Improving the eighth grade students` grammar proficiency of simple past tense in writing of Budi Mulia Minggir Junior High School.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
The research focused on how to improve the eighth grade students’
grammar proficiency of simple past tense in writing. This research was aimed at
finding out the students’ grammar proficiency of simple past tense in writing and
at proposing the appropriate teaching strategy to improve the students’ grammar
proficiency of simple past tense in writing. There were two problems in this
research. The first was what the eighth grade students’ grammar proficiency of
simple past tense in writing of Budi Mulia Minggir Junior High School was. The
second was how the eighth grade students’ grammar proficiency of simple past
tense in writing of Budi Mulia Minggir Junior High School can be improved.
The researcher discovered some problems occurring in the class which
were related to the students’ grammar proficiency of simple past tense in writing.
First, most of the students had difficulties in writing their past experience in at
least four sentences. Second, the students could not write a good narrative
accurately in writing because they had no sufficient knowledge of simple past
tense. The students had not yet mastered the simple past tense. They did not know
the past verb form in the simple past tense. In fact, writing should be
grammatically correct. Third, most of the students already had ideas in their minds
but they could not put the ideas into good writing. The researcher conducted
Classroom Action research with the eighth grade students of Budi Mulia Minggir
as the subjects to solve the research problems. The number of participants was
five out of twenty-four students of the eighth grade students of Budi Mulia
Minggir Junior High School. Two cycles were conducted in this Classroom
Action Research. The researcher was as the research instrument in order to gain
the data. Besides, the observation sheet was employed also to obtain the data.
At the initial of the research, the researcher discovered that the majority of
the students were intermediate low level students in writing. The five students
were intermediate low level student in writing and they were selected as the
subjects of the research. The researcher employed the model of narrative text with
the picture story which enabled the teacher to use both inductive and deductive
method in the first and second cycle. After reflecting on the fact-findings, five
students improved their grammar proficiency of simple past tense in writing. Five
students made progress. They were in intermediate mid level. They could already
write with a few frequent errors of simple past tense in writing. So, the researcher
concluded that the inductive and deductive method were effective to improve the
eighth grade students’ grammar proficiency of simple past tense in writing of Budi
Mulia Minggir Junior High School.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaiki
kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis
berbahasa Inggris di SMP Budi Mulia Minggir. Penelitian ini bertujuan untuk
mengetahui tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past
tense dalam menulis bahasa Inggris dan untuk mengusulkan strategi mengajar
yang tepat untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa
simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yang
pertama yaitu apa tingkat kecakapan siswa kelas delapan dalam tata bahasa simple
past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Permasalahan yang kedua yaitu bagaimana tingkat kecakapan siswa kelas VIII
dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi
Mulia Minggir dapat diperbaiki.
Peneliti menemukan beberapa masalah yang muncul di kelas yang
berkaitan dengan kecakapan siswa dalam tata bahasa simple past tense dalam
menulis bahasa Inggris. Pertama, kebanyakan siswa mepunyai kesulitan dalam
menulis pengalaman mereka sekurang- kurangnya empat kalimat. Mereka
mempunyai kesulitan dalam mengungkapkan pengalaman yang mereka lakukan
pada hari kemarin dalam bentuk tulisan. Kedua, siswa tidak dapat menulis sebuah
cerita narrative secara akurat dalam menulis bahasa Inggris karena mereka tidak
mempunyai pengetahuan cukup tentang simple past tense. Siswa belum
menguasai simple past tense. Mereka tidak mengetahui bentuk kata kerja lampau
dalam simple past tense. Padahal, menulis bahasa Inggris seharusnya tata
bahasanya benar. Ketiga, kebanyakan siswa sudah mempunyai ide- ide dalam
pikirannya masing- masing tetapi mereka tidak dapat meletakkan ide- ide tersebut
ke dalam tulisan yang baik. Peneliti mengadakan sebuah penelitian yang disebut
Classroom Action Research, dengan siswa kelas VIII di SMP Budi Mulia Minggir
sebagai subyek atau partisipan dalam penelitian in untuk menjawab permasalahan
tersebut. Jumplah partisipan dalam penelitian ini adalah 5 dari 24 siswa yang
diambil dari satu kelas, yaitu kelas VIII. Dalam penelitian ini terdapat dua siklus.
Peneliti sebagai alat untuk mendapatkan data. Selain itu, observation sheet juga
digunakan untuk mendapatkan data yang di butuhkan.
Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa
berada pada tingkat menengah. Mereka dipilih menjadi subjek atau partisipan
dalam penelitian ini. Peneliti menggunakan model dari narrative teks dengan
cerita bergambar yang memungkinkan penggunaan baik metode induktive dan
deductive pada siklus pertama dan kedua. Setelah merefleksikan penemuan dari
data-data yang diperoleh, kelima murid dapat meningkatkan tingkat kecakapan
tata bahasa siswa dalam simple past tense dalam menulis Inggris. Kelima murid
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
tersebut membuat kemajuan. Mereka berada dalam tingkat menengah sedang
dengan kesalahan- kesalahan tata bahasa simple past tense yang sedikit dalam
menulis Inggris. Peneliti menyimpulkan bahwa metode induktif dan deduktif
efektif untuk meningkatkan tingkat kecakapan tata bahasa siswa kelas VIII dalam
simple past tense dalam menulis Inggris di SMP Budi Mulia Minggir.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY
OF SIMPLE PAST TENSE IN WRITING
OF BUDI MULIA MINGGIR JUNIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Ajeng Setia Pratami
Student Number: 031214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY
OF SIMPLE PAST TENSE IN WRITING
OF BUDI MULIA MINGGIR JUNIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Ajeng Setia Pratami
Student Number: 031214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
God will make a way
Where there seems to be no way
He works in ways we cannot see
He will make a way for me
He will be my guide
Hold me closely to His side
With love and strength for each new day
He will make a way
He will make a way
By a roadway in the wilderness
He’ll lead me
And rivers in the desert will I see
Heaven and earth will fade
But His love will still remain
He will do something new today
(Don Moen)
I dedicate this thesis to:
Jesus Christ
My Family
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGMENTS
First of all, I would like to praise and thank my beloved Jesus Christ and
Mother Mary for the wonderful grace, blessings, and guidance during this
difficult time in completing this thesis.
I would like to express my deepest gratitude to my major sponsor, F.X.
Ouda Teda Ena, S.Pd., M.Pd., who supported me with his beneficial suggestions
for my thesis during the thesis writing. My sincere gratitude goes to Christina
Kristiyani, S.Pd., M.Pd., my co-sponsor. Her support through many revisions
and corrections kept me positive to go to the next level. I also give thank to Mbak
Tari and Mbak Dani for helping me with the administrative matters.
I am truly indebted to Drs. Indarto, the principle of SMP Budi Mulia
Minggir who had permitted me to conduct this research. My special gratitude also
go to Gunawan, S.Pd., the English teacher for his willingness to spend his
precious time for every discussion, input, and suggestion. I also thank all of the
eighth grade students of Budi Mulia Minggir Junior High School as my research
participants.
My sincere gratitude goes to my beloved parents, Ignatius Harto Bsc and
Sri Hartini who always gave me support, encouragement and prayer. I also thank
my lovely sister, Brigitta Ayu Dwi Susanti.
I truthfully want to thank my best friends, Deonisia Tyas Yuniawati S.
Pd, Cipox, Joni, Margareta Anggari, Vika, Protz and Defri to be my best
friends who have given me their care and support. They have been part of my life
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
and I hope that our friendship will never end. I also like to thank my friend at
Sanata Dharma, Anastasia Kiki Widiantari S.Pd, Reta ndut, Maria Melani
S.Pd, Ema, Maria Dyah Lintang S.Pd, Oliph, Lisa, Dudunk, Ana ‘04, Fajar
’04, Yesy and Indri ’04.
I also would like to thank to all Altar Tematik Crews, Bagong, Mardiz,
Cecep, Bakir, Ermi, The Gu2k man, Bin2, Ning2 and Krete for making me
smile when I was down.
Finally, I thank those whose names cannot be mentioned one by one, who
helped and support me. May God bless them all.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE .......................................................................................................i
APPROVAL PAGES ..........................................................................................ii
DEDICATION PAGE .........................................................................................iv
STATEMENT OF WORK’S ORIGINALITY .....................................................v
ACKNOWLEDGMENTS ...................................................................................vi
TABLE OF CONTENTS.....................................................................................viii
LIST OF TABLES ...............................................................................................xii
LIST OF FIGURES .............................................................................................xiii
LIST OF APPENDICES .....................................................................................xiv
ABSTRACT ........................................................................................................xv
ABSTRAK ...…………………………………………………………………….xvi
CHAPTER I. INTRODUCTION
A. Background of the Study.........................................................................1
B. Problem Formulation ..............................................................................3
C. Limitation of the Problem ......................................................................3
D. Objectives of the Study ...........................................................................4
E. Benefits of the Study ...............................................................................4
F. Definition of Terms .................................................................................5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ..........................................................................8
1. The Teaching of English ....................................................................9
a. The Role of Language Teachers....................................................9
1) An Organizer in the Classroom ...............................................9
2) A Counsellor............................................................................10
3) A Monitor ................................................................................10
4) An Observer.............................................................................10
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5) A Model ....................................................................................11
6) A Resource of Knowledge and Direction.................................. 11
b. The Steps in Teaching Language ..................................................11
1) Selection ................................................................................... 12
2) Gradation ................................................................................... 12
3) Presentation ..............................................................................12
4) Repetition ................................................................................. 12
c. The factor in Second Language Acquisition .................................. 13
1) Motivation ................................................................................ 13
2) Self- confidence ........................................................................13
3) Anxiety ..................................................................................... 14
d. Some Points in the Teaching of English .......................................14
1) Competition versus Co-operation .............................................14
2) Pleasure ..................................................................................... 15
3) Taking Pupils into One’s Confidence .......................................15
2. The Teaching of Writing .....................................................................15
a. Writing ........................................................................................... 16
b. The Six Basic Understanding about the Writing Process ............. 16
1) Students Learn to Write by Writing .........................................17
2) Writing Expresses Thoughts by Writing .................................. 17
3) Students Learn to Write by Reading..........................................17
4) Writing is Difficult ....................................................................18
5) Writing can be Taught .............................................................18
6) Writing is a Way of Learning in All Classrooms ...................... 18
c. Teaching Writing for the Second Year Students of Junior
High School.................................................................................... 19
3. The Teaching of Grammar ..................................................................19
a. Grammar ........................................................................................ 19
b. The Principle in Teaching Grammar .............................................21
1) Integrating both Inductive and Deductive Methods ................. 21
2) Using Tasks to Make Relate between Grammatical Form
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
and Communicative Function .................................................21
3) Focusing on the Development of Procedural
rather than Declarative Knowledge .........................................22
c. The Nature of Grammar ................................................................22
1) Grammar is an Area of Knowledge...........................................22
2) When We Say something is Grammatical, We
Mean that it is Accurate ............................................................23
3) Grammar is Arbitrary ...............................................................23
d. The Learning of Grammar .............................................................23
1) Grammar is Acquired Naturally ..............................................23
2) Grammar Structures are Acquired in a Set Order …………… 24
e. Common Mistakes of Teaching Grammar ................................... 24
4. Picture Stories as an Aid to Teaching Writing .................................... 25
5. Classroom Action Research ................................................................26
B. Theoretical Framework..............................................................................30
CHAPTER III. METHODOLOGY
A. Research Method
.................................................................................. 32
B. Research Participants................................................................................. 33
C. Research Instruments................................................................................. 34
1. The Researcher as the Instrument ........................................................34
2. The ACTFL Proficiency Guidelines ....................................................35
3. Observation Sheet ...............................................................................36
D. Data Gathering Technique ........................................................................37
E. Data Analysis Techniques .......................................................................38
1. Analysis on the students’ grammar proficiency.................................... 38
a. The Usage of Simple Past Tense .....................................................38
b. The Pattern of Simple Past Tense ..................................................38
c. The Type of Verbs Used in Simple Past Tense ............................... 39
2. Analysis on the cycles ..........................................................................40
F. Research Procedure .................................................................................. 40
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1. Observation .......................................................................................... 41
2. Reflection ............................................................................................. 41
3. Planning ............................................................................................... 42
4. Action ................................................................................................... 42
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings and Discussions ..........................................................43
1. The First Cycle ..................................................................................... 43
a. Observation ..................................................................................... 44
b. Reflection ........................................................................................ 45
c. Planning............................................................................................ 49
d. Action ............................................................................................... 51
2. The Second Cycle ................................................................................ 54
a. Observation ...................................................................................... 55
b. Reflection ....................................................................................... 55
c. Planning............................................................................................ 56
d. Action. .............................................................................................. 56
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................................... 60
B. Suggestions................................................................................................. 62
REFERENCES.................................................................................................... 64
APPENDICES ..................................................................................................... 65
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 3.1 Sentence Pattern that Used Full Verb ...……………………….
39
Table 3.2 Sentence Pattern that Used Past to be .………………………..
39
Table 4.1 The Errors of Students’ Writing Product before and after Imple
mentation of the First Cycle ………………………………….
54
Table 4.2 The Errors of Students’ Writing Product after the Implementation
in the First Cycle and the Implementation in the Second
Cycle …………………………………………………………..
xii
58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure
Page
2.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………...
28
2.2 Harmer’s Action Research Cycle (Harmer, 2002: 40) ………………….
30
3.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………...
41
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix 1. Letter of Inquiry to Conduct a Research ………………..
66
Appendix 2. Letter of Recommendation that the Research has been Con
ducted …………………………………………………….
Appendix 3. The Example of Students’ Errors in Writing ……………
68
69
Appendix 4. The Percentage Errors of Students’ Writing Product before
the Implementation …….....………..................................
72
Appendix 5. The Percentage Errors of Students’ Writing Product after
the Implementation in the First Cycle ………………….
73
Appendix 6. The Percentage Errors of Students’ Writing Product after
the Implementation in the Second cycle ………….….…
74
Appendix 7 The Students’ Writing Product ...…………………………
75
Appendix 8. Syllabus ………………………………………………….
91
Appendix 9. Lesson Plans …………………………………………….
93
Appendix 10. Teaching Materials ………………………………………
104
Appendix 11. The ACTFL Proficiency Guidelines of Writing………..
118
Appendix 12. Observation Sheet ………………………………………
120
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
The research focused on how to improve the eighth grade students’
grammar proficiency of simple past tense in writing. This research was aimed at
finding out the students’ grammar proficiency of simple past tense in writing and
at proposing the appropriate teaching strategy to improve the students’ grammar
proficiency of simple past tense in writing. There were two problems in this
research. The first was what the eighth grade students’ grammar proficiency of
simple past tense in writing of Budi Mulia Minggir Junior High School was. The
second was how the eighth grade students’ grammar proficiency of simple past
tense in writing of Budi Mulia Minggir Junior High School can be improved.
The researcher discovered some problems occurring in the class which
were related to the students’ grammar proficiency of simple past tense in writing.
First, most of the students had difficulties in writing their past experience in at
least four sentences. Second, the students could not write a good narrative
accurately in writing because they had no sufficient knowledge of simple past
tense. The students had not yet mastered the simple past tense. They did not know
the past verb form in the simple past tense. In fact, writing should be
grammatically correct. Third, most of the students already had ideas in their minds
but they could not put the ideas into good writing. The researcher conducted
Classroom Action research with the eighth grade students of Budi Mulia Minggir
as the subjects to solve the research problems. The number of participants was
five out of twenty-four students of the eighth grade students of Budi Mulia
Minggir Junior High School. Two cycles were conducted in this Classroom
Action Research. The researcher was as the research instrument in order to gain
the data. Besides, the observation sheet was employed also to obtain the data.
At the initial of the research, the researcher discovered that the majority of
the students were intermediate low level students in writing. The five students
were intermediate low level student in writing and they were selected as the
subjects of the research. The researcher employed the model of narrative text with
the picture story which enabled the teacher to use both inductive and deductive
method in the first and second cycle. After reflecting on the fact-findings, five
students improved their grammar proficiency of simple past tense in writing. Five
students made progress. They were in intermediate mid level. They could already
write with a few frequent errors of simple past tense in writing. So, the researcher
concluded that the inductive and deductive method were effective to improve the
eighth grade students’ grammar proficiency of simple past tense in writing of Budi
Mulia Minggir Junior High School.
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaiki
kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis
berbahasa Inggris di SMP Budi Mulia Minggir. Penelitian ini bertujuan untuk
mengetahui tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past
tense dalam menulis bahasa Inggris dan untuk mengusulkan strategi mengajar
yang tepat untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa
simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yang
pertama yaitu apa tingkat kecakapan siswa kelas delapan dalam tata bahasa simple
past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Permasalahan yang kedua yaitu bagaimana tingkat kecakapan siswa kelas VIII
dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi
Mulia Minggir dapat diperbaiki.
Peneliti menemukan beberapa masalah yang muncul di kelas yang
berkaitan dengan kecakapan siswa dalam tata bahasa simple past tense dalam
menulis bahasa Inggris. Pertama, kebanyakan siswa mepunyai kesulitan dalam
menulis pengalaman mereka sekurang- kurangnya empat kalimat. Mereka
mempunyai kesulitan dalam mengungkapkan pengalaman yang mereka lakukan
pada hari kemarin dalam bentuk tulisan. Kedua, siswa tidak dapat menulis sebuah
cerita narrative secara akurat dalam menulis bahasa Inggris karena mereka tidak
mempunyai pengetahuan cukup tentang simple past tense. Siswa belum
menguasai simple past tense. Mereka tidak mengetahui bentuk kata kerja lampau
dalam simple past tense. Padahal, menulis bahasa Inggris seharusnya tata
bahasanya benar. Ketiga, kebanyakan siswa sudah mempunyai ide- ide dalam
pikirannya masing- masing tetapi mereka tidak dapat meletakkan ide- ide tersebut
ke dalam tulisan yang baik. Peneliti mengadakan sebuah penelitian yang disebut
Classroom Action Research, dengan siswa kelas VIII di SMP Budi Mulia Minggir
sebagai subyek atau partisipan dalam penelitian in untuk menjawab permasalahan
tersebut. Jumplah partisipan dalam penelitian ini adalah 5 dari 24 siswa yang
diambil dari satu kelas, yaitu kelas VIII. Dalam penelitian ini terdapat dua siklus.
Peneliti sebagai alat untuk mendapatkan data. Selain itu, observation sheet juga
digunakan untuk mendapatkan data yang di butuhkan.
Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa
berada pada tingkat menengah. Mereka dipilih menjadi subjek atau partisipan
dalam penelitian ini. Peneliti menggunakan model dari narrative teks dengan
cerita bergambar yang memungkinkan penggunaan baik metode induktive dan
deductive pada siklus pertama dan kedua. Setelah merefleksikan penemuan dari
data-data yang diperoleh, kelima murid dapat meningkatkan tingkat kecakapan
tata bahasa siswa dalam simple past tense dalam menulis Inggris. Kelima murid
xvi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
tersebut membuat kemajuan. Mereka berada dalam tingkat menengah sedang
dengan kesalahan- kesalahan tata bahasa simple past tense yang sedikit dalam
menulis Inggris. Peneliti menyimpulkan bahwa metode induktif dan deduktif
efektif untuk meningkatkan tingkat kecakapan tata bahasa siswa kelas VIII dalam
simple past tense dalam menulis Inggris di SMP Budi Mulia Minggir.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the background of the study, the
problem formulation, limitation of the problem, the research objectives, the
benefits of this research, and definition of terms used in the thesis.
A. Background of the Study
English is one of the compulsory subjects that has to be learned at school
in Indonesia. There are four skills to be focused in teaching English. Those are
reading, listening, speaking, and writing. Nevertheless, teachers cannot put aside
grammar inasmuch as it plays an essential role in the language. By mastering the
grammar of the language, the students are able to write well by producing correct
sentences. As stated by Nunan (2003: 154), sentences should be made by using
and applying the rules of grammar to make those sentences receivable and
understandable. Hence, it is clear that the place of grammar becomes essential for
students in order to produce correct sentences. Grammar is also important to
support communication. Littlewood (1983: 77) argues that the mastery of
grammar is important to support communication. The knowledge of grammar is a
basic requirement for using a language since this knowledge provides language
users with the frames, rules, and patterns for constructing sentences as well as
understanding others. Comprehending the knowledge of how to construct words
together and identifying the types of words and word groups in good sentences
enable students to communicate with each other clearly and effectively.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Grammar has a big influence on the four English skills such as writing,
speaking, reading, and listening. As stated by Walter (2004: 35), grammatical
competence is important to be assigned in English skills especially in accurate
writing and fluent speaking. While, Paulston and Bratt (1976: 1) also point out
that grammar is related to all language English skills since grammar can be found
in writing, listening comprehension, speaking and reading. Meanwhile, Hill
(1960: 2) states that the grammatical structures that have to be acquired for
writing a composition on given picture stories must be considered. Hence, the
students must practice the structures needed with the class beforehand. In short,
grammar is integrated with writing as one of English skills.
This thesis discusses the importance of grammar in writing for Junior High
School. The researcher has been teaching English Extracurricular for several years
in Budi Mulia Minggir Junior High School and discovered a problem related with
the students’ grammar mastery in writing. There were some difficulties the
students encountered in learning English. They had difficulty in expressing the
ideas in the form of writing. In addition, the students could not write a good
narrative accurately because they had no sufficient knowledge of simple past
tense. Based on informal questions given to the students, grammar was difficult to
learn and understand. The researcher also found a fact that the students often
made errors when they did grammar exercises, such as getting confused whether
they should use simple present or simple past in filling in writing a composition.
The researcher focuses on the eighth grade students of Junior High School.
There are two considerations why the researcher chooses the eighth grade students
of Junior High School as the population of interest. First, Junior High School is a
level at which the students will continue their study to the higher level the i.e.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Senior High School or Vocational High School. When the students have mastered
sufficient proficiency of English from the previous level, they will find it easier to
learn English at the next level. Second, the students can prepare themselves to
face the exam better. Apparently, the government has stipulated the minimum
requirements that must be satisfied by the students so as to pass the final
examination. According to the letter of the government, Keputusan Kepala Dinas
Pendidikan Propinsi DIY (2008: 16), the standard of minimum scores for certain
subjects taught at school is 5,25. In response to this, the researcher’s concern is to
help the students improve the students’ grammar proficiency of simple past tense
in writing.
B. Problem Formulation
In relation to the background mentioned before, the problems are
formulated as follows:
1. What is the eighth grade students’ grammar proficiency of simple past tense in
writing of Budi Mulia Minggir Junior High School?
2. How can the eighth grade students’ grammar proficiency of simple past tense
in writing of Budi Mulia Minggir Junior High School be improved?
C. Limitation of the Problem
It cannot be denied that grammar occupies an important role for students in
learning English especially in writing. Understanding grammar enables the
students to produce and express the sentences clearly and understandably both in
spoken and written way for their listeners or readers. This research focuses on
improving students’ grammar proficiency of simple past tense in writing for the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
eighth grade students of Budi Mulia Minggir Junior High School. Thus, this
research discusses teachers’ way to teach grammar in writing for the students in
Budi Mulia Minggir Junior High School. This study is to make the students write
accurately by using the appropriate past verb forms and past to be (was and were)
in simple past tense. The researcher tries to look for what teaching strategy and
teaching methods are appropriate for them. It is hoped the teaching strategy could
improve their grammar proficiency of simple past tense in writing. This research
is limited for the eighth grade students of Budi Mulia Minggir Junior High School
of academic year of 2007/2008.
D. Objectives of the Study
Considering the formulation of the problems, the objectives of this
research are:
1. To observe the eighth grade students’ grammar proficiency of simple past
tense in writing of Budi Mulia Minggir Junior High School.
2.
To propose the teaching strategy to improve the eighth grade students’
grammar proficiency of simple past tense in writing of Budi Mulia Minggir
Junior High School.
E. Benefits of the Study
After the researcher conducts this research, it is expected to give valuable
contribution for the some people as follows:
1. The researcher
By improving students’ grammar proficiency of simple past tense in writing,
it is expected the researcher will acquire new experience in applying methods
and strategies used in this research.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2.
The teachers
It is expected that the eighth grade English teachers of Budi Mulia Minggir
Junior High School will be able to look for and apply certain strategies used
to improve, motivate, and help the students learn grammar in writing.
Hopefully, the teachers will teach better in order to solve the students’
problem.
3.
The students
For the eighth grade, hopefully the students are able to improve their
grammar mastery of simple past tense in writing. The students will also
comprehend and understand this language focus, grammar, which is learnt in
the learning process easier. Afterwards, they are able to write well by
applying grammar appropriately.
F. Definition of Terms
In this part, the researcher would like to present the definition of terms in
this research in order to avoid misunderstanding.
1. Grammar
Richard, Platt and Weber (1985) as cited in Nunan (1999: 7) said that
“Grammar is a description of structure of a language and the way in which
linguistic units such as words and phrases are combined to produce sentences in
the language.”
According to Littlewood (1983: 77), the mastery of grammar is important to
support communication. Grammar is a basic requirement for using a language
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
since this knowledge provides language users with the frames, rules, and patterns
for constructing sentences as well as understanding others.
In this study, grammar refers to the way how to construct sentences by
using words and phrases correctly. It has an important role for the learner in
mastering English. Grammar makes the learner know how to make the right
sentences by using its rule and its pattern. By having sufficient knowledge of
grammar, the students can write well since grammar influences the students’
writing product.
2. Writing
As Nunan (2003: 88) writes in her book, writing is finding ideas and then
expressing those ideas by organizing into statements and paragraphs in order.
Nunan (2003: 88) also adds that the purpose of writing is to express and impress.
In this case, writing is as a way to express and impress what ideas, thought, and
feelings the writer has in the written form of English. Meanwhile, writing is “a
productive skill” (Harmer, 1991: 16) which requires the students to produce a
written form of English. In this study, writing refers to students’ ideas, thought
and feeling that are expressed in the written form.
3. Proficiency
“Proficiency is level of competence in English” (Davies and Pearse, 2008:
208). Based on the definition above, proficiency refers to the level of students’
ability in English.
4. Picture Story
Littlewood (1983: 33) states that a picture story is a series of pictures. The
pictures are cut up into its separate. There are four pictures in a picture story.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
5. Eighth Grade
Junior High School is generally called as SMP (Sekolah Menengah
Pertama). The students entering Junior High School are those who have passed
the Elementary School. Junior High School is divided into three grades. After one
year they learn in the seventh grade of Junior High School, the students will enter
the next level, that is, the eighth grade students of Junior High School.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on related literature
which underlies the topic of the research. This chapter is divided into two major
parts. In the first major part, the researcher would like to present the theoretical
description. It includes some theories which underlie the study. The theories are
The Teaching of English, The Teaching of Writing, The Teaching of Grammar,
The Classroom Action Research. The second major part is the theoretical
framework. In this part, the researcher draws a framework based on her review of
the related theories.
A. Theoretical Description
This section consists of some related theories which are used to support
and conduct the accomplishment of this research. As stated in the introduction
paragraph, there are five related theories in this study. The first one is about the
teaching of English. It includes the principles and techniques in teaching English
as second language. The second main part is about the teaching of writing. Then,
the third main part is about the teaching of grammar. It covers the definition of
grammar, the nature of teaching grammar, the principle in teaching grammar, and
common mistakes of teaching grammar. The forth is picture stories as an aid to
teach writing. The last one is about the Classroom Action Research (CAR). It
discusses the definition of classroom research and the phases of Classroom Action
Research.
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
1. The Teaching of English
English is one of the compulsory subjects at schools in Indonesia
nowadays. For students, English is one of the difficult subjects. In teaching
English for Junior High School, there are four skills that should be focused. Those
skills are listening, speaking, reading, and writing. Besides, there are many
elements to be learned in mastering English such as vocabulary, pronunciation
and grammar. Therefore, English is not easy to be learnt by the students.
a. The Role of Language Teachers
The teachers hold important role of the success of teaching English.
Setiyadi (2006: 18-19) points out the roles of language teachers into six roles, the
teacher as an organizer in the classroom, the teacher as a counselor, the teacher as
a monitor, the teacher as an observer, the teacher as a model, and language teacher
functions as a resource of knowledge and direction. The roles are described as
follows.
1) An Organizer of the Classroom
Setiyadi (2006: 18) states that the teachers have to manage the class and
make it discipline. It is for creating an affective atmosphere for student. Asking
the students questions are a way to create an affective atmosphere so that they are
not passive in the classroom activities. Gebhard (1996: 58) also points out that the
teachers have to afford to manage the classroom. This attempt can promote
interaction among the teacher and the students. To enable the teachers manage the
classroom, there are some points the teachers should know to be able to manage
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
the classroom. The teachers engineer the amount of classroom talk, control the
way used to give instructions, make group and pair work, keep learners on talk
and make language comprehensible to students.
2) A Counselor
As stated by Setiyadi (2006: 18), the teacher functions as a counselor. The
teacher must help the students, when they have difficulties. He or she has to solve
and answer problems which the learners have. Moreover, the teachers’ role is also
to help the learners to master what they learn. Thus, the teacher is as a counselor.
3) A Monitor
Setiyadi (2006: 18) says that the teacher functions as a motivator. The
teacher should motivate their students. The teacher can give the encouragement to
the students by giving compliments. By doing so, the students will motivate. For
instance, the teacher can give positive feedback by saying “good”, “very good”,
“great job”, or something else when the students can answer questions given with
correctly answer. Another example is by giving positive feedback after they do
assignments.
4) An Observer
As stated by Setiyadi (2006: 18), the teacher as an observer. If the students
make some errors, the teacher should point out the errors they have done.
Afterwards, the teacher tries to solve the problems by giving treatment. Then, the
teacher can ask the learners to correct that error.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
5) A Model
The teacher’s role is as a model for producing correct expressions as stated
by Setiyadi (2006: 18). The teacher points out what the errors have been made by
the learners. Then, the teacher asks them to correct those errors.
6) Language Teacher Functions as a Resource of Knowledge and Direction
The teacher’s role becomes more dominant than the learners as stated by
Setiyadi (2006: 19). Moreover, the teacher can choose the materials to be used
which are related to the teaching. Gebhard (1996: 58) states that the teacher has
the role of “text adapter”. It means the teacher decides the textbooks which are
relevant to the lesson.
Further, Finocchiro (1969: 20) also adds about the role of the teacher. He
states that the teacher is not only to transmit his or her knowledge of English but
also to give his or her interest in their students as human being, desire for them to
learn, and also enthusiasm.
The roles of the learners are varied. It depends on the role of the teachers. As
pointed out by Setiyadi (2006: 19), when the position of a teacher is more active,
the learner will be less silent in the classroom and vice versa.
b. The Steps in Teaching Language
According to Mackey (1975) as cited in Setiyadi (2006: 13) there are four
steps that should be included in teaching language. The steps are selection,
gradation, presentation, and repetition. The steps are described as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
1) Selection
In teaching English, there are many aspects of a language. Setiyadi (2006:
13) says that the teacher should select which parts that is relevant to the topic. The
teacher will find difficulties if he or she teaches the whole parts of a language.
Besides, it will be effective for the learners to focus on topic given in the learning
process. Then, it is hoped they can learn better.
2) Gradation
The teacher cannot teach the whole parts as pointed out by Setiyadi (2006:
13). Furthermore, the teacher should choose the part and make it in the good
order. The learning process which is in a good order will also help students and
the teacher.
3) Presentation
The teacher needs to communicate in transmitting the materials that the
teachers wish to teach with their students. It is impossible for the teacher to teach
materials chosen without having communication to somebody as stated by
Setiyadi (2006: 13). Thus, the teacher uses the part of presentation as a way to
communicate.
4) Repetition
Setiyadi (2006:13) says that the teacher should ask the students to repeat
the materials that they have learnt. It is done to make the students comprehend
and remember more about the materials that they have learnt. Furthermore, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
teacher should teach language skills with practice. According to Setiyadi (2006:
13) “all skills depend on practice.” Therefore, practice must be included in
teaching language. Bright (1970: 4) also has the same opinion with Setiyadi that
by doing practice, the students can acquire the skills. The students must practice
since it is very important for them.
c. The Factors in Second Language Acquisition
There are some factors related to success in second language acquisition.
Krashen (1982: 31) states the factors in second language acquisition into three.
They are factors, motivation, self-confidence, and anxiety. Those factors are
described as follows.
1) Motivation
The learners who have high motivation usually will do the second
language acquisition better as said by Krashen (1982: 31). So, if the learners do
not have the motivation, they will perform badly. The learners do not pay
attention to the teacher. Besides, they might make noise in the class.
2) Self- confidence
Krashen (1982: 31) states that the learners who have high self-confidence
and good self-image would do better in second language acquisition. The learners
are not afraid to answer the teacher’s question even though their answer may be
wrong. The learners who have high self-confidence also help the teacher to make
the classroom atmosphere better.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
3) Anxiety
It cannot be denied that a learner sometimes feels anxious. Krashen (1982:
31) says that the learner feels anxious in mastering some topic while studying in
class. Basically, the learner feels anxious because they do not understand the
lesson that is being studied. Having low anxiety can disturb the second language
acquisition process, personal involvement or classroom anxiety.
d. Some Points in the Teaching of English
The success of transferring knowledge in teaching English as second
language does not only depend on how far the teacher masters the lesson. He or
she must know some language teaching techniques. In accordance with this, as
pointed out by Bright (1970: 4-7) the teacher ought to concern some points in the
teaching of English. Those points are competition versus co-operation, pleasure,
and taking pupils into one’s confidence. Those points are described in the
following sections.
1) Competition versus Co-operation
Bright (1970: 4) says that the pupils feel education is a race which only a
few pupils can win. The pupils compete each other in the class in order to be a
winner and pass the examination. Nevertheless, education is not a competition.
There are some ways to encourage our pupils in learning. Basically, there are two
basic attitudes. The first is asking them to work as individually against each other,
if it is easy and divisive. The second is helping then to work with each other
which is difficult, uniting, and good.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
2) Pleasure
Enjoyment is one factor that influences the learning a
ABSTRACT
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
The research focused on how to improve the eighth grade students’
grammar proficiency of simple past tense in writing. This research was aimed at
finding out the students’ grammar proficiency of simple past tense in writing and
at proposing the appropriate teaching strategy to improve the students’ grammar
proficiency of simple past tense in writing. There were two problems in this
research. The first was what the eighth grade students’ grammar proficiency of
simple past tense in writing of Budi Mulia Minggir Junior High School was. The
second was how the eighth grade students’ grammar proficiency of simple past
tense in writing of Budi Mulia Minggir Junior High School can be improved.
The researcher discovered some problems occurring in the class which
were related to the students’ grammar proficiency of simple past tense in writing.
First, most of the students had difficulties in writing their past experience in at
least four sentences. Second, the students could not write a good narrative
accurately in writing because they had no sufficient knowledge of simple past
tense. The students had not yet mastered the simple past tense. They did not know
the past verb form in the simple past tense. In fact, writing should be
grammatically correct. Third, most of the students already had ideas in their minds
but they could not put the ideas into good writing. The researcher conducted
Classroom Action research with the eighth grade students of Budi Mulia Minggir
as the subjects to solve the research problems. The number of participants was
five out of twenty-four students of the eighth grade students of Budi Mulia
Minggir Junior High School. Two cycles were conducted in this Classroom
Action Research. The researcher was as the research instrument in order to gain
the data. Besides, the observation sheet was employed also to obtain the data.
At the initial of the research, the researcher discovered that the majority of
the students were intermediate low level students in writing. The five students
were intermediate low level student in writing and they were selected as the
subjects of the research. The researcher employed the model of narrative text with
the picture story which enabled the teacher to use both inductive and deductive
method in the first and second cycle. After reflecting on the fact-findings, five
students improved their grammar proficiency of simple past tense in writing. Five
students made progress. They were in intermediate mid level. They could already
write with a few frequent errors of simple past tense in writing. So, the researcher
concluded that the inductive and deductive method were effective to improve the
eighth grade students’ grammar proficiency of simple past tense in writing of Budi
Mulia Minggir Junior High School.
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ABSTRAK
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaiki
kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis
berbahasa Inggris di SMP Budi Mulia Minggir. Penelitian ini bertujuan untuk
mengetahui tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past
tense dalam menulis bahasa Inggris dan untuk mengusulkan strategi mengajar
yang tepat untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa
simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yang
pertama yaitu apa tingkat kecakapan siswa kelas delapan dalam tata bahasa simple
past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Permasalahan yang kedua yaitu bagaimana tingkat kecakapan siswa kelas VIII
dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi
Mulia Minggir dapat diperbaiki.
Peneliti menemukan beberapa masalah yang muncul di kelas yang
berkaitan dengan kecakapan siswa dalam tata bahasa simple past tense dalam
menulis bahasa Inggris. Pertama, kebanyakan siswa mepunyai kesulitan dalam
menulis pengalaman mereka sekurang- kurangnya empat kalimat. Mereka
mempunyai kesulitan dalam mengungkapkan pengalaman yang mereka lakukan
pada hari kemarin dalam bentuk tulisan. Kedua, siswa tidak dapat menulis sebuah
cerita narrative secara akurat dalam menulis bahasa Inggris karena mereka tidak
mempunyai pengetahuan cukup tentang simple past tense. Siswa belum
menguasai simple past tense. Mereka tidak mengetahui bentuk kata kerja lampau
dalam simple past tense. Padahal, menulis bahasa Inggris seharusnya tata
bahasanya benar. Ketiga, kebanyakan siswa sudah mempunyai ide- ide dalam
pikirannya masing- masing tetapi mereka tidak dapat meletakkan ide- ide tersebut
ke dalam tulisan yang baik. Peneliti mengadakan sebuah penelitian yang disebut
Classroom Action Research, dengan siswa kelas VIII di SMP Budi Mulia Minggir
sebagai subyek atau partisipan dalam penelitian in untuk menjawab permasalahan
tersebut. Jumplah partisipan dalam penelitian ini adalah 5 dari 24 siswa yang
diambil dari satu kelas, yaitu kelas VIII. Dalam penelitian ini terdapat dua siklus.
Peneliti sebagai alat untuk mendapatkan data. Selain itu, observation sheet juga
digunakan untuk mendapatkan data yang di butuhkan.
Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa
berada pada tingkat menengah. Mereka dipilih menjadi subjek atau partisipan
dalam penelitian ini. Peneliti menggunakan model dari narrative teks dengan
cerita bergambar yang memungkinkan penggunaan baik metode induktive dan
deductive pada siklus pertama dan kedua. Setelah merefleksikan penemuan dari
data-data yang diperoleh, kelima murid dapat meningkatkan tingkat kecakapan
tata bahasa siswa dalam simple past tense dalam menulis Inggris. Kelima murid
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
tersebut membuat kemajuan. Mereka berada dalam tingkat menengah sedang
dengan kesalahan- kesalahan tata bahasa simple past tense yang sedikit dalam
menulis Inggris. Peneliti menyimpulkan bahwa metode induktif dan deduktif
efektif untuk meningkatkan tingkat kecakapan tata bahasa siswa kelas VIII dalam
simple past tense dalam menulis Inggris di SMP Budi Mulia Minggir.
xvii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY
OF SIMPLE PAST TENSE IN WRITING
OF BUDI MULIA MINGGIR JUNIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Ajeng Setia Pratami
Student Number: 031214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY
OF SIMPLE PAST TENSE IN WRITING
OF BUDI MULIA MINGGIR JUNIOR HIGH SCHOOL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Bernadeta Ajeng Setia Pratami
Student Number: 031214055
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2008
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
God will make a way
Where there seems to be no way
He works in ways we cannot see
He will make a way for me
He will be my guide
Hold me closely to His side
With love and strength for each new day
He will make a way
He will make a way
By a roadway in the wilderness
He’ll lead me
And rivers in the desert will I see
Heaven and earth will fade
But His love will still remain
He will do something new today
(Don Moen)
I dedicate this thesis to:
Jesus Christ
My Family
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGMENTS
First of all, I would like to praise and thank my beloved Jesus Christ and
Mother Mary for the wonderful grace, blessings, and guidance during this
difficult time in completing this thesis.
I would like to express my deepest gratitude to my major sponsor, F.X.
Ouda Teda Ena, S.Pd., M.Pd., who supported me with his beneficial suggestions
for my thesis during the thesis writing. My sincere gratitude goes to Christina
Kristiyani, S.Pd., M.Pd., my co-sponsor. Her support through many revisions
and corrections kept me positive to go to the next level. I also give thank to Mbak
Tari and Mbak Dani for helping me with the administrative matters.
I am truly indebted to Drs. Indarto, the principle of SMP Budi Mulia
Minggir who had permitted me to conduct this research. My special gratitude also
go to Gunawan, S.Pd., the English teacher for his willingness to spend his
precious time for every discussion, input, and suggestion. I also thank all of the
eighth grade students of Budi Mulia Minggir Junior High School as my research
participants.
My sincere gratitude goes to my beloved parents, Ignatius Harto Bsc and
Sri Hartini who always gave me support, encouragement and prayer. I also thank
my lovely sister, Brigitta Ayu Dwi Susanti.
I truthfully want to thank my best friends, Deonisia Tyas Yuniawati S.
Pd, Cipox, Joni, Margareta Anggari, Vika, Protz and Defri to be my best
friends who have given me their care and support. They have been part of my life
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
and I hope that our friendship will never end. I also like to thank my friend at
Sanata Dharma, Anastasia Kiki Widiantari S.Pd, Reta ndut, Maria Melani
S.Pd, Ema, Maria Dyah Lintang S.Pd, Oliph, Lisa, Dudunk, Ana ‘04, Fajar
’04, Yesy and Indri ’04.
I also would like to thank to all Altar Tematik Crews, Bagong, Mardiz,
Cecep, Bakir, Ermi, The Gu2k man, Bin2, Ning2 and Krete for making me
smile when I was down.
Finally, I thank those whose names cannot be mentioned one by one, who
helped and support me. May God bless them all.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE .......................................................................................................i
APPROVAL PAGES ..........................................................................................ii
DEDICATION PAGE .........................................................................................iv
STATEMENT OF WORK’S ORIGINALITY .....................................................v
ACKNOWLEDGMENTS ...................................................................................vi
TABLE OF CONTENTS.....................................................................................viii
LIST OF TABLES ...............................................................................................xii
LIST OF FIGURES .............................................................................................xiii
LIST OF APPENDICES .....................................................................................xiv
ABSTRACT ........................................................................................................xv
ABSTRAK ...…………………………………………………………………….xvi
CHAPTER I. INTRODUCTION
A. Background of the Study.........................................................................1
B. Problem Formulation ..............................................................................3
C. Limitation of the Problem ......................................................................3
D. Objectives of the Study ...........................................................................4
E. Benefits of the Study ...............................................................................4
F. Definition of Terms .................................................................................5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ..........................................................................8
1. The Teaching of English ....................................................................9
a. The Role of Language Teachers....................................................9
1) An Organizer in the Classroom ...............................................9
2) A Counsellor............................................................................10
3) A Monitor ................................................................................10
4) An Observer.............................................................................10
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5) A Model ....................................................................................11
6) A Resource of Knowledge and Direction.................................. 11
b. The Steps in Teaching Language ..................................................11
1) Selection ................................................................................... 12
2) Gradation ................................................................................... 12
3) Presentation ..............................................................................12
4) Repetition ................................................................................. 12
c. The factor in Second Language Acquisition .................................. 13
1) Motivation ................................................................................ 13
2) Self- confidence ........................................................................13
3) Anxiety ..................................................................................... 14
d. Some Points in the Teaching of English .......................................14
1) Competition versus Co-operation .............................................14
2) Pleasure ..................................................................................... 15
3) Taking Pupils into One’s Confidence .......................................15
2. The Teaching of Writing .....................................................................15
a. Writing ........................................................................................... 16
b. The Six Basic Understanding about the Writing Process ............. 16
1) Students Learn to Write by Writing .........................................17
2) Writing Expresses Thoughts by Writing .................................. 17
3) Students Learn to Write by Reading..........................................17
4) Writing is Difficult ....................................................................18
5) Writing can be Taught .............................................................18
6) Writing is a Way of Learning in All Classrooms ...................... 18
c. Teaching Writing for the Second Year Students of Junior
High School.................................................................................... 19
3. The Teaching of Grammar ..................................................................19
a. Grammar ........................................................................................ 19
b. The Principle in Teaching Grammar .............................................21
1) Integrating both Inductive and Deductive Methods ................. 21
2) Using Tasks to Make Relate between Grammatical Form
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and Communicative Function .................................................21
3) Focusing on the Development of Procedural
rather than Declarative Knowledge .........................................22
c. The Nature of Grammar ................................................................22
1) Grammar is an Area of Knowledge...........................................22
2) When We Say something is Grammatical, We
Mean that it is Accurate ............................................................23
3) Grammar is Arbitrary ...............................................................23
d. The Learning of Grammar .............................................................23
1) Grammar is Acquired Naturally ..............................................23
2) Grammar Structures are Acquired in a Set Order …………… 24
e. Common Mistakes of Teaching Grammar ................................... 24
4. Picture Stories as an Aid to Teaching Writing .................................... 25
5. Classroom Action Research ................................................................26
B. Theoretical Framework..............................................................................30
CHAPTER III. METHODOLOGY
A. Research Method
.................................................................................. 32
B. Research Participants................................................................................. 33
C. Research Instruments................................................................................. 34
1. The Researcher as the Instrument ........................................................34
2. The ACTFL Proficiency Guidelines ....................................................35
3. Observation Sheet ...............................................................................36
D. Data Gathering Technique ........................................................................37
E. Data Analysis Techniques .......................................................................38
1. Analysis on the students’ grammar proficiency.................................... 38
a. The Usage of Simple Past Tense .....................................................38
b. The Pattern of Simple Past Tense ..................................................38
c. The Type of Verbs Used in Simple Past Tense ............................... 39
2. Analysis on the cycles ..........................................................................40
F. Research Procedure .................................................................................. 40
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1. Observation .......................................................................................... 41
2. Reflection ............................................................................................. 41
3. Planning ............................................................................................... 42
4. Action ................................................................................................... 42
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings and Discussions ..........................................................43
1. The First Cycle ..................................................................................... 43
a. Observation ..................................................................................... 44
b. Reflection ........................................................................................ 45
c. Planning............................................................................................ 49
d. Action ............................................................................................... 51
2. The Second Cycle ................................................................................ 54
a. Observation ...................................................................................... 55
b. Reflection ....................................................................................... 55
c. Planning............................................................................................ 56
d. Action. .............................................................................................. 56
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ............................................................................................... 60
B. Suggestions................................................................................................. 62
REFERENCES.................................................................................................... 64
APPENDICES ..................................................................................................... 65
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LIST OF TABLES
Table 3.1 Sentence Pattern that Used Full Verb ...……………………….
39
Table 3.2 Sentence Pattern that Used Past to be .………………………..
39
Table 4.1 The Errors of Students’ Writing Product before and after Imple
mentation of the First Cycle ………………………………….
54
Table 4.2 The Errors of Students’ Writing Product after the Implementation
in the First Cycle and the Implementation in the Second
Cycle …………………………………………………………..
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LIST OF FIGURES
Figure
Page
2.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………...
28
2.2 Harmer’s Action Research Cycle (Harmer, 2002: 40) ………………….
30
3.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………...
41
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix 1. Letter of Inquiry to Conduct a Research ………………..
66
Appendix 2. Letter of Recommendation that the Research has been Con
ducted …………………………………………………….
Appendix 3. The Example of Students’ Errors in Writing ……………
68
69
Appendix 4. The Percentage Errors of Students’ Writing Product before
the Implementation …….....………..................................
72
Appendix 5. The Percentage Errors of Students’ Writing Product after
the Implementation in the First Cycle ………………….
73
Appendix 6. The Percentage Errors of Students’ Writing Product after
the Implementation in the Second cycle ………….….…
74
Appendix 7 The Students’ Writing Product ...…………………………
75
Appendix 8. Syllabus ………………………………………………….
91
Appendix 9. Lesson Plans …………………………………………….
93
Appendix 10. Teaching Materials ………………………………………
104
Appendix 11. The ACTFL Proficiency Guidelines of Writing………..
118
Appendix 12. Observation Sheet ………………………………………
120
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ABSTRACT
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
The research focused on how to improve the eighth grade students’
grammar proficiency of simple past tense in writing. This research was aimed at
finding out the students’ grammar proficiency of simple past tense in writing and
at proposing the appropriate teaching strategy to improve the students’ grammar
proficiency of simple past tense in writing. There were two problems in this
research. The first was what the eighth grade students’ grammar proficiency of
simple past tense in writing of Budi Mulia Minggir Junior High School was. The
second was how the eighth grade students’ grammar proficiency of simple past
tense in writing of Budi Mulia Minggir Junior High School can be improved.
The researcher discovered some problems occurring in the class which
were related to the students’ grammar proficiency of simple past tense in writing.
First, most of the students had difficulties in writing their past experience in at
least four sentences. Second, the students could not write a good narrative
accurately in writing because they had no sufficient knowledge of simple past
tense. The students had not yet mastered the simple past tense. They did not know
the past verb form in the simple past tense. In fact, writing should be
grammatically correct. Third, most of the students already had ideas in their minds
but they could not put the ideas into good writing. The researcher conducted
Classroom Action research with the eighth grade students of Budi Mulia Minggir
as the subjects to solve the research problems. The number of participants was
five out of twenty-four students of the eighth grade students of Budi Mulia
Minggir Junior High School. Two cycles were conducted in this Classroom
Action Research. The researcher was as the research instrument in order to gain
the data. Besides, the observation sheet was employed also to obtain the data.
At the initial of the research, the researcher discovered that the majority of
the students were intermediate low level students in writing. The five students
were intermediate low level student in writing and they were selected as the
subjects of the research. The researcher employed the model of narrative text with
the picture story which enabled the teacher to use both inductive and deductive
method in the first and second cycle. After reflecting on the fact-findings, five
students improved their grammar proficiency of simple past tense in writing. Five
students made progress. They were in intermediate mid level. They could already
write with a few frequent errors of simple past tense in writing. So, the researcher
concluded that the inductive and deductive method were effective to improve the
eighth grade students’ grammar proficiency of simple past tense in writing of Budi
Mulia Minggir Junior High School.
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ABSTRAK
Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’
Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia Minggir
Junior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaiki
kecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulis
berbahasa Inggris di SMP Budi Mulia Minggir. Penelitian ini bertujuan untuk
mengetahui tingkat kecakapan siswa kelas delapan dalam tata bahasa simple past
tense dalam menulis bahasa Inggris dan untuk mengusulkan strategi mengajar
yang tepat untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasa
simple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yang
pertama yaitu apa tingkat kecakapan siswa kelas delapan dalam tata bahasa simple
past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.
Permasalahan yang kedua yaitu bagaimana tingkat kecakapan siswa kelas VIII
dalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP Budi
Mulia Minggir dapat diperbaiki.
Peneliti menemukan beberapa masalah yang muncul di kelas yang
berkaitan dengan kecakapan siswa dalam tata bahasa simple past tense dalam
menulis bahasa Inggris. Pertama, kebanyakan siswa mepunyai kesulitan dalam
menulis pengalaman mereka sekurang- kurangnya empat kalimat. Mereka
mempunyai kesulitan dalam mengungkapkan pengalaman yang mereka lakukan
pada hari kemarin dalam bentuk tulisan. Kedua, siswa tidak dapat menulis sebuah
cerita narrative secara akurat dalam menulis bahasa Inggris karena mereka tidak
mempunyai pengetahuan cukup tentang simple past tense. Siswa belum
menguasai simple past tense. Mereka tidak mengetahui bentuk kata kerja lampau
dalam simple past tense. Padahal, menulis bahasa Inggris seharusnya tata
bahasanya benar. Ketiga, kebanyakan siswa sudah mempunyai ide- ide dalam
pikirannya masing- masing tetapi mereka tidak dapat meletakkan ide- ide tersebut
ke dalam tulisan yang baik. Peneliti mengadakan sebuah penelitian yang disebut
Classroom Action Research, dengan siswa kelas VIII di SMP Budi Mulia Minggir
sebagai subyek atau partisipan dalam penelitian in untuk menjawab permasalahan
tersebut. Jumplah partisipan dalam penelitian ini adalah 5 dari 24 siswa yang
diambil dari satu kelas, yaitu kelas VIII. Dalam penelitian ini terdapat dua siklus.
Peneliti sebagai alat untuk mendapatkan data. Selain itu, observation sheet juga
digunakan untuk mendapatkan data yang di butuhkan.
Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswa
berada pada tingkat menengah. Mereka dipilih menjadi subjek atau partisipan
dalam penelitian ini. Peneliti menggunakan model dari narrative teks dengan
cerita bergambar yang memungkinkan penggunaan baik metode induktive dan
deductive pada siklus pertama dan kedua. Setelah merefleksikan penemuan dari
data-data yang diperoleh, kelima murid dapat meningkatkan tingkat kecakapan
tata bahasa siswa dalam simple past tense dalam menulis Inggris. Kelima murid
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tersebut membuat kemajuan. Mereka berada dalam tingkat menengah sedang
dengan kesalahan- kesalahan tata bahasa simple past tense yang sedikit dalam
menulis Inggris. Peneliti menyimpulkan bahwa metode induktif dan deduktif
efektif untuk meningkatkan tingkat kecakapan tata bahasa siswa kelas VIII dalam
simple past tense dalam menulis Inggris di SMP Budi Mulia Minggir.
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the background of the study, the
problem formulation, limitation of the problem, the research objectives, the
benefits of this research, and definition of terms used in the thesis.
A. Background of the Study
English is one of the compulsory subjects that has to be learned at school
in Indonesia. There are four skills to be focused in teaching English. Those are
reading, listening, speaking, and writing. Nevertheless, teachers cannot put aside
grammar inasmuch as it plays an essential role in the language. By mastering the
grammar of the language, the students are able to write well by producing correct
sentences. As stated by Nunan (2003: 154), sentences should be made by using
and applying the rules of grammar to make those sentences receivable and
understandable. Hence, it is clear that the place of grammar becomes essential for
students in order to produce correct sentences. Grammar is also important to
support communication. Littlewood (1983: 77) argues that the mastery of
grammar is important to support communication. The knowledge of grammar is a
basic requirement for using a language since this knowledge provides language
users with the frames, rules, and patterns for constructing sentences as well as
understanding others. Comprehending the knowledge of how to construct words
together and identifying the types of words and word groups in good sentences
enable students to communicate with each other clearly and effectively.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Grammar has a big influence on the four English skills such as writing,
speaking, reading, and listening. As stated by Walter (2004: 35), grammatical
competence is important to be assigned in English skills especially in accurate
writing and fluent speaking. While, Paulston and Bratt (1976: 1) also point out
that grammar is related to all language English skills since grammar can be found
in writing, listening comprehension, speaking and reading. Meanwhile, Hill
(1960: 2) states that the grammatical structures that have to be acquired for
writing a composition on given picture stories must be considered. Hence, the
students must practice the structures needed with the class beforehand. In short,
grammar is integrated with writing as one of English skills.
This thesis discusses the importance of grammar in writing for Junior High
School. The researcher has been teaching English Extracurricular for several years
in Budi Mulia Minggir Junior High School and discovered a problem related with
the students’ grammar mastery in writing. There were some difficulties the
students encountered in learning English. They had difficulty in expressing the
ideas in the form of writing. In addition, the students could not write a good
narrative accurately because they had no sufficient knowledge of simple past
tense. Based on informal questions given to the students, grammar was difficult to
learn and understand. The researcher also found a fact that the students often
made errors when they did grammar exercises, such as getting confused whether
they should use simple present or simple past in filling in writing a composition.
The researcher focuses on the eighth grade students of Junior High School.
There are two considerations why the researcher chooses the eighth grade students
of Junior High School as the population of interest. First, Junior High School is a
level at which the students will continue their study to the higher level the i.e.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Senior High School or Vocational High School. When the students have mastered
sufficient proficiency of English from the previous level, they will find it easier to
learn English at the next level. Second, the students can prepare themselves to
face the exam better. Apparently, the government has stipulated the minimum
requirements that must be satisfied by the students so as to pass the final
examination. According to the letter of the government, Keputusan Kepala Dinas
Pendidikan Propinsi DIY (2008: 16), the standard of minimum scores for certain
subjects taught at school is 5,25. In response to this, the researcher’s concern is to
help the students improve the students’ grammar proficiency of simple past tense
in writing.
B. Problem Formulation
In relation to the background mentioned before, the problems are
formulated as follows:
1. What is the eighth grade students’ grammar proficiency of simple past tense in
writing of Budi Mulia Minggir Junior High School?
2. How can the eighth grade students’ grammar proficiency of simple past tense
in writing of Budi Mulia Minggir Junior High School be improved?
C. Limitation of the Problem
It cannot be denied that grammar occupies an important role for students in
learning English especially in writing. Understanding grammar enables the
students to produce and express the sentences clearly and understandably both in
spoken and written way for their listeners or readers. This research focuses on
improving students’ grammar proficiency of simple past tense in writing for the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
eighth grade students of Budi Mulia Minggir Junior High School. Thus, this
research discusses teachers’ way to teach grammar in writing for the students in
Budi Mulia Minggir Junior High School. This study is to make the students write
accurately by using the appropriate past verb forms and past to be (was and were)
in simple past tense. The researcher tries to look for what teaching strategy and
teaching methods are appropriate for them. It is hoped the teaching strategy could
improve their grammar proficiency of simple past tense in writing. This research
is limited for the eighth grade students of Budi Mulia Minggir Junior High School
of academic year of 2007/2008.
D. Objectives of the Study
Considering the formulation of the problems, the objectives of this
research are:
1. To observe the eighth grade students’ grammar proficiency of simple past
tense in writing of Budi Mulia Minggir Junior High School.
2.
To propose the teaching strategy to improve the eighth grade students’
grammar proficiency of simple past tense in writing of Budi Mulia Minggir
Junior High School.
E. Benefits of the Study
After the researcher conducts this research, it is expected to give valuable
contribution for the some people as follows:
1. The researcher
By improving students’ grammar proficiency of simple past tense in writing,
it is expected the researcher will acquire new experience in applying methods
and strategies used in this research.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2.
The teachers
It is expected that the eighth grade English teachers of Budi Mulia Minggir
Junior High School will be able to look for and apply certain strategies used
to improve, motivate, and help the students learn grammar in writing.
Hopefully, the teachers will teach better in order to solve the students’
problem.
3.
The students
For the eighth grade, hopefully the students are able to improve their
grammar mastery of simple past tense in writing. The students will also
comprehend and understand this language focus, grammar, which is learnt in
the learning process easier. Afterwards, they are able to write well by
applying grammar appropriately.
F. Definition of Terms
In this part, the researcher would like to present the definition of terms in
this research in order to avoid misunderstanding.
1. Grammar
Richard, Platt and Weber (1985) as cited in Nunan (1999: 7) said that
“Grammar is a description of structure of a language and the way in which
linguistic units such as words and phrases are combined to produce sentences in
the language.”
According to Littlewood (1983: 77), the mastery of grammar is important to
support communication. Grammar is a basic requirement for using a language
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
since this knowledge provides language users with the frames, rules, and patterns
for constructing sentences as well as understanding others.
In this study, grammar refers to the way how to construct sentences by
using words and phrases correctly. It has an important role for the learner in
mastering English. Grammar makes the learner know how to make the right
sentences by using its rule and its pattern. By having sufficient knowledge of
grammar, the students can write well since grammar influences the students’
writing product.
2. Writing
As Nunan (2003: 88) writes in her book, writing is finding ideas and then
expressing those ideas by organizing into statements and paragraphs in order.
Nunan (2003: 88) also adds that the purpose of writing is to express and impress.
In this case, writing is as a way to express and impress what ideas, thought, and
feelings the writer has in the written form of English. Meanwhile, writing is “a
productive skill” (Harmer, 1991: 16) which requires the students to produce a
written form of English. In this study, writing refers to students’ ideas, thought
and feeling that are expressed in the written form.
3. Proficiency
“Proficiency is level of competence in English” (Davies and Pearse, 2008:
208). Based on the definition above, proficiency refers to the level of students’
ability in English.
4. Picture Story
Littlewood (1983: 33) states that a picture story is a series of pictures. The
pictures are cut up into its separate. There are four pictures in a picture story.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
5. Eighth Grade
Junior High School is generally called as SMP (Sekolah Menengah
Pertama). The students entering Junior High School are those who have passed
the Elementary School. Junior High School is divided into three grades. After one
year they learn in the seventh grade of Junior High School, the students will enter
the next level, that is, the eighth grade students of Junior High School.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on related literature
which underlies the topic of the research. This chapter is divided into two major
parts. In the first major part, the researcher would like to present the theoretical
description. It includes some theories which underlie the study. The theories are
The Teaching of English, The Teaching of Writing, The Teaching of Grammar,
The Classroom Action Research. The second major part is the theoretical
framework. In this part, the researcher draws a framework based on her review of
the related theories.
A. Theoretical Description
This section consists of some related theories which are used to support
and conduct the accomplishment of this research. As stated in the introduction
paragraph, there are five related theories in this study. The first one is about the
teaching of English. It includes the principles and techniques in teaching English
as second language. The second main part is about the teaching of writing. Then,
the third main part is about the teaching of grammar. It covers the definition of
grammar, the nature of teaching grammar, the principle in teaching grammar, and
common mistakes of teaching grammar. The forth is picture stories as an aid to
teach writing. The last one is about the Classroom Action Research (CAR). It
discusses the definition of classroom research and the phases of Classroom Action
Research.
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
1. The Teaching of English
English is one of the compulsory subjects at schools in Indonesia
nowadays. For students, English is one of the difficult subjects. In teaching
English for Junior High School, there are four skills that should be focused. Those
skills are listening, speaking, reading, and writing. Besides, there are many
elements to be learned in mastering English such as vocabulary, pronunciation
and grammar. Therefore, English is not easy to be learnt by the students.
a. The Role of Language Teachers
The teachers hold important role of the success of teaching English.
Setiyadi (2006: 18-19) points out the roles of language teachers into six roles, the
teacher as an organizer in the classroom, the teacher as a counselor, the teacher as
a monitor, the teacher as an observer, the teacher as a model, and language teacher
functions as a resource of knowledge and direction. The roles are described as
follows.
1) An Organizer of the Classroom
Setiyadi (2006: 18) states that the teachers have to manage the class and
make it discipline. It is for creating an affective atmosphere for student. Asking
the students questions are a way to create an affective atmosphere so that they are
not passive in the classroom activities. Gebhard (1996: 58) also points out that the
teachers have to afford to manage the classroom. This attempt can promote
interaction among the teacher and the students. To enable the teachers manage the
classroom, there are some points the teachers should know to be able to manage
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
the classroom. The teachers engineer the amount of classroom talk, control the
way used to give instructions, make group and pair work, keep learners on talk
and make language comprehensible to students.
2) A Counselor
As stated by Setiyadi (2006: 18), the teacher functions as a counselor. The
teacher must help the students, when they have difficulties. He or she has to solve
and answer problems which the learners have. Moreover, the teachers’ role is also
to help the learners to master what they learn. Thus, the teacher is as a counselor.
3) A Monitor
Setiyadi (2006: 18) says that the teacher functions as a motivator. The
teacher should motivate their students. The teacher can give the encouragement to
the students by giving compliments. By doing so, the students will motivate. For
instance, the teacher can give positive feedback by saying “good”, “very good”,
“great job”, or something else when the students can answer questions given with
correctly answer. Another example is by giving positive feedback after they do
assignments.
4) An Observer
As stated by Setiyadi (2006: 18), the teacher as an observer. If the students
make some errors, the teacher should point out the errors they have done.
Afterwards, the teacher tries to solve the problems by giving treatment. Then, the
teacher can ask the learners to correct that error.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
5) A Model
The teacher’s role is as a model for producing correct expressions as stated
by Setiyadi (2006: 18). The teacher points out what the errors have been made by
the learners. Then, the teacher asks them to correct those errors.
6) Language Teacher Functions as a Resource of Knowledge and Direction
The teacher’s role becomes more dominant than the learners as stated by
Setiyadi (2006: 19). Moreover, the teacher can choose the materials to be used
which are related to the teaching. Gebhard (1996: 58) states that the teacher has
the role of “text adapter”. It means the teacher decides the textbooks which are
relevant to the lesson.
Further, Finocchiro (1969: 20) also adds about the role of the teacher. He
states that the teacher is not only to transmit his or her knowledge of English but
also to give his or her interest in their students as human being, desire for them to
learn, and also enthusiasm.
The roles of the learners are varied. It depends on the role of the teachers. As
pointed out by Setiyadi (2006: 19), when the position of a teacher is more active,
the learner will be less silent in the classroom and vice versa.
b. The Steps in Teaching Language
According to Mackey (1975) as cited in Setiyadi (2006: 13) there are four
steps that should be included in teaching language. The steps are selection,
gradation, presentation, and repetition. The steps are described as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
1) Selection
In teaching English, there are many aspects of a language. Setiyadi (2006:
13) says that the teacher should select which parts that is relevant to the topic. The
teacher will find difficulties if he or she teaches the whole parts of a language.
Besides, it will be effective for the learners to focus on topic given in the learning
process. Then, it is hoped they can learn better.
2) Gradation
The teacher cannot teach the whole parts as pointed out by Setiyadi (2006:
13). Furthermore, the teacher should choose the part and make it in the good
order. The learning process which is in a good order will also help students and
the teacher.
3) Presentation
The teacher needs to communicate in transmitting the materials that the
teachers wish to teach with their students. It is impossible for the teacher to teach
materials chosen without having communication to somebody as stated by
Setiyadi (2006: 13). Thus, the teacher uses the part of presentation as a way to
communicate.
4) Repetition
Setiyadi (2006:13) says that the teacher should ask the students to repeat
the materials that they have learnt. It is done to make the students comprehend
and remember more about the materials that they have learnt. Furthermore, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
teacher should teach language skills with practice. According to Setiyadi (2006:
13) “all skills depend on practice.” Therefore, practice must be included in
teaching language. Bright (1970: 4) also has the same opinion with Setiyadi that
by doing practice, the students can acquire the skills. The students must practice
since it is very important for them.
c. The Factors in Second Language Acquisition
There are some factors related to success in second language acquisition.
Krashen (1982: 31) states the factors in second language acquisition into three.
They are factors, motivation, self-confidence, and anxiety. Those factors are
described as follows.
1) Motivation
The learners who have high motivation usually will do the second
language acquisition better as said by Krashen (1982: 31). So, if the learners do
not have the motivation, they will perform badly. The learners do not pay
attention to the teacher. Besides, they might make noise in the class.
2) Self- confidence
Krashen (1982: 31) states that the learners who have high self-confidence
and good self-image would do better in second language acquisition. The learners
are not afraid to answer the teacher’s question even though their answer may be
wrong. The learners who have high self-confidence also help the teacher to make
the classroom atmosphere better.
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3) Anxiety
It cannot be denied that a learner sometimes feels anxious. Krashen (1982:
31) says that the learner feels anxious in mastering some topic while studying in
class. Basically, the learner feels anxious because they do not understand the
lesson that is being studied. Having low anxiety can disturb the second language
acquisition process, personal involvement or classroom anxiety.
d. Some Points in the Teaching of English
The success of transferring knowledge in teaching English as second
language does not only depend on how far the teacher masters the lesson. He or
she must know some language teaching techniques. In accordance with this, as
pointed out by Bright (1970: 4-7) the teacher ought to concern some points in the
teaching of English. Those points are competition versus co-operation, pleasure,
and taking pupils into one’s confidence. Those points are described in the
following sections.
1) Competition versus Co-operation
Bright (1970: 4) says that the pupils feel education is a race which only a
few pupils can win. The pupils compete each other in the class in order to be a
winner and pass the examination. Nevertheless, education is not a competition.
There are some ways to encourage our pupils in learning. Basically, there are two
basic attitudes. The first is asking them to work as individually against each other,
if it is easy and divisive. The second is helping then to work with each other
which is difficult, uniting, and good.
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2) Pleasure
Enjoyment is one factor that influences the learning a