Using games to improve students' past tense awareness of class VIIIA SMP taman dewasa ibu Pawiyatan Yogyakarta.
PLAGIAT
PLAGIATMERUPAKAN
MERUPAKANTINDAKAN
TINDAKANTIDAK
TIDAKTERPUJI
TERPUJI
ABSTRACT
Inovanni, Maria Sisca. (2013). Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Sanata Dharma University.
Since English is an international language, the Ministry of Education and
Culture has decided that students have to master English from the early age.
Therefore, in junior high school level, the students are prepared to achieve the
functional level, which requires them to be able to communicate with spoken and
written English in daily life. Especially for the students of grade VIII, they are
demanded to be able to comprehend some texts. One of them is recount text,
which uses simple past tense. Unfortunately, the students think that using past
tense is confusing.
Based on the preliminary observation, the students of the class VIIIA SMP
Taman Dewasa Ibu Pawiyatan (IP) Yogyakarta have difficulties in distinguishing
the correct pattern for simple present tense and simple past tense. Besides, the
results of the students’ answers on the preliminary test showed that there was no
student who passed the passing grade of English subject. This research was
conducted to overcome the problem faced by VIIIA students of SMP Taman
Dewasa IP Yogyakarta. This research implemented the games as a solution since
the benefits of this technique is to create comfortable environment to learn
language so that the students can improve their past tense awareness. The
formulated problem of this research is “how does using games improve the
students' past tense awareness of the class VIIIA SMP Taman Dewasa IP
Yogyakarta?”
This research employed Classroom Action Research (CAR). The
participants of this research were 20 students of VIIIA SMP Taman Dewasa IP
Yogyakarta in academic year 2012/2013. There were two cycles of this research.
The research’s instruments which were used to gather the data in this research
were a questionnaire, an interview, an observation checklist, a field note, a
students’ past tense awareness checklist and a test.
The results of both the students’ past tense awareness checklist and the
scores of the final reading test in this implementation showed ≥50% of the number
of the students in class VIIIA SMP Taman Dewasa IP Yogyakarta had tended to
improve their past tense awareness. Besides, some students who were interviewed
and the observers also strengthened the results of this implementation. The use of
games was proven that it tended the students of class VIIIA SMP Taman Dewasa
IP Yogyakarta improve their past tense awareness in the term of the first,
recognizing that recount text uses simple past tense and the second, responding to
the teacher’s questions about the use of simple past tense.
Keywords: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
vii
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ABSTRAK
Inovanni, Maria Sisca. 2013. Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Universitas Sanata Dharma.
Menteri Pendidikan dan Kebudayaan Indonesia menetapkan bahwa
pelajar harus menguasai Bahasa Inggris sejak dini karena merupakan bahasa
internasional. Oleh sebab itu, siswa Sekolah Menengah Pertama (SMP) dibekali
mata pelajaran Bahasa Inggris untuk mencapai tingkat functional agar dapat
berkomunikasi baik secara lisan dan tertulis dalam kehidupan sehari-hari.
Terutama bagi siswa kelas VIII, mereka diharapkan dapat memahami teks
recount yang menggunakan simple past tense. Namun, siswa berfikir bahwa
penggunaan simple past tense masih sangat membingungkan.
Berdasarkan hasil observasi, siswa kelas VIIIA SMP Taman Dewasa Ibu
Pawiyatan (IP) Yogyakarta mengalami kesulitan dalam membedakan tata bahasa
yang benar untuk simple present tense dan simple past tense. Selain itu, hasil dari
ujian tersebut menunjukkan bahwa tidak ada siswa yang berhasil mencapai
(Kriteria Ketuntasan Minimal) KKM untuk mata pelajaran Bahasa Inggris.
Penelitian ini dilakukan untuk mengatasi permasalahan tersebut. Sebagai
solusinya, penggunaan games diterapkan karena dapat menciptakan lingkungan
yang nyaman dalam mempelajari mata pelajaran Bahasa Inggris sehingga
kesadaran siswa terhadap penggunaan simple past tense yang benar akan
meningkat. Rumusan masalah dari penelitian ini adalah bagaimana penggunaan
games meningkatkan kesadaran siswa kelas VIIIA SMP Taman Dewasa IP
Yogyakarta terhadap penggunaan simple past tense.
Penelitian ini menerapkan metode Penelitian Tindakan Kelas (PTK) yang
terdiri dari dua siklus. Respondennya adalah 20 orang siswa kelas VIIIA SMP
Taman Dewasa IP Yogyakarta tahun ajaran 2012/2013. Instrument penelitian
yang digunakan untuk memperoleh data yaitu angket, wawancara, lembar
observasi, catatan lapangan, lembar pengukur tingkat kesadaran siswa terhadap
penggunaan simple past tense dan tes.
Hasil dari lembar pengukuran tingkat kesadaran siswa terhadap
penggunaan simple past tense and tes membaca menunjukkan ≥50% dari jumlah
siswa di kelas VIIIA SMP Taman Dewasa IP Yogyakarta cenderung meningkat.
Selain itu, siswa yang diwawancarai dan para peninjau juga memperkuat hasil
tersebut. Penggunaan games cenderung dapat membantu siswa meningkatkan
kesadaran terhadap penggunaan simple past tense dalam lingkup yang pertama,
mengetahui bahwa teks recount menggunakan bentuk simple past tense dan yang
kedua, merespon pertanyaan guru terhadap penggunaan simple past tense.
Kata kunci: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
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USING GAMES TO IMPROVE STUDENTS’ PAST TENSE
AWARENESS OF CLASS VIIIA SMP TAMAN DEWASA IBU
PAWIYATAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Sisca Inovanni
Student Number: 091214105
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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TIDAKTERPUJI
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USING GAMES TO IMPROVE STUDENTS’ PAST TENSE
AWARENESS OF CLASS VIIIA SMP TAMAN DEWASA IBU
PAWIYATAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Sisca Inovanni
Student Number: 091214105
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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"A journey of a thousand miles
begins with a single step"
- Lao Tzu -
This thesis is dedicated to:
My Savior, “Jesus Christ”
My father, Willy and My Mother, Elly
My Brother, Tio
My Sister, Tia
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, October 10th, 2013
The Writer
Maria Sisca Inovanni
091214105
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Maria Sisca Inovanni
Nomor Mahasiswa
: 091214105
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
USING GAMES TO IMPROVE STUDENTS’ PAST TENSE AWARENESS
OF CLASS VIIIA SMP TAMAN DEWASA IBU PAWIYATAN
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 yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Oktober 2013
Yang menyatakan
Maria Sisca Inovanni
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ABSTRACT
Inovanni, Maria Sisca. (2013). Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Sanata Dharma University.
Since English is an international language, the Ministry of Education and
Culture has decided that students have to master English from the early age.
Therefore, in junior high school level, the students are prepared to achieve the
functional level, which requires them to be able to communicate with spoken and
written English in daily life. Especially for the students of grade VIII, they are
demanded to be able to comprehend some texts. One of them is recount text,
which uses simple past tense. Unfortunately, the students think that using past
tense is confusing.
Based on the preliminary observation, the students of the class VIIIA SMP
Taman Dewasa Ibu Pawiyatan (IP) Yogyakarta have difficulties in distinguishing
the correct pattern for simple present tense and simple past tense. Besides, the
results of the students’ answers on the preliminary test showed that there was no
student who passed the passing grade of English subject. This research was
conducted to overcome the problem faced by VIIIA students of SMP Taman
Dewasa IP Yogyakarta. This research implemented the games as a solution since
the benefits of this technique is to create comfortable environment to learn
language so that the students can improve their past tense awareness. The
formulated problem of this research is “how does using games improve the
students' past tense awareness of the class VIIIA SMP Taman Dewasa IP
Yogyakarta?”
This research employed Classroom Action Research (CAR). The
participants of this research were 20 students of VIIIA SMP Taman Dewasa IP
Yogyakarta in academic year 2012/2013. There were two cycles of this research.
The research’s instruments which were used to gather the data in this research
were a questionnaire, an interview, an observation checklist, a field note, a
students’ past tense awareness checklist and a test.
The results of both the students’ past tense awareness checklist and the
scores of the final reading test in this implementation showed ≥50% of the number
of the students in class VIIIA SMP Taman Dewasa IP Yogyakarta had tended to
improve their past tense awareness. Besides, some students who were interviewed
and the observers also strengthened the results of this implementation. The use of
games was proven that it tended the students of class VIIIA SMP Taman Dewasa
IP Yogyakarta improve their past tense awareness in the term of the first,
recognizing that recount text uses simple past tense and the second, responding to
the teacher’s questions about the use of simple past tense.
Keywords: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
vii
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PLAGIATMERUPAKAN
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ABSTRAK
Inovanni, Maria Sisca. 2013. Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Universitas Sanata Dharma.
Menteri Pendidikan dan Kebudayaan Indonesia menetapkan bahwa
pelajar harus menguasai Bahasa Inggris sejak dini karena merupakan bahasa
internasional. Oleh sebab itu, siswa Sekolah Menengah Pertama (SMP) dibekali
mata pelajaran Bahasa Inggris untuk mencapai tingkat functional agar dapat
berkomunikasi baik secara lisan dan tertulis dalam kehidupan sehari-hari.
Terutama bagi siswa kelas VIII, mereka diharapkan dapat memahami teks
recount yang menggunakan simple past tense. Namun, siswa berfikir bahwa
penggunaan simple past tense masih sangat membingungkan.
Berdasarkan hasil observasi, siswa kelas VIIIA SMP Taman Dewasa Ibu
Pawiyatan (IP) Yogyakarta mengalami kesulitan dalam membedakan tata bahasa
yang benar untuk simple present tense dan simple past tense. Selain itu, hasil dari
ujian tersebut menunjukkan bahwa tidak ada siswa yang berhasil mencapai
(Kriteria Ketuntasan Minimal) KKM untuk mata pelajaran Bahasa Inggris.
Penelitian ini dilakukan untuk mengatasi permasalahan tersebut. Sebagai
solusinya, penggunaan games diterapkan karena dapat menciptakan lingkungan
yang nyaman dalam mempelajari mata pelajaran Bahasa Inggris sehingga
kesadaran siswa terhadap penggunaan simple past tense yang benar akan
meningkat. Rumusan masalah dari penelitian ini adalah bagaimana penggunaan
games meningkatkan kesadaran siswa kelas VIIIA SMP Taman Dewasa IP
Yogyakarta terhadap penggunaan simple past tense.
Penelitian ini menerapkan metode Penelitian Tindakan Kelas (PTK) yang
terdiri dari dua siklus. Respondennya adalah 20 orang siswa kelas VIIIA SMP
Taman Dewasa IP Yogyakarta tahun ajaran 2012/2013. Instrument penelitian
yang digunakan untuk memperoleh data yaitu angket, wawancara, lembar
observasi, catatan lapangan, lembar pengukur tingkat kesadaran siswa terhadap
penggunaan simple past tense dan tes.
Hasil dari lembar pengukuran tingkat kesadaran siswa terhadap
penggunaan simple past tense and tes membaca menunjukkan ≥50% dari jumlah
siswa di kelas VIIIA SMP Taman Dewasa IP Yogyakarta cenderung meningkat.
Selain itu, siswa yang diwawancarai dan para peninjau juga memperkuat hasil
tersebut. Penggunaan games cenderung dapat membantu siswa meningkatkan
kesadaran terhadap penggunaan simple past tense dalam lingkup yang pertama,
mengetahui bahwa teks recount menggunakan bentuk simple past tense dan yang
kedua, merespon pertanyaan guru terhadap penggunaan simple past tense.
Kata kunci: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
viii
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ACKNOWLEDGEMENTS
First of all, I send my deepest gratitude to Lord Jesus Christ for His
enormous blessing, love, grace, and guidance my whole life, especially the time
by the time when I had to accomplish this thesis.
Love, affection and care have surrounded my life throughout my beloved
family: my father, Willy Siswanto, my mother, Elly Susanti, my brother,
Giovanni Deo Justicia, and my sister, Angela Grace Adventia. I thank them for
their never-ending love, prayer, support and advice. They will always be in my
heart.
I address my deepest gratitude and honor to my major sponsor, Christina
Kristiyani, S.Pd., M.Pd., for her advice, guidance, suggestion and patience for
me during the completion of this thesis. I also thank my academic counselor,
Carla Sih Prabandari, S.Pd., M.Hum. and Drs. Barli Bram, M. Ed., Ph.D., for
their guidance, friendship and motivation during my study.
I also thank the headmaster of SMP Taman Dewasa Ibu Pawiyatan
Yogyakarta, Ki Drs. Budi Santoso, who has permitted me to conduct a research.
I am also greatly indebted to Feni Astuti, S.Pd., the English teacher, for giving
me the chance to conduct the research in her class. My appreciation also goes to
the students of VIIIA of SMP Taman Dewasa Ibu Pawiyatan Yogyakarta in the
2012/2013 Academic Year, who became the participants of my research for
being very friendly and cooperative.
I feel so bad if I do not have best friends who have filled my life with joy
and happiness and have supported me whenever and wherever I am down. For
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dearest best friends “Ngeroh Aek”, thank for having Lot of Laugh (LOL)
moments. I also thank my classmates in PBI 2009 B. I should be grateful for
having them in my life. I address my deepest gratitude to my lovely Angela
Kenya Astari, for having great experiences and sharing moments in the mid
night, which become giant motivation for finishing this thesis. I also thank Hafian
Fuad, for teaching me how to survive in “the battle”.
I am really grateful for my beloved Yonathan Abi Putra Ariyanto, for all
the sad and happy moments we have shared together. I thank him for his love,
patience and support especially in finishing my thesis.
Finally, I want to thank all of people who have come as the angel from the
heaven into my life. They always love and care about me. May God bless them
a ll!
Maria Sisca Inovanni
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TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................
i
APPROVAL PAGES .................................................................................
ii
DEDICATION PAGE ...............................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ...........................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................
vi
ABSTRACT ..............................................................................................
vii
ABSTRAK ..................................................................................................
viii
ACKNOWLEDGEMENTS .......................................................................
ix
TABLE OF CONTENTS ...........................................................................
xi
LIST OF TABLES .....................................................................................
xiv
LIST OF FIGURES ...................................................................................
xv
LIST OF APPENDICES ............................................................................
xvi
CHAPTER I. INTRODUCTION
1
A. Research Background .....................................................
1
B. Research Problem ...........................................................
5
C. Problem Limitation .........................................................
6
D. Research Objective .........................................................
7
E. Research Benefits ...........................................................
7
F. Definition of Terms .........................................................
8
CHAPTER II. REVIEW OF RELATED LITERATURE
10
A. Theoretical Description ..................................................
10
1. Adolescent ..................................................................
10
a. The Character of Adolescent ..................................
10
b. Teaching Adolescent ..............................................
11
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2. Curriculum .................................................................
12
a. Curriculum 2006 ....................................................
12
b. Basic Competence and Standard Competence .........
13
3. Reading ......................................................................
13
a. The Nature of Reading ...........................................
13
b. Reading Comprehension ........................................
14
c. Teaching Reading ...................................................
14
4. Recount ......................................................................
15
a. Communicative Purpose of Recount Text ...............
15
b. Rhetorical Steps of Recount Text ...........................
16
5. Simple Past Tense .......................................................
17
6. Awareness ..................................................................
18
a. The Concept of Awareness .....................................
18
b. The Role of Language Awareness ..........................
19
7. Games ........................................................................
20
a. Game in Language Teaching ..................................
20
b. The Benefits of Using Games in Language Learning
22
B. Theoretical Framework ...................................................
23
CHAPTER III. RESEARCH METHODOLOGY
26
A. Research Method ............................................................
26
B. Research Setting .............................................................
30
C. Research Participants ......................................................
30
D. Research Instruments and Data Gathering Technique .....
30
E. Data Analysis Technique ................................................
39
F. Research Procedure .........................................................
41
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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
44
A. The First Cycle ...............................................................
44
1. Planning .....................................................................
44
2. Action and Observation ..............................................
48
3. Reflection ...................................................................
51
B. Research Findings in the First Cycle ...............................
55
1. Students’ Past Tense Awareness in the First Cycle ......
55
2. Students’ Scores in the First Cycle ..............................
57
C. The Second Cycle ...........................................................
59
1. Planning .....................................................................
59
2. Action & Observation .................................................
63
3. Reflection ...................................................................
65
D. Research Findings in the Second Cycle ..........................
68
1. Students’ Past Tense Awareness in the Second Cycle ..
68
2. Students’ Scores in the Second Cycle ..........................
69
E. The Improvement of Students’ Past Tense Awareness .....
70
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
82
A. Conclusions ....................................................................
82
B. Recommendations ..........................................................
84
REFERENCES ..........................................................................................
87
APPENDICES ...........................................................................................
90
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LIST OF TABLES
Table
2.1 Curriculum
Page
...................................................................................
17
3.1 Questionnaire for the Students .........................................................
32
3.2 Observation Checklists for Students ................................................
35
3.3 Observation Checklists for Teacher .................................................
35
3.4 Students’ Past Tense Awareness Checklists .....................................
37
3.5 The Two Taxonomies of Awareness Categories ...............................
40
4.1 Students’ Past Tense Awareness Checklists in the First Cycle .........
56
4.2 Students’ Score in the First Cycle ....................................................
58
4.3 Students’ Past Tense Awareness Checklist in the Second Cycle .......
68
4.4 Students’ Score in the Second Cycle ................................................
70
4.5 The Improvement of Students’ Past Tense Awareness Checklists ....
71
4.6 The Result of Allport’s and Leow’ Category on Awareness .............
73
4.7 Students’ Score in Preliminary Study, Cycle One and Cycle Two ....
78
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LIST OF FIGURES
Figure
Page
2.1 The Structure of Recount .................................................................
16
3.1 Kemmis and McTaggart’s Model of Classroom Action Research
(Kemmis, S., & McTaggart, R.,1988) .............................................
28
4.1 The Improvement of Students’ Past Tense Awareness Checklist .......
75
4.2 The Improvement of Students’ Scores ..............................................
80
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LIST OF APPENDICES
Appendix
Page
1
Letters of Permission ......................................................................
91
2
Lesson Plan and Teaching Instruments of Cycle One .......................
94
3
Lesson Plan and Teaching Instruments of Cycle Two ......................
105
4
Game Procedures.............................................................................
116
5
Sample of Students’ Worksheet in Cycle One ..................................
119
6
Sample of Students’ Worksheet in Cycle Two .................................
121
7
Sample of Students’ Final Reading Test in Cycle One .....................
123
8
Sample of Students’ Final Reading Test in Cycle Two.....................
127
19 Instrument of Matching Cards Game in Cycle One ..........................
131
10 Instrument of Jumbled Paragraphs Game in Cycle One....................
133
11 Instrument of Matching Cards Game in Cycle Two .........................
135
12 Instrument of Jumbled Words Game in Cycle Two ..........................
137
13 Instrument of Jumbled Paragraphs Game in Cycle Two ...................
140
14 Students’ Past Tense Awareness Checklist in Cycle One .................
142
15 Students’ Past Tense Awareness Checklist in Cycle Two.................
147
16 Observation Checklist of Cycle One ................................................
152
17 Observation Checklist of Cycle Two ...............................................
157
18 Field Notes of Cycle One.................................................................
161
19 Field Notes of Cycle Two ................................................................
166
20 Sample of Students’ Test in Preliminary Study ................................
171
21 Questionnaire Raw Data ..................................................................
173
22 Sample of Questionnaire..................................................................
176
23 Interview Guide ...............................................................................
179
24 Interview Transcript ........................................................................
182
25 The Documentation .........................................................................
188
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CHAPTER I
INTRODUCTION
This chapter provides the introduction of this study. In this chapter, five
important points are discussed, namely: the research background, problem
formulation, problem limitation, research objective, research benefits and
definition of terms.
A. Research Background
English is an international language, in which the students are expected to
learn and master from the early age. This statement is supported by Brewster, Ellis
and Girard (2004), who tell that “pressure to introduce early English learning has
often come from strongly belief that having English as a tool to communicate will
benefit their children greatly by giving them more opportunities to gain economic,
cultural and educational advantages”. In line with the importance of using English
in the global communication, Peraturan Menteri Pendidikan Nasional Republik
Indonesia Nomor 22 Tahun 2006 (2006) states that English is one of the
compulsory subjects which has to be learnt in junior high school. As a result,
junior high school students are expected to have better ability to communicate
using spoken and written English in their daily activities. This statement is
revealed in the standard of content in the curriculum 2006 (2006), which cites that
“Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik dapat
mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk
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menyelesaikan masalah sehari-hari” (Peraturan Menteri Pendidikan Nasional
Republik Indonesia No. 22 Tahun 2006, 2006).
In line with the standard of content in the curriculum 2006, the teachinglearning process in Indonesia requires the students to master four skills, namely
listening, speaking, reading and writing. Even though the English learners have
been taught the knowledgement for mastering those abilities, they also need to
have awareness of having the knowledge so that they can perform those skills in
using English. Ellis (1997 in Nurhasanah, 2009), strengthens the important of
awareness by saying that without awareness learners will not be able to use the
knowledge to perform the skill. Therefore, the students need to improve their
awareness on learning language.
The necessity of having awareness in the learning language also has an
important relationship with the students’ mastery in communicating with spoken
and written English. The students need to know about the benefits of using simple
past tense to tell about their past events. Swan (1995) notes that the simple past
tense is common in story-telling and when we are telling people about past events
(p. 417). Thus, when people want to tell their experiences in the past, they need to
use simple past tense to communicate. Therefore, the students should improve
their awareness on using simple past tense in order to be able to tell the past
events.
In fact, based on the researcher’s observation in the class VIIIA SMP
Taman Dewasa IP Yogyakarta, it was found that the students could not
communicate with both spoken or written English. Especially when the researcher
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did her teaching practice in this class, she observed that the students did not
understand simple past tense. When the researcher planned to teach a recount text
and review simple past tense briefly, she found that the students were not aware of
using simple past tense especially in using V1 (infinitive) and V2 (past) and also
the differences between regular verb and irregular verb in simple past tense
sentence. Whereas, the English teacher of the class VIIIA told the researcher that
the students in the class VIIIA had been taught the recount text and simple past
tense in the previous meetings, yet they were still not aware of using simple past
tense in the recount text. This fact was also supported by the results of test in the
preliminary study, which had been done before the implementation (see appendix
20). Even though the passing grade of English subject in the class VIIIA was 67,
the results showed that there was no student who passed the passing grade.
Reflecting on this situation, the researcher intended to solve the considered
problem in which the students lacked the simple past tense awareness. Carter
(2003, p. 64 in Balitho et al, 2003) reveals that language awareness refers to the
learners’ development of an enhanced consciousness and sensitivity to the forms
and functions of language. Therefore, the researcher concluded that the students
lacked simple past tense awareness because they did not understand the forms
and the use of simple past tense. In this research, the researcher wanted to
improve the students’ past tense awareness which was appropriate for the class
VIIIA. Based on the standard competence of reading skill point 8 in the schoolbased curriculum (2006) for junior high school, the students must be able to
comprehend the meanings in a simple short text in the form of recount and
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narrative texts to interact with society. Since this research referred to the syllabus
and the materials which had been arranged by the school, so this research used
recount text as the media for learning simple past tense and measuring the
improvement of the students’ past tense awareness. Focusing on the aim of this
research and the outcome of the stipulated syllabus’ goals, the researcher referred
the lesson plans to the basic competence 4.1. This basic competence requires the
students to be able to respond to the meaning and the general structure in a simple
short text accurately, fluently, and acceptable to interact with the closest
environment in the form of recount texts (Peraturan Menteri Pendidikan Nasional
Republik Indonesia No. 22 Tahun 2006, 2006).
Based on the problem, the researcher had considered a solution for the
students of the class VIIIA SMP Taman Dewasa IP Yogyakarta. While the
researcher did the teaching-learning process in this class, she felt that the students
became bored easily. They did not like learning English by listening to the
teacher’s explanation, reading a text, or doing some worksheets, etc. The
researcher concluded that the students did not like a monotonous situation which
made them become passive, such as listening to the teacher’s explanation and
doing task for the whole learning process. They liked to be active and did some
attracting activities so that they would participate the teaching-learning process
enthusiastically. Besides, it was assumed that the students could not pay attention
to the lesson and to the teacher because they were not motivated and interested in
this subject. This fact was captured when the researcher did the teaching learning
process. Therefore, the researcher considered Tomlinson’s (1994 in Balitho et al.,
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2003) statement which defines that the main principle is that most learners learn
best whilst affectively engaged, and when they willingly invest energy and
attention in the learning process. Based on his statement, the researcher chose the
game technique expected to attract the students’ attention in the learning process.
A game is ‘any fun activity which gives young learners the opportunity to
practice the foreign language in a relaxed and an enjoyble away’ (Martin, 1995, p.
1 in Girard et al., 2004). From the statement, the researcher considered that this
technique is appropriate for the participants in this research. Lier (1996) claims
that learners (of all ages) are naturally curious, seek optimal challenges and enjoy
the activities that capture their attention. Therefore, the researcher considers that
this technique will grab the students’ attention to be more active in joining the
teaching-learning activity in the class. Besides, the results of the questionnaire for
the students and the interview for the English teacher showed that using games as
the chosen solution to to this problem faced. Therefore, the researcher conducted
the classroom action research to help the students of the class VIIIA SMP Taman
Dewasa Ibu Pawiyatan Yogyakarta academic year 2012/2013 to improve their
past tense awareness by using games.
B. Research Problem
In this research, the formulated problem is how does using games improve
the students’ past tense awareness of Class VIIIA SMP Taman Dewasa Ibu
Pawiyatan Yogyakarta?
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C. Problem Limitation
This classroom action research is limited to the twenty students of class
VIIIA in SMP Taman Dewasa IP Yogyakarta academic year 2012/2013. The
purpose of this research is to overcome the problem faced by the students of class
VIIIA SMP Taman Dewasa IP Yogyakarta on their past tense awareness.
The students’ past tense awareness is limited to the observers’ point of
view. Thus, it is not measured from the students’ feeling or perception but from
the results of the observation by the outside observers. The outside observers
measured the students’ past tense awareness by observing the students’
performances based on the components of the students’ past tense awareness
checklist, which had been prepared by the researcher.
The use of games is implemented to overcome the problem. The games
technique consists of three combinations of games, namely ‘matching card game’,
‘jumbled words game’ and ‘jumbled paragraphs game’. Those kinds of games
have each function and goal. First, the matching card game aims for improving the
students’ vocabulary mastery on V1 and V2 and the regular and the irregular verb.
Second, the jumbled words game aims to ease the students in understanding and
using the pattern of simple past tense. Moreover, the jumbled paragraphs game is
designed for the students to learn recount text by arranging some jumbled
paragraphs. Briefly, the researcher limits this research to the use of games to
improve the students’ past tense awareness.
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D. Research Objective
The researcher conducted this classroom action research to propose how
using games improves the students’ past tense awareness of the class VIIIA of
SMP Taman Dewasa Ibu Pawiyatan Yogyakarta..
E. Research Benefits
This research is expected to give some benefits to the English teachers, the
students of SMP Taman Dewasa IP Yogyakarta, and the future researchers. First,
this classroom action research is expected to give some benefits for the English
teachers in SMP Taman Dewasa IP Yogyakarta in order to improve their
technique in teaching English. By doing so, the English teachers can help their
students to improve the past tense awareness in order to master the four skills of
the learning English. Second, by implementing games in the English teachinglearning process, the researcher expects that it will be beneficial for the students to
improve their past tense awareness which eventually increase their academic
achievement on the four skills ability. Third, this research is expected to enrich the
future researchers’ knowledge of using the games to investigate this topic further.
The researcher hopes that they can design the materials for the eighth grade
students of junior high school which contain some interesting games in improving
the students’ past tense awareness.
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F. Definition of Terms
In order to avoid misconception and misunderstanding in discussing this
research, the researcher will define the following terms.
1. Games
Brown, Lewis and Harcleroad (1977, p. 292) define that game is a
structured activity with set of rules for play in which two or more students interact
to reach clearly designated instructional objectives. In this study, the term of
games is defined as an activity which is not only asking the students to have fun,
but also attracting the students to have attention to the lesson without making
them feel bored.
2. Recount Texts
A recount is a spoken and written relating of an event that happened in the
past (Doyle, P.G., C. C. M. Goh, & L. J. Zhang, 2004). As we have already seen,
recounts basically are sequences events temporally.” (Knapp, P & Watkins, M.
2005). In this research, a recount text is used as the media to measure the students’
past tense awareness. Based on the standard of content in the curriculum 2006 for
reading skill, the students are asked to comprehend a short text in the form of
recount.
3. Simple Past tense
According to Azar (1993), the simple past tense indicates that an activity
or situation began and ended at a particular time in the past (p. 24). It is clear that
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simple past tense is used to show something happened in the past. In this study,
simple past tense refers to simple past tense, which is used in the recount text.
4. Awareness
The term “awareness” can be related to the term “consciousness”. It is
because most of the experts especially the psychologists regard consciousness as
awareness. Dretske (2000 in Lier, 1996) regards that “conscious” and “aware” as
a synonym. In this research, the researcher adapts Schmidt’s theory of
consciousness as awareness and then measures the students’ awareness
cognitively (1994 as cited in Lier, 1996). Therefore, regarding those theories, the
researcher considers awareness as the students’ consciousness in having
knowledge cognitively which is shown from their performance in responding to
the teacher’s questions. Thus, the students were observed and measured
cognitively based on the criteria of the students’ past tense awareness checklist
and the final reading test.
5. Students of Class VIIIA of SMP Taman Dewasa IP Yogyakarta
The students of the class VIIIA of SMP Taman Dewasa IP Yogyakarta in
academic year 2012/2013 are categorized as the adolescent learners. There are
twenty students in this class. They are less motivated in learning English. They
consider English as the most difficult subject in the school. In this research, the
researcher finds out that they are not aware of the use of simple past tense.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on some theories,
which become the bases of this research. The purpose of this chapter is to gain
understanding to answer the formulated question of this research. It also provides
a theoretical framework which summarizes all related theories to solve research
problem.
A. Theoretical Description
In this theoretical description, the researcher discusses the theories related
to the research conducted for the eighth grade students of SMP Taman Dewasa
Ibu Pawiyatan Yogyakarta. They are adolescent, curriculum, reading, recount,
simple past tense, awareness, and games.
1. Adolescents
The students of the class VIIIA SMP Taman Dewasa Ibu Pawiyatan
Yogyakarta as the participants in this research belong to adolescent learners. Thus,
this stage will describe the characters of adolescent and teaching adolescent.
a. The Character of Adolescent
Ur (2012) says that, the learning potential of adolescent is greater than that
of young children, and they are beginning to use more consciousness, explicit
strategies for language learning. However, Herbert Puchta and Michael Schratz
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(1993, p. 1) consider the teenagers by asking, “why were they so much less
motivated and why did they present outright discipline problem” (as cited in
Harmer, 2001). Harmer (2001) adds that, even though adolescents are related to
the discipline problems, yet they will be happier when they do not have problems
(p. 39). Then, Ur (2012) has found the factor which makes adolescent can not
focus when the teaching-learning process is running.
As Ur states that,
“There is added factor of adolescent-specific problem of identity,
relationships, physical change and so on, which make it more difficult
for them to concentrate. So adolescent classes maybe more difficult to
motivate and manage, and it takes longer to build up trusting
relationships” (2012, pp. 264-265).
b. Teaching Adolescent
Teaching adolescent is the most “enthusiasm” thing when we can involve
them to achieve a learning goal (Harmer, 2001, p. 39). The main point of
Harmer’s opinion about how the teacher should teach adolescent is by “provoking
student engagement with the materials which are relevant and involving”, beside
that the teacher should do something that “can bolster the students’ self-esteem”
(Harmer, 2001, p. 39). In order to teach in a best way for adolescent, the teacher
should know how to design the exciting materials which will attract the students
to focus on the teaching-learning process.
As Harmer states about how to solve the discipline problem of junior high
school students, the teacher must not focus on the students’ behavior as
troublemaker, yet the teacher can concentrate on how to make the class attractive
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and how to achieve the goal (2001, p. 84). Besides, the teacher should consider
giving the tasks which are able to do, so that they feel confidence (Harmer, 2001,
p. 84).
2. Curriculum
In this part, the researcher elaborates the curriculum 2006 used for this
research. Besides, the researcher also explains the basic competence and the
standard competence which should be achieved in this implementation.
a. Curriculum 2006
Now, The Ministry of Education and Culture is using Curricullum 2006,
which considers English is a tool to communicate as a spoken or written languge.
It is written in the Peraturan Menteri Pendidikan Nasional Republik Indonesia
No. 22 tahun 2006 (2006), which states that “Bahasa Inggris merupakan alat
untuk berkomunikasi secara lisan dan tulis”. Moreover, junior high school
students are prepared to gain “functional level”. This statement is written in the
standard of content in the curricullum 2006 for junior high school, which states
that “the process of learning English in Junior High School/MTs are directed to
the students to achieve functional level which requires them to communicate by
spoken and written English in daily activities.” (translated by the researcher
herself from Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22
tahun 2006, 2006)
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b. Standard Competence and Basic Competence
In the second semester, the students are asked to understand about a short
functional text to communicate with others based on the standard competence in
curriculum 2006 for junior high school, which states “Memahami makna dalam
esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi
dengan lingkungan sekitar”. Since the researcher wanted to help the students
improve their past awareness, the researcher focused on the recount text.
According to the basic competence of the standard competence which has
been stated, the students are asked to achieve the goal, which is how to respond
the comprehension questions and the generic structure in a recount text. This point
is chosen based on the basic competence which states “Merespon makna dan
langkah retorika dalam esei pendek sederhana secara akurat, lancar dan
berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk
recount” (Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22
Tahun 2006, 2006).
3. Reading
In this stage, the researcher describes three points of reading skill which
are used as the media in this research. There are the nature of reading, reading
comprehension and teaching reading.
a. The Nature of Reading
Reading is important to gain some information. As Harmer (2001, p. 215)
states that students should “practice specific skills such as reading to extract
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specific information, or reading for general understanding”. He also reveals that
reading is done firstly to do speaking or writing activity (2001, p. 215).
Meanwhile, Nunan (2003, p. 68) says that reading is a fluent process of readers
combining information from a text and their own background knowledge to build
meaning. Besides, a reading text also may become a model for a writing activity,
which can be done by encouraging students to focus on vocabulary, grammar or
punctuation (Harmer, 2007, p. 99). It is clear that reading skill is needed to be
practiced in order to have a lot of information from the texts and it may also
become a model for other activities, i.e. writing and speaking activity.
b. Reading Comprehension
Since this research was done based on the curriculum 2006 and the
stipulated materials used in the school, reading comprehension has been decided
to be the focus on achieving the goals of the curriculum 2006 in the research.
Davies (2000, pp. 90-91) reveals that a reading comprehension activity is totally
different from reading aloud activity because it is done by doing direct
comprehension in silent reading.
c. Teaching Reading
In teaching reading skill, the English teachers are also responsible to create
a good reading process by attracting the readers to interact with the texts they
read. Hedge (2008, p. 205) has tried to draw a set of general learning goals for the
reading component of and English language course, which could be used as the
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references to design the reading activities. A set of general learning goals for the
reading component of and English language course could include as follows.
x To be able to read a range of texts in English
x To adapt reading style according to range the purposes and apply
different strategies (e.g. skimming, scanning) as appropriate
x To build a knowledge of language (e.g. vocabulary, structure),
which will facilitate development of greater reading ability
x To build schematic knowledge in order to interpret texts
meaningfully
x To develop awareness of the structure of written text in English
e.g., rhetorical structure,
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ABSTRACT
Inovanni, Maria Sisca. (2013). Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Sanata Dharma University.
Since English is an international language, the Ministry of Education and
Culture has decided that students have to master English from the early age.
Therefore, in junior high school level, the students are prepared to achieve the
functional level, which requires them to be able to communicate with spoken and
written English in daily life. Especially for the students of grade VIII, they are
demanded to be able to comprehend some texts. One of them is recount text,
which uses simple past tense. Unfortunately, the students think that using past
tense is confusing.
Based on the preliminary observation, the students of the class VIIIA SMP
Taman Dewasa Ibu Pawiyatan (IP) Yogyakarta have difficulties in distinguishing
the correct pattern for simple present tense and simple past tense. Besides, the
results of the students’ answers on the preliminary test showed that there was no
student who passed the passing grade of English subject. This research was
conducted to overcome the problem faced by VIIIA students of SMP Taman
Dewasa IP Yogyakarta. This research implemented the games as a solution since
the benefits of this technique is to create comfortable environment to learn
language so that the students can improve their past tense awareness. The
formulated problem of this research is “how does using games improve the
students' past tense awareness of the class VIIIA SMP Taman Dewasa IP
Yogyakarta?”
This research employed Classroom Action Research (CAR). The
participants of this research were 20 students of VIIIA SMP Taman Dewasa IP
Yogyakarta in academic year 2012/2013. There were two cycles of this research.
The research’s instruments which were used to gather the data in this research
were a questionnaire, an interview, an observation checklist, a field note, a
students’ past tense awareness checklist and a test.
The results of both the students’ past tense awareness checklist and the
scores of the final reading test in this implementation showed ≥50% of the number
of the students in class VIIIA SMP Taman Dewasa IP Yogyakarta had tended to
improve their past tense awareness. Besides, some students who were interviewed
and the observers also strengthened the results of this implementation. The use of
games was proven that it tended the students of class VIIIA SMP Taman Dewasa
IP Yogyakarta improve their past tense awareness in the term of the first,
recognizing that recount text uses simple past tense and the second, responding to
the teacher’s questions about the use of simple past tense.
Keywords: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
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ABSTRAK
Inovanni, Maria Sisca. 2013. Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Universitas Sanata Dharma.
Menteri Pendidikan dan Kebudayaan Indonesia menetapkan bahwa
pelajar harus menguasai Bahasa Inggris sejak dini karena merupakan bahasa
internasional. Oleh sebab itu, siswa Sekolah Menengah Pertama (SMP) dibekali
mata pelajaran Bahasa Inggris untuk mencapai tingkat functional agar dapat
berkomunikasi baik secara lisan dan tertulis dalam kehidupan sehari-hari.
Terutama bagi siswa kelas VIII, mereka diharapkan dapat memahami teks
recount yang menggunakan simple past tense. Namun, siswa berfikir bahwa
penggunaan simple past tense masih sangat membingungkan.
Berdasarkan hasil observasi, siswa kelas VIIIA SMP Taman Dewasa Ibu
Pawiyatan (IP) Yogyakarta mengalami kesulitan dalam membedakan tata bahasa
yang benar untuk simple present tense dan simple past tense. Selain itu, hasil dari
ujian tersebut menunjukkan bahwa tidak ada siswa yang berhasil mencapai
(Kriteria Ketuntasan Minimal) KKM untuk mata pelajaran Bahasa Inggris.
Penelitian ini dilakukan untuk mengatasi permasalahan tersebut. Sebagai
solusinya, penggunaan games diterapkan karena dapat menciptakan lingkungan
yang nyaman dalam mempelajari mata pelajaran Bahasa Inggris sehingga
kesadaran siswa terhadap penggunaan simple past tense yang benar akan
meningkat. Rumusan masalah dari penelitian ini adalah bagaimana penggunaan
games meningkatkan kesadaran siswa kelas VIIIA SMP Taman Dewasa IP
Yogyakarta terhadap penggunaan simple past tense.
Penelitian ini menerapkan metode Penelitian Tindakan Kelas (PTK) yang
terdiri dari dua siklus. Respondennya adalah 20 orang siswa kelas VIIIA SMP
Taman Dewasa IP Yogyakarta tahun ajaran 2012/2013. Instrument penelitian
yang digunakan untuk memperoleh data yaitu angket, wawancara, lembar
observasi, catatan lapangan, lembar pengukur tingkat kesadaran siswa terhadap
penggunaan simple past tense dan tes.
Hasil dari lembar pengukuran tingkat kesadaran siswa terhadap
penggunaan simple past tense and tes membaca menunjukkan ≥50% dari jumlah
siswa di kelas VIIIA SMP Taman Dewasa IP Yogyakarta cenderung meningkat.
Selain itu, siswa yang diwawancarai dan para peninjau juga memperkuat hasil
tersebut. Penggunaan games cenderung dapat membantu siswa meningkatkan
kesadaran terhadap penggunaan simple past tense dalam lingkup yang pertama,
mengetahui bahwa teks recount menggunakan bentuk simple past tense dan yang
kedua, merespon pertanyaan guru terhadap penggunaan simple past tense.
Kata kunci: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
viii
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USING GAMES TO IMPROVE STUDENTS’ PAST TENSE
AWARENESS OF CLASS VIIIA SMP TAMAN DEWASA IBU
PAWIYATAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Sisca Inovanni
Student Number: 091214105
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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USING GAMES TO IMPROVE STUDENTS’ PAST TENSE
AWARENESS OF CLASS VIIIA SMP TAMAN DEWASA IBU
PAWIYATAN YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Sisca Inovanni
Student Number: 091214105
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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"A journey of a thousand miles
begins with a single step"
- Lao Tzu -
This thesis is dedicated to:
My Savior, “Jesus Christ”
My father, Willy and My Mother, Elly
My Brother, Tio
My Sister, Tia
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
of parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, October 10th, 2013
The Writer
Maria Sisca Inovanni
091214105
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Maria Sisca Inovanni
Nomor Mahasiswa
: 091214105
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
USING GAMES TO IMPROVE STUDENTS’ PAST TENSE AWARENESS
OF CLASS VIIIA SMP TAMAN DEWASA IBU PAWIYATAN
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 yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 10 Oktober 2013
Yang menyatakan
Maria Sisca Inovanni
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ABSTRACT
Inovanni, Maria Sisca. (2013). Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Sanata Dharma University.
Since English is an international language, the Ministry of Education and
Culture has decided that students have to master English from the early age.
Therefore, in junior high school level, the students are prepared to achieve the
functional level, which requires them to be able to communicate with spoken and
written English in daily life. Especially for the students of grade VIII, they are
demanded to be able to comprehend some texts. One of them is recount text,
which uses simple past tense. Unfortunately, the students think that using past
tense is confusing.
Based on the preliminary observation, the students of the class VIIIA SMP
Taman Dewasa Ibu Pawiyatan (IP) Yogyakarta have difficulties in distinguishing
the correct pattern for simple present tense and simple past tense. Besides, the
results of the students’ answers on the preliminary test showed that there was no
student who passed the passing grade of English subject. This research was
conducted to overcome the problem faced by VIIIA students of SMP Taman
Dewasa IP Yogyakarta. This research implemented the games as a solution since
the benefits of this technique is to create comfortable environment to learn
language so that the students can improve their past tense awareness. The
formulated problem of this research is “how does using games improve the
students' past tense awareness of the class VIIIA SMP Taman Dewasa IP
Yogyakarta?”
This research employed Classroom Action Research (CAR). The
participants of this research were 20 students of VIIIA SMP Taman Dewasa IP
Yogyakarta in academic year 2012/2013. There were two cycles of this research.
The research’s instruments which were used to gather the data in this research
were a questionnaire, an interview, an observation checklist, a field note, a
students’ past tense awareness checklist and a test.
The results of both the students’ past tense awareness checklist and the
scores of the final reading test in this implementation showed ≥50% of the number
of the students in class VIIIA SMP Taman Dewasa IP Yogyakarta had tended to
improve their past tense awareness. Besides, some students who were interviewed
and the observers also strengthened the results of this implementation. The use of
games was proven that it tended the students of class VIIIA SMP Taman Dewasa
IP Yogyakarta improve their past tense awareness in the term of the first,
recognizing that recount text uses simple past tense and the second, responding to
the teacher’s questions about the use of simple past tense.
Keywords: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
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ABSTRAK
Inovanni, Maria Sisca. 2013. Using Games to Improve Student’s Past Tense
Awarenes of Class VIIIA SMP Taman Dewasa Ibu Pawiyatan Yogyakarta.
Yogyakarta: Universitas Sanata Dharma.
Menteri Pendidikan dan Kebudayaan Indonesia menetapkan bahwa
pelajar harus menguasai Bahasa Inggris sejak dini karena merupakan bahasa
internasional. Oleh sebab itu, siswa Sekolah Menengah Pertama (SMP) dibekali
mata pelajaran Bahasa Inggris untuk mencapai tingkat functional agar dapat
berkomunikasi baik secara lisan dan tertulis dalam kehidupan sehari-hari.
Terutama bagi siswa kelas VIII, mereka diharapkan dapat memahami teks
recount yang menggunakan simple past tense. Namun, siswa berfikir bahwa
penggunaan simple past tense masih sangat membingungkan.
Berdasarkan hasil observasi, siswa kelas VIIIA SMP Taman Dewasa Ibu
Pawiyatan (IP) Yogyakarta mengalami kesulitan dalam membedakan tata bahasa
yang benar untuk simple present tense dan simple past tense. Selain itu, hasil dari
ujian tersebut menunjukkan bahwa tidak ada siswa yang berhasil mencapai
(Kriteria Ketuntasan Minimal) KKM untuk mata pelajaran Bahasa Inggris.
Penelitian ini dilakukan untuk mengatasi permasalahan tersebut. Sebagai
solusinya, penggunaan games diterapkan karena dapat menciptakan lingkungan
yang nyaman dalam mempelajari mata pelajaran Bahasa Inggris sehingga
kesadaran siswa terhadap penggunaan simple past tense yang benar akan
meningkat. Rumusan masalah dari penelitian ini adalah bagaimana penggunaan
games meningkatkan kesadaran siswa kelas VIIIA SMP Taman Dewasa IP
Yogyakarta terhadap penggunaan simple past tense.
Penelitian ini menerapkan metode Penelitian Tindakan Kelas (PTK) yang
terdiri dari dua siklus. Respondennya adalah 20 orang siswa kelas VIIIA SMP
Taman Dewasa IP Yogyakarta tahun ajaran 2012/2013. Instrument penelitian
yang digunakan untuk memperoleh data yaitu angket, wawancara, lembar
observasi, catatan lapangan, lembar pengukur tingkat kesadaran siswa terhadap
penggunaan simple past tense dan tes.
Hasil dari lembar pengukuran tingkat kesadaran siswa terhadap
penggunaan simple past tense and tes membaca menunjukkan ≥50% dari jumlah
siswa di kelas VIIIA SMP Taman Dewasa IP Yogyakarta cenderung meningkat.
Selain itu, siswa yang diwawancarai dan para peninjau juga memperkuat hasil
tersebut. Penggunaan games cenderung dapat membantu siswa meningkatkan
kesadaran terhadap penggunaan simple past tense dalam lingkup yang pertama,
mengetahui bahwa teks recount menggunakan bentuk simple past tense dan yang
kedua, merespon pertanyaan guru terhadap penggunaan simple past tense.
Kata kunci: games, simple past tense, awareness, the students of class VIIIA SMP
Taman Dewasa Ibu Pawiyatan Yogyakarta, recount text
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ACKNOWLEDGEMENTS
First of all, I send my deepest gratitude to Lord Jesus Christ for His
enormous blessing, love, grace, and guidance my whole life, especially the time
by the time when I had to accomplish this thesis.
Love, affection and care have surrounded my life throughout my beloved
family: my father, Willy Siswanto, my mother, Elly Susanti, my brother,
Giovanni Deo Justicia, and my sister, Angela Grace Adventia. I thank them for
their never-ending love, prayer, support and advice. They will always be in my
heart.
I address my deepest gratitude and honor to my major sponsor, Christina
Kristiyani, S.Pd., M.Pd., for her advice, guidance, suggestion and patience for
me during the completion of this thesis. I also thank my academic counselor,
Carla Sih Prabandari, S.Pd., M.Hum. and Drs. Barli Bram, M. Ed., Ph.D., for
their guidance, friendship and motivation during my study.
I also thank the headmaster of SMP Taman Dewasa Ibu Pawiyatan
Yogyakarta, Ki Drs. Budi Santoso, who has permitted me to conduct a research.
I am also greatly indebted to Feni Astuti, S.Pd., the English teacher, for giving
me the chance to conduct the research in her class. My appreciation also goes to
the students of VIIIA of SMP Taman Dewasa Ibu Pawiyatan Yogyakarta in the
2012/2013 Academic Year, who became the participants of my research for
being very friendly and cooperative.
I feel so bad if I do not have best friends who have filled my life with joy
and happiness and have supported me whenever and wherever I am down. For
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dearest best friends “Ngeroh Aek”, thank for having Lot of Laugh (LOL)
moments. I also thank my classmates in PBI 2009 B. I should be grateful for
having them in my life. I address my deepest gratitude to my lovely Angela
Kenya Astari, for having great experiences and sharing moments in the mid
night, which become giant motivation for finishing this thesis. I also thank Hafian
Fuad, for teaching me how to survive in “the battle”.
I am really grateful for my beloved Yonathan Abi Putra Ariyanto, for all
the sad and happy moments we have shared together. I thank him for his love,
patience and support especially in finishing my thesis.
Finally, I want to thank all of people who have come as the angel from the
heaven into my life. They always love and care about me. May God bless them
a ll!
Maria Sisca Inovanni
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TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................
i
APPROVAL PAGES .................................................................................
ii
DEDICATION PAGE ...............................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ...........................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................
vi
ABSTRACT ..............................................................................................
vii
ABSTRAK ..................................................................................................
viii
ACKNOWLEDGEMENTS .......................................................................
ix
TABLE OF CONTENTS ...........................................................................
xi
LIST OF TABLES .....................................................................................
xiv
LIST OF FIGURES ...................................................................................
xv
LIST OF APPENDICES ............................................................................
xvi
CHAPTER I. INTRODUCTION
1
A. Research Background .....................................................
1
B. Research Problem ...........................................................
5
C. Problem Limitation .........................................................
6
D. Research Objective .........................................................
7
E. Research Benefits ...........................................................
7
F. Definition of Terms .........................................................
8
CHAPTER II. REVIEW OF RELATED LITERATURE
10
A. Theoretical Description ..................................................
10
1. Adolescent ..................................................................
10
a. The Character of Adolescent ..................................
10
b. Teaching Adolescent ..............................................
11
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2. Curriculum .................................................................
12
a. Curriculum 2006 ....................................................
12
b. Basic Competence and Standard Competence .........
13
3. Reading ......................................................................
13
a. The Nature of Reading ...........................................
13
b. Reading Comprehension ........................................
14
c. Teaching Reading ...................................................
14
4. Recount ......................................................................
15
a. Communicative Purpose of Recount Text ...............
15
b. Rhetorical Steps of Recount Text ...........................
16
5. Simple Past Tense .......................................................
17
6. Awareness ..................................................................
18
a. The Concept of Awareness .....................................
18
b. The Role of Language Awareness ..........................
19
7. Games ........................................................................
20
a. Game in Language Teaching ..................................
20
b. The Benefits of Using Games in Language Learning
22
B. Theoretical Framework ...................................................
23
CHAPTER III. RESEARCH METHODOLOGY
26
A. Research Method ............................................................
26
B. Research Setting .............................................................
30
C. Research Participants ......................................................
30
D. Research Instruments and Data Gathering Technique .....
30
E. Data Analysis Technique ................................................
39
F. Research Procedure .........................................................
41
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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
44
A. The First Cycle ...............................................................
44
1. Planning .....................................................................
44
2. Action and Observation ..............................................
48
3. Reflection ...................................................................
51
B. Research Findings in the First Cycle ...............................
55
1. Students’ Past Tense Awareness in the First Cycle ......
55
2. Students’ Scores in the First Cycle ..............................
57
C. The Second Cycle ...........................................................
59
1. Planning .....................................................................
59
2. Action & Observation .................................................
63
3. Reflection ...................................................................
65
D. Research Findings in the Second Cycle ..........................
68
1. Students’ Past Tense Awareness in the Second Cycle ..
68
2. Students’ Scores in the Second Cycle ..........................
69
E. The Improvement of Students’ Past Tense Awareness .....
70
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
82
A. Conclusions ....................................................................
82
B. Recommendations ..........................................................
84
REFERENCES ..........................................................................................
87
APPENDICES ...........................................................................................
90
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LIST OF TABLES
Table
2.1 Curriculum
Page
...................................................................................
17
3.1 Questionnaire for the Students .........................................................
32
3.2 Observation Checklists for Students ................................................
35
3.3 Observation Checklists for Teacher .................................................
35
3.4 Students’ Past Tense Awareness Checklists .....................................
37
3.5 The Two Taxonomies of Awareness Categories ...............................
40
4.1 Students’ Past Tense Awareness Checklists in the First Cycle .........
56
4.2 Students’ Score in the First Cycle ....................................................
58
4.3 Students’ Past Tense Awareness Checklist in the Second Cycle .......
68
4.4 Students’ Score in the Second Cycle ................................................
70
4.5 The Improvement of Students’ Past Tense Awareness Checklists ....
71
4.6 The Result of Allport’s and Leow’ Category on Awareness .............
73
4.7 Students’ Score in Preliminary Study, Cycle One and Cycle Two ....
78
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LIST OF FIGURES
Figure
Page
2.1 The Structure of Recount .................................................................
16
3.1 Kemmis and McTaggart’s Model of Classroom Action Research
(Kemmis, S., & McTaggart, R.,1988) .............................................
28
4.1 The Improvement of Students’ Past Tense Awareness Checklist .......
75
4.2 The Improvement of Students’ Scores ..............................................
80
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LIST OF APPENDICES
Appendix
Page
1
Letters of Permission ......................................................................
91
2
Lesson Plan and Teaching Instruments of Cycle One .......................
94
3
Lesson Plan and Teaching Instruments of Cycle Two ......................
105
4
Game Procedures.............................................................................
116
5
Sample of Students’ Worksheet in Cycle One ..................................
119
6
Sample of Students’ Worksheet in Cycle Two .................................
121
7
Sample of Students’ Final Reading Test in Cycle One .....................
123
8
Sample of Students’ Final Reading Test in Cycle Two.....................
127
19 Instrument of Matching Cards Game in Cycle One ..........................
131
10 Instrument of Jumbled Paragraphs Game in Cycle One....................
133
11 Instrument of Matching Cards Game in Cycle Two .........................
135
12 Instrument of Jumbled Words Game in Cycle Two ..........................
137
13 Instrument of Jumbled Paragraphs Game in Cycle Two ...................
140
14 Students’ Past Tense Awareness Checklist in Cycle One .................
142
15 Students’ Past Tense Awareness Checklist in Cycle Two.................
147
16 Observation Checklist of Cycle One ................................................
152
17 Observation Checklist of Cycle Two ...............................................
157
18 Field Notes of Cycle One.................................................................
161
19 Field Notes of Cycle Two ................................................................
166
20 Sample of Students’ Test in Preliminary Study ................................
171
21 Questionnaire Raw Data ..................................................................
173
22 Sample of Questionnaire..................................................................
176
23 Interview Guide ...............................................................................
179
24 Interview Transcript ........................................................................
182
25 The Documentation .........................................................................
188
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CHAPTER I
INTRODUCTION
This chapter provides the introduction of this study. In this chapter, five
important points are discussed, namely: the research background, problem
formulation, problem limitation, research objective, research benefits and
definition of terms.
A. Research Background
English is an international language, in which the students are expected to
learn and master from the early age. This statement is supported by Brewster, Ellis
and Girard (2004), who tell that “pressure to introduce early English learning has
often come from strongly belief that having English as a tool to communicate will
benefit their children greatly by giving them more opportunities to gain economic,
cultural and educational advantages”. In line with the importance of using English
in the global communication, Peraturan Menteri Pendidikan Nasional Republik
Indonesia Nomor 22 Tahun 2006 (2006) states that English is one of the
compulsory subjects which has to be learnt in junior high school. As a result,
junior high school students are expected to have better ability to communicate
using spoken and written English in their daily activities. This statement is
revealed in the standard of content in the curriculum 2006 (2006), which cites that
“Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik dapat
mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk
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menyelesaikan masalah sehari-hari” (Peraturan Menteri Pendidikan Nasional
Republik Indonesia No. 22 Tahun 2006, 2006).
In line with the standard of content in the curriculum 2006, the teachinglearning process in Indonesia requires the students to master four skills, namely
listening, speaking, reading and writing. Even though the English learners have
been taught the knowledgement for mastering those abilities, they also need to
have awareness of having the knowledge so that they can perform those skills in
using English. Ellis (1997 in Nurhasanah, 2009), strengthens the important of
awareness by saying that without awareness learners will not be able to use the
knowledge to perform the skill. Therefore, the students need to improve their
awareness on learning language.
The necessity of having awareness in the learning language also has an
important relationship with the students’ mastery in communicating with spoken
and written English. The students need to know about the benefits of using simple
past tense to tell about their past events. Swan (1995) notes that the simple past
tense is common in story-telling and when we are telling people about past events
(p. 417). Thus, when people want to tell their experiences in the past, they need to
use simple past tense to communicate. Therefore, the students should improve
their awareness on using simple past tense in order to be able to tell the past
events.
In fact, based on the researcher’s observation in the class VIIIA SMP
Taman Dewasa IP Yogyakarta, it was found that the students could not
communicate with both spoken or written English. Especially when the researcher
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did her teaching practice in this class, she observed that the students did not
understand simple past tense. When the researcher planned to teach a recount text
and review simple past tense briefly, she found that the students were not aware of
using simple past tense especially in using V1 (infinitive) and V2 (past) and also
the differences between regular verb and irregular verb in simple past tense
sentence. Whereas, the English teacher of the class VIIIA told the researcher that
the students in the class VIIIA had been taught the recount text and simple past
tense in the previous meetings, yet they were still not aware of using simple past
tense in the recount text. This fact was also supported by the results of test in the
preliminary study, which had been done before the implementation (see appendix
20). Even though the passing grade of English subject in the class VIIIA was 67,
the results showed that there was no student who passed the passing grade.
Reflecting on this situation, the researcher intended to solve the considered
problem in which the students lacked the simple past tense awareness. Carter
(2003, p. 64 in Balitho et al, 2003) reveals that language awareness refers to the
learners’ development of an enhanced consciousness and sensitivity to the forms
and functions of language. Therefore, the researcher concluded that the students
lacked simple past tense awareness because they did not understand the forms
and the use of simple past tense. In this research, the researcher wanted to
improve the students’ past tense awareness which was appropriate for the class
VIIIA. Based on the standard competence of reading skill point 8 in the schoolbased curriculum (2006) for junior high school, the students must be able to
comprehend the meanings in a simple short text in the form of recount and
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narrative texts to interact with society. Since this research referred to the syllabus
and the materials which had been arranged by the school, so this research used
recount text as the media for learning simple past tense and measuring the
improvement of the students’ past tense awareness. Focusing on the aim of this
research and the outcome of the stipulated syllabus’ goals, the researcher referred
the lesson plans to the basic competence 4.1. This basic competence requires the
students to be able to respond to the meaning and the general structure in a simple
short text accurately, fluently, and acceptable to interact with the closest
environment in the form of recount texts (Peraturan Menteri Pendidikan Nasional
Republik Indonesia No. 22 Tahun 2006, 2006).
Based on the problem, the researcher had considered a solution for the
students of the class VIIIA SMP Taman Dewasa IP Yogyakarta. While the
researcher did the teaching-learning process in this class, she felt that the students
became bored easily. They did not like learning English by listening to the
teacher’s explanation, reading a text, or doing some worksheets, etc. The
researcher concluded that the students did not like a monotonous situation which
made them become passive, such as listening to the teacher’s explanation and
doing task for the whole learning process. They liked to be active and did some
attracting activities so that they would participate the teaching-learning process
enthusiastically. Besides, it was assumed that the students could not pay attention
to the lesson and to the teacher because they were not motivated and interested in
this subject. This fact was captured when the researcher did the teaching learning
process. Therefore, the researcher considered Tomlinson’s (1994 in Balitho et al.,
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2003) statement which defines that the main principle is that most learners learn
best whilst affectively engaged, and when they willingly invest energy and
attention in the learning process. Based on his statement, the researcher chose the
game technique expected to attract the students’ attention in the learning process.
A game is ‘any fun activity which gives young learners the opportunity to
practice the foreign language in a relaxed and an enjoyble away’ (Martin, 1995, p.
1 in Girard et al., 2004). From the statement, the researcher considered that this
technique is appropriate for the participants in this research. Lier (1996) claims
that learners (of all ages) are naturally curious, seek optimal challenges and enjoy
the activities that capture their attention. Therefore, the researcher considers that
this technique will grab the students’ attention to be more active in joining the
teaching-learning activity in the class. Besides, the results of the questionnaire for
the students and the interview for the English teacher showed that using games as
the chosen solution to to this problem faced. Therefore, the researcher conducted
the classroom action research to help the students of the class VIIIA SMP Taman
Dewasa Ibu Pawiyatan Yogyakarta academic year 2012/2013 to improve their
past tense awareness by using games.
B. Research Problem
In this research, the formulated problem is how does using games improve
the students’ past tense awareness of Class VIIIA SMP Taman Dewasa Ibu
Pawiyatan Yogyakarta?
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C. Problem Limitation
This classroom action research is limited to the twenty students of class
VIIIA in SMP Taman Dewasa IP Yogyakarta academic year 2012/2013. The
purpose of this research is to overcome the problem faced by the students of class
VIIIA SMP Taman Dewasa IP Yogyakarta on their past tense awareness.
The students’ past tense awareness is limited to the observers’ point of
view. Thus, it is not measured from the students’ feeling or perception but from
the results of the observation by the outside observers. The outside observers
measured the students’ past tense awareness by observing the students’
performances based on the components of the students’ past tense awareness
checklist, which had been prepared by the researcher.
The use of games is implemented to overcome the problem. The games
technique consists of three combinations of games, namely ‘matching card game’,
‘jumbled words game’ and ‘jumbled paragraphs game’. Those kinds of games
have each function and goal. First, the matching card game aims for improving the
students’ vocabulary mastery on V1 and V2 and the regular and the irregular verb.
Second, the jumbled words game aims to ease the students in understanding and
using the pattern of simple past tense. Moreover, the jumbled paragraphs game is
designed for the students to learn recount text by arranging some jumbled
paragraphs. Briefly, the researcher limits this research to the use of games to
improve the students’ past tense awareness.
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D. Research Objective
The researcher conducted this classroom action research to propose how
using games improves the students’ past tense awareness of the class VIIIA of
SMP Taman Dewasa Ibu Pawiyatan Yogyakarta..
E. Research Benefits
This research is expected to give some benefits to the English teachers, the
students of SMP Taman Dewasa IP Yogyakarta, and the future researchers. First,
this classroom action research is expected to give some benefits for the English
teachers in SMP Taman Dewasa IP Yogyakarta in order to improve their
technique in teaching English. By doing so, the English teachers can help their
students to improve the past tense awareness in order to master the four skills of
the learning English. Second, by implementing games in the English teachinglearning process, the researcher expects that it will be beneficial for the students to
improve their past tense awareness which eventually increase their academic
achievement on the four skills ability. Third, this research is expected to enrich the
future researchers’ knowledge of using the games to investigate this topic further.
The researcher hopes that they can design the materials for the eighth grade
students of junior high school which contain some interesting games in improving
the students’ past tense awareness.
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F. Definition of Terms
In order to avoid misconception and misunderstanding in discussing this
research, the researcher will define the following terms.
1. Games
Brown, Lewis and Harcleroad (1977, p. 292) define that game is a
structured activity with set of rules for play in which two or more students interact
to reach clearly designated instructional objectives. In this study, the term of
games is defined as an activity which is not only asking the students to have fun,
but also attracting the students to have attention to the lesson without making
them feel bored.
2. Recount Texts
A recount is a spoken and written relating of an event that happened in the
past (Doyle, P.G., C. C. M. Goh, & L. J. Zhang, 2004). As we have already seen,
recounts basically are sequences events temporally.” (Knapp, P & Watkins, M.
2005). In this research, a recount text is used as the media to measure the students’
past tense awareness. Based on the standard of content in the curriculum 2006 for
reading skill, the students are asked to comprehend a short text in the form of
recount.
3. Simple Past tense
According to Azar (1993), the simple past tense indicates that an activity
or situation began and ended at a particular time in the past (p. 24). It is clear that
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simple past tense is used to show something happened in the past. In this study,
simple past tense refers to simple past tense, which is used in the recount text.
4. Awareness
The term “awareness” can be related to the term “consciousness”. It is
because most of the experts especially the psychologists regard consciousness as
awareness. Dretske (2000 in Lier, 1996) regards that “conscious” and “aware” as
a synonym. In this research, the researcher adapts Schmidt’s theory of
consciousness as awareness and then measures the students’ awareness
cognitively (1994 as cited in Lier, 1996). Therefore, regarding those theories, the
researcher considers awareness as the students’ consciousness in having
knowledge cognitively which is shown from their performance in responding to
the teacher’s questions. Thus, the students were observed and measured
cognitively based on the criteria of the students’ past tense awareness checklist
and the final reading test.
5. Students of Class VIIIA of SMP Taman Dewasa IP Yogyakarta
The students of the class VIIIA of SMP Taman Dewasa IP Yogyakarta in
academic year 2012/2013 are categorized as the adolescent learners. There are
twenty students in this class. They are less motivated in learning English. They
consider English as the most difficult subject in the school. In this research, the
researcher finds out that they are not aware of the use of simple past tense.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents a discussion on some theories,
which become the bases of this research. The purpose of this chapter is to gain
understanding to answer the formulated question of this research. It also provides
a theoretical framework which summarizes all related theories to solve research
problem.
A. Theoretical Description
In this theoretical description, the researcher discusses the theories related
to the research conducted for the eighth grade students of SMP Taman Dewasa
Ibu Pawiyatan Yogyakarta. They are adolescent, curriculum, reading, recount,
simple past tense, awareness, and games.
1. Adolescents
The students of the class VIIIA SMP Taman Dewasa Ibu Pawiyatan
Yogyakarta as the participants in this research belong to adolescent learners. Thus,
this stage will describe the characters of adolescent and teaching adolescent.
a. The Character of Adolescent
Ur (2012) says that, the learning potential of adolescent is greater than that
of young children, and they are beginning to use more consciousness, explicit
strategies for language learning. However, Herbert Puchta and Michael Schratz
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(1993, p. 1) consider the teenagers by asking, “why were they so much less
motivated and why did they present outright discipline problem” (as cited in
Harmer, 2001). Harmer (2001) adds that, even though adolescents are related to
the discipline problems, yet they will be happier when they do not have problems
(p. 39). Then, Ur (2012) has found the factor which makes adolescent can not
focus when the teaching-learning process is running.
As Ur states that,
“There is added factor of adolescent-specific problem of identity,
relationships, physical change and so on, which make it more difficult
for them to concentrate. So adolescent classes maybe more difficult to
motivate and manage, and it takes longer to build up trusting
relationships” (2012, pp. 264-265).
b. Teaching Adolescent
Teaching adolescent is the most “enthusiasm” thing when we can involve
them to achieve a learning goal (Harmer, 2001, p. 39). The main point of
Harmer’s opinion about how the teacher should teach adolescent is by “provoking
student engagement with the materials which are relevant and involving”, beside
that the teacher should do something that “can bolster the students’ self-esteem”
(Harmer, 2001, p. 39). In order to teach in a best way for adolescent, the teacher
should know how to design the exciting materials which will attract the students
to focus on the teaching-learning process.
As Harmer states about how to solve the discipline problem of junior high
school students, the teacher must not focus on the students’ behavior as
troublemaker, yet the teacher can concentrate on how to make the class attractive
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and how to achieve the goal (2001, p. 84). Besides, the teacher should consider
giving the tasks which are able to do, so that they feel confidence (Harmer, 2001,
p. 84).
2. Curriculum
In this part, the researcher elaborates the curriculum 2006 used for this
research. Besides, the researcher also explains the basic competence and the
standard competence which should be achieved in this implementation.
a. Curriculum 2006
Now, The Ministry of Education and Culture is using Curricullum 2006,
which considers English is a tool to communicate as a spoken or written languge.
It is written in the Peraturan Menteri Pendidikan Nasional Republik Indonesia
No. 22 tahun 2006 (2006), which states that “Bahasa Inggris merupakan alat
untuk berkomunikasi secara lisan dan tulis”. Moreover, junior high school
students are prepared to gain “functional level”. This statement is written in the
standard of content in the curricullum 2006 for junior high school, which states
that “the process of learning English in Junior High School/MTs are directed to
the students to achieve functional level which requires them to communicate by
spoken and written English in daily activities.” (translated by the researcher
herself from Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22
tahun 2006, 2006)
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b. Standard Competence and Basic Competence
In the second semester, the students are asked to understand about a short
functional text to communicate with others based on the standard competence in
curriculum 2006 for junior high school, which states “Memahami makna dalam
esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi
dengan lingkungan sekitar”. Since the researcher wanted to help the students
improve their past awareness, the researcher focused on the recount text.
According to the basic competence of the standard competence which has
been stated, the students are asked to achieve the goal, which is how to respond
the comprehension questions and the generic structure in a recount text. This point
is chosen based on the basic competence which states “Merespon makna dan
langkah retorika dalam esei pendek sederhana secara akurat, lancar dan
berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk
recount” (Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22
Tahun 2006, 2006).
3. Reading
In this stage, the researcher describes three points of reading skill which
are used as the media in this research. There are the nature of reading, reading
comprehension and teaching reading.
a. The Nature of Reading
Reading is important to gain some information. As Harmer (2001, p. 215)
states that students should “practice specific skills such as reading to extract
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specific information, or reading for general understanding”. He also reveals that
reading is done firstly to do speaking or writing activity (2001, p. 215).
Meanwhile, Nunan (2003, p. 68) says that reading is a fluent process of readers
combining information from a text and their own background knowledge to build
meaning. Besides, a reading text also may become a model for a writing activity,
which can be done by encouraging students to focus on vocabulary, grammar or
punctuation (Harmer, 2007, p. 99). It is clear that reading skill is needed to be
practiced in order to have a lot of information from the texts and it may also
become a model for other activities, i.e. writing and speaking activity.
b. Reading Comprehension
Since this research was done based on the curriculum 2006 and the
stipulated materials used in the school, reading comprehension has been decided
to be the focus on achieving the goals of the curriculum 2006 in the research.
Davies (2000, pp. 90-91) reveals that a reading comprehension activity is totally
different from reading aloud activity because it is done by doing direct
comprehension in silent reading.
c. Teaching Reading
In teaching reading skill, the English teachers are also responsible to create
a good reading process by attracting the readers to interact with the texts they
read. Hedge (2008, p. 205) has tried to draw a set of general learning goals for the
reading component of and English language course, which could be used as the
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references to design the reading activities. A set of general learning goals for the
reading component of and English language course could include as follows.
x To be able to read a range of texts in English
x To adapt reading style according to range the purposes and apply
different strategies (e.g. skimming, scanning) as appropriate
x To build a knowledge of language (e.g. vocabulary, structure),
which will facilitate development of greater reading ability
x To build schematic knowledge in order to interpret texts
meaningfully
x To develop awareness of the structure of written text in English
e.g., rhetorical structure,