Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan ( S.Pd ) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies ( IAIN) Salatiga

  THE USE OF FLASHCARD TO IMPROVE STUDENTS’

UNDERSTANDING ON PRESENT CONTINUOUS TENSE

FORTHE SECOND GRADE STUDENTS AT SMA

MUHAMMADIYAH PLUSSALATIGA THE ACADEMIC

  

YEAR OF 2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for Degree of Sarjana Pendidikan ( S.Pd )

  

English Education Department of

Teacher Training and Education Faculty

State Institute for Islamic Studies ( IAIN) Salatiga

  

BY :

Hartono

113 13 155

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )

SALATIGA

2018

  

MOTTO:

  Self confidence is the result of proper preparation

  

( John Wooden )

Success is about learning and life skill

( De-porter )

  

The more we are grateful, the more

happiness we get

: ميهربإ ةروس( ٌديِدَشَل ىِباَذَع َّنِا ْمُتْرَفَك ْنِئَل َو ْمُكَّنَديِزَ َلَ ْمُتْرَكَش ْنِئَل ٧ )

  

“If you are grateful, I will surely increase you [in favor] ;

but if you deny, indeed, My punishment is served .”

(Q.S.Ibrahim:7)

  

DEDICATION

  This graduating paper is whole intended dedicated for: 

  My beloved mom Jamilah and my father Santodi (Mulyadi), thanks for your prayer, guidance, love and kindness. You are the best parents, Your smiles and your spirit give me power to always stand up and fight to reach success. You are my everything.

   My beloved sister Sri Hastuti thanks for your kindness. 

  My beloved brother Munfarid, and Handika Galuh Hartadi thanks for your caring.

   My beloved nephew Farradani Annaf your action influence me to do the best.

   My big family that supported for my education and finishing thisgraduating paper.

  ACKNOWLEDGEMENT Alhamdulillahirobbilalamiin,

  In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidance, advices, helps, and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for him to deepest gratitude for:

  1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga 2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph.D. as the Head of English Education Department and also as a counselor who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for this graduating paper from beginning until the end

  4. All of the lectures in English Education Department 5.

  All of the staffs who have helped the researcher in processing the graduating paper administration.

  

ABSTRACT

  Hartono. 2018. The use of Flashcard to I mprove Students‟ Understanding on Present Continuous TenseForthe Second Grade Students at SMA Muhammadiyah Plus Salatiga the Academic Year of 2017/2018.A Graduating Paper. English EducationDepartment. Teacher Training and Education Faculty. StateInstitute for Islamic Studies Salatiga. Conselor: Noor Malihah,Ph.D.

  Keywords : Flashcard, Present Continuous Tense, Classroom Action Research.

  The research is about the use of flashcard to improve students‟ understanding on present continuous tense for the second grade students at SMA Muhammadiyah Plus Salatiga the academic year of 2017/2018. The objectives of this research are (1) to describe the implementation of flashcard to improve students‟ understanding on the use of Present Continuous Tense, (2) to find out students‟ understanding on the use of Present Continuous Tense before flashcard is implem ented, (3) to find out students‟ understanding on the use of Present

  Continuous Tense after the flashcard is implemented (4) To identify the improvement of students‟ understanding on the use of Present Continuous Tense.

  This research is Classroom Action Research (CAR). It was conducted in two cycles. Each cycle consisted of four steps, they were planning, action, observation, and reflection. The researcher took role as an observer who observed everything that happened in the class while the teacher performed CAR for the students. The number of the students in this research was 25 students. The researcher used test and observation checklist to collect the data.

  The result shows that the implementation of flashcard to improve students‟ understanding on the use of Present Continuous Tense in SMA Muhammadiyah Plus Salatiga in the academic year of 2017/2018 is really successful. The students who pass the passing grade improve gradually from the cycle I and the cycle II. The passing grade is 75. The improvement of the students‟ understanding on the use of Present Continuous Tense in SMA Muhammadiyah Plus Salatiga is significant. In the cycle 1, the t-test is 11.315 and the t-table is 2.064. The significant level is 5%. Then, in the cycle 2, the t-test was 7.980.

  

TABLE OF CONTENTS

TITLE...................................................................................................................... i

DECLARATION ................................................................................................... ii

ATTENTIVE COUNSELOR

  ’S NOTE .............................................................. iii

STATEMENT OF CERTIFICATION .............................................................. iv

MOTTO .................................................................................................................. v

DEDICATION ...................................................................................................... vi

ACKNOWLEDGMENT..................................................................................... vii

ABSTRACT .......................................................................................................... ix

TABLE OF CONTENTS ....................................................................................... x

LIST OF TABLES ............................................................................................. xiii

  CHAPTER I INTRODUCTION A. Background of the Research ............................................................................ 1 B. Research Question ........................................................................................... 4 C. Objectives of the Research .............................................................................. 5 D. Significance of the Research ........................................................................... 6 E. Hypothesis and Success Indicator ................................................................... 7 F. Research Methodology 1. Research Design ........................................................................................ 7 2. Subject of the Research ............................................................................ 9 3. Steps of the Research ............................................................................... 11 4. Data Collection Method and Research Instrument .................................. 11 5. Data Analysis ........................................................................................... 15 G. Graduating Paper Outline ................................................................................. 17 CHAPTER II THEORETICAL REVIEW A. Grammar 1. Definition of Grammar ............................................................................ 19 2. The Important of Grammar...................................................................... 20 3. English Grammar ..................................................................................... 21

  B.

  Present Continuous Tense 1.

  General Concept of Present Continuous Tense...................................... 22 2. The Pattern of Present Continuous Tense .............................................. 24 3. The Verbs are not Used in Present Continuous Tense ........................... 27 4. Time Signal of Present Continuous Tense ............................................. 29 C. Medium of Language Teaching 1.

  Definition of Medium of Language Teaching ....................................... 29 2. Kinds of Medium of Language Teaching .............................................. 30 3. Function of Media of Language Teaching ............................................. 31 4. Roles of Media in Language Teaching .................................................. 32 D. Flashcards 1.

  Definitions of Flashcards ....................................................................... 33 2. The Advantages and Disadvantages of Flashcards ................................ 33 3. Criteria a Good Flashcard ...................................................................... 35 4. Flashcards for Teaching English as a Foreign Language (EFL) ............ 35 5. Implementation of Flashcard in Teaching English Foreign Language

  (EFL) ...................................................................................................... 36 E. Previous Research.......................................................................................... 39

  CHAPTER III IMPLEMENTATION OF RESEARCH A. Procedures of The Research 1. Cycle I ...................................................................................................... 41 2. Cycle II .................................................................................................... 43 3. The Minimal Standard of Successful ....................................................... 45 CHAPTER IV RESEARCH FINDINGS AND DATA ANALYSIS A. The Result of the Research 1. Research Finding ..................................................................................... 46 2. Discussions .............................................................................................. 82

  CHAPTER V CLOSURE A. Conclusions ................................................................................................... 84 B. Suggestions .................................................................................................... 87 BIBLIOGRAPHY CURRICULUM VITAE APPENDICES

  

LIST OF TABLES

  Table 1. 1: Steps of Action Research ....................................................................... 8 Table 1. 2: List of XI IPA ..................................................................................... 10 Table 1. 3: Research Schedule ............................................................................... 11 Tabel 1. 4: Form of Observation Check List for students ...................................... 13 Table 1. 5: Form of Observation Check List for Teacher ...................................... 13 Table 2. 1: Period of Time ..................................................................................... 23 Table 2. 2: Temporary Action ................................................................................ 23 Table 2. 3: Temporary Course of Action ............................................................... 24 Table 2. 4: Temporary Habit.... ........................................................... ...................24 Table 2.5: Pattern Affirmative Statement and negative statement................. .. ......25 Table 2. 6: Pattern Yes/ No Question and Short Answers ..................................... 25 Table 2. 7: Pattern WH- Question .......................................................................... 26 Table 2.8: Verbs Ending In

• –ing...........................................................................26 Table 2. 9: Verbs are not Used in Present Continuous Tense ...............................27 Table 2. 10. Verb of Emotion …….........................................................................27

  Table 2. 11. The Verb of Thought or Opinion......................................................28 Table 2. 12. Verb of Possesion...............................................................................28 Table 4.1: Form of Result Observation Check List for Students...........................51 Table 4. 2: Form of Result Observation Check List for Teacher...........................52

  Table 4. 3: Students‟ Score in the Pre-test of the Cycle I…….............................56 Table 4. 4: Count of Passing Grade of the Pre-test in the Cycle I.........................57 Table 4. 5: Students‟ Score in the Post-test of the Cycle I………........................57 Table 4. 6: Count of Passing Grade of the Post-test in the Cycle I ......................59 Table 4. 7: Difference Square of Pre and Post-test Score in Cycle I.....................59 Table 4. 8: Form of Result Observation Check List for Students

  ….....................69 Table 4. 9: Form of Result Observation Check List for Teacher..........................70 Table 4. 10: Students‟ Score in the Pre-test of the Cycle II……..........................73 Table 4. 11: Count of Passing Grade of the Pre-test in the Cycle II.....................74 Table 4. 12: Students‟ Score in the Post-test of the Cycle II…….........................75 Table 4. 13: Count of Passing Grade of the Post-test in the Cycle II

  ……............76 Table 4. 14: Difference Square of Pre and Post-test Score in Cycle II

  …..............77 Table 4. 15: Table of Data Analysis

  ……...............................................................82

CHAPTER 1 INTRODUCTION In this chapter the researcher presents background of the research, research

  question, objective of the research, limitation of the research, significance of the research, definition of key terms, research of methodology and graduating paper outlines.

A. Background of the Research

  Language is a system of symbols through which people communicate. The symbols may be spoken, written, or signed with the hands (Kreidler, 1998: 19).

  Whenever people think about language, they will think that language is very important in their life. Language plays a great part in our life, perhaps because of its familiarity, we rarely observe it. Taking it rather for granted as we do breathing or walking (Bloomfield, 1933: 3). By language people can express their opinion, feelings, ideas, comment, suggestion, advice, thoughts and they can share their experience and etc.

  As far as we know, many countries have various languages that not every person recognizes and understands it. Therefore, communication means tool is needed. English is an international language that every country should know and learn to support their communication in the global world.

  In the era of globalization people in every country are expected to learn and speak English. By using English, they can communicate each other to get some information and knowledge. In Indonesia, English is one of the foreign languages to be taught in schools from Elementary School (English as a local content), Junior High School, Senior High School and University (English is obligatory). In order to make English teaching successfully, some factors such as, quality of the teacher, students‟ interest and motivation, school buildings, the teaching method, book, etcetera have to be considered.

  Learning a foreign language is an integrated process that the learners should study. There are four basic language skills which are divided into two kinds, namely receptive and productive skills. Reading and listening are the receptive skill while writing and speaking are the productive skill. By mastering all language skills learners have much better chance of understanding and being understood. To support the language skills, it is also necessary for the students to learn some language aspects, such as vocabulary, grammar, pronunciation, preposition, modals, etc.

  Grammar is a theory of language, of how language is put together and how it works (Gerot and Wignell, 1995: 2). Grammar covers noun, pronoun, adjectives, verb, modals, preposition, tenses and other structure items. According to Cowan (2008: 350), use of verb forms is one of the two or three most difficult areas for English language learners to master. Grammar is probably one problem for the student to learn English. Grammar is very important, because grammar is a basic knowledge to understand English perfectly. By mastering grammar correctly, it can be ascertained that one can speak English well and also true. When discussing about grammar, tenses is one important aspect in it. In English there are 16 tensesthat students should learn. On the other hand, not all language in the world have tenses. Thus, tense is one aspect which make students are confused and frustrated.

  Based on my pre-observation in SMA Muhammadiyah Plus Salatiga the researcher found that students get difficulty in learning English especially on Grammar. They have problem about how to use Present Continuous Tense. The researcher observed that the problem might be caused by several factors:

  1. The students' understanding of grammar is low. 2. The student did not pay attention to the teacher explanation about the lesson. 3. The student feel bored in following teaching learning activities.

  Based on the pre-observation above then it is necessary to find out a way to overcome the problem. The researcher assume that the problems is probably about the way the teacher delivers the material. One solution to this problem is the use of appropriate media in teaching grammar. There are many media that can be used. One example is by implementation a particular media which is suitable for the students. There are many media that can be used to teach English such as song, flashcard, newspaper, picture and others. Hamalik (1994: 42) states that using media in the process of teaching and learning can increase willingness and new interest, increase students motivation in the process teaching and learning and even bring psychology effects for the students, such as visual media is one of teaching media that can help to improve studentsunderstanding on grammar. In this research the researcher considers to use Flashcard as a media to improve students‟ understanding about present continuous tense. Based of problems above, the writer tries to propose an optional effective media for teaching present continuous tense it is Flashcard.

  Komachali & Khodareza (2012: 137) explain that Flashcard is a cardboard consisting of a word, a sentence, or a simple picture on it. Flash card is very simple and suitable media for an individual to study a topic. It is two dimensional card which contain element daily life like activity a human, animals, events, places, etc. Usually the students are able to remember of English occurrence easily if many teachers show cards that consist of words or pictures.

  Thus, in this research paper, the researcher investigates the implementation of Flashcard to improve the students‟ understanding on the use of Present Continuous Tense in SMA Muhammadiyah Plus Salatiga the academic year of 2017-2018.

B. Research Questions

  Based on the discussion above, in order to learn more obvious and more directed research problems can be summarized as follows:

  1. How is the implementation of flashcard to improve the students‟ understanding on the use of Present Continuous Tense in SMA Muhammadiyah Plus Salatiga in the Academic year of 2017/2018? 2. How is students‟ understanding on the use of Present Continuous Tense before flashcard is implemented in SMA Muhammadiyah Plus Salatiga in the Academic year of 2017/2018?

  3. How is students‟ understanding on the use of Present Continuous Tense after the flashcard is implemented inSMA Muhammadiyah Plus Salatiga in the Academic year of 2017/2018? 4. Can flashcard improve students‟ understanding on the use of Present

  Continuous Tense in SMA Muhammadiyah Plus Salatiga in the Academic year of 2017/2018?

C. Objectives of the Research

  To answer the questions above the writer has the objective as follow: 1.

  To describe the implementation of flashcard to improve students‟ understanding on the use of Present Continuous Tense in SMA Muhammadiyah Plus Salatigain the Academic year of 2017/2018.

  2. To find out students‟ understanding on the use of Present Continuous Tense before flashcard is implemented in SMA Muhammadiyah Plus Salatiga in the Academic year of 2017/2018.

  3. To find out students‟ understanding on the use of Present Continuous Tense after the flashcard is implemented in SMA Muhammadiyah Plus Salatiga In The Academic year of 2017/2018.

  4. To identify the improvement of students‟ understanding on the use of Present Continuous Tense in SMA Muhammadiyah Plus Salatiga in the Academic year of 2017/2018.

D. Significance of the Research

  This research gives several significant values for the students, teachers, researcher and teaching process. This research provides new innovation for English language teaching.The results of this research can be applied in the English teaching learning process, especially in the teaching Present continuous tense.The researcher hopes that this research is useful for:

  1. Students Student will get new effective way in learning English grammar, especially about present continuous tense.

  2. Teacher By using this research, a teacher is able to use it as reflection tool for knowing an effective media in teaching present continuous.

  3. Researcher The researcher can identify the actual problem in the classroom and give suggestion in solving the problem. This is very helpful to improve the researcher‟s ability in doing a research. The other benefit for the researcher would be a teacher in the future is hopefully this research will be able to help the researcher in his future teaching process. An experience in doing a research in the classroom is one of many ways for everyone to acquire classroom condition.

  E. Hypothesis and Success Indicator

  Based on the students observation result in present continuous tense mastery as illustrated in chapter 1, the researcher tries to overcome those problems by implementing flashcard. By conducting this research, the researcher proposes a hypothesis: The implem entation of flashcard can improve the student‟ understanding on present continuous tense.

  The success indicator of this research is taken from the students‟ Basic Competence/ ability shown in Lesson Plan (RPP)(see appendix 2). The students‟ success and failure in doing the activities in cycle I and II will be assess by referring to the criterion of passing grade (KKM). The passing grade of English lesson in SMA Muhammadiyah Plus Salatiga is 75. The teacher and the researcher expectthat there are at least 75 % of the students who pass the passing grade.

  F. Research Methodology 1. Research Design

  This Research is Classroom Action Research. Wiriaatmadja (2005: 13) explains that Classroom Action Research is a method how a group of teachers can organize their teaching learning condition and learn from their own experience. They can try an idea as reparation in their teaching learning process, and look the real effect of those efforts.

  Table 1. 1: Steps of Action Research

  Taken from LP3 UNNES (2007: 63) According to Arikunto (2008: 75), there are four steps in each cycle for doing classroom action research, which can be explained as follow:

  1. Planning In this step, the researcher focuses on who, what, when, where, and how the action is conducted.

  2. Action In this step conducted to implement the strategies prepared in the planning.

  3. Observation Observation is the next step to monitor and watch closely teaching learning process and collects the data from the result of action.

  The researcher prepares the observation paper to know class condition when the action done, then the researcher (as the observer and collaborator) and the English teacher (is the teacher in the research) discuss about the result of observation, what the problem faced when teaching learning process and look for good solution to solve the problem. In this phase, the researcher observes and takes notes during teaching learning process.

  4. Reflection Reflection means to analyze the result based on the data that have been collected to determine the next action in the next cycle. In this phase, the researcher could observe the activity that results any process, the progress happened, and also about the positives and negatives sides.

  From several definition above, the researcher conclude that classroom action research is an action research classroom, which can do by teacher and researcher with involves students to improve teaching and learning process. This research use data observation toward teaching Present Continuous Tense using Flashcards. This data analyze through some cycles in action.

2. Subject of the Research

  11 IAB Male

  19 RAN Male

  18 RQ Female

  17 NCP Female

  16 LF Female

  15 LP Female

  14 LNH Female

  13 KZJ Male

  12 JM Male

  The subject of this research is the Second grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2017/2018. It consist of 25 students.

   Table 1. 2: List of XI IPA No Name Sex

  9 HR Female

  8 EYAP Female

  7 DAS Female

  6 AM Female

  5 AKBA Female

  4 ANP Female

  3 AF Male

  2 AKA Male

  1 AAK Male

  10 HI Female

  20 RF Female

  1 Preparing the research proposal December

   Data Collection Method and Research Instrument

  6 Continuing writing the graduating paper March 4.

  5 Writing research result February

  4 Analysis data February

  3 Doing observation February

  2 Doing cycle February

  Table 1. 3: Research Schedule No Activities Time Allocation

  21 RF Female

  In conducting the research, the researcher carry out the steps which summarized in the following research schedule. The research schedule is shown in the table 1. 2.

   Steps of the Research

  25 SC Female 3.

  24 SAAS Female

  23 SA Female

  22 SF Female

  Collecting data is important to conduct a research. Arikunto (2010: 265) explains that there are some methods of collecting data. There are questionare, test, observation, interview and documentation. In order to collect data, the researcher uses three of them by using documentation, observation and test as an instrument. Furthermore, Arikunto (2010: 192) states an instrument is the tool or facilities that is used by the researcher to collect data.

1. Observation

  Classroom observation is an observation that focusses on the understanding of how social event of the language classroom are enacted (Nunan 1993: 93). In this classroom observation, the researcher observe students and teacher activities in Present Continuous Tense teaching learning. The observation consist of two cycles. That are cycle I, and cycle II. The researcher use the checklist observation to make it more systematic. Consist of student checklist whose contents are about indicators consisting of paying attention, asking question, responding to question, accomplishing task and being enthusiastic of english game (see table 1. 4). Consist of prepare list of items. The presence or absence of the item may be indicated by checking “Yes or No” or the type or number of items may be indicated by interesting the appropriate word or number.

  The next checklist is a checklist that is used to observe the teacher is about teacher activity in the learning process that consist of how to open the lesson, giving assignment, delivery of learning objectives, use of media in accordance with the material, creating an exciting learning environment, generate interest in student learning, help student‟s difficulties during learning, be fair to all students, answer student questions, and how to end the lesson (see table 1. 4). In filling this observation teacher checklis will use mark “√”.

  Tabel 1. 4: Form of Observation Check List for students No Indicator Yes No Descriptions Obstacles Solutions

  1 Paying attention

  2 Asking Question

  3 Responding to Question

  4 Accomplishing task

  5 Being enthusiastic of English Game

  The form observational field note for teacher is shown on the table 1.5

  

Table 1. 5: Form of Observation Check List for Teacher

No Aspect Yes No Descriptions Obstacles Solutions

  1 Greeting students before the lesson begins

  2 Praying before the lesson begins

  3 Checking student attendant

  4 Giving motivation

  5 Reminding previous material

  6 Giving explanation of the material

  7 Use of flashcards in accordance with the material

  8 Giving opportunity for asking question

  9 Help student‟s difficulties during learning

10 Answer student questions

  11 Giving feedback after the lesson

2. Test A test is a method for collecting data by using questions.

  According to Heaton (1975: 1), Test is important part of every teaching and learning experience. Both testing and teaching are so closely interrelated that it is virtually impossible to work in either field without being constantly concerned with the other. Tests may be construct primarily as devices to reinforce learning and to motivate the students‟ performance in the language

  In this research, the researcher use written test . Henson and Janke (2006: 86) explain that the varieties of written test there are subjective and objective. A subjective test evaluated by giving an opinion whereas an objective test is written test which has right or wrong answer include multiple choice and matching items. The researcher use an objective test in this research by using multiple choice items. In pre-test and post- test the researcher use 10 questions of 10 multiple choices (See appendix 1).

3. Documentation

  In this research, the researcher use photos as the documentation of the research.

5. Data Analysis

  In this research, the researcher mixes methods to analyze the data.According to Fraenkel and Wallen (2009: 557), mixe-methods are collect and analyze by using qualitative and quantitative method in a single research.When the teacher do the action, the researcher observe and analyze the process by using qualitative method. After the scores are given to the students, the researcher analyze it by using quantitative method.

  a. Qualitative Data Qualitative research is very important to discover and analyze the motives of behavioral science of human(Kothari, 2004: 3). In this research, the data of check list is analyzzing by qualitative.

  b. Quantitative Data This research uses quantitative analysis to process the data. The quantitative data is processes after the teacher and the researcher get the score of the students. The score of the exercise in each correct answer is 10 and 0 to each wrong answer. The maximum score is 100.According (Kothari,2004: 3), Quantitative research is process based on the measurement of quantity. To measure the data quantitatively, the researcher use the following formula: a.

  To find out the mean score of the pre test and the post test, the researcher used this formula :

  ∑X M = N

  Note : M = The Mean of the students score.

  ∑ X= The sum of the students score.

  N = The total number of the students.

  b.

  To calculate the mean of difference, the reseacher used this fourmula:

  ∑ D MD = N

  Note : Mean of difference.

  MD =

∑ D =The total difference between the pre test and the post test.

  N = The total number of the students.

  c.

  To calculate standard deviation, the reseacher used this fourmula:

  2

  2 ∑D ∑D SD D =

   N N

  Note: SD D = Standard Deviation.

  D = The Difference between the pre test and the post test. N = The number of the students. d.

  To calculate the standard error for the mean difference, the researcher used this formula :

   SD D

  SE MD =

   N-1

  Note : SE MD = The standard error for the mean difference.

  SD D = Standard Deviation.

  N = The total number of the students.

  d.f = N-1 e.

  To calculate the t-test, the researcher used this formula :

   M D T o =

SE MD

  Note :

  T o = T – test. M = Mean of difference.

  D SE MD = The standard error for the mean difference.

H. Graduating Paper Outlines

  In order to make a systematic research, the researcher organizes this research into five chapters, they are as follows : Chapter I is introduction. It contains the background of the research, research question, objectives of the research, significance of the research, hypothesis and success indicator,research methodology, and graduating paper outlines .

  Chapter II is theoretical review. It contains grammar, present continuous tense, medium of language teaching, flashcards, and previous research.Chapter III is implementation of research. It contains procedures of the research.Chapter IV is research findings and data analysis. It contains the result of the research the use of flashcard to improve students‟ understanding on present continuous tense (a classroom action research of the second grade students at SMA Muhammadiyah Plus Salatiga the academic year of 2017/2018).Chapter V is closure. It contains conclusions and suggestions.

  After that, it is followed by bibliography and appendices.

CHAPTER II THEORETICAL REVIEW A. Grammar In this section, the researcher discusses about the Definition of grammar, The

  implementation of grammar, and English grammar 1.

   Definition of Grammar

  Grammar is a set of rules of a language which are used to put the words together into meaningful larger units (Gerot and Wignell, 1995: 2, Lech, 1999: 3, Lynch and Anderson, 2013: 4)

  Similar to the above ideas, Thronbury (1999: 13) adds that grammar, adds the meanings that are not easily inferable from the immediate context.

  Hammer (1999: 2) also emphasizes that with grammar, words can change the language.

  In more detailed information, Scriverner (2010: 4) defines grammar in several points as below: a.

  Rules about sentence formation, tenses, verb patterns, etc in reference book.

  b.

  The moment by moment structuring of what we say s it being spoken.

  c.

  Exercises (fill in the gap, multiple choices, etc) about tenses, etc.

  d.

  Our internal database as to what are possible or impossible sentences.

2. The Importance of Grammar

  From several definitions about grammar above, we know that grammar has significant roles in learning and teaching a certain language, also understand how text works.Grammar is important, because grammar is a basic knowledge of language tounderstand English perfectly. English teacher need to know how a text works so they can explicitly help learners learn how to understand and produce text spoken and written in various contexts for various purposes (Gerot & Wignel, 1995: 3). Beside that there are several experts explain about the importance of grammar as below: a.

  Grammar is important to be thought because it affects student‟ performance in all four skill reading, listening, speaking and writing (Murcia & Freeman 1983: 2).

  b.

  Students are expected in comprehending English either writer and spoken, for that reason, they must know the system rule of grammar of a target language fluently and acceptably since grammar as a tool for making meaning (Thronburry, 1999: 4).

  However grammar is needed to study English language. Different definition about grammar which have already been discussed above, Swan and Walter (2002: 2), argue that grammar is not the most important thing in the world. But if a student makes a lot of mistakes, he/she may get difficulty to understand. Also hardly any people speaks or writers a foreign language perfectly, but student will communicate more successfully if student can make students‟ English reasonably correct. So grammar is very important and very useful.

3. English Grammar

  In English grammar there are several points that students should understand. They are: tenses, clause, modals, preposition, adjective and etc. Especially in tenses there are sixteen tenses in English which in it have four important basic to learn.As we know so far, each tense has rules of its own. It makes thestudents confuse and difficult to use tenses correctly because thereare no tenses in Indonesian language. It is one of the difficult problems instudying English.

  There are four basic forms of tenses that include the certain time ofaction. They are present, past, future and perfect.

  a. Present Tense Present tense describes habitual action, routine or thing that are generally or always true. Using time expression as follow: always, often, sometimes, seldom, every day, every year, etc.

  b. Future Tense Future tense describes the action that happened in the futuretime. Using time expression as follow: tomorrow, next week, next month, etc. c.

  Past Tense Past tense is used to express actions that happened in thepast.

  The time signals which used in the past tense are; yesterday, ago, last week, last month, for three years ago, etc.

  d.

  Perfect Tense Perfect tense is used to express actions that happenedbefore another time or even.

  As we know there are sixteen tenses in English. But in thisresearch, the researcher only investigate further about Present Continuous Tense

B. Present Continuous Tense

  In this section, the researcher discusses about General Concept of Present Continuous Tense, The Pattern of Present Continuous tense, The Verbs are not Used in Present Continuous Tense and Time signal of Present Continuous Tense.

1. General Concept of Present Continuous Tense a. Definition of Present Continuous Tense

  Present Continuous Tense is also called Present Progressive Tense. Azar & Schramfer (1989: 3) explains that Present Continuous Tenses is one of tenses which give the idea that an action is in progress during particular time. The Present Continuous Tense indicates that an activity or situation when we talk about things happening in period around now or talk about changes happening around now. The period of time of Present Continuous Tense is shows in the table 2. 1.

  Table 2. 1: Period of Time I am doing Past now Future b.

  

The Use of Present Continuous Tense for a Temporary Situation.

  1). Temporary Action Temporary action which began before the time of speaking, is continuing across it, and is not yet complete : I am walking at this moment. The temporary action of Present Continuous Tense is shows in the table 2. 2.

  Table 2. 2: Temporary Action

  2). Temporary course of action Temporary course of action fairly recently begun. Currently engaged in, but not expected to be permanent : I am living in

  London. The temporary course of action of Present Continuous Tense is shows in the table 2. 3.

  Table 2. 3: Temporary Course of Action

  3). Temporary Habit Temporary habit not necessary engaged in at the moment of speech, but temporarily constracted for : I am watering his plants while he is away. The temporary habit of Present Continuous Tense is shows in the table 2. 4.

  Table 2. 4: Temporary Habit 2. The Pattern of Present Continuous Tense: a.

  Affirmative Statement and Negative Statement The pattern of present continuous tense for affirmative statement and negative statement is shows in the table 2.5.

  Table 2. 5: Pattern Affirmative Statement and negative statement

Affirmative Statements Negative Statements

Subject Am/Is/Are V1+ing Subject Am Not/Is Verb+ing

  Not/Are Not I am

  I Am not

You/We/They are You/We/They Are not working

working now

  He/She/It Is He/She/It Is not now

  b.

  Yes/ No Question and Short Answer The pattern of present continuous tense for yes/ no question and short answer is shows in the table 2. 6.

  

Table 2. 6: Pattern Yes/ No Question and Short Answers

YES/NO QUESTIONS SHORT ANSWER

  

Is/Am/Are Subject Verb1+ing Yes No

Am

  I You are You are not Are you I am I am not working? Is he/she/it He/she/it is He/she/it is not Are you We are We are not we You are You are not they They are They are not c.

  WH- Question The pattern of present continuous tense for wh-question is shows in the table 2. 7.

  Table 2. 7: Pattern WH- Question Wh-word be Subject V1+ing Where is Tony Working? What are you Eating?

  Why is Susan Studying? When are they Coming? Who Is ket Talking to? How are you Feeling?

  d.

  The Spelling of Verbs Ending In –ing There are several verb which have suffix that can be changed in

• –ing. According Braukal (2005: 232) the spelling verbs ending in –ing is shows in the table 2. 8.

  Table 2.8: Verbs Ending In –ing Verb Ending Rule Examples

1. Drop the e, Add -ing Dance = dancing Consonant +e.

  Come = coming

  2. Double the consonant, Sit = sitting One vowel + consonant

add-ing

Exception: Verbs Do not double w,x, y that end in w, x, y Show =showing