STUDYING PRESENT TENSE USING V E R B PATTERNS MADE B Y T H E EIGHT GRADE STUDENTS O F SMP PTl PALEMBANG THESIS
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STUDYING PRESENT T E N S E USING V E R B PATTERNS MADE B Y
T H E E I G H T GRADE STUDENTS O F SMP P T l PALEMBANG
THESIS
BY
F R E T T Y EFRIANTI
NIM 372006069
MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
AUGUST 2010
STUDYING PRESENT T E N S E USING V E R B PATTERNS MADE B Y
T H E E I G H T GRADE STUDENTS O F SMP P t l PALEMBANG
THESIS
PrcMBtcdto
Muhmmadiyah Uaiversity Palenbaag
in partial fnlfilncnt of the rcqniremcnts
for the degree of Sarjana in English Language Edncation
By
Fretty EllriaBti
NIM 372006069
MUHAMMADIYAH UNtVERSITV PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
Aagut2010
i
The thcsb written by Fretty Efrunti has been certified to be examined
Palembang, July 18,2010
Advisor I ,
Drs. H. Mnsiim Tnwi, MPd.
Palembang, July 13,2010
Advisor I I ,
This b to certify that Saijana's thcsb of Fretty Efrianti has been approved by
the Board of Examiners as the rcqnirement for the Sarjana degree
in Engibh L4mguagc Education
Drs. H . Muslim Twwi, M.Pd., Chairperson
Acknowledged by
The Head of
Approved by
The Dean of
iii
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ABSTRACT
Efrianti, Fretty. 2010. Studying Present Tense Using Verb Patterns Made by the Eight
Grade Students oj SMP PTl Palembang. Thesis, English Education Study Program.
Sarjana Degree (SI). Faculty of Teacher Training and Education Muhammadiyah
University Palembang. Advisors ( I ) Drs. K. Muslim Tuwi, M.Pd., (U) ITi Rositasari,
S.Pd., M.Pd.
Key words: studying, present tense, and verb pattern.
This thesis is entitled "Present Tense Using Verb Patterns Made by the Eight Grade
Students of SMP PTl Palembang". The main problem of this study was "is there
significantly effective in studying present tense using verb patterns made by the
eighth grade students of SMP PTl Palembang?". The objective of this research was
whether or not effective studying present tense using verb patterns made by the eighth
grade students of SMP PTl Palembang. An experimental method was used in this
study Population in this research was the Eight Grade Students of SMP PTl
Palembang in academic year of 2009/2010 consist of 107 students. The samples of
this research were 70 students, 35 as a control group and 35 as an experimental group.
The data were collected by test and questionnaire. Based on the result of the test there
are five majors finding, namely: ( I ) The result of pre-test in experimental group. (2)
The result of post-test in experimental group. (3) The result of pre-test in control
group, (4) The result of post-test in control group, and (5) The result of questionnaire.
The average score of pre-test in experimental group was 6.64, and the average of
post-test in experimental group was 7.5. The average score of pre-test in control
group was 4.2. and the average of post-test in control group was 5.3. The result of the
t-test was 5.09 and it was higher than 2.00 as its critical value. It indicates that
alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected
because t-obtained exceed the value of t-table. Based on the result of questionnaire,
several students found difficulties in using simple present tense, especially in
determining adverbs of frequency (89.04%). It can be concluded that (1) studying
present tense using verb pattern can increase students' ability in mastering simple
present tense (2) the most several difficulties of the students in determining adverbs
of frequency.
V
ACKNOWLEDGEMENTS
AlhamduUilahi robbil alamin. the writer would like to thank Allah SWT, for
his blessing which enables her to finish this thesis entitled "Studying Present Tense
using verb patterns made by the eight grade students of SMP PTl Palembang". This
thesis was written based on the research that the writer conducted on May, 17"' 2010
- May, 23^" 2010 at SMP PTl Palembang. She would like to express her appreciation
to the headmaster of SMP PTl Palembang and staff members for allowing her to
carry out the research, information, help and cooperation during her activities in
collecting the data for this thesis. This thesis was written to fulfill one of the
requirements to join Sarjana Examination at the Faculty of Teacher Training and
Education. Muhammadiyah University Palembang.
In writing this thesis the writer is very much indebted to a number of people
who help her. First of all, she would like to express her great gratitude to her advisors
Drs. Muslim Tuwi. M.Pd., and Tri Rositasari. S.Pd., M.Pd., who have patiently and
encouragingly guided her.
Second, she would like convey her deepest gratitude to Dean of Faculty of
Teacher Training and Education, Muhammadiyah University Palembang, the head of
Educational Study Program and all lecture who taught her during studies at the
English Education Study Program.
Finally, she is also very grateful to her beloved parents (Bastiar and Dahliati),
her brothers and sisters for their help, support, prayer, attention, and encouragement.
The writer realizes that this is still far from being perfect, therefore any
suggestion and comments are welcomed.
Palembang. August
2010
The writer.
F.E
CONTENTS
Pages
TITLE
i
A G R E E M E N T PAGE
ii
APPROVAL PAGE
iii
MOTTO
iv
ABSTRACT
v
ACKNOWLEDGEMENTS
vi
CONTENTS
vii
ix
L I S T OF T A B L E S
x
L I S T O F APPENDICES
CHAPTER I
CHAPTER 2
CHAPTER 3
INTRODUCTION
1.1 Background
1.2 Problems of the Research
1.2.1 Limitation of the Problems
1.2.2 Formulation of the Research
1.3 Objectives of the Research
1.4 Significances of the Research
1.5 Hypothesis
1.6 The Criteria for Testing the Hypothesis
LITERATURE REVIEW
2.1 Concept of Structure
2.2 Concept of Tenses
2.3 Kinds of Tenses
2.4 Concept of the Simple Present Tense
2.4.1 The Using of the Simple Present Tense
2.4.2 The Pattern of the Simple Present Tense
METHOD AND P R O C E D U R E
3.1 Operational Definitions
3.1.1 Definition of Studying. Simple Present Tense.
and Verb Pattern
3.2 Method of the Research
3.2.1 Variable of the Research
3.3 Population and Sample
3.3.1 Population
3.3.2 Sample
vii
1
5
5
6
6
6
7
7
8
9
9
10
11
11
16
16
16
17
18
18
18
3.4 Technique for Collecting Data
3.4.1 lest
3.4.2 Questionnaire
3.4.3 Validity
3.4.4 Reliability
3.5 Technique for Analysing Data
3.5.1 The Percentage Analysis
3.5.2 Matched t-Test
CHAPTER 4
CHAPTER 5
FINDINGS AND I N T E R P R E T A T I O N
4.1 Findings
4.1.1 The Pre-test Scores of the Students in the
Fxperimental Group
4.1.2 The Post-test Scores of the Students in the
Fxperimental Group
4.1.3 The Pre-test Scores of the Students in the
Control Group
4.1.4 The Post-test Scores of the Students in the
Control Group
4.1.5 Data Analysis
4.1.6 The Calculation of Matched t-te.sl
4.1.7 The Result of the Questionnaire
4.2 Interpretation of the Study
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
5.2 Suggestions
5.2.1 Teacher of English
5.2.2 The Students
5.2.3 The Institution
REFERENCES
APPENDICES
Vlll
19
19
20
20
21
25
25
26
28
28
30
31
33
34
37
28
40
42
23
28
29
29
L I S T OF T A B L E S
Tables
Pages
3.1 The Population
18
3.2 The Sample
19
3.3 Test Specification
21
3.4 The Result of Try Out
22
3.5 Conversion of the Difficulty Index
26
4.1 The Result of Pre-test in the Experimental Group
29
4.2 The Result of Post-test in the Experimental Group
30
4.3 The Score Distribution of Post-test in the Experimental Group
31
4.4 The Result of Pre-test in the Control Group
32
4.5 The Result of Post-test in the Control Group
33
4.6 The Score Distribution of Post-test in the Control Group
34
4.7 The Students' Scores in the Post-test of the Experimental Group and
Control Group
35
4.8 The Result of Questionnaires
38
ix
LIST O F APPENDICES
Appendix
Pages
1. The Material of the Test
46
2. The Key Answer o f the Test
48
3. The Questionnaire
49
4. Surat Kcputusan Dekan FKIP Universiias Muhammadiyah Palembang
51
5. Usui Judul Skripsi
52
6. Persetujuan Skripsi
53
7. Surat Permohonan Riset
54
8. Surat Koterangan Telah Mengadakan Penelitian di Lingkungan
SMP PTl Palembang
55
9. List of The Critical Value oft-Table
56
10. Kartu Laporan Kemajuan Bimbingan Skripsi
58
11. List of Critical Value of t-Table
60
X
CHAPTER I
INTRODUCTION
This chapter describes (1) background of the study (2) problem (3) objective
(4) significances (5) hypothesis, and (6) the criteria for testing the hypotheses.
1.1 Background
Every human being needs language in order to communicate and to express
ideas or thought. According to http./www.unixl.com, language is communication of
thoughts and feelings through a system of arbitrary signals, such as voice sounds,
gestures, or written symbols. One of the languages is English. English is as one of the
international language which is widely used all over the world. In Indonesia. English
is as the first foreign language.
English has been taught in Indonesia for more than a century, after the
establishment of formal education. English as the first foreign language is taught as a
compulsory subject from the seventh grade junior high school up to the first year of
university level (Saleh, 1997: 2). But nowadays English is also taught from grade
four until grade six in primary school as a local content.
According to the 1994 curriculum certain English language aspects should be
taught. It means that the stress of aim teaching English in school may have four main
language skills; they are listening, speaking, reading, and writing. To support the four
main language skills the students should master the language aspects. They are
pronunciation, structure (grammar), vocabulary, idiom and spelling.
1
2
In teaching English, five components of materials that should be taught to the
students of junior high school but the students still face some problems in learning il.
Sateh (1992: 22) states that the students in Indonesia face a lot of difficulties in
studying English, because of the differences between language system of the learners
and the target of the language.
In the Curriculum 2004 (CBC), the goals of teaching English as a foreign
language at high school are to develop the competency (or competence) and to
communicate in English orally and in writing (Saleh, 2005:7). The formation of this
curriculum requires the collaboration between school, regional characteristic, needs,
and condition. Beside that, we also know that the 2006 curriculum is called
Kurikulum Tingkat Satuan Pendidikan (KTSP); this curriculum is used by teacher in
teaching English. It states that one of the Objectives of English Subject at Junior High
School is to develop the ability of the students lo communicate in English. Grammar
as a form of written language has to be mastered by the students who learn English.
According to Saleh (1982: 7) learning a language includes familiar with the
situations in which the speakers of the language ordinarily use it, as well as with the
sound words and grammatical system. Saleh (1997: 3) states that the objective
learning in teaching four main language skills the students also have to learn about
structure il has correction with them.
This thesis focuses on the structure/grammar, since the issuing of the 1994
curriculum, the teaching of structure has been focused on function, which means the
structure is learnt on how to use and to problem. Actually, structure is important and
1
J
useful in communicalion. because i f one-person communities lo another person
without good structure, it can result in misunderstanding.
English is different from Indonesian language especially in using structure or
grammar, it means English is a new language for the Indonesian students. According
to Charles Fries cited by Tuti Alawiyah (2001: 2). English structure is the form of
ideas into the whole form, which each part arc formed into whole. Learning new
language gives knowledge how^ to put words together in right order and the
knowledge about their meaning.
According to Christ (1978: 451) states the objectives of teaching structure are
helped the students fomi and use of the right sentences orally as well in writing. The
mastery of structures enables the students to comprehend the written and oral English
material.
Grammar is one of the important aspects in English that the students should
learn. Grammar may have various possibilities of forms and arrangements. Students
need to be given grammatical rules i f they learn English successfully. According to
Bright and Mc Gregor (1970: 236) the foreign students must learn English grammar.
One of the items of grammar that should be taught at junior high school is
tenses. According to Charmer (1989: 3). since master of grammar particularly tense
are very important for the basic knowledge lo know, identify, form understanding,
and apply the whole language skills correctly. the>' need lo stud)' it effectively and
seriously to form the function of language they need to master grammatical aspects
well.
4
Every complexion and combination of sentences, i f the students make a
compares or study between English and Indonesian language, so they will be faced
will face a tense problem in English but not in Indonesian language. Therefore,
students must be able to understand and know how to produce the sentence by using
tenses in English.
Based on the experience of teaching practice (PPL) while I was teaching
about tenses, the English system is quite complicated but the most common problems
are:
1) How to form and use English tenses.
2) The mechanical manipulation of verb in easily learned through a few rules and
formulas.
3) The biggest problem is deciding which tense to be used in a given situation.
According lo Charmer (1987: 3), English tenses directly deal with the
contractions of pattern that show time of an action or condition which most of the
students are always required to master by stating ideas using tenses. I sense that the
sentence we produce most conform to the English patterns in the expect modal.
According to Saleh (1991: 18), states the learners of English must be able to
select the process forms of words and put them in the correct order using structure in
order to communicate his or her thoughts. He or she should know how to use the
correct verb forms and structure, like statements or questions.
Based on statements or theories above, it can be concluded that the study and
the use of structure of the language should be more accurately and clearly. I f the
students know or master the structure well, they may their skills of the language and
/2 •
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'
5
the students should be able lo expand their skill for improving their knowledge in
order to they can develop their grammatical skill.
According to Surjadi and Koentjoro {1986: 229) there are 16 tenses in
English. In this study the writer is interested to take the simple present tense because
the students often get confused to use the right tense to express their ideas particularly
in using simple present tense.
In general, the simple present tense expresses events or situations that exist
always, usually, habitually; they exist now. have existed in the past, and probably will
exist in the future.
According to Idi Supono and Widie Cahaya (2004: 1), the simple present
tense is used to:
1) Express habitual actions or every day actions, example:
We eat rice every day
2) Express general activities or truths, example;
The sun rises in the east and sets in the west
This thesis deals with the simple present tense and take the topic in studying
simple present tense using verb pattern, we must know and understand the situation
of our sentences that we describe based on tense and verb patterns.
1.2 Problems of the Research
The problem of this research "is there significantly effective in studying
present tense using verb patterns made by the eighth grade students of SMP PTl
Palembang?"
6
1.3 Objectives of the Research
Based on the formulation above the objectives of this research is whether or
not effective studying present tense using verb patterns made by the eighth grade
students of SMP PTl Palembang.
1.4 Significances of the Research
By writing this thesis, the writer hopefully can enlarge her knowledge and get
a set of experiences in doing the educations research.
The result of this research is hopely can give a good contribution to our
education in English, the students and the teacher of English, the readers and for
further research.
1.5 Hypothesis
Based on the problems and objectives, the hypothesis is formulated:
1) Null hypothesis (Ho): it is not effective in studying simple present using verb
patterns made by the eight grade students of SMP PTl Palembang.
2) Alternative hypothesis (Ha): it is effective in studying simple present using verb
patterns made by the eight grade students of SMP PTl Palembang.
1.6 The Criteria for Testing the Hypothesis
The hypothesis was tested by means of t-test. Since the number of the sample
was 70 students and the significance level was 5% the t-critical value is 2.00. It
means that i f the t-obtained was less than 2.00 as its critical value. The null
7
hypotheses would be accepted and the alternative hypotheses would be rejected.
Conversely. If t-obtained was the same as or higher than 2.00. the null hypotheses
would be rejected. Consequently, the alternative hypotheses would be accepted.
CHAPTER H
LITERATURE REVIEW
This chapter describes (1) the concept of structure. (2) concept of tenses. (3)
kind of tenses, and (4) the definition of simple present tense.
2.1 The Concept of Structure
When we write, we have to realize whether the sentences are good or not. It
means that the structure in writing is important. Therefore, the idea or expression
conveyed can be understood by the reader if the sentences are in good structure.
Structure in English has many meanings. According to Christ (1978: 451)
grammar is the study of language structure - how words are put together to make
sense. Usage of grammar is the study of how people use words in various situations
to communicate effectively. According to Evison cited by Tuti Alawiyah (2006: 5)
structure is defined as the way in which something in put together and recognized.
Structure means the arrangement or interrelation of ail parts as a whole to put
together systematically. Meanwhile, Swan (1980: XIX) Said grammar is the rules that
say how words change to show different meaning and how they combined into
sentences.
The learners of English must be able to select the process former of words of
words and put them in the correct order, using the grammar in order lo communicate
his or her thought (Saleh, 1991:18).
9
English grammar is the science which teacher the fomi, used and relation of
the word of the English language. With the grammar, the students can increase
participants understanding of the concept of grammar and enhance the student's
awareness of formal and semantic issues in descriptive grammar.
2.2 Concept of Tenses
Tense means verb form that show the time of the action or slate (Oxford
learner's pocket dictionary: 444). All skills involve the tenses (Edwin, 1994: 35).
Guralmik (1982: 67) cited in Emma Emiliya in thesis (2005: 5) states that
sense means anymore o f the verb that shows the time of action. Tenses deal with
verbs and times. We may use tenses in sentences, before use them in sentences; we
have to know how to use them and also when use them in sentences.
2.3 Kind of Tenses
According to Deny Rhomdony, S.Ip (2002: 126) there are sixteen tenses, they
are:
Branching Method Scheme
16 tenses
*• Simple
^ Simple
> Continuous
Simple present
*• Present continuous
Present
*• Perfect
* Simple
^ Present perfect
> Continuous
^ Present perfect continuous
10
Simple
Simple
Simple past
Continuous
Past continuous
Past
Perfect
Simple
Simple
^ Past perfect
Continuous
^
perfect continuous
Simple
Simple future
Continuous
Future continuous
Future
Perfect
Simple
Simple
Future perfect
Continuous
Future perfect continuous
Simple
Simple past future
Continuous
Past future continuous
Past future
Perfect
Simple
Past future perfect
Continuous
Past future perfect continuous
2.4 The Concept of the Simple Present Tense
In general, the simple present tense expresses events or situations that exist
always, usually, habitually; they exist now, have existed in the past, and probably will
exist in the future. The present tense can be understood through this diagram below:
(Betty Schrampfer Azhar, 1992:2).
Now
A
Past )
STUDYING PRESENT T E N S E USING V E R B PATTERNS MADE B Y
T H E E I G H T GRADE STUDENTS O F SMP P T l PALEMBANG
THESIS
BY
F R E T T Y EFRIANTI
NIM 372006069
MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
AUGUST 2010
STUDYING PRESENT T E N S E USING V E R B PATTERNS MADE B Y
T H E E I G H T GRADE STUDENTS O F SMP P t l PALEMBANG
THESIS
PrcMBtcdto
Muhmmadiyah Uaiversity Palenbaag
in partial fnlfilncnt of the rcqniremcnts
for the degree of Sarjana in English Language Edncation
By
Fretty EllriaBti
NIM 372006069
MUHAMMADIYAH UNtVERSITV PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
Aagut2010
i
The thcsb written by Fretty Efrunti has been certified to be examined
Palembang, July 18,2010
Advisor I ,
Drs. H. Mnsiim Tnwi, MPd.
Palembang, July 13,2010
Advisor I I ,
This b to certify that Saijana's thcsb of Fretty Efrianti has been approved by
the Board of Examiners as the rcqnirement for the Sarjana degree
in Engibh L4mguagc Education
Drs. H . Muslim Twwi, M.Pd., Chairperson
Acknowledged by
The Head of
Approved by
The Dean of
iii
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Stiff,
ABSTRACT
Efrianti, Fretty. 2010. Studying Present Tense Using Verb Patterns Made by the Eight
Grade Students oj SMP PTl Palembang. Thesis, English Education Study Program.
Sarjana Degree (SI). Faculty of Teacher Training and Education Muhammadiyah
University Palembang. Advisors ( I ) Drs. K. Muslim Tuwi, M.Pd., (U) ITi Rositasari,
S.Pd., M.Pd.
Key words: studying, present tense, and verb pattern.
This thesis is entitled "Present Tense Using Verb Patterns Made by the Eight Grade
Students of SMP PTl Palembang". The main problem of this study was "is there
significantly effective in studying present tense using verb patterns made by the
eighth grade students of SMP PTl Palembang?". The objective of this research was
whether or not effective studying present tense using verb patterns made by the eighth
grade students of SMP PTl Palembang. An experimental method was used in this
study Population in this research was the Eight Grade Students of SMP PTl
Palembang in academic year of 2009/2010 consist of 107 students. The samples of
this research were 70 students, 35 as a control group and 35 as an experimental group.
The data were collected by test and questionnaire. Based on the result of the test there
are five majors finding, namely: ( I ) The result of pre-test in experimental group. (2)
The result of post-test in experimental group. (3) The result of pre-test in control
group, (4) The result of post-test in control group, and (5) The result of questionnaire.
The average score of pre-test in experimental group was 6.64, and the average of
post-test in experimental group was 7.5. The average score of pre-test in control
group was 4.2. and the average of post-test in control group was 5.3. The result of the
t-test was 5.09 and it was higher than 2.00 as its critical value. It indicates that
alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected
because t-obtained exceed the value of t-table. Based on the result of questionnaire,
several students found difficulties in using simple present tense, especially in
determining adverbs of frequency (89.04%). It can be concluded that (1) studying
present tense using verb pattern can increase students' ability in mastering simple
present tense (2) the most several difficulties of the students in determining adverbs
of frequency.
V
ACKNOWLEDGEMENTS
AlhamduUilahi robbil alamin. the writer would like to thank Allah SWT, for
his blessing which enables her to finish this thesis entitled "Studying Present Tense
using verb patterns made by the eight grade students of SMP PTl Palembang". This
thesis was written based on the research that the writer conducted on May, 17"' 2010
- May, 23^" 2010 at SMP PTl Palembang. She would like to express her appreciation
to the headmaster of SMP PTl Palembang and staff members for allowing her to
carry out the research, information, help and cooperation during her activities in
collecting the data for this thesis. This thesis was written to fulfill one of the
requirements to join Sarjana Examination at the Faculty of Teacher Training and
Education. Muhammadiyah University Palembang.
In writing this thesis the writer is very much indebted to a number of people
who help her. First of all, she would like to express her great gratitude to her advisors
Drs. Muslim Tuwi. M.Pd., and Tri Rositasari. S.Pd., M.Pd., who have patiently and
encouragingly guided her.
Second, she would like convey her deepest gratitude to Dean of Faculty of
Teacher Training and Education, Muhammadiyah University Palembang, the head of
Educational Study Program and all lecture who taught her during studies at the
English Education Study Program.
Finally, she is also very grateful to her beloved parents (Bastiar and Dahliati),
her brothers and sisters for their help, support, prayer, attention, and encouragement.
The writer realizes that this is still far from being perfect, therefore any
suggestion and comments are welcomed.
Palembang. August
2010
The writer.
F.E
CONTENTS
Pages
TITLE
i
A G R E E M E N T PAGE
ii
APPROVAL PAGE
iii
MOTTO
iv
ABSTRACT
v
ACKNOWLEDGEMENTS
vi
CONTENTS
vii
ix
L I S T OF T A B L E S
x
L I S T O F APPENDICES
CHAPTER I
CHAPTER 2
CHAPTER 3
INTRODUCTION
1.1 Background
1.2 Problems of the Research
1.2.1 Limitation of the Problems
1.2.2 Formulation of the Research
1.3 Objectives of the Research
1.4 Significances of the Research
1.5 Hypothesis
1.6 The Criteria for Testing the Hypothesis
LITERATURE REVIEW
2.1 Concept of Structure
2.2 Concept of Tenses
2.3 Kinds of Tenses
2.4 Concept of the Simple Present Tense
2.4.1 The Using of the Simple Present Tense
2.4.2 The Pattern of the Simple Present Tense
METHOD AND P R O C E D U R E
3.1 Operational Definitions
3.1.1 Definition of Studying. Simple Present Tense.
and Verb Pattern
3.2 Method of the Research
3.2.1 Variable of the Research
3.3 Population and Sample
3.3.1 Population
3.3.2 Sample
vii
1
5
5
6
6
6
7
7
8
9
9
10
11
11
16
16
16
17
18
18
18
3.4 Technique for Collecting Data
3.4.1 lest
3.4.2 Questionnaire
3.4.3 Validity
3.4.4 Reliability
3.5 Technique for Analysing Data
3.5.1 The Percentage Analysis
3.5.2 Matched t-Test
CHAPTER 4
CHAPTER 5
FINDINGS AND I N T E R P R E T A T I O N
4.1 Findings
4.1.1 The Pre-test Scores of the Students in the
Fxperimental Group
4.1.2 The Post-test Scores of the Students in the
Fxperimental Group
4.1.3 The Pre-test Scores of the Students in the
Control Group
4.1.4 The Post-test Scores of the Students in the
Control Group
4.1.5 Data Analysis
4.1.6 The Calculation of Matched t-te.sl
4.1.7 The Result of the Questionnaire
4.2 Interpretation of the Study
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
5.2 Suggestions
5.2.1 Teacher of English
5.2.2 The Students
5.2.3 The Institution
REFERENCES
APPENDICES
Vlll
19
19
20
20
21
25
25
26
28
28
30
31
33
34
37
28
40
42
23
28
29
29
L I S T OF T A B L E S
Tables
Pages
3.1 The Population
18
3.2 The Sample
19
3.3 Test Specification
21
3.4 The Result of Try Out
22
3.5 Conversion of the Difficulty Index
26
4.1 The Result of Pre-test in the Experimental Group
29
4.2 The Result of Post-test in the Experimental Group
30
4.3 The Score Distribution of Post-test in the Experimental Group
31
4.4 The Result of Pre-test in the Control Group
32
4.5 The Result of Post-test in the Control Group
33
4.6 The Score Distribution of Post-test in the Control Group
34
4.7 The Students' Scores in the Post-test of the Experimental Group and
Control Group
35
4.8 The Result of Questionnaires
38
ix
LIST O F APPENDICES
Appendix
Pages
1. The Material of the Test
46
2. The Key Answer o f the Test
48
3. The Questionnaire
49
4. Surat Kcputusan Dekan FKIP Universiias Muhammadiyah Palembang
51
5. Usui Judul Skripsi
52
6. Persetujuan Skripsi
53
7. Surat Permohonan Riset
54
8. Surat Koterangan Telah Mengadakan Penelitian di Lingkungan
SMP PTl Palembang
55
9. List of The Critical Value oft-Table
56
10. Kartu Laporan Kemajuan Bimbingan Skripsi
58
11. List of Critical Value of t-Table
60
X
CHAPTER I
INTRODUCTION
This chapter describes (1) background of the study (2) problem (3) objective
(4) significances (5) hypothesis, and (6) the criteria for testing the hypotheses.
1.1 Background
Every human being needs language in order to communicate and to express
ideas or thought. According to http./www.unixl.com, language is communication of
thoughts and feelings through a system of arbitrary signals, such as voice sounds,
gestures, or written symbols. One of the languages is English. English is as one of the
international language which is widely used all over the world. In Indonesia. English
is as the first foreign language.
English has been taught in Indonesia for more than a century, after the
establishment of formal education. English as the first foreign language is taught as a
compulsory subject from the seventh grade junior high school up to the first year of
university level (Saleh, 1997: 2). But nowadays English is also taught from grade
four until grade six in primary school as a local content.
According to the 1994 curriculum certain English language aspects should be
taught. It means that the stress of aim teaching English in school may have four main
language skills; they are listening, speaking, reading, and writing. To support the four
main language skills the students should master the language aspects. They are
pronunciation, structure (grammar), vocabulary, idiom and spelling.
1
2
In teaching English, five components of materials that should be taught to the
students of junior high school but the students still face some problems in learning il.
Sateh (1992: 22) states that the students in Indonesia face a lot of difficulties in
studying English, because of the differences between language system of the learners
and the target of the language.
In the Curriculum 2004 (CBC), the goals of teaching English as a foreign
language at high school are to develop the competency (or competence) and to
communicate in English orally and in writing (Saleh, 2005:7). The formation of this
curriculum requires the collaboration between school, regional characteristic, needs,
and condition. Beside that, we also know that the 2006 curriculum is called
Kurikulum Tingkat Satuan Pendidikan (KTSP); this curriculum is used by teacher in
teaching English. It states that one of the Objectives of English Subject at Junior High
School is to develop the ability of the students lo communicate in English. Grammar
as a form of written language has to be mastered by the students who learn English.
According to Saleh (1982: 7) learning a language includes familiar with the
situations in which the speakers of the language ordinarily use it, as well as with the
sound words and grammatical system. Saleh (1997: 3) states that the objective
learning in teaching four main language skills the students also have to learn about
structure il has correction with them.
This thesis focuses on the structure/grammar, since the issuing of the 1994
curriculum, the teaching of structure has been focused on function, which means the
structure is learnt on how to use and to problem. Actually, structure is important and
1
J
useful in communicalion. because i f one-person communities lo another person
without good structure, it can result in misunderstanding.
English is different from Indonesian language especially in using structure or
grammar, it means English is a new language for the Indonesian students. According
to Charles Fries cited by Tuti Alawiyah (2001: 2). English structure is the form of
ideas into the whole form, which each part arc formed into whole. Learning new
language gives knowledge how^ to put words together in right order and the
knowledge about their meaning.
According to Christ (1978: 451) states the objectives of teaching structure are
helped the students fomi and use of the right sentences orally as well in writing. The
mastery of structures enables the students to comprehend the written and oral English
material.
Grammar is one of the important aspects in English that the students should
learn. Grammar may have various possibilities of forms and arrangements. Students
need to be given grammatical rules i f they learn English successfully. According to
Bright and Mc Gregor (1970: 236) the foreign students must learn English grammar.
One of the items of grammar that should be taught at junior high school is
tenses. According to Charmer (1989: 3). since master of grammar particularly tense
are very important for the basic knowledge lo know, identify, form understanding,
and apply the whole language skills correctly. the>' need lo stud)' it effectively and
seriously to form the function of language they need to master grammatical aspects
well.
4
Every complexion and combination of sentences, i f the students make a
compares or study between English and Indonesian language, so they will be faced
will face a tense problem in English but not in Indonesian language. Therefore,
students must be able to understand and know how to produce the sentence by using
tenses in English.
Based on the experience of teaching practice (PPL) while I was teaching
about tenses, the English system is quite complicated but the most common problems
are:
1) How to form and use English tenses.
2) The mechanical manipulation of verb in easily learned through a few rules and
formulas.
3) The biggest problem is deciding which tense to be used in a given situation.
According lo Charmer (1987: 3), English tenses directly deal with the
contractions of pattern that show time of an action or condition which most of the
students are always required to master by stating ideas using tenses. I sense that the
sentence we produce most conform to the English patterns in the expect modal.
According to Saleh (1991: 18), states the learners of English must be able to
select the process forms of words and put them in the correct order using structure in
order to communicate his or her thoughts. He or she should know how to use the
correct verb forms and structure, like statements or questions.
Based on statements or theories above, it can be concluded that the study and
the use of structure of the language should be more accurately and clearly. I f the
students know or master the structure well, they may their skills of the language and
/2 •
r'
>/
'
5
the students should be able lo expand their skill for improving their knowledge in
order to they can develop their grammatical skill.
According to Surjadi and Koentjoro {1986: 229) there are 16 tenses in
English. In this study the writer is interested to take the simple present tense because
the students often get confused to use the right tense to express their ideas particularly
in using simple present tense.
In general, the simple present tense expresses events or situations that exist
always, usually, habitually; they exist now. have existed in the past, and probably will
exist in the future.
According to Idi Supono and Widie Cahaya (2004: 1), the simple present
tense is used to:
1) Express habitual actions or every day actions, example:
We eat rice every day
2) Express general activities or truths, example;
The sun rises in the east and sets in the west
This thesis deals with the simple present tense and take the topic in studying
simple present tense using verb pattern, we must know and understand the situation
of our sentences that we describe based on tense and verb patterns.
1.2 Problems of the Research
The problem of this research "is there significantly effective in studying
present tense using verb patterns made by the eighth grade students of SMP PTl
Palembang?"
6
1.3 Objectives of the Research
Based on the formulation above the objectives of this research is whether or
not effective studying present tense using verb patterns made by the eighth grade
students of SMP PTl Palembang.
1.4 Significances of the Research
By writing this thesis, the writer hopefully can enlarge her knowledge and get
a set of experiences in doing the educations research.
The result of this research is hopely can give a good contribution to our
education in English, the students and the teacher of English, the readers and for
further research.
1.5 Hypothesis
Based on the problems and objectives, the hypothesis is formulated:
1) Null hypothesis (Ho): it is not effective in studying simple present using verb
patterns made by the eight grade students of SMP PTl Palembang.
2) Alternative hypothesis (Ha): it is effective in studying simple present using verb
patterns made by the eight grade students of SMP PTl Palembang.
1.6 The Criteria for Testing the Hypothesis
The hypothesis was tested by means of t-test. Since the number of the sample
was 70 students and the significance level was 5% the t-critical value is 2.00. It
means that i f the t-obtained was less than 2.00 as its critical value. The null
7
hypotheses would be accepted and the alternative hypotheses would be rejected.
Conversely. If t-obtained was the same as or higher than 2.00. the null hypotheses
would be rejected. Consequently, the alternative hypotheses would be accepted.
CHAPTER H
LITERATURE REVIEW
This chapter describes (1) the concept of structure. (2) concept of tenses. (3)
kind of tenses, and (4) the definition of simple present tense.
2.1 The Concept of Structure
When we write, we have to realize whether the sentences are good or not. It
means that the structure in writing is important. Therefore, the idea or expression
conveyed can be understood by the reader if the sentences are in good structure.
Structure in English has many meanings. According to Christ (1978: 451)
grammar is the study of language structure - how words are put together to make
sense. Usage of grammar is the study of how people use words in various situations
to communicate effectively. According to Evison cited by Tuti Alawiyah (2006: 5)
structure is defined as the way in which something in put together and recognized.
Structure means the arrangement or interrelation of ail parts as a whole to put
together systematically. Meanwhile, Swan (1980: XIX) Said grammar is the rules that
say how words change to show different meaning and how they combined into
sentences.
The learners of English must be able to select the process former of words of
words and put them in the correct order, using the grammar in order lo communicate
his or her thought (Saleh, 1991:18).
9
English grammar is the science which teacher the fomi, used and relation of
the word of the English language. With the grammar, the students can increase
participants understanding of the concept of grammar and enhance the student's
awareness of formal and semantic issues in descriptive grammar.
2.2 Concept of Tenses
Tense means verb form that show the time of the action or slate (Oxford
learner's pocket dictionary: 444). All skills involve the tenses (Edwin, 1994: 35).
Guralmik (1982: 67) cited in Emma Emiliya in thesis (2005: 5) states that
sense means anymore o f the verb that shows the time of action. Tenses deal with
verbs and times. We may use tenses in sentences, before use them in sentences; we
have to know how to use them and also when use them in sentences.
2.3 Kind of Tenses
According to Deny Rhomdony, S.Ip (2002: 126) there are sixteen tenses, they
are:
Branching Method Scheme
16 tenses
*• Simple
^ Simple
> Continuous
Simple present
*• Present continuous
Present
*• Perfect
* Simple
^ Present perfect
> Continuous
^ Present perfect continuous
10
Simple
Simple
Simple past
Continuous
Past continuous
Past
Perfect
Simple
Simple
^ Past perfect
Continuous
^
perfect continuous
Simple
Simple future
Continuous
Future continuous
Future
Perfect
Simple
Simple
Future perfect
Continuous
Future perfect continuous
Simple
Simple past future
Continuous
Past future continuous
Past future
Perfect
Simple
Past future perfect
Continuous
Past future perfect continuous
2.4 The Concept of the Simple Present Tense
In general, the simple present tense expresses events or situations that exist
always, usually, habitually; they exist now, have existed in the past, and probably will
exist in the future. The present tense can be understood through this diagram below:
(Betty Schrampfer Azhar, 1992:2).
Now
A
Past )