The use of drills of tenses as supplementary activities to improve students` grammar fluency in the class X KA SMKN 2 Depok Yogyakarta

THE USE OF DRILLS OF TENSES

AS SUPPLEMENTARY ACTIVITIES TO IMPROVE

STUDENTS’ GRAMMAR FLUENCY

IN THE CLASS X

/KA

SMKN 2 DEPOK YOGYAKARTA

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education  

   

By:

Bernadeta Fitri Anita Student Number: 061214128

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

THE USE OF DRILLS OF TENSES

AS SUPPLEMENTARY ACTIVITIES TO IMPROVE

STUDENTS’ GRAMMAR FLUENCY

IN THE CLASS X

/KA

SMKN 2 DEPOK YOGYAKARTA

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education  

   

By:

Bernadeta Fitri Anita Student Number: 061214128

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

A Thesis on

THE USE OF DRILLS OF TENSES

AS SUPPLEMENTARY ACTIVITIES TO IMPROVE

STUDENTS’ GRAMMAR FLUENCY

IN THE CLASS X

/KA

SMKN 2 DEPOK YOGYAKARTA

By

Bernadeta Fitri Anita Student Number: 061214128

Approved by

Sponsor

STATE OF MIND

If you think you are beaten, you are

If you think you dare not, you don’t If you like to win, but think you can’t It’s almost like a cinch you won’t

If you think you’ll lose, you’re lost For out in the world we find

Success begins with a fellow’s will, it’s all in state of mind

If you think you’re outclassed, you are, You’ve got to think high to rise

You’ve got to be sure of yourself Before you can win the prize

Life’s battles don’t always go To the stronger or fasten man,

But sooner or later the man who wins is the man who think he can

Author Unknown

Submitted by Wrar Duncan

• No matter what people say just do the best and be consistent to finish.

This thesis I dedicated for :

♥ My beloved parents

♥ My brothers and sisters

♥ My dearest love

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.

Yogyakarta, 25 October 2010 The Writer

Bernadeta Fitri Anita 061214128

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Bernadeta Fitri Anita

Nomor Mahasiswa : 061214128

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE USE OF DRILLS OF TENSES AS SUPPLEMENTARY ACTIVITIES TO IMPROVE STUDENTS’ GRAMMAR FLUENCY IN THE CLASS X/KA SMKN 2 DEPOK YOGYAKARTA

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sederhana. Dibuat di Yogyakarta

Pada tanggal: 1 November 2010

Yang menyatakan

ABSTRACT

Anita, Bernadeta Fitri. 2010. The Use of Drills of Tenses as Supplementary Activities to Improve Students’ Grammar Fluency in the Class X/KA SMKN 2 Depok Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This Classroom Action Research (CAR) was conducted in SMKN 2 Depok

Sleman Yogyakarta. The purpose of this CAR is to improve the learning

performance of tenth grade students of Chemical Analysis in understanding the use of tenses more intensively with the learning model drills of tenses. The subjects of the research were thirty two students of Chemical Analysis class grade tenth of SMKN 2 Depok Sleman Yogyakarta. The research focused on students’ grammar fluency, interest and achievement in learning English.

The reason of conducting this CAR is about the lack of the students’ grammar fluency when learning tenses. From thirty two students being asked, all had same problem about understanding grammar and tenses. This CAR also motivated the students to be more interested in learning English, and improved the students’ achievement more than the standard score that has been set based on the

Kriteria Ketuntasan Minimum (≥ 76).

To overcome the existing problems, the researcher implemented two cycles of CAR, cycle I and cycle II. There were 4 steps which are conducted for each cycle which are planning, action, observation and reflection. In the planning the researcher made materials of drills of tenses, prepared observation and assignment sheets, assessments, tests, questionnaires and interviews. In the action the researcher implemented the drills of tenses materials. In the observation the researcher made form of checklist for checking the students’ activities, applied students’ grammar fluency record and gave additional points, and also observed the documents and files of the students. In the reflection the researcher analyzed all the data and the assessment results. For the assessment result the researcher used the data of the students’ learning mastery to know students’ achievement. To reach goal there was achievement target for the students with the average score ± 76 for the cycle I and ± 80 for the cycle II.

In cycle I the result of the record showed that there were 24 students who followed the drills of tenses actively, the interest of the students was still good enough with score 84,37 and the achievement of the students with the everage score was 77,38. In cycle II the result of the record showed that there were 32 students who followed the drills for tenses actively, the interest of the students was high. The score was 90,62. The achievement of the students with the mean score was 82,19. Based on the results from the two cycles of CAR, the researcher concludes that drills of tenses is able to improve the students’ grammar fluency, the students’ interest and the students’ achievement in learning English in the class of Chemical Analysis grade X of SMKN 2 Depok Sleman Yogyakarta.

ABSTRAK

Anita, Bernadeta Fitri. 2010. The Use of Drills of Tenses as Supplementary Activities to improve Students’ Grammar Fluency in the Class X/KA SMKN 2 Depok Yogyakarta. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian Tindakan Kelas (PTK) ini dilaksanakan di SMKN 2 Depok Sleman Yogyakarta. Tujuan dari PTK ini untuk meningkatkan aktivitas belajar siswa kelas sepuluh Kimia Analisis dalam memahami penggunaan tenses secara intensif dengan model pembelajaran drills of tenses. Subjek penelitian yang terlibat adalah tiga puluh dua siswa Kimia Analisis kelas sepuluh SMKN 2 Depok Sleman Yogyakarta. Fokus penelitian ini adalah tentang kelancaran tata bahasa, minat dan prestasi siswa dalam belajar bahasa Inggris.

Alasan melaksanakan PTK ini adalah tentang kurang lancarnya tata bahasa siswa saat belajar tenses. Dari tiga puluh dua siswa yang ditanyai, semua memiliki permasalahan yang sama tentang memahami tata bahasa dan tenses. PTK ini juga memotivasi siswa untuk lebih tertarik belajar bahasa Inggris, dan meningkatkan prestasi siswa lebih dari nilai standar yang telah ditetapkan didasarkan pada Kriteria Ketuntasan Minimum (≥ 76).

Untuk mengatasi permasalah yang ada, peneliti menerapkan dua siklus PTK, siklus I dan siklus II. Ada 4 langkah yang dilakukan untuk setiap siklus yakni perencanaan, tindakan, observasi dan refleksi. Dalam perencanaan peneliti membuat materi drills of tenses, mempersiapkan lembar observasi dan tugas, penilaian, tes, kuesioner dan wawancara. Dalam tindakan peneliti menerapkan materi drills of tenses. Dalam melakukan observasi peneliti membuat daftar pengecekan aktivitas siswa, menerapkan penilaian kelancaran tata bahasa bagi siswa, memberikan poin tambahan dan juga observasi dokumen dan file siswa. Di dalam merefleksi peneliti menganalisis semua data dan hasil penilaian. Untuk hasil penilaian peneliti menggunakan data penguasaan belajar untuk mengetahui prestasi siswa. Untuk mencapai tujuan ada pencapaian target untuk siswa dengan skor rata-rata ± 76 dalam siklus I dan ± 80 dalam siklus II.

Pada siklus I hasil rekor menunjukkan bahwa terdapat 24 siswa yang mengikuti drills of tenses secara aktif, minat siswa masih dalam jumlah yang cukup dengan skor 84,37 dan prestasi siswa dengan rata-rata 77,38. Di siklus II hasil rekor menunjukkan bahwa 32 siswa yang mengikuti drills of tenses secara aktif, minat siswa dalam jumlah yang tinggi dengan skor 90,62 dan prestasi siswa dengan rata-rata 82,19. Berdasarkan hasil dari dua siklus PTK, peneliti menyimpulkan bahwa drills of tenses dapat meningkatkan kelancaran tata bahasa, minat dan prestasi siswa Kimia Analisis kelas 10 SMKN 2 Depok Sleman Yogyakarta.

ACKNOWLEDGMENTS

I would like to thank to my Lord Jesus Christ for guiding me in every single step to finish this thesis. He gives me strength when I am weak and gives me ways when I get stuck to face many problems. Although I often forget Him and put Him away, He never leaves me alone until this time. His grace is really precious. I want to dedicate this thesis as my special gratitude for Him.

I would like also to express my sincere gratitude for those who have helped and supported me to complete this thesis. They have great contribution for me. They are:

1. Ms. Carla Sih Prabandari, my sponsor, who always gives me many corrections and suggestions from the beginning of making this thesis. Her valuable criticisms, encouragements and comments motivate me to fix many revisions for improving my thesis better.

2. Mr. Aragani Mizan Zakaria, Mr. Sriyana, Ms. Yuliana Sri Wahyundari and other teachers of SMKN 2 Depok Sleman Yogyakarta. I would like to address my deep gratitude for them for permitting and supporting me to conduct classroom action research in that school.

3. My beloved students of Chemical Analysis grade X period 2009/2010 in

SMKN 2 Depok Sleman Yogyakarta, especially for Adnan, Herlina, Nita,

Putri, Annisa, Febrian, Aji, Alfrida, Asih, Ino, Dana, Anindya, Asti, Anies, Euis, Anisa, Fatikha, Yoga, Mujiyanto, Ranita, Wahyu, Eni, Safirna, Tika, Fitri, Devy, Laily, Efti, Ayu, Nur, Wahyu and Efti.

4. My beloved Dad and Mom, Bapak A. Ngadimin and Ibu A. Nastiem Dwi Saputri, for their guidance, support, caring, prayers and sincere love.

5. My beloved brothers and sisters, Mas Moko, Mbak Heni, Mas Unggul, Mbak Ayuk, for their support also to finish my study. Special thank fly to Mbak Heni for helping me to give me some notes and advices to improve my thesis. 6. My dearest love, Denny, for his supports, jokes, suggestions, personal

sharings and cares.

7. My dearest friends, especially for Adria, Zita, Ika, Yuli, Puput, Mbak Chika, Mbak Jojo, Mas Yebe, Mas Andre and others PBI students.

8. My friends, especially for Mie-mie, Cie-Cie, Oneng and others.

Bernadeta Fitri Anita

TABLE OF CONTENTS

Page

TITLE PAGE ... ... i

APPROVAL PAGES ... ... ii

DEDICATION PAGE . ... ... iv

STATEMENT OF WORK’S ORIGINALITY ... ... v

PAGE OF PUBLICITY ... vi

ABSTRACT . ... vii

ABSTRAK ... ... viii

ACKNOWLEDGEMENTS ... ... x

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF FIGURES .. ... xv

CHAPTER I. INTRODUCTION ... 1

A. Research Background ... ... 1

B. Problem Formulation .... ... 4

C. Problem Limitation ... ... 5

D. Research Objectives .. ... 5

E. Research Benefits .... ... 5

F. Definition of Terms .. ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 11

1. Drills of Tenses . ... 12

2. Drills ... ... 14

3. Basic Tenses ... 17

4. Supplementary Material and Activity in English Learning ... 21

5. Curriculum of SMKN 2 Depok ... 21

B. Theoretical Framework ... 22

CHAPTER III. METHODOLOGY ... 25

A. Research Method ... 25

1. Classroom Action Research (CAR) ... 25

2. Carr and Kemmis Model ... 26

3. The researcher’s Descriptive Model ... 28

B. Research Participants ... 29

C. Research Instruments ... 29

1. Checklist ... 30

2. Questionnaire ... 30

3. Interview ... 31

4. Test ... 32

D. Data Gathering Techniques ... 32

1. Planning ... 32

2. Action ... 34

3. Observation ... 34

4. Reflection ... 36

F. Research Procedure ... 46

CHAPTER IV.RESEARCH FINDINGS AND DISCUSSION ... 44

A. The result of the Research ... 44

1. Cycle I ... 44

2. Cycle II ... 50

B. Discussion ... 55

CHAPTER V. CONCLUSIONS AND SUGGESTIONS ... 60

A. Conclusions ... ... 61

B. Suggestions ... 62

REFERENCES ... 63

APPENDICES ... 66

Appendix A CAR Permits ... 67

Appendix B Questionnaires and Interviews ... 71

Appendix C Syllabus ... 85

Appendix D Lesson Plan ... 103

Appendix E Cycle I ... 124

LIST OF TABLES

Table Page

Table 2.1. The Pattern of Simple Present Tense ... 18

Table 2.2. The Pattern of Simple Past Tense ... 19

Table 2.3. The Pattern of Present Continuous Tense ... 19

Table 2.4. The Pattern of Present Perfect Tense ... 20

Table 2.5. The Pattern of Present Future Tense ... 21

Table 3.1. Questionnaire Lattice Students’ Learning Interest ... 37

Table 4.1. The Goals Achievement in Cycle I ... 48

LIST OF FIGURES

Figure Page

Figure 3.1. Cycle of Classroom Action Research ... 27 Figure 3.2. Cycle of Researcher’s Descriptive Model ... 28

CHAPTER I INTRODUCTION

This chapter provides information regarding to the activity of the students

of SMKN 2 Depok Sleman Yogyakarta in the novice level specifically for the

students of Kimia Analisis (Chemical Analysis) in grade X. It is also included the

background of the problems for the action research in class activity, the identification of the problems, problem limitations, problem formulations, research objectives, and research benefits and also definition of the terms based on the subjects being focused.

A. Research Background

SMKN 2 Depok Sleman has been set as one of the schools that have

“International Based Standard from International Organization for Standardization” (ISO) 9001: 2008. This standard is in accordance with the mission of the school which is based on the Curriculum of SMKN 2 Depok to improve the quality and credibility of the school, every teacher is obligated to develop the students’ potential and abilities under the consideration of educational purposes.

The goals of National Education are to develop and build the character and culture of dignity in the framework of the intellectual life of the nation, which aims to develop learners’ potential to become a man of faith and duty to God Almighty, noble, good, knowledgeable, skilled, creative, independent, and become citizens of a democratic and responsible. (National Education Ministry, 2010)

Those are the school quality guidelines that must be obeyed and adhered by the teacher in delivering a course material in classroom.

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The school implements curriculum of 2008 as usually known as

‘Kurikulum Tingkat Satuan Pendidikan (KTSP) which is called KTSP Spektrum

edisi 2008’. This curriculum is combination of ‘Kurikulum edisi 2004 and

Kurikulum SMKN 2 Depok Sleman’. Related to this Curriculum of SMKN 2

Depok Sleman, in particularly about English Adaptive Syllabus for novice,

intermediate and advance levels are adapted from the English materials New

Interchange Book 1,2,3,4,5 and 6 for class X, XI and XII. This book is the main

reference for the teacher when doing teaching-learning activity in class.

The researcher chooses to conduct the research for the sudents of chemical analysis class X. Because the students learn more intensively about analysis of numerical, forms of chemical and arithmetical, their skills are about how to stimulate and sharp their mind. That is why the students are less-motivated to be able to practice their speaking skills.

The tenth grade students in the second semester, in particularly, class of Chemical Analysis (X/KA) also implemented the material which used New

Interchange Book 2. When students study the subject of the book materials, they

are more focused on the activities of each subtopic from the book. The students are directed to have communicative speaking and active reading from dialogue or passage rather than to learn the grammar and tenses. Whereas, tenses fluency is important for the students to:

1. improve and balance four basic skills ( not only writing and reading but also speaking and listening);

   

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Based on observations that had been carried out on Wednesday, February 3, 2010, during the activities in the class of KA the teacher trained the students using the media textbooks, New Interchange 2: English for International

Communication and Work Book II. Those books are as the main source of

learning. All learning activities have been determined in accordance with the textbook. Variations of learning as additional materials or even authentic material is rarely used because considering the time allocation for learning the new material will not reach the target on time.

The time allocation of teaching in Chemical Analysis class is just 2x45 minutes or 90 minutes. When the observation of the class was done, the students learnt the material lesson from the book focuses on each activity of each unit. The students worked each exercise of each unit on the students’ work book. To short the time and to handle the loosing materials from each meeting, one unit of each chapter was divided into two meetings per week. This is an example of the case that is faced in the classroom. The basic tenses were learned in scanty explanation. The causes were the less time allocation of teaching and the material presented insufficient to make the students do not understand or do not know about what tenses were in general formula.

A few students said that some of the materials presented were difficult and some were confusing. Because teaching models were monotonous and less variety, the students were less-motivated and lower enthusiasm for learning. These problems need to solve because this would affect the decrease in scoring of tests on the students’ assessment to have higher grades. Otherwise, they will get

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remedial test based on Kriteria Ketuntasan Minimum (KKM) with the standard

score approximately 76 points as the lower one. This scoring standard (± 76 points) is made related to the curriculum being set.

To overcome the problems, the researcher does a “Classroom Action Research (CAR) to have the learning management through a new approach to the learning methods”. A form of manifestation of this CAR is necessary to hold the implementation of new learning methods for the students in the Chemical Analysis class.

Using method of drills when learning tenses is called drills of tenses. This is as an additional activity conducted after finishing learning a subject per unit. The students will be able to be better on grammar usage and tenses fluency. Drills of tenses is able to encourage students to become more active in the class. It is also to increase students’ learning interest for self-learning and to be as a supplementary material other than the book package. The drills of tenses can improve the students’ vocabulary and grammar and train the students to be fluently in speaking and listening (major skills) and also writing and reading (subskills).

B. Problem Formulation

From the explanation above, so that the formulation of the problem is as follows:

1. How does the researcher conduct the method drills of tenses in the teaching learning activities of the chemical analysis class?

   

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2. How effective are these drills of tenses to improve grammar fluency of the students of chemical analysis class?

C. Problem Limitation

Based on the research background and the identification of the problem above, the limitiation of this CAR is about the difficulties of the students to understand the basic tenses such as Simple Present Tense, Simple Past Tense, Simple Future Tense, Present Continuous Tense and Present Perfect Tense, and combined with their uses, especially about the formula or form, the verb that is combined whether it is present or past participles form ( VI, VII, and VIII ) the

sentences that are arranged, and specific of the time reference that are suggested for each tenses. This research is implemented only in Chemical Analysis class grade X SMKN 2 Depok and held in the periode of March to May 2009/2010.

D. Research Objective

The purpose of this CAR is to improve tenses and grammar fluency, interest and learning achievement of tenth grade students of Chemical Analysis when learning the use of tenses more intensively with the learning model drills of tenses.

E. Research Benefits

The results of this study will be useful especially for the teachers who have difficulty for teaching English tenses and grammar, for the students who need to improve grammar fluency, and for the future researcher who wants to conduct the research on grammar and tenses. The specific benefits of this research for them are as the following:

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1. For the English Teachers

The research helps the English teachers to identify existing problems in the classroom, as well as to find solutions of problems. This research also can be used as a supplementary learning method for the following semester. The teacher can also train new innovative of teaching learning method by using drills of tenses.

2. For the Students

By conducting this research the students get more additional learning activities. It can increase the interest of learning English, improve self-learning of the material, raise the participation in the class and improve grammar fluency on basic tenses. This research helps the students to add the reference of the English material other than the main source of learning, New Interchange Book.

3. For the Future Researcher

The future researcher plays a part when training self-experience of teaching learning activity in the class by implementing this research as a reference. Besides, by using this thesis as the reference the researcher can also fulfil the requirement of Thesis to obtain the Sarjana Pendidikan Degree in English

Language Study Program, Sanata Dharma University.

F. Definition of Terms 1. Drills

Drill is one of the English learning methods that train agility and high skills in understanding the material has been given. Methodology of drill includes

   

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pronunciation and memorization of words or sentences or even a specific formula time after time.

Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice ( BBC for English Teacher, 2004).

The period of drill can be done in the long term or short term depending on students’ skills in understanding the basic notions when the drill took place. The principle underlying these drills is that provided a students repeats correct language forms often enough he will tend to drop his faulty linguistic habits (Palmer & Mendelssohn, 1973: v).

2. Tenses

Tense is a grammatical structure in English in the form of time differences for the base of the pronunciation and writing in daily life. According to the Oxford

Advanced Learner’s Dictionary (2000: 1393), tense is any of the form of a verb

that may be used to show the time of the action or state expressed by the verb: the

past/present/future tense. Tenses are divided into three parts: past, present (now),

and the future. Each section has a formula and time references differently. Each section also requires intensive memorization to distinguish events related to the time.

Tenses is a form of a verb used to indicate the time, and sometimes the continuation or completeness, of an action in relation to the time of speaking (from Latin tempus = time). Tense are a method that we used in English to refer to the time – past, present, and future. Many languages use tenses to talk about time. Other languages have no tenses, but of course they can still talk about time, using different methods. (English Club,1997)

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The priority of the research is about five basic tenses: simple past tense, present: simple present tense, present perfect tense and present continuous tense, and future: present future tense.

3. Drills of Tenses

Tenses Drill is a combination method of teaching using drill as the training

and the tenses as the sources of learning. ‘All drills are so drawn up that the students must repeat sentences in their entirety. This insistence on the repetition of a sentences as a whole is designed to train the students to use correct sentences form’ (Palmer & Mendelssohn 1973: v). The main target of agility and skill to train students in understanding both the formula of tenses, verbs, sentences, and even its use in specific time.

It will also be noticed that different drills aim to practice different aspect of a tense. For some of the tenses there are initial drills consisting of questions and answers relating to actions performed in the classroom; the purpose of these is to demonstrate more clearly the fundamental use and meaning of particular tense.Other drills aim to practice the forms of a tense (e.g. Question and Negative forms) or the pronunciation of particular forms (e.g. the 3rd Person singular –s, -es, or the –d, -ed of the Past Tense) (Shoebridge & Giggins 1979: xiv).

Drills of tenses focus on training students’ skills in accurately, accuracy and fluency to construct words and grammar used correctly. The teacher should insist on accuracy in the students’ responses, but at the same time these must be as fluent and natural as possible (Shoebridge & Giggins 1979: xiv).

4. Supplementary Activities

Supplementary activities refer to the additional learning activities provided to students in a certain time as when one unit subject completed, one additional activity will be conducted. According to the Oxford Advanced Learner’s

   

9

 

Dictionary (2000: 1359 & 13) , supplementary means ‘ provided in addition to

something else in order to improve or complete it’ and activity means ‘ a thing that you do for interest or pleasure, or in order to achieve a particular aim’. This activity is intended to increase students’ enthusiasm and interest in learning, especially about the elusive material for students. This additional activity is as a complement to enhance and improve students’ skills and ability to gain more detailed information and direction.

5. Grammar Fluency

Grammar is the basic form of the acquisition and compilation of English. Grammar is the starting point of formation and meaning of language which is intended to train memorization and language fluency. Based on the article An

English Grammar (Baskervill & Sewell: 1896), grammar is eminently a means of

mental training; and while it will train the student in subtle and acute reasoning, it will at the same time, if rightly presented, lay the foundation of a keen observation and a correct literary taste. The continued contact with the highest thoughts of the best minds will create a thirst for the "well of English undefiled".

Based on book Fluent English, fluent English is the ideal course for

developing native-like fluency in English. It focuses on the essentials—idiomatic expressions, phrasal verbs, practical vocabulary expansion, and grammar usage in context—and builds listening comprehension as well as pronunciation and intonation skills. The conclusion of grammar fluency is about the developing of grammar usage to build the skills of listening comprehension and voluble speaking in pronunciation and intonation.

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6. SMKN 2 Depok Sleman

SMKN 2 Depok Sleman is a vocational high school that has been built in June 29, 1972. The location of this school is in Jl. Pembangunan, Mrican, Caturtunggal, Kecamatan Depok, Kabupaten Sleman, Yogyakarta. The school has 8 major techniques and skills, such as building, electronic, electricity, engine, automotive, chemical, geological mine, and IT (Informatics Technology). This school has divided into two sub skills classes, theoretical and practical. The theoretical class is class for learning theories to improve basic skills meanwhile the practical class is the class for having practical work in lab. The school also has cooperated with some local and national industries and being pioneered by international industry to support International Standardized School. This school is the object of the research because the school has requirement of implementing the teoritical and practical research.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses about the specific theories related to the research about the Classroom Action Research (CAR). Assumptions, ideas and opinions from some experts support the compilation theories of the action research in the form of theoretical description and theoretical framework.

A. Theoretical Description

In this section describes the specific theories which are relevant with the research. The research study is not only about the theories of grammar fluency and material designed but also about the theories of the research model.

1. Drills of Tenses

a. Definition of Drills of Tenses

Drills of tenses is a combination method of teaching using drills as the training and the tenses as the sources which is the major focus of the material and skill to train students in understanding both the formula of tenses, verbs, sentences and even its usage in specific time references. This drills of tenses is as additional learning in which the students practice tenses grammar spontaneously with the teacher.

Drill is a method of teaching technique used for practicing sound or sentence partners concerned with the fixation of specific association for automatic recall. The final goal is a more or less effortless exchange of ideas in real – life conversation. The “Drill” is here refers to the “Response drill” in teaching grammar. ( Silampari, 2009)

b. The roles of Drills of Tenses

   

12 the tenses are in the form of table. This table contains of basic tenses patterns, definitions, and time references. It also classifies the tenses into certain major points and categorizes the patterns into each table of tenses. The drills of tenses areused when the students have already learned the general forms of basic tenses based on the material syllabus.

The teacher is also as an instructor of these drills of tenses when the students need the instruction for the drills, the teacher gives some examples and practices the grammar tenses.

We should like to emphasise that our purpose in preparing these drills is not primarily to teach English to foreign students, but rather to correct the

mistakes that are apt to be made irrespective of the particular method of

teaching used (Mendelssohn & Palmer 1973: vii).

1) Drills of tenses as additional activities

This drill of tenses is also asadditional activities for the students to review all the basic tenses that they have studied. According to the Oxford Advanced

Learner’s Dictionary (2000: 14 & 12), additional means added or extra and

activity means a specific thing or things done; an action or occupation. It means that additional activities support the main learning activities by giving authentic material lesson.

The drills of tenses are as an additional activity related to the tenses and usually conducted after one subject or topic of the lesson per unit. This drills of tenses is appropriate fixed with the time allocation of the class.

It should not be necessary to devote a whole teaching period to language drills. It is much better to drill the class for about a quarter of each English lesson than to devote a whole lesson from time to time to drills (Mendelssohn & Palmer 1973: vii).

       

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2) The usefulness of Drills of Tenses

According to Julie Tice on BBC British Council for Teaching English 2004, the drills of tenses can be useful for the students. The drills can:

a) Provide for a focus on accuracy. The increase in accuracy (along with the increase in fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types.

b) Provide the students with intensive practice in hearing and saying particular words or phrases. The drills can help the students to make tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.

c) Provide a safe environment for the students to experiment with producing the language. This will help build confidence particularly among learners who are not risk-takers. Besides, it helps students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness rising of language is an important stage in developing language competence.

d) Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or pair correction. Many learners want to be corrected.

e) Meet student expectations i.e. they may think drilling is an essential feature of language classrooms.

For the teacher these drills of tenses can help ‘in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners

   

14 involved. It also helps us recognize if new language is causing problems in terms of form or pronunciation’ (Julie BBC, 2004).

2. Drills

a. Drilling in Teaching

Drilling is a technique that was introduced based on Audio-lingual Method This drill emphasizes on repetition practices of certain language. This drill is kind of technique that is used for getting closer to the students responses. ‘It is a key feature of audio-lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice’ (TE Editor BBC, 2004). It is employed especially in learning grammar fluency in class performance and activities.

Drill is a method of teaching technique used for practicing sound or sentence partners concerned with the fixation of specific association for automatic recall. The final goal is a more or less effortless exchange of ideas in real life conversation. Drill here refers to Response Drill in teaching grammar. (Cendrawasih Silampari, 2009)

The main purpose of this drilling is about memorization. The students are tried to be focused into certain subject lesson repeated regularly to give stimulus to the brain power and adding capacity. It will change the drilling result from short-term memory into long-term memory.

If we believe drill helps our learners to memorize language, we should also drill useful and common language chunks to help them internalize them. This would include many common phrases such as, ‘Hello, how are you?’, ‘Can I have a ...?’, ‘Have you got a ...’, ‘If I were you I’d ...’, etc. Drilling of structure per se seems much less likely to be useful because of the mental processing that is required to apply grammar rules accurately, particularly if it is a new piece of language for the learners. (Julie Tice, 2004)

       

15 This technique is usually used for helping student of second language or foreign language in the class. Drilling has relation with the models, such as teacher, video tape or recorder, and audio visual or pictures. The model is also as the main component for helping the students to practice frequently and regularly through the lesson. This drill helps the students to learn new vocabulary by repeating phrases, words, sentences, or even tenses forms.

b. Types of Drills

There are many kinds of drills that the teacher usually conducts for the class activity, such as ‘repetition drill, substitution drill, chain drill, choral drill, question and answer drill, transformation drill and translation drill’ (T.C. Baruah, 1991). In the classroom activity there are three common drills that is usually conducted .i.e. repetition drill, substitution drill and transformation drill. Each drill has different approaches and has different objects being focused. The explicit information is made clear in several points below.

a) Repetition Drill

‘Repetition drill is simplest drill used in learning language patterns. It is used as the beginning of the class. This may be used for the presentation of new vocabulary and will be useful for pronunciation class’ (Silampari, 2009). Repetition drill is common-used by the teacher for introducing new vocabulary and meaning. It can be in phrases, words and sentences for example:

Teacher : I study in the morning. Students : I study in the morning. Teacher : I study in the afternoon. Students : I study in the afternoon.

Repeating same vocabulary with correct pronunciaton

   

16 If the students still mispronounce the words, the teacher should repeat it at least three times. The point of this drilling is about spelling the word correctly.

b) Substitution Drill

This drill has same role as repetition drill, but it can be used to practice different structures or vocabularies and substitute or change some words. This drill is called substitution drill. This drill trains the students to recognize new structure from the sentences that is given by the teacher.

A substitution drill is a classroom technique used to practice new language. It involves the teacher first modelling a word or a sentence and the learners repeating it. The teacher then substitutes one or more key words, or changes the prompt, and the learners say the new structure. (Julie BBC, 2010).

The drill focuses on the students self-learning by identifying and adding appropriate words into correct structure. The following sequences are example sentences of substitution drill by T.C. Baruah :

T : (showing picture of cat.) This is a cat. P : That is a cat.

T : (showing picture of dog. ) P : That is a dog, etc.

T : His father is a doctor. P : His father is a doctor. T : uncle, teacher P : His uncle is a teacher. T : sister, doctor P : His sister is a doctor,etc. c) Transformation Drill

Transformation drill is a drill that usually used by the teacher to

single substitution

       

17 differentiate patterns of the tenses. ‘Language learners are required to change sentences from negative to positive, from positive to interrogative, or from simple present tense to simple past tense depending on the instruction from the teacher’ (Silampari,2009). The example of this drill is:

Teacher : The book is new. (Positive sentence)

Students : Is the book new? (Interrogative sentence)

Teacher : We are in the class. Students : Are we in the class ?

Each drill can be conducted chorally or in whole of the class, in groups, or even individuals. The role of the teacher is selecting the appropriate drilling for teaching the grammar and improving the students’ grammar. By combining the strategy of teaching the teacher applies the appropriate type of drilling to hit the target of the subject material. The use of this drills depend on the learning materials that is implemented.

3. Basic Tenses

Tenses are grammatical structures in English in the form of time differences for the base of the pronunciation and writing in daily life. These tenses are as the base term for learning English for students in the school as second language. The timing references that should be known are about three specific timing such as present tense ( now), past tense( last event), and future tense ( next event).

Tenses is a form of a verb used to indicate the time, and sometimes the continuation or completeness, of an action in relation to the time of speaking (from Latin tempus = time). Tense are a method that we used in English to refer to the time – past, present, and future. Many languages use

   

18 tenses to talk about time. Other languages have no tenses, but of course they can still talk about time, using different methods. (English Club,1997)

a. Simple Present Tense

The first basic tense is simple present tense. This tense is a basic grammatical pattern that usually and always happens now or in the present situation. It can be an event or action. Based on the book Understanding and

Using English Grammar, time references that are often used are such as usually,

always, everyday, and seldom . This tense has special formation for affirmative

(positive), negative and interrogative statements and also uses basic form of the verbs. The specific pattern is as following:

Table 2.1 The Pattern of Simple Present Tense

Formation

Positive (+) Negative (-) Interrogative (?) She,He,It + Ves/s ...

e.g. She takes me a book.[regular]

She is here now.[irregular]

She,he,It + does not + V1 ...

e.g. She doesn’t take me a book.

She isn’t here now.

Does/ Doesn’t + She, He, It + V1 ...?

e.g. Does she take me a book? Doesn’t she take me a book?

Is she here now ?

Isn’t she here now ? I, you, They,We + V1

...

e.g. You take me a book.

I,you,they,we + do not + V1 ...

e.g. You don’t take me a book.

Do/ don’t + I,you,they,we + V1...?

e.g. Do you take me a book? Don’t you take me a book?

b. Simple Past Tense

Simple past tense focuses on event that happened in the past or action already completed. This tense indicates something done and has special form to

       

19 show that situation by adding –d or –ed for the regular verbs and by checking

table for irregular verbs. Past tense also has specific time reference to recognize likes in..., yesterday, last..., and ...ago. The pattern usually used is:

Table 2.2. The Pattern of Simple Past Tense

Formation

Positive (+) Negative (-) Interrogative (?) She, He, It ,They, We,

I , You + V2 ...

e.g. We visited the zoo yesterday .[regular]

She was here two days ago .[irregular]

She, He, It ,They, We, I ,You + did not + V1 ...

e.g. She didn’tvisit the zoo yesterday.

She was here two days ago.

Did/didn’t + She, He, It ,They, We, I , You + V1 ...

e.g. Did she visit the zoo yesterday?

Didn’t she visit the zoo yesterday?

Was she here two days ago?

Wasn’t she here two days ago?

c. Present Continuous Tense

This tense is also part of present tense, but it indicates an action doing now and continuously still in progress. Continuous tense also has several time references to mark the formation, such as now, right now, at present, at the

moment, etc. The special form of this tense is about the use of Ving in every

sentence. The complete form of this tense is:

Table 2.3. The Pattern of Present Continuous Tense

Formation

Positive (+) Negative (-) Interrogative (?)

I + am

She, He, It + is Ving ... They,We,You + are

e.g.I am listening to the music now.[regular]

She is being here right now. [irregular]

I + am She, He, It + is not + Ving...

They,We,You + are

e.g. I ain’t listening to the music now.

She isn’t being here right

Am + I Is + She, He, Ving...? Are + They,We,You

e.g. Are you listening to the music now ?

Is she being here right now?

    20 now.

Isn’t she being here right now ?

d. Present Perfect Tense

This tense also happens in the present situation, but the time more specifically indicates the action that begins in the past and continues into the present. The patter of this tense is helped by word have or has + past participle

form of the verbs. The time references that usually used are for, since, once,

before, after, etc. There is the form of the sentences of this tense as following:

Table 2.4. The Pattern of Present Perfect Tense

Formation

Positive (+) Negative (-) Interrogative (?)

She, He, It + has +V3 ...

They, We,

I ,You have + V3 ...

e.g. He has lived in Yogyakarta for ten years. .[regular]

They have been here since I was child.

.[irregular]

She, He, It + has not +V3 ...

They, We,

I ,You have not + V3 ...

e.g. He hasn’t lived in Yogyakarta for ten years.

They haven’t been here since I was child.

Has + She, He, It +V3 ... ?

Have + They, We,

I ,You + V3 ... ?

e.g. Has he lived in Yogyakarta for ten years ?

Have they been here since I was child?

e. Present Future Tense

Future tense is about prediction or planning that focuses on the activity or action will happen in the future event. This tense combines word will and basic

form of the verbs. The time references that usually indicate this tense are

tomorrow, next..., and ...later. For the complete information of combining the

       

21

Table 2.5. The Pattern of Present Future Tense

Formation

Positive (+) Negative (-) Interrogative (?) She, He, It ,They, We,

I , You + Will + V1 ...

e.g. We will spend our vacation in Bali next semester.[regular]

The boy will be here next Monday .[irregular]

She, He, It ,They, We, I ,You + Will + V1 ...

e.g. We will not spend our vacation in Bali next semester.

The boy will not be here next Monday

Will/won’t + She, He, It ,They, We, I , You + V1 ...

e.g. Will we spend our vacation in Bali next semester ?

Will the boy be here next Monday?

4. Supplementary Material and Activity in English Learning

When conducting teory of English learning in the class, the teacher should add many references,such as dictionaries, books, articles and newspapers. This is the core of the teacher’s strategy when conducting the English materials to the students. It is also when the teacher makes a supplementary activity for supporting supplementary material, the teacher must be:

- Managing the time allocation for learning the additional activity (when); - Creating appropriate activity to explain clearly about the specific materials

(how) and

- Knowing the purposes,the uses and the functions of the additional activities for showing the students’ progression (why).

5. Curriculum of SMKN 2 Depok

‘Curriculum is the number of subjects at school or in collage course that must be taken to become a diploma’ (Nasution, 2003). Curriculum can also be viewed as things that are expected to learn by the students, in the forms of knowledge, attitudes and skills.

   

22 Based on the decree of the Educational Departement about the new curriculum KTSP (Kurikulum Tingkat Satuan Pendidikan) Spektrum for

vocational high school. It has been enacted since 2008. SMKN 2 Depok programmed this standard based curriculum as reference and guidance for the implementation of education system to develop the various aspects of education. Related to the quality of the educational school, SMKN 2 Depok has been using this system until now.

This standard based curriculum is different from the other of the high school level, because the learning materials and the lessons are more focused on skills for working. The implementation of KTSP Spektrum of SMKN 2 Depok is

combined with Curriculum edition 2004 and Curriculum of SMKN 2 Depok Sleman,with model approaches:

1. BBC (Broad-Based Curriculum) 2. CBT (Competency Based Training) 3. Mastery Learning

4. Life Skills ( Doc. ISO 9001:2008, SMKN 2 Depok Sleman)

B. Theoretical Framework

English subject is theoretical learning that most of the materials are related to the tenses and its forms. In the study that conducted by the teacher in class

X/KA SMKN 2 Depok, the teacher puts a summary of material from New

Interchange Book as a medium of learning and not using other media.

Because of the lack of grammar use makes the students low interest and motivation in understanding the lesson. As a result, the low grammar fluency is

       

23 for each student of X/KA. This low ability can be seen from the results of the first quiz and test in the second semester.

Therefore, the teacher is required to consider how to find a way of solving problems related to the students’ problems. One of the solution is that the teacher needs to add additional activities which concern about difficult material such as tenses. It means that the teacher also makes supplementary materials that are more easily to learn. If the teacher in the class learning activities increase the additional of relevant materials in accordance with the students’ problems, the students will not get bored and the materials presented will help to improve their academic achievement.

One way to overcome the problems the researcher makes the method drills of tenses. This drills of tenses compile five tenses as the materials and three drills. The benefit of this method is that the form of table and list can be easily to memorize. In addition, the use of drills of tenses can stimulate students’ fluency in English grammar, students’ interest, and students’ achievement in the classroom performance.

In this research there are two cycles of action research will be conducted which are cycle I and cycle II. The reason of implementing this cycles is to see the development of research weather it is helpful or not. It can be seen from the progression of the students whether they are more understanding or not. It is also to complete the validity of the data whether it is successful or not.

The indicators for improving the grammar fluency of the students in this research are reported firstly from the result of tests and records which are

   

24 conducted after the first and the second cycles. Secondly, it is from the result of quesstionnaire sheets and interviewing the students. The expection of the everage score of the class is more than the standard KKM 76 points in the cycle I and more than 80 points in the cycle II.

Based on the explanation above, the purpose of doing classroom action research in the class X/ Chemical Analysis students of SMKN 2 Depok is about

improving grammar fluency of the students by using drills of tenses as a new method of learning.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method and the analysis of the research. The method uses classroom action research (CAR) and the analysis of CAR compiles with the response of the students in the instruments. All the components of the research comprises into research method, research participants, research instruments, data gathering technique, data analysis technique and research procedure.

A. Research Method

1. Classroom Action Research ( CAR)

The researcher which is also as the teacher involves in the teaching learning activity in the class. The researcher chooses this classroom action reserach (CAR) based on the teaching-learning experience in that class for almost one semester. The researcher also as the teacher conducts this CAR for solving students’ problems related to the material of learning. The researcher researches all of the students in the class to make a better treatment.

CAR is a kind of research that is done by the teacher for improving the quality of learning process in the class. This action research helps the teachers to solve some problems related to the scope in area of the class. This research focuses on the activity, performance, methodology, media and improvement.

The purpose of CAR is to fix and to upgrade the quality of profession practice without interruption, so that it will upgrade the quality of instructional

 

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outcome. Beside, CAR is also to develop and train the teacher competent, to raise the relevancy, to improve instructional management efficiency and to grow the research practice for the teacher communities. ‘Classroom Action Research is a study that is done for self-improvement, self-experience, that is conduced systematically, planned, and self-correction through introspection’ (Kemmis and Mc. Taggart,1988).

Classroom action research is about how to make a treatment for the respondents or the students and feel the result of that treatment. This treatment should be useful for the focused subjects and really brings to the change continuously to be better. ‘Action research is the way groups of people can organize the conditions under which they can learn from their own experiences and make their experience accessible to others’ (Kemmis and Mc. Taggart, 1982).

Noffke and Zeichner (1987) make several claims for action research with a teacher, which are: bring about changes in their definitions of their professional skills and roles; increases their feelings of self-worth and confidence; increases their awareness of classroom issues; improves their dispositions toward reflection; changes their values and beliefs; improves the congruence between practical theories and practices; broadens their views on teaching, schooling and society.

2. Carr and Kemmis Model

The model being used in this classroom action research is Carr and Kemmis model. Carr and Kemmis (1986:162), regard ‘it as a form of ‘self-reflective inquiry’ by participants undertaken in order to improve understanding of their practice in the context with a view to maximizing social justice’. This

     

27

 

model is actually appropriate to be used because the model provides simple cycle. The teacher will be easier to follow the steps of each cycle. In other word, this research has specific cycles as below:

Figure 3.1. Cycle of research, Kolb (1984) adapted Carr & Kemmis (1986), Fig1

The preferred model of this research is expected to help students develop their ability to be better in the process of teaching learning activities in class.

Classroom Action Research (CAR) draws as a dynamical process which includes 4 basic aspects: planning, action, observation, and reflection.

These aspects are serially steps in one cycle or the next cycle. The root of the CAR implementation is described into spiral action (Hopkins,1993). This model describes the same aspects and steps as following:

A. Step 1 : Planning, drafting an outline of action that explain about what, why,

when, who and how the action research can be implemented.

B. Step 2 : Acting, is about applying the plan into the target using action research.

 

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D. Step 4 : Reflecting, or reflection that is an activity to restate the research action

that has been done.

3. The Researcher’s Descriptive Model

There are some steps that are usually being conducted for classroom action research such as planning, action, observation and reflection. These steps are also

under the head of Carr and Kemmis model. In order to make the explanation clearer, the researcher also made a descriptive model of CAR based on Carr and Kemmis model. The researcher created description of each step simpler by making clear arrows from first step to the next one. The major difference of this descriptive model rather than the other is about every new revised plan will become the next cycle.

Figure 3.2. Cycle of Researcher’s Descriptive Model

Cycle I :

Cycle II :

B. Research Participants

There are some participants that participate in this action research, they were:

1st _PLAN

REFLECT I ON OBSERV AT I ON

ACT I ON

     

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1. The main participants of this action research were the 10th grade students of Chemical Analysis SMKN 2 Depok Sleman Yogyakarta. The members of the

Chemical Analysis class were 32 students, 28 students were girls and 4 students were boys. The general topic was English. The subtopics were about tenses and grammar focused on drills of tenses for students of Semester II in the year 2009/2010.

2. The second was English teacher of class X/KA of SMKN 2 Depok Sleman

Yogyakarta. By interviewing the teacher, the researcher wanted to collect

some information related to the activities of the students in the class, the situation of the class performance, the materials and the students’ achievement.

C. Research Instruments

The research instruments being used were checklists, questionnaires, interviews and tests. For checklist, the researcher checked the students’ activities in the class when classroom action research conducted. For the questionnaire, the researcher distributed the questionnaires for thirty two students. The researcher conducted interview for the English teacher related the characteristics of the students of X/KA. The researcher also interviewed eight students about the conducting materials. For the tests of drills of tenses they conducted after the material being learned to see the progress and achievement of all of the students.

1. Checklists

These checklists are the researcher’s data instrument that was made for checking the activities of the students from the beginning until the last of the

 

30

 

research. These checklists contained about lists of goals and also the specific activities that had been done by the students in the class. The researcher developed the checklist into table form based on the observation result. The table contained of list of goals, the list of goals weather conducted or not by the students and the specific explanation of each goal.

The aims of the checklist are about checking the activities of the students when learning the drills of tenses and the supplementary materials and reporting the implementation. The expectations from these checklists were to see the improvement of the implemented research along the process from beginning till the end.

2. Questionnaire

A questionnaire is one kind of ‘data instruments in the form of written questions used to obtain information from respondents in terms of personal reports, or the other things’ view’ (Arikunto, 2002:131). The questionnaire being used is model of likert scale. Because the respondents are the students, more than once the questionnaires were copied and distributed.

The researcher developed the questionnaires into semi-structured one. The types of the questionnaires used were combination of rating scales as model of likert scale which is close-ended questions and open-ended questions. There were 25 questions of rating scales and 2 open-ended questions. Questionnaire techniques carried out with a list of written questions. The reasons of distributed the questionnaire to the students are to obtain information about the identity of the

     

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respondents, the benefits of learning drills of tenses for the students, and to find out the students’ interest in learning drills of tenses.

3. Interviews

An interview is “a model of gathering information in the form of written or recorded to know the specific situation in the classroom from the perspective of others” (Wiriatmojo 2005: 117). Interviews were conducted to supplement the data that were not accessible by observation and questionnaire. The first interviewer was the teacher and the second interviewers were the students. The teacher was asked 8 questions related to the students. Besides, the students were asked 5 questions related to the research being conducted .

a. The teacher

The first purpose is for completing the supporting data e.g. the teacher’s documents about the specific class, the teacher’s strategies and methods, the class management, the materials, the facilities, the media, the teacher’s opinions about the students’ characteristics, the students’ achievements, the students’ participation, the students’ needs and interests. The second purpose is for digging the information concerning about the facing problem in the class.

b. The students

The interview gathered the information about students’ opinions, interests, and wants related to English learning. It is also to find out how students’ responses and opinions regarding to the drills of tenses.

 

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4. Tests

There were two kind of tests conducted related to the classroom research, that were written and oral test. The written test focused on the students’ grammar fluency in reading and writing skills. The oral test focused on oral activity, such as pronunciation and spelling the words which means for improving the students’ grammar fluency in speaking and listening skills. The form of the test is supported in the appendix E, page 116-120 and the appendix F, page 126-132. The uses of these tests are to:

- know level of understanding about drills of tenses

- measure the students’ progressions and level of achievements

D. Data Gathering Technique

Based on the research that has been done, the specific data classified into four steps of the classroom action research as follow:

1. Planning

This step the researcher prepared all the supporting data, such as the material of drills of tenses for the meetings, lesson plan for the material and activities, contents of the observation checklist, interviews’ questions and forms, the statements of questionnaire and its forms and also the forms and the type of the tests. All of this data had been planned on February 23, 2010. There were some specific data being completed which are:

a. Primary data

Primary data were data obtained directly from the participants, which are the students of SMKN 2 Depok Sleman Yogyakarta. The data included the

     

33

 

direct observation in the classrooms, the classroom management, the interview with the students, the questionnaires and observation documents (student book).

a) Questionnaires

These questionnaires conducted when the first and second cycles of CAR implemented. It was held on Tuesday, 6 April 2010 and the second cycle was on Tuesday, 27 April 2010. The questionnaires distributed to the students in the form of Indonesian language, because many of the students could not understand the whole statement in English. The questionnaires made in the form of Indonesian version because it was to gain more understanding for important points and to save the time allocation. The forms of the questionnaires are attached in the appendix B, page 68-72.

b) Interviews

The other instrument being used was interview with the teacher. The type of this instrument was informal conversation interview. The first interview was done in the first day when coming to the school held on February 3, 2010. The researcher asked the teacher about characteristic of the students and class management to the teacher. The researcher collected some information about the students’ attendance, the students’ achievement, the materials, the syllabus and all related to the teacher’s task and duty.

The purpose of this interview was to compile the report of the students, to identify the major problem of the class and to evaluate of teachers’ strategy. Some questions being prepared in direct situation still noted in the document of the researcher. The students of X/ KA also interviewed by the researcher. To know

 

34

 

the progress of the students, the researcher also interviewed 8 students after conducting the first and the second cycle on Tuesday, 4May 2010. The specific questions of the interview were attached in the appendix B, page 77- 79.

b. Secondary data

Secondary data is data that can be collected from the other side. The data obtained by copying the data from the teacher such as numbers of the students, curriculum, daily students’ results, participation or attendance lists, and the students’ completion of tasks or achievement.

2. Action

The action of this research was the implementation of the planning about the technique of drills of tenses. The action also conducted the materials about five basic tenses. The teacher implemented the materials by using the technique to deliver the focusing activities. The specific explanation of the action expained in the data analysis technique in cycle I and cycle II.

3. Observation

The first step was to collect data about the students and the teacher in the situation of the class. The first observation was held on Wednesday, February 3, 2010.This observation was conducted to know the major characteristic of the students and their problems. The researcher used some checklist for the observation form made in table.

The second and the third observation conducted when the first and the second cycle implemented on Tuesday, 30 March 2010 and 20 April 2010. There were two observation sheets i.e. observation of teacher’s and students’ activity in

     

35

 

the class. The researcher compiled some elements of statements for the teacher, such as the preparation, strategy, method, approach, task, and last performance. Meanwhile, the observed statements for the students were the readiness, cooperation, response, note-taking, and students’ assignment. The specific elements are explained in the table of the appendix E, page 114-115 and appendix F, page 124-125.

a. Test

These tests conducted twice when the first and the second of CAR implemented. For written test, the type of the test used was multiple choice questions and dichotomous questions. The first written test held on Tuesday, 6 April 2010. There were 25 questions multiple choices and 10 questions were dichotomous questions.

The result of the test was compared to see the improving result with the second written test which held on Tuesday, 27 April 2010. The second written test was consisted of 30 questions with 10 filling the blank in the sentences, 5 questions multiple choices, 10 questions filling the blank dialogue, and 5 questions random sentences.

The oral test also conducted twice when the implementation of two cycles on Tuesday, 30 March 2010 and 20 April 2010. The second oral test was conducted by giving additional points to the students to reach the target of achievement. The questions for the first and second oral test related with speaking the regular/irregular verbs, tenses sentences and structures spontaneously with 15 questions.

 

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4. Reflection

In this step, the researcher reflected all the data supported to see the effectiveness of drills of tenses for students of Chemical Analysis Class X. This was the last step of the cycle as reflection of the result. The result of the research would be completed with supporting data being compiled.

E. Data Analysis Technique

The data of student grammar fluency in the use of drills of tenses was measured by using grammar fluency record. In this record the students would be asked 15 oral questions. It was to see their progress or development for the use of drills of tenses in the class activities. There were two records would be conducted after the cycle I and cycle II.

The learning interest of the students was measured by collecting the perception of the 32 respondents using questionnaires with 25 questions and with 5 responses. The questionnaire used to use open-ended questions, where the respondents chose from the available answers and the last wrote down the personal statements. The answers that were obtained from the questionnaire were numerical. This was the model of Likert scale using close-ended questions.

While to know the effectiveness of the method was measured by using 2 written questions for the open questions. It is added in the last part. The questionnaire is given twice after first and second cycle conducted.

Another way to know the students’ interest was by doing interview personally. There were 8 students being interviewed. They were interviewed after conducting the two cycles. Each student was given 5 questions about their

     

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response during the use of drills using the tenses and suggestion for the next future.

Variable of the students’ interest for learning drills of tenses in the questionnaire was measured using a 5 categories to questions where a positive (supportive) response score to the category of strongly agree = 5, agree = 4, neither agree or disagree= 3, disagree = 2, and strongly disagree = 1. Otherwise, for a negative question (not supported) had some answers to the categories scores strongly agree = 1, disagree = 2, neither agree or disagree=3, disagree=4, and strongly disagree = 5.

Regarding to the indicators and item number of questions on the questionnaire could be seen in the table below:

Table 3.1. Questionnaire Lattice of the Students’ Learning Activities

No.

Indicator

No. Positive statements

No. Negative statements 1. Students’ interest 1, 4, 18 7,13,20 2. Satisfactory levels 8,21 10,14

3.

Activity of students in the class

/ student participation 5, 9,11 16 4. Students’ motivation 3, 19,24,25 22 5. Self-potential development 2, 6, 23 12

6.

Improved students’

 

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The students also had written tests related to the tenses to measure the achievement of the class. The written test was conducted twice. In cycle I the students were tested 25 questions, 15 questions multiple choices and 10 questions filling the blank spaces. Meanwhile, in the cycle II the students were tested 30 questions with 10 questions filling the blank spaces, 5 questions multiple choices, 10 questions completing the dialogue and 5 questions arranging jumbled words into sentences.

F. Research Procedure

Based on the hypothesis above, can be planned series of actions taken by teachers in the teaching learning process in the class, in particularly on English subjects by using methods drills of tenses. Therefore the Class Action Research (CAR), the design of the research is a cycle that includes an outline of the following 4 activities:

1. Planning, this is drafting a plan of action to be taken.

2. Action, namely the implementation of action plans to improve the quality of learning.

3. Observations, i.e. observations made during the implementation of action. 4. Reflection, i.e. the analysis, interpretation, and conclusion.

Associated with the problems in this research, it was designed two cycles of action:

Cycle I :

Activities in the cycle I discussed the subject of the subtopic on the use of five basic tenses that were present tense, present perfect tense, continuous tense,

     

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future tense and past tense. To understand the learning methods of drills of tenses,

students were given regular and irregular verbs and table of tenses as material resources for the additional activities in the class. The activities in this cycle included:

1. Planning stage

The action plan of this stage was based on the observation of the researcher when facing the main problems that are emerging in the class. The researcher made Drills of Tenses by using regular and irregular verbs. The table of tenses was based on the learning materials which was difficult for the students. It was also taken from the kind of tasks that are given by the teacher. The researcher compiled the data collection and the instruments. It included the grammar fluency record, the instrument observations checklist of the teacher’s and the students’ activities in the classroom, daily assessments and tests and the last questionnaire. 2. Implementation stage of action

At this stage carried out the planned actions to address such issues as expressed in the formulation of the problem. At this stage the research acted as teacher and also observer. The activities on the stage of action were the teacher explained the supplementary materials by using the method drills of tenses. Then,

the teacher distributed the paper of the verb and tenses table for the students. The teacher asked students to discuss with friends in pair to understand the concept of verb and tenses table that had been distributed. Teacher monitored these activities. The teacher provided an explanation of the first subject as an example about past tense. The teacher mentioned one by one verb in front of the student.

 

40

 

The students must follow the teacher pronounced in the form referred tenses like past tense, for examples: Give, take and sell. Then, the teacher asked students to see a list of charts for the use of verb past tense. The teacher asked students to mention the formula in the past tense using tenses table and led them how to combine, for examples:

a) S + gave (from verb chart) + O... (In a positive sentence) b) S + Did + not + take + O ... (In negative sentence)

c) Did + S + sell + O. ..? (In interrogative sentence) and so on.

The teacher began to train the repetition, substitution and transformation drills compiled with the tenses material and verb lists. The teacher asked the students to respond drills of tenses and asked any things that were not clear enough for them. The teacher conducted oral test and the result was noted in the grammar fluency record. After the materials implemented, the first daily test was conducted to see the achievement of the students after all. Both as the researcher or the teacher evaluated the results of activities for the next reflection to plan improvements.

3. Observations Phase

The researcher carried out some observations during the learning process and in the end of learning. The researcher studied about the results, covering the activities of the students and the enthusiasm of the students gave responses related to the method of learning in this drills of tenses. The teacher distributed questionnaire for all the students to see the students’ perspectives about the method. The teacher also checked the teacher’s and the students’ activities during

     

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the implementation of the method and concluded into form of checklists. These observations are reflected and considerated further to the action of the next cycle. 3. Reflection Phase

At this stage the researcher with the teacher examined the previous events. It was starting from the planning stages of the implementation and observation phase. The results of this study would be used as a basis for consideration in the next cycle.

Cycle II:

If the indicator in cycle I still did not achieve, the second cycle of action was corrected and added. The aim was to strengthen understanding of drills of tenses. The indicators would be conducted to reach the goals, the interest and the achievement in learning. A series of activities within this action plan were as follows:

1. Planning stage

In this step, the researcher conducted action plan based on the cycle I. The researchers developed data collection instruments. It included the grammar fluency record, the instrument observations of teacher’s and students’ activities in the classroom, daily assessments and tests, questionnaire and the last interview. 2. Implementation stage of action

The stage of action was planned to deepen the use of drills of tenses methods. At this stage the researcher acted as observer and as the teacher. The activities at this stage were first, the teacher asked students to memorize verbs and tenses from the table and lists that had been given to support activities drills of

 

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tenses. The second, the teacher conducted second oral test for testing students’ grammar fluency by collecting the result in the form of grammar fluency record. The third, the teacher provided reinforcement and gave one point for each student who was willingness to answer the questions in the form of drills of tenses and who could arrange the formula and mention fluently. The last, the teacher conducted second daily test. The results of these actions were held for monitoring and evaluating the students’ achievement.

4. Observation

The researcher also implemented the second observation during the learning process and in the end of learning. The researcher studied about the results, covering the activities of the students and the enthusiasm of the students and gave responses related to the method of learning in this drills of tenses.

The teacher distributed the second questionnaire for all the students to see the students’ perspectives about the method. The teacher also checked once again the teacher’s and students’ activities during the implementation of the method and concluded into form of checklists. The last part, the researcher conducted interview to see the effectiveness of the method for the students. All the instruments contribute to the successful of the research.

5. Reflection

The researcher once again as the teacher examined the previous events, from planning stages of the implementation and from doing observation. This study would be used as a basis formation for considering the last result of the research.

     

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The analysis was done after the teacher conducted two cycles that included four basic steps, planning-action-observation-reflection. The researcher would analyze the results of observation during the last cycle. Based on this analysis, the results of actions could be learned by the teacher toward the learning process experienced by the students.

The data about the first and the second oral tests were collected in the form of students’ grammar fluency record from cycle I and II. Both were measured for being able to improve the grammar fluency of each student. Meanwhile, the rising level of the students’ achievement in English subjects was more calculating aspects. The data was analyzed by comparing the first and second daily test scores with the mean score of the previous result. The students’ interest in learning would be calculated the form of questionnaires. The questionnaires were conducted twice to see the students’ learning improvement when enjoying the method. The last part about the interview for the students was done for completing the responses of the effectiveness of the method.

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses all the data completion and the results of implemented research. The reseacher also calculates the data to prove to make up the ground of the research. This chapter is clasified into two main parts that are the result of two cycles of CAR and each explanation under consideration.

A. The Result of the Research

There were two cycles implemented in this research, cycle I and cycle II. Each cycle supported the result of the research to know the effectiveness of the research for the students. The explanation of the steps of each cycle completed in this part.

1. Cycle I a. Planning

The identification of the problem that was faced in the class was about students’ ability of learning English grammar with orally or written in the class still lower. It caused the decrease of interest and participation of the students when class interaction underway. The researcher tried to solve the faced problem by using method of drills of tenses. The researcher made this method based on the learning material of the school about five basic tenses with their uses and forms. This step prepared sets of observations sheets for the teacher’s and the students’ activities, questionnaire, lesson plan of drills of tenses, drills for tenses and the implementation, and the test.

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Students’ Grammar Fluency Record in Cycle II

Question Name Drills Response [9] [°] [{] Tenses

1. 12931 9

12931 9

12937 9

2. 12940 9

12933 9

12938 °

12932 °

12946 9

3. 12945 9

12955 °

12961 9

12948 9

4. 12949 9

12949 9

12953 9

5. 12954 9

12930 9

12957 °

12960 9

6. 12961 9

12953 9

12944 °

12958 9

7. 12959 9

12956 9

12954 9

8. 12935 9

12930 9

12942 9

9. 12944 °

12938 °

12941 9

12939 9

12948 9

10. 12951 9

12935 9

12952 °

12943 9

Verbs

12939 9

2. 12943 9

3. 12955 °

12935 9

4. 12941 9

5. 12956 9

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The Students’ Learning Mastery in Cycle II

No. Daily Test Scores

Additional points

Total Score

Completeness of the Learning (≥ 76)

Yes No

1. 86 +2 88 9

2. 82 +2 84 9

3. 82 - 82 9

4. 80 +1 81 9

5. 86 - 86 9

6. 88 +2 90 9

7. 88 - 88 9

8. 82 +1 83 9

9. 86 - 86 9

10. 80 +2 82 9

11. 86 +1 87 9

12. 86 +2 88 9

13. 82 +1 83 9

14. 84 +2 86 9

15. 86 - 86 9

16. 84 +1 85 9

17. 80 +1 81 9

18. 82 - 82 9

19. 80 +2 82 9

20. 90 +2 92 9

21. 84 - 84 9

22. 82 +2 84 9

23. 80 - 80 9

24. 84 +2 86 9

25. 82 +2 84 9

26. 92 - 92 9

27. 80 +2 82 9

28. 84 - 84 9

29. 86 +1 87 9

30. 82 +1 83 9

31. 82 +1 83 9

32. 80 +2 82 9

Everage score = 2630 32

= 82, 1875 = 82, 19

COMPLETENESS OF THE LEARNING

= The students who got score ≥ 76 x 100 All students

= 32 x 100% 32

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CALCULATION OF STUDENTS’ INTEREST CYCLE II

This is the second calculation of frequency distribution about the students’ interest in learning Drills of Tenses. The data were concluded as following:

Students ( N) = 32 Lower rank = 76 Higher rank = 111 From the data providable:

Range = 111-76

= 35

Number of class = 1 + (3,322) log N = 1 + (3,322) log 32 = 1 + (3,322) 1,505149978 = 1 + 5

= 6

Class Length = Range / Number of class

= 35 / 6

= 5,8

No. Interest’s Score Frequency (Fi)

Half-grade

(Xi) Fi Xi

1. 76 – 81,99 6 78,995 473,97

2. 82 – 87,99 9 84,995 764,955

3. 88 – 93,99 5 90,995 454,975

4. 94 – 99,99 7 96,995 678,965

5. 100– 105,99 3 102,995 308,985

6 106 – 111,99 2 108,995 217,99

Total 32 2899,84

Mean = X = 2899,84 32