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IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY

OF SIMPLE PAST TENSE IN WRITING

OF BUDI MULIA MINGGIR JUNIOR HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Bernadeta Ajeng Setia Pratami

Student Number: 031214055

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR PROFICIENCY

OF SIMPLE PAST TENSE IN WRITING

OF BUDI MULIA MINGGIR JUNIOR HIGH SCHOOL

A THESIS

Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Bernadeta Ajeng Setia Pratami

Student Number: 031214055

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITYYOGYAKARTA

2008

i


IMPROVING THE EIGHTH GRADE STUDENTS’ GRAMMAR


God will make a way

Where there seems to be no way

He works in ways we cannot see

He will make a way for me

He will be my guide

Hold me closely to His side

With love and strength for each new day

He will make a way

He will make a way

By a roadway in the wilderness

He’ll lead me

And rivers in the desert will I see

Heaven and earth will fade

But His love will still remain

He will do something new today

(Don Moen)

I dedicate this thesis to:

Jesus Christ

My Family


ACKNOWLEDGMENTS

First of all, I would like to praise and thank my beloved Jesus Christ and

Mother Mary for the wonderful grace, blessings, and guidance during this

difficult time in completing this thesis.

I would like to express my deepest gratitude to my major sponsor, F.X.

Ouda Teda Ena, S.Pd., M.Pd., who supported me with his beneficial suggestions

for my thesis during the thesis writing. My sincere gratitude goes to Christina

Kristiyani, S.Pd., M.Pd., my co-sponsor. Her support through many revisions

and corrections kept me positive to go to the next level. I also give thank to Mbak

Tari and Mbak Dani for helping me with the administrative matters.

I am truly indebted to Drs. Indarto, the principle of SMP Budi Mulia

Minggir who had permitted me to conduct this research. My special gratitude also

go to Gunawan, S.Pd., the English teacher for his willingness to spend his

precious time for every discussion, input, and suggestion. I also thank all of the

eighth grade students of Budi Mulia Minggir Junior High School as my research

participants.

My sincere gratitude goes to my beloved parents, Ignatius Harto Bsc and

Sri Hartini who always gave me support, encouragement and prayer. I also thank

my lovely sister, Brigitta Ayu Dwi Susanti.

I truthfully want to thank my best friends, Deonisia Tyas Yuniawati S.

Pd, Cipox, Joni, Margareta Anggari, Vika, Protz and Defri to be my best

friends who have given me their care and support. They have been part of my life

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and I hope that our friendship will never end. I also like to thank my friend at

Sanata Dharma, Anastasia Kiki Widiantari S.Pd, Reta ndut, Maria Melani

S.Pd, Ema, Maria Dyah Lintang S.Pd, Oliph, Lisa, Dudunk, Ana ‘04, Fajar

’04, Yesy and Indri ’04.

I also would like to thank to all Altar Tematik Crews, Bagong, Mardiz,

Cecep, Bakir, Ermi, The Gu2k man, Bin2, Ning2 and Krete for making me

smile when I was down.

Finally, I thank those whose names cannot be mentioned one by one, who

helped and support me. May God bless them all.

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TABLE OF CONTENTS

Page

TITLE PAGE .......................................................................................................i

APPROVAL PAGES ..........................................................................................ii

DEDICATION PAGE .........................................................................................iv

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

ACKNOWLEDGMENTS ...................................................................................vi

TABLE OF CONTENTS.....................................................................................viii

LIST OF TABLES ...............................................................................................xii

LIST OF FIGURES .............................................................................................xiii

LIST OF APPENDICES .....................................................................................xiv

ABSTRACT ........................................................................................................xv

ABSTRAK ...…………………………………………………………………….xvi

CHAPTER I. INTRODUCTION

A. Background of the Study.........................................................................1

B. Problem Formulation ..............................................................................3

C. Limitation of the Problem ......................................................................3

D. Objectives of the Study ...........................................................................4

E. Benefits of the Study ...............................................................................4

F. Definition of Terms .................................................................................5

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ..........................................................................8

1. The Teaching of English ....................................................................9

a. The Role of Language Teachers....................................................9

1) An Organizer in the Classroom ...............................................9

2) A Counsellor............................................................................10

3) A Monitor ................................................................................10

4) An Observer.............................................................................10

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5) A Model ....................................................................................11

6) A Resource of Knowledge and Direction..................................11

b. The Steps in Teaching Language ..................................................11

1) Selection ...................................................................................12

2) Gradation ...................................................................................12

3) Presentation ..............................................................................12

4) Repetition .................................................................................12

c. The factor in Second Language Acquisition ..................................13

1) Motivation ................................................................................13

2) Self- confidence ........................................................................13

3) Anxiety .....................................................................................14

d. Some Points in the Teaching of English .......................................14

1) Competition versus Co-operation .............................................14

2) Pleasure .....................................................................................15

3) Taking Pupils into One’s Confidence .......................................15

2. The Teaching of Writing .....................................................................15

a. Writing ...........................................................................................16

b. The Six Basic Understanding about the Writing Process .............16

1) Students Learn to Write by Writing .........................................17

2) Writing Expresses Thoughts by Writing ..................................17

3) Students Learn to Write by Reading..........................................17

4) Writing is Difficult ....................................................................18

5) Writing can be Taught .............................................................18

6) Writing is a Way of Learning in All Classrooms ......................18

c. Teaching Writing for the Second Year Students of Junior

High School....................................................................................19

3. The Teaching of Grammar ..................................................................19

a. Grammar ........................................................................................19

b. The Principle in Teaching Grammar .............................................21

1) Integrating both Inductive and Deductive Methods .................21

2) Using Tasks to Make Relate between Grammatical Form

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and Communicative Function .................................................21

3) Focusing on the Development of Procedural

rather than Declarative Knowledge .........................................22

c. The Nature of Grammar ................................................................22

1) Grammar is an Area of Knowledge...........................................22

2) When We Say something is Grammatical, We

Mean that it is Accurate ............................................................23

3) Grammar is Arbitrary ...............................................................23

d. The Learning of Grammar .............................................................23

1) Grammar is Acquired Naturally ..............................................23

2) Grammar Structures are Acquired in a Set Order …………… 24

e. Common Mistakes of Teaching Grammar ...................................24

4. Picture Stories as an Aid to Teaching Writing ....................................25

5. Classroom Action Research ................................................................26

B. Theoretical Framework..............................................................................30

CHAPTER III. METHODOLOGY

A. Research Method ..................................................................................32

B. Research Participants.................................................................................33

C. Research Instruments.................................................................................34

1. The Researcher as the Instrument ........................................................34

2. The ACTFL Proficiency Guidelines ....................................................35

3. Observation Sheet ...............................................................................36

D. Data Gathering Technique ........................................................................37

E. Data Analysis Techniques .......................................................................38

1. Analysis on the students’ grammar proficiency....................................38

a. The Usage of Simple Past Tense .....................................................38

b. The Pattern of Simple Past Tense ..................................................38

c. The Type of Verbs Used in Simple Past Tense ...............................39

2. Analysis on the cycles ..........................................................................40

F. Research Procedure ..................................................................................40

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1. Observation ..........................................................................................41

2. Reflection .............................................................................................41

3. Planning ...............................................................................................42

4. Action ...................................................................................................42

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS

A. Research Findings and Discussions ..........................................................43

1. The First Cycle .....................................................................................43

a. Observation .....................................................................................44

b. Reflection ........................................................................................45

c. Planning............................................................................................49

d. Action ...............................................................................................51

2. The Second Cycle ................................................................................54

a. Observation ......................................................................................55

b. Reflection .......................................................................................55

c. Planning............................................................................................56

d. Action. ..............................................................................................56

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ...............................................................................................60

B. Suggestions.................................................................................................62

REFERENCES ....................................................................................................64

APPENDICES .....................................................................................................65

xi


LIST OF TABLES

Table 3.1 Sentence Pattern that Used Full Verb ...………………………. 39

Table 3.2 Sentence Pattern that Used Past to be .……………………….. 39

Table 4.1 The Errors of Students’ Writing Product before and after Imple

mentation of the First Cycle …………………………………. 54

Table 4.2 The Errors of Students’ Writing Product after the Implementation

in the First Cycle and the Implementation in the Second

Cycle ………………………………………………………….. 58

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LIST OF FIGURES

Figure Page

2.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………... 28

2.2 Harmer’s Action Research Cycle (Harmer, 2002: 40) …………………. 30

3.1 The Action-Reflection Cycle (Riding, Fowell, and Phil, 1995) ………... 41

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LIST OF APPENDICES

Page

Appendix 1. Letter of Inquiry to Conduct a Research ……………….. 66

Appendix 2. Letter of Recommendation that the Research has been Con

ducted ……………………………………………………. 68

Appendix 3. The Example of Students’ Errors in Writing …………… 69

Appendix 4. The Percentage Errors of Students’ Writing Product before

the Implementation …….....……….................................. 72

Appendix 5. The Percentage Errors of Students’ Writing Product after

the Implementation in the First Cycle …………………. 73

Appendix 6. The Percentage Errors of Students’ Writing Product after

the Implementation in the Second cycle ………….….… 74

Appendix 7 The Students’ Writing Product ...………………………… 75

Appendix 8. Syllabus …………………………………………………. 91

Appendix 9. Lesson Plans ……………………………………………. 93

Appendix 10. Teaching Materials ……………………………………… 104

Appendix 11. The ACTFL Proficiency Guidelines of Writing……….. 118

Appendix 12. Observation Sheet ……………………………………… 120

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ABSTRACT

Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia MinggirJunior High School. Yogyakarta: English Language Education Study Program,Sanata Dharma University.

The research focused on how to improve the eighth grade students’grammar proficiency of simple past tense in writing. This research was aimed atfinding out the students’ grammar proficiency of simple past tense in writing andat proposing the appropriate teaching strategy to improve the students’ grammarproficiency of simple past tense in writing. There were two problems in thisresearch. The first was what the eighth grade students’ grammar proficiency ofsimple past tense in writing of Budi Mulia Minggir Junior High School was. Thesecond was how the eighth grade students’ grammar proficiency of simple pasttense in writing of Budi Mulia Minggir Junior High School can be improved.

The researcher discovered some problems occurring in the class whichwere related to the students’ grammar proficiency of simple past tense in writing.First, most of the students had difficulties in writing their past experience in atleast four sentences. Second, the students could not write a good narrativeaccurately in writing because they had no sufficient knowledge of simple pasttense. The students had not yet mastered the simple past tense. They did not knowthe past verb form in the simple past tense. In fact, writing should begrammatically correct. Third, most of the students already had ideas in their mindsbut they could not put the ideas into good writing. The researcher conductedClassroom Action research with the eighth grade students of Budi Mulia Minggiras the subjects to solve the research problems. The number of participants wasfive out of twenty-four students of the eighth grade students of Budi MuliaMinggir Junior High School. Two cycles were conducted in this ClassroomAction Research. The researcher was as the research instrument in order to gainthe data. Besides, the observation sheet was employed also to obtain the data.

At the initial of the research, the researcher discovered that the majority ofthe students were intermediate low level students in writing. The five studentswere intermediate low level student in writing and they were selected as thesubjects of the research. The researcher employed the model of narrative text withthe picture story which enabled the teacher to use both inductive and deductivemethod in the first and second cycle. After reflecting on the fact-findings, fivestudents improved their grammar proficiency of simple past tense in writing. Fivestudents made progress. They were in intermediate mid level. They could alreadywrite with a few frequent errors of simple past tense in writing. So, the researcherconcluded that the inductive and deductive method were effective to improve theeighth grade students’ grammar proficiency of simple past tense in writing of BudiMulia Minggir Junior High School.

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ABSTRAK

Ajeng Setia Pratami, Bernadeta. 2008. Improving the Eighth Grade Students’Grammar Proficiency of Simple Past Tense in Writing of Budi Mulia MinggirJunior High School. Yogyakarta: Pendidikan Bahasa Inggris, Universitas SanataDharma.

Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaikikecakapan siswa kelas delapan dalam tata bahasa simple past tense dalam menulisberbahasa Inggris di SMP Budi Mulia Minggir. Penelitian ini bertujuan untukmengetahui tingkat kecakapan siswa kelas delapan dalam tata bahasa simple pasttense dalam menulis bahasa Inggris dan untuk mengusulkan strategi mengajaryang tepat untuk memperbaiki kecakapan siswa kelas delapan dalam tata bahasasimple past tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yangpertama yaitu apa tingkat kecakapan siswa kelas delapan dalam tata bahasa simplepast tense dalam menulis bahasa Inggris di SMP Budi Mulia Minggir.Permasalahan yang kedua yaitu bagaimana tingkat kecakapan siswa kelas VIIIdalam tata bahasa simple past tense dalam menulis bahasa Inggris di SMP BudiMulia Minggir dapat diperbaiki.

Peneliti menemukan beberapa masalah yang muncul di kelas yangberkaitan dengan kecakapan siswa dalam tata bahasa simple past tense dalammenulis bahasa Inggris. Pertama, kebanyakan siswa mepunyai kesulitan dalammenulis pengalaman mereka sekurang- kurangnya empat kalimat. Merekamempunyai kesulitan dalam mengungkapkan pengalaman yang mereka lakukanpada hari kemarin dalam bentuk tulisan. Kedua, siswa tidak dapat menulis sebuahcerita narrative secara akurat dalam menulis bahasa Inggris karena mereka tidakmempunyai pengetahuan cukup tentang simple past tense. Siswa belummenguasai simple past tense. Mereka tidak mengetahui bentuk kata kerja lampaudalam simple past tense. Padahal, menulis bahasa Inggris seharusnya tatabahasanya benar. Ketiga, kebanyakan siswa sudah mempunyai ide- ide dalampikirannya masing- masing tetapi mereka tidak dapat meletakkan ide- ide tersebutke dalam tulisan yang baik. Peneliti mengadakan sebuah penelitian yang disebutClassroom Action Research, dengan siswa kelas VIII di SMP Budi Mulia Minggirsebagai subyek atau partisipan dalam penelitian in untuk menjawab permasalahantersebut. Jumplah partisipan dalam penelitian ini adalah 5 dari 24 siswa yangdiambil dari satu kelas, yaitu kelas VIII. Dalam penelitian ini terdapat dua siklus.Peneliti sebagai alat untuk mendapatkan data. Selain itu, observation sheet jugadigunakan untuk mendapatkan data yang di butuhkan.

Pada awal penelitian, peneliti menemukan bahwa sebagian besar siswaberada pada tingkat menengah. Mereka dipilih menjadi subjek atau partisipandalam penelitian ini. Peneliti menggunakan model dari narrative teks dengancerita bergambar yang memungkinkan penggunaan baik metode induktive dandeductive pada siklus pertama dan kedua. Setelah merefleksikan penemuan daridata-data yang diperoleh, kelima murid dapat meningkatkan tingkat kecakapantata bahasa siswa dalam simple past tense dalam menulis Inggris. Kelima murid

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tersebut membuat kemajuan. Mereka berada dalam tingkat menengah sedangdengan kesalahan- kesalahan tata bahasa simple past tense yang sedikit dalammenulis Inggris. Peneliti menyimpulkan bahwa metode induktif dan deduktifefektif untuk meningkatkan tingkat kecakapan tata bahasa siswa kelas VIII dalamsimple past tense dalam menulis Inggris di SMP Budi Mulia Minggir.

xvii


CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the study, the

problem formulation, limitation of the problem, the research objectives, the

benefits of this research, and definition of terms used in the thesis.

A. Background of the Study

English is one of the compulsory subjects that has to be learned at school

in Indonesia. There are four skills to be focused in teaching English. Those are

reading, listening, speaking, and writing. Nevertheless, teachers cannot put aside

grammar inasmuch as it plays an essential role in the language. By mastering the

grammar of the language, the students are able to write well by producing correct

sentences. As stated by Nunan (2003: 154), sentences should be made by using

and applying the rules of grammar to make those sentences receivable and

understandable. Hence, it is clear that the place of grammar becomes essential for

students in order to produce correct sentences. Grammar is also important to

support communication. Littlewood (1983: 77) argues that the mastery of

grammar is important to support communication. The knowledge of grammar is a

basic requirement for using a language since this knowledge provides language

users with the frames, rules, and patterns for constructing sentences as well as

understanding others. Comprehending the knowledge of how to construct words

together and identifying the types of words and word groups in good sentences

enable students to communicate with each other clearly and effectively.

1


Grammar has a big influence on the four English skills such as writing,

speaking, reading, and listening. As stated by Walter (2004: 35), grammatical

competence is important to be assigned in English skills especially in accurate

writing and fluent speaking. While, Paulston and Bratt (1976: 1) also point out

that grammar is related to all language English skills since grammar can be found

in writing, listening comprehension, speaking and reading. Meanwhile, Hill

(1960: 2) states that the grammatical structures that have to be acquired for

writing a composition on given picture stories must be considered. Hence, the

students must practice the structures needed with the class beforehand. In short,

grammar is integrated with writing as one of English skills.

This thesis discusses the importance of grammar in writing for Junior High

School. The researcher has been teaching English Extracurricular for several years

in Budi Mulia Minggir Junior High School and discovered a problem related with

the students’ grammar mastery in writing. There were some difficulties the

students encountered in learning English. They had difficulty in expressing the

ideas in the form of writing. In addition, the students could not write a good

narrative accurately because they had no sufficient knowledge of simple past

tense. Based on informal questions given to the students, grammar was difficult to

learn and understand. The researcher also found a fact that the students often

made errors when they did grammar exercises, such as getting confused whether

they should use simple present or simple past in filling in writing a composition.

The researcher focuses on the eighth grade students of Junior High School.

There are two considerations why the researcher chooses the eighth grade students

of Junior High School as the population of interest. First, Junior High School is a

level at which the students will continue their study to the higher level the i.e.

2


Senior High School or Vocational High School. When the students have mastered

sufficient proficiency of English from the previous level, they will find it easier to

learn English at the next level. Second, the students can prepare themselves to

face the exam better. Apparently, the government has stipulated the minimum

requirements that must be satisfied by the students so as to pass the final

examination. According to the letter of the government, Keputusan Kepala Dinas

Pendidikan Propinsi DIY (2008: 16), the standard of minimum scores for certain

subjects taught at school is 5,25. In response to this, the researcher’s concern is to

help the students improve the students’ grammar proficiency of simple past tense

in writing.

B. Problem Formulation

In relation to the background mentioned before, the problems are

formulated as follows:

1. What is the eighth grade students’ grammar proficiency of simple past tense in

writing of Budi Mulia Minggir Junior High School?

2. How can the eighth grade students’ grammar proficiency of simple past tense

in writing of Budi Mulia Minggir Junior High School be improved?

C. Limitation of the Problem

It cannot be denied that grammar occupies an important role for students in

learning English especially in writing. Understanding grammar enables the

students to produce and express the sentences clearly and understandably both in

spoken and written way for their listeners or readers. This research focuses on

improving students’ grammar proficiency of simple past tense in writing for the

3


eighth grade students of Budi Mulia Minggir Junior High School. Thus, this

research discusses teachers’ way to teach grammar in writing for the students in

Budi Mulia Minggir Junior High School. This study is to make the students write

accurately by using the appropriate past verb forms and past to be (was and were)

in simple past tense. The researcher tries to look for what teaching strategy and

teaching methods are appropriate for them. It is hoped the teaching strategy could

improve their grammar proficiency of simple past tense in writing. This research

is limited for the eighth grade students of Budi Mulia Minggir Junior High School

of academic year of 2007/2008.

D. Objectives of the Study

Considering the formulation of the problems, the objectives of this

research are:

1. To observe the eighth grade students’ grammar proficiency of simple past

tense in writing of Budi Mulia Minggir Junior High School.

2. To propose the teaching strategy to improve the eighth grade students’

grammar proficiency of simple past tense in writing of Budi Mulia Minggir

Junior High School.

E. Benefits of the Study

After the researcher conducts this research, it is expected to give valuable

contribution for the some people as follows:

1. The researcher

By improving students’ grammar proficiency of simple past tense in writing,

it is expected the researcher will acquire new experience in applying methods

and strategies used in this research.

4


2. The teachers

It is expected that the eighth grade English teachers of Budi Mulia Minggir

Junior High School will be able to look for and apply certain strategies used

to improve, motivate, and help the students learn grammar in writing.

Hopefully, the teachers will teach better in order to solve the students’

problem.

3. The students

For the eighth grade, hopefully the students are able to improve their

grammar mastery of simple past tense in writing. The students will also

comprehend and understand this language focus, grammar, which is learnt in

the learning process easier. Afterwards, they are able to write well by

applying grammar appropriately.

F. Definition of Terms

In this part, the researcher would like to present the definition of terms in

this research in order to avoid misunderstanding.

1. Grammar

Richard, Platt and Weber (1985) as cited in Nunan (1999: 7) said that

“Grammar is a description of structure of a language and the way in which

linguistic units such as words and phrases are combined to produce sentences in

the language.”

According to Littlewood (1983: 77), the mastery of grammar is important to

support communication. Grammar is a basic requirement for using a language

5


since this knowledge provides language users with the frames, rules, and patterns

for constructing sentences as well as understanding others.

In this study, grammar refers to the way how to construct sentences by

using words and phrases correctly. It has an important role for the learner in

mastering English. Grammar makes the learner know how to make the right

sentences by using its rule and its pattern. By having sufficient knowledge of

grammar, the students can write well since grammar influences the students’

writing product.

2. Writing

As Nunan (2003: 88) writes in her book, writing is finding ideas and then

expressing those ideas by organizing into statements and paragraphs in order.

Nunan (2003: 88) also adds that the purpose of writing is to express and impress.

In this case, writing is as a way to express and impress what ideas, thought, and

feelings the writer has in the written form of English. Meanwhile, writing is “a

productive skill” (Harmer, 1991: 16) which requires the students to produce a

written form of English. In this study, writing refers to students’ ideas, thought

and feeling that are expressed in the written form.

3. Proficiency

“Proficiency is level of competence in English” (Davies and Pearse, 2008:

208). Based on the definition above, proficiency refers to the level of students’

ability in English.

4. Picture Story

Littlewood (1983: 33) states that a picture story is a series of pictures. The

pictures are cut up into its separate. There are four pictures in a picture story.

6


5. Eighth Grade

Junior High School is generally called as SMP (Sekolah Menengah

Pertama). The students entering Junior High School are those who have passed

the Elementary School. Junior High School is divided into three grades. After one

year they learn in the seventh grade of Junior High School, the students will enter

the next level, that is, the eighth grade students of Junior High School.

7


CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents a discussion on related literature

which underlies the topic of the research. This chapter is divided into two major

parts. In the first major part, the researcher would like to present the theoretical

description. It includes some theories which underlie the study. The theories are

The Teaching of English, The Teaching of Writing, The Teaching of Grammar,

The Classroom Action Research. The second major part is the theoretical

framework. In this part, the researcher draws a framework based on her review of

the related theories.

A. Theoretical Description

This section consists of some related theories which are used to support

and conduct the accomplishment of this research. As stated in the introduction

paragraph, there are five related theories in this study. The first one is about the

teaching of English. It includes the principles and techniques in teaching English

as second language. The second main part is about the teaching of writing. Then,

the third main part is about the teaching of grammar. It covers the definition of

grammar, the nature of teaching grammar, the principle in teaching grammar, and

common mistakes of teaching grammar. The forth is picture stories as an aid to

teach writing. The last one is about the Classroom Action Research (CAR). It

discusses the definition of classroom research and the phases of Classroom Action

Research.

8


1. The Teaching of English

English is one of the compulsory subjects at schools in Indonesia

nowadays. For students, English is one of the difficult subjects. In teaching

English for Junior High School, there are four skills that should be focused. Those

skills are listening, speaking, reading, and writing. Besides, there are many

elements to be learned in mastering English such as vocabulary, pronunciation

and grammar. Therefore, English is not easy to be learnt by the students.

a. The Role of Language Teachers

The teachers hold important role of the success of teaching English.

Setiyadi (2006: 18-19) points out the roles of language teachers into six roles, the

teacher as an organizer in the classroom, the teacher as a counselor, the teacher as

a monitor, the teacher as an observer, the teacher as a model, and language teacher

functions as a resource of knowledge and direction. The roles are described as

follows.

1) An Organizer of the Classroom

Setiyadi (2006: 18) states that the teachers have to manage the class and

make it discipline. It is for creating an affective atmosphere for student. Asking

the students questions are a way to create an affective atmosphere so that they are

not passive in the classroom activities. Gebhard (1996: 58) also points out that the

teachers have to afford to manage the classroom. This attempt can promote

interaction among the teacher and the students. To enable the teachers manage the

classroom, there are some points the teachers should know to be able to manage

9


the classroom. The teachers engineer the amount of classroom talk, control the

way used to give instructions, make group and pair work, keep learners on talk

and make language comprehensible to students.

2) A Counselor

As stated by Setiyadi (2006: 18), the teacher functions as a counselor. The

teacher must help the students, when they have difficulties. He or she has to solve

and answer problems which the learners have. Moreover, the teachers’ role is also

to help the learners to master what they learn. Thus, the teacher is as a counselor.

3) A Monitor

Setiyadi (2006: 18) says that the teacher functions as a motivator. The

teacher should motivate their students. The teacher can give the encouragement to

the students by giving compliments. By doing so, the students will motivate. For

instance, the teacher can give positive feedback by saying “good”, “very good”,

“great job”, or something else when the students can answer questions given with

correctly answer. Another example is by giving positive feedback after they do

assignments.

4) An Observer

As stated by Setiyadi (2006: 18), the teacher as an observer. If the students

make some errors, the teacher should point out the errors they have done.

Afterwards, the teacher tries to solve the problems by giving treatment. Then, the

teacher can ask the learners to correct that error.

10


5) A Model

The teacher’s role is as a model for producing correct expressions as stated

by Setiyadi (2006: 18). The teacher points out what the errors have been made by

the learners. Then, the teacher asks them to correct those errors.

6) Language Teacher Functions as a Resource of Knowledge and Direction

The teacher’s role becomes more dominant than the learners as stated by

Setiyadi (2006: 19). Moreover, the teacher can choose the materials to be used

which are related to the teaching. Gebhard (1996: 58) states that the teacher has

the role of “text adapter”. It means the teacher decides the textbooks which are

relevant to the lesson.

Further, Finocchiro (1969: 20) also adds about the role of the teacher. He

states that the teacher is not only to transmit his or her knowledge of English but

also to give his or her interest in their students as human being, desire for them to

learn, and also enthusiasm.

The roles of the learners are varied. It depends on the role of the teachers. As

pointed out by Setiyadi (2006: 19), when the position of a teacher is more active,

the learner will be less silent in the classroom and vice versa.

b. The Steps in Teaching Language

According to Mackey (1975) as cited in Setiyadi (2006: 13) there are four

steps that should be included in teaching language. The steps are selection,

gradation, presentation, and repetition. The steps are described as follows.

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1) Selection

In teaching English, there are many aspects of a language. Setiyadi (2006:

13) says that the teacher should select which parts that is relevant to the topic. The

teacher will find difficulties if he or she teaches the whole parts of a language.

Besides, it will be effective for the learners to focus on topic given in the learning

process. Then, it is hoped they can learn better.

2) Gradation

The teacher cannot teach the whole parts as pointed out by Setiyadi (2006:

13). Furthermore, the teacher should choose the part and make it in the good

order. The learning process which is in a good order will also help students and

the teacher.

3) Presentation

The teacher needs to communicate in transmitting the materials that the

teachers wish to teach with their students. It is impossible for the teacher to teach

materials chosen without having communication to somebody as stated by

Setiyadi (2006: 13). Thus, the teacher uses the part of presentation as a way to

communicate.

4) Repetition

Setiyadi (2006:13) says that the teacher should ask the students to repeat

the materials that they have learnt. It is done to make the students comprehend

and remember more about the materials that they have learnt. Furthermore, the

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teacher should teach language skills with practice. According to Setiyadi (2006:

13) “all skills depend on practice.” Therefore, practice must be included in

teaching language. Bright (1970: 4) also has the same opinion with Setiyadi that

by doing practice, the students can acquire the skills. The students must practice

since it is very important for them.

c. The Factors in Second Language Acquisition

There are some factors related to success in second language acquisition.

Krashen (1982: 31) states the factors in second language acquisition into three.

They are factors, motivation, self-confidence, and anxiety. Those factors are

described as follows.

1) Motivation

The learners who have high motivation usually will do the second

language acquisition better as said by Krashen (1982: 31). So, if the learners do

not have the motivation, they will perform badly. The learners do not pay

attention to the teacher. Besides, they might make noise in the class.

2) Self- confidence

Krashen (1982: 31) states that the learners who have high self-confidence

and good self-image would do better in second language acquisition. The learners

are not afraid to answer the teacher’s question even though their answer may be

wrong. The learners who have high self-confidence also help the teacher to make

the classroom atmosphere better.

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3) Anxiety

It cannot be denied that a learner sometimes feels anxious. Krashen (1982:

31) says that the learner feels anxious in mastering some topic while studying in

class. Basically, the learner feels anxious because they do not understand the

lesson that is being studied. Having low anxiety can disturb the second language

acquisition process, personal involvement or classroom anxiety.

d. Some Points in the Teaching of English

The success of transferring knowledge in teaching English as second

language does not only depend on how far the teacher masters the lesson. He or

she must know some language teaching techniques. In accordance with this, as

pointed out by Bright (1970: 4-7) the teacher ought to concern some points in the

teaching of English. Those points are competition versus co-operation, pleasure,

and taking pupils into one’s confidence. Those points are described in the

following sections.

1) Competition versus Co-operation

Bright (1970: 4) says that the pupils feel education is a race which only a

few pupils can win. The pupils compete each other in the class in order to be a

winner and pass the examination. Nevertheless, education is not a competition.

There are some ways to encourage our pupils in learning. Basically, there are two

basic attitudes. The first is asking them to work as individually against each other,

if it is easy and divisive. The second is helping then to work with each other

which is difficult, uniting, and good.

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2) Pleasure

Enjoyment is one factor that influences the learning as stated by Bright

(1970: 5). So, if the learners feel enjoyable, they will perform well. Therefore, the

teacher should make the language activities enjoyable. It is expected that the

teaching process is not exhausting but the teaching process is enjoyable.

3) Taking Pupils into One’s Confidence

The teacher has to teach and explain to the pupils as clearly as the teacher

can do as pointed out by Bright (1970: 5). This attempt is to make the pupils learn

well and better in class. It also makes the pupils enjoy their language learning

activities. Besides, it can maintain their confidence.

2. The Teaching of Writing

Writing can be used as a way to communicate our ideas, thought, and

feelings. In many Junior High Schools, writing is learnt since it is a skill in

learning English. In addition, it is written in School Based Curriculum that there

are four skills focused and writing is one of them. However, many students think

that writing is difficult. As stated in Tiedt’s work (1989: 6), writing is not easy

and it needs hard work. The students are expected to be able to produce accurate

and correct written work while doing writing activity in the class. That is the

problem that most of students have. Thus, it leads them to have low motivation in

learning writing. As a result, the English teachers have to know and understand

the nature of writing in order to teach and improve the students’ writing.

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a. Writing

There are some definitions of writing. As stated by Nunan (2003: 88),

writing is finding ideas and then expressing those ideas by organizing into

statements and paragraph in order. Nunan (2003: 88) also adds that the purpose of

writing is to express and impress. It means that writing is to express and impress

the ideas, thought and feelings the writer has in the written form of English.

According to Tiedt (1989: 1), writing is a method in which the ideas are

expressed. Furthermore, writing may appear in classrooms and everywhere. He

also adds (1989:2) that writing is said as a way to express what is being thought,

thus writing can be developed through learning and thinking in classrooms.

Writing is “a productive skill” (Harmer, 1991: 16) which requires the

students to produce a written form of English. In addition, writing is “a slower

process” (Bismoko, 1976: 96). The students need more time to think, find ideas

about what they will write. They also must consider the element to be written in

writing.

Based on definitions above, writing is considered as a tool to express the

ideas, thought, feelings we have in our mind and produce them in the written

form. Nevertheless, it is essential to notice grammar. By doing so, the students

can make accurate and good writing product.

b. The Six Basic Understanding about the Writing Process

In teaching writing, there are six basic understanding about writing process

as pointed out by Tiedt (1989:3-7). The six basic understanding about the writing

process are students learn to write by writing, students express thoughts by

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writing, students learn to write by reading, writing is difficult, writing can be

taught, and writing is a way of learning in all classrooms. The basic

understandings about the writing process are described as follows.

1) Students Learn to Write by Writing

Tiedt (1989:3-4) states that the teacher must ask the students to write in

teaching writing. By doing so, the students can learn to write. It cannot be denied,

if someone wants to be able to sing, he or she must sing. Hence, the students

practice writing in different forms in order that they are able to write.

2) Students Express Thoughts by Writing

Tiedt (1989:4) points out that the students should see the relationship

between thinking and writing processes. The students need to recognize what they

have in their own mind and also what ideas they posses. It is important to

encourage them to express those ideas in writing.

3) Students Learn to Write by Reading

Tiedt (1989: 4-5) says that when students observe reading, they learn to

write. They will analyze the writing is and the forms are. Besides, the students

also observe the ways used by the writer to present ideas, the language and the

structure of sentences. Moreover, they notice the use of punctuation and

capitalization or the spelling by reading. In addition, sometimes the students also

learn to write by reading the sample writing product.

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4) Writing is Difficult

Tiedt (1989: 6) states that it needs hard work to write since the students

have to think first and then express what they are thinking. Furthermore, they

have to notice the spelling and the mechanism in writing. The teachers are

expected to recognize the difficulty of writing that the students have. Encouraging

the students to talk ideas they have is a way to help them. Besides, asking them to

organize their thoughts is another way in helping students, for instance, clustering

their ideas on paper.

5) Writing can be Taught

Tiedt (1989: 6) says that writing can be taught to students. The students are

engaged to identify the qualities of good writing. They also establish criteria for

judging the success of their own writing. The students are motivated to invent and

write in their composition by doing it.

6) Writing is a Way of Learning in All Classrooms

Tiedt (1989: 7) points out that the students employ writing to express their

thoughts. Teacher has to make criteria for each writing activity with the students.

Writing is also as a way of communicating thought in any subject area. Therefore,

the teacher can use writing in the history or biology class rather that teaching

writing in an English class. Therefore, it is said that writing is a way of learning in

all classroom.

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c. Teaching Writing for the Second Year Students of Junior High School

Based on School Based Curriculum (2006: 287- 290) there are two basic

competences in writing skill for the second of junior high school in teaching

writing. As a consequence, the students are required to do those two things. The

students are asked to express the meaning in functional written text and simple

short essay in the form of recount and narrative to interact with the around

environment. Those statements are clearly stated as the standard competency in

the syllabus development.

Related to the syllabus development, the students are asked to write simple

short essays in the form of narration. The reason is that the students can learn how

to write short essays in the form of narration correctly and appropriately. Besides,

the students are assigned to write it by using the correct grammar. The students

are expected to use simple past tense in writing simple short essay. Finally, the

students are able to write the simple short essay by using simple past

appropriately.

3. The Teaching of Grammar

Grammar cannot be separated in teaching and learning English since it

influences the students’ ability in order to understand English especially in writing

as stated by Paulston and Bratt (1971: 1). Hence, some experts in language, called

linguists, concern about grammar.

a. Grammar

There are some definitions of grammar. Many linguists try to make

definitions about what grammar is. Their grammar definitions are varied.

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Therefore, grammar has multiple meanings. Richard et al. (1985), as cited in

Nunan (2003: 154) said that “Grammar is a description of structure of a language

and the way in which linguistic units such as words and phrases are combined to

produce sentences in the language.” It means grammar is the structure of a

language used by the learners or students to make sentences. It includes the way

how to construct sentences by using words and phrases correctly.

According to Nunan (1999: 97) there are three definitions of grammar.

(1) An analysis of the structure of a language, either as encountered in

a corpus of speech or writing (a performance grammar) or as predictive

of a speaker’s knowledge (a competence grammar). (2) An analysis of

the structural properties which define human language (a universal

grammar). (3) A level of structural organization, which can be studied

independently of phonology and semantics.

Based on the definition above, Nunan wants to say that grammar is considered as

an analysis of the structure of a language which can be found in writing, called as

a performance grammar and if it is found in speaking called as a competence

grammar. Furthermore, he defines that grammar is a universal grammar in which

human language included as the analysis of the “structural properties”. Nunan

also gives explanation that in grammar there is organization of structural in which

phonology and semantics are included here.

From the definition of grammar which is written above, there are different

opinions about grammar from many linguists. Nevertheless, basically grammar is

such a set of rule of a language. Those rules are used to produce a sentence

correctly and appropriately.

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b. The Principles for Teaching Grammar

Nunan (2003: 158-160) divides the principle in teaching grammar into

three principles, integrating both inductive and deductive methods, using tasks

that make the relationship between grammatical form and communicative

function are clear, and focusing on the development of procedural rather that

declarative knowledge. The principles are described as follows.

1) Integrating both Inductive and Deductive Methods

Nunan (2003: 158) says that the teacher uses both inductive and deductive

methods in teaching grammar. Deductive method allows the teacher to explain

grammatical point which is being studied and give rules with exercises to help the

students in mastering grammar. While in inductive methods, the teacher gives

chance to the students to discover or find out the grammar rules by themselves.

The teacher also gives some examples of language structure. By doing so, the

students are easy in mastering grammar.

2) Using Tasks to Make Relate between Grammatical Form and

Communicative Function

In order to make the students succeed in learning grammar, they are given

a lot of tasks. It is expected that grammar tasks not only focus on the grammatical

form but also on the communicative context as said by Nunan (2003: 159).

Grammar is used in a context in order to show the relationship between the

grammatical form and the communicative function.

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3) Focusing on the Development of Procedural rather than Declarative

Knowledge

Nunan (2003: 160) states that procedural knowledge is expected to make

the students are able to apply the grammar knowledge in daily communication.

Therefore, the students not only memorize the grammar rules but also use them

for communication.

Three principles of teaching grammar above are used as guidelines by the

researcher herself in doing this research. Those principles are beneficial so those

they have to be considered. These principles can also help the researcher in

conducting this study.

c. The Nature of Grammar

According to Larsen-Freeman (2003: 13-19), there are three statements

about the nature of grammar. The four statements about the nature of grammar are

described as follows.

1) Grammar is an Area of Knowledge

As stated by Larsen-Freeman (2003: 13) grammar is defined as an area of

knowledge that linguists and language teachers study. Therefore, a teacher teaches

grammar in order that her students not only know grammatical knowledge, but

also use the knowledge of grammar. Furthermore, the students are asked not only

to memorize rules, but also to use it when having conversation or writing for

instance. Nevertheless, as stated by Larsen-Freeman (2003: 13) grammar is also

said as a skill rather than an area of knowledge. The skill is important in

developing the students’ ability to do something.

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2) When We Say Something is Grammatical, We Mean that It is Accurate

As pointed out by Larsen-Freeman (2003: 13-14) a sentence is said to be

grammatical if it has accuracy, for instance if a student said It’s a pencil on the

table. The sentence has accuracy therefore it is said to be grammatical. However,

grammar is seen not only from their accuracy for but also from the

meaningfulness and the appropriateness.

3) Grammar is Arbitrary

English language employs a particular form to convey a particular meaning

of sentence as stated by Larsen-Freeman (2003: 16). It makes English grammar is

arbitrary. In making past tense sentence, for example, it needs to add –ed/ d/ ied

for regular verbs. Therefore, grammar is arbitrary.

d. The Learning of Grammar

Larsen-Freeman (2003: 19-21) points out that there are one statement

about the learning of grammar. The two statements are described as follows.

1) Grammar is Acquired Naturally

Grammar can be acquired naturally if the learners live in the environment

where the language is spoken as pointed out by Larsen-Freeman (2003: 19-20).

The learners automatically learn grammar in their daily life. In other words, it can

be said that grammar is acquired naturally without being taught. Nevertheless, the

learners who do not live in the environment where the language is spoken have to

23


be taught grammar. The teachers must teach grammar in the language classroom.

In teaching, the teachers accelerate the actual rate of acquisition in order to the

students could achieve on their own.

2.) Grammar Structures are Acquired in a Set Order

In learning grammar, the grammar structures must be taught in a set order

for the learners in Second Language Acquisition (SLA) as stated by Larsen-

Freeman (2003: 20). For instance, English in as a Second Language (ESL) starts

learning yes- no questions with rising intonation, but without inversion. After that,

the learners learn to invert the question. The fact shows that learning grammar

structure does not work out when the learning of grammar structure is not done in

order. The learners cannot tackle some grammar structures at the same time. It

must be done in order.

e. Common Mistakes of Teaching Grammar

According to Marton (1988: 121), there are common mistakes of teaching

grammar in the classroom. The first mistake, the teachers do not make any plans

in introducing “a new grammatical phenomenon” so that the learners do not pay

attention and understand fully. The second mistake, the teachers do not use

examples that make the students more understand about grammar. The third

mistake, the teachers do not help and transfer knowledge that they have when

learners have problems in studying grammar. The common mistakes that are

discussed in this thesis give some consideration in teaching grammar in the

24


classroom for the researcher. The researcher can avoid the same common

mistakes by knowing the common mistakes of teaching grammar.

4. Picture Stories as an Aid to Teaching Writing

Littlewood (1983: 33) states that a picture story is a series of pictures. The

pictures are cut up into its separate. This research offers picture stories as an aid to

teaching writing in order to help students learn English in the class.

Picture stories are assigned to give stimulus for narrative writing. Hence,

the researcher strongly believes that picture stories are a good way to support the

writing composition process, in this case writing narrative story. Kreidles (1966:

41) also points out that a series of pictures can be assigned as cues to retell a story.

Afterwards, the teacher would begin to tell the story simply and slowly related to

the pictures and explain everything in the pictures which might be new to the

students. Then, the students would re- create the story based on the sequence of

the action and then write it in the form of composition.

Pictures are widely assigned as visual aids in education, thus English

teacher can employ picture stories for the teaching of writing. Meras (1962: 250)

also states that many teachers have found that using a series of pictures is an

interesting device for stimulating students’ imagination in writing compositions.

Hamalik (1989: 67-68) explains the benefits of using pictures in teaching or

learning activities, as follows:

1) Pictures are concrete: Through pictures, students can see clearly and

understand what is being discussed in class.

25


2) Pictures overcome the time and space: Picture can give explanation about

things, which are impossible to see since they are far away from the students

or because they existed in the past.

3) Pictures overcome the limitations of human senses: The eyes are limited.

Hence, pictures make things visible to the eyes.

4) Pictures explain problems: Problems can be explained easily through pictures.

That is why pictures are important in every subject.

5) Pictures are inexpensive and widely available: Pictures do not cost much

money to prepare and make as the instructional media. However, the teacher

can find pictures in newspaper or magazines.

6) Picture can be used easily for both individuals and group. The teacher can

manipulate the pictures in accordance to the activities that he or she will carry

out, even though the activities involve individuals or groups of learners.

5. Classroom Action Research

In this research, the researcher uses classroom action research (CAR) as a

way to improve students’ grammar accuracy in writing. According to Cohen,

Manion and Marrison (2000: 226), action research is defined as a tool to change

and improve what is being intended by the researcher or practitioner. They also

add that action research is used where problems arise and then it needs some

solutions. Furthermore, some new efforts are done in this action research to give

wanted results. It is highly expected that Classroom Action Research can help a

26


teacher find out what is happening in his or her classroom. Afterwards, the teacher

will use that information to make wise decisions for the future.

Niff and Whitehead (2002: 15) define action research as a way which is

used by the researcher to do his or her own learning and also used to examine

whether the result of the practice in that research looks like what is intended to be

found by the researcher. Harmer (2002:344-345) also states that action research is

a sequence of procedures used by the teacher since they want to improve their

teaching and to evaluate the success of the certain activities and procedures. It

means the teacher might want to know more about their own teaching and also

about their students. It includes how effective their teaching, is for the students.

There are many versions on the models of action research cycles. In this

research, the researcher employs the action-reflection cycle which is proposed by

Riding, Fowell, and Phil (1995), as cited in

http://www3.telus.net/linguisticsissues/actionresearch. There are four steps in

classroom action research. The steps are observation, reflection, planning, and

action.

Step 1: In this step, the researcher observes the students. While the teaching

learning is conducted, the researcher observes the students. The observation is

conducted to know what is happened in class deeper. When the researcher does

the observation, the researcher finds some of problems which occur in class.

Step 2: After the researcher does the observation, she tries to analyze one of the

problems which has found. The reflection enables the researcher to analyze the

problem that will be focused. The researcher tries to get data from the students’

27


work in this step. The researcher attempts to reflect some findings based on data

which are gained from the students.

Step 3: In this step, the researcher makes a plan based on the problems related to

the teaching in the classroom. Furthermore, the researcher looks for a strategy.

The strategy can be techniques and approaches to solve those problems.

Step 4: The researcher applies a strategy to make some changes from what is

being intended to improve in the classroom. The researcher does action by

teaching the students in the classroom. It is conducted to make some

improvements from what is being intended to be improved in classroom. In this

step, the researcher will know whether the strategy works well or not. Did the

teaching solve the problems found before? Did the teaching strategy result better?

Furthermore, the practitioner reflects whether his or her strategy results as like

what is being intended or needs some improvements. If it needs some

improvement, the practitioner should revise the plan and do the action in the

second step.

Figure 2.1 The Action-Reflection Cycle

( Riding, Fowell, and Phil, 1995)

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According to Harmer (2002: 345), there are five phases in action research.

They are identify a problem or issue, think of questions to ask/ information to be

gained, collect data, analyze data, and decide on future action.

a. Phase I- Identify a Problem or Issue

In this phase, the teacher practices teaching. While the teacher teaches the

students, he or she looks for a problem or issue that the students face in the

classroom. The teacher identifies the problem or issues that occurred in the

classroom. The problem or issue related to the teaching learning activity.

b. Phase II- Think of Questions to Ask/ Information to be Gained

The teacher begins thinking the ways to solve the problems or issue found in

phase I. The teacher thinks of questions to ask or information to be gained

related to the problem found in the first phase. The teacher starts making

plans to solve the problems or issue in the first phase.

c. Phase III – Collect Data

The teacher does action in order to collect data by teaching the students.

Some strategies or approaches are employed by the teacher. The data are

gathered from the students during research to answer the questions that the

teacher has. It is conducted to answer the questions arise based on the

problems in phase I.

d. Phase IV - Analyze Data

In this phase, the teacher has received the data. The data are obtained from the

third phase. Afterwards, the teacher tries to analyze the data.

29


e. Phase V – Decide on Future Action

After analyzing data, the teacher moves to this phase. In this phase, the

teacher makes plans after analyzing the data. Based on the results, the teacher

decides on future action. If the results look like what is intended, the teacher

will stop the research. However, if the results do not look like what is

intended, the teacher will start the new cycle in the research.

identify a problem/issue

think of questions to ask/ information to be gained

collect data

analyse data

decide on future action

Figure 2.2 Harmer’s Action Research Cycle

(Harmer, 2002: 40)

B. Theoretical Framework

School Based Curriculum becomes the present curriculum applied in

Indonesia. One of the goals and functions of English subject for Junior High

School is to develop communicative competence in English both orally and

written to achieve functional literacy level. Thus, there are four skills to be

focused. Those skills are listening, speaking, reading, and writing. In accordance

with this, the teaching of English for the eighth grade students of Budi Mulia

Minggir Junior High School has a purpose to help them in learning English. The

researcher finds a fact while teaching that they face difficulties related to their

30


grammar in writing. Hence, the researcher would like to improve students’

grammar proficiency of simple past tense in writing for the eighth grade students

of Budi Mulia Minggir Junior High School.

The researcher tries to apply some ways to improve the students’ grammar,

considering that students could produce writing accurately if they have basic

understanding about grammar. Besides, grammar is one of the linguistic

competences in English. That is why the students must master grammar. Then, the

researcher uses Classroom Action Research as a way to conduct the research. By

using action research, the researcher is able to improve what are being intended.

There are two cycles conducted in this research. Each cycle consists of four steps.

Those steps are observation, reflection, planning, and action. The researcher also

employs the picture story and the model of a narrative text to teach narrative

writing. Besides, the inductive and deductive methods are assigned to teach

simple past tense in writing. The researcher believes that by doing so, the students

are able to produce the writing products better after applying the steps in

Classroom Action Research. the researcher believes that using action research, the

method will work well. Hence, action research can improve the students’

grammar proficiency of simple past tense in writing.

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CHAPTER III

METHODOLOGY

In this chapter, the researcher would like to present a description of the

research method. There are six sub-chapters to be discussed. They are research

method, research setting and participants, research instruments, data gathering

techniques, data analysis techniques, and research procedure.

A. Research Method

The one method employed in this study is Classroom Action Research

(CAR). This method was used in order to answer the research problem that is how

the grammar proficiency of simple past tense in writing of the eighth grade of

Budi Mulia Minggir Junior High School can be improved. Classroom Action

Research as stated by Niff and Whitehead (2003: 15) is a method or way which is

used by a researcher to do his or her own learning and also to examine whether

the result of the practice in that research looks like what is intended to be found by

the researcher. In an action research, the researcher has a role as the teacher. Niff

and Whitehead (2003: 15) also stated that in action research, the researcher

conducted research by herself or himself. Therefore, the research was called as

practitioner-led or practitioner-based research. This method was held through

learning in action and reflection. Henceforth, Classroom Action Research was

used in this research by the researcher to improve the students’ grammar

proficiency of simple past tense in writing. The treatment was given by the

researcher to improve the students’ grammar proficiency of simple past tense in

writing.

32


B. Research Setting and Participants

1. Research Setting

The research was conducted in Budi Mulia Minggir in Minggir

Yogyakarta. It was conducted from January 2008 to March 2008. When

conducting the research, the researcher applied the teaching strategy and taught

the students twice a week. The researcher herself employed the picture story and

the model of a narrative text to teach narrative writing. Besides, the inductive and

deductive methods are assigned to teach simple past tense in writing.

2. Participants

The subjects were the eighth grade students of Budi Mulia Minggir Junior

High School Sleman Yogyakarta in this research. There were twenty four students

in the class. However, the researcher only selected five students of twenty four

students in the class. There were five students chosen with the consideration that

those students had the greatest difficulty in grammar and writing among the other

students since those students had percentage errors of 100%. They had similar

characteristics. As mentioned in the research objective, the research was intended

to improve the grammar proficiency of simple past in writing for the eighth grade

students of Budi Mulia Minggir Junior High School.

There were three reasons why this sample was chosen. First, the researcher

found out that almost all of the five students had difficulty in writing. They had

difficulty to find and express the ideas into the piece of writing. In addition, they

did not have enough understanding in grammar. In fact, grammar was important

in writing. Thus, they made many errors in writing. Second, the five participants

33


wanted to improve their understanding about grammar because they have

difficulties in learning grammar. Third, they still had enough time to improve their

grammar proficiency of simple past in writing and also as the preparation for

National Final Examination. The study was conducted for the eighth grade

students in SMP Budi Mulia Minggir of academic year of 2007/ 2008.

C. Research Instruments

There were three kinds of instruments used in this research. Those

instruments were the researcher as the instrument, the ACTFL proficiency

guidelines, and observation sheet. The instruments were employed to investigate

the students’ grammar proficiency of simple past tense in writing achievement.

Besides, the instruments were assigned to answer the first problem formulation

that is the grammar proficiency of simple past tense of the eighth grade of junior

high school students at SMP Budi Mulia Minggir and how the grammar

proficiency in writing of the eighth grade of Junior High School students at SMP

Budi Mulia Minggir can be improved.

1. The Researcher as the Instrument

In this study, the researcher was the instrument. As stated by Ary, Jacobs,

and Razavieh (2002: 424) the human investigator was as the major instrument for

gathering data and analyzing the data in doing the research. In as much as the

researcher herself had the characteristics necessary to capture what happened in

the study. Then, the researcher was as the instrument to determine which

34


sentences from the students writing product that was right and wrong.

Furthermore, the researcher employed the document analysis as the primary

means of collecting data. The document analysis provided information from the

participants which were very important to the research since this study

investigated the achievement of the students’ grammar proficiency of simple past

tense in writing. As stated by Elliot (1991: 78), assignment sheet was one of the

relevant documents in Classroom Action Research. The researcher preferred to

use assignment sheets as one kind of instrument in document analyses in this

research. It was based on consideration that assignment sheets could give valid

information about how far the students’ grammar proficiency improvement in

writing. By using this kind of document analyses, the researcher could observe

deep whether the students had achieved the standard improvements, or not.

2. The ACTFL Proficiency Guidelines of Writing from California University

of Pennsylvania

ACTFL stands for the American Council for the Teaching of Foreign

Language. ACTFL gives the criteria for assessing the level of students’ writing.

The researcher employs the ACTFL guidelines for intermediate-level students

because the participants of the research were intermediate-level students. ACTFL

provides the general description of proficiency guidelines for intermediate-level.

The guidelines are assigned to measure the students’ proficiency level in writing.

As stated by Hughes (2001:89-90) there are three types of intermediate-level in

the ACTFL guidelines for writing. The three types of intermediate-level are

intermediate low, intermediate mid, and intermediate high. The students are

35


regarded as intermediate low level students if they can produce writing that

consists of learned vocabulary and structures into simple sentences. The students

make also continual errors in spelling, grammar, and punctuation, but writing can

be read and understood. The students are regarded as intermediate mid level

students if the students can express past time and use time expressions with

sporadically accurate verbs. The students use also a dictionary, but they are unable

to identify appropriate vocabulary. The students are regarded as intermediate high

level students if the students can produce some past verb forms, but not always

accurate or with correct usage.

3. Observation Sheet

Observation sheet in this study was assigned in order to gather some data

during the researcher’s conducting the research. As stated by Cohen et al. (2000:

305), the observation data was used by the researcher to look the situation directly

and give the researcher the opportunity to see what happened in the classroom.

The researcher entered and understood the phenomena and situation that happened

deep. It was due to the fact that by employing observation sheet the researcher

could identify the participants’ behavior when they followed the lesson. Besides,

the researcher would obtain some inputs related to the teaching strategy that

would be used through the students’ behavior in the class. The researcher used the

semi-structure observation in this study. The semi – structured observation made

the researcher gathers data and then explains the issues that emerged in the

classroom. The consideration was that the researcher was convinced that by using

such kind observation, she was able to gather and explain the data descriptively

36


and systematically. In this observation, the researcher became the teacher herself

and had a friend of hers to be the observer.

D. Data Gathering Technique

In this part, this research was divided into two activities in gathering the

data. The first one was that the researcher went to the library in order to find and

acquire some information that was related to the references from the books. The

researcher had reference books copied to support the topic. Afterwards, the

researcher paraphrased the data information in order to strengthen her ideas. By

doing it, the researcher conducted the research easier. The second was that the

researcher herself conducted the Classroom Action Research to obtain the data. It

was conducted as a way in order to improve the students’ grammar proficiency of

simple past tense in writing. There were two cycles conducted by the researcher.

Each cycle consisted of four steps. The steps were observation, reflection,

planning, and action.

After the researcher did the steps in Classroom Action Resarch, the

researcher knew whether the students made progress in writing or not. At the end

of class, the researcher asked the students to write. Their writing products were

evaluated. Then, it was assigned to determine the success of the strategy which

was used in the research. Another data gathering technique which was used to

provide the data was an observation sheet. By assigning observation sheet, the

researcher could know the students’ behavior through the treatment.

37


E. Data Analysis Techniques

In this section, the researcher provided two analyses. They were analysis

on the students’ grammar proficiency of simple past tense and analysis on the

cycles of Classroom Action Research. The detailed discussion of each would be

described in the following sections.

1. Analysis on the Students’ Grammar Proficiency

The researcher analyzed the students’ grammar proficiency of simple past

tense. It was presented in the form of narrative description. The researcher

analyzed the students’ writing product. The researcher focused on the simple past

tense in their compositions since students learnt to write narrative story. Besides,

the researcher also employed the standard grammar proficiency of simple past by

Azar (1989: 24) and Gumpol (1995: 27) in this research. There were standard of

simple past tense.

The standards of simple past tense were:

a. The Usage of Simple Past Tense

As cited in Azar (1989: 24) that simple past tense was employed to

indicate an activity or situation began and ended at a particular time in the past.

For example:

Ayu bought a new car last week.

Reta was sick yesterday.

b. The Pattern of Simple Past Tense

As pointed out by Gumpol (1995: 27), there were two pattern of simple

past tense. They were the sentence pattern that used full verb and the sentence

pattern that used past to be (was and were).

38


Table 3.1 the Sentence Pattern that Used Full Verb

Sentence Pattern Examples(+) S + V2 She ate(-) S + did not + V1 She did not eat(?) Did + S + V1 Did she eat(-?) Didn’t + S + V1 Didn’t she eat?

Table 3.2 the Sentence Pattern that Used Past to be

Sentence Pattern Examples(+) S + was/ were + adj/ adv/ n I was hungry

He was a teacherThey were in the garden

(-) S + was not/ were not adj/ adv/ n I was not hungryHe was not a teacher

They were not in the garden(?) Was/ were + S + adj/ adv/ n? Was I hungry?

Was he a teacher?Were they in the garden?

(-?) Wasn’t/ weren’t + S + adj/ adv/ n? Wasn’t I hungry?Wasn’t he a teacher?

Weren’t they in the garden?

c. The Type of Verbs Used in Simple Past Tense.

Azar (1989: 24) stated that there were two ways to form past verbs. They

were regular and irregular verbs. Regular past verbs were formed by adding –(e)d.

While, irregular past verbs did not add –(e)d ending but changed the vowel

dictionary form.

For example:

Regular verb = wait => waited

Irregular verb = see => saw

Furthermore, the researcher employed those standard grammar

proficiency of simple past tense by Azar (1989: 24) and Gumpol (1995: 27) as the

grammar checklist in this research. The researcher described their grammar ability

in the form description. In order to be able to observe the progress of the students,

the researcher set up standard of the target of the students’ writing. The researcher

39


made certain standard in doing this research and decided to decrease the

percentage mistakes from 96.8% into 75%. The researcher used the formulation to

count the students’ percentage mistakes. The researcher believes that it was able

to measure students’ grammar proficiency of simple past tense in writing from

their writing products.

The percentage mistake in students’ writing was counted using the formulation

below:

X = %100xN

N

Note: X : the percentage errors in students’ writing

N : the number of wrong sentences the students had made

Σ N : the sum of sentences the students had made

2. Analysis on the Cycles

Inasmuch as this research was conducted by using action research, the

researcher analyzed on the cycles. The researcher tried to analyze fact- finding in

every step in the cycle. The steps were observing, reflecting, planning, and acting.

F. Research Procedure

It was stated before that this research was an action research. There were

four important steps in conducting this research. Those steps were planning,

acting, observing, and reflecting. The steps were used and they formed cycles as

presented as follows.

40


Figure 3.1 The Action-Reflection Cycle(Riding, Fowell & Phil, 1995)

1. Observation

The researcher had a role as a teacher in class. The researcher taught the

students. While teaching, the researcher asked the twenty four students to write a

paragraph in class. The topic was determined by the teacher. They had to write at

least one paragraph. They were given 50 minutes to do this assignment. The

researcher observed the activities done by the students, especially when they

wrote the paragraph in class.

2. Reflection

In this step, the researcher tried to analyze data. The researcher analyzed

the students’ work by checking out. The researcher examined their work one by

one. Besides, the researcher counted the total of errors from their work. By doing

so, the researcher could know the students’ grammatical errors. Afterwards, the

researcher found out that almost all students made errors in every sentence in their

composition. Then, the researcher counted that the students’ percentage of

mistakes in their writing were 96.8%. Furthermore, the researcher decided which

part that would be improved based on the problems found. The researcher made

certain standard in doing this research and decided to decrease the percentage

41


mistakes from 96.8% into 75%. This standard was the criterion of stopping the

cycle. The five students were chosen as the research participants.

3. Planning

The researcher started making plans after knowing and receiving the

results of the students’ assignment. The researcher looked for the strategy. It could

be teachinsg strategy to solve the problem arose. In making plans, the researcher

also looked for their strengths and weaknesses. Therefore, the strategy that would

be used must be appropriate for them.

4. Action

In this step, the researcher applied the strategy or approach in the class.

Therefore, this step was named acting. The researcher taught the students in the

class. It was conducted to make some changes from what was being intended to

be improved in the class.

After that, the research continued to the next step, observing. The students

were asked to write a paragraph and the topic was determined by the researcher.

Later, their assignments were examined by the researcher. Then, the researcher

came to the next cycle that was reflecting. From this step, it could be seen whether

the strategy and approach which were used gave results like what was being

intended or not. When the students had achieved the criteria of stopping the cycle,

the researcher stopped the cycle.

42


CHAPTER IV

RESEARCH FINDINGS AND DICUSSIONS

The main section of this chapter is the research findings and the discussion,

which cover the analysis and the findings. There are two cycles in this Classroom

Action Research.

A. The Research Findings and Discussion

In this research, the researcher employed classroom action research. The

researcher employed pictures as the media to teach writing. The result showed

that the teaching strategy could improve the students’ grammar proficiency of

simple past tense in writing. The participants were the eighth grade students of

Budi Mulia Minggir Junior High School. There were two cycles conducted by the

researcher in this research. Each cycle consisted of four steps. The steps were

observation, reflection, planning and action. Each cycle was conducted in three

meetings. In this section, the researcher would like to divide the findings based on

the four steps conducted in each cycle.

1. The First Cycle

In the first cycle, the researcher employed pictures as the media to teach

writing. The first cycle consisted of observation, reflection, planning, and action.

The first three steps i.e. observation, reflection and planning were conducted at

the first meeting, January 5th, 2008. Meanwhile, the fourth step, i.e. action was

conducted at the second and third meeting on January 31st, 2008 and February 8th,

2008.

43


a. Observation

In this classroom action research, the researcher played her role as a

teacher. The first step, observation, described the beginning process of the

classroom action research. Hence, the researcher herself had a role as the

observer. The observation was conducted by the researcher at the first meeting, on

January 5th, 2008. The researcher found some problems in the class. One of the

problems in class was the students’ grammar proficiency of simple past tense in

writing.

The researcher collected the first data based on the students’ writing in

class. She asked the students to write a paragraph about what the students had

done on the day before class. Afterwards, the researcher asked the students to

write only one paragraph in at least four sentences. Then, the researcher observed

the students and found out the findings. First, most of the students had difficulty

in writing their past experience in at least four sentences. They had difficulty in

expressing their experience that they did on the day in the form of writing.

Second, the students could not write a good narrative accurately in writing

because they had no sufficient knowledge of simple past tense. The students had

not yet mastered the simple past tense. They did not know the past verb form in

the simple past tense. In fact, writing should be grammatically correct. Third,

most of the students already had ideas in their minds but they could not put the

ideas into good writing. Forth, some students wrote their first draft in Indonesian

after that they translated it into English. Hence, it was time consuming for the

students to write. Moreover, the students needed more time to look up some

words that they did not know in the dictionary.

44


Observing the students’ grammar proficiency of simple past tense in

writing was significant. Based on the observation, the researcher could specify the

strategy to improve the students’ grammar proficiency of the simple past tense in

writing. The researcher could also set reasonable objectives to improve the

students’ grammar proficiency of the simple past tense in writing.

In this study, the research participants were the eighth grade students of

Budi Mulia Minggir Junior High School. The class consisted of twenty four

students. There were five students selected as the subjects of the research. There

were two female and three male students who were selected as the subjects of the

research. Those students were selected because they shared similar characteristics.

Therefore, the five students that were chosen had writing error percentage up to

100%. In addition, those students also had the lowest level in writing. They were

also chosen because they were considered as the students who had the biggest

difficulty in writing. It was assumed that if the weak students showed progress,

the strong ones would also improve. The students were required to write a simple

narrative paragraph.

b. Reflection

The researcher moved to the next step, reflection. In this step, the

researcher tried to analyze the data collected from all the students’ writing

product. In the preceding step, the researcher asked the students to write at least

one paragraph consisting of four sentences about what they did on the day before

the class. The researcher attempted to reflect on some findings obtained on the

students’ writing product. She started making some reflections. Some samples of

45


the students’ writing were analyzed. The samples of the students writing were

presented in the Appendix 5.

The researcher found out some facts from the analysis of the students’

writing product. First, the eighth grade students of Budi Mulia Minggir Junior

High School were considered to have low grammar proficiency of simple past

tense in writing. Most of the students did not use correct grammatical patterns in

their writing. They wrote sentences without considering the appropriate

grammatical pattern in their writing. The researcher discovered that most of the

students did not use the simple past tense. They used the simple present instead. In

fact, they should employ the simple past tense to write experience or activities that

they did in the past. Nevertheless, not all students did that. Only few students

employed the simple past tense in their writing but they still made some errors.

There were many errors in the simple past tense in the students’ writing products.

The students did not write the past verb correctly. Some examples of grammar

errors are presented as follows.

1) We are also to see some a form narcotics.

2) Yesterday I was awake at six , then I take a shower and prepare go to eat.

The first and the second sentences above were inappropriate sentences. The

students should have employed the simple past tense in those two sentences

because the action happened in the past. Therefore, they must have used the

simple past verb forms not simple present verb forms. Actually, there were many

errors in students’ writing dealing with the simple past tense, spellings, diction,

and structure but, the focus of this research was only to analyze the students’

grammatical errors in the simple past tense required to write a good narrative text.

46


Second, based on the observation, direct translation had often caused a lot

of problems related to word diction and word order. The students translated direct

word for word. Therefore, students often made incorrect word order and word

choice in their writing. They made inappropriate structures in their sentences. The

common sentence structure must have a subject, a verb, and an object (SVO).

Some examples of inappropriate sentence structure are presented in the following

sample sentences.

3) In my school at Sunday to hold a illumination narcotic.

4) So that I can one another to speak with many friend.

5) I am yesterday to play by friend in River Progo.

The third example was inappropriate sentence, since there was no subject. The

fourth and the fifth examples were unacceptable sentences, since the verb must be

changed into simple past verb and also word order.

Third, several students did not write the subject appropriately in their

sentences. Some examples of errors incorrect pronouns are showed in the

following sentences.

6) My yesterday go to house grandmother.

7) Later me go to into auditorium.

The sixth and the seventh sentences above were unacceptable since the subject

should be a subject pronoun not an object pronoun.

Fourth, the researcher could not understand the students’ ideas from their

writing product. The lack of grammar knowledge of the simple past tense made

their sentences incomprehensible. In addition, the students did not use the

appropriate vocabulary. Some examples of incomprehensible sentences are

presented as follows.

47


8) My request for to bath already to see televise to come o’ clock evening.

9) Luck with a women and I see from they drying at sun bore naked.

The eighth and the ninth were no clear subjects, verbs and objects. In addition, the

ideas were not organized and expressed clearly. For this reason, the researcher had

great difficulty in understanding the students intended ideas.

Fifth, the students used inappropriate vocabulary to express their ideas in

their writing. It showed that some students had already known some vocabulary

but they did not know the contexts of its usage. Thus, students wrote inappropriate

vocabulary in their sentences. Some errors because of inappropriate vocabulary

are presented as follows.

10) I go to hall school for toarching of narcotics at nine past therety minutes.

11) Yesterday, I go to school to ascend.

The tenth and the eleventh sentences above were inappropriate because of the

diction of verbs. Moreover, the sentences did not have simple past verb.

Sixth, the students also misspelled words. Almost all of the students did

that. The examples are presented as follows.

12) In the program I got some experience about how dangerus narcotic.

13) I go to eat room at nineteen past thirty munites.

The twelfth and the thirteenth sentences above were inappropriate since the

students did not write some words correctly. There were some missing letters

when they wrote some words.

Seventh, the students also forgot to put a subject or a verb in the sentences.

Sometimes, the students wrote double verbs in the sentence. Some examples of

errors because of the double verbs are presented as follows.

48


14) We are also see some form narcotic.

15) After that I am go to dormitory.

16) Yesterday, I was to get up at six o’clock.

In the fourteenth, the fifteenth, and sixteenth sentences , there should have been

only one verb in each sentence. It was clear that when there was no verb, it was

replaced by an auxiliary verb and vice versa. Therefore, it was wrong if there was

an auxiliary’s verb and verb in one sentence. Nevertheless, if it was passive

sentence, there would be an auxiliary verb and past participle verb.

In this reflection, the researcher found that among the twenty four students,

only five students wrote more than five sentences, nineteen students were only

able to write three until five sentences. Then, the researcher started to count how

many errors the students made in their writing product. The researcher employed

a grammar checklist to check whether the sentences were right or wrong in the

Chapter 3. The result showed that the mean percentage of the errors of twenty

four students was 96.8 %. It meant that there was only 3.2 % the percentage of the

correct sentence. The percentage of writing errors before implementation was

presented in the Appendix 2. That result was very poor.

c. Planning

In this phase, the researcher started making a plan after knowing the results

from the students’ writing products. Furthermore, she thought over the plan

carefully. Thus, the researcher was an organizer in the class. She created an

effective atmosphere for the students by making a good plan. By doing so, the

49


researcher believed that the plan would work well and would effectively improve

the students’ grammar proficiency of simple past tense in writing.

First, the researcher decided the media to teach writing. The picture story

was employed as the media to teach narrative writing and as a way to improve the

students’ writing skills. There were many kinds of pictures. The researcher

decided to use picture story as the media to teach writing in this research. She

believed that picture story could help the students in writing a simple narrative

story. Based on the observation, the researcher discovered that the students had

difficulty in expressing their ideas into a piece of writing. Picture story was a

series of pictures showing a short sequence of events or stories. Therefore, picture

story would stimulate the students’ ideas in improving their writing.

Second, employing a picture story enabled the researcher to integrate both

the deductive and inductive method to teach the simple past tense. By

understanding the simple past tense, the students were expected to be able to write

accurately in writing a simple narrative story. Inductive method allowed the

students to discover the grammar rules of the simple past tense by themselves.

Deductive method allowed the researcher to explain grammatical points.

Therefore, deductive method would strengthen the students’ understanding about

the simple past tense. The researcher also gave rules and some exercises to help

the students apply grammar in their writing. For this reason, the researcher

decided to employ both inductive and deductive method.

The researcher decided to make an achievement target. In this research, the

achievement target served as the criteria from which the cycle ended. Based on

the results, the mean percentage of the students’ errors in their writing was 96.8%.

50


Then the researcher decided to reduce the mean percentage of the students’

writing errors up to 75%. The subject of this research was the eighth grade

students of Budi Mulia Minggir Junior High School. The class consisted of twenty

four students. Therefore, the five students would hopefully decrease and become

fewer than 75%.

d. Action

In this step, the researcher applied the plan that had been made in the

previous step. Through action, the questions formulated could be answered. The

researcher focused on the teaching strategy that was effective to improve the

students’ grammar proficiency in writing.

In this research, the first cycle was conducted in three meetings. The first

meeting of the cycle was assigned to do the observation, reflection and planning.

The second and third meetings of the first cycle were conducted to do the action.

The second meeting of the first cycle was conducted on January 31st, 2008. The

class was conducted for 80 minutes; it started at 11.00 a.m and finished at 12.20

a.m. In the second meeting of the first cycle, the teacher gave an example of a

narrative text with the picture story. The narrative text was a model in teaching of

narrative writing to the students. Then, the students were asked to read the

example of narrative writing by themselves. After the students had finished

reading, the teacher explained what a narrative text meant. It was necessary for the

students to know what a narrative text was. The explanation included the

characteristics of the narrative such as past events and simple past. By

51


understanding the narrative text, it was expected that the students were able to

write a narrative correctly. Then, the researcher asked the students to analyze the

tense that was used in the sample of narrative text given. It was done by using

inductive method. Therefore, the teacher gave an opportunity for the students to

discover the grammar rules by analyzing the text. The activities worked well.

Most of the students could find what type of tense used in the narrative text. The

students also were able to tell the grammar rule of the tense used in the text. They

knew that the simple past tense was tense used to tell narrative.

The third meeting of the first cycle was conducted on February 11th, 2008.

The class was conducted for 80 minutes; it started at 9.00 a.m and finished at

10.20 a.m. The class was started by reviewing the last meeting. The review was

aimed to make the students better comprehend and remember more about the

materials that they had learnt. The researcher reviewed what narrative was and

what tense should be used in narrative text. She also gave a copy of irregular

verbs and their meaning for each student because from their writing product, most

of the students had not applied yet the form of past verbs. The copy of irregular

verb was expected to enrich their vocabulary in writing later. Deductive method

was assigned by the researcher to strengthen the students’ understanding about the

simple past tense. Hence, the researcher gave grammar exercises related to simple

past tense. In this part, the researcher hold important role. The researcher was as a

model since she herself was as a model in teaching grammar in writing.

Then for about 50 minutes, the researcher asked the students to write a

narrative text. The researcher employed pictures story as the media to help them

52


in writing. She believed that picture story could help the students stimulate their

ideas into the piece of writing.

There was significant progress after the researcher taught the students. The

results showed that the students’ writing improved. The students made significant

progress both in grammar and writing. The result was gathered from the students’

writing products. The researcher observed that when picture stories took place in

teaching, the students were able to express their feelings trough writing more

easily. The students were able to write good narrative writing by using simple past

tense appropriately. The picture story could also accommodate inductive and

deductive method to teach simple past tense. Before the implementation, the mean

percentage of all the students’ errors in their writing in class was 96.8%. Based on

the result, the number differed substantially after the implementation in the first

cycle; the mean percentage of all the students’ errors in their writing was 61.3%.

It showed that the students had made progress up to 35.5 points. The errors

percentage of all students writing product after the implementation in the first

cycle was presented in the Appendix 3. The five students selected as the samples

also showed significant progress. The mean percentage of the five students’ errors

after the implementation was 35.1%. Meanwhile, before the implementation the

mean percentage of the five students’ errors was 100%. Thus, it meant that the

percentage of the five students’ errors after the implementation reduced up to 64.5

points. The number showed that the five students had made significant progress.

In this part, the researcher would like to present the students’ writing product after

teaching them as the comparison before the researcher taught them. In the table

53


4.1, the researcher would like to present the results before and after the

implementation in the first cycle.

Table 4.1 the Errors of Students’ Writing Product before and after theImplementation of the First Cycle

Errors The Number of theStudents before theImplementation ofthe First Cycle

The Number of theStudents after theImplementation of theFirst Cycle

Increase

0%- 10%11%- 20%21%- 30%31%- 40%41%- 50%51%- 60%61%- 70%71%- 80%81%- 90%91- 100%

000100001

22

0233221506

-2322215-

16

2. The Second Cycle

The second cycle was a verification cycle. The researcher conducted the

second cycle to verify the results from the first cycle. In other words, the second

cycle was utilized to make sure that the chosen teaching strategy used in the first

cycle also worked well in the second cycle. Therefore, in the second cycle the

researcher employed the same teaching strategy to improve the students’ grammar

proficiency of simple past tense in writing. The researcher employed the picture

story as the media to teach writing.

The second cycle consisted of four steps which was like in the first cycle.

The steps were observation, reflection, planning and action. The second cycle was

conducted in three meetings. The first meeting of the second cycle was conducted

to do observation, reflection, and planning on March 13th, 2008. The second and

54


the third meeting of the second cycle were conducted to do the last step, action.

The second meeting of the second cycle was conducted on March15th, 2008. The

third meeting of the second cycle was conducted on March 18th, 2008. The setting

of the place in this research was in Budi Mulia Minggir Junior High School. The

subjects were the eighth grade students of Junior High School.

a. Observation

The researcher found that the students showed significant progress in the

students’ writing after she provided the implementation. The students were able to

write good narrative stories accurately by using the simple past tense

appropriately. The errors that the students made simple past tense sentences were

less frequent. The students could apply the past form of regular and irregular

verbs in their writing. Nevertheless, some students still made errors because they

wrote simple past verbs in a wrong way. Sometimes, they forgot to add – (e)d in

forming the past verbs but that error was also less frequent. Some students also

forgot the form of irregular simple past verbs in their sentences.

In addition, the students were also able to express their ideas because

picture stories helped them stimulate their ideas in writing. The picture stories

really helped them stimulate their ideas. The pictures elicited the students to write

a narrative story in writing.

b. Reflection

The researcher made reflection from the students’ writing product in this

step. After the implementation through the first cycle, the result showed that the

55


mean percentage of all the students’ errors in writing was 61.3%. Before the

action, the mean percentage of all the students’ errors in writing was 96.8%. It

showed that the mean of all the students’ errors in writing had reduced up to 35.5

points. Meanwhile, the five students selected as the samples showed that before

the implementation, the mean of the five students’ errors in writing was 100%.

After the implementation in the first cycle, the mean of the five students’ errors in

writing was 35.1%. It meant that the mean percentage of the students’ errors in

writing in the first cycle had reduced up to 64.5 points. The researcher counted the

data by using the formula as stated in Chapter 3. Thus, the researcher used the

grammar checklist and then she determined whether the sentences in their

composition were right or wrong. The error percentage of the students’ products

after the implementation in the first cycle was presented in the Appendix 5.

c. Planning

Based on the result of the first cycle, the researcher needed to verify the

results. Hence, the researcher conducted the second cycle to verify whether the

media and method used in the first cycle would work well in the second cycle or

not. The researcher employed the picture story to improve the students’ grammar

proficiency of simple past tense in writing. Picture story could accommodate both

deductive and inductive method to teach simple past tense in this research. The

researcher believed that picture stories could stimulate the students’ ideas.

d. Action

The action was conducted in the second and the third meeting of the

second cycle. The second meeting of the second cycle was conducted on March

56


15th, 2008. The class started at 11.00 a.m and finished at 12.00 a.m. In class, the

researcher gave an example of narrative story. Then, she asked them to read it.

The example of narrative text was a model to teach good narrative writing. The

students could learn how to write by reading. They also analyzed both the

characteristic and form of narrative. In addition, the students observed also the

ways used by the writer to present ideas, the language and the structure of

sentences. The students analyzed the tense used in the example of narrative text.

They tried to rediscover again the grammar rule of the text by analyzing it. In

other words, the inductive method was assigned to find what type of tense used in

the narrative text. The tense was simple past tense.

The third meeting of the second cycle was conducted on March 18th, 2008.

In the class, the researcher reviewed the last meeting lesson at the second meeting

of the second cycle. She reviewed what the narrative text was and how it was

constructed. By doing so, the students were expected to be able to write good

narrative. Besides, the grammar exercises about simple past tense were given in

order that the students could write the sentences using correct grammar in their

writing product. In the rest of time, about one hour, the students were asked to

write the narrative stories. They were given the picture stories by the researcher.

They had to write narrative story based on the picture stories given.

The researcher found out that the students were able to write narrative

stories much better than in the second cycle. The students put the ideas into good

narrative writing. Moreover, the students were able to write narrative story

accurately. The students wrote sentences by using simple past tense appropriately.

Only a few students did some errors. Based on the results, the mean percentage of

57


all the students’ errors in their writing the second cycle was 41.7%. It meant that

the students wrote correct sentences as many as 58.3%. The students had made

progress up to 19.6 points from the error percentage in the first cycle. While, the

five students selected as the samples showed that the mean percentage of the

errors in writing in the second cycle was 24.3%. It meant that the students wrote

correct sentences in their writing as many as 75.7%. It showed the students had

made progress up to 10.8 points in the second cycle from the error percentage in

the first cycle. The error percentage of the students’ products after the

implementation in the second cycle was presented in the Appendix 6. From the

result above, it could be concluded that picture story as the media in teaching

writing worked well and effective for the eighth grade students of Budi Mulia

Minggir Junior High School. In Table 4.2, the researcher presented the results

before and after the implementation in the second cycle.

Table 4.2 the Errors of Students’ Writing Product after theImplementation in the First Cycle and the Implementation in the Second

Cycle

Errors The Number of theStudents after theImplementation ofthe First Cycle

The Number of theStudents after theImplementation of theSecond Cycle

Increase

0%- 10%11%- 20%21%- 30%31%- 40%41%- 50%51%- 60%61%- 70%71%- 80%81%- 90%91- 100%

0233221506

1743210412

151-----1-

58


The use of picture stories as media in teaching writing in Budi Mulia

Minggir Junior High School was effective. First, picture could stimulate the

students to create their own sentences. Formerly, before the teacher gave the

picture stories, the students felt difficult to write composition. It was hard for

them to express their ideas into a piece of writing. By employing picture stories,

the students could reproduce the story based on the sequence of action found in

the picture and then wrote it in their composition. Besides, the students became

creative or imaginative in telling the story.

Second, employing picture stories as media to teach writing was able to

help the teacher to create a pleasant atmosphere for learning. The class

atmosphere during the teaching and learning process became fun. The students

were interested and motivated to write composition. The picture stories were

really interesting media for the students themselves to produce a piece of writing.

Third, the researcher also found that the students were interested and

motivated when the teacher used picture stories to teach writing. Before

employing picture stories, the students were lazy to write because they had

difficulty to make ideas and to express them into their writing. However, after

employing picture stories in teaching writing, the students felt motivated.

Moreover, the students could also focus their attention on the pictures.

Nevertheless, there were three of twenty four students who did not make

meaningful progress in their writing. It was caused by the fact that they had low

academic achievement in English. In addition, those students were not motivated

in learning English.

59


CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions and suggestions. The researcher

divides this section into two main parts. The first part presents the conclusions,

which are drawn from the findings and the data analysis as described in Chapter

IV. The second part presents some suggestions for English teachers and other

researchers.

A. Conclusions

There were two research questions that became the focus of the research.

The first was what the grammar proficiency of simple past tense in writing of the

eighth grade of Junior High School students at SMP Budi Mulia Minggir was. The

second was how the grammar proficiency of simple past tense in writing of the

eighth grade of Junior High School students at SMP Budi Mulia Minggir can be

improved.

Based on the data analysis, the researcher made some conclusions. First,

the grammar proficiency of simple past tense in writing of the eighth grade of

Junior High School students at SMP Budi Mulia Minggir was intermediate low.

The students were not able to make simple past tense sentences correctly in their

narrative writing. They did not know how to form regular and irregular verbs into

past verbs. The researcher also counted how many errors the students had made in

their writing. The result showed the students’ percentage errors because of

grammar were 100% before the researcher did the practice teaching. The

60


researcher counted how many errors of grammar in students’ writing based on

correct or not the simple past verbs in simple past tense. Therefore, the grammar

proficiency of simple past tense in writing of the eighth grade of Junior High

School students at SMP Budi Mulia Minggir was considered intermediate low.

Second, the grammar proficiency of simple past tense in writing of the

eighth grade of Junior High School students in SMP Budi Mulia Minggir can be

improved by employing the picture story. Picture story was media that enabled the

teacher to use both inductive and deductive. Picture story included both inductive

method and deductive method to teach simple past tense for the eighth grade of

Junior High School students at SMP Budi Mulia Minggir. Formerly, the

researcher gave narrative story by using picture story. Afterwards, the teacher

taught simple past tense. By doing so, the students were able to write well by

using simple past tense correctly in writing narrative. The researcher gave

narrative text. Afterwards, the students were asked to read and discover the

grammar rules of the simple past tense by themselves. Henceforth, the researcher

gave explanation on how to form past verb for regular and irregular verbs. It

worked well. The students were able to write in writing narrative story accurately.

The picture story was appropriate to teach writing for the eighth grade

students of Junior High School students at SMP Budi Mulia Minggir. The picture

story as an aid to teaching writing helped students learn English in the class. The

picture story gave positive effect to the writing for the students. The picture story

worked effective to stimulate the students’ ideas. Then, the students could express

their ideas into a piece of writing easily. Hence, the students could reproduce the

61


narrative story into their writing based on the sequence of actions found in the

picture story.

Third, the researcher found that employing picture story, inductive method,

and deductive method brought positive effects for the students after the

implementation through two cycles in Classroom Action Research. From the

description of ACTFL Writing Proficiency guidelines, it could be concluded that the

five weak students improved their grammar proficiency from intermediate low level

to intermediate mid level.

B. Suggestions

The result of the implementation showed that picture story brings positive

effect for the students in the teaching and learning process. Those media could

improve the students’ grammar proficiency of simple past tense in writing of the

eighth grade of Junior High school students at SMP Budi Mulia Minggir.

Nevertheless, the researcher proposes some recommendation and notes as the

consideration when the methods and aid are assigned in order to support the

teaching and learning process.

1. The implementation of picture story needs a control from the teacher. During

the teaching learning process, the teacher should observe the picture story

because sometimes the picture stories cause the students confused. Thus, the

teacher has to choose a good control when she selects the picture story.

Besides, the picture story should be as attractive as possible in order the

students are not easy to get bored in the class.

62


2. The teacher should manage the classroom situation well. When the students

make noise in the explanation time, the teacher can place herself as an

organizer in the class. Thus, the teacher should try to get the students’

attention and make them concentration while the teacher gives explanation in

the class.

3. For other researchers who are interested in doing the same research, it is

suggested to apply picture story, the inductive method, and deductive method

in improving the students’ grammar proficiency of simple past tense in

writing to another level of education. It helps us to know whether it is

effective to be assigned in every level of education or not. Even, the

researcher as the teacher could do the action research to do the further

research. In other words, the other researchers could examine the others

grammar errors such as on punctuation, preposition, spelling since the

researcher focus only on simple past verbs in this research.

63


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Ary, D., Jacobs, L.C., and Razavieh, A. 1990. Introduction to Reasearch inEducation. New York: Holt, Reinhart, and Winston.

Azar, Betty Schramfer. 1992. Fundamentals of English Grammar 2nd Ed. NewJersey; Prentice Hall.

Bismoko. 1976. An Introductory Reader to Methods of Teaching English inIndonesia. Yogyakarta: IKIP Sanata Dharma.

Bright, J. A and Mc Gregor, G.P. 1970. Teaching English as a Second Language.London: Longman Group Ltd.

Cohen, L, Manion L and Marrison, K. 2000. Research Methods in Educatio.London and New York: Routledge Falmer Taylor and Francis Group.

Davies, P and Pearse, E. 2008. Success in English Teaching. Hongkong: OxfordUniversity Press.

Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan PendidikanUnpublished CD.

Departemen Pendidikan Nasional. 2008. Keputusan Kepala Dinas PendidikanProvinsi DIY . Unpublished Letter.

Elliot, John. 1998. Action Research for Educational Change. Philadelphia: OpenUniversity Press.

Finocchiaro, Mary Ph.D. 1969. English as a Second/ Foreign Language. NewJersey: Prentice Hall, Inc.

Gebhard, Jerry G. 1996. Teaching English as A Foreign or Second Language: ATeacher Self – Development and methodology Guide. Ann Arbor: TheUniversiity of Michigan Press.

Gumpol,W.Y. 1995. Mastery of Sixteen Tenses. Yogyakarta: Penerbit Kanisius.

Hamalik, O. 1989. Media Pendidikan. Bandung : PT. Citra Aditya Bakti.

Harmer. 1991. The Practice of English Language Teaching. New York: LongmanGroup UK Ltd.

Harmer, J. 2002. The Practice of English Language Teaching. New York:Longman Group UK Ltd.

Hill, L.A. 1960. Picture Composition Book. Hongkong: Peninsula Press Ltd.

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Hughes, A. 2001. Testing for Language Teachers. New York: Bell and Bain Ltd.

Krashen, Stephen D. 1982. Principles and Practice in Second LanguageAcquisition. Oxford: Pergamon Press.

Kreidles, C. J. 1966. Visual Aids for Teaching English to Speakers of OtherLanguages. New York: Harper and Row Publisher.

Larsen-Freeman. Diane. 2003. Teaching Language: From Grammar toGrammaring. Canada: Thompson.

Littlewood, William. 1983. Communicative Language Teaching: An Introduction.Cambridge: Cambridge University.

Marton, Waldemar. 1988. Methods in English Language Teaching: Frameworksand Options. New York: Prentice- Hall.

Meras, E. A. 1962. A Language Teacher’s Guide. New York: Harper & BrothersPublishers.

Niff, Mc. J and Whitehead. J. 2003. Action Research: Principles and Practice.New York: Roudledge.

Nunan, David, 2003. Practical English Language Teaching. New York: McGrow-Hill.

Nunan, David. 1999. Second Language Teaching and Learning. Boston: AnInternational Thompson Publishing Company

Pulston, C. B and Bruder, M.N. 1976. Teaching English as a Second Language:Techniques and Procedures. Cambridge, Massachusetts: WinthropPublisher, Incy.

Riding, P., Fowell, S and Levy, P. 1995. An Action Research ApproachcurriculumDevelopment.(http://www3.telus.net/linguisticsissues/actionresearch,accessed on September 7, 2007).

Setiyadi, Ag. Bambang. 2006. Teaching English as a Second Foreign Language.Yogyakarta: Graha Ilmu.

Tiedt, Iris Ms Clellan. 1989. Writing: from Topic to Evaluation. NeedhamHeights, Massachusetss: Allyn and Bacon.

Walter, Teresa. 2004. Teaching English Language Learners: The How–ToHandbook. New York: Pearson Education Inc.

65


Appendix 1. Letter of Inquiry

to Conduct a Research

66


67


Appendix 2. Letter of

Recommendation that the

Research has been Conducted

68


Appendix 3. The Examples of Students’ Errors in Writing

No. Mistakes Incorrect Correct

1.

2.

Inappropriate use ofvocabulary

Inappropriate SimplePast Tense

I go to hall school fortoarching of narcoticsat nine past theretyminutes.

There I to requst formoney.

Yesterday I was awakeat six , then I take ashower and prepare goto eat.

And 9 o’clock until 10o’ clock I recreation

In my school at Sundayto hold a illuminationNarcotics.

We are also to seesome a form narcotics.

Yesterday I was awakeat six o’ clock.

Then I watching TV, tosleep, and sleep.

Yesterday, I dream toswim.

I sick.

Yesterday I was awakeat six , then I take ashower and prepare goto eat.

After the program I goback to dormitory.

I went to school hallfor explanation ofnarcotics at half pastnine.

I asked for the moneythere.

Yesterday I woke upat six and then I tooka bath and hadbreakfast.

And at 9 o’clock until10 o’ clock I hadbreak.

My school held anarcotic explanationon Sunday.

We also saw someforms of narcotic.

Yesterday I woke upat six o’ clock.

Then, I watched TVand slept.

Yesterday, I dreamedof swimming.

I was sick.

Yesterday I woke upat six , then I took abath and hadbreakfast

After the program, Iwent back to thedormitory.

69


After study at twentyone o’ clock itrecreation time.

I am and friends followprogram activitiestoarch narkotik.

I am fery happybecause I can followtoarch that.

After that I am go todormitory.

And than 7 o’clockuntil 9 o’clock I study.

My yesterday go tohouse grandmotherwitch father.At yesterday I have agood day.

At school there istoarching of narcotic.

They from othercountry.

My feeling happy andglad to the attendactivities togethermany friends.

Feeling very sacred.

I to wish quick healthybecause I feel stomach.

I go to hall school fortoarching of narcotic.

I took a rest afterstudying at 9 p.m.

My friends and Ifollowed narcoticexplanation.

I was very happybecause I couldfollow thatexplanation.After that I went tothe dormitory.

And then I studiedfrom 7 o’clock until 9o’clock.

Yesterday I went tomy grandmother’shouse with my father.Yesterday I had agood day.

At school there wasexplanation ofnarcotic

They came from othercountries.

I felt happy and gladto attend activitiestogether with manyfriends.

Feeling very scared.

I wish, I got well sonbecause I feltstomachache.

I went to the schoolhall for narcoticexplanation.

70


3. Spellings

I awok at fourteeno’clock.

The program endet attwo o’clock

I went to dormitories.

In the program I gotsome experience abouthow dangerus narcotic.

I go to eat room atnineteen past thirtymunites.

We are fising.

And than I slept.

I am fery happy.

After the program I goback to domitory.

I woke up at twoo’clock

The program ended attwo o’clock

I went to thedormitory.

In the program, I gotsome experienceabout the danger ofnarcotic

I went to dinningroom at half pastseven p.m.

We were fishing thefish.

And then, I slept.

I was very happy.

After the program, Iwent back todormitory

71


Appendix 4. The Error Percentage of Students' Writing Product before theImplementation

No Students Name N ΣN X

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

Anna Widayati

Ari Widodo

Christopher Husada

G. Edward Oktavianus

Geonaldi Christianto Guntoro

Kartini

Nia Sodakta

Novita Ika Wulandari

Roni Setiawan

Septiantoro

Sugeng Prinurhadi Putra

Sulistyowati

Susi Susanti

Tian Eka F

Tri S

Tri Winarsih

Venda Adi Pramudya

Welly Wijaya

Yantrianto

Yohanes Eko gesit Saputro

Yuliana Susanti

Deddy

Michael Wongkar

Hilarius Ardian

7

4

3

4

5

7

7

5

4

5

4

4

4

4

4

4

5

4

3

4

5

4

6

4

7

4

8

4

5

7

7

5

4

5

4

4

4

4

4

4

5

4

3

4

5

4

7

4

100%

100%

37.5%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

100%

85.7%

100%

72


Appendix 5. The Error Percentage of Students' Writing Product after theImplementation in the First Cycle


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

Anna Widayati

Ari Widodo

Christopher Husada



Kartini

Nia Sodakta


Roni Setiawan

Septiantoro


Sulistyowati

Susi Susanti

Tian Eka F

Tri S

Tri Winarsih

Venda Adi Pramudya

Welly Wijaya

Yantrianto


Yuliana Susanti

Deddy

Michael Wongkar

Hilarius Ardian

2

3

5

1

4

6

3

5

3

4

4

8

2

8

3

4

6

1

5

1

7

3

4

5

9

4

9

5

10

8

10

10

3

5

4

8

7

13

3

4

8

8

5

4

13

4

9

14

22.2 %

75%

55.5%

20%

40%

75%

30%

50%

100%

80%

100%

100%

40%

61.5%

100%

100%

75%

12.5%

100%

25%

53.8%

75%

44.4%

35.7%

73


Appendix 6. The Error Percentage of Students' Writing Product after theImplementation in the Second cycle


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

Anna Widayati

Ari Widodo

Christopher Husada



Kartini

Nia Sodakta


Roni Setiawan

Septiantoro


Sulistyowati

Susi Susanti

Tian Eka F

Tri S

Tri Winarsih

Venda Adi Pramudya

Welly Wijaya

Yantrianto


Yuliana Susanti

Deddy

Michael Wongkar

Hilarius Ardian

0

1

1

1

2

3

1

1

3

5

6

5

2

2

3

4

7

1

6

1

5

5

1

2

10

3

6

9

8

8

8

6

6

8

8

7

7

7

4

4

8

8

6

7

12

7

8

8

0 %

33.3%

16.7%

11.11%

25%

37.5%

12.5%

16.7%

50%

55.6%

75%

71.4%

28.6%

28.6%

75%

100%

87.5%

12.5%

100%

14.3%

41.7%

71.44%

12.5%

25%

74


Appendix 7. The Students’

Writing Product

75


76


77


78


79


80


81


82


83


84


85


86


87


88


89


90


Appendix 8. Syllabus

91


SYLLABUS

Name : SMP Budi Mulia MinggirSubject : English LanguageClass : VIIISemester : 2

StandardCompetence

Basic Competence Indicator Materials Teaching-learning

Activities

Evaluation

TimeAllotment

Source & Media

Writing1.To express the

meaning infunctionalwritten text andsimple shortessay in theform of recountand narrative tointeract with thearoundenvironment.

1. To express themeaning in the form ofsimple short functionaltext by using variedwritten languageaccurately, fluentlyand acceptably tointeract with thearound environment.

2. To express themeaning and rhetoricalsteps in simple shortessays by using variedwritten languageaccurately, fluently,acceptably to interactwith the aroundenvironment in theform of narrative andrecount.

1. The students areable to identifylanguage featureof narrative text.

2. The students areable to writesimple narrativetext by applyingsimple past tense(past verb formsand past to be).

Handout( Narrativetext)

1. Read thehandout.

2. Identify thenarrativetext.

3. Practice thesimple pasttense.

4. Write thenarrativetext.

Individual

5 meetings( @ 2x 40’)

Mukarto,Sujatmiko,Josephine S.M andWidya K. 2004.English On Sky.Jakarta: PT GeloraAksara Pratama

Media :Picture story,handout,blackboard.chalk

92


Appendix 9. Lesson Plans

93


Appendix 4.1. Lesson Plan (meeting 1 of the first cycle)

LESSON PLAN

I. COURSE IDENTITY:Lesson Subject : English LanguageClass : VIIISemester : 2Topic : Simple Past Tense in Narrative TextTime Allocation : 1x 40’Number of students : 24

II. STANDARD COMPETENCE:To express the meaning in functional written text and simple short essay in theform of recount and narrative to interact with the around environment.

III. BASIC COMPETENCE:1. To express the meaning in the form of simple short functional text by

using varied written language accurately, fluently and acceptably tointeract with the around environment.

2. To express the meaning and rhetorical steps in simple short essay by usingvaried written language accurately, fluently, and acceptably to interactwith the around environment in the form of recount and narrative.

IV. ACHIEVEMENT INDICATORS:1. The students are able to identify language feature of narrative text.2. The students are able to write simple narrative text by applying simple

past tense.

V. LEARNING ACTIVITIES:

Teacher’s activities Students’ activities TimeI. Pre- activities

a. The teacher greets the students.b. The teacher checks the attendance

list.

II. Whilst- teachinga. The teacher asks the students to

make and write a paragraphabout what the students haddone on the day before.

a. The students answer theteacher’s greeting.

a.The students make and writea paragraph about what thestudents had done on the daybefore.

4’

35’

1’

94


III. Post- activitiesa. The teacher closes the lesson.

a. The students pay attention toteacher.

Method Strategies/ technique: Lectures, class discussion and assignment.The Learning Media: Picture story, black board, and chalkThe scoring: Students’ composition

Score = 100%-X

X = N x 100%ΣN

Note: X : the percentage mistakes in students’ writing



Grading and Scoring:10 = 100% 5 = 50%9 = 90% 4 = 40%8 = 80% 3 = 30%7 = 70% 2 = 20%6 = 60% 1 = 10%

Source:Azar, Beetty Schramperfer. 1989. Understanding And Using English Grammar:

Second Edition. New Jersey: Prentice- Hall, Inc.Mukarto, Sujatmiko, Josephine S.M and Widya K. 2004. English On Sky. Jakarta:

PT Gelora Aksara Pratama

95



LESSON PLAN







past tense.




list.c. The teacher introduces the new

lesson objective.


read the narrative text given.b. The teacher asks and then

explains about what the text tothe students.

c. The teacher asks the students to


b. The students pay attentionto the teacher.

a. The students read thenarrative text.

b. The students answer theteacher’s questions.

c. The students identifygeneric structures and

5’

80’

96


identify generic structures andanalyze what the sentencepattern assigned in the text.

d. The teacher asks the students todiscover the structure patternsof simple past tense.

e. The teacher explains the use andthe pattern of Simple PastTense.

III. Post- activitiesa. The teacher asks the students to

write a simple past tensesentence.

b. The teacher summarizes thetopic.

c. The teacher closes the lesson.

analyze what the sentencepattern assigned in the text.

d. The students discover thestructure patterns of simplepast tense.

e. The students pay attentionto the teacher’sexplanations.


5’

Method Strategies/ technique: Lectures, class discussion and assignment.The Learning Media: Picture story, black board, and chalkThe scoring: Students’ compositionScore = 100%-X

X = N x 100%ΣN








97



LESSON PLAN







past tense.




list.c. The teacher reviews the previous

lesson

II. Whilst- teachinga. The teacher explains the regular

and irregular verbs.b. The teacher gives the handout

of list irregular verb.c. The teacher reminds about the

sentence pattern of Simple Past



a. The students pay attentionto the teacher’sexplanation.


c. The students do and discuss

5’

80’

98


Tense by explaining again byusing deductive method.

d. The teacher gives and discussesthe exercise in order to thestudents comprehend the simplepast tense.

e. The teacher asks the students tomake and write the narrativestory based on the picturestories given.


bring dictionary.b. The teacher closes the lesson.

the exercise.d. The students make and

write the narrative storybased on the pictures storygiven.


5’


X = N x 100%ΣN








99


Appendix 4.3 Lesson Plan (meeting 2 of the second cycle)

LESSON PLAN







past tense.




list.c. The teacher asks the students to

recall the previous material.


read the narrative text given.b. The teacher asks and then

explains about what the text tothe students.


b. The students recall what theyhave learnt in the previousmeeting.

a. The students read thenarrative text.

b. The students answer theteacher’s questions.

5’

80’

100


c. The teacher asks the students toidentify generic structures andanalyze what the sentencepattern assigned in the text.

d. The teacher asks the students todiscover the structure patternsof simple past tense.

e. The teacher explains the use andthe pattern of Simple PastTense.


write a simple past tensesentence.

b. The teacher summarizes thetopic.

c. The teacher closes the lesson.

c. The students identifygeneric structures andanalyze what the sentencepattern assigned in the text.

d. The students discover thestructure patterns of simplepast tense.

e. The students pay attentionto the teacher’sexplanations.


5’


X = N x 100%ΣN








101


Appendix 4.2. Lesson Plan (meeting 3 of the second cycle)

LESSON PLAN







past tense.

V. LEARNING ACTIVITIES:Teacher’s activities Students’ activities Time

I. Pre- activitiesa. The teacher greets the students.b. The teacher checks the attendance

list.c. The teacher reviews the previous

lesson

II. Whilst- teachinga. The teacher explains the regular

and irregular verbs.b. The teacher gives the handout

of list irregular verb.

c. The students answer theteacher’s greeting.

d. The students pay attentionto the teacher.

a. The students pay attentionto the teacher’sexplanation.


5’

80’

102


c. The teacher reminds about thesentence pattern of Simple PastTense by explaining again byusing deductive method.

d. The teacher gives and discussesthe exercise in order to thestudents comprehend the simplepast tense.

e. The teacher asks the students tomake and write the narrativestory based on the picturestories given.

III. Post- activitiesb. The teacher asks the students to

bring dictionary.b. The teacher closes the lesson.

c. The students do and discussthe exercise.

d. The students make andwrite the narrative storybased on the pictures storygiven.


5’


X = N x 100%ΣN





Source:

Azar, Beetty Schramperfer. 1989. Understanding And Using English Grammar:Second Edition. New Jersey: Prentice- Hall, Inc.

Mukarto, Sujatmiko, Josephine S.M and Widya K. 2004. English On Sky. Jakarta:PT Gelora Aksara Pratama

103


Appendix 10

Teaching Materials

104


One day, John and Halbert went to the circus. They saw a juggler at the

circus. The juggler played some plants without dropping them. John and Halbert

saw that show. After John went back home, he went to the kitchen. John tried to

imitate the juggler but he could not. Unfortunately, he dropped the plates. John’s

mother was very angry when she saw it. John regretted and asked for apologize

from his mother. Her mother forgave him.

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A Memorable Day at the Beach

Glend and I went to the beach yesterday. While we were there, somethinghappened to make this a memorable day for both of us.

When we arrived at the beach, there were not many people there yet.Glend and I sat down at the sea. However, the beach was crowded with thepicnickers. Then, we swam and raced into water. We were tired. We also werethirsty and hungry. Therefore, we rested a while. We ate our packed lunch.

Glend wanted to collect sea shells for her sister, so we took a walk alongthe shore. Suddenly, we saw a little girl about two years old. She went deeper anddeeper into the water.

Nobody noticed her, except us. We ran after her. Glen reached her justbecause she got into trouble. She sunk into the water. Glen picked up and carriedher to the shore. Just then, her parents arrived on the scene.

The girl’s parents kept thanking Glen and I. Soon after that, we packed ourthings and came home.

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Narrative Text

What is Narrative Text?A narrative text functions to entertain the readers or thelisteners.

Examples of narrative text:Fables are stories.

NarrativeExperiences are stories.

The verbs in narrative text are usually in form of Simple Past Tense.Dalam menulis cerita narrative, tense yang digunakan adalah Simple PastTense.

The form of Simple Past Tense:1. (+) S + V2

Example:I went to school yesterday. (Irregular verb/ kata kerja tidak beraturan)I studied English last week. (Regular verb/ kata kerja beraturan)

(-) S+ did not+ V1Example:I did not go to school.I did not study English yesterday.

2. (+) S+ was/ were+ adjectiveExample:

(-) S+ was/ were+ not+ adjectiveExample:

TheyWeYou

were

IHeSheIt

wassick

TheyWeYou

were

IHeSheIt

wasnot sick

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Let’s check these sentences! Is it true or false? If it is false, pleasecorrect!

1. Cipo and I walked to Cinema 21.

2. Nia and I drew a flower in the school.

3. Michael and I drove to the mountain.

4. They were lazy.

5. I went to school yesterday.

6. I was drank a syrup.

7. George was sitting in his English class.

8. I sent a letter.

9. George did not understand the English teacher so he said, Sorry, Miss”.

10. I want became a pilot.

11. I was abeat my friend.

12. I was opening the book.

13. I went to fed the dog.

14. I was gave the book to my brader.

15. George looked out of the window.

16. He hated grammar.

17. He wanted to leave school and work.

18. I was a faste.

19. He doesn’t have a pencil.

20. I was sick.

21. He was bored.

22. I went feed a cat.

23. My sister cold night.

24. I was bought a mathematic book.

25. I see you yesterday.

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Complete these sentences by using verbs in simple past tense!

Example: She carried (carry) a lot of money.

1. Last night, James …………… (study) mathematic.

2. The accident ………….. (happen) at nine o’clock at night.

3. They ………… (auxiliary verb) hungry.

4. He ………. (not walk) along the street yesterday.

5. Mr. Glen ………(drive) a car.

6. Sherly ………… (see) an handsome boy last week.

7. I ………(auxiliary verb) happy.

8. Tina ………..(not, visit) her friends yesterday.

9. Sheila ……….(go) to New York on holiday.

10. He ………………(auxiliary verb) thirsty.

1. Jenny to come home last month.

2. He do not climbed a tree yesterday.

3. The beggar is a policeman.

4. They to go home.

5. I am know that problem.

6. My friend is not saw that beggar.

7. A beggar sit in front of my school.

8. Saw and look the policeman.

9. I was looked the beggar.

10. I love her.

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The List of Irregular Verbs

Verb IPresent

Verb 2Simple Past

Meaning

1. arise2. be3. beat4. become5. begin6. bend7. bind8. bite9. bleed10. blow11. break12. bring13. build14. burn15. burst16. buy17. catch18. choose19. come20. cost21. creep22. cut23. dig24. do25. draw26. dream27. drink28. drive29. eat30. fall31. feed32. feel33. fight34. find35. fly36. forbid37. forget38. forgive39. forsake40. freeze41. get42. give

arosewas/ werebeatbecamebeganbentboundbitbledblewbrokebroughtbuiltburnt/ burnedburstboughtcaughtchosecamecostcreptcutdugdiddrewdreamt/ dreameddrankdroveatefellfedfeltfoughtfoundflewforbadeforgotforgaveforsookfrozegotgave

timbuladamemukulmenjadimulaimembengkokkanmengikatmenggigitberdarahbertiupmematahkanmembawamembangunmembakarpecah, memecahkanmembelimenangkapmemilihdatangberhargameragkakmemotongmenggaliberbuat, mengerjakanmenggambarbermimpiminummengemudimakanjatuhmemberi makan, menyuapmerasaberkelahi, bertempurmenemukanterbangmelaranglupa, melupakanmemaafkanmelalaikan, meninggalkanmembekumendapatmemberikan

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43. go44. grind45. grow46. hang47. have48. hear49. hide50. hit51. hold52. hurt53. keep54. kneel55. know56. lay57. lead58. leap59. learn60. leave61. lend62. let63. lie64. lie65. light66. lose67. make68. mean69. meet70. pay71. put72. read73. ride74. ring75. rise76. run77. say78. see79. seek80. sell81. send82. set83. sew84. shake85. shine86. shoot87. shrink88. shut

wentgroundgrewhunghadheardhidhitheldhurtkeptkneltknewlaidledleapt/ leapedlearnt/ learnedleftlentletlayliedlit/ lightlosemademeantmetpaidputreadroderangroseransaidsawsoughtsoldsentsetsawshookshoneshotshrankshut

pergimenggiling, mengasahbertumbuh, tumbuhmenggantungmemilikimendengarbersembunyi, menyembunyikanmemukulmemegang, menyelenggarakanmenyakitimenyimpanberlututmengetahui, mengenalmeletakkanmemimpinmelompatbelajar, mempelajariberangkat, meninggalkan’meminjamkanmembiarkan, perkenankanberbaringmenipumenyalakankehilangan, hilangmembuatmaksudkan, bermaksudkanberjumpamembayarmeletakkan, menaruhmembacamenunggangberderingterbit, naiklari, berlariberkatamelihatmencarimenjualmengirimmenempatkan, mengaturmelihatmenggoyangkan, menggoncangkanbersinarmenembakmengerut, menciutmenutup

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89. sing90. sink91. sit92. sleep93. slide94. slink95. slit96. smell97. sow98. speak99. spell100. spend101. spill102. spit103. split104. spread105. spring106. stand107. steal108. stick109. sting110. strike111. strive112. swear113. sweep114. swim115. take116. teach117. tear118. tell119. think120. thrive121. throw122. thread123. understand124. wake125. wear126. weave129. weep130. wet131. win132. wind133. write

sangsanksatsleptslidslunkslitsmelt/ smelledsowedspokespeltspentspilt/ spilledspatsplitspreadsprangstoodstolestuckstungstruckstrovesworesweptswamtooktaughttoretoldthoughtthrived/ throvethrewthrodunderstoodwoke/ wakedworewoveweptwet/ wettedwonwoundwrote

menyanyi, bernyanyitenggelamduduktidurgelincir, longsor, luncurmenyelinap, mengendapmengiris, membelahberbaumenyebarkan benihberbicaramengejamengeluarkan, membelanjakanmenumpahkan, mencurahkan,meludahmembelahmenyebarkanmeloncat, cemplungberdirimencurimenikam, melekatkanmenyengatmemukul, mogokmengejar cita, berusaha, berusaha, berjuangbersumpahmenyapuberenangmengambilmengajarmenyobekberceritaberpikirbertumbuh dengan subur, berkembangmakmurmelemparmenjejak, melangkahmengertiberjaga, bangun, membangunkanmemakaimenenunmenangis, melelehmembasahimenangmemutarmenulis

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REGULAR VERBS(Kata Kerja Beraturan)

Untuk membentuk regular verbs( kata kerja beraturan) dalam V2 ( simple past

tense) ada beberapa kaedah- kaedah sendiri sebagai berikut:

1. Dengan menambah -d pada akhir kata kerja jika berakhiran e.

Verb 1

Present

Verb 2

Simple past

Meaning

smileexaminepracticeadvisesmoke

smiledexaminedpracticedadvisedsmoked

tersenyummemeriksaberlatihmenasehatimerokok

2. Kalau kata kerjanya berakhiran satu konsonan yang didahului oleh satu vokal,maka gandakanlah konsonan itu kemudian tambahkan – ed.

Verb 1

Present

Verb 2

Simple past

Meaning

stopshoprobplangabadmitomitoccur

stoppedshoppedrobbedplannedgabbedadmittedomittedoccurred

berhentiberbelanjamerampokmerencanakan, berencanamengobrolmengakuimenghilangkanterjadi

Nb: perkecualian untuk kata kerja:

V1 V2 Meaninghappen happened terjadiopen opened membukavisit visited mengunjungisuffer suffered menderitacook cooked memasakenter entered masuk, memasuki

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3. Kalau kata kerja itu berakhiran y yang didahului konsonan, maka y diubah -idan ditambah -ed.

Verb 1

Present

Verb 2

Simple past

Meaning

trycrystudycarrysupply

triedcriedstudiedcarriedsupplied

mencobamenangisbelajarmembawamenyediakan

4. Kalau kata kerjanya berakhiran c, maka ditambahkan -k dan – ed.

Verb 1

Present

Verb 2

Simple past

Meaning

panicpicnicmimic

panickedpicnickedmimicked

membikin panikberpiknikmemimikkan

5. Semua kata kerja yang lain diatas cukup menambah -ed.

Verb 1

Present

Verb 2

Simple past

Meaning

talkhelp

talkedhelped

berbicaramembantu

Nb:

Untuk beberapa kata bantu seperti:

Will------------ would +V1e.g: I would go to market yesterday.

Can------------ could +V1e.g: I could sing a song.

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Appendix 11. The proficiency guidelines of writing in ACTFL ProficiencyGuidelines taken from Hughes (2001:89-90)

PROFICIENCY GUIDELINESADOPTED FROM ACTFL (American Council for the Teaching of Foreign

Language) PROFICIENCY GUIDELINESNovice LowNo functional ability in writing the foreign language.

Novice MidNo practical communication writing skills. Able to copy isolated words or shortphrases. Able to transcribe previously studied words or phrases.

Novice HighAble to write simple fixed expressions and limited memorized material. Cansupply information when requested on forms such as hotel registrations and traveldocuments. Can write names, numbers, dates, one’s own nationality, addresses,and other simple biographic information, as well as learned vocabulary, shortphrases, simple lists. Can write all the symbols in an alphabetic or syllabic systemor 50 of the common characters. Can write simple memorized materials withfrequent misspellings and inaccuracies.

Intermediate-LowHas sufficient control of the writing, system to meet limited practical needs. Canwrite short messages, such as simple questions or notes, postcards, phonemessages, and the like within the scope of limited language experience. Can takesimple notes on material dealing with very familiar topics although memory spanis extremely limited. Can create statements or questions within the scope oflimited language experience. Material produced consists of recombinations oflearned vocabulary and structures into simple sentences. Vocabulary is inadequateto express anything but elementary needs. Writing tends to be a loosely organizedcollection of sentence fragments on a very familiar topic. Makes continual errorsin spelling, grammar, and punctuation, but writing can be read and understood bya native speaker used to dealing with foreigners. Able to produce appropriatelysome fundamental sociolinguistic distinctions in formal and familiar style, such asappropriate subject pronouns, titles of address and basic social formulae.

Intermediate-MidSufficient control of writing system to meet some survival needs and some limitedsocial demands. Able to compose short paragraphs or take simple notes on veryfamiliar topics grounded in personal experience. Can discuss likes and dislikes,daily routine, everyday events, and the like. Can express past time, using contentwords and time expressions, or with sporadically accurate verbs. Evidence ofgood control of basic constructions and inflections such as subject-verbagreement, noun-adjective agreement, and straightforward syntactic constructionsI present or future time, though errors occasionally occur. May take frequent

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errors, however, when venturing beyond current level of linguistic competence.When resorting to a dictionary, often is unable to identify appropriate vocabulary,or uses dictionary entry in uninflected form.

Intermediate-HighSufficient control of writing system to meet most survival needs and limited socialdemands. Can take notes in some detail on familiar topics, and respond topersonal questions using elementary vocabulary and common structures. Canwrite simple letters brief synopses and paraphrases, summaries of biographicaldata and work experience, and short compositions on familiar topics. Can createsentences and short paragraphs relating to most survival needs (food, lodging,transportation, immediate surroundings and situations) and limited socialdemands. Can relate personal history, discuss topics such as daily life,preferences, and other familiar material. Can express fairly accurately present andfuture time. Can produce some past verb forms, but not always accurately or withcorrect usage. Shows good control of elementary vocabulary and some control ofbasic syntactic patterns but major errors still occur when expressing morecomplex thoughts. Dictionary usage may still yield incorrect vocabulary of forms,although can use a dictionary to advantage to express simple ideas. Generallycannot use basic cohesive elements of discourse to advantage such as relativeconstructions, subject pronouns, connectors, etc. Writing, though faulty, iscomprehensible to native speakers used to dealing with foreigners.

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Appendix 12

Observation Sheet

Meeting: The first meeting of the first cycleDate : January 5th, 2008Topic : Simple Past Tense in Narrative TextSum of the students: 24

1. What do the students do before the main activity? ( Pre activity)- The students greeted the teacher.- The students reviewed the previous meeting.

2. What do the students do during the lesson? ( Whilst activity)The students wrote their past experience in the form of writing. Theyseemed lazy, bored and confused to write their past experience. Somestudents asked some questions to the teacher. Some students make noise.The students shared their ideas on their writing. They cheated to eachother. Most of the students did not use the dictionary. However, somestudents looked for some words in the dictionary.

3. What do the students do after the main activity? ( Post activity)The students paid attention to the teacher.

4. What does the teacher do before the main activity?- The teacher greeted the students.- The teacher reviewed the previous meeting.

5. What does the teacher do during the lesson?

- The students asked the students to write their past experience in theform of writing.

- The teacher explained briefly about that task.- The teacher answered the students’ questions since the students seemed

confused.

6. What does the teacher do after the lesson?

- The teacher closed the lesson.

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Observation Sheet

Meeting: The second meeting of the first cycleDate : January 31st, 2008Topic : Simple Past Tense in Narrative TextSum of the students: 24

1. What do the students do before the main activity? ( Pre activity)- The students greeted the teacher.- The students paid attention to the teacher.

2. What do the students do during the lesson? ( Whilst activity)The students read an example of narrative text. The students felt fun whenthe teacher gave an example of narrative text with the picture story. Thestudents were interested with the picture story given. Therefore, only somestudents made noise in class. Then, they analyzed the text given. Theyanalyzed the tense used in the text. Then, the students listened to theteacher’s explanation.


4. What does the teacher do before the main activity?- The teacher greeted the teacher.- The teacher introduced the new topic.

5. What does the teacher do during the lesson?- The teacher asked the students to read example of narrative text and

analyze the tense used in the example.

- The teacher explained briefly about characteristics of narrative text.

6. What does the teacher after during the lesson?


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Observation Sheet

Meeting: The third meeting of the first cycleDate : February 8th, 2008Topic : Simple Past Tense in Narrative TextSum of the students: 24

1. What do the students do before the main activity?- The students greeted the teacher.- The students paid attention to the teacher.- The students reviewed the previous meeting.

2. What do the students do during the lesson (the main activity)?- The students received and learnt the copy of regular and irregular verbs

in class together.- The students did the grammar exercise.- The students asked some questions to the teacher.- The students wrote the narrative story based on the picture story given.

They felt interested with the picture story. The students began lookedsome list irregular verbs from the handout. They were enthusiastic.Some students used dictionary. They saw some words from thedictionary.

- Some students make noise in class.

3. What do the students do after the main activity?The students paid attention to the teacher.

4. What does the teacher do before the main activity?- The teacher greeted the teacher.- The teacher reviewed the previous lesson.

5. What does the teacher do during the lesson?- The teacher explained briefly about regular and irregular verbs and past

to be (was and were).- The teacher discussed the grammar exercise.

- The teacher asked the students to write narrative story based on thepicture story given.

6. What does the teacher do after the lesson?The The teacher waited the students since the students had not finished in

making narrative story. Then, the teacher closed the lesson.

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Observation Sheet

Meeting: The first meeting of the second cycleDate : March 15th, 2008Topic : Simple Past Tense in Narrative TextSum of the students: 24

1. What do the students do before the main activity? ( Pre activity)- The students greeted the teacher.- The students paid attention to the teacher.

2. What do the students do during the lesson? ( Whilst activity)The students read an example of narrative text. The students were notbored. They looked the example of narrative text with the picture story.The students were interested with the picture story given. Then, theyanalyzed the text given. They analyzed the tense used in the text. Then, thestudents listened to the teacher’s explanation.


4. What does the teacher do before the main activity?- The teacher greeted the teacher.- The teacher introduced the new topic.

5. What does the teacher do during the lesson?

- The teacher asked the students to read example of narrative text andanalyze the tense used in the example.

6. What does the teacher after during the lesson?


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Observation Sheet

Meeting: The second meeting of the second cycleDate : March18th, 2008Topic : Simple Past Tense in Narrative TextSum of the students: 24

1. What do the students do before the main activity?- The students greeted the teacher.- The students paid attention to the teacher.- The students reviewed the previous meeting.

2. What do the students do during the lesson (the main activity)?- The students did the grammar exercise.- The students asked some questions to the teacher.- The students wrote the narrative story based on the picture story given.

They felt interested with the picture story. The students began lookedsome list irregular verbs from the handout. They were enthusiastic andnot bored. Some students used dictionary. They saw some words fromthe dictionary.

3. What do the students do after the main activity?The students paid attention to the teacher.

4. What does the teacher do before the main activity?- The teacher greeted the teacher.- The teacher reviewed the previous lesson.

5. What does the teacher do during the lesson?- The teacher explained briefly about regular and irregular verbs and past

to be (was and were).- The teacher discussed the grammar exercise.

- The teacher asked the students to write narrative story based on thepicture story given.

6. What does the teacher do after the lesson?The teacher waited the students since the students had not finished in making

narrative story. Then, the teacher closed the lesson.

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