D. The English Text Book
English textbook which is used by the eighth grade students of MTs. Soebono Mantofani Ciputat is the English textbook published by Mediatama
with titled “ English for Junior High School” it is created by Eny Nursanty and Mahmudah Ratna S. there is also students’ work sheet LKS that is used as an
addition in completing the lesson material.
E. The Profile of The English Teacher
There are three English teachers in MTs. Soebono Mantofani Ciputat. Each teacher teaches each grade level of the class. The following table informs
the personal details of the teachers:
The Personal Details Of The Teachers
No
Name Age Sex HonoraryPublic
Servant Civil Teaching
Experience Grade
class Latest
Education
1. Tuti Rahayu
43 Female Honorary
Since 1995
15 years VII
S 1 from “UIN
Jakarta” English
Education Department
2. Yumaenah 40 Female Public Servant
Civil Since 1990
20 years VIII
S 1 from “UIN
Jakarta” English
Education Department
3. Dani Setiawan
25 Male
Honorary Since 2008
2 years IX
S 1 from “UIN
Jakarta” English
Education Department
THE TEACHING OF SIMPLE PRESENT TENSE THROUGH COOPERATIVE LEARNING
The Experimental Study at The Eighth Grade Students of MTs. Soebono Mantofani Ciputat
The “Skripsi” Presented to the Faculty of Tarbiya and Teachers’ Training
in Partial Fulfilment of the Requirements
For the Degree of S.Pd. Bachelor of Arts in English Language Education
By : WINI WIDYANINGSIH
NIM : 204014003237
THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA 1431 AH 2010 AD
THE TEACHING OF SIMPLE PRESENT TENSE THROUGH COOPERATIVE LEARNING
The Experimental Study at The Eighth Grade Students of MTs. Soebono Mantofani Ciputat
The “Skripsi” Presented to the Faculty of Tarbiya and Teachers’ Training
in Partial Fulfilment of the Requirements
For the Degree of S.Pd. Bachelor of Arts in English Language Education
By : WINI WIDYANINGSIH
NIM : 204014003237
Approved by the Advisor
Drs. H. Bahrul Hasibuan, M. Ed.
THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA 1431 AH 2010 AD
CHAPTER I INTRODUCTION
A. The Background of the Study
The receptive and productive skills are skills that are known in learning a language, including English. Receptive skills consist of listening and reading,
while productive skills consist of writing and speaking. The four skills need to be developed in order to acquire the communication competency of the language.
Besides, in order to acquire of those skills it must be empowered by mastering its’ component.
According to Penny Ur, the components of the target language may be things like spelling or pronunciation or vocabulary – or grammar.
1
Among the components of the target language, grammar has great attention related to its necessity in learning a language. Some argue it is not really
necessary to learn while other keep it in. In fact, grammar is equally important to be learned since the language itself is constructed by rules.
CM Millward in his book points out that language is a system, or more precisely, series of interrelated systems governed by rules. In other words,
1
Penny Ur, Grammar Practice Activities; A Practical Guide for Teachers, Bell and Bain Ltd, New York, 1992. p : 5
1
languages are highly structured; they consist of patterns that recur in various combination and rules that apply to produce these patterns.
2
The statement above reveals that language is homonymous as a system. Its system consists of elements which are a part of language components, such as;
word, sound, and meaning. Each elements in the system has function and relates to each other in order to achieve the goal that is, to yield a meaningful unit of
language. For that purpose, those elements need to be constructed by rules. These rules and patterns are arranged in regular way to makes up language easy to learn
and enables to use. The first of all patterns and rules in English is what we know as grammar.
Moreover, grammar may be roughly defined as the way a language manipulates and combines words or bits of words in order to form longer units
of meaning.
3
It can be said that grammar has function to combine the succession of words in order to gives meaning to its succession. These words are combined and
manipulated to create any number of different sentences. It helps us to convey our meaning and determine others’ accurately. So that it can create an effective
communication for us. In another words, grammar will facilitate us in the mastery of the language skills
Structure is the specific instance of grammar. One of its structures is tense. The word tense stands for a verb form or series of verb forms used to express a
time relation.
4
Since the most basic element of an English sentence is verb, tense become the staple of all grammar structure. It frequently appears both in English
utterances and texts. Accordingly tense has fundamental role in the English language, so the inappropriate uses of tenses may obscure the meaning. It can be
seen from the following example:
2
CM Millward, A Biography of The English Language, second edition, Thomson Inc., Boston, 1996, p:2
3
Penny Ur, Grammar Practice Activities…, p : 4
4
A. S. Hornby, Guide to Patterns and Usage in English, The English Language Book Society and Oxford University Press, London, 1975. p :78
1. He works in a five star hotel. 2.
He worked in a five star hotel. The two sentences above have a very different meaning, although the differences
only in the suffix of the verb ‘work’; s and ed. The first sentence means he works in a five star hotel at this time. The second one has the simple past tense structure,
which mean he no longer works in a five star hotel. The relationship between the tense with the time and the change of the
verb form is usually regarded as the difficulty in learning the tense. No exception with the simple present tense, in spite of it is the basic and the first that is
introduced to the learners. The reasons are; not only because the tense doesn’t appear in their native
language, but also because some students often consider that the teaching learning activity of grammar item as uninteresting activity in class since there are many
patterns and rules to be learned and remembered. Consequently they regard the grammar item as a boring lesson. So that students need a variation of a teaching
technique to avoid their boredom and to generate their motivation to learn. Only a part of students that are really involved in the learning process in
class, the rest are busy with their own thinking. They are not interested in the lesson and activity in class. Most of them are lack of self-reliance over their own
ability to learn. For that reason, the teacher should foster the sense of believing to students that they all can learn and then find ways that can enable them to be more
concern in their learning. Alfred H. Gorman noted in his book that, teaching is not accomplished by
the teachers demonstrating to their students how learned they, the teachers, are. Teaching is accomplished only when learners learn, retain what they learn, and
develop both the urge to use their learning in later situations and some methodology for putting learning to work.
5
5
Alfred H Gorman, Teachers and Learners the Interactive Process of Education, Allyn Bacon Inc, Boston, 1969. p : 12
Therefore a class should be a place that is provided for students to activate their learning. For that, the teacher should to facilitate the learning process by
giving each students opportunity to learn. Moreover learning particularly in school, as a formal institution of
education, is not merely to pass the examination, having a good grade, and also not merely an activity that emphasizes the final goal of the lesson. Rather, the
teacher, as the first person in the system who interacts directly to students, should to give experience to students that can be applied in their life when they encounter
the real community or workforce. According to Dewey, education is a social process, and it cannot be
separated from the total character and tasks of society. In the school, therefore, should be concentrated all those activities which help and teach the child to share
in the process and the fostering of civilization.
6
It is clearly seen, the statement above emphasizes that education institution is not only a place to teach the students but also a place to educate them as the
social creature. For that reason, teacher should to teach to students a social skill that will be useful for their life. One of the ways that can do by the teacher to
include all the needs of the students above is by using a teaching method that is cooperative learning technique in hisher teaching learning activity in class.
Cooperative has been emerging in the whole life of human history and the technique has been applied in teaching learning activity, which is known as
Cooperative Learning. It is a method where students work and learn in-group. Nevertheless, it is not only grouping the students and ask them to accomplish the
work. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all
members.
7
6
Robert Ulrich, History of Educational Thought, American Book Company, New York, 1950. p : 318
7
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching; An Anthology of Current Practice, Cambridge University Press, Cambridge, 2002. p:52
It means that cooperative learning technique gives an opportunity to students to be an active learner. One techniques of cooperative learning is Student
Teams-Achievement Divisions STAD. The use of STAD will raise students’ level attention to the lesson, because the progress of each member will be
counted. Thus, it will push them to learn and to help others team member to do so. So, by using cooperative learning with Student Teams-Achievement
Divisions STAD method, students will not only experience the learning process, but also develop their social skills. It will raise their level of attention and
motivation to learn. That is why the writer chose The Teaching of Simple Present Tense Through Cooperative Learning An Experimental Study at Eighth Grade
Students of Madrasah Tsanawiyah Soebono Mantofani Ciputat as the title of this writing.
B. The Limitation of the Study
The writer limits the extend of the study only in the implementation of Cooperative Learning using the method of Student Teams-Achievement Divisions
in teaching Simple Present Tense at the eighth grade students of Madrasah Tsanawiyah Soebono Mantofani Ciputat.
C. The Formulation of the Study
Based on the background of study, the writer formulates the problem as; “The writer beliefs that using Student Teams-Achievement Division method as
one technique of Cooperative Learning group is better than the Grammar Translation Method in the achievement of the students mastery of the simple
present tense”
D. The Significance of the study
The study is aimed to find out empirical evidence whether the cooperative learning method with the technique Student Teams-Achievement Division bring
better achievement to students in comprehending the Simple Present Tense.
It is expected the study will give contribution to English teacher in teaching grammar, in this case Simple Present Tense, particularly to give an
alternative way in selecting the method and techniques will be used.
E. The Method of The Study In doing this research the writer employs experiment method by teaching
two different classes using two different techniques. The first class is an experimental class that will be taught by using one technique of Cooperative
Learning, which is Student Teams-Achievement Division. The second class is a control class that will be taught by using Grammar Translation Method. This
research is begin by administer the pre-test and closed by administer the post-test to the students. Then the results of the two tests are compared using the T-test
formula to determine the final calculation of the research.
F. The Organization of the Study
The discussion on this writing encompass of four chapters as follow: Chapter one is the introduction, which explained the background of the
study, which is the reason of choosing the topic as the basis of writing. Then it is followed by the limitation of the study, the formulation of the study, the
significance of the study, the method of the study and the organization of the study.
Chapter two is the theoretical background as the basis of presentation of the topic. This chapter is distinct into three divisions that are cooperative learning,
simple present tense and the teaching of simple present tense. The first, in cooperative learning the presentations concerned with; the understanding of
cooperative learning, the elements of cooperative learning, the activities in cooperative learning, and the Student Teams-Achievement Divisions as one
technique of cooperative learning. The second, in Simple Present Tense concern with; the understanding of simple present tense, the form of Simple Present Tense
and the usage of Simple Present Tense. The last is the teaching of Simple Present Tense concern with the Students Team Achievement Division in teaching Simple
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