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Conclusion CONCLUSION AND SUGGESTION

Leech, Geoffery Leech and Svartvik, Jay. A Communicative Grammar of English, Third Edition, Longman: Edinburgh, 2002. LeTournean, Mark S. English Grammar, USA: Harcourt, Inc, 2001. L. McKay, Sandra. Teaching Grammar: Form, Function, and Technique, New York: Pergamon Press, 1985. Meltzer, David E. The Relationship between Mathematics Preparation and Conceptual Learning Gain in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa: Departement of Physics and Astronomy, 2008. Richard, Jack C. and Rodgers, Theodore S. Approaches’ and Methods in Language Teaching, Cambridge: Cambridge University, 1992. Sahartian, Peat A. Prinsip dan Teknik Supervisi Pendidikan, Surabaya: Usaha Nasional, 1981. Schramfer, Betty Azzar and A. Hagen, Stacy. Basic English Grammar: Third Edition, New York: Pearson Education, 2006. Schramfer, Betty Azar. Fundamentals of English Grammar: Third Edition, New York: Pearson Education, 2003. Setiyadi, Bambang. Teaching English as a Foreign Language, Yogyakarta: Graha Ilmu, 2006. Sofyan, Ahmad et-al. Evaluasi Pembelajaran Berbasis Kompetensi, Jakarta: UIN Jakarta Press, 2006. Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008. Sudjana, Nana. Penilaian Hasil Proses Belajar Mengajar, Bandung: PT. Remaja Rosdakarya, 2009. Swan, Michael. Practical English Usage, Oxford: Oxford University Press, 1980. Tinambunan, Wilmar. Evaluation of Student Achievement, Jakarta: Depdiknas, 1998. Ur, Penny. Grammar Practice Activities A Particle Guide for Teachers, Cambridge: Cambridge University Press, 1988. Appendix 1a: Interview for the English Teacher before Implementing the Action PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT MASALAH PENGAJARAN DI KELAS 1. Bagaimana proses pembelajaran bahasa Inggris di Kelas? 2. Aktivitas apa yang dilaksanakan dalam proses pengajaran bahasa Inggris? 3. Metode apa yang anda gunakan dalam pengajaran grammar? 4. Aspek grammar apa yang sulit dipahami oleh siswa? 5. Bagaimana dengan imperative sentence? Apakah siswa masih mengalami kesulitan dalam memahami makna imperative? 6. Bagaimana partisipasi siswa ketika pengajaran imperative sentence? 7. Ketika mempelajari imperative sentence, kesulitan apa yang sering dialami oleh siswa?Apa penyebabnya? 8. Apakah anda pernah mendengar metode total physical response dalam pengajaran? 9. Apakah metode pengajaran total physical response efektif diterapkan pada pengajaran imperative sentence? 10. Menutut anda apakah metode total physical response dapat meningkatkan kemampuan siswa dalam menggunakan imperative sentence?

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