Improving students' understanding of simple past tense by using folktales (a classroom action research at the second grade of marketing major class 2.3 SMK Nusantara, Ciputat, South Tangerang)

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ILYATUL UMROH

NIM: 106014000389

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA

2011

(A Classroom Action Research at the Second Grade of Marketing Major Class 2.3 SMK

Nusantara, Ciputat, South Tangerang)

A “Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training

In Partial Fulfillments of the Requirements

for the Degree of Strata 1 (Bachelor of Arts) in English Education Department


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i

Ilyatul Umroh

NIM: 106014000389

Drs. Syauki, M.Pd

NIP: 19641212 199103 1 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH

JAKARTA

2011

SMK Nusantara, Ciputat, South Tangerang)

A “Skripsi”

Presented to the Faculty of Tarbiya and Teachers Training

In Partial Fulfillments of the Requirements

for the Degree of Strata 1 (Bachelor of Art) in English

Education Department

By:

Approved by

Advisor


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ii

Understanding of Simple Past Tense by Using Folktale

(A Classroom Action

Research at the Second Grade of Marketing Major Class 2.3 SMK

Nusantara, Ciputat, South Tangerang)”

Ilyatul Umroh

106014000389

, written by

, students

registration number

, was examined by the committee on March

2

nd

, 2011 and was declared to have passed and have fulfilled one of the

requirements for the degree of S.Pd in English Education

Department.

Jakarta, March 2

nd

, 2011

EXAMINATION COMMITTEE:

CHAIRMAN

: Drs. Syauki, M.Pd

(

)

NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, S.Pd

(

)

NIP. 19730625 199903 2001

EXAMINERS:

1

.

Dr.

Ratna Sari Dewi, M.Pd

(

)

NIP. 19720501 19990230

2

.

Nida Hus

na, MA Tesol

(

)

NIP. 19720705 2003122002

Acknowledged by

Dean of Faculty of Tarbiya and Teachers’ Training

Prof. Dr. Dede Rosyada, MA

NIP. 19571005 1987031 003


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iii

Key words:

Skripsi, English Education Department, Faculty of Tarbiya and Teachers

Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.

Students’ understanding of simple past tense, Folktale

This research is conducted in order to improve student understanding of

simple past tense by using folktale at the Second grade of Marketing Major Class

2.3 SMK N

usantara, Ciputat

, South Tangerang

.

In conducting this research, the researcher used Classroom Action

Research (CAR) as the method of research. She taught simple past tense at grade

XI of Marketing Major class 2.3 SMK Nusantara. This research consisted of three

cycles and each cycle consisted of three meetings (the test was not included in the

meeting). The researcher conducted this research for o month and three weeks.

To collect the data, the researcher used observation, interview, and

tests

(pre

-

test

a

nd post

-tests).

The result of this research shows that using folktale imple past

tense at grade XI of Marketing Major class 2.3 SMK Nusantara can improve their

understanding of simple past tense. The students felt the teaching learning

ac

tivities were fun and interesting. Moreover, the students’ achievements in pre

-test and post

-

test show a good progress. The mean of pre

-

test is 48.89, and there

were only two students who passed the KKM or 5.26%. The mean of the post

-

test

1 is 59. 76, and there were 10 students who passed the KKM or 26.31% of the

students who passed the KKM. In cycle II, the students score improved

significantly, the mean score of post

-

test 2 is 68.42, and the number of students

who passed the KKM is 21 or 55.26%. In the last cycle, the mean of post

-

test 3 is

71.81, and the number of students who passed KKM was increased, that is 31

students or 81.57%. So, there is 76.31% improvement of the students’ percentage

Using Folktale (A Classroom Action Research at Second ade of

Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang)”.


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iv

und

erstanding of simple past tense, because it has achieved the target of

Classroom Ac

tion Research, which is 75%

.


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v

Kata Kunci:

Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.

Pemahaman siswa terhadap simple past tense, Dongeng (Folktale)

Penelitian ini dilaksanakan dengan tujuan untuk meningkatkan

pemahaman siswa terhadap Simple past tense dengan menggunakan Folktale

(Dongeng)

pada siswa kelas 2.3 Jurusan Pemasaran SMK Nusantara,

Ciputat

,

Tangerang Selatan

.

Dalam pelaksanaan penelitian ini, peneliti menggunakan Penelitian

Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajar Simple past

tense di kelas 2.3 jurusan Pemasaran SMK Nusantara. Penelitian ini terdiri dari

tiga siklus, dan tiap siklus terdiri dari tiga pertemuan (pelaksanaan test tidak

dihitung sebagai pertemuan). Peneliti melaksanakan penelitian ini selama 1 bulan

dan

3

minggu. Untuk pengumpulan data, peneliti menggunakan observasi,

wawancara, dan test (pre-test dan post-test).

Hasil penelitian ini menunjukkan bahwa penggunaan folktale (

dongeng)

dalam pengajaran simple past tense pada kelas 2.3 jurusan Pemasaran SMK

Nusantara dapat meningkatkan pema

haman

siswa

terhadap simple past tense. Para

siswa juga merasa kegiatan belajar

-

mengajar menjadi asyik dan menyenangkan.

Selain itu, nilai pre

-

test dan post

-

test siswa juga mengalami peningkatan yang

bagus.

Rata-

rata nilai pre

-

test adalah 48.89, dan ada 2 siswa yang mampu

melewati KKM

atau

5.26%. nilai rata

-

rata post

-

test 1 adalah 59. 76, dan ada 10

siswa yang dapat melewati KKM

atau

26.31%. pada siklus II, nilai siswa

mengalami peningkatan yang signifikan, nilai rat

-

rata

post-

test 2

adalah

68.42,

dan jumlah siswa yang bisa melewati KKM adalah 21

atau

55.26%. pada siklus

ter

akhir, nilai rata-

rata

post

-

test 3

adalah

71.81, dan jumlah siswa yang melewati

Using Folktale (A Classroom Action Research at Second ade of

Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang)”.


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vi

folktale pada kelas 2.3 jurusan Pemasaran SMK Nusantara telah efektif dalam

meningkatkan pemahaman siswa terhadap simple past tense, karena hasil

penelitiannya telah mencapai target Penelitian Tindakan Kelas yakni 75 %.


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vii

Pr

aise be to Allah, The Lord of the world, who give

s

the writer guidance

and

strength, so she could finish this scientific paper (skipsi). Peace and blessing

be upon our prophet Muhammad SAW, his family, his companions and his

followers.

This skripsi is presented to the English Education Department of Tarbiya

and Teachers Training Faculty of State Islam ic University of Syarif Hidayatullah,

Jakarta as a partial fulfillment of the requirements for strata 1 (S1). This research

could not be completed without a great deal of help

from

many people, especially

Drs. Syauki, M.Pd, her advisor who has patiently given valuable advice and

guidance to finish this research paper.

Her gratitude also goes to those who helped her in finishing her work,

among others:

1

. Prof. Dr. H. Dede Rosyada, MA, the Dean of Faculty of Tarbiya and

Teachers Training.

2

. Drs. Syauki, M.Pd, the Head of English Education Department of UIN

Syarif Hidayatullah Jakarta.

3

.

Mr

s. Neneng Sunengsih, S.pd, the Secretary of English Education

Department of UIN Sya

rif Hidayatullah Jakarta.

4

. All lecturers in English Education Department who have taught and

educated the writer so she knows

many things.

5

. Mr. Faisal Bakar, SE the Headmaster of SMK Nusantara Ciputat who has

allowed the write

r to conduct this research.

6

.

A

ll teachers and staffs of SMK Nusantara especially Mr. Arif Noor, SE,

MM who have helped

and supported the writer in finishing this research.

7

. Mrs. Rini Ramdani Yafas, SE, the English teacher of Class 2.3 Marketing

Major

SMK Nusantara

w

ho has given her ideas and time and also has

guided, advised, and supported the writer in the process of doing the

research.


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viii

encouragements

to finish this skripsi.

9

. Mr. Reza Risky, her fiancé, thank you for your support, help, and patient

so that the writer can finish this skripsi

.

10

. Her beloved roommates Ms. Iir Hidayat, Husna

Ali

Yusuf, and Ika Majid

who always give supports

, suggestion, and pray for her.

11

. Her beloved friends in English Edu

cation Department

in class B year 2006

whose name

s

cannot be mentioned one by one.

The writer realizes that this paper is far from being perfect. Therefore, the

writer expects some suggestions and critics for this paper. At last, the writer hopes

that this research paper will be useful for all.

Jakarta, March 2

nd

, 2011

The writer


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ix

CHAPTER I INTRODUCTION

CHAPTER II THEORITICAL FRAMEWORK

The Endorsement Sheet of Examination Committee

...

i

i

Abstract ...

iii

Acknowledgement ... v

Table of Content

...

vi

i

List of Tables

... ix

List of

Figure

s ... x

List of Appendices... xi

A.

Background of Study

... 1

B

. Lim itation of the Problem

... 4

C.

Statement of the Problem

... 4

D.

The Objective of the

Research ... 4

E

. The Significant of the

Research ... 4

F. Method of

the Research

... 5

A.

Simple Past Tense

1

.

Definition of Simple Past Tense

... 6

2

.

The Form of Simple Past Tense

... 7

3

.

The Use of Simple Past Tense

... 10

B

. Folktale

1

.

Definition of Folktale

...

14

2

.

Types of Folktale

...

15

C.

Using Folktale in Teaching Grammar

1

.

The Definition of Grammar

...

18

2

.

The Place of Grammar in Language Teaching

...

19

3

.

Using Folktale in Teaching Grammar

...

20

D. Relevant Study ...

22


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x

B

.

Subject of the Research ...

2

6

C.

Place and Time

of the

Research

...

26

D. The

Writer’s Role on the

Research ...

26

E

.

The Research

Design

...

26

F.

The Instruments of the Research ...

28

G. Technique of Data

Collecting

...

30

H.

Technique of Data Analysis

...

21

I

.

Trustworthiness of Study

...

32

J.

Criterion

of the Action

Research

Success ... 34

A.

Before Implementing the Action

1

.

The Result of Pre Observation

...

35

2

.

T

he Result of Pre Interview

...

36

3

.

The Result of Pre

-

test

...

36

B

. The Implementation of Classroom Action Research

1

.

Cycle I

...

37

2

.

Cycle II

...

42

3

.

Cycle III

...

47

C.

The Discussion of the Data After CAR

1

.

Th

e Result of Post Interview

...

41

2

.

The Result of Post Test

...

51

D.

The Interpretation of the Data

... 59

A.

Conclusion

...

61

B

.

Suggestion ...

62

... 63

... 66

CHAPTER IV RESEARCH FINDING

CHAPTER V CONCLUSION AND SUGGESTION

BIBLIOGRAPHY

APPENDIX


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xi

Table 3.2: The Classification of Difficulty Level

... 34

Ta

ble 4

.

1: Pre

-test and Post-tests Scores ... 52


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xiii

Appendix 2: English Teacher Interview after CAR

...

69

Appendix 3:

Students Observation Forms

...

7

1

Appendix 4:

Teacher Observation Forms

...

74

Appendix 5: Charts of Students’ Scores

...

77

Appendix 6: Field Notes

...

79

Appendix 7: Lesson Plans

...

89

App

endix 8: Folktales Stories

...

124

Appendix 9: Kisi

-

Kisi Soal

...

143

Appendix

1

0: Tests

...

155

Appendix 11

: The Key Answers

...

179

Appendix 12: Validity Test

...

183

Appendix 13: Analsis Butir Soal

...

186


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1

BACKGROUND OF THE STUDY

Today, English is inclu ded as a compu lsory subject for the students at any grad e in Indon esia, from elementary school u p to university. This o bligation is based on the government regu lation th at men tion “Bahasa Inggris telah menjadi bah asa asing p ertama yang wajib dipelajari, d engan tujuan untuk mengemb angkan ilmu pengetahuan, teknologi, dan kebudayaan ” (English became the first foreign language that is ob ligato ry to be learned, the p urp ose is to develop science, technology , and culture; m oreover th e language is used s a way of the con structin g the relation ship with other nations)1. It also explains that fo reign

language especially English is an in ternational language that is very impo rtant for glob al communication.

There are two aspects that must be mastered by th e students in learning English. First, language performances, or usually called as langu age skills, they include listening, speaking, reading, and writing. Second is anguage competence, it is underlying knowledge of the system of language; nvolves its rules of gram mar, vocabulary, pronunciation, etc. All th ose skills are im portant in mastering English.


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gram matical rules is essential for the mastery of a langu age; we cannot use words unless we know how they should be put to gether. With gramm ar, people can com municate and sen d their message each other clearly and precisely. So , effective co mmunication would be seriously impaired wi ou t an ability to put gram mar to use in a variety of a situation.

Grammar co nsists o f m any parts that shou ld be learned by the students. One of the important on e is tense. Tense expresses the time that an action occurs in relation to the momen t of speakin g.”2So, by tense, the students know when the

action occurs, and u nderstand or kno w the corresponden ce b etween the form of the verb and their concept of time.

Some grammarians classified tense in different way. Frank stated that th ere are six tenses in English language; th ose are simple present tense, simple past tense, simple future tense, present perfect tense, past perfect tense, and future perfect tense.3From this argumen t, it means that the grammarian only classified the basic

tense; th e other tense like “continuous tense” do not include in this classifying.

In Indonesian language there is no tense system, so it makes many students have considerable difficulty with English tense system. Usually students who study tenses, in th is case is the simple p ast tense, face some difficulties, like Peterson said:

The English tense system is quite complicated , but the most comm on problem is ho w to form tenses. The biggest problem is eciding which tense to use in a given situ ation. In ord er to ch oose correctly and easily, the students must understand the meaning of the tense itself, its time picture or time line. He or she must kn ow what kind o f activities and states can be described by certain verbs. Certain verbs are limited n their usage, and this can present prob lems too.4

From the argument above, the writer conclud es there are some difficu lties in learning tense, especially simple past tense: First, the form of simple past tense itself. Second, the time or the situation of the tense. Third, the verb forms of simple p ast tense (both regular and irregular).


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Meanwhile, many students of SMK Nusantara Ciputat especially cl s 2.3 at the Marketing majo r also have some d ifficulties in earning simple past tense. Most of the students do not know the verb 2 forms (both regular and irregular). Wh en they make a sen tence in simple past tense they always use verb 1, they also do not know the form and the usage of simple p ast tense. When th e writer asked them to write down their activities yesterd ay most of em wrote it by using verb1 or verb-ing form, for example: “ Yesterday I at 5.30, then , then I to school, then I TV and football.”5

Based on the phenomena above, the writer wants to discuss and solve the problem. The problem in learning past tense hap pened b cause of some factors, not only the disability of the students but also the teachers' technique and creativity in teaching learn ing process. Some students think that the tech nique that is u sed in teaching learning process especially simple past tense is bored and not attractive. So the writertries to find a new tech nique to make the teaching learning process become fun , attractive and enjoyable for the s en ts.

In this “Skripsi” the writer wants to u se folktales in teach ing simp le past tense in order to imp ro ve the students understanding o simple past tense. She cho oses the folktales becau se folktales is a kin d of a narrative text th at is typically asso ciated with past tense and language feature of fol les u se simple past tense. It will make the students easy to understan d when they learn the simple past tense, because they can find an d kn ow th e forms of Verb 2 directly and easily (b oth regu lar and irregular verbs), so they can identify and memorize the verb forms easily. They can also see how is the form of simple past tense (positive, negative or interrogative). Beside th at the folktales can also entertain and deal with actual or variousexperien ces in different way and it will make th e students fun and en joy the lesson.

In this “Skripsi” th e writer will limit the discussion on “the improvement of wake up take a bath

go watching play


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students' understandin g o f verb two forms (both regular and irregular) by using folktales, their und erstanding of negative and interrogative form of simple past tense through folktales, and their ability to use th e simp le past tense both tten and spoken.”

Based on th e backgroun d above, there are some problem s arise:

How much does folktale improve the students understanding of verb two forms (both regular and irregular)?

How m uch does fo lktaleimprove the stu dents' ability in usin g negative and interrogative form of simp le past tense?

How mu ch does folktale improve the students' ab ility in using simple past tense (bo th written and spoken)?

Tokno w wh ether folktale can improve th e students' und erstanding o f verb two forms (both regular and irregular verbs) or no t.

To kno w wh ether folktale can imp rove the students' understanding of n egative and interrogative forms of simple p ast tense or not.

To know whether folktale can improve the students' ability to use the simple past ten se both written and spoken or not.

For the writer:

To fulfill th e requirement o f b achelor degree o f Engli Edu catio n Department. F ORM ULATION OF THE P ROBLEM

THE OBJECTIVE OF THE RESEARCH


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For the English teachers:

To enrich teachers' knowledge in teaching English grammar, especially in teaching sim ple past tense.

To encourage the English teacher to be more creative in teachin g grammar, especially in teachin g simple past tense.

For the Stu dents

To improve students' un derstanding o f simple past ten se.

To encourage the students to be more active in teachin earning process.

In this study the writer uses a Classroom Action Research (CAR). Classroom action research designs are systematic pro cedures done y teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, their teaching, and their student learning. There are four steps in action research, they are planning, acting, observing, and reflecting. Those step s are th e elements to make a research cycle. If the result is satisfy, the researcher d oes not need to make a new cycle. On the oth er hand, if the result is n ot satisfied he or she must make new cycles until becom e a good one.

Undang-undang Nomor 20 tentang Sistem Pendidikan Nasi nal, (Jakarta: PT: Tamita Utama, 2004), P. v

Ron Cowan, , (Cambridge: Cambridge University Press, 2008), p. 350

Marcella F rank, , (New Jersey:

Prentice-Halll, inc, 1972), p. 52

Patricia Wilson Peterson, , (Jakarta: PT: BPK Agung Mulia, 1985), p. iii

See Appendix 5, p. 74

F. THE METHOD OF THE RESEARCH

1 2 3 4 5

T he Teacher's Grammar of English

Modern English: A Practical and reference Guide


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6

SIM P LE PAST TENSE Definition of Simple P ast Tens e

Simple past tense h as many definitions that given by gramm arians. There are some defin itions which have same o pinion. Among oth er, simple p ast tense is defined as “ind icates an activity o r situation began and en ded at a particular time in th e past.”1 It means that past tense refers to an activity that occurs in definite time in

the past. It is in line with Fran k who said that “ the simple past tense rep resents defin ite time, whether a time word is given or not.”2 So, simple past tense talks

abo ut an action or situation that happened in the past whether there is the time signal or not.

In ad dition, Cowan stated that “simple past tense frequently occurs with

exp ressions that in dicate a specific point in tim e whe the action was carried out.”3

Furthermore, “simple p ast tense refers to a complete a on, activity or state that hap pened or that was true at a certain p oint or at a certain period of time in the past.”4 It means that, the basic meaning o f simple past ten se is to express an

activity o r action in a p rior time of speaking.

In an other source, Murcia and Larsen explained that the core meaning o f th e past tense adds is a sense of remoteness. The simple past tense is used when the speaker con ceptualizes a co mplete event factu ally, b ut as remote in some way.”5

This explanatio n has the same meaning with the earlier definitions above; that is talk abou t a co mplete action or event occurred in the past; the remoteness here com es in the feeling that the action or event is over and d one with.


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used to talk about things that happened in the past.”6 This definition in line with

Leech and Svartvik, they said that simple past ten se is used when the past hap pening is related to a d efinite time in the past.7In o th er words, simple p ast

tense u sed to express event or activity that happened in the definite time in the past time.

From the several statem ents above, the writer takes conclusion that simple past tense is used to talk ab out an action, situation or event that occurred at a defin ite time in the past time.

Generally simple past tense is form ed by adding for regular verbs, and for irregular verbs is formed with irregular ways. Som e gram marians have exp lanation abo ut the form of simple past tense. Accord ing to Veit, “ the simple past is formed by adding or to th e present form, examp les: talk/talked, bake/baked, and need/needed . In contrast, irregular (or strong) verbs form the past is irregular way s: do /d id, have/had, take/took, and go t. Linking verbs are even less regular, with m ultiple forms in bo th present tense (am, are, is) and past tense (was, were).”8 It mean s that sim ple past tense is fo rmed by adding for

regu lar verb s, and irregu lar ways for irregular verbs, the of past form is .

In addition, Frank stated that “the simple past tense is made by adding -ed in regu lar verbs, internal chan ge in regular verb (subject + verb + -ed) or (irregular past form). It is often accompanied by such exp lanations of definite past time as yesterday, last week, two hours ago, this morning, etc. and irregular verbs which must b e learned and memorize in th is case.”9 It is in line with Cowan , who said

that “the form of simple past tense as “simp le past tense is represen ted by the -ed inflection on regular verbs and by other changes in the case of i egular verbs.”10 It

can be said that the simple past tense is form ed by adding -d/-ed for ular verbs The F orm of Simple P ast Tense

-d or -ed

-d -ed

-d/-ed

to be was,


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and for irregular verbs there is no rule on it and must be learned and mastered by the students.

In an other source, Murphy explained that:

Very often the past simple ends in (regular verbs) The police me on my way home last night.

But many verbs are irregular; th e past simple does not en d in : Write-wrote : Mozart more than 600 pieces of music. See-saw : W e saw in to wn few days ago.

In questions and negatives we u se did/didn't + infinitive (enjoy/see/go , etc.):

yo u go out last night?

They in vite h er to the party, so she go. The past of be (am, is, are) is :

the weather good wh en you were holiday?

They ab le to come because they so busy.11

From th e p oint of view above, it can be said that the positive fo rm of simple past tense is formed b y -ed (regular verbs) and man y different changes for irregular verbs. For negative, it is formed by did/did n ot (for infin itive) and was/were (for ), and for interrogative, it is also formed by did/did ot (for infinitive) an d was/were (for ).

Moreover, Seaton and Mew point out “the sim ple past tense is usually formed by add ing to the verb, example: The simple past form of some verb s does n ot end in such verbs are called irregu lar verb s”.12 This assumption is in line with Nasrun Mahmud , who said that “th e simple p ast tense is formed with the past form of the verb which may be eith er regular, by adding to

-ed

-ed

was/were

to be

to be

-ed jumped, laug hed.

-ed, -ed stopped wrote ros e Did

didn't didn't

Was


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infinitive form (incidentally most verbs are regular) rregular which most be learned and memorized in each case. For examples:

.13On the other words, the simple past tense is formed

with -ed (regular verbs) and many different ch anges for irregular verbs. Example:

There are some forms of the simp le past tense stated b Azar as follows:14

Statement I-You-She-He-It-We-They yesterday Negative I-You-She-He-It-We-They work

yesterday

Questio n I-You-She-He-It-We-They work yesterday? Short An swer Yes, I-You-She-He-It-W e-They .

No, I-You-She-He-It-W e-They . Statement I-She-He-It busy yesterday.

We-You-They bu sy yesterday. Negative I-She-He-It not busy yesterday.

We-You-They no t busy yesterday. Questio n I-She-He-It busy yesterday?

We-You-They busy y esterday? Short An swer Yes, I-She-He-It . No, I-She-He-It

.

Yes,We-You-They No, We-You-They

Like Murphy, Azar also explained the forms of simple p st tense in detail. It can be said that, th e p ositive form of simple past s formed b y -ed (regular verb s), For negative, it is formed by did/did not (ver s) and was/were (for n on-verb ), and for interrogative, it is also formed by did id not (for on-verb) and was/were (for n on-verb). Yes, I did or No, I did not for short answer (verb), a d Yes, I was or No , I was not (non-verb).

In sum up, from the explanation were given by the grammarians related to the form of simple past tense above, it can be conclude that past tense is formed He p layed football yesterd ay. She ate fried rice la st night

She washed clothes last week. My father bought a new tie yesterday.

Forms of the simple past tense: Verbs

Forms of the simple past tense: Non-verbs

worked did not Did

did did no t was were was were Was Were was was not were were not.


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by adding fo r regular verbs and for irregular verbs there is no rule on it and must be learned and mastered by the students. For negative and interro gative, it is formed b y did/did n ot (verbs) and (for non -verb).

Simple past tense has some uses or function. So me grammarians have exp lanation about the u se of simple past tense. Generally, the use of simp le past tense is to express a repeated actio n or event in the past, and a comp leted action in the past.

According to Murcia and Freeman, the use of simple pas se as b ellow: A d efinite single complete event/action in the past.

Example: I a meeting of that committee last week. Habitual or repeated action/ event in the past.

Example: It almost every weekend last winter.

An even t with duratio n that ap plied in the p ast with the implication that it no lo nger applies in the present.

Example: Professor Nelson at Yale for 30 years.15

This is in line with Azar, who explain ed the use of simple past tense as follow: The sim ple past tense is used to talk about activities or situation s that

began an d ended in the past (yesterday, last night, th e days ago, in 1990).

Examples:

Marry downtown yesterday. I well last night.

To express the duration of an event completed in the p t. Examples:

-d/-ed

was/were

The Us e of Simple Past Tense

attended

snowed

taught

walked slept


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I in Paris for two years (I am in Jakarta now)

He in London for ten years (but h e does not live th ere n ) The time signals from the example above are: fo r two y rs. For ten years, for five years.

To express the habitual action in the past. Examples:

Miss W idi always me a present when I went th ere. Wh en I child, I went swimming every week.16

From the arguments above, it can be said that the simp e past tense is used to talk ab out the co mpleted action or situation in the past, the habitual or repeated action or event in the past, and duration of a completed event in the p ast.

In ad dition, Fran k explained that the use of simple p ast tense may refer to:

Examples:

I him last night. They two h ours ago.

Examples:

Last year it frequently in this area.

( ) W hen I was young, I swim ming everyday.

Examples:

He in New York for thirty years and then h e decided to r turn to France.

wa s lived

gave was

sa w left

rained

went

lived

One event completed in the p ast.

Repeated events completed in the past and no longer happening.

Custom


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In Columbus' day, peo ple that earth was flat.17

In other words, it can b e said that simple past tense n be used to talk a com pleted event o r action in the p ast, repeated event n the past, and duration of an actio n or situ ation in the past.

Moreover, Eastwoo d also had same idea of the use o f simp le p ast. He stated several u sages of sim ple past tense belo w:

We use the simp le past for an action in the past. Example: The shop last week. We use the simp le past for repeated action.

Example: W e to Austria for few times. The simple past is also the normal tense in stories.

Example: Once upon a time a Princess in to a wood and down by a stream.18

It means that simple past tense is used to expresses a ompleted action or event in the past, a repeated event in the past, and duration of a comp leted even t in the past.

In ad dition, there are some usages of simple past tense as follows:

Use the simple past tense to exp ress the id ea that an tion started and finished at a specific time in the past. Sometimes the speaker may not actually mention the sp ecific time, but they do have o e specific time in mind.

Examples:

Last year, I to Japan. believed

opened

went

went sat

traveled


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Did

finished walked found

arrived checked

met

sat talked

went worked

you have dinn er last nigh t?

We use the simple past to list a series of completed actions in the past. These action s happened first, second, third, fo urth , and so on.

Examples:

I work, to the beach, and a nice place to swim.

He to the airport at 8:00, into the hotel at 9:00, and the other at 10:00.

The simple past can be used with a duration wh ich start and stops in the past. A d uration is a longer action often indicated by expressions such as: for two y ears, for five m inutes, all day, all year, etc.

Examples:

They at the b each all day.

We on the phone for thirty minutes.

The simple past can also be used to describe a habit w ich stopped in the past. It can have the same meaning as “used to”. To make it clear that we are talking about the h abit, we often add expressions uch as: always, often, usually, never, when I was child, when I was yo ger, etc.

Examples:

They never to school, they always skipped class. She at the mo vie th eater after school.

USE 2: A Series of Completed Action

USE 3: Duration in Pa st

USE 4: Habits in the Past


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The simple past can also be used to describe past facts or generalizations which are no lon ger true. As in Use 4 above, this use of simple past tense is quite sim ilar to the expression “used to”.

Examples:

She shy as a child, but now she is very outgoing. He like tomatoes before.19

From this argument, it can be said that simple p ast ten se can be used to talk about a complete actio n o r event happened in the ast, a series actio n in the past, the habit in the p ast, and the facts or generali tions in the p ast.

In sum up, from the explanation were given by the gram arians related to the u se o f simple past tense above, it can be seen that simple past tense is used to talk abou t a co mpleted action or event in the past, a repeated even in the past, and duratio n of a comp leted even t in the past. Moreover, simple past also used to talk abo ut the facts or generalization in the past, and as the normal tense in stories.

Folktale is the general term of any kinds of narrative tory . According to Hucks and Kiefer “folktale is all form s of narratives, written or oral, which have come to be handed down through the years.”20 Th is definition is in line with Thompson, he

stated th at “folktale is legitimately employed in a much b roader sense to in ude all form s of prose narrative, written or oral, which h come to be handed down through the years.”21It means that folktale is all form s of narratives, written or oral,

which have come to be handed down through the years from generation to generatio n. Frequently the story is taken from the people, recorded in a literary document, carried across continents or preserved through centuries, and th en

was did not

FOLKTALE


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retold to a hum ble entertain er who adds it to his repertory .

In ad dition, The American Heritage Dictionary of the English Language defined folktale as “ a story or legend forming part of an oral tradition.”22In o ther words, it

can be said that folktale is o ne of the stories passed o n by wo rd of mouth rather than by writing.

In an other source, folktale defined as “oral narratives that do not have a singular, identifiable author, expanded and shaped by the tongues of tellers over time d passed down from one generation to th e nex t; fo lktales o ften reflect the values and customs of the culture from which th ey come.”23It is in line with this defin ition

that stated “folktale is a gen eral term for different varieties of traditional narrative. The telling of stories appears to be a cultural univer al, common to basic and com plex societies alike.”24It means that folktale is a n arrative story which had a

culture or traditional values passed do wn from generatio n to generation , but it does not have an id entifiab le author.

Meanwhile, according to Hornby “folktale is a very old traditional story from a particular place that was originally passed on to peop n a sp oken form.”25 It

means that folktale is form of traditional story passed down orally to the people in the particular place.

From the defin itions above, th e writer co ncludes that ktale is a general term for any varieties o f traditional n arrative which has a cu ltural values; the story which has b een handed down from one generation to the next either spo ken or written.

Some linguists have ex planation about the types of fol le in different ways. According to Th ompson , he divided fo lktale into four kinds, they are:

Märchen Types of F olktale


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Märchen is a tale of some length involvin g a succession of motifs or episodes. It moves in an unreal world without d efinite locality or definite characters and is filled with the marvelous. For examples: "Cinderella," and "Sn ow W hite."

Novella is similar with Märchen . In novella the action occurs in a real world with definite time and place, an d though marvels do ap ear, they are such as apparently call for the hearer's belief in a way th the does not. Example: The adventures of Sinb ad the Sailor.

Hero tale is a tale which moves in the frankly fan tastic world of the former or the pseudo-realistic world of the latter. Most and novelle, of cou rse, have heroes, but would hardly be called hero tales unless they recounted a series of adventures of the same hero . “Hercu les” is one of hero tale kind.

This form of tale purports to be an account of an extraordinary happening believed to have actually occurred. It expresses the idea oflocal tradition, local legend, and m igratory legend. It may tell of an encounter with marvelous creatures which the folk still believe in--f iries, gho sts, water-spirits, th e devil, and the like.26

It means th at there are four kin ds of folktale: Märchen, Novella, Hero Tale, and Sage.

Moreover, Hucks and Kiefer explained there are five types of folktale, they are:

Cumulative Tales

Cumulative tales is an increasing repetition of the details buids up to a quick climax. Example: “Chicken Little”.

Pourquoi Tales

Pourquoi tales is folktales that explain why certain a imal traits or Novella

Mä rch en

Hero Ta le

Mä rch en


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characteristics or hum an custom. For example: How Anim s Got Their Tails.

Beast Tales (Fable)

Beast tales is tales in wh ich animals act and talk like hum an beings. Example: Three Little Pigs.

Wo nder Tales (Fairy Tale)

Wo nder tales is longer and more complicated tales about magic and the supernatural. Example: Beauty and the Beast.

Realistic Tales

Realistic tales is stories from the oral tradition tha involve no magic. Example: The boy of the Three Years Nap.27

In o ther words, it can be said that the types of fo lktales are cumulative tales, pourquoi tales, beast tales (fable), wonder tal (fairy tale), and realistic tales.

Different kinds of folktale include myth, fairy tales, legend , and fable28.

From the explanation s ab ove, it can be concluded th at there are five kinds of folktale, they are:fairy tale (Märch en), novella, myth, legen d, and fable.

is a tale of some length involving a succession of motif or ep isodes. It moves in an u nreal world with out defin ite locality or definite characters and is filled with the marvelous. Fairytale is a folktale containing fairies, elves, trolls, dwarfs, iants, and other imagin ary creatures.Fairytale is filled with magic and wonder, things hap pen that could not happen in the real life. It is entirely fictional and often b egin with such formulas as "Once upon a time … " and "In a certain cou ntry there lived …." The popular examples of fairytale are

and

Fairy Tale(Märchen)

Fairy tale (Märchen )

Cinderella , Snow White, Sleeping Beauty.


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Novella is almost similar with fairytale. In novella the action occurs in a real world with definite time and place. “The adventures of Sinbad the Sailor”is a kind of a n ovella.

Generally Myths are about gods and the creation of things. They tell us why things are the way th ey are. The central c aracters are often gods and goddess, spirits, or other powerful nature an su pernatural beings. Myths treat happenings of a long-ago time; th ey generally concern the adventures of god s and go ddess, giants, heroes, spirits or other powerful nature and supern atural b eings, as well as etiological th emes.

Legends are narratives of an explanatory nature concerning cr ation and tribal begin nings, su pernatural beings, and quasi-histo rical figures, heroes and their mighty deed s before the time o f recorded history . They are associated with a particular even t or person. Both myths and legends may have religious content, but myths take place o utsi e time, while legends are rooted in a particular o r specific time and place.

is an ex ample of th e legend. Hero tale is a kind of legend . Like the legend , the hero tales also have heroes, but it would hard ly be called hero tales unless they recounted a series of adventures of the same hero.

is one o f hero tale kind .

Fables are short stories that contain a moral abo ut human beh avior. The central character in fable is usually animals that speak and act like human s. In a very entertaining way, fable tel s us a lot about human natu re. Fables attemp t to teach their aud ience how to b ehave. In fab les, the animal ch aracter is used instead of a human bein g, representing a person, rath er than interacting with them.

Myths

Legend

“King Arthur”

“Hercules”


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USING FOLKTALE IN TEACHING GRAMM AR The Definition of Grammar

Grammar has many definitions th at given by grammarians. There are some definitions which have same opinion. Among other, grammar is defined as “the heart of language and at the same time as mani sted in restricted and con trolled produ ction of correct sentences, based on a atively formal and academic no rm for written language.”29 It means that grammar is seen as a

very important p art of the language and it is used to ize and con trolled the sen tences correctly in a formal situation.

Meanwhile, according to Murcia and Hilles, they point ou t that gram mar is “a subset of the rules which govern the con gurations that the morphology and syntax of a language assume. These rule re a part of what is “kn own” automatically by all native speakers of a language; in fact, they do not exist outside of native speakers.”30 It means grammar is a set of rules

which related with the morphology and syntax of a language and its rules exist in the individual brains of native speakers.

In anoth er source, Ur said that “grammar might be roughly defined as the way a language manip ulates and combin es words (or its of words) in order to form longer unit of meaning.” In other words, it can b e said that gram mar is a way to comb ines some words in order to make the meaningful sentence, p hrase, or utterance.

In su m up, fro m the point of view related to the defin tion of grammar abo ve, it can be concluded that grammar is a subset of the rules which is very important part of a language and the function is to controlled and organize the sentences correctly . The knowledge of grammar also gai auto matically and familiar with the native speakers of a langu age.


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The P lace of Grammar in Languag e Teaching

For a lon g time, many stu dents and teachers of English language have operated under a static conception of language centered on a limited view of gram mar. There is no dou bt that a knowledge of grammatical rules is essential for the mastery of a language, because we can not use the words unless we know how they should be put together. But there has been some d iscussion in recent years whether grammar should be taught to the students in learning a language or not.

There are some arguments or statements which have same opinion and opposite each other. Among other, some lin guists argued that “by studying gram mar, stud ents would learn the makeu p o f the langua and so be able to app ly what they learned as better speakers, writers, an d readers.”31 It can be

said that learning grammar is n eeded in order to guide the stude ts to use or app ly their reading, writing, and speaking.

Grammar translation Method pointed out the first way of studyi g a language is th rou gh detailed analysis of its grammar rules, follow by app lication of this knowledge to the task of translati g sentences and tex ts into and out of the target language.32 It means that the grammar translatio n method

assu med that grammar is impo rtant thing that must be studied by the students in learning a language.

In anoth er source, Veit stated that grammar study also has some more immediately p ractical benefit. Knowledge of gramm ar can give us a tool for analyzing our writing and a vocabulary for discussing t.33 It m eans that

gram mar has an impo rtant ro le in learning language, because we can use it in other asp ects of lan guage, such as writing, speaking, and vocabulary.

Moreover, Richards mentioned that “ a central goal for rammar ped agogy will b e for the learn er to build up a gramm atical repertoire, over


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time, an u nderstanding of the functions o f th at gram matical repertoire in various context of commu nication. For successful language use, the learner will also need to acquire the ability to ap ply various grammatical structures in com municational context.” 34From this argument, it can be seen that grammar

is needed not o nly in theory but also in co mmunication context; so the students sho uld have ability to apply grammar in the real com munication.

On the other hand, Ur argu ed that:

The place of grammar in the teaching of foreign langua is

con troversial. Most people agree th at knowledge of a l guage means knowing its grammar; but this kno wled ge may be intuiti (as it is in our native language), and it is not n ecessarily true that grammatical structures need to be taught as such, or that formal rules need to be learned. 35

In other words, it can be said that it is not necessar to teach grammar to th e learner, because th e grammar kn owledge is in tui ve and canno t be taught.

In ad dition, acco rding to Audio-lingual Method, the explanation of rules of grammar are therefore not given until students h ave practice a attern in a variety of co ntext. Hence, the approach to the teaching of grammar is essentially inductive rather that deductive.36 So, it can be said that th is method wou ld teach grammar but it did not really concern on it. Their main focus in language teachin g is to make the students use the language communicative y.

From the arguments above, it can be said that grammar as important place in language learning or teaching, because gram mar allo w us to create the number of sentences out of a finite nu mber of words (b spoken and written).


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Us ing F olktale in Teaching Grammar

Folktale is traditional in almost all cu ltures. W e can tap into that tradition for a very portable resource an d a con venient and flex ble techniqu e for teach ing any phase of a grammar lesson . A story provides a realistic context for presenting gram mar points and holds an d fo cuses students' attenti n in a way that no other technique can. So, it will make the students easy to study and rememb the lesson. In ad dition, folktales make it easy for students to remember the vocabulary and grammatical structures contain ed in th em.

Murcia and Hilles said “ Everyone loves a story, includ n g ESL students. Stories are used in contemporary ESL materials to p ro m ommunication and exp ression in the classroom.”37 It means that stories, including folktale, are used

as a material in teaching learning activity especially in English as a Secon d Language (ESL) classroom in ord er to make communication activity in the class. It also explained that:

Stories can be used for both eliciting and illustratin mmar points. The former employs inductive reaso ning, while th e latter requires deductive though t, and it is u seful to include both approaches i lesson planning. In add ition, a well-told sto ry is perfect context for a structure-discourse match, but the technique can also be used effectively for a structure-social factor match . Story telling is one o f th ese extremely versatile techniques, and once you get the h ang of it, it can be a co nvenien d natural gram mar teaching tool. You may even find that it is th chniqu e that holds students' attention b est, as well as the o ne the enjoy most.38

From this point of view, it can be said th at sto ries i app rop riate to use as a media or material in teaching grammar poin ts. It is good technique in teach ing gram mar because can attract students' attentio n and m ake them enjoy the cl ss.

On the other hand, Hucks and Kiefer stated “ folktales offer children many opportunities to hear rich qualitative language and a wide variety of language pattern.39 It means that the students can hear and see the language pattern directly


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from the folktale.

In an other source, Davies also argu ed that:

Storytelling helps with listenin g and speaking skills. ildren will learn the importance of listening, or how to communicate ideas a d interact with others. They will develop their vocabulary and learn w en or where to use words an d phrases. Storytellin g entertains and excites, which is an important part of learning. Storytelling also can be used acro ss the curriculum to breakdown subjects that are difficult to learn.40

It means that, stories can guide and help the students to com municate their ideas and to interact each other. It also can ap lied in the curriculu m to breakdown the difficult lesson, because it can entertain and make the studen ts fun. So, they can develop their vocabulary and practic their listening, speaking, and reading.

This argument is in line with Murcia and Hilles, who said “grammar points can be contextualized in stories that are absor ing an d just p lain fun if they are selected with the in terest of the class in mind, a d told with a high degree of energy.”41 So, the teacher can exp lain grammar po ints by usin g stories (folktale) because it can make fun and joy in the classroom.

In sum up, form the point of view above, it can be sai that the story (including folktales) can b e an interesting an d good m ia or resou rce in teaching gram mar. Folktales are universal and not timeless; they are deligh t and appeal to the human mind and heart. Folktale can captivate the students, so they love hearing, reading, and d iscussing the story.So, it makes the students rem ember the lesson long after it is over, they fun and enjoy the l son more, and also make them become more active and creative; because by u sing folktale, we can develop man y activities during teaching learning pro cess, su ch as have discussion with other students, storytelling, and sto ry retellin g.


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RELEVANT STUDY

THE CONCEPTUAL DEVELOPM ENT OF ACTION P LANNING

The research about simple past tense had been done by Nuruhum that was

“ ”.42 This research explains

abo ut the application of narrative story in teaching simple past tense. She con ducted the observation started on September 14th, 2008-October 20th, 2008. She

used narrative story to teach the simple p ast tense in order to minimize the students' errors and difficu lties in learning simple past tense, because th is meth od mad e the studen ts know and see the simple past sentenc from the text directly , so they do not need to memorize the rule anymore. Moreover, it could made students to app ly and create a new sen tence of simple past tense easily. In fact, the result o f analysis of interp retation of the data shows that teaching simple past tense b ecame more effective b y using narrative story; it can be seen from the result of the test.

By using folktale (narrative sto ry), the researcher hopes that the students will improve the students' un derstanding of simp le past tense, and improve their ability in using simple past ten se both written and sp n.

Grammar is a description of the way langu age works. Th kn owledge of gram matical rules is essential for the mastery of a langu age; we cannot use words unless we know how they should be put together. It is th e stu dy of the way words are put together to make correct sentences. Grammar does not only affect how units of language are combined in order to “ look right”; it is also affects their meaning.

The simple past ten se is used to talk about an action, situation or event that occurred at a definite time in th e past time. It also used to talk a rep eated event in the past, and d uration of a completed event in the pas Moreover, simple past also


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used to talk about the facts or gen eralization in the p ast, and as the normal tense in stories. Meanwhile folktale is a general term for any varieties of traditional narrative which has a cultural values; the story which has been handed down from one generation to the next either spoken or written.

The application of folktale in teaching simple pat tense which is addressed by researcher should based o n the m aterial which will e given to the stu dents, until folktale drill has b een prepared by researcher in improving students' understand ing of simple p ast tense can ru n well, suitable with the goal that will be reached . As the statement above that folktale make the students easy to understand when they learn the simple past tense, because th ey can find and know the forms of Verb 2 d irectly and easily (both regular d irregular verbs), so they can identify and memorize the verb forms easily. They n also see how is the form of simple p ast tense (positive, negative or interrogative). This is done to know how much d oes fo lktale improve stud ents' understan ding of simple past tense.

From the statements above the researcher conclu des that folktale in teaching grammar (simple past ten se) can improve teaching learnin g activity in the classroom. So, the more teachers use folktale the more quality will be taken by them .

Action hypo th esis is proposed in this research has a formula as follo ws: by using folktale in teaching simple past tense can improve students' understandin g of simple past tense and improve th eir ability in using p t tense both written and spoken at the Second grade of Marketing major Class 2.3 SMK Nusantara, Ciputat, Sou th Tangerang.


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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Betty Schramper Azar, , (New Jersey: Prentice Hall, Inc, 1989), p. 24

Marcella F rank, , (New Jersey:

Prentice-Hall, inc, 1972), p. 73

Ron Cowan, (Cambridge: Cambridge University Press, 2008), p. 359

(Jakarta: Pusat Bahasa Universitas Islam Negeri Jakarta), p.27

Marianne Celce Murcia and Dian Larsen Freeman, (Newbury: Heinle & Heinle Publisher, 1999), p. 114

Anne Seaton and Y.H. Mew,

(Irvine: Saddleback Education Publishing, 2007), p. 98

Geoffrey Leech and Jan Svartvik, , (Harlow: Pearson Education Limited, 2002), p. 69

Richard Veit, , (Boston: Houghton Mifflin Company, 1986), p. 150

Marcella Frank, …, P. 49

Ron Cowan, p. 358

Raymond Murphy, , (Cambridge: Cambridge University Press, 1994), p. 11

Anne Seaton and Y.H. Mew, p. 100

Nasrun Mahmud, , (Jakarta: P usat Bahasa dan Budaya IAIN, 2000), p. 88

Betty Schramper Azar, , ((New Jersey: Prentice Hall, Inc, 1989) p. 26

Marianne Celce-Murcia and Diane Larsen- Freeman, , (Newbury: Heinle and Heinle P ublisher, 1999), p. 114

Betty Schramper Azar, …. P. 18

Marcella Frank, …, P. 49

John Eastwood, (Oxford: Oxford University Press, 1994), p. 87.

http://www.englishpage.com/verbpage/simplepast.

Charlotte Hucks and Barbara Z. Kiefer, , (New York: McGraw

Understanding and Using English Grammar

Modern English: A Practical and Reference Guide

T he Teacher's Grammar of English,

EP T Preparation Program “Structure”,

T he Grammar Book,

B asic English Grammar for English Language L earner,

A Communicative Grammar of English

Discovering English Grammar

M odern English: A Practical and reference Guide The Teacher's Grammar of English …

English grammar in Use

Basic English Grammar for English Language Learner

English for Muslim University Students

Fundamental of English Grammar

The Grammar Book

Fundamental of English Grammar M odern English: A Practical and reference Guide

Oxford Guide to English Grammar,


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Hill, 2010), p. 227

Stith Thompson, , (New York: Dryden Press, 1946), p. 4

(Boston: Houghton Mifflin Company, 2000), p. 682

http://www.eve-tal.com/ Finding Folktales to tell.html

http://en.wikipedia.org/wiki/Folktale

A.S Hornby, (Oxford: Oxford University Press, 2003), p. 521

Stith Thompson, , … P. 8

Charlotte Hucks and Barbara Z. Kiefer, … p. 228 http://www.eve-tal.com/F olktales.html

Jack C. Richards, , (Alexandria: Teachers of English to Speaker of Other Languages, Inc, 1995), p. vi

Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1988). p. 16

Richard Veit, … p. 252

Jack C. Richard and Theodore S. Rodgers, (Cambridge: Cambridge University P ress, 1992), p. 3

Richard Veit, p. 2

Jack C. Richards, … p. ix

Penny Ur, , (Cambridge: Cambridge University Press, 1996), p. 76

Jack C. Richard and Theodore S. Rodgers, p. 51

Marianne Celce-Murcia and Sharon Hilles, , (Oxford: Oxford University Press, 1988). p. 51

Marianne Celce-Murcia and Sharon Hilles, P . 52

Charlotte Hucks and Barbara Z. Kiefer, … p. 234

Alison Davies, , (London: Sage P ublications Company, 2007), p. 6.

Marianne Celce-Murcia and Sharon Hilles, p. 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

T he folktale

The American Heritage Dictionary of English Language fourth Edition

Oxford Advanced Learner's Dictionary,

T he folktale

Children's Literature

New Ways in Teaching Grammar

Discovering English Grammar

Approaches and M ethods in L anguage Teaching,

Discovering English Grammar … New Ways in Teaching Grammar A Course in Language Teaching

Approaches and M ethods in L anguage Teaching…

T echniques and Resources in Teaching Grammar

T echniques and Resources in Teaching Grammar…

Children's Literature Storytelling in the Classroom


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50

Nuruhum, skripsi, (Jakarta :

FITK UIN, 2008), p. 15


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1

THE METHOD OF RESEARCH

SUBJECT OF THE RESEARCH

In this research the writer used a Classroom Action Re rch. Classroom action research designs are systematic procedures d one by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular edu catio nal setting operates their teaching, and th eir student learning.1 It means th at classroo m action research is a research which is

done by the teacher or other people in educational situation to get the information or data abo ut anything in teach ing learning p ro cess.

Meanwhile, Arikunto ex plained that classro om action research is “suatu pen cermatan terhadap kegiatan b elajar berupa sebuah ti dakan, yan g sengaja dimunculkan dan terjadi dalam sebuah kelas secara bersama, tindakan tersebut diberikan oleh guru atau dengan arahan dari guru yan g dilakukan oleh siswa”. (Classroom action research is an observation in learn ing activity at is done intentionally by an action an d happen s in the classroom, that actio n is given or directed by the teacher and then done by the students).2 It means that action

research is a research which collects the informatio n out teaching and learning activity in ord er to improve the teach er's kn owled ge and to solve the students' problems in learning.

In su m up, Classroom Action Research is a research which conduc by the teacher to develop their teaching skill, to improve their kn owled ge and to solve the students' problem in learning.


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` The sub ject of the research is the Second grade students of Marketing Major Class 2.3 SMK Nusantara, Cipu tat, South Tangerang Academic year 2010/2011. There are 38 students in the classroom.

The research was cond ucted at SMK Nusantara, Ciputat, South Tan gerang. The research was held for 1 month and three weeks from 4 December 2010-27 January 2011.

In this research, the writer's role is as the teacher n teaching learning activities, and the English teach er of class 2.3 Marke ng majo r acts as the observer. Moreover, the writer acts as th e observer and interviewer in coll g the data and she also makes plannin g such as lesson pl n, tests (before an d after CAR), th en she co llects an d analyzes the data, and then she make a reports of the research.

There are many m odels of Action Research, such as Lewi 's, Kemmis', Elliot's, and Ebbutt's models. But, in this research the writer used Kemmis' model. Kemmis has d eveloped a simp le model of the cy clical na u re of th e typical action research process. Each cycle has four steps; they are plann ing, acting, observing, and reflecting, the model described bellow:

P LACE AND TIM E OF THE RESEARCH

THE WRITER'S ROLE IN THE RESEARCH


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F igure 3.1

Stephen Kemmis' Design (Adapted from Rochiati Wiriatmadja)3


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Based on the Stephen Kemmis' design above, the writer concludes that there are fou r steps in action research:

Plan ning

In this step, the researcher determines th e research q tion, goal or purpose. This process involves writing action plan to de the research and prepare the instrumen ts and facilities to record and analyze the data.

Acting

Acting is the implementation of the plan ning. In th is p, the researcher does the action in the class. She must follow the plan ing that is made before. In this stage, the writer works collaboratively with the English teacher of class 2.3 Marketing Major.

Observing

In this phase, the researcher observes the activity th happen ed during the research. The observation is don e when the action is b ing do ne. The researcher also observes the multiple sources of data (quantitative and qualitative). Next, the data are analyzed and interp re .

Reflecting

Reflection is an activity to reflect or evaluate wh at ave been done, it includes no te and analyze the result of the observation. This activity is done after the action. If the result is satisfy, the r searcher does not need to make a new cycles. On the other h and, if the result is ot satisfied he or she must make new cycles until b ecom e a good one.


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In this research th e writer used observation, interview, and test as the instruments to get data.

Observation

For observation, the researcher made field notes in ea meetin g from cycle I-III to record and know the students' improveme t during the research. She wrote the studen ts' p rob lems and difficulties during teaching learning activities, their p articipation and response, the researcher also noted the lack of the meeting in each meeting to sup port the data.

Interview

In interview, th e researcher interviewed the English teach er of Class 2.3 of the Marketing Major twice. In the first, the writer had interview with the English teacher before the Classroom Action Research d e. The goal was to kno w the situation during teaching learning activities, the teacher's technique and method in teaching En glish, and also to ow th e students' ability, skills, and in terest in English. The last interview was done after the researcher finished the Classroom Action Research proc .

Test

The test was done to know the achievement of the students in learning simple p ast tense by using folktales. Th e test not only covered the grammatical skill of the students (in this case is the simple past tense), but also other skills such as reading, writing, and speaking.

In grammar (simple past tense) th e writer gave a test about the verb forms (both regular and irregular) and of simple past tense, and changed a sen tence into positive, negative or interrogative forms of simple past tense. In reading skill, the writer gave reading comp rehension like determining the topic or title, finding the main idea, supporting id ea and specific information,


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knowing the mean ing of the words, and finding p ron oun ce and so on. Wh ile in writing skill, the writer asked the stu dents to create a narrative , like write their last activities.

The test con sists of 35 items and an essay for writing skill (minimum 50 words). The 35 items above are divided in to three parts. The first part con sists of 15 items for Fill in (change th e verbs in to past tense forms). The second consists of 5 items for transformation (change nto positive, negative and interrogative forms). The last part consists of 15 items for Multiple Choices to test reading comp rehension of th e students included determining the title or topic of the tex t, finding the main idea f the paragraph, finding supporting and detail idea, knowing the meaning of the word s, and finding pronoun reference, etc.

For scoring, each question has 2 po int. In Fill in p art there were 15 questions, so the point for fill in is 30. For reading compreh ension, there were 15 questio ns and each q uestion has 2 po int, so the poi t for reading com prehension part is 30. Next, there are 5 questions in transformation part, but each question has two answers. So, each qu estion h s 4 point, it means there is 20 poin t fo r transformation part. In th e last part, that is writing, there is 20 point on it, the criterion of writing scoring is below:4

Mechanics : 20%

Vocabulary cho ice : 20% Grammar an d usage : 30%

Organization : 30%

So, the total score for the test is 100 if the student can answer all the questions co rrectly.


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TECHNIQUE OF DATA COLLECTING

In this research the writer used o bservation, interview, and test to get the data:

Observation

The writer made observation before the classroom action research done. Moreover, when she conducted the classroom action research, she also ob served an d monitored students' im pro vement in many aspects includes th e skills, achievement, beh avior, etc to supp ort the research process. She made a field not to record students' progress, participatio n, and problems during teaching learning activities.

Interview

The writer interviewed with the English teacher of Class 2.3 of the Marketing Major to kno w the situation during teaching earning activities, the teacher's technique and method in teac ing English, and also to know the students' ability, skills, an d their terest in English. She made the interview twice; they were before and after the Classroom Action Research done.

Test

Pre-test

The pre-test was given by the writer in the beginning attending the class to kno w the students' knowledge of th e material that will be taught.

Post-test

The writer gave the students post-test after the cycle finish ed in order to know the improvem ent of the students' achievement. There were three cycles in this research, so the students would get


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the ptest three times, they were ptest 1, post test 2, and p ost-test 3 in the end of each cycle.

There are two data in this research; they are q ualitative and quantitative data. The qualitative data get from observation and in rview, while quantitative get from tests.

Forqualitative data, the writer analyzes the notes that were written du ring the pro cess o f classroom action research in each meeti g. She an alyzes the students' participation and performance progression in aching learning process in every cycle, and the studen ts' response. She analyzes e progress of the students and some lacks of the process. For interview's data, the writer also makes analysis between the in terview before and after the Classro om action research was do ne.

In analyzin g the quantitative data, the writer puts on the average students' tests score per cycle, and the students who pass the KKM score. It is used to measure the students' performan ce on understand ing of simple past tense. In analyzing the data, the writer used the formu la below5:

X : Mean

x : Individual score

TECHNIQUE OF DATA ANALYSIS

?x X =

_

_


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n : Number of students

P : The class percentage F : Total percentage score N : Number of students

The writer uses three way s to know the trustworthiness of e data as follow:

A test is said to be valid if it measures accurately what it is intend ed to measure. Generally, there are th ree kinds of validity; they are construct validity, con tent validity, and criterion-related validity.6

In this research, th e writer use con tent validity to know or measure th e validity of the test. A test is said to have content v idity if its con tent con stitutes a representative sample of th e language sk lls, structure, etc. with which it is meant to be concerned.7 So, the test items should relate to th e

knowledge and a proper sample o f th e relevan t skills.

F

P = - - X 100% N

TRUSTWORTHINESS OF STUDY

Validity


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A good test item should have a d iscriminating power. Discriminating Power or Item Discrim ination is a statistic that indicates the degree of which an item sep arates the students wh o performed well from th e who d id poorly on the test as a wh ole8.

To kno w the Item discrimination index, the writer uses the fo rmu la:9

ID : Item discriminatio n for an ind ividual item IF upper : Item facility/ difficulty for the upper group IF lower : Item facility/ difficulty for the lower group

The writer uses the criterion of discrim inating power as o llow:

0.6 - 1.0 Very good

0.4 - 0.6 Goo d

0.1 - 0.3 Ok

-1 - 0.0 Bad

Item facility or Item difficulty is a statistic used to examine the percentage of students who co rrectly answer a given item.10 A good test

ID = IF upper - IF lower N

Table 3.1

The Clas sification of Dis criminating P ower

DISCRIM INATING

POWER

REMARK


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item must have a degree of difficulty item. To measure the difficulty item, the writer uses formula below:11

IF : Item facility/d ifficulty

N correct : Number of students an swering correctly N to tal : Total number of students taking the test

Here is the criterion of the item facility/difficulty:12

1. 0.00 - 0.30 Difficult

2. 0.31 - 0.70 Medium

3. 0.71 - 1.00 Easy

This criterio n is used to decide whether this research is success or not. The research will succeed if there are 75% of the students wh o p ass the KKM scores from the pre-test until the third Post-test in cycle I I, the KKM of SMK Nusantara is 70. So , when there are75% of stud ents get score 70 from the test, it means that this research is success. Afterward, the next action would be stopped, but if th is con dition has not been reach ed yet, the alternative action would be d one in the

IF = N correct N total

Table 3.2

The Class ification of Difficulty Level

NO INDEX THE TEST RESULT


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nex t cycle.

Mills, 2000), (Creswell, 2002),

, (New Jersey: Pearson Education, 2002), p. 597.

Prof. Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara, 2009), p.3

(Kemmis and Taggart, 1988), (Rochiati Wiriaatmadja, 2008), , (Bandung: PT. Remeja Rosdakarya, 2008), p. 66

Harold S. Madsen, (Oxford: Oxford University Press, 1983), p. 121

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

Arthur Hughes, , (Cambridge: Cambridge University Press, 2008), p. 26

Arthur Hughes, p. 26

James Dean Brown, , (New York: McGraw Hill, 2005), p. 68

James Dean Brown, … p. 69

James Dean Brown, p. 66

James Dean Brown, p. 66

Nana Sudjana, (Bandung: PT. Remaja Rosdakarya, 1991), p. 137. 1 2 3 4 5 6 7 8 9 10 11 12

Educational Research “Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Metode Penelitian Tindakan Kelas

Techniques in Testing,

Metoda Statistika

Testing for L anguage T eachers

Testing for L anguage Teachers … Testing in Language P rogram

Testing in Language Program Testing in Language Program … Testing in Language Program … Penilaian Hasil Belajar,


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1

BEF ORE IM P LEMENTING THE ACTION

The Result of P re Observation

In this part, the writer presents the data that have been collected. The writer presents the data that have been collected . It is divi ed into three parts, the data before implementing the Classroom Action Research, the implementation of the action, and the discussion of the data after Classroom Actio n Research.

There are three parts related to before implementing the action. Those are pre -observation, pre-interview, and pre-test. The explanations as follow:

Pre observation was condu cted to observe th e process o teaching learning in reading activity before implem enting the action . It was held at class 2.3 Marketin g major of SMK Nusantara, Cipu tat ac emic year 2010/2011. There were 38 students in the class. The pre-o bservation was con ducted on Thursday, 18th November 2010. It was started on at 08.30 A.M and finished at 10.30 A.M.

From the observation , the writer saw that the teacher used traditio nal method in teaching simple p ast tense. The acher explained the gram mar (simple p ast ten se) inductively, which is she ave the rule first, and then she gave example based on the rule, after tha she asked the students to make another examples according to the rul . The teacher o nly focused on the rule of grammar, she did not asked the tudents to do ano ther activity like reading or speakin g. At th e first, she explain ed the rule of simple past tense and wrote it do wn on the whiteboa , an d made


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The Teachers and Students of SMK Nusantara The Teachers

Table 1

Eng lis h Teachers ' Profile of SMK Nusantara

NO NIK NAMA GURU L/P

MASUK

KERJA ALAM AT

The teachers in Nusantara Vocational School must be professional and discipline.The teachers graduated from some universities in Indon sia. There are 87 teach ers and they h ad good qualify in education. The number of the English teachers are 5. The profiles are below:

1. 2001005 Slam et Rujito, MM L 21/7/2003 Kom p. Bukit Cirendeu No.3

Ciputat


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3. 2007113 Sofwan, MM L 16/7/2007 Kom p. IKPN C100, Bintaro

4. 2008145 Rini Ramdani Y, SE P 17/7/2008 Jl. Delima III C4/6, Pamulang

5. 2005167 Husnul Ummah P 9/12/2005 Kom p. UIN Jl. Ibn u Sina No. 44

Ciputat

The numbers of th e students of SMK Nusantara are 2.034 people. There are 785 studen ts in Class I, 628 students in Class II, and 627 in Class III. The description is below:

1

2

3

4

5

6

Akomodasi Perhotelan

Boga

Usah a Jasa Pariwisata

Bisnis dan Menejemen

Tehn ik Informatika

Farmasi

194

62

29

276

109

115

168

30

31

226

82

96

182

35

27

254

45

84

544

127

77

756

236

295

The Students

Table 2

The Numbers of Students of SMK Nusantara

NO

P ROGRAM KEAHLIAN

K E L A S JUM LAH


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JUM LAH 785 633 627 2035

Extracurricular Activities

Table 3

Extracurricular Activities of SMK Nusantara

NO EXTRACURRICULAR

To improve the students' skills and talents, Nusantara Vocational Scho ol has many extracurricular activities, it can be use to apply som e skills which students have. Here is the list of the extracurricular activities:

1 Computer

2 English Club

3 Sports

5 Music

6 Bulletin / Students' Magazine


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8 Scou t

9 Palang Merah

10 Modern Dancing

In every Educational Institutio n infrastructure is a crucial factor in teaching learning process. The teaching learning process will not be success with out infrastructure. Here is the list of infrastructu re owned by Nusantara Vocational Scho ol.

1 Mosqu e 1

2 Library 2

3 Hotel Laboratory 1

4 Mini Market Laborato ry 2

5 Computer Labo ratory 2

6 Science Laboratory 1

7 Restaurant Lab oratory 1

Infrastructures

Table 4

Infrastructures of SM K Nusantara


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8 Language Laboratory 1

9 Clinic 1

10 Hall 1

11 Teachers' room 1

12 TU roo m 1

13 OSIS Office 1

14 Rokhis Office 1

15 Canteen 1

16 Parking Area 1


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Structure Organization of SMK Nusantara F igure1

Structure Organization of SMK Nusantara

N. Herlina MPd N. Herlina MPd

1. Rahmatullah, SAg ( A )

2. Mulyono,

SPd ( B )

1. Rizki

Herliana, SPsi 2. Misnati, S.Psi

3. Drs.H.Hudlori M,MPd

4. Suma Hartadinata, ST

5. Dra.Kanaah

Djamal,SE 6. M. Arief Noor, Spd, SE

D IN AS P E N D ID IKAN KE P ALA S E KOLA H D rs . F a i s a l B a k a r,

S E

IN D U S TRI

KOMITE S E KOLA H MAS YARAKAT YAN

D i r.P e n d i di k a n

B i d. KE S IS WAAN

B a h roz i h , S E , MM

B i d. KU RIKU LU M B i d. KU RIKU LU M

KA J U R A P H S l a m e t R u dji t o,

S E

KA J U R U J P Ka rt i n i ,

S E

KA J U R F A R I r.M.I m ra n ,

Ms i

OS I S

B P / B K

KAJ U R B M

D ra . Ka n a a h D ja m a l, S E

KAJ U R TI S u ma H a rt a di n a t a ,

S T

W A L I K E L A S

GU R U N OR MA TI F , A D A P TI F , P R OD U KTI F

S I S W A WK. KE P S E K M. A ri e f N oor, S .pd,


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