CHAPTER I INTRODUCTION - The effect of Computer Assisted Instruction (CAI) on the present perfect tenses achievement of the English Department students of Widya Mandala Catholic University Surabaya - Widya Mandala Catholic University Surabaya Repository

CHAPTER I
INTRODUCTION

CHAPTER

I

INTRODUCTION

L.L Background of

The Study

Learning
different

from

the

people

be

confused

learning

who never
with

and educational
in

lectures
in

of

to

students

are

their
l-ike

be English

courses

four
rr

is

parts;

for

Structure

the

the

for

their

the

have

for

the

second semester,and
one of

the

students

are

departrnent,

the

to

course
first

English
d.uring

some courses

courses.

at
is

skilrs

the
divided

EngJ.ish
into

semester, structure

so forth

important

good

forlow

courses

and

English,

rnethodology

This

University,

a

in

offer

university

knowredge
being

skill

Structure.
I

catholic

this

ability

and teachj.ng

of

In

found

that

Catholic

rerevant

students

Structure

is

universities

not

courses

can be

)

for

should

Engrish

(universities

possessed

the

One

Engrish-

teachers.

support

studies

Department

of

is

especially

Department)the

endowed with

be

To

skill

English

language

Nowadays they

Wi.d.ya Mandala

the

should

teacher-

of

foreign

i.s rdidya Mandara

In

in

expected

it.

rack

one

a

language,

institutions

Surabaya.

that

learn

English

especially

as

native

their

places-

many

English

ti.ll

components

Structurerv.
in

language

especially

to

skills

consist

and

that

support

listening

masters

four

Due to
it

give

more

that

the

reading,

the

is

to

learning

of

it

the

many

who

attended

students

semesters,

that

second
from

class

the
to

examination.
structure
factors

Iearning
software
students

for

and one of

of

The material

this

structure

si,xth

or

because

is

and this

them is

overcome

the
the

this

in

software

II

in
were
from

class

were

some

in

the

of

the

result
caused

by many

process difficulties
his

study

University
is

Eo

who attended

instruction

Catholic

there

fai,Ied

students'

assisted

Widya Mandala
used in

semesters

can be

and

came

there

learning

Pramono (1996)

computer

that

the

order

offered

Structure

shows that

bad

resson

they

to

learners

classes

In

fourth

in

effective

the

experienced

example:

department

be
for

students,

structure,
of

she

learning

subject

will

semester

retake,

classes

he or

in

English

Structure

has

The condition

To

the

However, during
writer

the

language

if

structure

be easier

the

for

English

of

structure

each semester,

improper

good at

for

will

structure.

students

English

speaking,writing

importance

necessary

and

of

skiIIs.

attention

efficient
master

of

- Someone is

those

English,

mastery

the

structure

in

developed
for

the

Surabayawith

the

assumption
mastered
in

by

this

is

students

is
This

used

make

the

Present

English

of English

usually

find

the writer

which

computer

assisted

instruction

study

conducted

assisted

the

writer

software
considered
i.nstruction
structure

study
did

as
in

on
is
who

input

on

particular

in general .

one the

field

and

in

for

the

by

pramono

to

conduct

effect

of

Iearning
up of

the

computer

improving

present

the

the

perfect

produced

by Pramono:

assisted

instruction

j-s

finding

the

learn.

follow

produced

computer

students

stud.ents'

designed

said

commonest tense

see the

as the

software

The

(1959:83)

necessary

the

the

present

of

to

to

Iearning

develop

and

developed
is

present

consideration

use

the

be

developed
the

AIIen

the

intended

study

in

hirnself.

by

is

used the

not

is

it

software

achievement
this

it

Pramono

instruction

students'
tenses,

by

it,

probabry

that

up study

this

the

software

thinks

Since

topic

the most difficult

the

should

activities

in

but

a follow

achievement.

daily

with
is

language,

The

chosen with

mistakes

relation

Concerning
(1996),

are
in

Perfect

and

more specifically

tenses

often

important

optimally.

tenses,

Tenses. In

the

is

students

often

Perfect

in

the

renses.
it

that

structure

software

Perfect
that

that

of
the

expected

to

be

computer

assisted

field

teaching

of

1.2 Statement

problems
1.

Is

of

Based on the

background

in

are formulated

there

this

study

any significant

computer

assisted

instruction,and
students,
2'

which

the

the

L.3 The objective

better

textbook

above

the

as follows:
effect

the
only

of

the

conventional

instructj.on

on the

can be best

used to

teach

tenses?

of

the Study

study

aims

taught

using

computer

on

using

conventional

study

Tenses achievement?

This

taught

the

textbook

perfect

achievement

those

the

different

techniques

perfect

of

instruction,

present

of

present

students

problem

the

at

other

instruction

out

Assisted

present

the

the

finding

whether

rnstruction

perfect

two

types

and

the

the
have

Tenses

of

than

instruction:

instruction

using

only.

L.4 The Signlficance
The writer
English

teachers

improve

their

that

the

the

colrege

of

the Study

hopes

fi-nd

better

grammaticar

results

of

this

authorities

that

thi.s

study

will

help

their

ways to
abitity-

study
to

rt

is

can give
provide

arso

help

the

students
expected

encouragement

this

college

to

with

computer

for

teaching

writer'expectation
teachers
better

that

develop

This
}earning

their

study

best
the

simpre

is

of

theory

says

The

there

the

a

are

are

more

all

The
verbal

verbal

three

account:

a stimulus,

response

triggered

that

describe

be

which

theory,

it

occurs

must

uses

learning-

In

in

human or

and

The

the

animal.

be active.

the

The

response

is

"
is

only
than

behavior

important

ttreory

Skinner,

learning

stimuLus

language

learnings.

in

be much

conditioning.
B.F.

The response

by reinforcement.

Skinner,

will

linguistics.

of

to

learner,

conditioned

responses

structure

learning

behaviorism,

between

other

the

behavj.oristic

some form

connection

any

it

behavioristic

of

a stimulus.

tearning

on the

Conditioning"

manner:
to

that

or structural

the

consists

tercms the

responds

also

.

based

to

"Operand

following

is

can make the

so

teaching

known proponent
term

study

and descriptive

learning

It

Framework

According
a1I

this

and more successful

L.5 Theoretical

of

English.

not

difference
physical
under

events
serves

by a stimulus;

much different

to
to

is
.

that

elicit

the

According

stimulus
be

from

to

control

taken

into

behavior;

and reinforcement

a

which

serves

to

mark

inappropriate
response

and

in

the

To
language
taught
as

the

rearning

is

or

the

appropriate

learning.
language

tllpes.

of

a

combined,

sentence.

about

system

the

of

early

structural

(Leonard

or

of

rures

by

the

structure

practice

language

assumed,

is

should

these
to

the

and.
views

something

to

:

sentence
entails
ranguage

eLemenrs

word,

focus

the

elements

and

br.ocks of

morpheme,

of

ringuistics

is

which

target

Charles

most

to

structure,

or building

the

descriptive

related

it

of

chains.

accepts

structurally

words.

the

arguing

Bloomfield,

descriptive

and

the
as

or

regard

is

response

and praise

represented

with

foreign

stimulus,

and others)

phoneme to

Since

language,

is

the

language,

the

from

the

as what

language:

approvaL

behaviorism

elements

rearning

stimulus

the

mastery

to

language stimulus-response

morphemes,

the

or

of

theory

self_sati.sfaction

Fries,

Learning

mastering

extrinsic

The structuraras

to

advocates

Charles

phonemes,

to

its

tenets

appropriate

repetition

the

foreign

linguistics,

with

Hockett,

the

tanguage

In
school

in

identify

intrinsi.c

a set

and

to

as the

use.

of

the

behavioristics

reaction

language

basic

the

learner,s

teacher

being

future.

apply

reinforcement

as

encouragtes

or presented

the

response

are

phrase.
important

on mastery

of

phonoLogical
mastery

influence

Iearning

and

foundation

of

( 1)

the

the

the

use

four

speaking,

"computer"
stimulus
desired
attentive,
expected

of

the

rather

than

audiolongualism

on

language

and writing.

On

the

basis

one

of

the

which

the

interested
to

(2)

the

the

has

three

the

students

are

They

are

is

introduction
of

listening,

high

theories,

meant

to
to

expected
expected

motivated,

and

inductive

aforementioned

of

aids

get

(3)

the

natural

visual

responses.

to be able

method

and

in

skills

reading

verbal

of

underline

drills,

new structure,

by which

theory

:
pattern

of
of

behavioristic

linguistics

structural

characteristics

presentation
of

structures

of vocabu1.ary.
The

basic

granmatical

and

to

and

be

the

give

the

be

more

are

also

achievement-

1.6 Hypothesee
In this
Null

study,

two hypotheses

are used

:

Hypotheses
L. There is
the

no significant

present

perfect

students

who are

Assisted

Instruction

different

tenses

taught
and

using

effect

of

achievement

of

Computer

the present

perfect

the

tenses

achievement

taught

using

2. There is
the

students,

Alternative

the

students

conventional

no significant

present

Assisted

of

perfect

tenses

Instruction

tenses

achievement

taught

using

effect

achievement

using

the

text_book

ot
of

the

Computer

and the presenr
of

students

perfect

who are

only

instruction_

different

effect

Hypotheses

1- There is
present

si.gnificant
perfect

tenses

students

who are

Assisted

Instruction

tenses

using

2. There is
present

using

and the

achievement

taught

achievement

taught

of

the

conventional

significant
perfect

students

who are

Assisted

Instruction

tenses

achievement

taught

using

taught

text-book

the

the

Computer
present

perfect

who are

instruction.
effect

achievement
using

the
only

of

of

the

the

Computer

and the present
of

of

of

students

different

tenses

are

instruction.

different

who aretaught

who

students

perfect
who are

instruct,j.on.

l-.7 Methodology
This
as

stated

groups
the

study

design

is

the

control

groups

used

as

groups

they
which

are

of

have

more

or

assisted

that

is

students

of

Catholic

Uni.versity

Structure

II

the

of

this

statistical

uses

sane

is

group

three

level

of

are

used

as

the

used

which

are

stucly

with

the

second

semester

Department

of

Widya

Mandala

Surabaya.
studeqts
the

software

devel0ped

by

pramono

taught

data

for

This

due

in

The

and

is

material

semester.

difference

Two groups

study

English

class

and

the

,,The classes

the

group
the

teaching

syllabus

of

The writer

abirity.

At

instruction.

The subject

II

test

less

and

experimental

variance.

Another

group,

the

the
a

randomization.

groups.

experimental

to

minimizing

assignment.

period
of

subjected

and structurar

controll

computer

are

in

onry

Experimental

random

scores

design,

posttest

The

validity.
by

or an analysis

interligence
as

test

group

most effective

experimental

mean

control

1991;69),'

the

eguated.

the

between

only

experimental
are

of

significance

w.Best

one of

to

groups

conclusion

a posttest

(John

by

threats

contror

is

to

computer

to
this

study
the

assisted

i.s stated

the

in

stud.ents

study

fact

is

uses

the

that

the

instruction
the

of

obtained

structure
the

second

from

the

experimental
Perfect

and

Simple

are given

As
Computer

the

Students

of

defined

wirl

focus

perfect

(present

progressive).
treatment

The test

(post_test)

thesis
(CAI)
of

the

Catholic
study

the

,, The

is

on

effect

of

present

the

English

Department

University

Surabaya,,,

on the

students

effect

of

computer

achievement

of

the

of

the

key terms

misinterpretation
to

define

the

and

misunderstanding,

kerr t e r m s .

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to

be

:

achievement

:

is

what is

to

the

something

special

the written

his
on

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ability,

tests

Tenses -

necessary
is

the

Mandala

instruction

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study,

of

Achievement

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is

get

Instruction

Widya

1.9 Definition

it

perfect

subjects

title

Tenses

assisted

through

t h e study

Perfect

Present

the

Assisted

the writer

giroups

and P r e s e n t

after

L.8 Scope of

control

Random House

accomplished

efforts,

or

meant by the

tests.

t0

a

as

great

achievement

dictionary,
by

valor.
is

the

superior,
In
result

this
of

Computer Aseisted

Instruction

According
1982229)

computer

process
of

directly

provJ-de

involving

for

Tense

with

past

to

signal

in

a

Jolmer
teaching

presentation

the

interactive

mode

individualized

to

Iearning

students.

perfect
but

pilgrim,

Hayden,
tense

they

are

the moment of

taken
this

practical
special

an

is

( in

express

related

and

Haggard

acti.vities

in

the

that

rnind. of

the

speaking -

:

form

state

in
the

The dictionary
a

1923

Tenses :

(1-956:91), present

speaker

Hyde,

instruction

each individual

According

the

:

a computer

control

perfect

began in

and

materials

and

environment

Hick

assisted

instructional

Present

to

(CAI)

by

a verb

d.efinition

time

or

states

show the

supported

guide,

endings

an event

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to

is

reference
verb

of

which

time
by

places.

il

tense

of

modern

defines

accompanying

takes

that

the

means
action

English.

tenses
auxiliary

as

A
a

verb

L. L0 The Organization
This
the

thesis

objective

of

hlpotheses,
study,

In

of

the

consists

introduction.

background

of

the
the

of

study,

chapters.

Chapter

writer

discusses

the

problem,

the

the

statement
the

methodology,
of

five

part,

this

study,

definition

Thesis

of

the

signi_ficance

scope

key-terms,

and
and

of

the

limitation
the

I

is

study,
ot

the

organization

of

the thesis.
Review of
Chapter

,In Chapter

II.

methodology
Chapter

of

IV,

interpretation
writer

Literature

III,

research,

he
of

gives

suggestion

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the

the

in

the

data

finding.

conclusion

based on the

Finarly
of

findings.

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discussed

writer

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1n

presents
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next

analysis
in

chapter,
and

chapter

findings

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and

the

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some