Teaching simple present tense through student teams-achievement divisions

Pelita Harapan Junior High School South Jakarta)”, Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, 2011.

Advisor : Drs. H. Bahrul Hasibuan, M.Ed.

Keywords :STAD, Grammar Translation Method, SMP Pelita Harapan The objective of this research is to find the empirical evidence of the differences between students’ achievement in the learning of simple present tense by using STAD technique and Grammar Translation Method.

This is an experimental research. The writer taught two different classes employing two different teaching techniques. The writer was administered a pre-test to know that the classes have relatively the same background knowledge in the research variable and a post-test to find out the growth of score as the measurement of achievement.

The writer used _� to calculate the data and then tested hypothesis. The result of the statistical calculation from this research is the value of _� is 2.47 and the value of _�� from df (38) on degree of significance of 5% is 2.02. The value of � ≥ ��, it means that the Null Hypothesis (�_�) is rejected and the Alternative Hypothesis (� ) is accepted. Therefore, the interpretation of data is that the teaching of simple present tense by using STAD technique more effective to improve the students’ achievement than the teaching of simple present tense by using Grammar Translation Method.

ABSTRAK

Rumbi Maryani. “Teaching Simple Present Tense through Student Teams Achievement Divisions (An Experimental Study at the Seventh Year of

Pelita Harapan Junior High School South Jakarta)”, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.

Pembimbing: Drs. H. Bahrul Hasibuan, M.Ed.

Kata Kunci: STAD Technique, Grammar Translation Method, SMP Pelita Harapan, Pondok Pinang Jakarta.

Tujuan penelitian ini adalah untuk menemukan bukti empiris perbedaan antara prestasi para siswa dalam mempelajari simple present tense dengan menggunakan teknik STAD dan Grammar Translation Method.

Ini adalah penelitian eksperimen. Penulis mengajar dua kelas yang berbeda dengan menggunakan dua teknik yang berbeda. Penulis menggunakan pre-test untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan yang relative sama dalam variabel penelitian dan post-test untuk menemukan peningkatan nilai sebagai ukuran prestasi.

Penulis menggunakan _� untuk menghitung dan menguji hipotesis. Hasil dari perhitungan penelitian ini adalah _� = 2.47 dan nilai _��dari df (38) di tingkat signifikan 5% = 2.02. Nilai _�≥ _��, yang berarti bahwa hipotesis tes adalah Null Hypothesis (�_�) ditolak dan Alternative Hypothesis (� ) diterima. Interpretasi data adalah penggunaan teknik STAD dalam mengajar simple present tense lebih efektif daripada penggunaan Grammar Translation Method.

All praises be to Allah, who gives the writer guidance and strength in completing this “skripsi”. Peace and blessing be upon to the Prophet Muhammad shalallahu ‘alaihi wassalam, his families, his relatives, and his followers.

First, the writer would like to express the greatest gratitude to her beloved parents, Muniroh and Subur, and to her brother M.Cahyono and sister Herowati, for love, support, contributions both moral and material to the writer.

The writer is deeply grateful to her advisor, Drs.H.Bahrul Hasibuan, M.Ed., who guides the writer in finishing this “skripsi” for the great contributions, guidances, advices, corrections, and suggestions.

Furthermore, the writer would like to thank and appreciate to:

1. Drs. Syauki, M.Pd., the Head of engllish Department, Mrs. Neneng Sunengsih, S.Pd., the secretary of English Department, Mrs. Aida Ainul Wardah, S.Pd and all staffs of English Department who helped the writer.

2. Prof. Dr. Dede Rosada, the Dean of Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta.

3. All lecturers of English Department for their encouragement to the writer

4. The headmaster, Edi Setiadi, S.Pd, who allowed the writer to do her research in SMP Pelita Harapan.

5. The English teacher, Febri Rahmat H, S.Ag, who have given the writer opportunity to do the research in the school and the administration staffs of SMP Pelita Harapan Jakarta, and special thanks for seventh year students for their cooperation as the respondents of this research. 6. Her friends who give contributions, Siti Patonah, Hikmah, Herlina, Ika

7. All her friends who care and always give support and help for her, especially for C-class ’05 community.

May Allah bless them for all of what they have done, because only Him who knows how much contributions and motivations received by the writer, and finally the writer realizes that this “skripsi” is still far from being perfect; therefore, she hopes some suggestions or criticism to make it more scientific. Then she wishes that this “skripsi” be some valuable writing. Amiin.

Jakarta, March 2011

TABLE OF CONTENTS ... v

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

B. The Limitation and Formulation of the Study ... 4

C. The Objective of the Study ... 4

D. The Method of the Study... 4

E. The Organization of Writing ... 5

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

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

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

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

B. Cooperative Learning ... 13

1. The Understanding of Cooperative Learning ... 13

2. The Principles of Cooperative Learning ... 14

3. The Techniques of Cooperative Learning ... 15

4. The Teacher’s Roles in Cooperative Learning... 16

C. STAD Technique ... 16

1. The Understanding of STAD ... 16

2. The Characteristic of STAD... 18

D. Grammar Translation Method ... 20

1. The Understanding of Grammar Translation Method ... 20

2. The Principles of Grammar Translation Method ... 20

3. The Characteristics of Grammar Translation Method ... 21

E. Hypotheses ... 22

CHAPTER III RESEARCH METHODOLOGY AND FINDING A. Research Methodology... 23

1. The Place and Time of the Research ... 23

2. The Objective of the Research ... 23

3. The Population and Sample ... 23

4. The Technique of Collecting Data ... 24

5. The Technique of Analyzing Data ... 24

B. Research Finding ... 26

1. The Description of Data ... 26

2. The Analysis of Data ... 29

3. The Interpretation of Data ... 33

CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusion ... 34

B. Suggestion ... 35

BIBLIOGRAPHY ... 36 APPENDIXES

CHAPTER I

INTRODUCTION

A. The Background of The Study

Language is an essential aspect of human life. It has big role for every individual in communication. People need language to share ideas, opinions or feelings. H. Douglas Brown has quoted from Finocchiaro that language is a system of arbitrary, vocal symbols which permit all people in a given culture, or other people who have learned the system of that culture, to communicate or to interact.1

English as one of the languages in the world has a big role in this modern life. In Indonesia, English is the first foreign language that is taught as a local content subject in Elementary Schools, as a compulsory subject at Junior High Schools and Senior High Schools and as a complementary subject in universities. It is based on the decision of the decree of the Ministry of Education and Culture no.096 of 1967 which has stipulated, “English becomes the first foreign language in Indonesia and a compulsory subject for Junior High School up to universities”.2

English is considered important to broaden knowledge, art and culture. In addition, there are many books, which are written in English. In order to be able to read the books, it is necessary for students to learn this language well.

1

H. Douglas Brown, Principles of Language Learning and Teaching, (New Jersey: Prentice Hall, Inc. 1980), p.5

2

Departemen Pendidikan Dan Kebudayaan RI, Keputusan Menteri:

No.096/kep/1967,”Bahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggi”

2

In learning English students are not only required to master the four language skills, but also to master language components, covering grammar, vocabulary, and pronunciation. Grammar is one of the language structures which are taught to every language students. By mastering English grammar, the students are expected to be able to build up the sentences and express their ideas for communication activities.

Many factors affect the success or failure of the teaching English grammar. Some of the factors which can be attributed to the unsatisfactory condition are; first, the language system which is different from Indonesian. For examples, the sentence “saya pergi sekolah” and “dia pergi ke sekolah” have the same verb

form, which is “pergi”. While in English it becomes different, the sentence “saya pergi ke sekolah” will be “I go to school” and “dia pergi ke sekolah” will be “he goes to school”.

The second factor is the teaching methods which the teachers apply in the classroom. The teaching methods have an important part of teaching learning process in the classroom. A teacher needs to know and master many methods to make teaching learning process more effective. The English teachers need to be able to organize the teaching learning activities. They have to present materials by using a suitable teaching method.

One of the teaching methods which can be used in the teaching learning process is cooperative learning. Cooperative Learning is not a new idea in education, but not all teachers have already used this method.

According to Carrolyn Kesler, “Cooperative Learning offers way to enhance learning and increase academic achievement”.3 Through Cooperative Learning, the students will be more active in developing their structure, because they will not depend on their teacher. In this case, the teacher only becomes the facilitator of the students.

Cooperative learning has many methods that can be used in teaching, among other Student Teams-Achievement Divisions (STAD),

3

Carrolyn Kesler, Cooperative Language Learning (New Jersey: Prentice Hall, Inc, 1992) p.1

Tournament (TGT), Jigsaw, Team Accelerated Instruction (TAI), and Cooperative Integrated Reading and Composition (CIRC).4

STAD is one of the methods of cooperative learning which is divided students into small group, consists of four to five members’ learning teams5. The writer is interested in applying STAD in teaching Simple Present Tense. She assumes that STAD can be an alternative method besides the other famous methods.

During the activity of PPKT (Praktik Profesi Keguruan Terpadu), the writer observed the class VII-1 students of SMP Pelita Harapan Jakarta. The students got difficulties when they were learning grammar, especially in learning Simple Present Tense. For examples: first, they do not understand the possessive pronoun of the third person singular, second they are confused how to use of -s and -es morpheme of the verb for the third person singular and the third they are confused to use verbs in simple present tense. It could be seen from the low scores of the students’ formative tests. The average scores of students in Pelita Harapan Junior High School are about 40-70. In addition when the writer interviewed some students, they told that grammar was one of the most difficult aspects in learning English.

Based on the condition of Pelita Harapan Junior High School, the writer assumes that students will be more active if they learn by grouping and sharing the material each other. The writer assumes STAD (Students Teams-Achievement Division) technique is one of the techniques which can improve the students’ achievement and will enable students to comprehend the material more easily, because they will not be shy and afraid to ask questions to their fellow who are smarter than the others students. That’s why the writer would like to carry out the research under the title “Teaching Simple Present Tense through Student Teams Achievement Divisions at Seventh Grade of SMP Pelita Harapan Jakarta”

4

Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston: Ally & Bacon, 1995), 2nd edition, p.5-7

5

4

B. The Limitation and Formulation of the Problem

To avoid misunderstanding and to clarify the problems, it is important to set some limitation of the problems. The writer limits the study on the teaching of Grammar concern in Simple Present Tense through Student Teams Achievement Division (STAD).

The writer formulates the problem of study as follows: “Is there a significant influence in the mastery of Simple Present Tense of the students who are taught through Student Teams Achievement Divisions (STAD) and through Grammar Translation Method?

C. The Objective of the Study

The objective of the study is to find the empirical evidence of the differences between students’ achievement in the teaching of simple present tense through Student Teams Achievement Divisions (STAD) technique and Grammar Translation Method for Junior High School students.

D. The Method of the Study

This research employs experiment method. The writer will teach two different classes using two different methods. Before the treatment, the writer administers the pre-test to both classes to find out their competency level in English. At the end of the experiment the writer will give a post-test to find out the difference between teaching Simple Present Tense through STAD and through GTM.

E. The Organization of Writing

This paper consist of four chapters, those are:

Chapter I Introduction; explains the background of the study, the limitation and formulation of the problem, the objective of the study, the method of the study, and the organization of the study.

Chapter II Theoretical Framework, divided into two sub-chapters, at first is Simple Present Tense, explains understanding of Simple Present Tense, form of Simple present Tense, and the function of Simple Present Tense. The second is Cooperative Learning; explains the understanding of Cooperative Learning, the techniques of Cooperative Learning, the third is STAD; explains the understanding of STAD, characteristic of STAD, the procedure of STAD in the classroom, the fourth is Grammar Translation Method.

Chapter III Research Methodology and Finding, divided into two sub-chapters, at first is research methodology, explains objectives of the study, place and time of the study, population and sample, technique of data collecting, and technique of data analysis. The second is research finding, it explains description of the data, analysis of the data, test of hypotheses, and interpretation and discussion of data.

CHAPTER II

THEORETICAL FRAMEWORK

A.

Simple Present Tense

1. The Understanding of Simple Present Tense

Simple present tense is identical to the base of verb (except in the case of “be”) and adds –s for the third person singular (also called present (tense) simply).1 The verb in simple present tense must be added –s or -es when the subject is a third person singular such as he, she and it. For example, I know or he knows.

Meanwhile A.S Hornby states “the simple present tense is sometimes used to describe an activity that is actually in progress at the moment of speaking”2. Beside that the simple present tense can describe habits, routines, or events than happen regularly.3 From those statements, it can be assumed that simple present tense is used to describe things that are generally true, expressing facts and repeated event or habits. “In general, the simple present expresses events or situations that exist always, usually, habitually; they exist now, have existed in the past, and probably will exist in the future.”4

1

Sylvia Chalker, et.al., Dictionary of English Grammar, (New York: Oxford University Press, 1998)

2

A.S Hornby, Guide to Pattern and Usage in English, 2nd edition (: Oxford University Press, 1975),p.82

3

Patricia K.Werner, Interaction 2 Grammar, 4th edition, (New York: The McGraw-Hill Companies, Inc., 2002), p.3

4

Betty Scrampfer, Azar, Understanding and Using English Grammar, (New Jersey: Prentice-Hall Inc., 1989) second edition, p.2

Thus, the writer summarizes that simple present tense is something that was true in the past, is true in the present and will be true in the future. It is the most common ways to describe things and to express ideas or facts in English that are generally true and habitually.

2. The Form of Simple Present Tense a. Affirmative Statement

According A.J. Thomson and A.V. Martinet that in the affirmative, the simple present tense has the same form as the infinitive but adds an -s for third person singular.5 Also for the first and the second singular person and for the plural is without -s. On the other source that for 3rd person singular (he, she, and it), we add - s to the main verb or - es to the auxiliary.

Here is the form of affirmative sentence in simple present tense:

For example:

- I kiss my mom every morning - You kiss your mom every morning - We kiss our mom every morning - They kiss their mom every morning - He kisses his mom every morning - She kisses her mom every morning

In the present form “to be” has three forms: is, am, and are. To make an affirmative statement with be, after subject put the appropriate be (am, is, are) to the subject then followed by adjective/adverb of place/noun phrase. In affirmative statement, subject and be can be contracted, such I’m a lawyer (I am a lawyer), he’s busy (He is busy), we’re hungry (We are hungry).

5

A. J. Thomson and A. V. Martinet, A Practical English Grammar, 4th edition (New York: Oxford University Press, 1986), p. 150

8

The form of affirmative statement with be, use this formula:

b. Negative Statement

Negative statement in the simple present tense is formed by adding do not or does not before the simple form of the verb. And here is the pattern or negative sentence in simple present:

For example:

- I do not kiss my mom every morning - You do not kiss your mom every morning - We do not kiss our mom every morning - They do not kiss their mom every morning - He does not kiss his mom every morning - She does notkiss her mom every morning

The negative sentence in „to be’ is formed by adding „not’ after „to be’. For example:

He is a doctor. He is not a doctor

They are in the class. They are not in the class

Especially in speaking, is not and are not are contracted to isn’t and aren’t.

S + do not / does not + V1 + …

S + be (am, is are) + adjective/adverb of place/noun

c. Interrogative statement

The interrogative form is also using auxiliary do and does. The auxiliary is placed before the subject; here is the pattern of interrogative sentence in simple present tense:

For example:

- Do you come late every day? - Do they come late every day? - Does she come late every day? - Does he come late every day?

The interrogative sentence in „to be’ is formed by placing „to be’ before the subject of the sentence.

For example:

He is from Italy. Is he from Italy?

They are in the class. Are they in the class? Short answer to questions is made with the following pattern:

- Yes + Subject + (pronoun) + to be (for positive answer) - No + Subject + (pronoun) + to be not (for negative answer) For example:

Is he from Italy? Yes, he is No, he isn’t d. Negative Interrogative Statement

The form negative “do not / does not” is contracted in the negative interrogative into don’t / doesn’t and here the pattern of interrogative sentence in simple present tense:

Do / Does + S + V1 + … ?

10

For example:

- Don’t you watch TV every evening? - Don’t they watch TV every evening? - Doesn’t she watch TV every evening? - Doesn’t he watch TV every evening?

Negative questions are used to indicate the speaker’s ideas (i.e., what she/he believes is or is not true) or attitude (e.g., surprise, shock, annoyance, anger).6

Use the following rules to spell the –s form correctly: 1. For most verbs, add –s to the simple form.

You eat fried rice He eats fried rice

I drink milk He drinks milk

They visit their aunt Fahmi visits his aunt We walk on the road The dog walks on the road 2. Add –es to verbs that end in o, s, z, sh, x and ch (unless the ch is

pronounced with the of k)

I watch the movie She watches the movie

You teach at school She teaches at school

I do my homework He does his homework

3. Omit a final –y and add –ies unless the letter a, e, i, o, or u comes before the –y

I carry my bag He carries his bag

You study math He studies math

I try a new shoes She tries a new shoes

4. For the verb have, use the irregular from has and put don’t or doesn’t for negative statement.

Affirmative : I have a new bag She has a pointed nose

6

Betty Schrampfer Azar, Understanding and Using English Grammar, (Jakarta: Binarupa Aksara and Prentice Hall, Inc. 1993), p. A.14

Negative : I don’t have a new bag

She doesn’t has a pointed nose Interrogative : Do you have a new bag?

Does she has a pointed nose? Short answer : Yes, I do / No, I don’t

Yes, she does / No, she doesn’t Long answer : Yes, I have a new bag

Yes, she has a pointed nose : No, I don’t have a new bag

No, she doesn’t has a pointed nose e. Adverb of Frequency

Frequency adverbs modify verbs of adjective. They describe how regularly or what percentage of time happens. The following adverbs like (always, usually, often, sometimes, seldom, and never) are often used with the simple present tense to indicate frequency. Here are the meanings of some frequency adverbs in approximate percentage of time:

100% : always

90% : usually / generally

75% : often

50% : sometimes

10% : seldom / rarely

0% : never7

For example:

Affirmative : He is always happy

They usually play together He often study at home Negative : They aren’t usually at home

The bus is never on time

I don’t often go to school by bus

7_{Elaine Kirn, Darcy Jack and Jill Korey O’ Sullivan,}

Interaction 1 Grammar 4th edition, (New York: McGraw –Hill, Inc. 1990), p. 17-18

12

In addition:

If there is an auxiliary verb (can, must, should, will, have, … ), the frequency adverb comes after it.

If there are two auxiliary verbs (would have, should have, … ), the frequency adverb comes after the first.

f. Longer time expressions that describe repeated action usually come at the beginning or the end of the sentence for emphasis.

- The buses run every hour

- As a rule, I don’t go to the office on Saturday

3. The Function of the Simple present Tense

The simple present tense performs the following function:8 a. Express general truths

- Batik comes from Indonesia. - Sun rises from east.

b. Expresses and habitual actions, often with such adverbial expression as frequency, usually, every day, and so on. It is also the usual present tense form of stative or “private” verbs, such as wish, hope, fear, love, like, understand and know.

- I go on holiday every summer

- They usuallyleave school at three o’clock. - She loves her children

- He buys food every weekend. - Nadia understands English.

c. When used with the verb do, shows emphasis - He does look like his brother.

- We do not lie, but we do say the truth

- She may not be brilliant, but she does work hard

8

George E. Wishon and Julia M. Burks, Let’s Write English, (New York: Littion Educational Publishing, Inc. 1980), p. 193-194

d. Expresses commands or request (second person only) - If you see him, give my love to him

- Closethe door, please! - Let’s take a rest!

e. Expresses future time with a future time adverbial - She leaves to Bandung tomorrow morning - The movie begin three hours later

- He comes to my house next week

B.

COOPERATIVE LEARNING

1. The Understanding of Cooperative Learning

Working together means cooperation. It also means taking the talents of individuals and pooling these together to get the job done. George M. Jacobs in his book states “Cooperative Learning can be defined as a diverse body of approaches and techniques which encourage and facilitate students’ collaboration with their classmates and others’.”9

Cooperative learning is a teaching strategy in which students work together in a group to solve a problem or complete a task, and do interaction with their classmates. In this case,

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.10

There are many experts who have defined the definition of cooperative learning. As is states by Olsen and Kagan that ”Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which

9

Willy A. Renandya and George M. Jacobs, ed, Learners and Language Learning, (Singapore: SEAMEO Regional Language Centre, 1998) p.172

10

14

each learner is held accountable for his or her own learning and its motivated to increase the learning of others”.11

In cooperative classroom, students are expected to help their friends in mastering the current knowledge by arguing and discussion each other. All of members have to take apart in every discussion, so they can learn effectively in their group.

2. The Principles of Cooperative Learning

For successful cooperative learning, D.W. Johnson, suggested five factors, they are positive independence, individual accountability, abundant verbal, sufficient social skills, and team reflection.12According to Kagan in his website mentions the principles of Cooperative Learning are:

a. Positive Interdependence. Each group member's efforts are required and indispensable for group success

b. Face to face interaction (promote each other's success).

c. Individual and group accountability. Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers d. Interpersonal and group small skill. Social skills must be taught:

leadership, decision-making, trust building, communication, conflict-management skills.

e. Group processing. Group members discuss how well they are achieving their goals and maintaining effective working relationships. 13

It can be concluded that cooperative learning is an approach which transforms the classroom activities from individual to group work where students work in small group and they learn their best with their group.

11

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, 2nd ed. (Cambridge: Cambridge University Press, 2001), p.192

12

David Nunan, Collaborative Language Learning and Teaching (Cambridge: Cambridge University Press, 1992) p.34-35

13

3. The Techniques of Cooperative Learning

Various Cooperative Learning methods have been developed over the years and put into practice in the classroom. Some of the most extensively research sand widely apply methods include Student Teams-Achievement Divisions (STAD), Teams-Games-Tournament (TGT), Jigsaw, Team Accelerated Instruction (TAI) and Cooperative Integrated Reading and Composition (CIRC).

a. Students Teams-Achievement Divisions (STAD). In STAD, students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another.

b. Teams-Games-Tournaments (TGT). TGT uses the same teacher presentations and team work as in STAD, but replaces the quizzes with weekly tournaments.14

c. Jigsaw (Aronson, Blaney, Stephan, Sikes & Snapp, 1978). In this technique, group mates share information with each other.15

d. Team Accelerated Instruction (TAI). It shares with STAD and TGT the use of four member mixed ability learning teams and certificates for high performing teams.

e. Cooperative Integrated Reading and Composition (CIRC). Is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Madden, Slavin, and Stevens, 1986).16

14

Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston: Allyn and Bacon, 1995), 2nd ed, p.5-7

15

Steven Mccafferty et.al (eds), Cooperative Learning and Second Language Teaching, (Cambridge: Cambridge University Press, 2006),p.186

16

16

4. The Teacher’s Roles in Cooperative Learning

According to Wendy McDonell in Cooperative Language Learning: A

Teachers’ Resource Book, the roles of the teacher in the cooperative learning classroom are: The teacher as inquierer, creator, observer, facilitator, and as change agent.17 David and Roger Johnson in "An Overview of Cooperative Learning” In order to make cooperative learning a successful teaching strategy, the teacher must wear many hats, they are:

a. Planner. Cooperative learning requires a good deal of planning from the teacher.

b. Facilitator. The teacher as a facilitator must accurately introduce cooperative learning to the students.

c. Referee. As the groups are working, the teacher must act as a referee, solving conflicts and redirecting discussions.

d. Evaluator. After the cooperative learning lesson is over, the teacher must evaluate what parts of the lesson were successful and how to improve the lesson.18

C.

STAD TECHNIQUE

1. The Understanding of Student Teams Achievement Division (STAD)

As the writer told in chapter one, Student Teams-Achievement Divisions (STAD) is one of Cooperative Learning Techniques, therefore the writer would like to discuss about the use of STAD technique in teaching simple present tense.

Student Teams-Achievement Divisions (STAD) is one of a set of instructional techniques developed and researched at John Hopkins University collectively known as Student Team Learning. STAD is the

17_{Carolyn Kessler (editor), Cooperative Language Learning: a Teacher’s Resource Book,}

(Englewood Cliffs: Prentice-Hall,inc, 1992), pp.164-171.

18

simplest of the Team Learning methods19 and also is a good model to begin with for the teachers who are new to the cooperative approach.20

In Student Team Learning, students work cooperatively in one team to learn academic objectives. The Student Team Learning methods have been thoroughly evaluated and have been consistently found to be effective in well-controlled studies in regular public school.21

Student Team Learning methods share with other cooperative learning methods the ideas that students work together to learn and share responsible for their own as well as other’s learning. However, this method emphasizes the use of the team goals and team success, which can only be achieved if all members of the team learn the objectives being taught. Which is, students not to do something as a team but learn something as a team because the task completed after all team members have understood the material.

In STAD, students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another.22

There are three concepts in student team learning method; there are team rewards, individual accountability and equal opportunities for success. Team reward means that teams are not in competition with one another for limited rewards. All of the teams, some of them, or none of them may earn whatever rewards are made available depending on how well the team’s performance matches a predetermined standard.23

19

http://www.criminology.fsu.edu/faculty/clark/module1/part/content/appendix4.htm#stad

. Retrieved 02/03/2010

20

Slavin, Cooperative Learning…, p.71 21 Slavin, Cooperative Learning …, p.5

22

Slavin, Cooperative Learning…, p. 5

23

18

Individual accountability means that students have their own responsibility, because their team success is depend on individual score when they get quizzes. Equal opportunity for success is the important steps to ensure that all students have an opportunity to contribute to their team.

2. The Characteristic of STAD

STAD has many characteristics which distinguish it from the other Cooperative Learning techniques. The main characteristic is that STAD uses individual quizzes at the end of each lesson. Students can not only perform as “students” who are lectured by their teacher but also act as tutor and tutees that help each other and make sure all team members have mastered the lesson.

STAD consists of five major components: a. Class Presentations

The material in STAD is initially introduced in a class presentation. This is most often direct instruction or a lecture discussion conducted by the teacher.

b. Teams

Teams are composed of four or five students who represent a cross-section of the class in the terms of academic performance, sex, and race or ethnicity.

c. Quizzes

After teacher presentation and team practice, the students who take individual quizzes are not permitted to help one another during the quizzes.

d. Individual Improvement Scores

Each student is given a “base” score, derived from the student’s average past performance on similar quizzes.

e. Team Recognition

Teams may earn certificates or other reward if their average scores exceed criterion.24

24

3. The Procedures of STAD in the Classroom

Steps include introducing STAD procedures to the classroom. They are;

1. Using direct teaching methods teach the first lesson; prepare a quiz on the lesson material and worksheets based on the quiz. 2. Introduce team assignments, explain group scoring, and start

team practice on worksheets.

3. Review and continue team practice. Teacher reviews the lesson; students then review in pairs with worksheet, then change partners to ensure every teammate knows the answer. 4. Quiz (individually, not one quiz per team).

5. Improvement scoring, that is, teacher bases scores on improvement from pre- to pest test scores. It applies to either individual or group situations.25

From the several statements above, it can be concluded that Students Teams-Achievement Divisions (STAD) is one of the Cooperative Learning techniques that students are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. And if students are rewarded for doing better than they have in the past, they will be more motivated.

25

Carolyn Kessler (ed.), Cooperative Language Learning: A Teacher’s Resource Book, (Englewood Cliffs: Prentice Hall Regent, 1992), p. 20 – 21

20

D. GRAMMAR TRANSLATION METHOD

1. The Understanding of Grammar Translation Method

Grammar Translation was in fact first known in the United States as the Prussian Method.26The Grammar Translation Method (which was first named as such Germany in the 1780s) introduced the idea of presenting students with short grammar rules and word lists, and then translation exercises in which they had to make use of the same rules and words.27

The role of the teacher in Grammar Translation Method is an authority in the class and the role of the students is doing what the teacher says. Interaction in the classroom is only happened from the teacher to student.28 Grammar Translation Method focuses on grammatical rules, memorization of vocabulary, translation of text, and doing written exercises.29

From the explanations above, the writer assumes that teaching learning process in Grammar Translation Method emphasizes the study of grammar through deduction that is through the study of the rules of grammar.

2. The principles of Grammar Translation Method

The main principles on which the Grammar Translation Method is based are the following:

1. Literary language is superior to the spoken language.

2. Translating each language into each other is an important goal for learners.

3. The authority in the classroom is the teacher.

4. To be able to communicate with target language’s speakers is not among the goals.

5. The primary skills to be improved are reading and writing

26 _{Jack C.Richards and Theodore S.Rodgers, Approaches and Methods in Language Teaching,}

( Cambridge:Cambridge University Press,1986), p.3.

27 Jeremy Harmer, How to Teach English new edition, ( Edinburgh: Pearson Education Limited, 2007), p.48.

28http://spaces.isu.edu.tw. Retrieved May 2010 29http://niigatajet.net. Retrieved May 2010

6. Its focus is on accuracy and not fluency.

7. Error correction: If a student’s answer of a question is incorrect, the teacher selects a different student to give the correct answer or s/he replies himself/herself.30

In other sites, there are three principles of Grammar Translation Method, they are:

a. Translation interprets the words and phrases of the foreign languages in the best possible manner.

b. The phraseology and the idiom of the target language can best be assimilated in the process of interpretation.

c. The structures of the foreign languages are best learned when compared and contrast with those of mother tongue.31

From the principles above, it can be concluded while teaching the text books the teacher translates every word and phrase from English into the learner’s mother tongue. Further, students are required to translate sentences from their mother tongue into English.

3. The Characteristics of Grammar Translation Method

Prator and Celce Murcia list the major characterictics of Grammar Translation Method:

1. Classes are taught in the mother tongue, with little active use of the target language.

2. Much vocabulary is taught in the form of lists of isolated words. 3. Long elaborate explanations of the inticacles of grammar are given. 4. Grammar provides the rules for putting words together, and instruction

often focuses on the form and inflection of words. 5. Reading of difficult classical texts is begun early.

6. Little attention is paid to the content of texts, which are treated as exercises in gramatical analysis.

30_{http://www.slideshare.net/vacoka/grammar-translation-method-presentation. Retrieved}

April, 23 2010

31

22

7. Often the only drills are exercises in translating disconected sentences from the target language into the mother tongue.

8. Little or no attention is given to pronunciation.32

Based on the characteristics above, the writer infers the essence of Grammar Translation Method is translation activity from the teacher to the students.

E. HYPHOTHESES

In this research, the writer would like to find the empirical evidence whether or not the use of STAD technique is really effective in teaching simple present tense better than Grammar Translation Method. It is also to find out whether there is a significant difference achievement in learning simple present tense between the students who are taught by using STAD technique and the students who are taught by using Grammar Translation Method at the seven grade of SMP Pelita Harapan Pondok Pinang. To accomplish this objective, the writer proposed two hypotheses to be tested:

Ho: there is no a significant difference achievement in learning simple preset tense between the students who are taught by using STAD Technique and the students who are taught by using Grammar Translation Method at the seven grade of SMP Pelita Harapan Pondok Pinang.

Ha: there is a significant difference achievement in learning simple preset tense between the students who are taught by using STAD Technique and the students who are taught by using Grammar Translation Method at the seven grade of SMP Pelita Harapan Pondok Pinang.

32

H.Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison Wesley Longman, inc., 2000), p.16.

23

CHAPTER III

THE IMPLEMENTATION OF THE RESEARCH

A. RESEARCH METHODOLOGY

1. The Place and Time of the Research

The research was held at the seventh grade of Pelita Harapan Junior High School. It’s located at Jl.Pupan no.29 Pondok Pinang, South Jakarta. The writer chose this school because the teachers in this school almost never apply the various methods in teaching learning process as already mentioned in chapter one. It was held from April 26 2010 until May 20 2010.

2. The Objective of the Research

As mentioned in the chapter one that the objective of this study is to find the empirical evidence whether or not there is a significant difference in simple present tense achievement between the students who are taught by using STAD Technique and the students who are taught by using Grammar Translation Method.

3. The Population and Sample

The population of this research is 68 students which are divided into 2 classes. Number of A class is 36 and B class is 32. The writer teaches these two classes using GTM (for control class) and STAD Technique (for experiment class). To make it easier in calculation, the writer chose 20 students of VII- A and VI- B randomly as the sample.

24

4. The Technique of Data Collecting

In collecting the data, the writer used test technique. The data were collected from the pre-test and post-test. They were given to the experiment class and controlled classes. The pre-test was administered before the treatments and the post-test was administered after the treatments.

5. The Technique of Data Analysis

In analyzing the data, the writer used inferential analysis technique. That technique is useful to hypothesis testing and to research generalization. Before the writer analyzed the data, it is necessary to calculate the data into the statistic calculation. The writer used �_{�� �} formula to calculate the data. The two classes were compared to the independent variable, the experiment class is (X) variable and the control class is (Y) variable. The formula of �_{�� �} is expressed as follows:1

��

=

_� − −

= Mean of Variable X = Mean of Variable Y SE = Standard Error

Prior the calculation of�_{�� �}, there are several steps to be taken, they are as follow:

a. Determining Mean of Variable X, with formula:

=

1

1

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT.Raja Grafindo Persada,2008), p.32

b. Determining Mean of Variable Y, with formula:

=

2

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

�

=

2

1

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

�

=

2

2

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

�

=

�

1− 1

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

�

=

��฀

2− 1

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

� − = � 2+ � 2

h. Determining �_�, with formula:

�� = −

� ₋

i. Determining Degrees of Freedom (df), with formula: df = 1 + 2– 2

26

j. The Testing of hypothesis:

Ho: There is no significant different achievement in learning simple present tense between students are taught by using STAD technique and students are taught by using Grammar Translation Method. Ha: There is significant different achievement in learning simple present

tense between students are taught by using STAD technique and students are taught by using Grammar Translation Method.

B. RESEARCH FINDINGS 1. The Description of Data

The data were collected from students’ pre-test and post-test both two classes. The data which is obtained is described into two tables. The students’ achievements in the experiment class were presented in the table 3.1 and the students’ achievements’ in the control class were presented in table 3.2. Each table has four columns; the first column shows the number of students, the second and the third column show pre-test and post-test scores, and the last column shows the gained scores which are obtained from post-test score is subtracted pre-test score.

Table 3.1

The Students’ Score of Experiment Class

(Using STAD Technique)

Students (X) Pre Test Score Post Test Score

Gained (d) Score (Post Test - Pre

Test)

1 50 70 20

2 65 80 15

3 60 75 15

4 55 70 15

5 65 80 15

6 65 85 20

7 55 80 25

8 60 85 25

9 55 70 15

10 50 75 25

11 65 65 0

12 50 60 10

13 55 75 20

14 45 70 25

15 60 60 0

16 50 65 15

17 55 70 15

18 45 65 20

19 55 60 5

20 60 85 25

∑ 1120 1445 325

Mean 56 72.25 16.25

The table above describes that the lowest score in pre-test is 45 and the highest score is 65 and the lowest score in the post-test is 60 and the highest score is 85. Therefore, it can be summarized that the lowest and highest score in post-test is higher than pre-post-test scores.

28

Table 3.2

The Students’ Scores of Control Class

(Using Grammar Translation Method)

Students (Y) Pre Test Score Post Test Score

Gained (d) Score (Post Test - Pre

Test)

1 45 60 15

2 50 60 10

3 55 65 10

4 60 65 5

5 50 70 20

6 55 65 10

7 50 65 15

8 60 60 0

9 55 60 5

10 45 60 15

11 50 65 15

12 60 65 5

13 50 60 10

14 55 70 15

15 55 65 10

16 55 55 0

17 50 75 25

18 45 60 15

19 60 70 10

20 55 60 5

∑ 1060 1275 215

Mean 53 63.75 10.75

The table above describes that the lowest score in pre-test is 45 and the highest score is 60 and the lowest score in the post-test is 55 and the highest score is 75. Therefore, it can be summarized that the lowest and highest scores in post-test is higher than pre-post-test.

2. The Analysis of Data

Before the writer analyzed the data, the writer had calculated the scores into the statistic calculation. The writer used �_{�� �} formula to find the empirical evidence statistically and to make the testing of hypothesis this research will easier.

Prior the calculation of �_{�� �}, the writer made the calculation table to gain Mean and Deviation Standard from two variables, the table as follow:

Table 3

The Comparison Score of Each Student in Experiment Class and Control Class

Students (X)

Students

(Y) X Y x y x.x y.y

1 1 20 15 3.75 4.25 14.06 18.06

2 2 15 10 -1.25 -0.75 1.56 0.56

3 3 15 10 -1.25 -0.75 1.56 0.56

4 4 15 5 -1.25 -5.75 1.56 33.06

5 5 15 20 -1.25 9.25 1.56 85.56

6 6 20 10 3.75 -0.75 14.06 0.56

7 7 25 15 8.75 4.25 76.56 18.06

8 8 25 0 8.75 -10.75 76.56 115.56

9 9 15 5 -1.25 -5.75 1.56 33.06

10 10 25 15 8.75 4.25 76.56 18.06 11 11 0 15 -16.25 4.25 264.06 18.06 12 12 10 5 -6.25 -5.75 39.06 33.06 13 13 20 10 3.75 -0.75 14.06 0.56 14 14 25 15 8.75 4.25 76.56 18.06 15 15 0 10 -16.25 -0.75 264.06 0.56 16 16 15 0 -1.25 -10.75 1.56 115.56 17 17 15 25 -1.25 14.25 1.56 203.06 18 18 20 15 3.75 4.25 14.06 18.06 19 19 5 10 -11.25 -0.75 126.56 0.56 20 20 25 5 8.75 -5.75 76.56 33.06

Mean 16.25 10.75

30

Note: x = X – MX y = Y – MY

N1 = Students of Experiment Class N2 = Students of Control Class

The writer calculated the data based on the steps of the test. The formulation as followed:

a. Determining Mean of Variable X, with formula:

=

1

325

20

= 16.25

b. Determining Mean of Variable Y, with formula:

=

2

215

20

= 10.75

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

�

=

2

1

=

1143 ,75

20

= 57,19 7.56

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

�

=

2

=

763,75

20

= 38,19 = 6.18

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

�

=

�

1−1

=

7.56

19

=

7.56

4,36

= 1.73

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

�

=

�

2−1

=

6.18

19

=

6.18

4.36

= 1.42

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

� − = � 2+ 2

= 1.732 + 1.422 = 2.99 + 2.02

= 5.01 = 2.23

32

�� = _� −₋

= 16.25 _2.23−10.75 = 5.5

2.23 = 2.47

i. Determining Degrees of Freedom (df), with formula:

df = – 2

= 20 + 20 -2 df = 38

The value of degrees of freedom (df) is not mentioned in the �_{� ��}, so the writer uses the closer value to 38 that is 40 as degrees of freedom.

The value of df 40 at the degrees of significance 5% or �_{� ��} 5% of df 40 = 2,02

The writer formulated Null Hypothesis (�_�) and Alternative Hypothesis (� ) as follow:

��: There is no significant different achievement in learning simple

present tense between students are taught by using STAD technique and students are taught by using Grammar Translation Method.

� : There is significant different achievement in learning simple present tense between students are taught by using STAD technique and students are taught by using Grammar Translation Method.

The assumption of this hypothesis as follow:

If �_� ≥ �_{� ��}, the Null Hypothesis (�_�) is rejected. It means there is significant different achievement in learning simple present tense between students are taught by using STAD technique and students are taught by using Grammar translation Method.

If �_� �_{� ��}, the Null Hypothesis( �_�) is accepted. There is no significant different achievement in learning simple present tense between students are taught

by using STAD technique and students are taught by using Grammar translation Method.

Based on the description of calculation above, it can be inferred that: 1. The value of �_{� ��} in the significance 5% is 2,02

2. The value of �_� is 2.47

The writer summarized that �_� ≥�_{� ��} , it means that the Null Hypothesis (�_�) is rejected and the Alternative Hypothesis (� ) is accepted.

3. The Interpretation of Data

Based on the result of analysis data, the value of �_{� ��} in the significance 5% is 2.02 and the value of �_� is 2.47. It means that the alternative hypothesis (Ha) is accepted and the null Hypothesis (Ho) is rejected. Therefore, it can be inferred that the use of STAD Technique is more effective in teaching Simple Present Tense than Grammar Translation Method. It simply illustrates that the students who are taught by using STAD Technique have a significant difference achievement in learning Simple Present Tense between the students who are taught by using Grammar Translation Method.

CHAPTER IV

CONCLUSION AND SUGGESTIONS

A. CONCLUSION

Based on the calculation in chapter III, the writer obtained the value of

�� �� in the significance 5% is 2.02, and the value of �� is 2.47. It can be

said that �_� ≥ �_{� ��} which Ha (alternative hypothesis) is accepted. The hypothesis means there is a significant difference achievement in learning simple present tense between students who taught by using STAD technique and students who taught by using Grammar Translation Method.

From the result above, the writer can conclude that there is the significant influence in mastering simple present tense between the students who are taught through STAD technique and the students who are taught by using Grammar Translation Method.

B. SUGGESTIONS

In line with the research findings previously, here are some suggestions that can be given related to the writer conclusion and hopefully can take the benefit to anyone who read this “skripsi”. The suggestions are as follow:

a. The teachers should be a creative person in order to make the teaching and learning process become more interesting, effective, and comfortable for students.

b. The teachers should know the methods in learning and teaching in order to the teacher can choose the suitable method for the suitable material in the classroom.

c. The teachers should be a flexible person, not only teaching, giving critique, asking, and questioning but also sharing, receiving critique from the students.

d. The students should share their difficulty in learning to their friends and their teacher in order to they can solve their problem in the learning activity.

BIBLIOGRAPHY

Anonymous, Departemen Pendidikan Dan Kebudayaan RI, Keputusan Menteri: No.096/kep/1967,”Bahasa Inggris Sebagai Bahasa Asing Pertama Di Indonesia Dan Mata Pelajaran Wajib Untuk SLTP Sampai Perguruan Tinggi”

Azar, Betty Schrampfer, Understanding and Using English Grammar, 2nd edition, New Jersey: Prentice-Hall Inc., 1989

Azar, Betty Schrampfer, Understanding and Using English Grammar, Jakarta: Binarupa Aksara and Prentice Hall, Inc., 1993

Brown, H.Douglas, Principles of Language Learning and Teaching, New York: Addison Wesley Longman, inc., 2000

Chalker, Sylvia, et.al., Dictionary of English Grammar, New York: Oxford University Press, 1998

Freeman, Diane Larsen, Techniques and Principles in Language Teaching, 2nd ed, Oxford: Oxford University Press, 2000

Harmer, Jeremy, How to Teach English new edition, Edinburgh: Pearson Education Limited, 2007

Hornby, A.S, Guide to Pattern and Usage in English, 2nd edition, Oxford: Oxford University Press, 1975

Kesler, Carrolyn, Cooperative Language Learning, New Jersey: Prentice Hall, Inc, 1992

Kirn, Elaine, Darcy Jack and Jill Korey O’ Sullivan, Interaction 1 Grammar 4th edition, New York: McGraw –Hill, Inc. 1990

Nunan, David, Collaborative Language Learning and Teaching, Cambridge: Cambridge University Press, 1992

Renandya, Willy A and George M. Jacobs, ed, Learners and Language Learning, Singapore: SEAMEO Regional Language Centre, 1998

Richards, Jack C and Theodore S.Rodgers, Approaches and Methods in Language Teaching, Cambridge:Cambridge University Press,1986

edition, Boston: Ally & Bacon, 1995

Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT.Raja Grafindo Persada,2008

Thomson, A.J and A. V. Martinet, A Practical English Grammar, 4th edition, New York: Oxford University Press, 1986

Werner, Patricia K, Interaction 2 Grammar, 4th edition, New York: The McGraw-Hill Companies, Inc., 2002

Wishon, George E and Julia M. Burks, Let’s Write English, New York: Littion Educational Publishing, Inc. 1980

http://college.hmco.com.education/pbl/tc/coop.html#1. Retrieved 02/03/2010 http://edtech..kennesaw.edu/intech/cooperativelearning.htm. Retrieved 02/09/2010 http://niigatajet.net. Retrieved 10/05/2010

http://spaces.isu.edu.tw. Retrieved 10/05/2010

http://www.criminology.fsu.edu/faculty/clark/module1/part/content/appendix4.ht m#stad. Retrieved 02/03/2010

http://www.slideshare.net/vacoka/grammar-translation-method-presentation. Retrieved 02/03/2010

2. Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis fungsional pendek sangat sederhana berupa teks descriptive

3. Siswa dapat mengetahui langkah retorika dalam teks descriptive 4. Siswa dapat mengetahui ciri kebahasaan teks descriptive

5. Siswa dapat mengetahui fungsi teks descriptive

6. Siswa dapat memahami makna kosakata sulit dalam teks descriptive

7. Siswa dapat membentuk kalimat positif, negative dan interrogative Simple Present Tense

8. Siswa dapat membedakan penggunaan form to be dengan subject yang berbeda dalam kalimat

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa mampu:

1. Membaca nyaring dengan ucapan, tekanan dan intonasi yang benar 2. Mengidentifikasi berbagai informasi dalam teks tulis fungsional

pendek sangat sederhana berupa teks descriptive 2. Mengetahui langkah retorika dalam teks descriptive 3. Mengetahui ciri kebahasaan teks descriptive

4. Mengetahui fungsi teks descriptive

5. Memahami makna kosakata sulit dalam teks descriptive

6. Membentuk kalimat positif, negative dan interrogative Simple Present Tense

7. Membedakan penggunaan form to be dengan subject yang berbeda dalam kalimat

V. Materi Pembelajaran/Uraian Materi Pokok Terlampir

VI. Metode dan Teknik Pembelajaran

Cooperative Learning Method (STAD Technique) VII. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

 Memberi salam dan tegur sapa

 Guru melakukan tanya jawab berbagai hal terkait kondisi siswa

 Guru mengabsen siswa

 Guru memberi motivasi kepada siswa

b. Kegiatan Inti

 Guru membagi siswa ked alma sebuah kelompok yang beranggotakan 4 atau 5 orang secara heterogen (campuran menurut prestasi, jenis kelamin, suku dan lain-lain)

 Guru melakukan tanya jawab dengan arti dan fungsi dalam teks descriptive

 Guru menjelaskan schematic structure dalam teks descriptive

 Guru menjelaskan language feature dalam teks descriptive

 Guru menjelaskan tentang penggunaan Simple Present Tense dan penambahan s/es dalam kata kerja

 Dalam kelompok siswa membahas apa yangtelah disampaikan oleh guru

 Guru memberikan tugas kepada kelompok untuk dikerjakan oleh guru

 Guru memberikan tugas kepada kelompok untuk dikerjakan oleh anggota-anggota kelompok. Anggotanya yang sudah mengerti dapat menjelaskan pada anggota lainnya sampai semua anggota dalam kelompok tersebut mengerti

 Guru memberi kuis / pertanyaan kepada seluruh siswa. Pada saat menjawab kuis mereka tidak boleh saling membantu

 Guru memberikan kesimpulan mengenai materi pembelajaran

VIII. Sumber dan Media Pembelajaran

a. Sumber Pembelajaran : Buku teks English on Sky SMP VII, (Jakarta: Erlangga, 2007) & English in Focus 1 : for Grade VII SMP/MTs, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008)

b. Media Pembelajaran : Handout, Word Strip

IX. Penilaian

a. Teknik : Tes lisan dan tulisan

Bentuk : - Pilihan Ganda

- True / False

Instrumen : Terlampir

Tiap nomor benar diberi skor : 10

Skor maksimal : 100

b. Teknik : Tes tulis dan lisan

Bentuk : Essay

Tiap nomor diberi skor :

No. Uraian Skor

1 Setiap jawaban benar, tata bahasa benar, pilihan kata benar dan lafal benar

5

2 Setiap jawaban benar, tata bahasa kurang tepat, pilihan kata tepat dan lafal benar

4

3 Setiap jawaban benar, tata bahasa salah, pilihan kata kurang tepat dan lafal benar

3

4 Setiap jawaban benar, tata bahasa salah, pilihan kata dan lafal kurang tepat

2

5 Setiap jawaban kurang tepat, tata bahasa salah, pilihan kata dan lafal salah

1

6 Tidak ada jawaban 0

III. Indikator

1. Siswa dapat membaca nyaring dengan ucapan, tekanan dan intonasi yang benar

2. Siswa dapat mengidentifikasi berbagai informasi dalam teks tulis fungsional pendek sangat sederhana berupa teks descriptive 3. Siswa dapat mengetahui langkah retorika dalam teks descriptive 4. Siswa dapat mengetahui ciri kebahasaan teks descriptive

5. Siswa dapat mengetahui fungsi teks descriptive

6. Siswa dapat memahami makna kosakata sulit dalam teks descriptive

7. Siswa dapat membentuk kalimat positif, negative dan interrogative Simple Present Tense

8. Siswa dapat membedakan penggunaan form to be dengan subject yang berbeda dalam kalimat

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa mampu:

1. Membaca nyaring dengan ucapan, tekanan dan intonasi yang benar

2. Mengidentifikasi berbagai informasi dalam teks tulis fungsional pendek sangat sederhana berupa teks descriptive

3. Mengetahui langkah retorika dalam teks descriptive 4. Mengetahui ciri kebahasaan teks descriptive

5. Mengetahui fungsi teks descriptive

6. Memahami makna kosakata sulit dalam teks descriptive

7. Membentuk kalimat positif, negative dan interrogative Simple Present Tense

8. Membedakan penggunaan form to be dengan subject yang berbeda dalam kalimat

V. Materi Pembelajaran/Uraian Materi Pokok Terlampir

a. Kegiatan Pendahuluan

 Memberi salam dan tegur sapa

 Guru melakukan tanya jawab berbagai hal terkait kondisi siswa

 Guru mengabsen siswa

 Guru memberi motivasi kepada siswa

b. Kegiatan Inti

 Guru menjelaskan arti dan fungsi dalam teks descriptive

 Guru menjelaskan schematic structure dalam teks descriptive

 Guru menjelaskan language feature dalam teks descriptive

 Guru membaca dan menjelaskan kosa kata yang sulit dalam teks descriptive

 Guru menjelaskan tenses yang biasa digunakan dalam teks descriptive dengan menjelaskan rumus dahulu setelah itu contoh

 Guru membaca sebuah paragraph dan mengartikannya

 Siswa mempelajari teks descriptive dan bertanya kepada guru pertanyaan yang mereka tidak mampu untuk jawab

c. Kegiatan Penutup

 Guru mengevaluasi pelajaran hari ini dan teknik yang digunakan dalam proses belajar mengajar

 Guru memberikan kesimpulan mengenai materi pembelajaran

VIII. Sumber dan Media Pembelajaran

a. Sumber Pembelajaran : Buku teks English on Sky SMP VII, (Jakarta: Erlangga, 2007) & English in Focus 1 : for Grade VII SMP/MTs, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008)

b. Media Pembelajaran : Handout, Word Strip

IX. Penilaian

a. Teknik : Tes lisan dan tulisan

Bentuk : - Pilihan Ganda

- True / False

Instrumen : Terlampir

Tiap nomor benar diberi skor : 10

Skor maksimal : 100

b. Teknik : Tes tulis dan lisan

Bentuk : Essay

Instrumen : Terlampir

Tiap nomor diberi skor :

No. Uraian Skor

1 Setiap jawaban benar, tata bahasa benar, pilihan kata benar dan lafal benar

5

2 Setiap jawaban benar, tata bahasa kurang tepat, pilihan kata tepat dan lafal benar

4

3 Setiap jawaban benar, tata bahasa salah, pilihan kata kurang tepat dan lafal benar

3

4 Setiap jawaban benar, tata bahasa salah, pilihan kata dan lafal kurang tepat

a. is eating b. was eating c. were eating d. are eating

12. Choose a sentence that states general truth!

a. She kisses his son every morning

b. The moon goes around the earth

c. He prepares his school bag d. My mother always prepare

breakfast in the morning

13. A

:……… B : At half past eleven

a. Where does the bus come? b. What does the bus come? c. When does the bus come? d. How does the bus come? 14. “The sun rises in the east”. In

which function does the sentence include?

a. Habitual action b. General truth

c. Expressing future times d. Expressing an action at the present time

is …

a. Does the dogs are hungry? b. Do the dogs hungry? c. Are the dogs hungry? d. Is the dogs hungry? 16. Nadia :

………. Tom : My mother bought a

pair of shoes

yesterday

a. What are your mother buy yesterday?

b. What did your mother buy yesterday?

c. What did your mother bought yesterday?

d. What does your mother buy yesterday?

17. A : ………

B : No, I did not

a. Do you get up early in this b. weekend?

c. Does you get up early in this weekend?

d. Did you get up early in this weekend?

18. A : I am tired

B : ………

What is the best suggestion to fill the blank space?

a. Please take a rest b. Let’s take a rest

c. Don’t take a rest, please d. Let’s walk quickly

19. A : Are I the only

woman in this class? B : No, you aren’t The right form of the question is

…

a. Do I the only woman in this class?

b. Is I the only woman in this class?

c. Am I the only woman in this class?

d. Does I the only woman in this class?

20. Student A : ………

Student B : Yes, they have class every morning.

a. Are they having class every morning?

b. Do they have class every morning?

c. Does they has class every morning?

d. Do they having class every morning?

21. I … low marks last semester, but I know I … high marks this semester

a. got, will get b. gotten, will get c. got, gets d. got, will got

22. Anisa : … you have

homework every day? Doni : No, I do not

a. Are b. Does c. Do d. Is

23. “He watches TV every night”. The negative form of this sentence is …

a. He is not watch TV every night

b. He do not watch TV every night

c. He does not watch TV every night

d. He does not watches TV every night

24. Choose a sentence that states habitual action

a. She went to Bandung two days ago

c. They are new students d. Water boils at 100 degree

a. To express future time b. To express general truth c. To express habitual action d. To express prohibition

b. Andi and Dika usually study English together after school

c. They are new students

d. Water boils at 100 degree

25. “Please don’t sleep in class”. The function of the sentence is …

a. To express future time

b. To express general truth

c. To express habitual action