Standard Deviation score of Variable Y, with formula:

=

e. Determining Standard Error of Mean of Variable X, with formula:

=

f. Determining Standard Error of Mean of Variable Y, wit formula:

=

g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula:

h. Determining with formula:

=

i. Determining t-table in significance level 5% with degree of freedom (df): Df = (N1 + N2) – 2

Variable X : Experiment Class (Teaching the Present

Continuous Tense through ALM)

Variable Y : Controlled Class (Teaching the Present

Continuous Tense through GTM)

j. The Hypotheses

The statistic hypothesis stated:

Null Hypothesis (Ho): There is no effectiveness between teaching the present continuous tense through Audio-Lingual Method (ALM) and Grammar Translation Method (GTM) for the second grade at Al-Binaa of Islamic Boarding School Bekasi.

Alternative Hypothesis (Ha): there is effectiveness between teaching the present continuous tense through Audio-Lingual Method (ALM) and Grammar Translation Method (GTM) for the second grade at Al-Binaa of Islamic Boarding School Bekasi.

B.

Research Finding

1. Description of Data

As mention before, the writer took the experiment. She got the data from pre-test and post-test of teaching the present continuous tense observation.

In this part, the writer gives the report concerning the data description according to pre-test and post-test from experiment and control class.

The writer explains their scores, as follows: Table 2.1

The Students’ Scores of Experiment Class (VIII. G)

Students

(N1) Pre-Test Post-Test Gained Scores

1. 68 96 28

2. 81 84 3

3. 93 93 0

4. 85 96 11

5. 100 97 - 3

6. 68 74 6

7. 85 85 0

8. 80 96 16

9. 54 79 25

10. 62 89 27

11. 80 82 2

12. 66 93 27

13. 89 97 8

14. 81 93 12

15. 85 93 8

16. 89 85 - 4

17. 79 81 2

Statistical Data of Pre-test of experiment class Frequency Distribution

High Score (H) and Lowest Score (L) H = 100

L = 54 Range R = H – L = 100 – 54

= 46

Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 17

= 1+ 8.814 = 9.814 = 10 Interval

I =

R K

=

46₁₀ = 4.6 = 4.6 + 1

= 5.6 = 6

Table 2.2

Interval of pre-test of the students of the experiment class

No. Interval Score Number of Students

1. 94 – 100 1

2. 87 – 93 3

3. 80 – 86 7

4. 73 – 79 1

5. 66 – 72 3

6. 59 – 65 1

7. 52 – 58 1

Total 17

Mean

M_{x =} ∑X

N

= 1345 17

= 79.11 Median N = 2n + 1

54 62 66 68 68 79 80 80 81 81 85 85 85 89 89 93 100

N = 2n + 1 17 = 2n + 1 17 – 1 = 2n 2n = 16

n = 8

The result of median is the number 8 + 1 = 9

= 81

Statistical Data of Post-test of experiment class Frequency Distribution

High Score (H) and Lowest Score (L) H = 97

L = 74 Range R = H – L

= 97 – 74 = 23

Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 17 = 1 + 1.060

Interval

I =

R K

=

23₅ = 4.6 = 5

Table 2.3

Interval of post-test of the students of the experiment class

No. Interval Score Number of Students

1. 92 – 97 9

2. 86 – 91 1

3. 80 – 85 5

4. 74 – 79 2

Total 17

Mean

M_x = ∑x

N

=

17

= 89 Median N = 2n + 1

85 89 93 93 93 93 96 96 96 97 97

N = 2n + 1 17 = 2n + 1 17 – 1 = 2n 2n = 16 n = 8

The result of median is the number 8 + 1 = 9

= 93

From the data of experiment class above, the writer concludes that the lowest score of the pre-test is 54 and the high score of pre-test is 100. So, average score of the pre-test is 79.11. The lowest score of the pre-test is 74 and the high score of post-test is 97. And then, the average score for post-test 89 and for gained score 9.9. It means that the post-test score is higher than pre-test.

The following table is the result of the students in control class through Grammar Translation Method in teaching present continuous tense.

Table 2.4

The Students’ Scores of Control Class (VIII. H)

Students

(N1) Pre-Test Post-Test Gained Scores

2. 79 89 10

3. 90 97 7

4. 97 96 - 1

5. 92 97 5

6. 71 88 17

7. 75 76 1

8. 80 84 4

9. 53 64 11

10. 79 89 10

11. 55 60 5

12. 97 97 0

13. 63 72 9

14. 93 93 0

15. 79 97 18

16. 76 85 9

N 1255 1368 113

Statistical Data of Pre-test of controlled class Frequency Distribution

High Score (H) and Lowest Score (L) H = 97

L = 53 Range R = H – L = 97 – 53 = 44

Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 16 = 1 + 8.29 = 9.29 = 9 Interval

I =

R K

=

44 9

= 4.89 = 5

Table 2.5

Interval of pre-test of the students of the control class

No. Interval Score Number of Students

1. 92 – 97 4

2. 86 – 91 1

3. 80 – 85 1

4. 74 – 79 6

5. 68 – 73 1

6. 62 – 67 1

7. 56 – 61 -

8. 50 - 55 2

Mean

M_x = ∑x

N

= ₁₆ = 78.43 Median N = 2n + 1

53 55 63 71 75 76 76 79 79 79 80 90 92 93 97 97

N = 2n + 1 16 = 2n + 1 16 – 1 = 2n 2n = 15

n = 7.5

= 7

The result of median is the number 7 + 1 = 8

= 79

Statistical Data of Post-test of controlled class Frequency Distribution

High Score (H) and Lowest Score (L) H = 97

L = 64 Range R = H – L = 97 – 60 = 37

Number of Class (K) K = 1 + 3.3 log N = 1 + 3.3 log 16 = 1 + 3.973 = 4.973 = 5 Interval

I =

R_K

=

37

5

= 7.4 = 7

Table 2.6

Interval of post-test of the students of the control class

No. Interval Score Number of Students

1. 91 – 100 6

2. 81 – 90 6

3. 71 – 80 2

4. 61 – 70 2

Total 16

Mean

M_x = ∑

x N

= 16

= 86.56 Median N = 2n + 1

60 64 72 76 84 84 85 88 89 89 93 96 96 97 97 97 97 N = 2n + 1 16 = 2n + 1 16 – 1 = 2n 2n = 15

n = 7.5 = 7

The result of median is the number 7 + 1 = 8

= 88

From the data of controlled class above, the writer concludes that the lowest score of the pre-test is 53 and the high score of pre-test is 97. So, average score of the pre-test is 78.43. The lowest score of the post-test is 64 and the high of post-tests core is 97. And then, the average score for post-test 85.5 and for gained score 7.06. It means that the post-test score is higher than pre-test

2. The Analysis of Data

The analysis of data from the result of pre-test and post test (experiment and controlled class), the writer found that the score of experiment class was higher than controlled class. See table 2.1 and table 2.4. It happened because the students of experiment class were fully involved in learning process and they need each other because the material related to each other. In the experiment class, the students were more taking pains in answer the questions and seriously than controlled class because they often un-careful for answering the questions. It proved that teaching the Present Continuous Tense through Audio-Lingual Method has significance to the student scores.

The writer also used statistic calculation of the t-test to make the data clearly. The t-test formula with degree of significance 5% looks like as follows.

Table 2.7

The Result Calculation of the test both Experiment Class and Control Class

Students Identification Number

X Y

1. 28 8 -18.11 -0.93 327.97 0.86

2. 3 10 6.88 -2.93 47.33 8.58

3. 0 7 9.88 1.31 97.61 1.71

4. 11 - 1 -1.11 8.06 1.23 64.96

5. - 3 5 12.88 2.06 165.89 4.24

6. 6 17 3.88 -9.93 15.05 98.60

7. 0 1 9.88 6.06 97.61 36.72

8. 16 4 -6.11 3.06 37.33 9.36

9. 25 11 -15.11 -3.93 228.31 15.44

10. 27 10 -17.11 -2.93 292.75 8.58

11. 2 5 7.88 2.06 62.09 4.24

12. 27 0 -17.11 7.06 292.75 49.84

13. 8 9 1.88 -1.93 3.53 3.72

14. 12 9 -2.11 -1.93 4.45 3.72

15. 8 18 1.88 -10.93 3.53 119.46

16. - 4 9 13.88 -1.93 192.65 3.72

17. 2 - 7.88 - 62.09 -

Total 168 113 0.03 -77 1932.17 433.75 = 168

MX=168:17 =9.88

=113 MY=113:16 = 7.06

Note:

X = the students’ gained scores of the experiment class

Y = the students’ gained scores of the controlled class x = X-MX

y = Y-MY

From the total above the writer gets the calculation using t-test formula according to Anas Sudjono p. 315;

a. Determining mean 1 with the formula is:

M

₁

₌

∑X

N₁

M

₁

₌

168

17

=

9.9

b. Determining Mean 2 the formula is:

M

₂

₌

∑Y

N₂

M

₂

₌

113

16

= 7.06

c. Determining Standard of Deviation Score of Variable X the formula is:

M

₂

₌

∑X 2

N₁

M

₂

₌

.

d. Determining Standard of Deviation Score of Variable Y , the formulation is:

SD

₂

₌

∑Y 2

N₂

=

.

15

= 5.38

e. Determining Standard Error Mean of Variable X (SE_{M1) the formula}

is:

SE

_{M 1}

₌

SD1

N1 −1

=

10.66₁₇

−1

=

10.66₁₆

= 0.81

f. Determining Standard Error of Mean of Variable Y, the formula is:

SE

_{M 2}

₌

SD2

N2− 1

=

5.38

16−1

g. Determining Standard Error of Difference of Mean of Variable X and Y, the formula is:

SE

_{M 1−M 2}

₌

=

0.81

2

_{+ 0.59}

2

=

0.6561

+ 0.3481

=

1.0042

= 1.00

h. Determining with formula:

=

. − . 1.00

=

2.84 1.00

= 2.84

i. Determining t-table in significance level 5% with Degree of Freedom: df = (N1 + N2) – 2

= (17 + 16) – 2 = 33 – 2 = 31

The writer gained

Degree of significance 5% = 1.07 t-score (t_{o) = 2.84}

j. The comparison between t- score (t_{0) and t-table}

From calculation above, it is clear that the score of experiment class is higher than the score of controlled class. The writer also got the result of the comparison between and

2.84 > 1.07 >

From the result of statistic calculation, it was found the value of the was 8.28 and the degree of freedom (df) was 31. In this research, the writer used the degree of significance 5%. It can be seen the df 31 and degree of significance 5% = 1.07

By comparing the value of = 2.84 and t-table on the degree of significance 5% = 1.07. The writer summarized that was higher than t-table.

3. The Testing of Hypotheses

The test of hypotheses is

=

And to prove the hypothesis, the data that was obtained from the experiment class and controlled class were calculated by using t-test formula with the assumption as follows:

If > : the alternative hypothesis (Ha) is accepted and the null is rejected. It means that there is significant difference between the results after teaching present continuous tense trough Audio-lingual Method at the second grade at Al-Binaa of Islamic Boarding School Bekasi.

If < : the alternative hypothesis (Ho) is rejected and the null hypothesis is accepted. It means that there is no significant difference between the results after teaching present continuous tense through Audio-lingual Method at the second grade at Al- Binaa of Islamic Boarding School Bekasi

4. Data Interpretation

Based the analysis of the result above, it can be observed that the scores of students who have been taught the present continuous tense through Audio-lingual Method are higher than those who have been taught trough Grammar Translation method. It means that teaching present continuous tense through Audio-lingual Method is more effective than through Grammar translation Method since the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected.

The writer summarized that teaching present continuous tense through Audio-lingual Method has positive influence for the second grade at Al-Binaa of Islamic Boarding School Bekasi.

50

CHAPTER V

A. Conclusion

After conducting the research, the writer got the calculation 2.84 and of degree of significance 5% is 1.07. It means that alternative hypothesis (Ha) is accepted and null hypothesis is rejected because of Therefore, it can be inferred that teaching present continuous tense through Audio-Lingual Method is more effective than teaching the present continuous tense through Grammar Translation Method. It is proven that gain score of the experiment class is higher than the controlled class.

B.

Suggestion

There are some suggestions that can be given in relation to the writer’s conclusion. The suggestions are as follows:

1. English teacher must be considering the Audio-lingual Method is a fundamental method for teaching English grammar.

2. The teacher have to motivate the students to be more relaxed in learning English and tell them that English is useful in their life.

3. The teacher should give more chance for students to speak, to make students fluency in pronunciation.

4. The students must be selectively to doing the exercise in order to answer the question don’t any mistakes has be done.

BIBLIOGRAPHY

Azar, Betty Schrampfer, Understanding and Using English Grammar (2nd Ed),

Prentice Hall Regents, New Jersey: 1989.

Murkanto, EOS English on Sky for junior high school students’ year viii

Erlangga, Jakarta: 2006.

Clark, Jeanette Lindsey, Agnes Shanti Nindyarini and Rahma Diana Sari, Flying Start for junior high School students year viii, Erlangga, Jakarta: 2008 Hornby, A.S., Oxford Advance Learner’s Dictionary of Current English,

Oxford: Oxford University press, 1987.

Swan, Michael, Practical English Usage, Oxford University Press, NewYork: 1980.

Harmer, Jeremy, How to Teach English, Fourth Edition. Pearson Limited, London: 2007.

Harmer, Jeremy, The Practice of English Language Teaching,Fourth Edition. Pearson Longman, London: 2007.

Thomson, A. J., and A. V. Martinet, A Practical English Grammar,Fourth Edition, Oxford University Press, New York: 1986.

Werner, Patricia K., John P. Nelson and Marilynn Spaventa, A Communicative Grammar, The McGraw-Hill Companies, Inc., New York: 1997

Kumaravadivelu, B. (San Jose State University), Understanding Language Teaching, Routledge, New York: 2009.

Douglas, H. Brown, Teaching by Principles, an interactive approach to language pedagogy, Second Edition, Pearson Education, London: 2001.

Richards, Jack C. and Theodore S. Rodgers, Approaches and Method in Language Teaching, Cambridge University press, London: 1999.

Larsen, Diana and Freeman, Technique and Principles in Language Teaching, second edition, Oxford University Press, Oxford: 2002.

Murphy, Raymon, Essential Grammar in Use, Cambridge University Press, New York: 2003

Mackey, William Frances, Language Teaching Analysis, University Press, London: 1967.

Ur, Penny, Discussions that Work, task-centered fluency Practice Cambridge University Press, Cambridge: 1981.

_______________, Grammar Practice Activities, A practical guide for teachers

Cambridge University Press, New York: 1992.

Thornbury, Sent, How to Teach Grammar, London : Longman, 1999.

Murcia, Celce- Marianne and Sharon Hilles, Techniques and Resources in Teaching Grammar Oxford University Press, New York: 1988.

Sudijiono, Anas, Pengantar Statistik Pendidikan, PT Raja Grafindo Persada, Jakarta: 2005.

Setiyadi, Ag. Bambang, Teaching English as a Foreign Language Graha Ilmu, Yogyakarta: 2006.

Appendix 1

RENCANA PELAKSANAAN PEBELAJARAN (Experiment Class Using Audio-Lingual Method)

Mata Pelajaran : Bahasa Inggris

Satuan Pendidikan : SMP-IT PonPes Al-Binaa Bekasi Kelas/Semester : VIII/1

Alokasi Waktu : 2 x 40 menit

Sub-theme : Present Continuous Tense

Aspek/Skill : Speaking

Tahun Pelajaran : 2010/2011 Pertemuan ke : 1

Standar Kompetensi : Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan terdekat. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar : Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.

Indikator : 1. mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present continuous tense

2. membuat present continuous tense dalam bentuk affirmative statement, negative statement, interrogative statement, negative interrogative statement.

3. bertanya dan menjawab secara lisan kalimat-kalimat dalam bentuk present continuous tense 4. menemukan berbagai informasi dalam kalimat

yang berbentuk present continuous tense

I. Tujuan Pembelajaran

Siswa dapat:

1. mengidentifikasi to be sesuai dengan subjeknya dalam kalimat present continuous tense

2. membuat present continuous tense dalam bentuk affirmative statement, negative statement, interrogative statement, negative interrogative statement.

3. bertanya dan menjawab secara lisan kalimat-kalimat dalam bentuk present continuous tense

4. menemukan berbagai informasi dalam kalimat yang berbentuk present continuous tense

83

Appendix 5

The Test

Choose the best answer to the following questions!

1. Fery _______ eating duren right now

a. Is b. are c. am d. were

2. A little crocodiles _______ swimming in the swamp

a. Are b. is c. has d. were

3. My aunt and her child ______ coming from east java right now.

a. Are b. is c. were d. has

4. ________ a monkey eating banana?

a. Am b. are c. is d. have

5. Roni : are you taking bath now?

Rani : No, I _______ because the weather is cool.

a. am not b. are not c. is not d. aren’t 6. My mother in the bedroom at the moment; she ________

a. is sleep b. is slept c. sleeps d. is sleeping 7. The squirrel is _______ coconut on the coconut tree right now.

a. eating b. eat c. ate d. eaten 8. Are Syahif ________ to the office by car every day?

a. Go b. went c. gone d. going

Put the correct to be and verb in the following running commentary into present continuous tense.

Dear diary,

Today is my unforgettable 12th birthday party. Lots of people are (9) _________ (come). They are my friends and my family. They give me some presents and they are doing things that I like.

Suryo (10) _______ (be) playing the guitar and Sally is standing next to Suryo. She is (11) ________ (play) the violin. They are playing my

favorite music. Everybody is singing Nidji’s song for me. In the middle of

the room, Nani is dancing a beautiful dance. It is great. Aunt Ully is serving all the guests a glass of cake. My parents (12) ________ (be) chatting. I really like this party.

Arrange the following sentence bellow.

13. am I eating apple 1 2 3 4

a. 1 – 2 – 3 – 4 c. 2 – 1 – 3 – 4 b. 2 – 3 – 4 – 1 d. 4 – 3 – 2 – 1

14. the Rahmat bicycle school to by going 1 2 3 4 5 6 7

a. 1 – 2 – 3 – 7 – 6 – 5 – 4 c. 5 – 6 – 7 – 3 – 4 – 2 – 1 b. 2 – 7 – 5 – 1 – 4 – 6 – 3 d. 7 – 3 –5 – 1 – 2 – 6 – 4

85

15. you reading Are English ? book now

1 2 3 4 5 6 7

a. 3 – 1 – 2 – 4 – 6 – 7 – 5 c. 5 – 6 – 4 – 3 –7 – 2 – 1 b. 3 – 7 – 5 – 1 – 4 – 6 – 2 d. 4 – 3 –5 – 1 – 2 – 6 – 7 16. Rudi taking not in breakfast morning this

1 2 3 4 5 6 7

a. 2 – 1 – 3 – 4 – 6 – 5 – 7 c. 1 – 6 – 7 – 3 – 4 – 2 – 5 b. 1 – 7 – 3 – 2 – 4 – 6 – 5 d. 1– 3 – 2 – 5 – 4 – 7 – 6 Change these statements into positive, negative, interrogative or positive

17. I am writing letter (negative) 18. They are eating a meatball (interrogative) 19. Rani not doing the homework (positive)

86 Appendix 6

Answer Key

1. A

2. A

3. A

4. B

5. A

6. D

7. A

8. D

9. Coming

10.Is 11.Playing 12.Are 13.c 14.b 15.a 16.d

17.I am not writing letter 18.Are they eating a meatball

19.Rani is doing the homework

87

Appendix 7

KISI-KISI PEMBUATAN SOAL

Nama : SMP-IT Al-Binaa Islamic Boarding School Alokasi Waktu : 45 Menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20

Kurikulum Acuan : KTSP 2006 Semester : Ganjil

Kompetensi Dasar Indicator Butir

Soal Jenis Soal

Jumlah Soal (6.1) mengugkapkan makna

dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan

1. Mengidentifikasi to be sesuai dengan subjeknya dalam kalimat Present Continuos Tense

1 – 4

Multiple choice

4

2. Mengidentifikasi kalimat Present Continuous Tense yang berbentuk positif, negative, interrogative dan negative interrogative

5 - 8

Multiple choice

4

lingkungan sekitar. 3. Mengidentifikasi fiil in the blank dalam kalimat present continuous tense sesuai dengan to be dan kata kerja yang dalam kurung.

9 - 12 Completion 4

4. Menyuusun kalimat acak dalam present continuous tense menjadi kalimat yang baik dan benar sesuai dengan konteks

13 - 16 Multiple choice 4

5. Mentransformasi kalimat bentuk positif dalam present continuous tense menjad kalimat negative, interrogative, dan negative interrogative

17 - 20 Essay 4