The Effectiveness of using pictures in teaching present continuous tense : an experimental study at the yaer students of SMP Perwira Ulujami Jakarta Selatan

THE EFFECTIVENESS OF USING PICTURES
IN TEACHING PRESENT CONTINUOUS TENSE
(An Experimental Study at the Seeond Year Students of SMP Perwira Ulujami
Jakarta Selatau)

A PAPER
Presented to the Faculty of Tarbiyah and Teachers' Training
in Partial Fulfillment of One of the Requirements
for the Degree of Strata 1 (81)

by

DewiMulia
102014023788

ENGLISH DEPARTMENT
TARBIYAH AND TEACHERS' TRAINING FACULTY
STATE ISLAMIC UNIVERSITY
SYARIF HIDAYATULLAH
JAKARTA
1429 Hl2008 M

THE EFFECTIVENESS OF USING j>ICTURES
IN TEACHING PRESENT CONTINUOUS TENSE
(An Experimental Stndy at the Second Year Students of SMP Perwira Ulnjami
Jakarta Selatan)
A "Paper"
Presented to the Faculty of Tarbiyah and Ieacher's Training
in Partial Fulfillment of the Requirements
for the Degree of Strata-l (S.Pd)
in English Language Education

By:

DewiMnlia

102014023788

Approved by
Advisor

NIP. 150249910

ENGLISH DEPARTMENT
TARBIYAH AND TEACHER'S TRAINING FACULTY
STATE ISLAMIC UNIVERSITY JAKARTA
ACADEMIC YEAR 2008

ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers'
Training certifies that the Paper entitled "The Effectiveness of Using Pictures iu
Teachiug Present Continuous Tense" (An Experimental Study at the Second
Year of SMP Perwira Jakarta Selatan), written by Dewi Mulia, student's
registration number: 102014023788, was examined by the Committee on 6th June
2008, and was declared to have passed and, therefore, fulfilled one of the
requirements for the academic title of S.Pd. (Bachelor of Alis) in English
Language Education at The Department of English Education.
Jakarta, 6th June, 2008

EXAMINATION COMMITTEE
CHAIRMAN

nI

ＰｾＭＧｬ

Drs. Syauki M.Pd.

__ｾ

NIP. 150246289
SECRETARY

ＨｾＬ

Neneng Sunengsih, S.Pd.
NIP. 150293232

EXAMINERS

I. Drs. Baluul Hasibuan, M.Ed

-ｾ

)

L

Jz4l--:!
)

2. Dr. Atig Susilo, MA

NIP. 150 182900
Acknowledged by:
Dean of Tarbiyah and Teachers' Training Faculty

Prof. Dr.

)

ACKNOWLEDGEMENT

In the name of Allah, the beneficent, the merciful
ALL l'mlses be to ｨｾｌａ
Ｌ･｣ Ｂｾ､ｬＭ Ｐ

hell' ､Ｂｾ

pwce ｾＢ ､

Loyd of the "-",,,veyse, the
Love who

ｳｾｨ

"1od foy ttls bLessl""0,

bestowed "-1'0"" the wYltey l"" cO""-l'Letl""0 thls SRxll'sL

bLessl""0 ls; "-1'0"" O"-Yl'Y0l'het ､ｾＭＬ ＢｾｨＭ｜ｶＯ

､･ｳ｣ Ｂ ､ｾ ｴｳＬ

ｾｌＢ ＭＧＰｨｴＡＺ ｊ

hls ｣ｏＢＭｬＧｾＢｯ Ｄ

SAW ｾｳ［
ｾＢ

O"-Yl'Y0l'het, hls

hls foLLoweys;.

In this occasion, the writer would like to express her gratitude and her
honor to the. foUowing persons:
I. Prof. Dr. Dede Rosyada, M.A, The Dean of Faculty of Tm-biyah and
Teacher Training, UIN SyarifHidayatuUah Jakarta.
2. Drs. Syauki, M.Pd, the chief of English Department.
3. Dra. Hj. Farida Hmnid, M.Pd as her advisor, thanks for her sincere and
generous help and professional advices.

4. Her beloved father (Mussholli H.S), mother (Mimin Rukmini almh.) and
also for her brother mld sister Ntmnala and Abd. Qadir Zailani who always
pray and suppOli me to finish this paper.
5. All lecturers of English Department who have taught and educated the
writer during her study at UIN Syarif HidayatuUah Jakarta.
6. Mrs. Sulikah, B.A, the headmaster of SMP Perwira and stuff, who has
allowed the writer to observe and conduct the research there.

7. Drs. H. Mahyudin, M.M. who help, motivate and encourage me to finish
this skripsi. Thank you!
8. Her beloved friends, Yova, Sofie, Nasriah and her husband, Ade Irma,
Afrie and

Latif. Thanks for your motivation, care and support! Also

Mahdi Abdul Aziz, her beloved one. Thank you for your suppOli, spirit
'Ind affection.
May Allah guide them and give them all happiness throughout their lives.
Amin.
May, 8 2008

The Writer

TABLE OF CONTENTS
ACKNOWLEDGEMENT

i

TABLE OF CONTENTS.................................................................................. iii
LIST OF TABLES.............................................................................................
CHAPTER I

v

INTRODUCTION
A. Background of Study

1

B. Limitation of Problem....................................................... 3

C. Question of Research

3

C. Objective of Study.

3

D. Method of Study.............................................................. 3
E. Organization of the Study................................................ 4

CHAPTER II

THEORETICAL FRAMEWORK
A. Picture.............................................................................. 5
B. Present Continuous Tense

8

1. Form of Present Continuous Tense

8

2. Usage of Present Continuous Tense

11

3. Verb Usually not used in Present Continuous Tense 12
C. Teaching Present Continuous Tense by Using Pictures .. 13

CHAPTER III

THE IMPLEMENTATION OF THE RESEARCH
A. Methodology of Research

15

1. Place and Time of Research

;.. 15

2. Objective of Research

;

3. Population and Sample

;

4. Data Collecting

15
15
16

5. Data Analysis

/..........16

6. General Procedure of' Teaching Present
Continuous
.'
Tense Using Pictures

;

,. 16

7. General Procedure of Teaching Present Continuous
Tense without Using Pictures

17

B. Research Findings
1. Data Description
2. Data Interpretation
CHAPTER IV

,

18
23

CONCLUSION AND SUGGESTION

A. Conclusion

24

B. Suggestion

24

BIBLIOGRAPHY
APPENDIX

18

LIST OF TABLES
1. Table I Individual Score for experiment class........................................ 19

2. Table II Individual Score for control class

20

3. Table III Comparison of the Score ofExperimellt and control class

21

CHAPTER I
INTRODUCTON

A. Background of Study
Language is a way of expressing ideas, feelings, by using movements,
symbols, and sounds.! As an international language, English has an important
role in the world. Related to that case, Julian Edge in her book stated, "English
as the International language serves to many people as a bridge into the worlds
of higher education, science, international trade, politics, tourism or any other
venture which interest them.

2

It is not enough for students to have proficient ability if students
cannot develop and master the skill in understanding and expressing the
language in both oral and written. In this sense, language teacher has a role as
communication teachers and, indeed, as a teachers in broadest sense.
Teaching of English is stressed on mastering the four basic skills:
listening, speaking, reading and writing. Besides, the knowledge of grammar
is one of the impOltant factors that the students should master because
grammar enables the students to make statements about how to use the
language. Mastering grammar should be integrated with the language skills
and the language factors in order to make the students easier to understand the
language during the communication. Grammar is needed even in the
communicative ways, as J. B. Gunawan said, " ... Even in real communicative
activities, in which learners usually do not concentrate on language forms,
grammar cannot be put aside.,,3
Some of the problems that bring out an obstacle for the learner to
comprehend English are the influences of the structure and pattern from their

I A. S Hornby, Oxford Advanced Learner's DictionmyofCul'l'ent English, (Oxford:
Oxford University Press, 2000). p. 721
2 Julian Edge, Essentials of English Language TeacMng:3rd Edmon" (London: Longnial1.
2003), p. 25
3 J. B. Gunawan, "The Teaching of Grammar inCLT. Oriented Ell\iirol1mcnt," Tejlin
JOlll'l1al, volume VI!, (Jogiakarta: IKIP Publisher, September 1993): p. 34

2

own language. Some students think of grammar as rather boring subject.
When they learn English they try to avoid the grammar that for them is
confusing and hard to be understood.
Present continuous tense as a part of grammar rules sometimes also
makes students confused. The effect is that they cannot use and understand
properly the present continuous tense.
Asking the children to memorize formula of grammar with their usage
is usually ineffective methods, sometimes children remember their meaning
for a short period of time, and more over they forget the meaning.
To solve the problems in teaching present continuous tense the
teachers can use suitable and interesting methods or techniques that are
suitable to the students. Techniques depend on the teacher, the imagination,
his creativity and the condition of class, a certain problem can be solved with
the various techniques. 4
Teacher can use various visual sources in teaching language, for
instance: teaching language by using tape-recorders, pictures-flashcard and
television, by using a suitable method, because the method determines what
and how much is taught (gradation), how the meaning and form are conveyed
(presentation) and what is done to make the use of the language unconscious
(repetition).5
The writer will give another alternative technique to enrich student's
comprehension by using pictures. Pictures are 110t just an aspect of ihethod but
through their representation of place, object and people essential parts of the
overall experiences.6 Because pictures can direct the students to speak, another
reason is that using picture in teaching present continuous tense is effective
and helpful in teaching learning process, so the students feel easy in
understanding and studying English.
4 Mulyanto Socmurdi, Pengajal'Gn Bahasa AsingSebuah TilljaucJ11 dari Seglldet(]dologi,
(Jakarta: Bulan Bintang, (975), p. 14.
5 William Frances Mackey, Language Teaching Analysis, (London: Longman GrollpLtcl,
(965), p. xi
6 Anclrc\v Wright, Pictures/or Language Learning:>. (Cambridge: Carnbridge University
Press, (989), p. 2

3

In teaching present continuous tense the students are taught pattem of
verb to be, structure etc. In this paper the writer tries to use pictures in
developing their knowledge of present continuous tense. Visual aids are
important in teaching. Pictures can be used as teaching aids that can help the
students communicate in English. The aids are needed to develop their
language skill included grammar skill especially in present continuous tense.

B. Limitation of Problem
The limitation of the problem which will be discussed in this paper is
the teaching of present continuous tense using pictures at the second year of
SMP Perwira Jakarta Selatan.

C. Question of Research
The question of the research is: "Is there any significant difference in
the achievement of the students' English grammar especially in present
continuous tense taught by using pictures and without using pictures?".

D. Objective of Study
The objective of the study is find out whether there is a significant
difference in the achievement of the students' English grammar especially in
present continuous tense taught by using pictures and without pictures and
hopefully, this study will contribute many advantages to the English teacher in
implementing the teacher grammar teaching especially present continuous
tense. The result of the study hopefully can also assist students learning
grammar in an interesting way. Subsequently, it will assist the students in
upgrading their ability to communicate in English.

E. Method of Study
This research is done by usmg Experimental Method. The writer
conducted an experiment by teaching two different classes and then giving
them the test. In addition, the library study is also carried out by reading a
number of materials from books and other sources like magazine and journal
as references to support this paper.

4

F. Organization of the Stndy

This sub chapter is intended to give a brief overview about the

organization of the study from every chapter.

The first chapter is introduction. In this chapter there are seven sub
chapters: (A) background of study, (B) limitation of the problem, (C) question
of research , (D) objective of the study, (E) method of the study, (F)
organization of the study.

The second chapter is theoretical framework. In this chapter there are
three sub chapters: (A) pictures, (B) present continuous tense, (C) teaching
present continuous tense by using pictures.

The third chapter is the implementation of research. In this chapter
there are two sub chapters: (A) research methodology and (B) research
finding.

The fourth chapter is the resume of all chapters which is consist of
conclusions and suggestions.

CHAPTER II
THEORETICAL FRAMEWORK

A. Picture
According to Marianne Celce Murcia and Sharon Hills the meaning of
picture is that pictures are kind of visual instruction materials that might be
used more effectively to develop and sustain motivation in producing positive
attitudes toward English and to teach or reinforce language slalls. Picture can
also be used in various configurations to enhance leaming and practice.

1

Based on Webster New World Dictionary of American Englif.h
pictures are imagines or likeliness of an object, person or scenes on a flat
surface, especially by painting, drawing or photography. 2
According to Andrew Wright picture is: Picture is the non-verbal
source of information. The non-verbal infonnation helps us to predict what the
next might be about, and this ability to predict helps us to recognize meaning
more quickly than if we had to sort it out solely from what we hear or read.
Picture can represent these non verbal sources of infonnation. Indeed, they
and what they represent are centrally bound up with the nature

()f

communication itself. What we see affects how we interpret what we hear and
vise versa.
From descriptions above, it can be said that picture has a lot of
meanings. Picture is defined as a drawing, a painting or photograph, an image
of someone or something. The meaning of picture can motivate presenting a
sequent of even, story and thing like the real life.
Picture plays an important role as an altemative teaching aid in
teaching English. The teacher gives a picture, then he/she asks the students

I Marianne Celce and Sharon Hills, Technique and Resources in Teaching Grammar,
(New York; Oxford University Press, 1998), p. 73
2

ｾＮ

6

,

about them. By using pictures in teaching present continuous tense, the
students are expected to use it to communicate.
Picture is easy to be found by all people. Through picture the student
can practice to develop their ideas. We can make picture on the whiteboard,
cartoon etc.
There are many types of pictures can be used as visual aids and heip
the teacher bring the material easier for the student to understand. One of them
is pictures of situational pictures that show or suggest relationship between
object and or people can be perfect teaching aid, for introducing, practicing or
reviewing grammatical stmcture.
According to Betty Morgan, there are some types of pictures, as theirs:
Wall charts, wall pictures for whole class teaching, work card and flash card
word. Flash card with printed word or picture Call help in demonstrating what
the teacher wishes such as an object or action. 3
Meanwhile, Noor Azlina Yunus writes in her book composite picture
is one of pictures type which is appropriate for class teaching because it enable
the students to see places, people and events that they would otheryvise not see
because of factor like distance, time alld cost. 4
Some advantages of using pictures in teaching:
a.

"Pictures can motivate the student and malce him or her want to pay
attention and want to take part.

b. Pictures contribute to the context in which the language is being used.
They bring the world into the classroom.
c. Pictures can cue responses to questions Orclle substitutions through
controlled practiced
d. Pictures can stimulate and provide information to be referred to in
conversation, discussion and story telling. 5

3 Betty Morgan Bowen, Look Herel, Visual Aids in Language Teaching, (Lohdoll:
Essential Language Teaching Series, 1973), p. 13-31
4 Noor Azlina Yunus, Preparing and Using Aids for LanJIuaJIe Teachil1fY. (Knob

7

In an article Edmundo 1. Mora stated that "The pictures could be ustd
to give students of English as a foreign language an opportunity to practice the
language in the real coutext or in situations which they can use it to
communicate their ideas.,,6
According to A.I. Romiszowski the uses of pictures are:
I) It is conveuieut to use the real thing
2) A model or chart can better explain the principle being taught
3) The real thing can be seen any way.?
A good picture can be the stimulus that generates the confidence

'0

speak and a flow conversation. If this is its purpose, the picture can be
abandoned as soon as this warming-up has been achieved. 8
Beside the advantages, pictures as teaching aids have disadvantages or
limitation, the writer assumed that it is difficult to make picture that explained
an abstract condition and the teacher has to prepare herself to make a picture
or to find a good picture. Because the students do not always know how to
read pictmes and the pictures often limits students' interpretation. 9
From the theories above the writer synthesizes that the teacher should
make gradation in choosing the right pictures to convey the material in the
classroom because besides there are many advantages of teaching through
pictures, cmmot be avoided a case which the students sometimes find them
difficult to read the picture so they cau miss the point and have a little to say.

6 Edmundo J.Mora, "Using Pictures Creatively". English Teaching Forum, Vol XXVI,
(Washington DC: Forum, October ,1988): p. 55
7 A. J. Romis2owski, The Selection and Use ｲｾ
Instructional Media: for Improved
Classroom Teaching and IntCl'!Jctive, Individualized Instruction, (London: Kogen Page, 1988), p.

103

/
8

Nick Underhill, Testing Spoken Language, (Cambridge: Cambridge University Press,

1993),p.76
, ..

8

B. Present Continuous Tense

1. Form of Present Continuous Tense
The Present Continuous Tense is formed with the presents tense of be,
verb be+ the present paliiciple. 10
a. Affirmative Statements
To make an affirmative statement, we use the following formula:
BE (aIl1+are+is)+ PRESENT PARTICIPLE (ing-form)+(.....)ll
EXaIl1ple:

Form of be

Subject

Base form of the verb+ing

. . anl

writing

now

You

are

staying

home today

He/she/it

is

sleeping

Yau/we/they

al'e

speaking

I

English

Example of affirmative contraction with the form of Be

SubjectlBe

Base form of the verb+ing

contraction

I'm

taking

the day of today

You're

staying

home today

He's/she's/it's

writing

now

We're/you're/they're

staying

home today

b. Negative Statements
To make a negative statement, we put not aftel' [orIn of
be+verb+ing+(....)
Formula:
Subject+Be+Not+verb+ing+ (.....)
10 A.J. Thomson, A.V. Martinet, A Practical English Grammar, (Oxford: Oxford
University Press, 1986), p. 153
11

ｾ ｾｔ

_ｾ

_.

9

Example:

Subject

Be not verb+illg

Be contarction+not verb_ing

I

am not waiting my

I'm not waiting my girl

girl
You

are not working

You're not working

He/She/it

is not speaking

He's/She's/it's not speaking
We 'relYau' re/They' Ie not

You/we/They are not smiling

smiling

c. Introgative Statements
To make an interrogative affirmative, we put the fOlm of Be before the
subject.
Formula: be+Subject+verb+ing+ (.....)?
Example:

d.

Be

Subject

Base form of the verb+ing

am

I

listening?

are

You

waiting?

is

He/she/it

playing?

are

You/we/they

watching television?

Interrogative Negative
To make an intel1'Ogative negative, we put contractive form of Be before
the subject.
Formula:
(Be+n't1contractive form ofbe)+subject+verb+ing+ (.....)?

Example:

Subject

Be

Base form of the verb+ing

Isn't

He/she/it

listening?

Aren't

I

waiting now?

10

Aren't

You

playing?

Aren't

You/we/they

watching television ?

Something must be noticed concerning with form of the Present
Continuous Tense that is the process of forming the infinitive form into
ing-fOlID because each verb has different forms. So process adding to
infinitive will undergo different.
There are some ways to spelling the present participle, like in a
practical English grammar book, written by A.J. Thomson and A.V.
Martinet explained as follow: 12
a) When a verb ends in a single e, this e is dropped before ing: Argue,
arguing, hate, hating, love, loving. Except after age, dye and singe:
ageing, dyeing, singeing and verb ending ee: agree, agreeing, see,
seeing
b) When a verb one syllable has one vowel and ends in a single
consonant, this consonant is doubled before ing: hit, hitting, run,
running, stop, stopping
c) Verb of two or more syllables whose last syllable contains only
one vowel and ends in a single consonant double this consonant if
the stress falls on the last syllable: admit, admitting; Begin,
beginning

prefer,prefelTing

d) lng can be added to a verb ending ywithout affecting the spelling
of the verb
Cany, carrying enjoy, enjoying

huny, hUITying

e) The infinitive ends vowele preceded by vowelI,ie substituted
with y, then added ing
Die, dying

12
13

lie, lying

tie, tying

AJ. Thomson, A Practical English Grammar, p. 154
T

,

vie, vying13

11

2. Usage of Present Continuous Teuse
Based on Raymond Murphy said, there are some usages of present
continuous tense, as follow:

14

a. We use the present continuous tense when we talk about something
that is happening at the time of speaking:
I) Please don't make so much noise. I'm studying (not study)
2) "Where is Peggy?" "She is taking a bath" (not she takes)
b. We also use present continuous tense when we talk about something
that is happening around the time of speaking, but not necessarily
exactly at tlle time of speaking, study this example situation:
Tom and Ann are talking and having coffee in Cafe. Tom says, "I'm
reading an interesting book at the moment. I'll lend it to you whenI've
finished it.
Tom is not reading the book at the time of speaking. He means that he
has begun the book and hasn't finished it yet. He is in the middle of
reading it
c. We often use the present continuous tense when we talk about a period
around the present. For example today, this week, this season, etc:
"You are working hard today," "Yes I have a lot to do"
d. We use the present continuous tense when we talk about changing
situations:
I) The population of the world is rising very fast
'2) Is your English getting better?

e. We use the present continuous tense when we talk about a future
1-

plan: )
I) Mike is coming here on Thursday
2) They are having a party next week

'4

Raymond Murphy, Grammar in Use, (New York: Cambridge University Press, 1989),

15

r .. ｾ .. ｾ

p. 2

111:11

1 T

nT

'_'-'.

n

........

12

f.

With always to criticize or complain about someone does:
I) You are always interrupting me!
2) My father is always losing his car keys

3. Verb Usually not used in Present Continuous Tense
Certain verbs are usually not used in continuous tense. Some of these
are verbs of preference, verb of knowing, linking verb, and verb that refer to a
mental state or to a permanent condition. 16
The following verbs of preference are usually not used in present
continuous tense:
Agree

Distrust

Like

Appreciate

Doubt

Love

Care

Fell

Need

Detest

Hate

Prefer

Disagree

Hope

Want

Dislike

Imagine

Wish

The following verbs of knowing are usually not used in the present
continuous tense:
Believe

Know

Remember

Forget

Recognize

Suppose

Imagine

Recollect

Think

The following example with linking verbs:
He is (not is being) tall
His wife seems (not is seeming) happy
They look (not are looking) nice
And also, following verbs describe relatively permanent states rather
than events or actions. They are not usually used in the present continuous
tense:

13

Appear

Deserve

Own

Be

Equal

Posses

Belong to

Fit

Require

Concern

Have

Resemble

Consist of

Involve

Seem

Contain

Look

Sound

Cost

Matter

Sound

Depend on

Owe

Tend

C. Teaching Present Continuous Tense by Using Pictures

Pictures are versatile and useful resources for teaching aspects of
grammar that require a structure meaning match. Pictutes can motivate
students to respond in ways that more routine aid, such as textbook or a
sentence on the board. Pictures can also be used in various configurations to
enhance leaming and practice. I?
Teaching pictures at SMP is an impOitant role as alternative teaching
aids in teaching English because most students like reading magazine or
comic. By picture students are practiced to use their imagination and able to
describe a picture is easy to be found anywhere. So that teaching using picture
is attractive for students.
Teaching present continuous tense using picture has somepufposes
that can be understood by the students easily. Pictures introduced to the
students is hoped to be simple, clears and unambiguous, so the students can
recognize to identify what words in English can be introduced through
pictures, the students are hoped to be more interested in learning present
continuous tense the teacher shows the pictures about activities as subje':-t
sentences, example

14

The teacher points to the man and attempts to elicit the phrase He is
sWimming by saying can anybody tell me ... He is.... ? Or asking to the

questions if/hat's he doing? The teacher then models the sentence (He's
swimming) before isolating the grammar she wants to focus on (he's),

distorting, putting it back together again and then giving the model in a natural
way once more (Listen ... He 's swimming). She may accompany this
demonstration of form rules by using some physical means such as bringing
two hands (he and is) Jogether to show how the contraction works. 18
From explanation of picture above, the teacher can give questions
about present continuous tense or something COllllects with the picture and that
we use is practice will be easily to remember.

CHAPTER ill
THE IMPLEMENTATION
OF THE RESEARCH
A. Methodology of Research
1. Place and Time of Research
The field research the writer took at SMP Perwira Ulujami South Jakarta
that is located on JI.H. Dilun No.4, Ulujami Jakarta Selatan. The research was
held from January 7th to March 11 th 2008.
2.

Objective of Research
As mentioned in the chapter one that the objective is to fmd out whether

there is a significant difference in the achievement of the students' English
grammar, especially in present continuous tense taught by using picture and
without using picture
3. Population and Sample
The writer took an experiment in the second grade of SMP Perwira. The
population of the second grade was 340 students and divided into eight classes,
which consisted of VIII-l class until VIII-8. Each class consisted of 40 students.
The writer took purposive cluster sampling technique, she chose VIIl-l as an
experiment class and VIII-4 as control class. The writer chose those classes
because she had more chance to conduct an experiment for more than two
meetings before the students had school final test.
The writer taught two classes, VIII-I using pictures (as experiment class)
and VIII-4 without using pictures (as control class). The writer took samples by
choosing students with odd attendance list number of each class. The writer only
took 40 students, where 20 students were from VIII-l (experiment class) and other
20 students were from VIII-4 (control class).

16

4.

Data Collecting
The writer got the data by collecting the students' scores from both of

experiment class and control class. The scores were the result of learning present
continuous tense using pictures and without pictures.

5.

Data Analysis
After getting the data from observation and evaluation using statistic

calculation of the t-test with ｳｩｧｮｦ｣｡ｴＨｏｾＰＵＩ

follows:
ＮＬ ｾ Ｍ

MI-M2

=

ｾｸ Ｋｌ＾ｾ
NI +N2 )
(NI +N2 -2XNI ·N2 )

M

=

The average of score the result of learning from each group

XI

=

Class with the picture test (experiment class)

X2

=

Class without pictures test (control class)

N = Total students
X

=

The value deviation of T I andT2

df

=

Degree of freedom

=N+N-2

6.

General Procedure of Teaching Present Continuous Tense Using
Pictures
The general procedure of teaching present continuous tense using pictures

as follows:
a. Teacher prepared some pictures to the students
b.

Teacher sought some pictures to the students

c. Teacher explained function and form of present continuous tense based
on action picture provided

I

T'o.

_

n

,,,

17

d. Teacher ordered students to look at and pay attention to the pictures
e.

Teacher ordered students to say the name or an activity of the pictures
that seen, for example:

f.

Teacher

:"Look at the picture!, what is he doing?"

Students

:"She is holding a cat"

The teacher asked the students in pair work to discuss about the
activity of the picture given and write some sentences in present
continuous tense form.

g. In the final step the teacher concluded what she had taught and asked
the students about their difficulties in learning present continuous tense
and found problem solving in the next meeting.

7. General Procedure of Teaching Present Continuous Tense without
Using Pictures
In this activity the teacher did not used pictures as teaching aids in
presenting present continuous tense, but she chose scrambled words exercise, the
teacher followed the procedures:
a. Teacher explained about the function and form of present continuous
tense, she made some sentences in the white board and asked· the
students to make their own sentence using present continuous tense
form and corrected it ifthere were any mistakes.

18

b. Teacher prepared ten sentences on index cards (one word per index
card). For example:

Ｓｇｬｷ｡ｩｴ ｮｧ ｾｂｌｊ
The teacher wrote a number on each card, either on the face of the
card, or on the back. It is useful to keep various sentences from
becoming mixed up.
c. Teacher shuffled the cards of each sentence and put them in about nine
envelopes, which contained the same index cards.
d. Teacher divided the class into groups of 5 students, teacher gave each
group an envelope
e. Teacher told each group to use all the cards to form a sentence by
sticking the cards on a sheet of paper and do not forget to write the
number of each sentence in front of it.
f.

The teacher monitored the students' work and decided the group that
reordering most of the sentences correctly is the winner.

g. The teacher concluded the material and asked the students about their
difficulties in unscrambling words.

B. Research Findings

1. Data Description
After the writer teaching present continuous tense using pictures to
the students in class VIlI-l (experiment class) which had 40 students and
teaching present continuous tense without pictures in class VIlI-4 (control
class) which had 40 students, she only took scores from 20 students with
odd absence number from both of classes, and their scores as follow:

19

Table I
Individual Seore for e1ass VIII-lUsing Pietures
(Experiment Class)

Student

Correct answer

Incorrect answer

Scorc

1

20

10

66

2

30

0

100

3

14

16

46

4

25

5

83

5

30

0

100

6

24

6

80

7

20

10

66

8

30

0

100

9

21

9

70

10

30

0

100

11

27

3

90

12

26

4

86

13

30

0

100

14

28

2

93

15

29

1

96

16

23

7

76

17

30

0

100

18

30

0

100

19

29

1

96

20

18

12

60

N=20

IX,=1708

20

Table II
Individual Score for Class VIII-4 without Using Pictures
(Control Class)

Stndent

Correct answer

Incorrect answer

Score

I

18

12

60

2

21

9

70

3

22

8

73

4

20

10

66

5

24

6

80

6

26

4

86

7

22

8

73

8

9

21

30

9

II

19

36

10

25

5

83

11

9

21

30

12

28

2

93

13

21

9

70

14

IS

IS

50

IS

11

19

36

16

26

4

86

17

29

I

96

18

28

2

93

19

23

7

76

20

19

11

63

N=20

IX,-1350

21

TableID
Comparison of the Score of Each Student of Class VIII-l (Experiment Class)
and VIII-4(Control Class)

xl - -

XI

X2

XI

X2

x/

I

66

60

-19.4

-7.5

376.36

56.25

2

100

70

14.6

2.5

213.16

6.25

3

46

73

-39.4

5.5

1552.36

30.25

4

83

66

-2.4

-1.5

5.76

2.25

5

100

80

14.6

12.5

213.16

156.25

6

80

86

-5.4

18.5

29.16

342.25

7

66

73

-19.4

5.5

376.36

30.25

8

100

30

14.6

-37.5

213.16

1406.25

9

70

36

-15.4

-31.5

237.16

992.25

10

100

83

14.6

15.5

213.16

240.25

II

90

30

4.6

-37.5

21.16

1406.25

12

86

93

0.6

25.5

0.36

650.25

13

100

70

14.6

2.5

213.16

6.25

14

93

50

7.6

-17.5

57.76

306.25

15

96

36

10.6

-31.5

112.36

992.25

16

76

86

-9.4

18.5

88.36

342.25

l7

100

96

14.6

28.5

213.16

8l2.25

18

100

93

14.6

25.5

213.16

650.25

19

96

76

10.6

8.5

112.36

72.25

20

60

63

-25.4

-4.5

645.16

20.25

N=20

IXI= 1708

IX2- 13 50

IXt- O

IxrO

No

.

ｉｘＱＲｾＵｬＰＶＮＸ

Ix/=8521

I

II
I

22

After comparing between the score of the experiment and control
class, the analysis of data from the result both of class VIII-I and VllI-4 and
the result of calculation as follow;

MI

1708

= 85.4

20
= 1350

M2

20
MI-M2
---ri'========i7====e=2

=

= Ｍｮ］ｾ

to

to

17.9

-J358.62xO.1
17.9

-J35.862
17.9
5.988

to

---

to

= 2.98

tt

=5% = 2.02
1% = 2.71

df

= (N1+N2)-2
= (20+20)-2
= 40-2

2

= 38

Drs. Anas Sudjiono, Statistik Pendidikan, p. 324

=67.5

23

Thus, the score of class using picture is better than class without
pictures. The result of the class using picture

ＩＸＰＷＱ］ｬｘＺ ｾｃ

and the result of

the score without sing pictures O':X2=1350)
The obtained statistical result to is 2.98 and the degree of freedom
(df)=38.
The result oft, significant 0.05=2.02, so to>t, or 2.98>2.02. It means
that experiment hypothesis (Ha) is accepted.

2.

Data Interpretation

Of the explanation about the resnlt analysis of table III mentioned
above, we can see teaching present continuous tense using picture is
succeed. According to the writer teaching present continuous tense using
picture is more effective than without using pictures.

CHAPTER IV
CONCLUSION AND SUGGESTION

A. Conclusion
From the statistic result above, it is obtained the value of to is 2.423 and
the degree of freedom (dt) = 38. The result oft, on significant 0.05 is 2.02, so
to>t, or 2.423>2.02. It means that hypothesis is accepted, or there is significant
difference between teaching present continuous tense using picture than
without pictures

B. Suggestions

The teacher should give motivation for students in learning English by
visual aids such as picture, because the result of study shows that teaching
present continuous tense using pictures is better than teaching without picture.
The writer would like to suggest English teachers in junior high school to use
picture as visual aid.

BIBLIOGRAPHY

Victoria Carolyn Henner-Stachina. Grammar Dimension. Boston:
Heinle-Heinle Piblisher, 1993: p. 191

IX Badalamenti,

",Bing, Janet Mueller. Grammar Guide; English Grammar in Context. New Jersey:
Prentice Hall Engliwood Cliff, 1989: p. 75
Bowen, Betty Morgan. Look Here!, Visual Aids in Language Teaching. London:
Essential language teaching series, 1973: p. 13-31

v

\.- Celce, Murcia and Sharon I-Hils.
Technique and Resources in Teaching
Grammar. New York: Oxford University Press, 1998.
... Edge, Julian. Essentials of English Language teaching: 3rd Edition, London:
Longman, 2003: p. 25
ｾ

Gerlach, Vemon S. and Donald P .Elly. Teaching and Media Systematic
Approach. New Jersey: Prentice Hall, 1980 p. 273
Gunawan, J. B. "The teaching of Grammar in CLT. Oriented Environment,"
Teflin Journal. volume Vll. (September 1993) p. 34
I-Im'tanto, Jhon S., S. Koentjoro, Manaf Asmoro Saputro. Accurate, Brief and
Clear, English Grammar. Surabaya: Indah Publisher, 1996: p.255
Hanner, Jeremy. The Practice of English Language Teaching. Kuala Lumpur:
Second Impression, 2002

v Heinch, Robert, Michael Molendan and James D. Russel. Media. Singapore: Mc
Millan Publishing Company, 1990: p. 76
Hornby, A. S.Oxford Advanced Learner's Dictionary ofCurrent English. Oxford:
Oxford university Press, 2000: p. 721
Mackey,
William
Frances. Language Teaching Analysis. USA: Indiana
University Press, 1965: p. xi
Mora, Edmundo J. "Using Pictures Creatively". English Teaching Forum. Vol
XXVI. Washington DC: Forum,October,1988: ]J.S5
Murphy, Raymond. Grammar in Use. New York: Cambridge University Press,
1989: p.2

26

Romiszowski, A. J. The Selection and Use of Intructional Media: for Improved
Classroom Teaching and Interactive, Individualized Instruction. London:
Kogen Page, 1988: p. 103
Schutcher and Simon. Webster's New twentieth Centwy dictionwy: Second
Edition. London: William Collin's Publisher inc, 1979: p. 1352
Soemardi, Mulyanto. Pengajaran Bahasa Asing Sebuah Tinjauan dari Segi
Metodologi. Jakarta: Bulan Bintang, 1975: p. 14.
Sudjiono, Anas. Statistik Pendidikan. Jakarta: Raja Grafindo Persada, 2006
Szyke, Grazna. "Using Pictures as Teaching Aids", English Teaching FOrUlll. Vol.
XIX No.4. October, 1981: p. 45
Thomson, AJ., A.V. Martinet. A Practical English Grammar. Oxford: Oxford
University Press, 1986
Underhill, Nick. Testing Spoken Language. Cambridge: Cambridge University
Press, 1993, p. 76
Willes, Dave and John Wreight. Basic Grammar: Classroom Edition. Cambridge:
Harper Collins Publisher Ltd, 1995: p. 6
Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge
University Press, 1989
Yunus, Nul' Azlina. Preparing and Using Aids for Language Teaching. Kuala
Lumpur: Oxford University Press, 1982: p. 49

APPENDIX 1
PRESENT CONTINUOUS TENSE ｔｬｾｓｔ

USING PICTURES

FOR EXPERIMENT CLASS
Multiple choices : 30 questions
Choose the best answer and put (X) on your answer sheet!
I, Look at the pictures carefully and answer questions no 1-4!

What is the boy doing?
a, He is playing football
b, He is sitting on a bench
c. He is sweeping the ground
d. He is holding a book

2. What is the teacher doing?
a, He is playing football
b. He is sitting on a bench

c. He is sweeping the ground
d. He is holding a book

3. Is the girl sitting on a bench?
a. No, she isn't
b. Yes, she isn't
c. Yes, she is
d. No, she is
4. Where does the situation in the picture take place?
I

a. In the supermarket
b. In the school
c. In the library
d. In the laboratory

5. He is ... the plants
a. cutting
b. putting
c. watering
d. flowering
6. Look at this picture! This boy is ...
a. planting
-'-"---"---""---

b.. sweeping the courtyard
.c. watering the plants
d. cutting the bananas tree

---- .. _." ..,..

7. Look at the pictures carefitlly and answer questions 110 7-10f

', ... ,

ｾｩ

What is the boy doing?
a. He is swimming
b. He is singing
c. He is climbing the coconut tree
d. He is eating the coconut
8.. Are the boys playing ball?
a. Yes, they are .

c. No, they aren't

b. Yes, they aren't

d. No, they are

9. What is the girl doing?
a. She is climbing the coconut tree
b. She is playing ball
c. She is playing sand
d. She is swimming
10. Where does the situation in the picture take place?
a. In the garden

c. In the zoo

b. In the beach

d. In the park

11, What is he doing?
a, they are swimming
b, he is swimming
c, they are diving
d. he is diving
12. Look at this picture! What are they doing? ...
a. they are cooking
b. they are playing
c. they are planting
d. they are eating
13. Look at this Ａ･ｲｵｴｾｩｰ

What is she doing? She is .,.

a. mopping the floor
b. doing the pattern
c. washing the clothes
d. cleaning the door

ｾ ｬ .-l/A,",",",
0,:

ｾＺＧ

: ',,' ,

.

ＱＬＺｾ

.• 'J"

,',

.;

_.

=:,

"','

ﾷＺＧＩＮ ［ＷｾＬ

14. Anton: Is the boy flying the kite?
Rudy
a. No, he isn't
b. Yes,heis

ＨＢＭｾＬ Ｄ

_Ｇ［ｪｙＬＭｾＢ
>11

c. 'Yes, she is

Ｚｾ Ａ
•ｾＮ

_....

d. No, she isn't

",', ]

,,,,
. , , \'.;

__ "

f .• ' .

«_••

__ . .'

15. Look at the picture carefidly and ans,I'er questions no 15-191

Where does the situation in the picture take place?
a. In the library
b. In the supermarket
c. In the canteen
d. In the classroom
16. What is the girl no.1 doing?
a. She is typing

c. She is reading a book

b. She is going up stair

d. She is writing

]}. Are the girls no. 3, 5, 6 reading books?
a. Yes, they are

c. Yes, they aren't

b. No, they aren't

d. No, they are

18. What is the boy no. 2 doing?'

up stair

a. He is reading a book

c. He is going

b.. He is expressing a speech

d. He is typing

19. Who is going up stair?
a. Student no. 5

c. Student no.2

b. Student no. 3

d. Student no. 4

20. Rudy is .. , a letter
a. Sending
b. writing
c. Reading
d. cutting
21. She is ... because her ｾ･ｨｴｯｭ

leave her

a. laughing
b. crying
c. playing
d. shouting
22. Look at the picture carefully and answer questions no 22-241

What is grandmother holding?
a. She is holding a stick
b. She is holding a fish
c. She is holding a ruler
d. She is holding an umbrella

23. What is the girl doing?
a. She is feeding a chicken

c. She is feeding a frog

b. She is feeding a cat

d. She is feeding a fish

24. Is the fish jumping?

a. Yes,itis

c. No, it isn't

b. Yes, it isn't

d. No, it is

25. The boy scouts are ....
a. camping and sightseeing
b. camping and cooking
c. camping and singing
d. camping and smoking
26. It so hot in her room. She is ...
a. turning on the fan
b. turning off the fan

c. burning the fan
d. throwing the fan

27. Look at the picture carefully and answer questions no. 27-291

Where does the situation in the picture take place?
a. In the supermarket?
b. In the classroom
c. In the school canteen
d. In the library
28. What is she selling?
a. She is selling a book
b. She is seIling cakes
c. She is selling souvenirs
d. She is seIling toys
29. Are the students going to buy some books?
a. No, they aren't

c. Yes, they aren't

b. Yes, they are

d. No, they are

30. Look at the picture!

What are they doing?
a. They are having
a birthday party
.
.

c. They are blowing the balloons

b. They are eflting cakes

d. They are blowing the ca11dles

ANSWER KEY

1. A
2. D
3. C
4. B
5. C
6. B
7. C
8. A
9. C
10. B
11. B
12. A
l3.A

14.B
15.A
16.A
17.A
18. B
19. D
20.B

21. B
22. A
23.D
24.A
25. C
26.A

27.C
28. B
29.A
30.A

RENCANAPELAKSANAANPEMBELAJARAN
(RPP) UNTUK EXPERIMENT CLASS
Sekolah

: SMP Perwira Jakarta

Mata Pelajaran

: Bahasa 1nggris

Kelas/Semester

: VIII (delapan)/ II

Pertemuan

:1

Standar Kompetensi :

8. memahami makna dalam teks lisan fungsional dan monolog pendek sederhana
berbentuk narrative dan unfuk berinteraksi dengan lingkungan sekitar.
10. Mengungkapkan makna dalam teks lisan fungsionaldan monolog pendek
sederhana untuk berinteraksi dengan lingkungan sekitar.
11. Mengungkapkan malma dalam teks twis fungsional dan esei pendek sederhana
berbentuk narrative untuk nerinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

8.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara
aknrat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
dalam teks berbentuk narrative.
IO.l.Mengungkapkan makna dalam teks lisan fungsional pendek sederhal1a
dengan menggunakan ragam bahasa lisan secara akurat, Iancar dan berterima
untuk berinteraksi denganlingkungan sekitar.
11.1. Mengungkapkan makna dalam bentuk teks tulis fungsionalpendek
sederhana dengan menggunakan ragam bahasa tulis secara aknrat, Ian car dan
berterima yang berkaitan dengan lingkungan sekitar.
Indikator

Siswa dapat menjawab pertanyaan secara lisan
Siswa dapat merespon monolog pendek
Siswa dapat melafalkan kalimat-kalimat Present Continuous Tense
berdasarkan gambar yang diberikan oleh guru
Jenis teks

: monolog pendek

Alokasi Waktu

: 2 x 40 menit

Tujuan Pembelajaran:

P ada alchir pembelaj aran
Siswa dapat menjawab pertanyaan secara lisan
Siswa dapat merespon mono log pendek
Siswa dapat melafalkan kalimat-kalimat Fnsenl Continuous Tense
berdasarkan gambar yang diberikan oleh guru

Materi Pembelajaran
Vocabulary For Language Master:

READING

WAITING I CAL.L.ING

L.EAVING

SHOWING

ARRIVING

SHAKING
HANDS
TALKING

a. Script untuk writing
Gambm' apartmen dengan aktivitas yang berbeda

PART A
Apt. IC : The family is watching
TV
Apt. IB : The woman is eating
ice cream and watching TV
Apt IA : The man is sleeping

c.

Apt. 2C : The teenage is ironing
his pants
Apt 2B : The mother is holding
her baby
Apt 2A : The couple are
leaving the apartment

Kosakata terkait tema : leaving, arriving, exercising, holding, shaking,
waiting, calling, reading, etc,

d. Action verbs

: leaying, arriving, exercising, holding, shaking,

waiting, calling, reading, etc,

Media pembelajaran
Hand out, pictures, OHP, ｷｨｩｴ･｢ｯ｡ｲｾＬ

marker

Strategi, model, pendekatan dan metode pembelajaran :
Strategi

: two ways communication

Model

: face to face

Pendekatan

: Communicative

Metode

: Individual, group and whole class

SKENARIO PEMBELAJARAN
NO
I

II

III

WAKTU
PENDAHULUAN
5
1.1. Guru mengncapkan salam
1
1.2. Guru mengabsen siswa
2
1.3. Tanyaiawab mengenai hal terkait kondisi siswa
2
65
KEGIATAN POKOK ,
2. 1. Guru memberikan pertanyaan kepada murid mengenai 20
kegiatan dengan jawaban present continuous tense dan siswa ".
menulis jawaban tersebut di papan tulis serta membahasnya.
2.2.Guru membagikan kelas menjadi 9 kelompok yang terdiri . 5
hand out mengenai gambar
dari $5 siswa, serta ｭｾ｢｡ｧｩｫｮ
apartment.
2.3.Siswa berdiskusi di kelompoknya masing-masing untuk. )5
menemukan perbedaan antara gambar Pm:t A dml Part B
serta menuliskan alctivitas tersebut dalam Present
Continuous Tense.
2.4.Guru memberikml satu gambar kamm' apartmen berbeda 20
pada setiap kelompok dan kelompok lain menebalc no kamar
apartmen tersebut secara bergantian
KEGIATAN

PENUTUP
3.1. Guru memberikan kesimpulml dml menanyakan hmubatan 5
yang dialanli siswa selama proses pembelaj aran
3.2.guru memberikan kegiatan tindak lanjut berupa pekerjaan 5
rurnal1
3.3.Guru menutup pelajaran dmlleave taking

Sumber pembela)aran

1. Sumber bahan
syllabus
Skyline resource pack I, published by Macmillan Publisher limited
2.

Media

10

Whiteboard
Marker
Hand out
Gambar

!'"
i

Aspek penilaian
A. penilaian proses
Penilaian proses dilakukan selama proses beajar mengajar berlangsung

B. penilaian hasil

RENCANAPELAKSANAANPEMBELAJARAN
(RPP) UNTUK EXPERIMENT CLASS

Sekolah

: SMP Perwira Jakarta

Mata Pelaj aran

: Bahasa Inggris

Kelas/Semester

: VIII (delapan)/ II

Pertemuan

:II

Standar Kompetensi :
11. Memahami makna dalam esei pendek sederhana berbentuk narrative untuk
berinteraksi dengan lingkungan sekitar.
12. Mengungkapakan malma dalam teks tulis fungsional dan esei pendek sederhana
,

berbentnk narrative untuk berinteraksi dengan IiIngkungan sekitar

Kompetensi dasar

11.1. Membaca nyaring bennakna teks fungsional dan esei pendek sederhana dengan
ucapan, tekanan dan intonasi yang benerima yang berkaitan dengan Iingkungan
sekitar
12.l.Mengungkapkan malma dalam bentnk teks tnlis fungsianal pendek sederhana
dengan menggullakan ragam ballasa tnlis secara akmat, lancar dan berterima
untuk berillteralcsi dengan Iingkungan sekitar.

Indikator

Siswa dapat menj elaskan isi bacaan sederhana dengan menj awab pertanyaan
berdasarkan teks yang diberikan gmu
Siswa dapat menemukan kalimat dengan paJa Present Continuous Tense
Siswa dapat membaca nyaring dengan intanasi yang benar dan lancar
Jenis teks

: Teks fungsional /esei pendek narrative

Tema

: Teenage Life

Aspek

: reading and writing

Alokasi Waktu

: 2 x 40 menit

Tujuan Pembelajaran
Pada akhir pembelajaran
Siswa dapa! menjelaskan isi bacaan seclerhana c1engan menjawab pertanyaan
berdasarkan teks yang diberikan guru
Siswa dapat menemllkan kalimat dcngan pola Prese!1f Continuuus Tense

Siswa dapat membaca nyaring dengan intonasi yang benar clan lancar

Materi Pembelajaran
a. Seript untuk Readiug

Rearrange the/allowing pictures according 10 the st()!:}'!
How frogs are coming into the world? Here is a story about frogs. Two
beautiful sisters, lippi and Indra are taking a bath I a pool in the forest. Suddenly,
a crocodile called Wilar comes to the pool to clrink. When he sees the girls, he is
going to catch onc of thcm for his wifc. Suddcnly he is jumping and catching
Indra. lippi is very afraid and runs away for help. Wilar, the crocodile is bringing
Indra home. His house is a cave. lnclra becomes his wife. When Wilar is going out
for food, he shuts the cave with the big stones. lndra moves the Slones with her
long hair and goes out. She meets her siSler again, but when she is going out her
stomach is big and many eggs come out of her stomach. The people strike the
eggs, when the people are striking the eggs many frogs come out of the eggs.

ｾ

//l!:J),
j

c.
a,

. d.

e.

b. Script untuk writing

The Present Continuous Tense is used for actions which are happening at the
time of speaking, or for a limited period of time.
The present Continuous Tense is constructed as follows, example:

Notes that:
a. There are certain verbs which drop the 'e' before adding the 'ing' at the
end
b. Sometimes the last letter has to be doubled before adding the 'ing'
Examples:
a. dance - dancing
b. swim - swimming
Negative Form

: The negative is formed by adding the word 'not' between the

verb to be and the verb ending in 'ing.'

Example: He is not swimming
Interrogative Form: The interrogative is formed by inverting the positions
of the pronoun and the verb to be.
Example: Is he swimming?

Do Ihe lasks bellow!
1. Is the man running?Answer: No, he isn'l,
he's swimming
2. Make questions based on the pictures!

Answer:
Is she wearing sung!asses?
Is he swimmingjclsl?

I. Is he reading a newspaper?
2.' Make question based on the pictures!

I, Is he riding a motorcycle?
2. Makc qucstions based on thc pictures!

I. Is she holding a dog?
2. Make questions based on the pictures!

I. Are they dancing?
2. Make questions based on the pictures!

c. Kosakata terkait tema/jenis teks : taking a bath, striking, jumping, catching
: taking a bath, striking, jumping, catching

d. Action verb

Media Pembelajal'an
Hand out, pictures, OHP, whiteboard, marker, etc.

Strategi,