The Effectiveness Of Peer Tutoring Towards Students’ Understanding In Using Simple Past Tense
i
(A Quasi-Experimental Study at Eighth Grade of MTs Negeri 19 Jakarta)
By
NUR HIDAYAH NIM. 109014000176
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF
TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
(2)
(3)
(4)
(5)
v
Alhamdulillah, the writer express her highest gratitude to Allah Subhanahu wa ta‟ala for blessing, love, opportunity, health, and mercy to complete this skripsi.Shalawat is also sent to Prophet Muhammad Shallalahu „alaihi wa sallam who had delivered the truth to human being in general and Muslim in particular.
In arranging this paper, a lot of people have provided motivation, advice, support that had helped the writer. In this valuable chance, the writer aims to express her gratitude and appreciation to all of them. First, the writer‟s deepest appreciation goes to her beloved parents, her mother, Jamilah for the endless love, pray, and support, and her father, Sugeng who has become the writer‟s inspiration to be strong to overcome every obstacle that she found.
The writer presents her sincere appreciation goes to her first advisor Dr. Ratna Sari Dewi, M. Pd who has given advice and motivation. Then, to her second advisor Teguh Khaerudin, M. AppLing. who has helped her patiently finishing this paper by giving suggestion, guidance, and correction until the completion of this paper.
She offers her gratitude to all of people who have contributed to her study at Syarif Hidayatullah State Islamic University. So in this opportunity the writer would like to convey her great gratitude to:
1. All of the lecturers in English Education Department for advice, motivation and useful knowledge.
2. Drs. Syauki, M.Pd, the Head of English Education Department
3. ZaharilAnasy, M.Hum, as the secretary of English Education Department. 4. Nurlena Rifai, MA, Ph.D, as the Dean of Faculty of Tarbiya and Teacher‟s
Training.
5. All staff in Department or in faculty who have helped the study in managing this paper.
(6)
vi
7. Her brothers and sisters: Mustofa, Tori, Dani Ariyanto, Fatimatur Rohmah, Yuniar Ummul Mufidah and Nur Kholik Fauzi for their joyful, laughter, and warmth.
8. All of her friends in State Islamic University Syarif Hidayatullah Jakarta particularly friends in English Education Department E-class especially for Asteria Eka Prasaty, Rully Amalia, Vesi Sarwenda, Widya Purnaningtyas, Nyai Novianti and other friends who cannot be mention one by one. Thanks for cheerful days and togetherness.
9. The last but not least, her appreciation goes to Fendi for the pray, motivation, and for being places to share.
The writer realizes there are still some mistakes in this paper and it is not proper to be said “perfect”. It is because the writer still has limited ability and knowledge. However, it is really expected that this Skripsi will give advantages for the writer, and also for other people in general. Therefore, critics and suggestions are needed to make this thesis better.
Finally, may Allah always bless us. Amin.
Jakarta,17th February 2014
The writer
Nur Hidayah NIM. 109014000176
(7)
vii
Students’ Understanding in Using Simple Past Tense (A Quasi-Experimental Study at Eighth Grade of MTs Negeri 19 Jakarta), Skripsi. Degree of Strata 1 of English Education Program of Tarbiya nad Teachers’ Training Faculty “Syarif Hidayatullah“ State Islamic University. The first advisor is Dr. Ratna Sari Dewi, M.Pd. and the second advisor is Teguh Khaerudin, M.AppLing.
Key words: Peer Tutoring, Students’ Understanding in Using Simple Past Tense. The objectives of this research is to find out whether or not Peer Tutoring is
effective towards students’ understanding in using simple past tense at the eighth grade students of MTs Negeri 19 Jakarta in the academic year of 2012/2013. The writer used a quasi-experimental research which is part of quantitative research method. By using purposive sampling technique, the writer took 48 students as sample. It is divided into two groups; the experimental group which were Peer Tutoring technique was given and the control one which did not.
In collecting the data, the writer used tests as instrument of the research. The tests were pre-test and post-test. The pre-test was given before the treatment. Therefore, the data of this research is tested by using t-test. It shows that to was 6,02 and the degree of freedom(df) was 46 on the level significance 1% is 2,68 whereas t-table with degree of freedom (df) was 46 and on the level significance 5% is 2,01. The writer found that to was higher than table (6,02 > 2,68 > 2,01). In another words, the students who were given Peer Tutoring technique have better understanding in using simple past tense than those who were not taught by giving Peer Tutoring technique. It could be concluded that Peer Tutoring is Effective towards Students’ Understanding in using Simple Past Tense.
(8)
viii ABSTRAK
Nur Hidayah (NIM: 109014000176). The Effectiveness of Peer Tutoring to Students’ Mastery of Simple Past Tense; A Quasi Experimental Study in the Second Grade of MTs N 19 Jakarta,2013. Skripsi S1. Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2013. Pembimbing (1) Dr. Ratna Sari Dewi, M.Pd. dan Pembimbing (2) Teguh Khaerudin, M.AppLing.
Kata kunci : Peer Tutoring (Tutor Sebaya), Pemahaman Siswa dalam Penggunaan Simple Past Tense.
Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan Peer Tutoring (Tutor Sebaya) efektif terhadap pemahaman siswa dalam penggunaan Simple Past Tense pada siswa kelas delapan MTs N 19 Jakarta tahun akademik 2012/2013. Dengan menggunakan teknik purposive sampling, penulis mengambil 48 siswa sebagai sampel. Sampel tersebut dibagi menjadi dua kelompok; kelompok eksperimental diberi tehnik Peer Tutoring dan kelompok control yang tidak menggunakan teknik tersebut.
Dalam pengumpulan data, penulis menggunakan tes sebagai instrumen penelitian yaitu pre-test dan post-test. Pre-test diberikan sebelum treatment dan post-test diberikan setelah treatment. Untuk itu, data hasil penelitian diuji dengan menggunakan t-test. Berdasarkan hasil analisis data diketahui bahwa to adalah 6,02 sedangkan t–table dengan derajat kebebasan 50 pada tingkat signifikansi 1% adalah 2,68 dan t – table pada tingkat signifikansi 5% adalah 2,01. Penulis menemukan to lebih tinggi dibanding t – table (6,02>2,68>2,01). Ini menunjukkan bahwa siswa yang dibei tehnik Peer tutoring memiliki nilai yang lebih tinggi daripada mereka yang tidak diberi tehnik ini. Dapat disimpulkan bahwa penggunaan tehnik Peer Tutoring efektif terhadap pemahaman siswa dalam penggunaan Simple Past Tense.
(9)
ix
SURAT PERNYATAAN SENDIRI ... ii
PAGE OF APPROVAL ... iii
ENDORSEMENT SHEET ... iv
ACKNOWLEDGEMENT ... v
ABSTRACT ... vii
ABSTRAK ... viii
TABLE OF CONTENT ... ix
LIST OF TABLE ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 4
C. Limitation of the Study ... 5
D. Formulation of the Study ... 5
E. Objective of thee Study ... 5
F. Significance of the Study ... 5
CHAPTER II THEORETICAL FRAMEWORK ... 7
A. Simple Past Tense ... 7
1. The Understanding of Simple Past Tense ... 7
2. The Form of Simple Past Tense ... 7
3. The Use of Simple Past Tense ... 11
B. Peer Tutoring... 12
1. The Understanding of Peer Tutoring ... 12
2. The Characteristics of Peer Tutoring... 15
a. Program Planning for Peer Tutoring ... 16
b. The Varieties of Peer Tutoring ... 17
(10)
x
CHAPTER III RESEARCH METHODOLOGY ... 24
A. Place and Time of the Study ... 24
B. Population and Sample ... 24
C. Method and Design of The Study ... 25
D. Instrument ... 26
E. Technique of Collecting Data ... 28
F. Technique of Data Analysis ... 29
CHAPTER IV RESEARCH FINDINGS ... 32
A. The Description of the Data ... 32
B. The Analysis of The Data ... 33
C. The Interpretation of the Data ... 36
CHAPTER V CONCLUSION AND SUGGESTION ... 37
A. Conclusion ... 37
B. Suggestion ... 38
BIBLIOGRAPHY ... 39
(11)
xi
(12)
xii
Appendix 2:Kisi-kisi Instrument ... 57
Appendix 3: The Key of Instrument ... 58
Appendix 4: Intruments of Pre-Test and Post-Test... 59
Appendix 5: The Students’ Scores of Pre-Test and Post-Test (The Experimental Class) ... 63
Appendix 6: The Students’ Scores of Pre-Test and Post-Test (The Controlled Class) ... 64
Appendix 7: Comparison of The Students’s Scores (The Experimental Class and Controlled Class) ... 65
Appendix 8: T-table ... 67
Appendix 9: Surat Bimbingan Skripsi ... 68
(13)
1
A.
Background of The Study
English is an international language. It is spoken by wide people around the world. It is used in communication among the people. Many countries have adapted English as a compulsory subject at school including Indonesia. In Indonesia, English is learnt by students in formal and non formal education. It is learnt by students from kindergarten until university. English became the first foreign language to be taught in Indonesia as stated in the 1994 GBPP: Bahasa Inggris adalah bahasa asing pertama yang dianggap penting untuk tujuan penyerapan dan pengembangan ilmu pengetahuan, teknologi dan pembinaan hubungan dengan bahasa-bahasa lain.1
In learning English, students are expected to master the four skills (listening, reading, speaking and writing). Listening and reading are skills in which students need these skills in acquiring or getting of knowledge in the classroom. While speaking and writing skills are needed in order to express and deliver their ideas and that they get from listening and reading.
Language learners are not only expected to master the four skills above, but also to master language components, especially grammar. By mastering English grammar, they can build up the sentences and express their ideas in communication activities. According to Penny Ur; there is no doubt that a knowledge –implicit or explicit- of grammatical rules is essential for the mastery language: you cannot use words unless you know how they should be put together.2 Therefore, mastering English grammar is important for the students to master English itself.
1
Departemen Pendidikan dan Kebudayaan, Kurikulum: GBPP Mata Pelajaran Bahasa Inggris. (Jakarta: Depdikbud, 1993) p.1.
2
Penny Ur, Grammar Practice Activities: A Practical Guide for Teacher, (Glasgow: Cambridge University Press, 1998), p. 4.
(14)
By mastering English grammar, students will understand what people say in English whether in written or spoken form and also they will also know how to put words together in a good order and produce combination of sounds and letters that others can understand. So the writer believes that mastering English grammar, students can communicate and interact in English confidently.
Mastering grammar does not mean mastering the entire language. In addition, it is believed that mastering grammar needs to be integrated with the four skills (listening, reading, speaking and writing) and the other language components to make students easier when they communicate and interact to other people.
In learning English grammar, the simple past tense is one of tenses that should be mastered by the English learners, but it sometimes makes them confused because some of them cannot use and understand it properly. Some of them are also still having difficulty in understanding the form and the usage of simple past tense.
However, based on the writer’s experience while doing preliminary study at the Eighth grade of MTs N 19 Jakarta, many students have problems in learning Simple Past Tense. The first problem is the different of the structures and the patterns
between the students’ native language and English. The next problem is the limited
learning time in the classroom. The next problem is inappropriate techniques use by the teachers, and the last problem is the students’ lack of caring with social dynamics in their learning.
The different structures and patterns between students’ native language and English make students feel difficult in learning Simple Past Tense. For example, in Indonesian language there is no different time pattern for showing past, present and future. While in English different time has different pattern of verb. From the
students’ score, it can be concluded that some students are still confuse in using simple past tense.
The next different pattern between students’ native language and English is about regular and irregular verbs. In Indonesian language there is no term of regular and irregular verb forms. The form of simple past tense is difficult for some students
(15)
because they lack of knowledge of the irregular past simple verb forms. Generally, some students have not known any kinds of irregular forms because the irregular verbs forms are predictable so they have to memorize. Although there are some students who have already memorized the irregular verbs, they still get difficulty in putting these verbs in sentence.
For example:
I thinked about her yesterday
The sentence above is wrong, it must be: I thought about her yesterday.
Some students start to notice that many past tense verbs have –ed suffix at the end. They over generalize this rule and apply it to irregular verbs.
The next problems in learning English grammar are the limited learning time in the classroom and the methods used by the teachers. The limited learning time also makes students do not have enough time to study English grammar effectively in their classroom. In addition, inappropriate teaching techniques are used by the teachers also becomes a problem for students in learning English grammar.
The teaching techniques, which the teachers apply, have many significance roles in helping students to understand the materials. On the other hand, students will not understand the materials optimally if the teachers do not assign a technique in the right time and in the right place.
There are some various teaching techniques can be applied in the classroom. Peer Tutoring is one of techniques including in Cooperative Learning. There are many teachers use Grammar Translation Method in teaching grammar. The frequent use of Grammar Translation method in teaching grammar can make the students feel bored because there is little students-students interaction. It can be a problem for students in learning and mastering English grammar. Therefore, it needs the teachers’ awareness to employ various methods and techniques in teaching English grammar.
The writer prefer to use Peer Tutoring rather than Peer Teaching technique because the writer does not teach simple past tense directly to the students in the
(16)
experiment class but the writer teach the tutors then they teach or tutor their friends. She wants to see the effectiveness of this technique towards students’ understanding in using simple past. The writer believes that peer tutoring can be an alternative technique besides the other famous teaching techniques. Peer tutoring is involving students from similar group who are not professional teacher to help other to learn and they learn themselves by teaching other.
Peer tutoring is useful when a teacher do not have enough time in the classroom to explain the whole materials of grammar. Teacher can ask some students who are smarter than the other students to explain the materials to their friends who do not understand.
The writer believes that peer tutoring will give benefits for both the tutors and the tutees. Many pedagogical researches showed that students learn much better through social interactions. Peer tutoring includes in group learning in which it requires students to interact with other members. So that peer tutoring program will
create students’ caring and help them in social dynamics.
The other reason is that peer tutoring is a way for increasing teacher-delivered instruction because for some students, hearing a classmate says virtually the same thing that the teacher has said just seems to make the information clear and for the student tutors themselves often gain a better understanding of the subject matter as they explain it to other students. And the responsibility of being a peer tutor can be empowering.
B.
Identification of The Problems
The writer identified the problems as follow:
1. The difference of the structures and forms between the students’ native languages and English make students feel difficult to learn English grammar.
(17)
2. Limited learning time in the classroom makes some students do not have enough time to learn English grammar. Meanwhile, the English grammar is very complex.
3. Teachers tend to use conventional/traditional method. Many teachers do not use method or technique in right place and right time also makes students difficult to learn grammar yet there are so many teaching methods and techniques can be applied in the classroom.
4. Students lack of caring of social dynamics in their classroom.
C.
Limitation of The Study
As mentioned on the background of the study above, peer tutoring is one of technique that can be applied by teacher in the classroom. However, as a point of discussion, the writer intends to know the effectiveness of peer tutoring towards students understanding in using simple past tense.
D.Formulation of The Study
Based on the problem of the study, this study was formulated as follow: Is peer tutoring effective towards students’ understanding in using simple past tense?
E.
Objective of The Study
This study was conducted to find out the empirical evidence whether or not Peer Tutoring is effective towards students’ understanding in using simple past tense.
(18)
F.
Significance of The Study
The writer hopes the study will give advantages for herself, students and also teachers.
1. For writer, this study gain more knowledge and understanding of simple past tense.
2. For the students, they are expected to improve their understanding in using simple past tense. It is also hoped that students who are as the tutors will get many experiences when they are tutoring their friends.
3. For teachers, it is hoped that this study will give a significant contribution in teaching grammar and give useful information about an alternative way in teaching.
(19)
7
A.
Simple Past Tense
1.
The Understanding of Past Tense
The simple past expresses action carried out prior to the time of speaking: last night we ate dinner in the Italian restaurant. The simple past tense frequently occurs with expression that indicate a specific point in time when action was carried out, such us yesterday, a week ago, last Monday, at flour o’clock, in the morning, on Tuesday, and so on.1
Biber and friends in Grammar of Spoken and Written English stated that past tense most commonly refers to past time via some past points of references, especially in fictional narrative description, where the use of the past tense to describe imaginary past happening is well-established invention.2
Finally, it can be concluded that the simple past refers to an activity that occurs in the past without indicating connection with the present. It is commonly accompanied or followed by time expression that indicate past time such us yesterday, a week ago, last Monday, at flour o‟clock, in the morning, on Tuesday, and so on.
2.
The Form of Simple Past Tense
The simple past or past simple, sometimes called the preterite, is the basic form of the past tense. It is used principally to describe events in the past, although it also has some other uses. Regular English verbs form the simple past in -ed; however there are a few hundred irregular verbs with different forms.
1
Ron Cowan. The Teacher’s Grammar of English (New York: Cambridge University Press, 2008) p. 359.
2
Douglas Biber and friends. Grammar of Spoken and Written English. (Edinburg: Longman, 1999), p. 456.
(20)
Meanwhile Evelyn and and Robert said that almost all verbs, form their past tense by adding the suffix –ed. These verbs are called regular verbs. Some verbs, however, do not follow this pattern. These verbs a0re called irregular verbs. Some examples of irregular verbs are: see (past tense saw), write (past tense wrote), and hit (past tense to describe imaginary hit).3
Very often the simple past ends in –ed: I enjoyed the party last night, the police stopped me on my way home last night. But many important verbs are irregular. This means that the simple past does not end in –ed:4
Leave left Go went
According to Murphy and friends in Grammar in Use, the past of verb be (am, is, are) is was/were:
I/he/she/it was we/you/they were
I was angry they were late
In simple past questions and negatives we use did/didn‟t + the base form (do/open, etc):
It rained Did it rain? It didn‟t rain
Meanwhile as Lado stated in Practical Complete English Grammar, the structures of simple past are below:5
Positive. Structure: Subject + verb 2
For example: a. My brother watched a football match last night
3
Evelyn P Alternberg, Robert M. Vago. English Grammar: Understanding the Basics. (UK: Cambridge University Press), 2010, pp. 157-158
4
Raymond Murphy, RoannAliman. Grammar in Use. (New York: Cambridge Univrsity, Press), p. 22
5
(21)
b. Last month my father visited his parents
Negative. Structure:
Subject + did not + verb 1
For example: a. John did not go to school yesterday b. I didn‟t see him at the meeting last night
Interrogative. Structure:
Did + Subject + verb 1
For example: a. Did she tell you about her trip last week? - Yes, She did
- No. She didn‟t
b. did he phone you last night? - Yes, he did.
- No, he didn‟t.
Based on the classification and formulation which is given above, the writer formulates the form of simple past tense into three types, they are affirmative, negative and interrogative.
a. Affirmative
1) To make an affirmative the verb other than be, the formula is used: Subject + verb 2 + …….
Example:
subject Verb 2 … …
I You They We She bought came played went drove
an English dictionary to the party
football to the school the car
last week last night two days ago yesterday last Sunday
(22)
He received a present last night
2) To make an affirmative the verb be, the formula is used: Subjet + was/were +… Example:
subject Was/were … …
I You They We She He
was were were were was was
sick nevous happy sad out fun
last week last night two days ago yesterday last sunday last night
b. Negative
1) To make a negative the verb other than be, the formula is used: Subject + did not + simple form (v1) + … 2) To make a negative the verb be. The formula is:
Subject + was/were not + …
C. Interrogative
1) To make an interrogative affirmative form of verb other than be, the formula is: Did + Subject + simple form (verb 1) +…..
(23)
Didn‟t + subject + simple form (verb 1) + ... 3) To make an interrogative affirmative statement of verb be, the formula is :
Was/were + subject + …
4) To make an interrogative negative statement of verb be, the formula is: Wasn‟t/weren‟t + subject + ….
3.
The usage of Simple Past
The simple past states facts. What the core meaning of the past tense adds is a sense of remoteness. The event can be remote in time. The uses of the past tense: a) Definite single completed event/action in the past:
I attended a meeting of that committee last week. b)Habitual or repeated action / event in the past:
It snowed almost every weekend last winter
c) An event with duration that applied in the past with the implication that it no longer applies in the present:
Professor Nelson taught at Yale for 30 years d) With states in the past:
He appeared to be a creative genius He owed me a lot of money
e) Imaginative conditional in the subordinate clause (referring to present time): If he took better care of himself, he would not be absent so often. f) Social distancing:
Did you want to sit down and stay a while?6
6
Marianne celce- Murcia Freeman.The Grammar Book: an ESL/EFL Teacher’s Course 2nd Ed. (Boston: Hinle and Heinle).p. 342.
(24)
The simple past also refers to event in the past as Sidney and friends said the simple past is used to refer to a situation set as a definite time in the past.
(a) The event past is used with dynamic verbs senses to refer to a single definite event in the past. The event may take place over an extended period (the Normans invaded England in 1066) or at a point of time (The plane left at 9 a.m.).
(b) The habitual past is use with dynamic verb sense to refer to the past events that repeatedly occur: We spent our holiday in Spain when we were children.
(c) The state past is used with stative verb senses to refer to a single unbroken state of affairs in the past: I once liked reading novels.7
There are many uses of simple past. According to Cowan in The Teacher’s Grammar of English (the additional uses of the simple past include:
Reported speech.
John said, “I need to take a taxi” quoted speech John said that he needed to take a taxi. reported speech Unreal conditionals
If I ever said something like that, she would kill me Polite requests and questions
Did you want to speak with him now?8
B.
Peer Tutoring
1.
The Understanding of Peer Tutoring
Peer tutoring is one of techniques that includes in cooperative learning because in peer tutoring, students learn together in a group. In Peer tutoring, students cooperate in taking their roles as tutors and tutees. Nowadays, teacher use group learning as variety in teaching because it has beneficial effects.
7
Sidney Greenbaum, Randolph Quirk. Student’s of The English Language( England: 1990), p. 50.
8
(25)
As Ashman stated that one of the more common pedagogical approaches employed over the past decade draws on peers as facilitators within the teaching-learning context.9
Peer tutoring program is a group of students‟ volunteers who help other complete the course successfully. There are some other definitions of peer tutoring from some education experts. Topping defines peer tutoring is more able students helping less able students to learn in co-operative working pairs or small groups carefully organised by a professional teacher. He also defines peer tutoring is a program of people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching.10
Meanwhile Gaies stated that the term peer involvement is used to designate what are normally referred to peer teaching and peer tutoring. It is the use of learners as models, sources of information, and interactions for each other in such a way that learner assume roles and responsibilities normally taken by a formally trained.11
Many teachers feel they do not have enough time in the school day to work with every student one. Peer tutoring is a way for all students to get one-on-one help and enough time to practice and learn. When using peer tutoring, every student in the class is paired with others. The teacher writes lessons that one student uses to teach or tutor others. During the tutoring, one student explains the work to other students, asks the students to answer questions, and tells the students whether their answers are correct or not.
There are two types of peer tutoring. They are same-age and cross age peer tutoring. As Gaies states there is almost variety in peer involvement programs. Because peer teaching and tutoring programs are normally developed to meet specific needs of particular students in a particular setting. A basic distinction involves the
9
Robin, M. Gillies, Adrian F. Ashman (Ed.). Co-operative Learning (London: Routledge Falmer, 2003). p. 88.
10
Keith Topping. Effective Peer Tutoring in Further and Higher Education: The Typology and Review of The Literature. Peer Tutor in higher Education 32,1996, pp. 32–340.
11
Stephen J. Gaies, Peer Involvement in Language Learning, (New Jersey: Prentice Hall, Inc, 1985), p. 2.
(26)
relatives‟ age or grade level of the peer participants. Same age programs are those in which tutors and tutees are at the same grade or level. The other basic type of peer tutoring is the cross-age program. In such programs, tutors and tutees are at the different grade levels; the age difference between tutors and tutees may range from one to several years.12
Peer tutoring has been defined as instruction that involves systematic peer mediated teaching strategies. It includes both same-age peer tutoring (peer tutoring), in which students tutor same-age students in subject matter areas or study skills, and cross-age tutoring, in which adolescents work with younger children to provide help with specific subjects and/or to offer more general organizational and homework support.13
In peer tutoring usually the teachers perform as the monitors and facilitators in teaching learning process. The tutors in the same level class can be trained or directly appointed by the teacher. The teacher can train the students who will be the tutors before the teaching and learning process if it is necessary. However, the teacher can directly select the students if he or she assumes that they are capable of being tutors.
The advantages of peer tutoring should be consideration to be chosen by the teachers as teaching learning technique. Peer tutoring has many advantages. The direct benefits of peer involvement: an exposure language that is tailored to individual learners‟ needs and abilities, increased opportunities for genuine communication in the language, the development of interpersonal bonds with a peer role model.14
12
Gaies, op. cit., pp. 20–21.
13
William. Peer Tutoring, Peer2Peer White Paper Research, 2012, p. 1, (http://peers.aristotlecircle.com/uploads/Peer2PeerWhitePaperResearchbyDr.WilliamStixrud.pdf accessed on November 25th 2012)
14
(27)
Learning in groups can often be much more fun and can facilitate the continuation of learning once the formal has ended.15 Peer tutoring includes in group learning. Because students are divided into groups and each consists of students who have different competence because teacher directly point the students who are considered as in upper group or smarter than others to help their friends who are lack of certain subject. So that peer tutoring is one kind of group learning in which the group members are friends so the learning process will more enjoyable rather than when they learn from the teacher. Peer tutoring also become one strategy to overcome the limited time in the classroom because learning time in classroom is not enough to cover the students‟ needs.
2.
The characteristics of Peer Tutoring
Peer tutoring has characteristics that distinguish it from other teaching methods and approaches. In peer tutoring, students have big role in teaching learning process in the classroom. Students not only have role as students but they also perform as tutors and tutees that they help each other. The teachers‟ roles are to plan and to design the peer tutoring program, to choose the appropriate materials and tutors, and to monitor the classroom during the program.
Although in peer tutoring the students have big role in their learning, the teachers‟ roles are also important in teaching learning process. Teachers have roles to give instructions and to guide the program as Gaies described that peer tutoring designates an activity that in some fashion follows teacher-led instruction.16
15
Prue HuddleStone, Lorna Win. Teaching in Further Education. (New York: Rotledge Taylor and Francis Group), 2008, p. 117.
16
(28)
a.
Program Planning for Peer Tutoring
The most important part of the peer tutoring program planning process is developing a peer tutoring procedure that builds on effective teaching practice and facilitates the tutor-tutee interactions. As far as the tutor–tutee relationship is concerned, a tutor must build a good relationship with the tutee as a friend. Some important roles to be considered in planning peer tutoring:17
1) The role of instructor in a peer tutoring program
The role of instructor must include: providing tutors with resource materials and information to help them improve their tutoring skills, facilitating training and offering follow-up support for tutors. On the other hand, the instructor should also formally address several factors that pertain to implementation: (a) setting short- and long-term goals, (b) structure of the tutor-tutee interactions necessary to teach the knowledge and skill, (c) selection of expertise student as tutor, (d) selection of the tutoring schedule, and (e) selection of the materials for training in teaching skills. In addition to finding qualified tutors, programs also need to organize and coordinate peer tutoring program activities. Therefore, as the instructor‟s task in the peer tutoring program involves planning, scheduling and implementing tutor training and tutoring sessions, it is important to have instructors possessing good organizational and supervisory skills to ensure the success of the peer tutoring program.
2) The peer tutoring program for the tutee
The tutees at the beginning of their course may well need more help and more peer tutoring program intervention. The program enable students to take more responsibility for their own learning, promoted creative kinds of problem solving, as well as developing a more responsible attitude and intense motivation toward learning and self-confidence. 3) The peer tutoring program for tutor
17
Chen, ChingLiu,Chang-Chen. A case study of peer tutoring program in higher education.
(29)
Peer tutoring program practice should be conducted until the tutor can implement the tutoring service independently and accurately. Tutors‟ perspectives were grouped into five major categories: communication and relationship issues; tutors‟ ability and confidence, tutor system administration; purpose and value of the system; and problems as well as suggestions for improvement. There have also significant benefits for the tutors in developing key skills relate to: communication, leadership and team work. Cooperative problem solving approaches will vary according to the needs of the different students, along with the development and use of a variety of delivery methods.
b.
The Varieties of Peer Tutoring
Generally, there are two varieties of peer tutoring as Gaies divided it into two patterns, same-level and cross-level: 18
1) Same-level
a) The same-level pattern is only one variation which is called interclass. It is designed for use within a second foreign language classroom; all participants are learning the same target language and are at about the same level proficiency. 2) Cross-level
a) Same age: fluent speakers of the target language serve as peer teachers or tutors for age peers with limited proficiency in the language. An example for second language learning is the use of peer tutors with students of limited proficiency who have been mainstreamed, while in foreign language learning the use of international students as peer tutors is an example.
b) Intergrade: older generally more proficient students teach tutor younger learners. c) Reciprocal: two groups of learners, each fluent in one language and each with
limited proficiency in the language of the other group, serve alternately as peer teachers or tutors for students in the other group.
18
(30)
d) “informal”: more fluent, generally older, learners engage in activities with less fluent learners that are primarily intended to help the less proficient learner integrate socially and academically into a school setting; less explicitly built around language development activities.
While Falchikov categorized Peer Tutoring into main categories of peer tutoring that can operate in higher education;19
1.) Same-level peer tutoring where participants within a cohort have equal status 2.) Same-level peer tutoring involving one institution where unequal status is
introduced by the coordinator;
3.) Cross-level peer tutoring involving one institution where unequal status derives from existing differences between tutors and tutees,
4.) Cross-level peer tutoring involving two institutions.
In this research, the writer will use the first category: the same-level or interclass in which the learners are in the same class and level. The students‟ status among is equal which means that the role can be changed from a tutor to a tutee or vice versa based on their cognitive competency when a material are given. A student can be a tutor for one material, but they can also be the tutees for the other materials.
3.
The Advantages of Peer Tutoring
Peer tutoring has many advantages. Some advantages of peer tutoring are: a. Motivation for student-tutors.
Learning by teaching is consideration of students who become tutors for their friends because when they are asked to teach, they try to master the material in order to teach to others. They also learn how to teach their friends. In this case, it will build self-esteem and creates a sense of pride in helping others, develops communication skills, provides experiences and develops a sense of responsibility.
19
Nancy Falchikov, Learning Together: Peer Tutoring in Higher Education. (London: Routledge Falmer) 2001. p. 9.
(31)
Topping on his study reported that in previous study by Annis compared three randomly groups of students. The first group which merely read the material to be studied, the next group which read the material which the expectation of having to teach it to a peer, and the third group read the material in the expectation of teaching it to a peer and then actually carried out. On a 48 item test of both specific and general competence, the „read only‟ group gained less than the „read to teach‟ group which in turn gained less than the „read and teach‟ group. The tutors gained more than the tutees.20
b. Pedagogical benefits for the students-tutees.
Peer tutoring also has advantages for the tutees in pedagogic include more active, interactive, participative learning, immediate feedback, lowered anxiety, and greater student ownership of the learning process. Peer Tutoring helps less advance students in their learning as Stephen J. Gaies stated that students who master material more slowly can receive additional exposure to material through small-group work with a tutor.21
c. Motivational and attitudinal benefits for tutee
Motivational and attitudinal gains can include great commitment, self-esteem, self-confidence and empathy with others. Bell established elaborate hierarchies whereby in each class there were pairings of tutors and pupils, typically 12 more able pupils paired with 12 less able, with an assistant teacher who instructed and supervised tutors. In turn, the assistants were overseen by teacher who has overall responsibility for pupil progress and classroom discipline. However, the assistants and teachers themselves were aged between 7 and 14 years of age. The hierarchies were completed by sub ushers and ushers, who were ultimately responsible to
20
Topping. op. cit., pp. 32–340. 21
(32)
schoolmasters. Bell was a truly remarkable educator who recognized the many advantages of peer tutoring, not only in terms of educational progress but in the improved self-esteem of all involved and the accruing improved discipline in classroom and school as a whole. For tutor Bell realized that far from being held back in his studies, „the tutor far more efficiently learns his lesson than if he had not to teach it to another. By teaching he is well taught‟.22
d. Social psychology, economic and political benefits of peer tutoring.
Students become aware of their social dynamic. Topping reported that in peer tutoring, social isolation might be reduced, the functionality of the subject modeled, and aspirations raised, while combating any excess of individualistic competition between students. Study by Moust and Schmidt found that students felt more interested in their lives and personalities, and were less authoritarian, yet more focused on assessment. Economic advantages of peer tutoring might include the possibility of teaching more students more effectively, freeing staff time for other purposes. Politically peer tutoring gives the management of learning to the learners in a democratic way, seeks to empower students rather than de-skill them by dependency on imitation of a master culture, and might reduce student dissatisfaction and unrest.23
22
Keith Topping. Effective Peer Tutoring in Further and Higher Education: The Typology and Review of The Literature. Peer Tutor in higher Education 32,1996, pp. 32–340.
23
(33)
C.
Peer Tutoring and Students’ A
cademic Achievement
There are many studies investigated the effect of peer tutoring in students‟ academic achievement. First, the study by Jibrin, A. G. and Zayum, S. D. investigated the effect of peer tutoring instructional method on students‟ achievement in Biology among secondary school students in Zaria Metropolis, Nigeria. The design for the study was pretest and posttest experimental control group design. All the 60 senior secondary schools within Zaria metropolis constituted the population of the study. Two senior secondary schools were randomly selected and made into experimental and control groups. Biology Achievement Test (BAT) was prepared by the researcher and validated by Two senior lecturers from education department, Ahmadu Bello University, Zaria and a reliability coefficient r=0.67 was arrived at. Biology Achievement Test (BAT) was administered to the students by the researcher. Data collected were analyzed using t-test statistics. The results indicated that students taught biology using peer tutoring instructional method achieved higher than those taught using expository method.24
Other study by Janet W. Colvin in the communication department at university in Utah,USA. The data collection procedures occurred over an 18-month period, from April 2003 through December 2004, when a peer tutoring program was developed for. The procedures are training course and tutor internship. The training course focused on providing undergraduate students with training in pedagogical theories, principles, and skills necessary for successful tutoringTutor internship. Students who wanted to practice what they learned were asked to submit a brief resume the second month of the training course and to complete an application to become a peer tutor or advisor intern for the communication department during the following semester. The internship was for three hours course work and was considered a practicum for the training course. There were 230 students between the
24
Jibrin, Zayum. effect of Peer Tutoring Instructional Method on the Academic Achievement in Biology among Secondary School Students in Zaria Metropolis, Nigeria. Journal of Research in Education and Society, Vol.3. Agustus 2012. pp. 13-17.
(34)
two classes, and tutors were assigned to groups ranging from five to seven members each. Results of study showed that peer tutoring program has many benefits in
students‟ academic achievement such as math or science.25
While the study by Yolanda Vaillant Sanz1 and Michael Rubin report a peer tutoring program providing a supportive learning environment was designed to help students achieve successful General Chemistry course outcomes. This program was developed to increase student retention by providing a peer-led personalized and individualized learning experience to address their academic and emotional needs in a holistic way. Some students enrolled in chemistry courses at the Cayey University College (CUC) of the University of Puerto Rico (UPR) participated in this program over the past two and a half years. Data was collected from student questionnaires as well as official class lists of all General Chemistry course sections with the final grade for each student. The Program includes directors, an administrator, student mentors, and student participants. The Results over the past two years, show a significant increase in satisfactory course outcomes (final grades of A, B, or C) and indicate the development of positive attitudes among program participants when compared with non-participants.26
In sum, peer tutoring in which students help other students learning in a group, can be an alternative way of teaching because it gives many advantages especially in academic achievement. Although each group has its own personality and unique interactive pattern, with a good planning and program, peer tutoring have some positive effects on students‟ achievement.
25
Janet W. Colvin, Peer Tutoring and Social dynamics in Higher Education. Mentoring and Tutoring, Vol. 15, No. 2, May 2007. pp. 165-181.
26
Yolanda, Michael Rubin. Peer Tutoring and Mentoring Creates a Supportive Learning Environment that Enhances Achievement in General Chemistry Course. June 19, 2000. pp. 1 – 14.
(35)
D.
Theoretical Thinking
The writer used theory of Peer tutoring in this research. Peer tutoring is a technique in teaching in which students helping other students who lack of ability. The grammar of English consists of all the rules that govern the formation of English sentences, and this is what student should learn because it is the key of understanding the language and using it to communicate. Some students find difficulty in learning English grammar because there are many components of English grammar and it is very complex discussion. One of component in English grammar is tenses. Since learning tenses is quiet difficult for some students, peer tutoring in which students have role as teachers (tutors) and tutee and help each other, can be an alternative tehnique in teaching grammar especially simple past tense.
E.
Research Hypothesis
Hypothesis consists of alternative hypothesis (H1) and null hypothesis (H0) as the negation of the alternative hypothesis. Based on the explanation above, the hypothesis of this study was formulated as:
The null hypothesis (H0): Teaching simple past using peer tutoring technique is not effective.
The alternative hypothesis (Ha): Teaching simple past using peer tutoring technique is effective.
(36)
24
The objective of the study is to find out whether or not using peer tutoring is effective towards students’ understanding in using simple past tense. The indicators of the peer tutoring effectiveness are increasing students’ score and students have better understanding of the materials. Since the students’ score on post-test is higher than score on the pre-test, peer tutoring is effective towards students’ understanding in using simple past tense.
A.
Place and Time
The study was conducted in MTs Negeri 19 Jakarta located in Jalan Pinang Kalijati Pondok Labu, Jakarta Selatan. It took place for about four months or during PPKT occurred on March until June 2013.
B.
Population and Sample
This study was distributed to students in eighth grade of MTs N 19 Jakarta. This study was a quasi-experimental study. Technique in choosing the sample was purposive sampling. Purposive sampling is a technique to decide object for study based on some considerations that enable writer easy to conduct the study. The
writer’s considerations for choosing two classes were: (1) these two classes have same characteristics in learning, so it can avoid other variable to influence the study, (2) based on the information from their teacher, these two classes have better achievement than other classes, (3) the students of VIII – 1 and VIII – 3 are more cooperative than others to be in groups. The sample consisted of 48 students from two classes. Each class consisted of 24 students.
(37)
C.
Research Method and Design
This study was conducted by using quasi-experimental design. Quasi-experimental research is designed to estimate the causal impact of an intervention on its target population. This study specifically lack of the element of random assignment to treatment or control. It involves the use of intervention, but not random assignment of participants to groups.1 The writer gave the materials of simple past tense in two classes. The experimental class was taught using Peer tutoring technique and then the control class was not.
The writer used The Pretest and Post-test group design. The pretest-posttest control group design requires at least two groups. Both groups are administered a pretest, each group receives different treatment, and both groups are post-tested at the end of the study. Posttest scores are compared to determine the effectiveness of the treatment.2
The steps were: Firstly, the writer used tests to collect the data. The tests are pre-test and post-test to both of the experiment and the controlled class. The pre-test was given before the treatment. There are 20 questions of multiple choices. The questions of the pre – test are about simple past tense.
Secondly, the writer gave material of Simple Past tenses to both the experimental and controlled class. In experiment class she gave the material of simple past tense using peer tutoring technique. The procedures of implementation in the classroom were two times a week and it takes two weeks of meeting. The steps were the six selected students were asked to teach their friends. The students are divided into six groups and each group has a tutor and after that the tutor started to teach their friends about simple past tense that the writer gave. Then they worked in groups.
1
Creswell, John, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research , Boston: Pearson Education Inc. 2012. p. 309.
2
R.L Gay, et al. Educational Research: Competences for Analysis and Application. New Jersey: Pearson Education, Inc, 2009, p. 20.
(38)
During the peer tutoring program in the classroom, the writer’s role was just as a facilitator. If the students had questions, they asked to their tutor.
The post-test was given at the end of the meetings in order to know the difference achievement between the experiment class and controlled class. The form of the pre-test and post test is similar.
D.
Instruments
The writer used test as an instrument of the research. The pre-test was given before the learning process. While the post-test was given after getting treatment in order to know the different achievement between the experimental class and controlled class. The test consists of 20 questions of multiple choices. The test was about simple past tense. It includes patterns of simple past sentences: positive, negative, and interrogative and also about regular and irregular verbs. The questions are completing sentences and arranging the scrambled sentences into good order.
The validity of a test is the extent to which it measures what it is supposed to measure. This research uses content validity to check the validity of instrument. A test is said to have content validity if its content constitutes a representative sample of the language skill, structure, etc. Content validity is concerned with what goes into the test.3
A content of the test should be decided by considering the purpose of the assessment and then draw up a list known as a content specification. The content specification is important because it ensures as far as possible that the test reflects all the areas to be assessed in suitable proportion. The instrument is line with the syllabus, as an evidenced in the following examples:
3
(39)
Table 3.1
The Validity of the Instrument
StandarKomp etensi
Kompetensi Dasar
Skill Indikator Nomor Soal Mengungkap kan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk simple past tenseuntuk berinteraksi dengan lingkunganse kitar Mengungka pkan makna dan langkah retrotika dalam esei pendek sederhana dengan menggunak an ragam bahasa tulis secara akurat. lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk simple past tense Grammar Writing Siswa mampu mengide ntifikasi keterang an waktu past tense berdasar kan konteks kalimat/p ercakapa n Siswa mampu membuat kalimat sederhan a dalam bentuk simple past tense dengan benar.
15. When I came to Nina’s house _________. she was watching Harry
Potter.
a. tomorrow b. last Sunday c. next Sunday d. now
11. My mother and I - in – 1 2 bought – the market – 3 4 Some vegetables – 5 Yesterday morning. 6 7
a. 1-2-4-3-6-5-7 b. 1-2-4-5-3-6-7 c. 1-3-2-4-5-6-7 d. 1-3-5-2-4-6-7
This table is taken from the English syllabus for eighth grade of Junior High school.
(40)
The writer made the questions based on the students’ book that used in the classroom. There are some indicators of arranging questions of Simple Past Tense. These following indicators were used by the writer to make instruments of this study as follow: Table 3.2 Indicators in making instrument.
Indicators for Simple Past Tense 1. Siswa mampu mementukan:
pola to be past tense dalam kalimat pola negative past tense dalam kalimat pola interrogative past tense dalam
kalimat.
pola regular dan irregular dalam kalimat 2. Siswa mampu menyusun kalimat acak menjadi
pola kalimat simple past tense dengan benar
E.
Technique of Collecting Data
Pre-test and post test were given to collect the data. Pre-test was given before the treatment and post-test was given after the treatment. And for the treatment, in the experiment class, the writer firstly selected the six of students who get the highest score of the pre – test. The selected students who get the highest score then be trained by the writer. The writer taught them after the school. The materials were about simple past tense. The 3 days training of review and practice includes giving students opportunity to practice in pairs after the procedures were modeled. After three times of training program and the students are ready to teach the other friends in the classroom, then the peer tutoring program in the classroom was started.
In the controlled class, the writer taught simple past tense using Grammar Translation Method in which she explained the patterns of the simple past and then
(41)
asked the students to do assignments (to translate and to make examples of simple past tense). The students worked individually.
After the treatment of using Peer Tutoring gave to students in experiment class meanwhile the controlled class did not, the post-test was given and then comparing the results of the pre-test to know students’ achievement of both two classes.
F.
Technique of Data Analysis
The writer used t-test to find out the differences between the students’ score which are taken from pre-test and post-test. The formula of t-test is:
to =
Where:
Mx : Mean of the Different score of Experiment Class My : Mean of the Different score of Control Class SEMx : Standard Error of Experiment Class
SEMy : Standard Error of Control Class
X : using Peer Tutoring in Experiment Class Y : do not using Peer Tutoring in Control Class
(42)
According to Sudjana t-test formula was applied to see whether there was a significant difference between two variables in this research.4
The procedures of calculation were as follow: a. Determining Mean of variable X, the formulation is:
b. Determining Mean of variable Y, the formulation is My =
c. Determining Standar of Deviation Score of variable X, the formulation is: SDX=√
d. Determining Standar of Deviation Score of variable Y, the formulation: SDY = √
e. Determining Standar Error of Mean of variable X, the formula is:
SEMX =
√
f. Determining Standard Error of Mean of variable X, the formula is:
SEMX =
√
4
Nana, Sudjana, Tuntunan Penyusunan Karya Ilmiah, (Bandung: Sinar Baru Algesindo, 2006), p.149.
(43)
g. Determining Standard Error of Different Mean of variable X and vriable Y, the formula is:
SEMx – MY =√
h. Determining to with formula:
to= –
i. Determining t – table in significance level 5% with degree freedom (df): df = (N1 + N2) 2
G.
The statistic Hypothesis
The hypothesis is a statement in quantitative research in which the investigator makes a prediction about the outcome of a relationship among attributes or characteristic.5 The statistic hypothesis used in this study was as follow:
Ha (Hypothesis alternative) : if tobserved > ttable, hypothesis alternative is accepted. It means that Peer Tutoring is effective towards students’ understanding in using Simple Past Tense.
H0 (Null Hypothesis) : if tobserved < ttable, hypothesis alternative is rejected. It means that Peer Tutoring is effective towards students’ understanding in using Simple Past Tense.
5
(44)
32
In this part, the writer presents the data that have been collected. The writer divided in to three parts: The description of the data, the Analysis of the data and the Interpretation of the data.
A.
The Description of The Data
The Pre-Test done in both experiment and controlled group before the quasi-experimental study was conducted. There were 20 questions of multiple choices about simple past tense and the Post-Test after the treatment.
Based on the result of the pre-test, the data showed that the mean score of pre-test in experiment class was 44.16 and the mean score of post-test was 80.83 so that the mean of gained score of experiment class was 36.67. Meanwhile in controlled class, the mean score of pre-test was 43.75 and the mean score of pos-test was 57.70 so that the mean of gained score in controlled class was 13.95.
Based on the data have been collected from the pre-test, there were only 3 students in experiment class who passed the Minimum Mastery Criterion (KKM) and there were only 2 students who passed KKM in controlled class. Meanwhile based on the data have been collected from the post-test, there were 23 students who passed KKM in experiment class and there were only 6 students who passed KKM in controlled class. It could be seen in the appendix. From the different score obtained between students in experiment and controlled class, it can be concluded that Peer Tutoring is effective towards students’ understanding in using simple past tense.
(45)
The procedures of calculation were as follow:
a. Determining Mean of variable X, the formulation is: MX =
=
= 36.67
b. Determining Mean of variable Y, the formulation is My =
= = 13.95
c. Determining Standar of Deviation Score of variable X, the formulation is: SDX =√
= √ = √ = 14.76
d. Determining Standar of Deviation Score of variable Y, the formulation: SDY = √
=√ =√ = 10.60
e. Determining Standar Error of Mean of variable X, the formula is:
SE
MX=
(46)
=
√
=
= 3.07
f. Determining Standar Error of Mean of variable Y, the formula is:
SE
MY=
√
=
√
=
√
=
= 2.20
g. Determining Standar Error of Different Mean of variable X and variable Y, the formula is:
SEMx – MY =√ = √ = √ =√ = 3.77
h. Determining to with formula:
t
o=
(47)
= 6.02
i. Determining t – table in significance level 5% with degree freedom (df): df = (N1 + N2) -2
= (24 + 24) – 2 = 46
Because the score of 46 is not mentioned in the table, the writer used the closets to 46 which is 50 as degree of freedom. The writer gained t –table: Degree of significance 5 % = 2.01.
j. The comparison between to and t – table
From the calculation above, it was found that the result of the to was 6.02and the degree of freedom (df) was 50. In the research, the writer used the degree of significance 5 %. It can be seen that the df and the degree of significance 5% = 2.01. By comparing the results of to = 6.02 and t- table on the degree of significance 5% = 2.01 the writer summarized that the to was higher t – table.
It means that Ha (alternative Hypotheses) was accepted and Ho (null Hypotheses) was rejected. Because to > t – table. The alternative hypotheses (Ha) is accepted and the null hypotheses (Ho) is rejected. It means that peer tutoring is
effective towards students’ understanding of simple past tense at the eighth grade of MTs Negeri 19 Jakarta.
(48)
Based on the formulations above, the results of the statistic calculation indicated that the result of the to was 6.02 and the degree of freedom (df) was 50 on the degree of significance 5 % = 2.01. Comparing to to with each values of the degree of significance, the writer finds that > 2.01. So, to is higher than t –table.
Since to in the table is higher than t –table score obtained from the result of calculating, so the alternative hypotheses (Ha) is accepted and the null hypotheses (Ho) is rejected.
According to the explanation about the analysis of the result on the tables above, we can interpret that teaching simple past tense by using peer tutoring was successful. From the data of the students’ score of experiment class given above, it can be proved that peer tutoring is effective towards students’ understanding of simple past tense.
(49)
35
CHAPTER V
CONCLUSION AND SUGGESTION
1. Conclusion
This research was conducted to look at the effectiveness of Peer Tutoring in teaching Simple Past Tense. A Quasi-experimental research was decided as a design for this research by organizing pretest and posttest controlled group design.
According to the quantitative result of this study, it can be concluded that Peer Tutoring is effective towards students’ understanding in using Simple Past Tense.
This condition was shown by the improving of students’ score and the result of t-test statistic. The value of t-test statistic shows that to was higher than t – table. It states that the alternative hypothesis is accepted. In short, Using Peer Tutoring technique
could improve students’ understanding. It was supported by the significant different mean score of control class that was lower (13.90) than experiment class (36.67).
Furthermore, qualitatively, Peer Tutoring promoted more enjoyable learning that could improve students’ motivation, because when they learn in group, students who have role as tutor would learn how to teach and raise their self-confidence and train their communication skill. For the students who have role as tutee, they would lower their anxiety so they were motivated to learn. Second, it enhanced students’ awareness of their social dynamic in the classroom. And the last, good motivation and attention to learn led to good understanding.
It can be concluded that Peer tutoring is a technique in which group of
students’ volunteers who help others in their learning or students from similar social grouping who are not professional teachers helping others to learn. Peer tutoring is
effective towards students’ understanding of simple past tense. It can be applied not
only in teaching grammar but also for teaching in many varieties of subjects.
(50)
36
2. Suggestion
Based on the conclusion above, the writer would give some suggestions for students, teachers, and further researchers. For students, peer tutoring can promote student gains, both academically and socially. Academically, peer tutoring promotes
students’ improvement of their score. Socially, students who used the peer tutoring benefited socially as evidenced by their increased their social awareness because they not only have role as students but also have roles as tutor and tutees. Yet, the writer highlighted the benefits of peer tutoring in promoting students’ academic achievement.
For teachers, peer tutoring can be used as a variety of teaching method. By doing well – structured of the program, this method is effective in teaching simple past tense. The writer believes that it is also effective for teaching other materials in English teaching learning.
For further researchers, the writer would like to provide this skripsi as reference in doing research and hopefully it can be useful for them.
(51)
BIBLIOGRAPHY
.
Arikunto, Suharsimi. Prosedur Penelitian. Jakarta: PT Rineka Cipta. Edisi Revisi. 2010.
Alternberg, Robert M. Vago. English Grammar: Understanding the Basics. Cambridge: Cambridge University Press, 2010.
Biber Douglas and friends. Grammar of Spoken and Written English (Edinburg: Longman, 1999.
Bowman, lisa. Perrot. Classwide Peer Tutoring: An Strategy for Students With Emotional Behavioral Disorders.
Celce- Murcia Freeman.The Grammar Book: an ESL/EFL Teacher’s Course 2nd Ed. Boston: Hinle and Heinle.
Chen, ChingLiu,Chang-Chen. A case study of peer tutoring program in higher education.Research in Higher Education Journal, 2009.
Choy, Penelope, et al. Basic Grammar and Usage for Canadians.Toronto: Nelson, a division of Thomson Canada Limited. 2007.
Cowan Ron. The Teacher’s Grammar of English: A Course Book and Reference Guide. New York: Cambridge University Press. 2008.
Colvin, W Janet. Peer Tutoring and Social dynamics in Higher Education. Mentoring and Tutoring, Vol. 15, No. 2, May 2007.
Cramer Ronald, et al. Language: Structure and Use. Chicago: Scott, Foresman and Company, 1984.
Creswell, W John. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson. 2012.
Falchikov Nancy, Learning Together: Peer Tutoring in Higher Education.London: Routledge Falmer. 2001
Fulk, M Barbara, King Katy. Peer Tutoring at Work. Journal of Teaching Ecceptional Children, Vol, 34, No. 2, 2001.
(52)
Gaies J Stephen, Peer Involvement in Language Learning. New Jersey: Prentice Hall, Inc. 1985.
Gillies, M. Robin , Ashman (Ed.). Co-operative Learning, London: Routledge Falmer, 2003.
Greenbaum, Sidney. Randolph Quirk. Student’s of The English Language. England: 1990.
Gay, RLet al. Educational Research: Competences for Analysis and Application. New Jersey: Pearson Education, Inc. 2009.
Harmer Jeremy.The Practice of English Language Teaching.Cambridge Person Longman 2009.
Heaton, J.B, Writing English Language Tests, New York: Longman, Inc., 2003. HuddleStone, Lorna Win. Teaching in Further Education. (New York: Rotledge
Taylor and Francis Group. 2008.
Jack, Rodger Theodore S. Approaches and Methods in Language Teaching 2nd Edition. Cambridge. Cambridge University Press 1986.
Jibrin, Zayum. effect of Peer Tutoring Instructional Method on the Academic Achievement in Biology among Secondary School Students in Zaria Metropolis, Nigeria. Journal of Research in Education and Society, Vol.3. Agustus 2012.
Johnson, Keith. An Introduction to Foreign Language Learning and Teaching. Edinburgh: Pearson Education Limited. 2001.
Kirn, Elaine, et al. Interactions I Grammar. New York: The McGraw-Hill Companies, Inc. 2002.
Kolln, Marta and Robert. Understanding English Grammar. New York: Pearson Longman Education. Eighth Ed. 2010.
Lado.A Practical Complete English Grammar.Jakarta: TitikTerang, 2004.
Lock, Graham. Functional English Grammar. Camridge : Cambridge Universuty Press. 1996.
(53)
Muijs, Daniel and Reynolds. Effective Teaching: Evidence and Practice. London: Sage Publication, Ltd. Second Ed. 2005.
MurphyRaymond, RoannAliman. Grammar in Use New York: Cambridge University Press.
Parrot, Martin. Grammar for English Language Teachers 2nd Edition. Italy: Cambridge Press University Press. 2010.
Penny Ur, Grammar Practice Activities: A practical Guide for Teacher, (Glasgow: Cambridge University Press, 1998.
Pugh, Kathrine. Peer Tutoring Do’s and Don’ts. Phi Delta Education Foundation.
ProQuest Research Library. 2005.
Richard, Theodore S. Rodger. Approaches and Methods in Language Teaching 2nd Edition USA: Cambridge University Press.1986.
Sudjana Nana, Tuntunan Penyusunan Karya Ilmiah (Bandung: SinarBaruAlgesindo, 2006.
Schereens, Jaap. Improving School Effeciveness. Paris: UNESCO Internatioanal aainstitute for Educational Palnning. 2000.
Topping Keith.Effective Peer Tutoring in Further and Higher Education: The Typology and Review of The Literature. Peer Tutoring Higher Education Springer 1996.
UIN, Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, Pedoman Penulisan Skripsi, Jakarta: KAN. 2013. Yolanda, Michael Rubin. Peer Tutoring and Mentoring Creates a Supportive
Learning Environment that Enhances Achievement in General Chemistry Course. June 19,2000. pp. 1 – 14.
http://peers.aristotlecircle.com/uploads/Peer2PeerWhitePaperResearchbyDr.WilliamS tixrud.pdf.
http://peers.aristotlecircle.com/uploads/NTA_Peer_Tutoring_Factsheet_020107 http://faculty.ksu.edu.sa/fallay/Extra%20materials%20Eng%20406/Chapter%20Two %20%20The%20Grammar-Translation%20Method.html.
(54)
Nama Sekolah : MTs N 19 Jakarta Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII (Delapan)/ 2 Standar Kompetensi : 12. Menulis
Mengungkapkan makna dalam teks tulis fungsional esai pendek sederhana berbentuk recount untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar : 12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
Aspek/Skill : Menulis
Alokasi Waktu : 2 x 40 menit (1 pertemuan) (4 x pertemuan)
Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
Ø Melengkapi rumpang teks esai pendek berbentuk recount
Ø Menyusun kalimat menjadi teks yang bermakna dalam bentuk recount Ø Mengetahui perbedaan antara kata kerja berarturan dan tidak beraturan
1. Karakter siswa yang diharapkan: Dapat dipercaya (Trustworthines) Rasa hormat dan perhatian (Respect) Tekun (Diligence)
2. Materi Pembelajaran
Simple Past Tense
(55)
the simple past does not end in –ed. example: Leave left, Go went.
The Formula:
Positive (+)
1. To make a positive the verb other than be, the formula is used:
Subject + verb 2 + …….
Example:
subject Verb 2 … …
I You They We She He bought came played went drove received
an English ditionary to the party
football to the school the car a present
last week last night two days ago yesterday last sunday last night
2. To make a positive the verb be, the formula is used:
Subjet + was/were +…
Example:
subject Was/were … …
I You They We She He was were were were was was sick nervous happy sad out fun last week last night two days ago yesterday last sunday last night
(56)
Subject + did not + simple form (V1) +
…
Example: - I did not go to the party last night - We did not play football last Sunday
2. To make a negative the verb be. The formula is:
Subject + was/were not + …
Example: - We were not in Jakarta last week - I was sick last night.
Interrogative (?)
1. To make an interrogative affirmative form of verb other than be, the formula is:
Did + Subject + simple form (verb 1)
+…..
Example: - Did you go to the concert last night?
Yes, I did/ Yes, I went to the concert last night.
No, I did not/ No, I did not go to the concert last night.
2. To make an interrogative negative form of verb other than be, the formula is:
Didn’t + subject + simple form (verb 1) + ...
Example: - Didn’t you bring my book yesterday.
Yes, I did/ Yes, I brought your book yesterday
(57)
Example: - Was she in Garut last week? - Were you sick yesterday?
4. To make an interrogative negative statement of verb be, the formula is:
Wasn’t/weren’t + subject + ….
Example: - Was she in Garut last week? - Were you sick yesterday?
(58)
1.
I.
Change the verbs in the brackets into the correct form of Simple Past Tense! 1. We…..in our garden yesterday. (work)2. I…….a cake for my mother’s birthday two days ago.(make) 3. Yoshiko and I ……by telephone yesterday.(talk)
4. ……the meeting…..about two hours?(last) 5. Mrs. Jason…….her son a month ago. (visit) 6. We both…..the movie last night.(like) 7. …..you…..very well last night?(sleep) 8. They…..in the lake last week.(swim) 9. Ms. Burns……to visit us last night.(come)
10. …..they……us about their plans for the new home?(tell) 11. The weather was pleasant, so we…..on our front porch.(sit) 12. I…..your hat and coat in the next room.(put)
13. The lesson…….at 09.00 last Monday(start)
14. I ……at home and……several email messages last night.(stay, write) 15. He…..Angela on the street yesterday.(see)
16. Kevin…….his lunch in the cafetaria at noon.(have, not) 17. ……the man……a lot of water after the race?(drink) 18. I…….John your message.(give)
19. Mrs. Reese finally……that beautiful house.(buy)
20. Anne……the president speech on TV last night.(hear, not)
1. II. Answer these questions!
1. What did you do after school yesterday? 2. What did you get on your birthday last year? 3. Were you at home last night?
4. Did you do your homework yesterday? 5. Where did you spend your last holiday?
1. III. Translate these sentences into English! 1. Andreas tidak mengerjakan Prnya kemarin. 2. Apakah Dian membawa buku itu tadi malam?
(59)
1. IV. Make these words into sentences!
1. sing
2. draw
3. keep
4. send
(60)
A.Kegiatan Pendahuluan
Apersepsi : Greeting
Berdoa bersama Mengabsen siswa Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa.
B. Kegiatan Inti : Pelaksanaan Peer Tutoring
Procedures of Peer Tutoring
Training. training consisted of 2 to 3 days ofreview and practice of Peer Tutoting procedures. Training included giving students opportunities to practice in pairs after the procedures were modeled for them. After the training, in-class supervision was provided as support and follow-up to the training.
Procedure. Implementation was three times per week for 30 minutes each week in reciprocal peer tutoring pairs. Within that time frame, the teacher set a timer for each of several components that included vocabulary, comprehension, and study guides. Students had an equal amount of time during each Peer Tutoring session to serve as tutor (teacher) and tutee (student). Tutors read vocabulary or study guide questions to their tutees and awarded 2 points for correct answers. If the tutee answered incorrectly, the tutor initiated an error correction procedure.
C. Kegiatan Penutup
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
(61)
memberikan umpan balik terhadap proses dan hasil pembelajaran;
merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik;
5. Sumber Belajar
Kurikulum Bahasa (KTSP grade VIII) English Syllabus
Buku pelajaran: English on Sky for SMP grade VIII Hand out, work sheet yang relevan
6. Penilaian
Bentuk: Tertulis Tehnik: Tes tertulis
7. Pedoman Penilaian
Untuk setiap jawaban yang benardiberi skor = 2 Nilai maksimal = 10
Nilai siswa = skor perolehan x 10 skor siswa
Rubrik Penilaian
No. Uraian Skor
Kalimat benar dan tepat Kalimat kurang tepat
2 1
(62)
SMP/ MTs : MTs Negeri 19 Jakarta Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII/ 2
Standar Kompetensi : Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar : Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana
secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.
Aspek/Skill : Menulis
Alokasi Waktu : 2 x 40 menit (1 pertemuan) (4 x pertemuan)
Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
Ø Melengkapi rumpang teks esai pendek berbentuk recount
Ø Menyusun kalimat menjadi teks yang bermakna dalam bentuk recount Ø Mengetahui perbedaan antara kata kerja berarturan dan tidak beraturan
1. Karakakter siswa yang diharapkan: - Dapat dipercaya (Trustworthines) - Rasa hormat dan perhatian (Respect) - Tekun (Diligence)
2. Materi Pembelajaran
Simple Past Tense
(63)
the simple past does not end in –ed. example: Leave left, Go went.
The Formula:
Positive (+)
1. To make a positive the verb other than be, the formula is used:
Subject + verb 2 + …….
Example:
subject Verb 2 … …
I You They We She He bought came played went drove received
an English ditionary to the party
football to the school the car a present
last week last night two days ago yesterday last sunday last night
2. To make a positive the verb be, the formula is used:
Subjet + was/were +…
Example:
subject Was/were … …
I You They We She He was were were were was was sick nervous happy sad out fun last week last night two days ago yesterday last sunday last night
(64)
Subject + did not + simple form (V1) +
…
Example: - I did not go to the party last night - We did not play football last Sunday
2. To make a negative the verb be. The formula is:
Subject + was/were not + …
Example: - We were not in Jakarta last week - I was sick last night.
Interrogative (?)
1. To make an interrogative affirmative form of verb other than be, the formula is:
Did + Subject + simple form (verb 1)
+…..
Example: - Did you go to the concert last night?
Yes, I did/ Yes, I went to the concert last night.
No, I did not/ No, I did not go to the concert last night.
2. To make an interrogative negative form of verb other than be, the formula is:
Didn’t + subject + simple form (verb 1)
+ ...
Example: - Didn’t you bring my book yesterday.
Yes, I did/ Yes, I brought your book yesterday
(1)
66
Table 4.2 (The Score of Pre – test and Post – test of Controlled class). Student Pre – test Post - test Gained Score (Y)
1. 60 65 5
2. 45 55 10
3. 35 50 15
4. 30 60 30
5. 50 65 15
6. 45 65 20
7. 45 50 5
8. 45 50 5
9. 70 85 15
10. 40 45 5
11. 20 45 25
12. 50 60 10
13. 10 55 45
14. 50 65 15
15. 55 70 15
16. 30 55 25
17. 40 70 30
18. 60 70 10
19. 50 50 0
20. 40 55 15
21. 75 85 10
22. 15 15 0
23. 40 45 5
24. 50 55 5
(2)
67
Table 4.3
(The Comparison of Students’ score in Experiment and Controlled Class). Students’ Identification Experiment Class Controlled Class x
(X - MX) y
(Y - MX)
x2 y2
1 55 5 18.33 -8.95 336.11 80.25
2 15 10 -21.66 -3.95 469.44 15.66
3 40 15 3.33 1.04 11.11 1.08
4 0 30 -36.66 16.04 1344.44 257.33
5 55 15 18.33 1.04 336.11 1.08
6 45 20 8.33 6.04 69.44 36.50
7 35 5 -1.66 -8.95 2.77 80.25
8 15 5 -21.66 -8.95 469.44 80.25
9 45 15 8.33 1.04 69.44 1.08
10 50 5 13.33 -8.95 177.77 80.25
11 40 25 3.33 11.04 11.11 121.91
12 5 10 -31.66 -3.95 1002.77 15.66
13 35 45 -1.66 31.04 2.77 963.58
14 35 15 -1.66 1.04 2.77 1.08
15 45 15 8.33 1.04 69.44 1.08
16 35 25 -1.66 11.04 2.77 121.91
17 55 30 18.33 16.04 336.11 257.33
18 50 10 13.33 -3.95 177.77 15.66
19 35 0 -1.66 -13.95 2.77 194.83
20 50 15 13.33 1.04 177.77 1.08
21 35 10 -1.66 -3.95 2.77 15.66
(3)
68
23 30 5 -6.66 -8.95 44.44 80.25
24 45 5 8.33 -8.95 69.44 80.25
(4)
(5)
(6)