THE IMPLEMENTATION OF ENCODING TECHNIQUE IN TEACHING GRAMMAR TO IMPROVE STUDENTS’ ABILITY IN MEMORIZING 16 TENSES IN SECOND GRADE OF SMPN 4 SURABAYA.

THE IMPLEMENTATION OF ENCODING
TECHNIQUE IN TEACHING GRAMMAR TO
IMPROVE STUDENTS ABILITY IN
MEMORIZING 16 TENSES IN SECOND GRADE
OF SMPN 4 SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree
of Sarjana Pendidikan (S.Pd.) in Teaching English

By:
Lailatul Rochmah
NIM D05212018

ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
2016

ii

iii

APPROVAL SHEET
This thesis by Lailatul Rochmah entitled

The Implementation of Encoding

Technique in Teaching Grammar to Improve Students Ability in Memorizing 16
Tenses in Second Grade of SMP Negeri 4 Surabaya has been approved by the
thesis advisor. For further approval by the Board of Examiners.

Surabaya, October 14th 2016

Advisor

Rakhmawati, M.Pd.
NIP. 197803172009122002

iv

KEMENTERIAN AGAMA
UNIVERSITAS ISLAM NEGERI SUNAN AMPEL SURABAYA
PERPUSTAKAAN
Jl. Jend. A. Yani 117 Surabaya 60237 Telp. 031-8431972 Fax.031-8413300
E-Mail: perpus@uinsby.ac.id
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Sebagai aktifitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah
ini, saya:
Nama

: Lailatul Rochmah

NIM

: D05212018

Fakultas/Jurusan

: FTK/PBI

E-mail address
: lailatul.rochmah@ymail.com
Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada
Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya
ilmiah :
Skripsi
Tesis
Desertasi
Lain-lain
Yang berjudul :
THE IMPLEMENTATION OF ENCODING TECHNIQUE IN TEACHING RAMMAR
TO IMPROVE STUDENTS ABILITY IN MEMORIZIG 16 TENSES IN SECOND
GRADE OF SMPN 4 SURABAYA
Beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini
Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media / formatkan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan
menampilkan / mempublikasikannya di Internet atau media lain secara full text untuk
kepentingan akademis tanpa perlu meminta ijin dari saya selama tetap mencantumkan nama
saya sebagai penulis / pencipta dan atau penerbit yang bersangkutan.
Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN

Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak
Cipta dalam karya ilmiah saya ini.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Surabaya, 4 November 2016
Penulis

(Lailatul Rochmah)
v

✁✂✄☎ ✆✄
✝✞✟✠✡☛✠☞ ✌☛✍✎☛✏✑✎✒ ✓✔✕✖✒ ✗✘✙ ✚✛✜✢✙✛✙✣✤✥✤✦✧✣ ✧★ ✩✣✪✧✫✦✣✬ ✗✙✪✘✣✦✭✮✙ ✦✣ ✗✙✥✪✘✦✣✬
✯✰✥✛✛✥✰ ✤✧ ✚✛✜✰✧✱✙ ✲✤✮✫✙✣✤✳✴ ✵✶✦✢✦✤✷ ✦✣ ✸✙✛✧✰✦✹✦✣✬ ✺✻ ✗✙✣✳✙✳ ✦✣ ✲✙✪✧✣✫
✯✰✥✫✙ ✧★ ✲✸✼ ✽✙✬✙✰✦ ✾ ✲✮✰✥✶✥✷✥✒ ✿ ❀✠❁❂✍❂✒ ❃❄❅✎✍❂✠ ❀❁☛✟✠❁❆ ❃❇✑✟☛✏✍✞❄
❈❁❉☛❆✏✡❁❄✏☞ ❊☛✟✑✎✏❋ ✞● ❃❇✑✟☛✏✍✞❄ ☛❄❇ ❀❁☛✟✠❁❆ ❀❆☛✍❄✍❄❅☞ ❍✑❄☛❄ ✿✡❉❁✎
❍✏☛✏❁ ■❂✎☛✡✍✟ ❏❄✍❑❁❆❂✍✏❋ ❍✑❆☛▲☛❋☛✒ ✿❇❑✍❂✞❆▼ ✝☛◆✠✡☛❖☛✏✍☞ P✒◗❇✒
❘❁❋ Words : ✩✣✪✧✫✦✣✬ ✤✙✪✘✣✦✭✮✙ , Memorizing ability
Grammar takes significant role in learning English. In English learning of
grammatical, it has many difficulties to teach. One of those difficulties is the
difficult rules or pattern to memorize. It is a reason why students become
lazy to learn grammar. Moreover, it is about tenses which has complexity

and involute. This is the teacher task to create the creative method of
learning in memorize tenses. In this study, the researcher implemented the
technique to memorize 16 tenses named Encoding. The design of this study
is experimental by quantitative method to analyze the data. The sample is
taken randomly, those sample are 8D as the control group and 8F as the
experimental group, each group consist of 41 students. After taking the
sample, this study focus on two test; pre-test and post-test. Before doing the
test, the instrument is validated by expert judgement. This study was
conducted around six until eight meetings. According to the result of
analysis, the researcher can draw the conclution, those are: firstly, encoding
technique divided by several stages. Those are: the use of smart fingers
tenses for naming the 16 tenses, explaining auxiliary words, dividing
continuous and not in continuous form, until determining the verb.
Secondly, students scores in control group were extremely decrease. It can
be seen from the range of scores got by the students on pre-test was 57,19
and post test was 67,56. The range of the scores was -10,37. There was no
improvement in control group. Meanwhile, students got improvement in
experimental group. It appears on the table in previous chapter that showed
pre-test score in experimental group was 61,10 and post-test was 76,70. It
was highly increase. In other word, not only there is improvement in

implementing encoding technique for memorizing 16 tenses, but also
students were enthusiastically in learning process of 16 tenses. It can be
seen in the description of teaching and learning process where students can
comprehend the instructions of fingers tenses quickly.

❙❚❯❱❲ ❳❨ ❩❳❬❙❲❬❙
❭I❭❭❪❫ ❴❵❫❫❭
❛
❜❝❞I❴❡R ❜❢❢R❡❞❜❪ ❴❵❫❫❭
❛❛
❫❣❜❤IN❫✐ ❜❢❢ R❡❞❜❪ ❴❵❫❫❭
❛❛❛
❝❫❝I❥❜❭I❡ N ❴❵❫❫❭ ❦ ❤❡❭❭❡
❛v
❜❧❴❭✐❜❥❭
v
❜❥ KN❡♠❪❫❝♥❫❤❫♦❭
v❛
❢ R❫♣❜❥❫qqqqqqqqqqqqqqqqqqqqqqqqqrs❛❛
❢❫✐Nt❜❭❜❜N K❫❜❴❪✉❜N ❭✈❪✉❴❜N

s❛❛❛
❭❜❧❪❫ ❡♣ ❥❡N❭❫ N❭
❛x
x❛
❪✉❴❭ ❡♣ ❭❜❧❪❫
x❛ ❛
❪✉❴❭ ❡♣ ❥❵❜R❭
x❛❛ ❛
❪✉❴❭ ❡♣ ❜❢❢❫♦❝I❣
❩✇❚①❙❲② ③ ③❬❙②❳④⑤❩❙③❳❬
1
❜. ❧⑥⑦⑧⑨⑩❶❷❸❹ ❶❺ ❭❻❼ ❴❽❷❹❾
4
❧. R❼❿❼⑥⑩⑦❻ ➀❷❼❿❽❛❶❸
❥ . ❡➁➂❼⑦❽❛s❼ ❶❺ ❭❻❼ ❴❽❷❹ y
4
❝. ❵➃y❶❽❻❼❿❛ ❿ ..................................................................................... .5
5
❫r ❴❛⑨❸❛❺❛⑦⑥❸❽ ❶❺ ❭❻❼ ❴❽❷❹y
5

♣. ❴⑦❶➃❼ ⑥❸❹ ❽❻❼ ❪❛➄❛❽⑥❽❛❶❸ ❶❺ ❭❻❼ ❴❽❷❹ y
6
♥. ❝❼❺❛❸❛❽❛❶❸ ❶❺ K❼ y❭❼⑩➄❿
❩✇❚①❙❲② ③③ ②❲➅③❲W OF RELATED LITERATURE
❜. ❭❻❼❶⑩❼❽❛⑦⑥➆ ❺⑩⑥➄❼❶w⑩⑧
9
1. ❭❼⑥⑦❻❛❸⑨ ♥⑩⑥➄➄⑥⑩ ........................................................................ 9
⑥. ❢⑩❼❿❼❸❽⑥❽❛❶❸ ............................................................................... 9
➁r I❿❶➆⑥❽❛❶❸ ⑥❸❹ ❫➇➃➆⑥❸⑥❽❛❶❸ ....................................................... 10
⑦. ❢⑩⑥⑦❽❛⑦❼ .................................................................................... 11
❹r ❭❼❿❽ .......................................................................................... 11
2. ♥⑩⑥➄➄⑥⑩ ...................................................................................... 13
3. ❫❸⑦❶❹❛❸⑨ ❛❸ ♥❼❸❼⑩⑥➆ ................................................................... 14
⑥. ❫❸⑦❶❹❛❸⑨ ❛❸ ❭❼⑥⑦❻❛❸⑨ ♥⑩⑥➄➄⑥⑩ ............................................. 15
4. ❤❼➄❶⑩❛⑥z❽❛❶❸ ❜➁❛➆❛❽ y .................................................................. 20
❧. R❼s❛❼ w❶❺ ❢⑩❼s❛❶❷❿ ❴❽❷❹❾ ................................................................ 22
CHAPTER III RESEARCH METHOD

❜. ❜➃➃⑩❶⑥⑦❻ ⑥❸❹ ✐❼❿❼⑥⑩⑦❻ ❝❼❿❛⑨❸ ....................................................... 27
❧. ❴❼❽❽❛❸⑨ ❶❺ R❼❿❼⑥⑩⑦❻ .......................................................................... 29

➈.
➣.
➙➛
➝.
➤.

➉➊➋➌➍➎➏ ➐➑ R➍➒➍➓➔➎→ .......................................................................... 30
R➍➒➍➓➔➎→ ↔➔➐➎➍↕➊➔➍➒ ........................................................................ 30
➣➓➏➓ ➓➜↕ ➉➐➊➔➎➍ ➐➑ ➣➓➏➓ .................................................................. 32
➣➓➏➓ ➈➐➞➞➍➎➏➟➐➜ ➠➍➎→➜➟➡➊➍ ➓➜↕ I➜➒➏➔➊➢➍➜➏...................................... 32
➣➓➏➓ ➥➜➓➞ ➒y➟➒ ➠➍➎→➜➟➡➊➍ ................................................................. 36

➦➧➨➩➫➭➯ ➲➳ ➯➭➵➭➨➯➦➧ ➸➲➺➻➲➺➼
38
➥. R➍➒➍➓➔➎→ ➝➟➜↕➟➜➽
1. ➠→➍ I➢➾➞➍➢➍➜➏➓➏➟➐➜ ➐➑ ➙➜➎➐↕➟➜➽ ➠➍➎→➜➟➡➊➍ .............................. 38
➓. ➥➜➓➞➟zy➜➽ ➠➍➓➎→➍➔➒ J➊↕➽➢➍➜➏ ➚➓➒➍↕ ➐➜
➙➜➽➞➟➒→ ➉➏➊↕➍➜➏➒ ➉➎➐➔➍ ........................................................... 39
➋➛ ↔➔➍-➏➍➒➏ ➥➎➏➟➪➟➏y ...................................................................... 40

➎. ➥➜➓➞➟zy➜➽ ➏→➍ R➍➒➊➞➏ ➐➑ ↔➔➍ -➠➍➒➏ ............................................ 41
↕➛ ➠→➍ I➢➾➞➍➢➍➜➏➓➏➟➐➜ ➐➑ ➙➜➎➐↕➟➜➽ ➠➍➎→➜➟➡➊➍ ......................... 44
➍. ➠➍➓➎→➟➜➽ 16 ➠➍➜➒➍➒ ➟➜ ➈➐➜➏➔➐➞ ➤➔➐➊➾ .................................... 46
➑. ↔➐➒➏-➏➍➒➏ ➥➎➏➟➪➟➏y..................................................................... 46
➽. ➥➜➓➞➟zy➜➽ ➏→➍ R➍➒➊➞➏ ➐➑ ↔➐➒➏ -➠➍➒➏ .......................................... 47
2. I➢➾➔➐➪➍➢➍➜➏ ➟➜ ➉➏➊↕➍➜➏➒➶ ➥➋➟➞➟➏y➟➜ ➹➍➢➐➔➟➟z➜➽ 16 ➠➍➜➒➍➒ ..... 51
➚. ➣➟➒➎➊➒➒➟➐➜ ........................................................................................ 53
1. ➠→➍ I➢➾➞➍➢➍➜➏➓➏➟➐➜ ➐➑ ➙➜➎➐↕➟➜➽ ➠➍➎→➜➟➡➊➍ .............................. 53
➓. ➘➒➟➜➽ ➏→➍ ➉➢➓➔➏ ➝➟➜➽➍➔➒ ➠➍➜➒➍➒ ............................................. 53
➋➛ ➙➴➾➞➓➟➜➟➜➽ ➏→➍ ➥➊➴➟➞➟➔➓y➷➐➔↕➒ ............................................. 54
2. ↔➔➐➋➞➍➢➒ ➟➜ I➢➾➞➍➢➍➢➏➓➏➟➐➜ ➐➑ ➙➜➎➐↕➟➜➽ ➠➍➎→➜➟➡➊➍ ................ 55
➓. ➝➓➎➏➐➔ ➑➔➐➢ ➉➏➊↕➍➜➏➒............................................................... 55
➋➛ ➙➜➪➟➔➐➜➢➍➜➏➓➞ ➝➓➎➏➐➔➒ ➓➜↕ ➘➜➑➓➪➐➔➓➋➞➍ ➉➟➏➊➓➏➟➐➜ ................. 56
➎. ➬➟➢➟➏➍↕ ➉➾➓➎➍ ......................................................................... 56
➦➧➨➩➫➭➯ ➳ ➦➮➺➦➱✃➵➲➮➺ ➨➺➻ ➵✃➼➼➭➵➫➲➮➺
➥. ➈➐➜➎➞➊➒➟➐➜ ....................................................................................... 57
58
➚. ➉➊➽➽➍➒➏➟➐➜
➯➭➸➭➯➭➺➦➭➵

x➟ v

➨➩➩➭➺➻➲X

➪x➟ ➟

❐❒❮❰ÏÐÑ Ò
ÒÓÏÑÔÕÖ❐ÏÒÔÓ
❮× ØÙÚÛÜÝÞßàá Þâ ãäå æãßáç
Iè

éêëìèíèî Eèîéíïðñ Gìëòòëì óëôêï íòõöìóëèó ëïõê÷ó .

Without it, the

arrangement of some words become meaningless. In other words, it can be
defined as the way that words can be put together in order to make meaningful
and understable utterances either spoken or written. As stated by Thornbury as
follows:
Grammar is partly the study of what forms (or structure) are
possible in a language. Traditionally, grammar has been
concerned almost exclusively with analysis at the level of the
sentence. Thus a grammar is a description of the rules that
govern how language s sentences are formed. Grammar attempts
to explain why the following sentences are acceptable:

àÞã we at right home now are.1

We are not at home right now

Therefore, grammar takes significant role in learning English. From this
fact, it can be concluded, that understanding of grammar needs the rules that
govern how language s sentences are formed must be mastered by language
learners besides mastering the four skills in English language. As Penny Ur
said, There is no doubt that knowledge implicit or explicit of grammatical
rules is essential for the master of language; you cannot use word unless you
know how they put together.

2

Thus, it should be taught for English language

learners, so they are able to comprehend the grammatical rule of English.

1
2

øùwúù ûüýþh Grýÿÿýr , (London: Pearson ESL, 2000), 1.
Penny Ur, Grýÿÿý r ýr þú✁þü ✂þú ✁✄✁ú ✁ü s:✂ ýþú
pr ✁þý☎ ✆u
r
(Cambridge: Cambridge
✁✝ü fù rúüýþhü ✞s
Scott Thornbury,

University Press, 2006), 4.

1

However, in fact, teaching grammar is still having problems. Most of
students consider grammar is one of most difficult aspect of a foreign language
to be learnt. The variety in forms and usages confuses English as second or
foreign language learners. They learn new grammar rules every day, but they
have difficulties in applying them. Those difficulties make students less active
in the learning process, causing boredom because it was filled with a lot of
formulas and rules that must be understood. In addition the problem of the
grammar rules, other difficulty most commonly experienced by students who
are learning the English grammar at all levels of education, from primary,
secondary and higher, is how to memorize and apply the rules when speaking
or writing, especially in the use of tenses which became the main grammar
rules.3 Either good or bad quality of the use of English in the context of spoken
and written communication reflected in how well a learner is able to use
tenses.4 The problems never should have happened if students already have
enough knowledge about what it tenses, when to use it, and mark the time what
needs to be known and necessary.5 As we know that, there are 16 tenses in
English grammar. The students should memorize the grammar, especially
tenses knowledge easily.
Nowdays, many strategies have been implemented in teaching grammar.
Implementation of those strategies aimed at improving students ability to
3
4

✟✠✡s☛ C☞p
✠tB☛✌✠: 16 ✍☞✎☞ss , (Jakarta: Javalitera, 2011), 2.
Pardiyono, Su
, (Yogyakarta: Andi Offset, 2013),
☞✏r✑✒u. . . C✠✎✓ 8 ✔☛✎✡u☞ s✡✒ ✔✠✡s☞rth☞ ✍☞✎☞ss
Tommy Hanafi,

ii.

✏
Slamet Riyanto, ✍h☞ 1st✕☞✎
Stu t✖s
h✒☛✖☞ : Ch✠✎✗☛✎✗ ✍☛✘☞ ✏sCh✠✎✗☛✎✗ ✍☞✎☞ss
Offset, 2014), 1.
5

(Yogyakarta: Andi

understand and memorize the rules of tenses. Hence, the researcher intends to
implement encoding as a technique to improve students ability in memorizing
the rules of 16 tenses in verbal form. Encoding means a change of information
be a code transfered to the memory.6 In this context, teaching 16 tenses by
making code for the rules of tenses to make students easier in memorizing 16
tenses and the use in creating sentences.
The technique is implemented in second grades of SMPN 4 Surabaya.
Why choose a second grades? Because at this level, students are wellacquainted with the English language and can understand English language
structure. By considering the English subject matter, tenses are needed for the
next level, ninth grade. The researcher chooses memorizing because in this
grade, the syllaby is refer simply to types of text, such as descriptive, recount,
and narrative text which only need simple present and simple past, so the
technique implementation only for the pattern and simple sentence as example
of each tenses which is easier to remember and considering limited time for
doing research, it is impossible to make students in mastering all 16 tenses at
once. For mastering all 16 tenses along with other rules like time signal needs
more times because it needs many practices and automatically it needs more
meetings. Based on preliminary observation, the students of second grades in
SMPN 4 Surabaya also have a good ability in memorizing. It makes students

Wayne Weiten, ✙✚ys✛✜o✢✣ y: ✤h✥✦✥ & V✧★r✧✩★✢✪
2000), 195.
6

, (USA: Wadsworth Publishing Company,

can memorize patterns of tenses easily. So this technique is suitable to be
implemented in teaching grammar, especially for learning 16 tenses

✫✬ ✭✮✯✮✰✱✲✳ ✴✵✮✯✶✷✸✹✯
To make easy the study to understand, the problems are formulated as
follow:
1. How is the implementation of encoding technique in teaching grammar to
improve students ability in memorizing 16 tenses in second grade of SMPN
4 Surabaya?
2. Is there any improvement after implementing encoding technique to
student s ability in memorizing 16 tenses in second grade of SMPN 4
Surabaya?

✺✬ ✻✼✽✮✲✶✷ve of the Study
The objectives of this study are:
1. To implement encoding technique in teaching grammar especially for 16
tenses which is difficult for almost all students in second grade of SMPN 4
Surabaya. They assume difficult because most of junior high school students
are in low ability while learning tenses. They can not memorize the pattern
of many tenses.
2. To explore whether the encoding technique influences on student s ability in
memorizing 16 tenses and the effects which is appeared by the technique.

D. Hypothesis
The hypothesis of this study is: there is improvement of students score
in memorizing 16 tenses after implementing encoding technique in teaching
grammar.
E. Significance of the Study
The finding of the study was expected to give contribution for:
1. Students; to improve their abilities in memorizing 16 basic tenses which
considered as difficult materi to learn in English subject matter. Thus,
students would be able to memorize those tenses without difficulties.
2. English teachers; this study give them input or new information about
alternative technique in teaching grammatical rules especially in
memorizing 16 tenses.
F. Scope and Limtitation
This study focuses on implementing encoding in teaching grammar to
improve student s ability in memorizing 16 tenses, particularly verbal form in
second grade of SMPN 4 Surabaya and the effect which is appeared by the
technique. The author restricts to factors which affect on student s ability in
memorizing the tenses and nominal form.
G. Definition of Key Terms
Several important key terms explain as an effort to avoid misinterpreting
among readers toward the concept of this study:

1. Encoding
With ✾✿❀❁ as the root word, has meaning to express or put some
informations into a code or other different form that makes easier for
understanding the information.7 Encoding in this study has function to teach
grammar by giving key part of 16 tenses into simple form, like table with
simple explanation which is perceivable for students to write patterns of 16
tenses by their own selves. Thereby, the researcher hopes this technique can
improve students ability in memorizing those tenses.
2. Teaching Grammar
Teaching Grammar is defined as the work that teacher does in helping
students to learn English grammatical rules. Grammatical itself can be
defined as the rules to regulate the words are combined together to make
meaningful understandble utterances either spoken or written.8 In other
word, teaching grammar intents on help students to learn English both in
spoken and written form. In this context, part of grammar rules is tenses by
implementing encoding technique in explaning the tenses pattern and giving
examples.
3. Memorizing
In matter of Improve Students Ability in Memorizing, it can be
explained as making students ability to be better as before in term of

Wayne Weiten, ❂❃ys ❄❅o❆❇y: ❈ h❉❊❉ & V❋●r❋❍●❆■
2000), 196.

7

8

Scott Thornbury, ❏❆ w
❍❆ ❈❉❋❃h Gr❋❊❊❋ r

, (USA: Wadsworth Publishing Company,

, (London: Pearson ESL, 2000), 1.

memorization. According to Rubin in research of Rouhollah and Novid,
memorization point to set of operations involved by the learners to encode
the target language and to save it in their long-term memory for future
retrieval.9 By doing so, in this study, students are able to remember what
they have learnt for long time, that is the tenses patterns.
4. 16 Tenses
Talking about English grammatical rules in written, 16 tenses is
inseparable. The tenses here is only about verbal sentence, that is a sentence
which needs subject and verb. Those tenses are arranged as follow:
Table 1.1.
Names of 16 tenses10
Present
Simple

Continuous

Perfect

Perfect
Continuous

Simple
Present

Past
Simple Past

Future

Past Future

Simple

Simple Past

Future

Future

Present

Past

Future

Past Future

Continuous

Continuous

Continuous

Continuous

Future

Past Future

Perfect

Perfect

Future

Past Future

Perfect

Perfect

Continuous

Continuous

Present
Perfect
Present
Perfect
Continuous

Past Perfect

Past Perfect
Continuous

9

Rouhollah Rahmatian; Novid Armiun, Cognitive of Encoding, Storage, and Retrieval of
Lexicon Popular Techniques Applied by Iranian French Language Learners . ❑▲▼◆▲r ❖▼P◗▲❖❘
❖▼P◗▲ ❯tu
. Vol. 6 No. 8, Canadian Center of Science and Education 2013, 47. Retrieved on
❚P◆s
❙❚u
July 24, 2016 07:15
http://dx.doi.org/10.5539/ies.v6n8p47
10

Hani Sutrino, ❱◆to❚◆ ❲◆❳r ❖ru❚❖❘❖❨ B◆❘❖j❖rB❖h❖❖s❑▲❩❩ rP❬: ❭P▲▼❖rJ❖Pr ❲ ◆▲◆s❪s
Indonesia Tera, 2014), 27

(Yogyakarta:

❫❴❵❛❜❝❞ II
❞❝❡I❝❢ ❣❤ ❞❝✐❵❜❝❥ ✐I❜❝❞❵❜❦❞❝
❵❧ ❜♠♥♦♣qqtrst ❤♣s✉♥♦w♣✈
✇①②③ ④①⑤⑥⑦⑧⑨ ⑧⑩⑥❶⑤②❷③ ③⑧❸⑧⑨⑤❶ ⑦①⑧❹⑨②⑧③ ⑦①⑨❹❺❻① ⑨⑧❸②⑧❼②❷❻ ③❹❽⑧ ❶②⑦⑧⑨⑤⑦❺⑨⑧③
⑨⑧❶⑤⑦⑧❾ ⑦❹ ⑦①②③ ③⑦❺❾❿➀ ✇①⑧ ⑦①⑧❹⑨②⑦②④⑤❶ ➁❺②❶❾ ❺⑥ ⑤③ ➂❹❶❶❹❼③➃
➄❧ ❜♥sr♠q➅➆ ➇rs✉✉sr
✇①⑧ ❼⑤❿ ⑦❹ ⑦⑧⑤④① ❻⑨⑤❽❽⑤⑨ ①⑤③ ❼②❾⑧ ❸⑤⑨②⑧⑦❿ ➁⑤③⑧❾ ❹❷ ❺③⑧ ⑤❷❾ ❷⑧⑧❾③ ❹➂
⑧❸⑧⑨❿ ③⑦❺❾⑧❷⑦③ ❶⑧❸⑧❶➀ ➈⑧❷❷❿ ➉⑨ ③❺❻❻ ⑧③⑦③ ➂❹❺⑨ ③⑦⑤❻⑧③ ②❷ ⑦⑧⑤④①②❷❻ ❻⑨⑤❽❽⑤⑨➃ ⑤➊
Presentation➋ ➁➊ Isolation and explanation➋ ④➊ Practice➋ ⑤❷❾ ❾➊ Test➀➌
a. Presentation

➍⑧❷⑧⑨⑤❶❶❿➎ ②❷ ⑦⑧⑤④①②❷❻ ❻⑨⑤❽❽⑤⑨➎ ⑦①⑧ ➂②⑨③⑦ ③⑦⑤❻⑧ ②③ ⑥⑨⑧③⑧❷⑦②❷❻ ⑦①⑧
④❶⑤③③ ❼②⑦① ⑦⑧⑩⑦ ②❷ ❼①②④① ⑦①⑧ ❻⑨⑤❽❽⑤⑦②④⑤❶ ⑤⑥⑥⑧⑤⑨③➀ ✇①⑧ ⑥❺⑨⑥❹③⑧ ❹➂ ⑦①②③
③⑦⑤❻⑧ ②③ ⑦❹ ❻⑧⑦ ⑦①⑧ ❶⑧⑤⑨❷⑧⑨③ ⑦❹ ⑥⑧⑨④⑧②❸⑧ ⑦①⑧ ③⑦⑨❺④⑦❺⑨⑧ ②⑦③ ➂❹⑨❽ ⑤❷❾
❽⑧⑤❷②❷❻②❷ ➁❹⑦① ③⑥❹➏⑧❷ ⑤❷❾ ❼⑨②⑦⑦⑧❷ ⑦⑧⑩⑦ ⑤❷❾ ⑦❹ ⑦⑤➏⑧ ②⑦ ②❷⑦❹ ③①❹⑨⑦ ➐⑦⑧⑨❽
❽⑧❽❹⑨❿

.2 By showing several texts and short dialogues as the example,

the learners are able to get the meaning and the use of the structure
within text. It can involve their comprehension and allow learners to have
chance to personalize the rule.
b. Isolation and explanation
This stage focuses on grammatical items: what it means, how it
functions, and what rules govern it. The objective of this stage is that the

1

Penny Ur, Grammar Practice Activities: A practical guide for teachers, (Cambridge: Cambridge
University Press, 2006), 7.
2

Ibid.

8

➑➒➓➔→➒➔➣ ➣↔↕➙➑➛ ➜↕➝➞➔➒↔➒→➛ ➟↔➒➣➒ ➠➓➔➡↕➙➣ ➔➙➑➒➣ ↕➢ ➟↔➒ ➣➟➔➙➜➟➙➔➒➤ ➥→ ➟↔➡➣

➜➓➣➒➦ ➧➡➜↔➓➒➑ ➨➩➓→➦ ➓➙➟↔↕➔ ↕ ➢ ➟➒➓➜↔➒➔➣➫ ➓→➛ ➣➟➙➛ ➒→➟➣➫ ➭➔➓➝➝➓➔➦ ↕➢➢➒➔➣

➟↔➒ ➢↕ ➑➑↕➩➡→➭ ➭➙➡➛ ➒➑➡→➒➣ ➢↕➔ ➞➔➒➣➒→➟➡→➭ ➟↔➒ ➔➙➑➒➣➤ ➯↔➒➲ ➓➔➒➳

u
tr

➳ ➟↔➒ ➔➙➑➒➣ ➣↔↕ ➙➑➛ ➼➒ ➟➔➙➒➽

➵➸ ➺➻

t

yt

➾➸ ➚➪➶➪➹ ➘➪➴➷ ➬ ➮➱➹✃➪

➳ ➒❐➞➑➓➡→➡→➭ ➟↔➒ ➔➙➑➒➣ ➣↔↕ ➙➑➛ ➼➒ ➜➑➒➓➔➑➲ ➩↔➓➟ ➟↔➒

➑➡➝➡➟➣ ➓➔➒ ↕ → ➟↔➒ ➙➣➒ ↕➢ ➭➡➠ ➒→ ➢↕➔➝➽

yt

❒➸ ❮➪➶❰➱➪Ï➪

➳ ➞➔➒➣➒→➟➡→➭ ➟↔➒ ➔➙➑➒➣ ➣↔↕➙➑➛ ➼➒ ➣➡➝➞➑➒➦ ➣↕ ➟↔➓➟ ➟↔➒ ➑➒➓➔→➒➔➣

➜➓→ ➙→➛ ➒➔➣➟➓→➛ ➡➟ ➒➓➣➡➑➲➽

Ð➸ Ñ➹ ➶➪➱➹✃➪

yt ➳

➓→

➒❐➞➑➓→➓➟➡↕ →

➣↔↕ ➙➑➛

➟➔➲

➟↕

➙➣➒

➓

➜↕→➜➒➞➟

➩↔➡➣

➡➣

➢➓➝➡➑➡➓➔ ➢↕ ➔ ➟↔➒ ➑➒➓➔→➒➔➣➤ ➧↕➣➟ ➑➒➓➔→➒➔➣ ↔➓➠ ➒ ➓ ➢➓➝➡➑➡➓➔ ➜↕→➜➒➞➟ ↕ ➢

➟➒→➣➒ Ò➞➔➒➣➒→➟➦ ➞➓➣➟➦ ➢➙➟➙➔➒➸➽

Ó➸ ÔÕ➱ÕÖ➹➷ÏÕ➳

➓

➔➙➑➒

➣↔↕ ➙➑➛

➣➟➙➛➒→➟➣ →➒➒➛ ➓→➣➩➒➔➒➛➤

➓→➣➩➒➔ ↕ →➑➲

×➙➒➣➟➡↕ →➣

➢↕ ➔ ➟↔➒

➟↔➓➟

➟↔➒

Ø

➥→ ➡➝➞➑➒➝➒→➟➡→➭ ➟↔↕➣➒ ➭➙➡➛➒➑➡→➒➣➦ ➣↕➝➒➟➡➝ ➒➣➦ ➟↔➒ ➑➒➓➔→➒➔➣ ➙➣➒ ➟↔➒➡➔

➝↕➟↔➒➔

➟↕→➭➙➒

➜↕➝➞➔➒↔➒→➛

➟↔➒

➟↕

➒❐➞➑➓➡→➦

➝ ➓➟➒➔➡

↕➢

➟➔➓→➣➑➓➟➒➦

➣➟➔➙➜➟➙➔➒➤

➟↕ →➭➙➒ ➣➟➡➑➑ ↔➓➣ ➼➓➛ ➒➢➢➒➜➟ ➼➒➜➓➙➣➒

➝➓Ù➒

➭➒→➒➔➓➑➡Ú➓➟➡↕ →➣

Û↕ →➒➟↔➒➑➒➣➣➦

➙➣➡→➭

➟↔➒

➓→➛

➝↕ ➟↔➒➔

➟↔➒➔➒ ➩➓➣ ➑➡➟➟➑➒ ↕➞➞↕ ➔➟➙→➡➟➲ ➢↕➔ ➟↔➒➝

➟↕ ➞➔➓➜➟➡➜➒ ➟↔➒ ➟➓➔➭➒➟ ➑➓→➭➙➓➭➒➦ ➟↔➓➟ ➡➣ Ü→➭➑➡➣↔➤

Û↕ ➩➓➛➓➲➣➦

➟↔➒➔➒

➓➔➒

➝➓→➲

➝➒➟↔↕➛ ➣

➟↕

➟➒➓➜↔

➭➔➓➝➝➓➔

➡→

➒❐➞➑➓→➓➟➡↕→ ➣➟➓➭➒➤ Ý➒➟➦ ➑➒➓➔→➡→➭ ➭➔➓➝➝➓➔ ➓➔➒ ➣➟➡➑➑ ➝ ➓❐➡➝➡Ú➒➤ ➥➟ ➜➓→ ➼➒

➣➒➒→ ➢➔↕➝ ➢➓➜➟ ➟↔➓➟ ➝ ➓→➲ ➣➟➙➛ ➒→➟➣ ➡→ Þ➙→➡↕➔ ↔➡ ➭↔ ➣➜↔↕↕➑ ➑➒➠➒➑ ➓➔➒ ➣➟➡➑➑

ß

àáâãäåæ çèäé áé çâêëë ìãêíéîïíðñ

How to Teach Grammarñ òóêéôêéõ öåäí÷êé øç óñ ùúúúûñ üùý

þÿ ✁✂✄☎ ✆ ✝☎✞✟ ✆ ✠ ✡✟ÿþ☎✄✄☛ ☞✌☎✍ ✞✟☎ þÿ ✁✂✄☎✎ ✏✍ ✑✞ ✍ ✠✟✞✑✑✞✟ ✡✞✒✒☎✟

✝✆✓☎ ✒☎ ✄☎✄ ✔✌✆þ✌ ✆✄ ☎☎✎☎✎ ✆ ☎✕☎✟✍ ✞✄✡☎ þ✒ ÿ✁ ✄✓✆✝✝☛

c. Practice
✖✒ ✒✌✆✄ ✄✒✞✠☎✗ ✞ ✄☎✟✆☎✄ ÿ✁ ☎✘☎✟þ✆✄☎✄ ✠✆✕☎ ✏ÿ✒✌ ✆ ✒✌☎ þ✝✞✄✄✟ÿÿ✑ ✞ ✎
✁ÿ✟ ✌ÿ✑☎ ✞✄✄✆✠ ✑☎ ✒✄✗ ✔✌ÿ✄☎ ✡✂✟✡ ÿ✄☎ ✆✄ ✒ ÿ ✑✞✓☎ ✒✌☎ ✝☎✞✟ ☎✟✄ ✠✟✞✄✡ ✒✌☎
✄✒✟✂þ✒✂✟☎ ✒✌ÿ✟ÿ✂✠✌✝✍ ✞ ✎ ✒ ÿ ✒✟✞ ✄✁☎✟ ✔✌✞✒ ✒✌☎✍ ✠☎✒ ✞✁✒☎✟ ✝☎✞✟ ✆ ✠ ✡✟ÿþ☎✄✄
✁✟ÿ✑ ✄✌ ÿ✟✒✙✒☎✟✑ ✒ ÿ ✝ÿ ✠✙✒☎✟✑ ✑☎✑ ÿ✟✍☛ ✚ ☞✍✡☎✄ ÿ✁ ☎✘☎✟þ✆✄☎✄ ✑✂✄✒ ✏☎
þÿ ✄✆✎☎✟☎✎ ✏✞✄☎✎ ÿ ✔✌✞✒ ✓✆ ✎ ÿ✁ ✑✞✒☎✟✆ ✒✌✞✒ ✌✞✕☎ ✒☎✞þ✌☎✎☛

d. Test
☞☎✞þ✌☎✟ ✌ ÿ✝✎✄ ✒☎✄✒ ✁ÿ✟ ✝☎✞✟ ☎✟✄ ✒ ÿ ✎☎✑ÿ ✄✒✟✞✒☎ ✞ ✎ ☎✕✞✝✂✞✒☎ ✌ÿ✔
✔☎✝✝ ✒✌☎✍ ✑✞✄✒☎✟☎✎ ✒✌☎ ✑✞✒☎✟✆✞✝ ✒✌☎✍ ✌✞✕☎ ✏☎☎ ✝☎✞✟ ✆ ✠☛ ✛ ÿ ✝✍ ✁ÿ✟ ✒✌☎
✝☎✞✟ ☎✟✄✗ ✒✌✆✄ ✄✒✞✠☎ ✞✝✄ÿ ✡✂✟✡ÿ✄☎✎ ✒ ÿ ✡✟ÿ✕✆✎☎ ✁☎☎✎✏✞þ✓ ✞ ✎ ✒ ÿ ✓ ÿ✔ ✒✌☎
✑✞✒☎✟✆✞✝ ✔✌✆þ✌ ✌✞✕☎ ✞ ✎ ✌✞✕☎ ÿ✒ ✝☎✞✟ ✒ ✁ÿ✟ ✏ÿ✒✌ ✒☎✞þ✌☎✟ ✞ ✎ ✝☎✞✟ ☎✟✄☛

Doing test for the learners also to measure their comprehension in
learning grammar. According to Arthur, the grammatical test can be
applied in form of gap filling, writing items, paraphrase, completion,
multiple choice, etc.5 It depends on students need and their skill level.
Meanwhile, Graham Lock also have a notion about methodological
options in teaching grammar. He stated that the methods of teaching

4

Penny Ur, Grammar Practice Activities: A practical guide for teachers, (Cambridge: Cambridge
University Press, 2006), 7.
5

Arthur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University Press,
2003), 174-178.

✜✢✣✤✤✣✢ ✥✦✧★✩★✪★ ✦✫ ✪✬✦ ★✪✣✜✭★✮ ✪✯✦★✭ ✣✢✭ input ✣✧✰ practice✱✲ Input ✥✦✳✴✰
✵✭ ✩✧✪✭✢✶✢✭✪✭✰ ✣★ ✪✯✭ ✪✩✤✭ ✫✦✢ ★✪✳✰✭✧✪★ ✪✦ ✣✵★✦✢✵ ✣✴✴ ✦✫ ✷✧✦✬✴✭✰✜✭ ✣✧✰
✤✣✪✭✢✩✣✴ ✜✳✩✰✭✰ ✵✸ ✪✯✭ ✩✧★✪✢✳✥✪✩✦✧★ ✦✫ ✪✯✭ ✪✭✣✥✯✭✢✱ ✹✪ ✥✦✤✶✢✩★✭★ ✦✫ ★✭✺✭✢✣✴
★✪✭✶★ ✣✢✭ mode, noticing ✣✧✰ level. ✻✦✰✭ ★✪✭✶ ✩★ ✳★✭✰ ✫✦✢ ✬✣✢✤✩✧✜ ✳✶ ✩✧ ✪✯✭
✵✭✜✩✧✧✩✧✜ ✦✫ ✪✭✣✥✯✩✧✜ ✣✧✰ ✴✭✣✢✧✩✧✜ ✣✥✪✩✺✩✪✸✱ ✼✫✪✭✢ ✬✣✢✤✩✧✜ ✳✶✮ ✴✭✣✢✧✭✢★
✧✦✪✩✥✭ ✬✯✣✪ ✪✯✭✸ ✜✭✪ ✩✧ ✤✦✰✭ ★✪✭✶✽ ✢✭✣✰✩✧✜✮ ✴✦✳✰✴✸ ✧✦✢ ★✩✴✭✧✪✴✸ ✣✧✰ ✴✩★✪✭✧✩✧✜
✫✢✦✤ ✪✭✣✥✯✭✢ ✦✢ ✢✭✥✦✢✰✭✰ ✰✩✣✴✦✜✳✭✱ ✾✯✭ ✪✭✣✥✯✭✢ ✜✩✺✭★ ✤✣✪✭✢✩✣✴ ★✳✥✯ ✣★ ✪✭✿✪✮
★✯✦✢✪ ✰✩✣✴✦✜✳✭★✮ ★✭✧✪✭✧✥✭★ ✩✧ ✪✯✭★✭ ★✪✣✜✭★✱ ❀✭★✩✰✭★✮ ✪✯✭ ✭✿✶✴✣✧✣✪✩✦✧ ✢✳✴✭★
✣✵✦✳✪ ✜✢✣✤✤✣✢ ✣✴★✦ ✰✭✴✩✺✭✢✭✰ ✵✸ ✪✯✭ ✪✭✣✥✯✭✢ ✩✧ ✪✯✭★✭ ★✪✭✶★✱ ✼✫✪✭✢ ✪✯✦★✭
★✪✭✶★✮ ✪✯✭ ✴✣★✪ ★✪✭✶ ✩★ ✴✭✺✭✴✱ ✹✧ ✪✯✩★ ★✪✭✶✮ ✪✯✭ ✴✭✣✢✧✭✢★ ✶✢✣✥✪✩✥✭ ✪✯✭✩✢ ✷✧✦✬✴✭✰✜✭
✩✧ ✪✭✢✤ ✦✫ ✥✢✭✣✪✩✧✜ ★✭✧✪✭✧✥✭ ✦✢ ✪✭✿✪✱ ✾✯✭ ★✪✭✶★❁ ✭✿✶✴✣✧✣✪✩✦✧ ✣✵✦✺✭ ✩★ ✰✢✣✬✧
✩✧ ✪✯✭ ✥✯✣✢✪ ✵✭✴✦✬✱

❂ ❃❄❅❆❅❇ ❈❉❊❋● Functional English Grammar: An Introduction for Second Language Teachers●
❍■❅❇❏❄❑▲▼◆❖ ■❅❇❏❄❑▲▼◆ P◗❑❘◆❄❙❑❚❯ ❱❄◆❙❙● ❲❳❳❨❩● ❬❭❪❫

❴❵❛❜t ❝❞❡❞ ❢❣❤✐ ❤✐❵t ❣❥❣❦❣❧♠♥❛❦ ❣♦♠t❣♣s♠♣ t✐❛♥❵♠♣❧ ❧❜❛❤❤❛r
s❣♥t✉

qyr❛r ❵❛❤

✈✇①②①③④⑤ practice ⑥⑦⑧⑨⑩③❶❶⑦ ⑨❷❸❹❶❸①④ ③ ❺②①③⑥ ❻①③❶ ❹❼ ②①⑧①⑥⑨⑥⑨❹❷ ❹❼ ⑥✇①
❺②③❽❽③⑥⑨⑩③❶ ❼①③⑥❾②① ⑩❹❽❿⑨❷①❻ ➀⑨⑥✇ ❼①①❻❿③⑩➁ ❹❷ ⑧①②❼❹②❽③❷⑩①➂➃ ➄❷ ⑧②③⑩⑥⑨⑩①
④⑥③❺①⑤ ⑥✇①②① ➀①②① ④❹❽① ④⑥①⑧④ ⑩③❶❶①❻
production.

channel, interaction¸③❷❻ students

➅⑦ ⑥①③⑩✇①②④ ❺❾⑨❻③❷⑩①⑤ ④⑥❾❻①❷⑥④ ⑧②③⑩⑥⑨⑩① ⑥❹ ❽①③④❾②① ⑥✇①⑨②

⑩③⑧③❿⑨❶⑨⑥⑨①④ ⑨❷ ⑩❹❽⑧②①✇①❷❻⑨❷❺ ❽③⑥①②⑨③❶ ❹❼ ❺②③❽❽③②⑤ ①⑨⑥✇①② ⑨❷ ④⑧❹➁①❷ ❹②
➀②⑨⑥⑥①❷ ❼❹②❽⑤ ⑨❷ ❺②❹❾⑧ ❹② ⑨❷❻⑨❸⑨❻❾③❶➂ ➄❷ ④⑥❾❻①❷⑥④➆ ⑧②❹❻❾⑩⑥⑨❹❷ ④⑥①⑧⑤ ④⑥❾❻①❷⑥④

➇ ➈➉➊➋➌ ➍➎➏➐
➑ ➈➉➊➋➌ ➍➎➒➐

➓➔→➣ ↔↕➓➙➛➜➙➝ ➜➞ ➟➣↕➠ ➣➟ ➛➝→➛➡ Kind of the test has some similarities in the test

stage from Penny Ur.9
r ➧➧➦➨
➢➤ ➥➦
Basically, the mastery of the English language does not escape from
the rules of grammar. According to Harmer, the grammar of language is the
description of the ways in which words can change their forms and can be
combined into sentences in the language.10 A sentence has good meaning
when it is compiled in accordance with the rules of grammar. The rules for
creating sentences called tense. Tenses is plural form of tense can be
explained as a set of grammatical markings which are used to relate the
time of events described in a sentence to the time of the utterance itself.

11

It

can be defined as the relationship between the form of the verb and the time
of the action.12 It means, tenses change type of verb based on the time which
someone does the activity. According to time signal, tenses are divided into
present, past, future, and past future.

9

For more complete about kind of grammatical practice activities, see C. Frank and Rinvolueri M.,
Grammar in Action Again: Awareness Activities for Language Learning. London: Prentice Hall,
1987.
10

Jeremy Harmer, The Practice of English Language Teaching, (England: Pearson Education
Limited, 2001), 12.

11

Adopted from Bahagia Tarigan. Research Thesis: Teaching English Grammar
Communicatively in an Indonesian University (Melbourne: Victoria University, 2001), 21.
12

Amir Mashadi; Mehdi Haghnevis, The Study of Structural Practice Approach vs. AwarenessRaising Approach in Teaching Verb Tenses to EFL Students . JLSB: Journal of Life Science and
Biomedicine. Vol 2 No. 4. JLSB 2012, 148.

➩➫➭➯➭➲➳➵ ➸➲➳➭➺ ➻➼ ➳➭➼➽➭➼➾➭ ➚➲➽➽➭➯➼➵ ➽➭➼➳➭➳ ➲➯➭ ➾➪➲➳➳➶➹➶➭➺ ➶➼➽➻ simple,
continuous, perfect, ➲➼➺ perfect continuous➘➴➷ ➬➹➽➭➯➮➲➯➺➳➵ ➽➫➻➳➭
➾➪➲➳➳➶➹➶➾➲➽➶➻➼➳ ➺➭➱➭➪➻➚➭➺ ➶➼➽➻ ✃❐ ➽➭➼➳➭➳ ➮➫➶➾➫ ➲➯➭ ➮➭➪➪ ❒➼➻➮➼➘ ➬➳ ➮➭ ❒➼➻➮
➽➫➲➽➵ ➾➻❮❮➻➼➪❰➵ Ï➼Ð➪➶➳➫ ➽➭➼➳➭ ➾➲➼ ➸➭ Ð➯➻Ñ➚➭➺ ➶➼➽➻ ➽➫➯➭➭ ❮➲➶➼ ➽➭➼➳➭➳Ò past,
present, ➲➼➺ future. Ó➫➭ ➱➭➯➸ study , for example, in I study English
subject in the calssroom refers to present time and the verb study in I
studied English subject in the classroom refers to past time of tenses and I
will study English subject in the classroom refers to future. These three
sentences can be said to differ in term of tense.

ÔÕ Ö×ØÙÚÛ×Ü Û× ÝÞ×Þßrà
In education, teaching and learning of foreign languages need
variation memorization ways. Memorization ways refer to a set of
operations employed by the learners to encode the target language and to
store it in their long-term memory for future retrieval. According to Wayne
Weiten, encoding is explained by a concept of three key processes:
encoding, storage, and retrieval. It draws an analogy between these
processes and elements of information processing by computers.

13

Mrs. Endarti, Kuasai 16 Tenses Tanpa Guru, (Yogyakarta: Pusat Studi Bahasa, 2015), 39-40.

òó

áâãät åæçæ èâéré êéyëìríéîîésïð ñéñìyr
ôìríés

õðíìöïð÷

øìt äã÷é

ùértïéúãû

üéýïðïtïìð

þÿ

✁✂ ✄☎
✆✁✝✞✟ ÿ✠ ✡
✞✄✞✁✝☛ ☞✁✌✄

þÿ

✁✂ ✄☎
✞✡✟ ÿ✍✡✟ ÿ✟ ÿ✠
✄ÿ☞✁✌✄✌
✟ ÿ✆✁✝✞✡✍✟✁ÿ ✟ ÿ
✞✄✞✁✝☛ ✁ ✄✝
✍✟✞✄

þÿ

✁✂ ✄☎
✝✄☞✁ ✄✝✟ ÿ✠
✟ ÿ✆✁✝✞✡✍✟✁ÿ
✆✝✁✞ ✞✄✞✁✝☛
☎✍✁✝✄☎

✎ðãûì÷✏ ✑ì

✓ÿ✍✄✝✟ ÿ✠ ✌✡✍✡

Saving data

Calling up the

✍✔✝✁✕✠✔

In file on

file and

Keyboard

hard disk

displaying

Iðýìäñã✑ïìð

ëìríéîîïð÷ ✒y
ã íìñëéutr

data on monitor

From the chart, it elaborates encoding, is a change of information
be a code transfered to the memory. For example, when the people form
a memory code for a word, they might sign over to how it looks, how it
sounds, or what it means. To change the information be a code, people
usually requires attention. They would not recall something which they
had not noticed.15

ãæ õðíìöïð÷ ïð èéãíâïð÷ ✖rãññãä
In this context, encoding technique used to improve students
ability in the term of memorising 16 tenses. These techniques give
priority to the active role of students in listening, noticing, imitating, and
pronounce, along use the hands and fingers as the media to memorize 16

14

Wayne Weiten, Psychology: Theme & Variation, (USA: Wadsworth Publishing Company,
2000), 195.

15

Ibid.

✜✢
✗✘✙✚✘✚✛
✣✚ ✤✘✙✗✥✦✙✘✧ ✥✙ ✗★✘ ✤✘✤✦✩✥✪✫✗✥✦✙ ✬✩✦✭✘✚✚ ✗★✫✗ ✗✦ ✮✘ ✫✮✯✘ ✗✦

✩✘✤✘✤✮✘✩

✥✙✰✦✩✤✫✗✥✦✙

✘✫✚✥✯✱✲

✧✘✯✥✳✘✩✱

✦✰

✥✙✰✦✩✤✫✗✥✦✙

✚★✦✴✯✧

✮✘

✥✙

✥✙✗✘✩✘✚✗✥✙✵ ✶✫✱✚✛

✷★ ✘ ✮✘✵✥✙✙✥✙✵ ✚✗✘✬ ✥✙ ✗★ ✘ ✗✘✭★ ✙✥✸✴✘ ✶★ ✥✭★ ✥✚ ✭✩✴✚✥✫✯ ✥✚ ✙✫✤✥✙✵

✗✘✙✚✘✚ ✮✱ ✴✚✥✙✵ ✰✥✙✵✘✩✚✛

u
rt

rt

s

✹✺✻ ✼ ✽✾✿✾ ❀✺❁❂✼ ✼❁❃✼

❄❅

:

❆❇❈✼

❉✘✰✗ ★✫✙✧❊

◆✥✵★ ✗ ★✫✙✧❊

❋● ❍✦✩✘✰✥✙✵✘✩ ✰✦✩ ■✥✤✬✯✘

✫● ❍✦✩✘✰✥✙✵✘✩ ✰✦✩ ❖✩✘✚✘✙✗

❏● ❑✥✧✧✯✘ ✰✥✙✵✘✩ ✰✦✩ ▲✦✙✗✥✙✴✦✴✚

✮● ❑✥✧✧✯✘ ✰✥✙✵✘✩ ✰✦✩ ❖✫✚✗

▼● ◆✥✙✵ ✰✥✙✵✘✩ ✰✦✩ ❖✘✩✰✘✭✗

✭● ◆✥✙✵ ✰✥✙✵✘✩ ✰✦✩ ❍✴ ✗✴✩✘

P● ❉✥✗✗✯✘ ✰✥✙✵✘✩ ✰✦✩ ❖✘✩✰✘✭✗

✧● ❉✥✗✗✯✘ ✰✥✙✵✘✩ ✰✦✩ ❖✫✚✗ ❍✴ ✗✴✩✘

▲ ✦✙✗✥✙✴ ✦✴✚

◗❘

❙❚❯❱ ❲❳❨❩❱❯❬❭

Metode Terbaru dalam Belajar Bahasa Inggris: Pintar Jari Tenses, ❪❫❬❴❵❚❛❚❩❨❚❜

❝❯❞❬❯❡❢❱❚ ❣❡ ❩❚❭ ❤✐❥❦❧❭ ❥♠
◗♥

❝♦❱❞❭ ❤♠

♣q qrrs ts ✉✈r ✇t①✉②③r④ ts ✉✈tq q✉r✇ ②qts⑤ ⑥s⑦⑧ ⑨⑥②③ ⑨ts⑤r③q ⑦r⑨✉ ⑩s❶ ③t⑤✈✉
❷⑩s❶q❸ ❹✈tq ✉r①✈st❺②r ❻⑩❼t❻t❽rq ✉✈r ⑨ts⑤r③q ✉⑥ ⑨⑩①t⑦t✉⑩✉r ⑨⑥③
⑩③③⑩s⑤r❻rs✉ ⑥⑨ ❾❿ ✉rsqrq s⑩❻rq❸ ➀⑧ ①⑥❻➁tsts⑤ ✉✈r s②❻➁r③ ➂⑦r⑨✉ ✈⑩s❶➃
⑩s❶ ✉✈r ⑦r✉✉r③ ➂③t⑤✈✉ ✈⑩s❶➃④ ✉✈r ✉rsqrq s⑩❻rq ①⑩s ➁r ❻rs✉t⑥s ⑩q ⑨⑥⑦⑦⑥➄➅

❹✈r③r⑩⑨✉r③④ ➁⑧ ①✈⑩s⑤ts⑤ ✉✈r ③②⑦rq ⑥⑨ ❾❿ ✉rsqrq ts✉⑥ ①⑥❶r④ t✉
➄⑥②⑦❶ ➁r r⑩qtr③ ⑨⑥③ ✉✈r❻ ✉⑥ ❻r❻⑥③t❽r ✉✈⑥qr ③②⑦rq❸
➆➇➈➉➊ ➋➌➍➌ ➎➏u➐➉➐➇➑➐➊s➇t ➈➉➊
➓③rqrs✉
➓⑩q✉
Future
Past
Future
Perfect
Past
Perfect

♣②❼t⑦t⑩③trq
❶⑥ ➔ ❶⑥rq

❹⑥ ➁r
⑩❻ ➔ tq ➔ ⑩③r

➒r③➁
❾

Did

was / were

2

will / shall

Be

1

would / should

Be

1

have / has

Been

3

Had

Been

3

→➣↔↕: ➙➛➜➝➞➝➙➟➝↕s➠↕➡r ➝➢ ➤t ↕ ➙t ➡➞↕ ➣➢➞y➥➣➟ ➢↕➦➙↔➝➠↕ ➙➢➧ ➝➢↕t r➣➦➙↔➝➠↕
➨↕➢↕t ➢➩↕➨➫
➭➯➯➲➳➵➸➺➻ ➼➲ ➼➽➾ ➼➚➪➶➾ ➚➪➲➹➾➘ ➼➽➾➳➾ ➚➳➾ ➴➾➹➾➳➚➶ ➴➼➾➷➴ ➸➺ ➸➬➷➶➾➬➾➺➼➸➺➻
➾➺➯➲➵➸➺➻➘ ➼➽➲➴➾ ➚➳➾➮
➱✃ ❐❒➷➶➚➸➺➸➺➻ ➚❮❒➸➶➸➚➳➸➾➴ ➼➚➪➶➾
❐❒➷➶➚➸➺➸➺➻ ➼➽➾ ➼➚➪➶➾ ❰➚➴ ➪➾➻➚➺ ➪Ï ➯➶➚➳➸ÐÏ➸➺➻ ➚❮❒➸➶➸➚➳➸➾➴ ➚➺➵ to b➾ ➼➽➚➼ ➚➳➾
❮➴➾➵ ➸➺ ➬➚Ñ➸➺➻ ➱Ò ➼➾➺➴➾➴ ➷➚➼➼➾➳➺✃
Ó✃

Dividing 6 rows became two parts
a. The beginning part is for present and past do not need auxiliries,
unless in continuous form;
b. The next part is for the third till sixth row use auxiliries, so in pattern
arrangement is subject plus auxiliaries. For further explanation, see
the table below:

Ô➙➡➞↕ Õ➫Õ➫ ➟u➞↕s➣➥ ➩➣➢t➝➢u➣➛ s➥➣➟Ö
Not In Continuous

In Continuous

Form

Form

S+V

S + To Be + Ving

Present
Past
Future
Past Future
S + Aux + To Be +
Perfect

S + Auxiliary + V
Ving

Past
Perfect

×ØÙ ÚÛÜÝ ÞßÜÝàá ÜÝ âßÝàÜÝãßãá äßåÚ Úãáà æÙ çãÛèÜäÜÙé ÛåÙ to
be ÛÝé êÙåæ ÜÝëì To be íØÜâØ Üá

ãáÙé Úãáà æÙ ÛÞÞåßÞåÜÛàÙ íÜàØ îÙï

íßåé ßä àÙÝáÙá ÝÛÚÙì ðÝ ÞåÙáÙÝà âßÝàÜÝãßãá àÙÝáÙñ àØÙ to be ÛåÙ is,
am, areì òßñ

àØÙ ÞÛààÙåÝ ßä àØÜá àÙÝáÙ Üá áãæóÙâà + to be (is, am, are)

+ verb ing. Whereas, in past continuous tense, the to be are was or
were.
3. Determining the verb that is used in forming the tenses pattern is
the last key word in tenses name. For instance, Future Perfect 
using V3.
After explaining encoding, students are instructed to arrange 16
tenses name along with the pattern by their own way like in the chart
above.

ôõö÷ø ùú ûú üõýøt þr ÿ
üõ ✄ý
☎ ö✆

ürø✄øþt
☎õ ✆
✠✡☛☞

÷ø

☎✁✆

ÿþt✡þÿu✧s
☎ ù✆

✦

üørø✞t
☎ û✆
üørø✞t
18

✁✂

ýøþ✄øs
ø

üõ✄ý ✝urtø

rt
✝u
☎✞✆

☎✟✆

Simple Future
Simple Present
✌ ✍ ✎✏ ✑✒s✓ ✔s

Simple Past

✏✕

✌ ✍ ✎✖

Present Continuous
✌ ✍ ✛★✒✘✩✒✘ ✓
r✍

Present Perfect
✌ ✍ ✗✘✓v✒✗✘ s✍ ✎

Present Perfect

Past Continuous
✌ ✍✘
ws✒✚✓✓r ✍ ✎

✎✪✫✬

Past Perfect
✭

✌ ✍ ✗✘✥ ✍ ✎✭

Past Perfect

Using ✒s✓ s after Verb is for subject ✗✓✮ ✗
s ✓✮ and ✛✯.

Simple Past Future

s ✘✙✙✒✚✛✙✙ ✍ ✎ ✏
✌✍✗
✜r
t ✢✓ ✣✜✛✤✣ ✜t ✍
✌ ✍✜
✎✏

✪✫✬

Future Continuous
✌ ✍ s✗✘✙✙✒✚✛✙✙ ✍ ✢✓ ✍
✎✪✫✬

Future Perfect

✎✏

Past Future
Continuous
✌✍✗
s ✜✙u✥✒✚✜✙u✥ ✍
✢✓ ✍ ✎✪✫✬

Past Future Perfect

Future Perfect
✌ ✍ ✛w
✙✙ ✍ ✗✘✓v ✍

s ✜✙u✥✒✚✜✙u✥ ✍
✌✍✗

✎✭

✌ ✍✜
✙✥ ✍ ✗✘✓v ✍
wu
✎✭

Past Future Perfect

✰✱✲✳t✲u✱✴s
✵✶✷

✸✹✺✻✼✺✽✹✽✾
✿ ❀ ❁❂v❃❄❁❂s❀
❅❃❃❆ ❀ ❇❈❉❊

✸✹✺✻✼✺✽✹✽✾
✿ ❀ ❁❂❋ ❀ ❅❃❃❆ ❀
❇❈❉❊

✸✹✺✻✼✺✽✹✽✾
✿ ❀ w●❍❍ ❀ ❁❂v❃ ❀
❅❃❃❆ ❀ ❇❈❉❊

✸✹✺✻✼✺✽✹✽✾
✿ ❀ w■❍u❋ ❀ ❁❂❃v ❀
❅❃❃❆ ❀ ❇❈❉❊

✶❏ ❑▲▼✱◆✳❖zP✳✱✲ ◗❘✳❙✳yt
❚❯❱❲❳❨❩❬❭❨❲❪ ❭❬❫❯❴ ❴❨❵❪❨❛❨❜❬❪❭ ❳❲❝❯ ❨❪ ❨❪ ❞❡❱❬❪ ❝❨❛❯ ❢❯❜❬❡❴❯ ❨❭ ❨❴ ❬
❫❯❣ ❲❛ ❜❲❵❪❨❭❨❤❯ ✐❳❲❜❯❴❴ ❲❛ ❢❳❬❨❪ ❨❪ ❬❝❝ ❬❴✐❯❜❭ ❲❛ ❨❪❭❯❝❝❨❵❯❪❜❯ ❭❞❬❭ ❨❴
❛❡❪❜❭❨❲❪❨❪❵ ❢❬❴❯❥ ❲❪ ❨❭❦ ❧❜❜❲❳❥❨❪❵ ❭❲ ♠❨❪❵♥❡ ♦❬❪❵ ❨❪ ❞❨❴ ❳❯❴❯❬❳❜❞♣ ❞❯ ❴❬❨❥
❭❞❬❭q
❱❯❱❲❳❨❩❬❭❨❲❪ ❨❴ ❜❲❵❪❨❭❨❤❯ ✐❳❲❜❯❴❴ ❲❛ ❭❞❯ ❢❳❬❨❪ ❬❭ ❭❞❯ ❱❯❭❬r
❜❲❵❪❨❭❨❤❯ ❝❬❣❯❳ ❭❞❬❭ ❯❴❭❬❢❝❨❴❞❯❴ s❯❪❜❲❥❯❴ ❬❪❥ ❳❯❭❬❨❪❴t ❬❪❥
❳❯❜❲❪❴❭❳❡❜❭
s❳❯❭❳❨❯❤❯❴ ❬❪❥ ❥❯❜❲❥❯❴t ❨❪❛❲❳❱❬❭❨❲❪ ❨❪ ❝❲❪❵r❭❯❳❱
✉✈
❱❯❱❲❳❣❦
✰✇❖◆t①❏①❏ ②✇▲ ③r✱④▲ s✱⑤ ▼▲▼✱✳rz❖P✳✱✲

⑥⑦

⑧❯ ❬❝❴❲ ❴❬❨❥ ❭❞❬❭ ❭❞❯ ❱❯❱❲❳❨❩❬❭❨❲❪ ✐❳❲❜❯❴❴ ❯❪❤❯❝❲✐❯❴ ❯❪❜❲❥❨❪❵ ❬❴
❫❪❲⑨❝❯❥❵❯ ❳❯✐❳❯❴❯❪❭❬❭❨❲❪ ❴❭❯✐♣ ❳❯❭❯❪❭❨❲❪ ❬❴ ❨❪❛❲❳❱❬❭❨❲❪ ❴❭❲❳❨❪❵ ✐❳❲❜❯❴❴ ❨❪
⑩❲❪❵r❶❯❳❱ ❚❯❱❲❳❣ s⑩❶❚t♣ ❳❯❭❳❨❯❤❯ ❬❴ ❳❯❜❬❝❝ ❴❭❯✐ ❨❪ ⑩❶❚♣ ❬❪❥ ❥❯❜❲❥❨❪❵ ❬❴

❷❸ ❹✼✺❺❻✽ ❼❽✺❺❾ Formal Description of the Cognitive Process of Memorization❾ ❿➀➁➂➃✼✺➄ ➅➁➂➃❽❺
➀➁➂➃✼✺ ➆➁✼➇➁➃➈➁➂❺❾ ➉➊➊➋➌❾ ➍➉➎
➏➐ ➑➈✼➇❾ ➍➋➎

➒➓➔→➣↔↕➙↔ ➛↔➜➔➛➝➞➟➠➔➓ ➡➟↔➢➤➥➦ ➧➛➔➝ ➟➨↔ ➡➟➞➟↔➝↔➓➟ ➞➩➔➫↔➭ ➠➟ ➯➞➓ ➩↔ ↕↔➜➠➓↔↕
➟➨➞➟ ➝↔➝➔➛➠➲➞➟➠➔➓ ➞➩➠➣➠➟➳ ➠➡ ➨➵➝➞➓ ➞➩➠➣➠➟➳ ➟➔ ➝↔➝➔➛➠➲↔ ➞➓➳➟➨➠➓➙ →➨➞➟ ➟➨↔➳
➡↔↔➭ →➨➞➟ ➟➨↔➳ ➣➠➡➟↔➓➭ ➞➓↕ →➨➞➟ ➟➨↔➳ ➣↔➞➛➓ ➠➓ ➟➨↔ ➛↔➞➣ ➣➠➜↔➤
➸↔➛↔➭ ↔➓➯➔↕➠➓➙ ➞➡ ➟➨↔ →➞➳ ➔➜ ➒➓➔→➣↔↕➙↔ ➛↔➢➛↔➡↔➓➟➞➟➠➔➓➤ ➺➟ ➠➡ ➟➨↔ ➜➠➛➡➟
→➞➳ ➨➔→ ➟➔ ➟➛➞➓➡➜➔➛➝ ➠➓➜➔➛➝➞➟➠➔➓ →➨➠➯➨ ➠➡ ➛↔➣➞➟↔↕ ➟➔ ➨➵➝➞➓ ➩➞➯➒➙➛➔➵➓↕
➒➓➔→➣↔↕➙↔ ➠➓➟➔ ➨➵➝➞➓ ➝↔➝➔➛➳ ➢➛➔➯↔➡➡ ➠➓ ➟➨↔➠➛ ➩➛➞➠➓➤ Delivery of

information is illustrated by interesting ways that are easy to remember or
can be linked to their background knowledge and the things around them.
Their background knowledge make easier in transforming and also
remembering the inf