approach. In the end of the research, the writer gave twenty questions to the students in order to
find students‟ ability after learning conditional type 1 through communicative approach. The questions are included as the instrument of
research.
F. the Procedures of Teaching Learning Process in A Pre Experimental Study.
The writer takes a role as a teacher on the class and taught Conditional Sentence Type 1 through Communicative Approach at Eight Grade of SMP
ISLAM AL IKHLAS JAKARTA. The writer evaluated whether the teaching learning process at SMP ISLAM AL IKHLAS has taught communicatively. To
know the teaching learning process has communicatively, Mary Finocchiaro and Christopher Brumfit mentioned that are:
1. presentation of a brief dialog or several mini-dialogues, preceded by a
motivation and a discussion of the function and situation people, roles, setting, topic, and the informality or formality of the language which the
function and situation demand 2.
Oral practice of each utterance of the dialog segment to be presented that day entire class repetition, half-class, groups, individuals generally
preceded by your model. If mini-function and meaning 3.
dialog are used, engage in similar practice 4.
Questions and answers based on the dialog topic and situation itself 5.
Questions and answers related to the students personal experiences but centered around the dialog theme
6. Study one of the basic communicative expressions in the dialog or one of
the structures which exemplify the function. You will wish to give several additional examples of the communicative use of the expression or
structure with familiar vocabulary in unambiguous utterances or mini- dialogues using pictures, simple real objects, or dramatization to clarify
the meaning of the expression or structure
7. Learners‟ discovery of generalizations or rules underlying the functional
expression or structure. This should include at least four points: its oral and written forms the elements of which it is composed, e.g. “how about +
verb + ing?” its positions in the utterance, and in the case of structure, its
grammatical function and meaning 8.
Oral recognition, interpretative activities two to five depending on learning level, the language knowledge of the students, and related factors
9. Oral production activities-proceeding from guided to freer communication
activities 10.
Copying of the dialogues or mini-dialogues or modules if they are not in the class text
11. Sampling of the written homework assignment, if given
12. Evaluation of learning oral only, e.g. “how would you ask your friend to
…………..? And how would you ask me to …………….?”
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G. The Technique of Data Collecting a. Test pre Test and Post Test
1. Pre Test
The writer took a multiple choice test as the pre test. The test taken as the first score before teaching learning process through communicative approach.
The writer wants to know the result in this pre test how far the students‟ score
and ability in learning grammar, especially the conditional type 1 that was not taught by communicative approach.
2. Post Test
The writer gave the test to the students a post test after the treatment given by teaching conditional sentence through communicative approach. The writer
wants to know the result of the students‟ score after teaching conditional
sentence through communicative approach. The writer used the test multiple-
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Mary Finocchiaro and Christopher Brumfit. In Jack C. Richards and Theodore S. Rodgers, Approaches and methods in Language teaching, Cambridge: Cambridge University
Press, 1986, p. 71
