Present Tense and the Grammar Translation Method in teaching Simple Present Tense.
Chapter three is the implementation of the research. The chapter is distinct into two divisions that are the methodology of the research and the findings of the
research. The methodology of the research consist of the objective of the research, the place and time of the research, the population and sample of the research, the
technique of data collecting, the technique of data analysis, and the procedure of the research. While, the findings of the research consist of the description of data,
the analysis of data, and the hypotheses testing. Chapter four is the last chapter of the writing, in which the writer makes
some conclusions gained from this study that follow by some suggestions.
CHAPTER II THEORETICAL FRAMEWORK
A. Cooperative Learning
1. The Understanding of Cooperative Learning
Cooperative learning is a group-centered and student-centered approach to classroom teaching and learning.
1
Cooperative learning is used as a variety in teaching learning activity in class that focuses particularly to
students. For that purpose the students are put into the groups to achieve the learning goal.
With cooperative learning, students work together in groups where usual size is two to four members.
2
Cooperative learning group is a heterogeneous group. Students are put in the group based on the differences in
their academic performance, gender, etc. More clearly Carolyn Kessler points out the definition of cooperative
learning as: “… group learning activity organized so that learning is dependent on the socially structured exchange of information between learners
in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.”
3
1
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching; An Anthology of Current Practice, Cambridge University Press, Cambridge, 2002. p; 52
2
Shlomo Sharan, ed., Handbook of Cooperative Learning Methods, Praeger Publishers, Westport 1994. p: 336
3
Carolyn Kessler, Cooperative Language Learning; A Teacher’s Resource Book , Prentice Hall Regents Inc., New Jersey, 1992. p: 8
8
According to the statement above cooperative learning group is group learning where all students in the group have equal opportunity to learn. They
learn by develop discussion among them to share information or knowledge concerning the material presented.
In cooperative learning group students are individually accountable. For that purpose, to reach the group goal, students not only will take their own
responsibility to learn, but also they will encourage and help other group member to do so.
The interaction among students will maintain their interest and motivation, since it provides the space for them to think and discuss the lesson
more freely. The statements above reveal that cooperative learning is a technique
used in teaching learning activity particularly in class where students are put into small group that consist of four to five members. The group is governed
particularly based on the heterogeneity in students’ academic performance, gender and social interaction. In the group students interact by discussion each
other to learn together through the accomplishment of material presented. In other words, they work and learn together simultaneously in order to gain
comprehension of the lesson. Each student in the group has the opportunity to learn since the group performance is assessed based upon the whole work of
each member, which mean that student not only needs to take responsibility over his own learning, but also he needs to take of other’s. In short,
cooperative learning can define as a teaching learning technique used in class that put students into small groups to learn and work together in the group,
through the accomplishment of material presented, by exchanging of their knowledge to each other in order to raise the students’ comprehension of the
lesson.
2. The Elements of Cooperative Learning
Cooperative learning approach has a wide variety technique that can be adapted in the teaching learning activity of various subject matters. Some of
the cooperative learning techniques are; Team Assisted individualization TAI that available for teaching of Mathematic; Cooperative Integrated
Reading and Composition CIRC which suitable to used in teaching reading, writing or language arts; Teams-Games-Tournaments TGT and Students
Team Achievement Division STAD in learning the material that requires factual, right answer information such as language sub skills; jigsaw that work
primarily in students’ home groups; discussion group; number head together, etc.
Although cooperative learning group may vary in the technique to regard it as the cooperative learning there are some principal elements require
to be applied, and this that make it rather different with the traditional group work. For that purpose David W. Johnson and Roger T Johnson, develop
cooperative learning method that emphasizes five elements,
4
the five elements are include:
a. Positive interdependence
It promotes a situation in which students work together in small groups to maximize the learning of all members, sharing their resources,
providing mutual support, and celebrating their joint success. Positive interdependence promotes high interaction and a sense of
belonging among teammates. Since one’s success means to achieve the group goal, and the group goal only can be achieve if all group member
are success. So, it pushes them indirectly to work together and help one another to achieve the group goal.
b. Face-to-face promotive interaction Accountability to peers, ability to influence each other’s reasoning
and conclusions, social modelling, social support, and interpersonal
4
Shlomo Sharan, ed., Handbook of Cooperative Learning Methods…, p: 129
rewards all increase as the face-to-face interaction among group members increases.
Face to face interaction provides the space for group members to discussed material and share their knowledge. Also provides the space to
them to give help, influence, and support to each other. c. Individual accountability
Individual accountability exists when the performance of each student is assessed and the results are given back to the group and the
individual. Individual accountability requires all group members to give a
significance contribution to achieve the group goal. It will ensure that all group members take their own responsibility to learn and perhaps have a
sense of responsibility for the success of others teammates. d. Social skills
The success of a cooperative effort requires interpersonal and small-group skills such as, leadership, decision-making, trust-building,
communication, and conflict management skills that have to be taught to the students.
Not all students have capability in building their social skill when they put in a group. Teacher needs to assist students when it needed,
particularly when the conflict arise, but it doesn’t mean she needs to get intervene deeply. She should give them opportunity to solve the problem
firstly. For that purpose teacher need to gives guidance and encouragement to students to evoke their interpersonal and small group skill.
e. Group processing Group processing exists when group members discuss how well
they are achieving their goals and maintaining effective working relationships.
The group processing is provided so that students can observe and evaluate the effectiveness of each member’s work, it would help them to
solve the problem and maintain the effectiveness of group work.
The five elements above are essential to be built in conducting cooperative learning group. Teacher needs to be aware the elements in order to
develop a successful cooperative learning group.
3. The Activities in Cooperative Learning
When teacher decided to applied the cooperative learning group in her class, there are some crucial things need to be concerned dealing with the
activities should be enrolled by both the teacher and students, here are the summarize of the activities;
5
a. Teacher’s activities In conducting cooperative learning group in class, first of all
teacher should learn to recognize and appreciate the students. She also should learn to see groups of students, rather than thinking about them as
individuals. She manages the classroom in general and in the process of cooperative learning instruction. In class teacher has to limit her own
centrality and domination of the classroom process, instead of, she encourages students to talk to one another and build the classroom system
around the learner. Besides, teacher has to assist groups of students to set goals for themselves in order to direct their collective and individual
effort. Another activities that should be followed by teacher are, she
should prepare the subject-matter resources for the students and pay attention to the quality of the substance student’s study. Most importantly,
teacher must constantly observe how groups work, because it will indicate to the teacher the situation when groups’ activity are more or less
educative. b. Students’ activities
Group-centered learning facilitates students to participate in regulating their own activities in the classroom, including the conduct of
learning. Students have to sustain their collective learning and professional
5
Shlomo Sharan, ed., Handbook of Cooperative Learning Methods…, p: 337-343
growth through interaction with their mates by giving and receiving of feedback. Students are directing their personal talents, interest, and
knowledge toward the accomplishment of the collective purpose. Students as group member must to identify the problem their experience when they
are working together by “processing” the group’s behaviour, so they will find resolution to solve their problem.
4. The Student Teams-Achievement Divisions as One Technique of Cooperative Learning
Students Team Achievement-Division or STAD is one of the cooperative learning method. STAD is a team learning method based on three
central concepts; individual accountability, equal opportunities for success, and team rewards, which are essential for basic skill achievement.
6
The technique provided in STAD will maintain student’s interest and give
opportunity to all students to be success in their learning. STAD can be used to add variety and interest when the material that
students need to learn is factual, “right answer” information.
7
Based on the statement, the teaching of English language sub skill such as grammar can use
the STAD method. STAD emphasizes five major elements in implement the activities, the five major elements are;
8
a. Class presentation Material in STAD is initially introduced in a class presentation. In
this way, students must realize that they must pay careful attention during the class presentation.
In class presentation, teacher present the material clearly so that students can identify and practice the material being presented. In addition
to, she also has to explain the activities and rules they are going to
6
Shlomo Sharan, ed., Handbook of Cooperative Learning Methods…, p: 200
7
Lynda A. Baloche, The Cooperative Classroom; empowering Learning, New York, Prentice Hall, 1998. p: 131
8
Robert E. Slavin, Cooperative learning Theory; research and Practice, 2
nd
ed., Allyn and Bacon, Boston, 1995. p: 71-73
enrolled, which is the STAD group. So that the learning process will be take place as it plan.
b. Teams Teams are composed of four to five students who represent a cross-
section of the class in terms of academic performance and gender. Students work and learn together in teams. Before students putting
in the group, teacher has to know the students, specifically dealing with their academic performance and their interaction in the class. Teacher has
to get the students’ last score or their average score to get information. Teacher can observe students behaviour in class. She can also ask to other
teacher of the school. c. Quizzes
After approximately one to two periods of teacher presentation and team practices, the students then take individual quizzes.
In dong the quiz, students are forbidden to help other students. It is intended that teacher will get the accurate data concerning with students’
improvement score. More importantly, it will ensure that all students will raise their level of attention in learning the material presented.
d. Individual improvement scores The idea behind the individual improvement scores is to give each
student a performance goal that can be attained if he or she works harder and performs better than in the past.
In order to develop individual improvement scores, first, teacher should making initial base score that represent students’ scores on past
quizzes or use students’ final scores from the previous term. Initial base score then will be compared with the quizzes score to gain the individual
improvement scores.
e. Team recognition Teams may earn certificates or other rewards if their average
scores exceed a certain criterion. The purpose of team recognition is to motivate students achieving
their personal and group goal
B The Simple Present Tense 1.
The Understanding of Simple Present Tense
The Simple Present Tense is one of English tenses. As it is known, tense is a verb form which shows the time of an action or event.
9
The sentence reveals that tense is form of a verb that tells us when is the activity takes place
based on the time reference. Some grammarian divided the time of tense in three difference of time
reference such as points out by A. S. Hornby in his book that is; Tenses may indicate whether an action, activity, or state is past, present or future.
10
Based on the statement has been presented, the three differences of time reference in
tenses are the past time, the present time and the future time. The Simple Present Tense, as its’ name, based on the differences of
time reference is categorized in the present time. Furthermore, the simple present tense can be described as a tense that
expresses events or situations that exist always, usually, habitually, they exist now, have existed in the past, and probably will exist in the future.
11
The statement above reveals that Simple Present Tense is the tense used to express an activity that occurs from the past, through the present, and
into the future. In other words, it describes a permanent activity or action with indefinite time. Present states, present complete events and present habit are
9
Michael Swan, Practical English Usage, Oxford University Press, New York, 1982. p: xxiii
10
A.S Hornby, Guide to Pattern and Usage in English, The English Language Book Society and Oxford University Press, London, 1975. p: 78
11
Betty Schrampfer Azar, Understanding and Using English Grammar, 2
nd
ed., Prentice Hall Regents, New Jersey, 1989. p: 2
all referred to by verbs in the simple present tense.
12
On the contrary, it doesn’t indicate the temporary action that occurs or in progress at the moment
of speaking. It can be said that simple present tense is a verb form used to describes
an event or situation that occur from the past, through the present and into the future. It is usually used to describe a statement of general truth or habitual
activity that takes place in present time, and also to express the present statements.
2. The Usage of Simple Present Tense
Based on the description of Simple Present Tense earlier, it can be drawn that the Simple Present Tense is a tense that can be used to tells an
activity or action as listed bellow ; a.
Used for general statements of fact, it says that something was true in the past, is true in the present, and will be true in the future,
13
the examples are:
- Water consists of hydrogen and oxygen. - The world is round.
b. Express habitual or everyday activity,
14
with the use of adverb frequency that tell how often the action is repeated such as; always, usually, often,
rarely, seldom, sometimes, never, on Monday, etc.,. The examples are: - I study for two hours every night.
- He often eats a sandwich for lunch. c.
Used to indicate a situation that exists right now, at the moment of speaking.
15
It is more concern to a present state, the examples are: - I have only a dollar right now.
- I don’t recognize that man.
12
Edward Woods and Rudy Coppieters, The Communicative Grammar of English Workbook, Pearson Education, London, 2000. p: 46
13
Betty Schrampfer Azar, Understanding and Using English Grammar…, p:11
14
Betty Schrampfer Azar, Understanding and Using English Grammar…, p: 11
15
Betty Schrampfer Azar, Understanding and Using English Grammar…, p:11
3. The Form of Simple Present Tense
The forms of all tenses are differed only by the form of its verb form. In simple present tense, as its name it uses a simple verb form, which
mean a single verb form for its’ affirmative sentence. Thing that needs little attention in simple present form is, there is a subject and verb agreement for
the use of the third singular person in the subject, which is the added of inflectional suffix of ses to its verb form.
• I, you, we, they godo not • He, she, it goes does not
Here the form of simple present tense; a.
Affirmative Subject + Verb-1 ses to be dodoes + O
Example : I am a student He drinks coffee every night
I do the homework by myself b.
Negative Subject + to be dodoes + not + Verb-1 + O
Example : Ahmad isn’t a lazy boy. I don’t recognize that man.
c. Interrogative
To be To be + subject + O adjective or adverbial of time …?
Example : Is your father a teacher? Are they in the library?
Auxiliary verb dodoes Dodoes + subject + Verb-1 + O…?
Example : Does she often read novel? Do you have a sister?
C. The Teaching of Simple Present Tense 1. The Students Team Achievement Division in Teaching Simple Present
Tense
As mentioned earlier the study of this research will use the Students Team Achievement Division STAD in conducting the teaching of Simple
Present Tense to the students of experimental class. The further explanation of STAD has been discussed earlier in this chapter. This section will only
concern about the steps that will be applied by the writer as the teacher in this experiment research in the teaching learning process in class. The steps that
should be follow are : • First of all, the teacher gives the test pre-test to students. The result of the
test will become the students’ initial base score and also used as the base in governed the students’ group learning.
• After teacher gets the students score then she governs the class member into small groups. Each group consist of five students that differ in their English
academic performance, gender and social interaction. • Next, the teacher comes to class. At the first meeting she gives explanation
about the STAD group to the students, so that they understand about the technique.
• The teacher then put the students into small groups. After that she presents the material of Simple Present Tense. The example of the process of
presenting the material in the first meeting are : ∗ First the teacher greets the students then presents the material of Simple
Present Tense, once in a while the teacher use the target language in present the material.
∗ The teacher presents the material by building up a communication to the students. Firstly She asks to the students about the activity that they
usually do in their daily life. Then she connects the students’ answer with material presented that is Simple Present Tense.
∗ She writes down some students’ answer on the board. ∗ After that she asks students about the pattern of those sentences.
∗ Next, she explains material of simple present tense to students; the form, the rules and the usage.
• After teacher presenting the lesson she gives the task to students by distributed hand out to them. Each student in the group will get form of
handout that contain the same material, it is intended that all students in the group will be participate in learning the material.
• Then the students complete the material given. They learn it in group by discussing the material. They share their knowledge with others team-mate
until all team member understand the material. • As the students do the material in the group the teacher observes the group.
She observes how does the each group work cooperatively, and sometimes helps them when it needed.
• When the students finish the task, then the teacher gives opportunity to students to discuss the material and gives some feedback to them.
• After the class ended. Teacher immediately checks students’ work and make some notes about the performance of each group. Then she puts each
student’s score in students’ individual performance score that will be calculated at the end of the last meeting.
• The last step is the teacher accounts the score of all group members and then chose one group that gain the highest score and perform best in the class as
the winner that will be declared in the next meeting. The group that become the winner mostly in number will become the first
winner in the last meeting and will earn a reward from the teacher. The essence of the reward is to motivate students to do better in their study.
• The process of the next teaching learning is the same as the process explain above.
2. The Grammar Translation Method in Teaching Simple Present Tense.
a. The Concept of Grammar Translation Method Grammar Translation method is the method use firstly in
teaching foreign language particularly classic language which are Latin and Greek. Then it was used to teach a foreign language with
a base thought, … that foreign language learning would help students grow intellectually; it was recognize that students would
probably never use the target language, but the mental exercise of learning it would be beneficial anyway.
16
The statements above points out that the objective of foreign language learning is not to achieve the real communication goal, rather, to raises
students’ mental processing. Hence, the reading and writing skills underlying its’ teaching procedure.
b. The Characteristics of Grammar Translation Method The principal characteristics of Grammar Translation Method were
these:
17
• The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental
discipline and intellectual development. • Reading and writing are the major focus; little or no systematic
attention is paid to speaking or listening • Vocabulary selection is based solely on the reading texts used, and
words are taught through bilingual word lists, dictionary study, and memorization
• The sentence is the basic unit of teaching and language practice • Accuracy is emphasized. Students are expected to attain high
standards in translation.
16
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford University Press, New York, 1986. p: 4
17
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching; A description and Analysis, Cambridge University Press, eight print., New York, 1992.
p: 3-4
• Grammar is taught deductively – that is, by presentation and study of grammar rules, and then practiced through translation exercises.
• The students’ native language is the medium of instruction.
c. Teaching Simple Present Tense by Using Grammar Translation Method The technique of Grammar Translation Method in teaching Simple
Present Tense probably as same as the teaching in Students Team Achievement Division the difference is that the students in STAD class
will learn the material in a group while in GTM class the student are set in a whole class setting and they learn the material individually.
Besides, the Simple Present Tense is taught deductively, the steps are: • First teacher greet the students then presented the Simple Present
Tense to the students in students’ native language. She writes the formula on the whiteboard, then explain its pattern, rule and usage.
• Teacher gives some examples of Simple Present Tense sentences, next she gives another incomplete sentences and asks students to
complete its’ verb form. • Students answer the teacher’s question loudly.
• Then teacher asks students to practice the pattern, by doing the
exercises provided by the teacher. • Students do the exercise individually or in pair. When they finish
it, if there is some remaining time left, teacher checks students’ answers by selecting student one by one to read it aloud or writing
it on whiteboard until all items are answered. And if the material is not finish yet, the teacher asks the students to do the remaining
exercise as their homework and will discuss it later in the next meeting.
CHAPTER III THE IMPLEMENTATION OF THE RESEARCH
A. THE METHODOLOGY OF THE RESEARCH
1. The Objective of The Research
The objective of the research is to know the influence of implementing one technique of Cooperative Learning method namely
Students Team Achievement Division STAD in teaching Simple Present Tense and also to find out whether there is any significant effect in
teaching the Simple Present Tense to the students who are taught using Students Team Achievement Division STAD and Grammar Translation
Method.
2. The Place and Time of The Research
The writer held the research at MTs. Soebono Mantovani Ciputat. She conducted the research in October 2009. It was begun by observation
and finished by giving an achievement test to the students as the subject of the research. From 13 October up to 30 October the writer conducted the
field research for seven meeting by giving the pre-test, presenting the lesson and giving the post-test to students.
3. The Population and Sample of The Research
The population of the research is all students of MTs. Soebono Mantofani Ciputat grade VIII. There are 170 students in the eight grade of
22
the school that are divided into five classes. All the classes of the school are governed based on the level of students’ competency, from the higher
level to the low, from VIII-1 to VIII-5. In this research the writer took only two classes as the sample of the research that are class VIII-3 and VIII-2
as the class are the students with the middle level of competency. She took the sample using the purposive cluster sample technique, so she took all
the class member from both classes which are 70 students with 35 in each classes. These two classes have been treated with two different treatments.
The first class is the experimental class that was taught with one technique of Cooperative Learning method that is STAD Students Team
Achievement Division and the other is control class that was taught by GTM Grammar Translation Method.
4. The Technique of Data Collecting
The writer collected the data of the research by giving test to the students. The tests consist of pre-test and post test. The pre-test was given
before the treatment and the post-test was given after the treatment. From these data the writer can determine the result of the research.
5. The Technique of Data Analysis
The data that have been collected then would be analysed. In analysing the data the writer used statistical calculation of the T-test to
determine the final calculation of the research. It is used in order to know the difference score between the students who were taught simple present
tense using STAD and GTM. In this research the writer used the formula that compares two small samples that have no relationship each other.
The data that have been collected from the pre-test and post-test then were analysed by the following steps:
a. Finding out gained score of students’ scores by comparing students’
post-test and pre-test score and describing it on the tables. Then she
determining the variable of the data, the gained scores of experimental class is variable X and the gained scores of control class is variable Y.
b. Determining mean of experiment class with formula
MX = ∑ X
N c.
Determining mean of control class with formula
d. Determining deviation score of variable X with formula
Note : Sum of
χ or
∑
χ
equal to null. Then she square the
χ
to gained ∑
χ
² MY =
∑ Y N
χ
= X - MX
e. Determining deviation score of variable Y with formula
γ
= Y - MY Note : Sum of
γ or
∑
γ
equal to null. Then she square the
γ
to gained ∑
γ
² f.
Finding out the standard deviation of variable X SDx =
∑f X-MX ²
n
√
g. Finding out the standard deviation of variable Y
SDy =
∑f Y-MY ²
n
√
h. Finding out the standard error of the mean variable X
SEMx = SDx n-1
√
i. Finding out the standard error of the mean variable Y
SEMy = SDy n-1
√
j. Finding out the standard error. The comparison of mean variable X
and Y
SEDx-y = SEMx ² + SEMy ²
√
k. Finding out the to with formula :
t o = MX - MY SEMx-y
l. Giving interpretation
6. The Procedure of the Research
In conducting the research, the writer did some procedures in order to gain the result of the research. The procedure consists of some steps as
the following: a.
The writer began the research by observing the condition and population of MTs. Soebono Mantovani, she also took some
supporting data for the research. b.
Then the writer took the sample from the population of the eight grade students of the school. The samples are class VIII-3 and VIII-2, with
35 students in each class. The first class is experiment class and the other is control class.
c. The writer then administered the same instrument of pre-test to both
classes. In experiment class, the students’ pre-test scores are used as the basic score in govern the groups learning of Students Team
Achievement Division STAD. d.
The next step was the treatment. In this treatment the writer conducted the teaching learning process in class by herself. She presents the same
material which is Simple Present Tense to the two classes, but treated them with two different methods. The experiment class was taught by
using STAD method where student are put into small groups, each group consist of five students, and the control class was taught by
using Grammar Translation Method where students are put into the whole class setting.
e. After the treatment that consists of five meeting finish, then the writer
administered post-test to students by using the same format of pre-test.
f. Finally the data that have been collected from the pre-test and post-test were calculated using statistical calculation of T test to figure out the
result or conclusion of the research.
B. THE FINDINGS OF THE RESEARCH
1. The Description of Data
The data of students’ pre-test and post-test scores that have been collected then described on the table as follow :
Table 3.1. The scores of pre-test and post-test of experiment class
No Pre-test Post-test
Gained score
1. 55 70
15 2. 55
65 10
3. 50 85
35 4. 50
80 30
5. 40 60
20 6. 50
80 30
7. 45 75
30 8. 45
60 15
9. 50 85
35 10. 40
65 25
11. 50 60
10 12. 45
75 30
13. 50 75
25 14. 60
80 20
15. 40 75
35 16. 55
75 20
17. 50 70
20 18. 40
65 25
19. 35 50
15 20. 50
75 25
21. 45 70
25 22. 55
60 5
23. 40 60
20 24. 45
65 20
25. 55 75
20 26. 30
40 10
27. 45 60
15 28. 55
70 15
29. 45 50
5 30. 40
65 25
31. 50 75
25 32. 45
60 15
33. 55 75
20 34. 35
45 10
35. 55 65
20 ∑
χ1 = 1650
M
χ1 = 47.14
∑
χ2 = 2360
M
χ2 = 67.43
∑10
X = 720
M
X = 20.57
The writer determines mean of experiment class scores using the formula
MX = ∑ X = 720 = 20.57
N 35
The range score of pre-test is gained between 30 and 60, and the mean score is 47.14. The range score of pre-test is gained between 40
and 85, and the mean score is 67.43.
